Pre-Reading Activity:
I chose Domain 4. I chose this domain because I feel it is the area that I need to improve the most. Understanding and improving my Professional Responsibilities will only help me become a better teacher to my students.I
Although I feel I need improvement in all components of Domain 4, I am most comfortable with 4c-Communicating with parents. I make weekly calls to all parents/guardians of my students on Fridays. We send home weekly grades and I feel my students weekends go better for them if it starts out on a positive note. I have no problems telling parents if something needs to be improved upon, but they are pleasantly shocked when I call to give a positive report on their daughters. I am nervous on what I not to say...
The part that ties in most with my instruction is 4b-maintaining records. I have special education students and keeping up with monitoring of IEP objectives is a full-time job.
What components I would like to zero in on are 4a and 4b. Reflecting on my teaching is very hard for me to do. I am so critical of my work (so I am told). Maintaining records is very important in my classroom as Special Education teacher. It is such an important part of my job, I want to make sure I know what is current in the requirements.
Post-Reading
Question for my group: We run our center with a skeleton crew. Taking off during a school day is not looked favorably upon. So, when and how do you suggest I fit in professional development if the classes I need are offered during the day? Is there a list I can be placed on to know when these classes are offered?
Domain 4 in my classroom:
4a: Reflecting on my teaching.
I don't log a reflection of my lessons in Arts & Humanities, Life Skills, and P.E. I do a lot of hands on with the girls and we display what we do-everywhere! I know if my lesson was a success when they participate, share, and talk about it to others in the center. (told you I need help in this area!)
4b: Maintaining accurate records: Again, IEP, monitoring sheets, and other Special Ed documents are a priority in my classroom. Each student has a folder that I keep parent contact logs, absent notes, and all student work samples. I use this folder at parent-teacher conferences (report card meetings).
4c:Communicating with parents: As I said before, I have communication logs I keep with every student. I do this for several reasons but mostly to keep myself accountable for keeping the parent updated on her daughter so there are no surprises at conferences. I feel it is important to keep that communication open.
4d- Participating in a professional community: I collaborate with the other teachers in the center about ideas regarding situations with my students. I coached Special Olympics for 12 years but recently gave it up to complete KTIP and my Masters Program. I talk daily with my mentor about issues or questions I have regarding Special Education.
4e-Growing and developing professionally. I do attend PD classes when I can afford and if I can fit it into my calendar. I know it's important but my time is so limited at this point, I only attend those that will impact my growth in an alternative setting or in special education.
4f - Showing professionalism. I do this daily in my classroom. I respect the staff and require it of my students and require my students to respect each other. No one is perfect but, I do try to model appropriate behavior in and out of the classroom.
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Task Three
Pre-Reading: I believe that all students have the capacity to learn. Getting to know your students and their learning styles help shape their capacity to learn. Knowing how to reach your students in the way they learn best helps them to retain the information beyond testing. For instance, you know your student's interest is in art. You can take that information, teach concepts in math (fractions-amounts of paint need to blend colors) and reading (art books or magazines-reading and comprehension skills). I believe if you take the time to relate to your students, talking to them, and use what they relate to; you will increase academic performance.
Post-Reading:
Danielson's domains were very interesting to me. While reading this article, I found myself saying "I do that" or "I'm suppose to do that?" For instance, I do take the time to know my student's strengths, weaknesses, backgrounds, and interests. I have a much smaller classroom so it's easy to accomplish. But, I found that I need practice relating different elements to one another (1b).
Assessments are another area I feel I can become stronger. I have an idea in my head of what I want to accomplish but actually putting it on paper or documenting it someway, is something I do not do consistantly (1f).
I also feel very competent in managing the classroom environment. I have found that changing the seating chart every 4 weeks keeps the girls from forming clicks, allows more control in the classroom (less talking) and forces the girls to get along with each other. They learn to respect each other even if they don't like one another. They learn to be accountable for their own behavior and respecting each others boundaries and differences. When doing group projects I use different methods to keep the girls working with different partners (learning cooperative behaviors (2a -2e).
Danielson talks about the essential heart of teaching-engagement of students in content (29). Lesson plans that require interaction from the students helps to reach all students allowing everyone to take away something from the lesson.
