The Finish Line is Just the Starting Point. End of the Semester Reflections.

WOW! I cannot believe this semester has come to an end!  I feel that I have taken away so much from this   class and connected with  my peers in a way that I have not experienced in any other class I have taken.  We truly become a supportive, learning community.  The biggest aspect of this course that stands out in my mind is the use of technology.  

I feel very strongly about the use of technology in the classroom.  In a world that revolves so heavily on the latest technology, I feel that students should be exposed and feel comfortable using it, as it is their future. Teachers should not be afraid or resistant to technology as it can provide many helpful, time saving tools for them as well.  When researching my webquest, I found many helpful tools online.  On teachertube, I found many videos made by experts on the topics.  Technology is a great way to motivate and inspire students as well as a wonderful aid for teachers.  When I teach, I plan on use all the technological resources available.  

I have grown and developed as aspiring educator.  This class has given me so many new skills working with technology, developing lesson plans, and giving and receiving feedback.  I believe that because of this class I have gained so many new skills that will be invaluable when I become a teacher.  Teaching truly is a learning process and learning never stops.  This class has shown me that there are always new innovative ways to teach and that there are always improvements that can be made in teaching.  I believe this class has really developed my teaching and professional skills and that I am better prepared to land a teaching job in the future. 

Fireworks!

I truly enjoyed taking this class and I feel that I have grown magnitudes as a developing education professional.  

Dr. Smirnova, it was truly inspiring to have a professor with such a great passion for  education, creative thinking and technology. Thank You!

Talking the Talk and Walking the Walk : My Fieldwork Experience

I completed 10 hours of fieldwork in a 6th grade classroom, I observed and taught the DI, IPM and SIM lesson plans  that I designed.

Classroom Observations: I really enjoyed observing my cooperating teacher and students. The teacher that I worked with has been working as a teacher for 6 years now so she remember very well what it is like to have to do fieldwork and observe.  She was very encouraging and helpful.  The teacher has a very good relationship with her students.  The atmosphere in the classroom was very relaxed, yet student were motivated to learn.  This is the type of setting I would like to create in my future classroom, warm, friendly, relaxed yet hardworking.   The students were not afraid to ask the teacher questions and was always encouraging students to ask questions and share their thoughts and feelings.  The teacher demanded respect and kindness towards all her students.  When there was a disciplinary issue, the teacher would take the student aside and talk to them one on one, in a way that caused the least classroom disturbance.  I really admire this teacher and hope to work with her again and perhaps student teacher under her.

Direct Instruction Lesson:  I was extremely nervous when I was giving my direct instruction lesson as this was the very first lesson I had designed and implement in my career.  The solar system powerpoint that I had designed did not load on the computer so I had to improvise and make the lesson into a direct lecture.  I had to make sure that I was slow and expressive to keep the students attention.  I stopped often to check for understanding and to ask questions to make sure that students were following me.  The students were able to complete the worksheets and were interested in the topic of the solar system.  Altough, I had some technical difficulties, I believe this taught me a very important lesson, you never know what is going to happen in a live classroom.  You can spend hours planning, but once you are the actual classroom anything can happen, so yo have to be flexible and be able to think on your feet and modify things.  I also struggled with keeping track of time.  I had a half and hour to teach my lesson, which was a very short period of time.  The time constraints, made adjust my lesson to present only the most important and essential information.

IMP and SIM lessons: When implementing these lessons, I was a bit more calm, as I had become more familiar with the students in the class.  The students really enjoyed the premise of the webquest and loved working on computers.  During the IMP lesson, I stuggled making sure the student did not linger too long on one of the websites.  Next time, I will include fewer websites, so that students will not have to search too many different sights to find the information. Time constraints, were a limiting factor as well.  Students 30 minutes to complete the webquest, so the students were not able to finish and do the final powerpoint presentation.  This was my first webquest, I believe over all it was a success.  During the SIM lesson plan, I really enjoyed seeing students work together in cooperative learning groups.  I was at a disadvantage, because I was not extremely familiar with the students personalities and strengths and weakness when I placed them in groups, but my cooperating teacher helped me.  At the 6th grade level, the students are prone to fight and bicker, so I got experience diffusing situations and making sure that members of each group were being respective and cooperative.  I believe SIM lesson plans are essential because they not allow teach important subject matter content but necessary social skills that students will have to use throughout their lives.  The more practice they get working with their peers, the more prepared and well rounded the student will be. I plan on using many SIM lesson when I become a teacher.  

Overall, I really had a positive fieldwork experience, I enjoyed working with my cooperative teacher and implementing the lesson plans that I designed.  It was nice to put what I have been learning all semester into practice.  It allowed me to become more confident in myself and know that even when things do go just as planned, I can think on my feet and still have  positive outcomes.

Collaboration Time! Treasure Hunt

 We were assigned to work with a partner to create a Treasure Hunt that will teach colleagues/teachers  about Inquiry Based Learning of the Information Processing Model.  In Inquiry Based Learning, the teacher presents a problem to students and they have to come up with their own solutions. In this Treasure Hunt, the benefits of Inquiry Based Learning are explored as well as how inquiry based learning develops students' critical and creative thinking.

