Inquiry Plan Week 3
My student is making progress in both basic math operations and solving simple algebraic equations using PEMDAS. At first, my student would look at the problem and say “can’t do it.” Now he actually takes the pencil and begins to work. He still struggles in some areas when working the equation (what you do to one side-you do to the other) and isolating the letter (x, a, b, whatever). But, he is now beginning to look at the problems and eliminate steps because he does it in his head. For, example he will see 6 + 2x = 4 and say “Ok, I move the 6 to the side with the 4 and it becomes a -6, so 2x = 4-6.” Big step for my student because he didn’t believe when I assured him he would reach this point in our interventions.
Building his confidence is icing on the cake. He now tries to help others and is willing to try problems rather than push the paper away and refuse. Progress.
My video is complete and hopefully I will post it also today. Looking forward to your comments. My student didn't want his face to be seen when filming this video so he is facing me but you can hear his comments.
Thursday, November 19, 2009
Tuesday, November 10, 2009
Inquiry Plan Week 2
After reviewing our last time together, I gave my student a basic math sheet of addition, multiplication, division, and subtraction. The first comment he made "I don't know a lot of these." After completing the worksheet without a calculator, he was surprised at the amount of problems he could answer on his own. His mistakes included multiplying with 0 (2 x 0 = 0), and problems with multiples of larger numbers such as 8 or 9 (3 x 9 = 27). He didn't attempt those problems.
I reviewed PEMDAS and took it slow, step-by-step. His confusion is "what you do to one side of the equation you do to the other." It will come in time and with practice. With each problem I ask him to tell me at what point he has questions and we discuss.
He finished the worksheets and rated himself higher than the first sheet. Most of his ranges are now in the 5-6 range verses 0-2 of last session.
Using the interventions and teacher made tests as review before each session seems to help reinforce what he is learning and continues to allow me to assess his problem areas. If I had not taken the time to find his weakness in Mathematics, he would still be struggling in this area. I believe taking the time to allow him to understand the concepts before moving to the next is very helpful to him and gives him more confidence in Mathematics.
I reviewed PEMDAS and took it slow, step-by-step. His confusion is "what you do to one side of the equation you do to the other." It will come in time and with practice. With each problem I ask him to tell me at what point he has questions and we discuss.
He finished the worksheets and rated himself higher than the first sheet. Most of his ranges are now in the 5-6 range verses 0-2 of last session.
Using the interventions and teacher made tests as review before each session seems to help reinforce what he is learning and continues to allow me to assess his problem areas. If I had not taken the time to find his weakness in Mathematics, he would still be struggling in this area. I believe taking the time to allow him to understand the concepts before moving to the next is very helpful to him and gives him more confidence in Mathematics.
Sunday, November 8, 2009
Week 1 Inquiry Plan
Assessments
I reviewed what areas of Mathematics my student struggles with by assessing Scantron scores.
According to his GLE score (grade level equivalent), my student is functioning at a 7.4 grade level.
When asked, my student completed A Math Goals Self-Assessment sheet. This sheet consisted of 14 operations in which he rated himself as: Can do now, Can do some now but need practice, Want to learn, Want to learn later, and not important to me. My student's responses were mostly in the Can do now list or the Can do some now but need practice. What he was concerned most with are: Subtraction of Whole Numbers, Multiplication with many digits, Division with big divisors, and Fraction division. Through interview process, I learned he also struggles with simple Algebraic Expressions and Order of Operations.
I gave my student a pre-test of Basic Math Operations ranging from addition, subtraction, multiplication, and division. Also I included Order of Operations, multiplication and division of fractions, and simple decimals.
I reviewed what areas of Mathematics my student struggles with by assessing Scantron scores.
According to his GLE score (grade level equivalent), my student is functioning at a 7.4 grade level.
When asked, my student completed A Math Goals Self-Assessment sheet. This sheet consisted of 14 operations in which he rated himself as: Can do now, Can do some now but need practice, Want to learn, Want to learn later, and not important to me. My student's responses were mostly in the Can do now list or the Can do some now but need practice. What he was concerned most with are: Subtraction of Whole Numbers, Multiplication with many digits, Division with big divisors, and Fraction division. Through interview process, I learned he also struggles with simple Algebraic Expressions and Order of Operations.