Danielson's article also speaks about the importance of awareness of our students cultural differences that reach beyond dress, foods, and traditions. For example, one semester I had 10 girls who were at war with each other (verbally) because they didn't understand or appreaciate differences between them. We did a weeks unit on Cultures and each presented to the class thier own nationality. Reports, posters, and favorite dishes were apart of the project. It was a lot of fun and as a class we learned that we more alike than different.
I feel that if you take the time to know your students, prepare lessons that address most of the obsticles to their learning processess, all students have the capacity to learn. I also understand that I am very fortunate to have a small classroom and can implement more one-on-one to my students. This is the biggest reason I love what I do.
Post-Reading:
Danielson's domains were very interesting to me. While reading this article, I found myself saying "I do that" or "I'm suppose to do that?" For instance, I do take the time to know my student's strengths, weaknesses, backgrounds, and interests. I have a much smaller classroom so it's easy to accomplish. But, I found that I need practice relating different elements to one another (1b).
Assessments are another area I feel I can become stronger. I have an idea in my head of what I want to accomplish but actually putting it on paper or documenting it someway, is something I do not do consistantly (1f).
I also feel very competent in managing the classroom environment. I have found that changing the seating chart every 4 weeks keeps the girls from forming clicks, allows more control in the classroom (less talking) and forces the girls to get along with each other. They learn to respect each other even if they don't like one another. They learn to be accountable for their own behavior and respecting each others boundaries and differences. When doing group projects I use different methods to keep the girls working with different partners (learning cooperative behaviors (2a -2e).
Danielson talks about the essential heart of teaching-engagement of students in content (29). Lesson plans that require interaction from the students helps to reach all students allowing everyone to take away something from the lesson.
Danielson's article also speaks about the importance of awareness of our students cultural differences that reach beyond dress, foods, and traditions. For example, one semester I had 10 girls who were at war with each other (verbally) because they didn't understand or appreaciate differences between them. We did a weeks unit on Cultures and each presented to the class thier own nationality. Reports, posters, and favorite dishes were apart of the project. It was a lot of fun and as a class we learned that we more alike than different.
I feel that if you take the time to know your students, prepare lessons that address most of the obsticles to their learning processess, all students have the capacity to learn. I also understand that I am very fortunate to have a small classroom and can implement more one-on-one to my students. This is the biggest reason I love what I do.
Sunday, September 13, 2009
Task Two-Enacting Curriculum
What is the purpose of curriculum and what role do we have as teachers in this purpose?
- Curriculum is a guide that teachers use (an outline) to achieve specific results in teaching and learning activities for students to be successful. Teachers should use this outline not only teach but design ways to help the students understand what is being taught. Designing ways to reach our students in ways that they will have understanding of the material can only be accomplished if you know the student. How do they learn? Are they audio or visual learners? What is their current level of academic understanding? Assessments, observations, and one-on-one conversations must be a part of design of curriculum for the classroom. When you know this information, you can design curriculum to meet the students needs in your classroom, therefore increasing academic levels.
- Teachers must also be open to using other materials along with the guidance of the standard textbook. Movies or books to enhance the learning experience can help the student to relate academics to real-life situations.
How much control do we have in the designing of curriculum? How much should we have?
- The amount of input on the design of curriculum varies; teachers must consult their state and local standards of core curriculum. According to Schwartz, some teachers have freedom to design and others more strict limitations. Teachers can add valuable insight when determining how to help the students understand materials being presented to them on a day to day basis. Students learn on different levels and in different ways. Teachers create lessons according to the needs of their students by personalizing the materials enabling them to use the information in real-life situations.
How does the curriculum that you have look like in your classroom in a day to day environment?
- One of the first steps I take in my classroom is the assessment of my students. I am recieving students at different times throughout the school year, but once placed they stay 9-18 weeks at the center. When a student arrives, I give the student what I call a "honeymoon" period. Through informal observation, I asses the students behavior with peers and other staff members. No student wants to come to the center so giving the student time to adjust to the room allows me time to access and plan instruction for them. E2020 is a virtual high school program we use at the center for all core subjects, English, Math, Science, Social Studies, and Health. P.E., Practical Living/Life Skills, and Arts & Humanities are taught off the computer. My class stays with me and does not change through out the day. All E2020 programs are designed for the level of courses they are taking in high school. After informally accessing my students I use the off computer subjects and create according to thier needs and levels, lessons that not only follow curriculum but can be used in real-life situations. This takes time but it is worth the effort. I assess the lesson by ending with projects. For example, last week I did a week unit on Communication Awareness. I followed curriculum but added a movie (Steel Magnolias) and as a class they designed a moble as ending project. Each student was given 26 characterists of communication (verbal or non-verbal). On a different colored index card they wrote the characteristic on front and who, where, and why the character they chose related to this characterist on the back of the card. Everyone who has walked in my room has commented on the mobile. The mobile was my form of assessment showing that my students understood the lesson being taught. They had fun and have pride in what they have accomplished.