I gave my student a pre-test of Basic Math Operations ranging from addition, subtraction, multiplication, and division. Also I included Order of Operations, multiplication and division of fractions, and simple decimals.
Observation / Journal
Through my observation of his pre-test, my student seemed to struggle with problems that he didn't know how to begin. For example, when he began Algebraic Equations, he hesitated, rolled his pencil in his hands, and bit his lip. He would skip the problem and move to the next, but showed signs of frustration. My student was confident on the problems he knew, but when it came to something he wasn't sure of, he didn't ask for help but wanted to quit the test.
After a quick answer check, I began to review with my student. I started with Order of Operations. I explained PEMDAS and worked a few problems to illustrate my instruction.
Assessment
At the end of our session, I asked my student to complete a Self-Assessment Problem Solving sheet. The scores on this assessment ranged from 0 - 10; I don't understand the problem - I can explain this problem; this was a difficult problem - this was an easy problem; I don't know where to start - I can solve the problem and explain my solution. He scored himself between 0-2 on each question.
Interventions
I designed several teacher-made tests (formative) to help build his confidence and re-teach the Mathematics concept (intervention) to be given to my student when I see him Tuesday. I also printed off a list of operations, definitions, and examples for him to use as a guide while completes his worksheets.
Friday, October 9, 2009
Task 5
I chose Domain 4b (maintaining accurate records) for my article, video, and blog summary. Maintaining accurate records is a very important part of Special Education but, it is equally important to keep accurate records for all my students. When a new student comes to our center, we place them according to grade level on the transcript. At times, it is very difficult for them to keep up with the rest of the class. Documentation weighs heavily when making a decision regarding the level of course work for my students. Knowing what assessments are needed when testing my students is an area I want to become more proficient.
Blogs:
http://www.edutopia.org/authentic-assessment-measure-student-performance
Ben Johnson
Johnson's blog spoke about how to differentiate instruction (vary lessons) to meet the needs of all students without sacrificing high standards for other students. According to Johnson, differentiated instruction focuses on whom we teach, where we teach, and how we teach. He also states that it is the primary goal of teachers to focus on processes and procedures that ensure effective learning.
An example of this type of learning Johnson gave was the encouragement of student inquiry. He states when students are asking questions, they are automatically going to be at his/her cognitive level. He says the key is to help students find the answers at their level. I agree, and want to assess them and maintain accurate records in order to get the services they need if any.
In our small room, I have a very diverse class not only in course level, but abilities within those levels. Assessment is needed for the correct placement and to utilize the learning styles of all my students. When this information has been gathered, I feel a plan of implementation can be formed utilizing all styles.
Anthony Cody's Blog
Cody agrees that teachers must find ways to measure student learning. He says in place of tests, authentic educator's are developing new assessments. Examples are portfolios, peer reviews, and exhibition. In my class, displaying a students work gives them pride and a sense of accomplishment. I do projects in Arts & Humanities and Life Skills that require paints, markers, crayons, and construction paper. I use all the space I have on the walls and door. I feel it's important to show off their work, especially when so little praise is given to them outside of the classroom. Incorporating rubrics and journaling may be a way of informal assessment that would help me assessing levels in multiple subject areas.
Video
Big Thinkers: Howard Gardner on Multiple Intelligences
http://www.edutopia.org/multiple-intellegences-howard-gardner
On this video Gardner discusses student-directed learning, multiple-intelligences, and a different approach to assessment.
In this video Gardner states that teachers hope that the information that they teach children will remain with them outside of school; in real-life situations. He states unless children learn to take an active role in what they are studying, unless they learn to ask questions, to do things hands on, to re-create things in their own mind and transform them as is needed, the ideas disappear. The student may have a good grade on an exam but a year or two later, there is nothing left of what was taught.
Gardner states that if a student has carried out an experiment himself or herself, analyzed the data, made a prediction, and saw whether it came out correctly, looked up the history, and actually does the documents, listens to it, goes back ask further questions and writes up the findings-that is the type of assignment that will adhere. Memorization gives the students little to hold on to. I agree with this type of teaching. I have always been an advocate of hands-on with everything I do in the classroom.
He also states that every child has different intellectual strengths that are very important in the way they learn. Knowing a child's learning style is how we take what we teach and conform it to their needs. This information is very important for assessment. If we know a child is a hands-on learner, or one who is a "deep thinker," or has a very spatial or visual-spatial way of learning, we can provide materials, software, or other resources to make learning interesting for the child. Everything may be taught in many different ways.
Regarding assessments, Gardner says that we as teachers should highlight for kids from day one the performances and exhibitions for which they are going to be accountable. Look at the things that we value in the world. Be as explicit as possible. Provide feedback to kids so they can internalize the feedback so they themselves can tell us what they understand and what they need work on. Self-assessment is something students can do to make sure they are on track. Rubrics for all assignments would be an example of this way of thinking.
Although this video didn't have a lot on assessment, I felt it did have a wealth of information to think about in the way I present my lessons to the class and possible ways to do informal assessments (asking questions). It has also given me ideas to make the class become more active in the lessons. Child-centered learning doesn't work with the same old multiple choice test. As Cody stated in his blog, new authentic ways of assessment are needed, portfolios, peer reviews, and exhibiting the students work give the class an opportunity to become engaged.
Article
http://www.edutopia.org/comprehensive-assessment-introduction
Mark Nichol
Nichol reports in his article that assessment is at the heart of education. Furthermore he states that teachers and parents use the test scores to gauge a student's academic strength and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use the same metrics to determine whether public schools are up to standards.
In this article Nichol reports that typical multiple-choice and short-answer tests aren't the only way to gauge a student's knowledge or abilities. He states that many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as portfolio's and presentations as additional measures of student understanding.
What Nichol is implying - students need to apply what they are learning to real world tasks. This type of assessment would include standard-based projects and assessments that would allow students to apply their knowledge. An example he gives in this report is designing a building or investigating the water quality of a pond nearby. Other suggestions to use in class are rubrics or criteria to evaluate student work. Rubrics would allow a consistent evaluation of student work, opportunities for students to benefit from the feedback of teachers and peers.
Nichol states that using a rubric in the classroom would allow an opportunity to assess the student and assess what is working and not working. Teachers can intervene if a strategy is not working for a student. It would also allow change in the lesson if it were not as challenging as hoped to be.
This was a good article with good suggestions regarding assessments. I liked the fact it had other related articles to resource regarding assessments.
Inquiry Plan
Assessment is important in my classroom. When students enter my class, I put them into classes according to what the transcript shows. Some of my students are coming from other centers or sometimes from other districts. I am not clear on where these children stand academically. I would like to focus on a pre-test, interventions, and a post-test. Maybe a pre-test followed by a couple weeks of interventions (work sheets, one-on-one tutoring) and then give a post-test to see if the assessment strategy worked. This may change but, this is what I am thinking about implementing at this time.
Blogs:
http://www.edutopia.org/authentic-assessment-measure-student-performance
Ben Johnson
Johnson's blog spoke about how to differentiate instruction (vary lessons) to meet the needs of all students without sacrificing high standards for other students. According to Johnson, differentiated instruction focuses on whom we teach, where we teach, and how we teach. He also states that it is the primary goal of teachers to focus on processes and procedures that ensure effective learning.
An example of this type of learning Johnson gave was the encouragement of student inquiry. He states when students are asking questions, they are automatically going to be at his/her cognitive level. He says the key is to help students find the answers at their level. I agree, and want to assess them and maintain accurate records in order to get the services they need if any.
In our small room, I have a very diverse class not only in course level, but abilities within those levels. Assessment is needed for the correct placement and to utilize the learning styles of all my students. When this information has been gathered, I feel a plan of implementation can be formed utilizing all styles.