Saturday, September 12, 2009
Task 1 Curriculum Design
Why do we need to consider curriculum?
Curriculum is a blueprint for learning. It can be considered a map for how to achieve desired student performance by suggesting appropriate learning activities and assessments to achieve the desired results from our students. Curriculum can also be considered a designed course specifing what the student should achieve, needs to achieve, and what the teacher needs to do to achieve the results sought from the students. It is our outline for teaching appropriate lessons to our students.
What model of curriculum fits my current role? What model are you attracted to? What would be my preference?
In Wraga's article, Toward a Connected Core Curriculum, I connected the most with integrative core curriculum. In this curriculum, subject matter is combined with personal and social problems. At the Alternative Center for Education, we work with at-risk students. We need curriculum that allows us to present core knowledge but also connect it with real-life situations. For example, my room consists of all girls ranging from middle to high school students. Teaching social skills in connection with curriculum is a priority for every subject. Communication and social interaction is sometimes taken for granted in a regular school setting. Our students need these skills to be taught, sometimes before we can begin to teach curriculum. Intergrative core curriculum provides students with the opportunities to collaborate with their peers and teachers, with whom they could apply and integrate subject knowledge to analyze common or personal or social problems (p. 93). In our center, we have a smaller classroom setting and we are able to interact directly with each student. As a result, this one-on-one interaction builds the students self-esteem and gives them confidence because they are feeling successful in learning new academic skills.
Wiggins talks about the need for a "modern" curriculum-what could this look like? Do you buy that we need a new approach to curriculum? Why or why not?
As I said above, Integrative Core Curriculum works best for me. I had a difficult time with this article. Maybe I misunderstood it but, the "modern" curriculum seems to me as if this type of curriculum is very confortational. It is OK to challenge what someone says and investigate for yourself but, it seems as if he was asking us to challenge "everything." It would wear me out thinking that much! I don't know, I had a hard time with this one. It didn't seem like it would be "fun" to learn in this curriculum style.
Curriculum is a blueprint for learning. It can be considered a map for how to achieve desired student performance by suggesting appropriate learning activities and assessments to achieve the desired results from our students. Curriculum can also be considered a designed course specifing what the student should achieve, needs to achieve, and what the teacher needs to do to achieve the results sought from the students. It is our outline for teaching appropriate lessons to our students.
What model of curriculum fits my current role? What model are you attracted to? What would be my preference?
In Wraga's article, Toward a Connected Core Curriculum, I connected the most with integrative core curriculum. In this curriculum, subject matter is combined with personal and social problems. At the Alternative Center for Education, we work with at-risk students. We need curriculum that allows us to present core knowledge but also connect it with real-life situations. For example, my room consists of all girls ranging from middle to high school students. Teaching social skills in connection with curriculum is a priority for every subject. Communication and social interaction is sometimes taken for granted in a regular school setting. Our students need these skills to be taught, sometimes before we can begin to teach curriculum. Intergrative core curriculum provides students with the opportunities to collaborate with their peers and teachers, with whom they could apply and integrate subject knowledge to analyze common or personal or social problems (p. 93). In our center, we have a smaller classroom setting and we are able to interact directly with each student. As a result, this one-on-one interaction builds the students self-esteem and gives them confidence because they are feeling successful in learning new academic skills.
Wiggins talks about the need for a "modern" curriculum-what could this look like? Do you buy that we need a new approach to curriculum? Why or why not?
As I said above, Integrative Core Curriculum works best for me. I had a difficult time with this article. Maybe I misunderstood it but, the "modern" curriculum seems to me as if this type of curriculum is very confortational. It is OK to challenge what someone says and investigate for yourself but, it seems as if he was asking us to challenge "everything." It would wear me out thinking that much! I don't know, I had a hard time with this one. It didn't seem like it would be "fun" to learn in this curriculum style.
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