Anthony Cody's Blog
Cody agrees that teachers must find ways to measure student learning. He says in place of tests, authentic educator's are developing new assessments. Examples are portfolios, peer reviews, and exhibition. In my class, displaying a students work gives them pride and a sense of accomplishment. I do projects in Arts & Humanities and Life Skills that require paints, markers, crayons, and construction paper. I use all the space I have on the walls and door. I feel it's important to show off their work, especially when so little praise is given to them outside of the classroom. Incorporating rubrics and journaling may be a way of informal assessment that would help me assessing levels in multiple subject areas.
Video
Big Thinkers: Howard Gardner on Multiple Intelligences
http://www.edutopia.org/multiple-intellegences-howard-gardner
On this video Gardner discusses student-directed learning, multiple-intelligences, and a different approach to assessment.
In this video Gardner states that teachers hope that the information that they teach children will remain with them outside of school; in real-life situations. He states unless children learn to take an active role in what they are studying, unless they learn to ask questions, to do things hands on, to re-create things in their own mind and transform them as is needed, the ideas disappear. The student may have a good grade on an exam but a year or two later, there is nothing left of what was taught.
Gardner states that if a student has carried out an experiment himself or herself, analyzed the data, made a prediction, and saw whether it came out correctly, looked up the history, and actually does the documents, listens to it, goes back ask further questions and writes up the findings-that is the type of assignment that will adhere. Memorization gives the students little to hold on to. I agree with this type of teaching. I have always been an advocate of hands-on with everything I do in the classroom.
He also states that every child has different intellectual strengths that are very important in the way they learn. Knowing a child's learning style is how we take what we teach and conform it to their needs. This information is very important for assessment. If we know a child is a hands-on learner, or one who is a "deep thinker," or has a very spatial or visual-spatial way of learning, we can provide materials, software, or other resources to make learning interesting for the child. Everything may be taught in many different ways.
Regarding assessments, Gardner says that we as teachers should highlight for kids from day one the performances and exhibitions for which they are going to be accountable. Look at the things that we value in the world. Be as explicit as possible. Provide feedback to kids so they can internalize the feedback so they themselves can tell us what they understand and what they need work on. Self-assessment is something students can do to make sure they are on track. Rubrics for all assignments would be an example of this way of thinking.
Although this video didn't have a lot on assessment, I felt it did have a wealth of information to think about in the way I present my lessons to the class and possible ways to do informal assessments (asking questions). It has also given me ideas to make the class become more active in the lessons. Child-centered learning doesn't work with the same old multiple choice test. As Cody stated in his blog, new authentic ways of assessment are needed, portfolios, peer reviews, and exhibiting the students work give the class an opportunity to become engaged.
Article
http://www.edutopia.org/comprehensive-assessment-introduction
Mark Nichol
Nichol reports in his article that assessment is at the heart of education. Furthermore he states that teachers and parents use the test scores to gauge a student's academic strength and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use the same metrics to determine whether public schools are up to standards.
In this article Nichol reports that typical multiple-choice and short-answer tests aren't the only way to gauge a student's knowledge or abilities. He states that many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as portfolio's and presentations as additional measures of student understanding.
What Nichol is implying - students need to apply what they are learning to real world tasks. This type of assessment would include standard-based projects and assessments that would allow students to apply their knowledge. An example he gives in this report is designing a building or investigating the water quality of a pond nearby. Other suggestions to use in class are rubrics or criteria to evaluate student work. Rubrics would allow a consistent evaluation of student work, opportunities for students to benefit from the feedback of teachers and peers.
Nichol states that using a rubric in the classroom would allow an opportunity to assess the student and assess what is working and not working. Teachers can intervene if a strategy is not working for a student. It would also allow change in the lesson if it were not as challenging as hoped to be.
This was a good article with good suggestions regarding assessments. I liked the fact it had other related articles to resource regarding assessments.
Inquiry Plan
Assessment is important in my classroom. When students enter my class, I put them into classes according to what the transcript shows. Some of my students are coming from other centers or sometimes from other districts. I am not clear on where these children stand academically. I would like to focus on a pre-test, interventions, and a post-test. Maybe a pre-test followed by a couple weeks of interventions (work sheets, one-on-one tutoring) and then give a post-test to see if the assessment strategy worked. This may change but, this is what I am thinking about implementing at this time.
Wednesday, September 30, 2009
Task Four
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.
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.
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.
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