 This was the first Treasure Hunt that I created and I really enjoyed working with my partner on it.  I like the concept of a the Treasure Hunt, as it provides a different way to the teach/learn model.  Instead of just receiving notes or looking up facts on each different methods of teachings, each group was responsible for one method. It was a great way to collaborate and put together valuable resources we discovered.  I enjoyed  browsing my classmates' Treasure Hunts and seeing the different ways they put it together.  In the future, I will definitely incorporate treasure hunts in my classroom, depending on the grade level. They offer a fun and innovative approach to teaching. 

Please check out my Treasure Hunt and let me know what you think!  Feedback is greatly appreciated! 

Inquiry Based Treasure Hunt

Learning is a Never Ending Journey. Webquest, "To Infinity and Beyond! Exploring the Solar System."

I had never created or worked with a webquest before so I was initially overwhelmed.  I thought that I would have to create the webquest completely from scratch.  However, after doing some research and talking with my peers that have had experience creating and working with webquests, I learned that they are not too bad and are a very powerful learning tool. There are many wonderful previously made solar system webquests that are available online that I got ideas from and modified to make my own.  

Creating this webquest, was also my first time using Pbworks.  I struggled with learning how to link pages, add pictures, videos and vokis, but after a bit of practice, I was able to get it down pat.  Since, Pbworks had become one of my favorite sites to use.

When giving the webquest, the students were very excited that they got to  work on computers.  They seemed to enjoy the premise of the webquest, the vokis and the videos.  One of my main challenges was making sure that students were exploring all of the websites that I had assigned and keeping track of time, since it was so limited. 

Overall, the webquest went over well, the students were excited and the cooperating teaching enjoyed the use of technology.  When I become a teacher, I definitely plan on using many webquests.  They allow the students to discover and explore.  Webquests contain a plethora of information that can not be found in a textbook.  

Information Processing Model: A Teacher Cannot Teach By Direct Instruction Alone!

After reflecting on the readings and video clip, it is clear that Direct Instruction cannot not be the only strategy used by teachers. Direct instruction is effective when teaching basic, introductionary information. However, Direct Instruction, does not allow students to get creative and think deeply about the material they are learning. The Information Processing Model allows students to learn through doing and experience. In your classroom you will encounter all different types of students and you cannot use one teaching strategy in isolation. The Information Processing Model allows students to first hand process and reflect on information, instead of just being rehashed facts. The best teacher takes a multifaceted approach to learning to reach all of his or her students.

A Little More Meta-Cognitve Thought Please! THINKING ABOUT THINKING!

Up until this point in the semester, we have been focusing a lot on learning styles, theories, different lesson plans, specific models, methods and strategies, use of technology in the classroom and classroom management. These are all vital elements in teaching.  However, it is also important to think about how all of these this new information and knowledge is affecting student learning and motivation.  In others words, how is all this new fantastic information I have learned about impacted students, cooperating teachers and my peers.  Buckle up we are about to take a trip down Meta-cognition lane....introspection is a requirement!  




Learning about direct instruction and creating a direct instruction lesson, I learned that this type of lesson is very bare basics and scripted.  Students are presented with material by the teacher and are asked to discover and inquire about information on their own.  Direction instruction lessons are necessary when you are introducing a new concept that students are not familiar with. DI lessons give students the foundational knowledge necessary to succeed at higher more innovative levels in future lessons in the unit.  When teaching my DI lesson on the solar system, I was merely introducing the students to the 8 planets of the solar system.  I was reading facts about each planet off a power point.  The students were taking notes and listening to the lecture.  However, the DI lesson structure that  allowed for little student engagement and interaction.  I did however check for understanding often, but the level of student creativity was limited, as I was provided them with all the information. 


 I know that when I create  and implement my IMP and SIM lessons, I will see a huge difference in the way the students process and engagement.  Direction Instruction lessons are definitely necessary to build a foundation, but they are not my favorite type of lesson to teach.  I believe students should be active learners and explorers of information, which is why I am excited to create and teach IMP and SIM lessons. 


After teaching this DI lesson, I was truly about to see how the framework of a lesson effects the metacognition of both the students and the teacher.  The students are being feed information in a DI lesson and the teacher is reading off facts about a topic.  This highly limits student and teacher creativity.  I was left with the final thought that no model, method or strategy can be used in isolation or should be considered the best.  All should be used together and at different points in the unit, as they tap into different types of thinking.


In closing, BE COGNITIVE ABOUT YOUR COGNITION! 

There may be no such thing as a "free lunch" but here are 7 FREE Social Media Tools that every Teacher should know about.

Using social media tools in the classroom can provide countless benefits to the learning process.  The article below explains 7 different kinds of social media tools that can be used in the classroom.  I found all 7 to be interesting and useful.  I was particularly excited about "Edublogs",  "Edmodo," Teachertube," and "Kidsblog."  All of these tools promote collaboration, increase teacher/student communication and increase the speed of feedback, just to name a few of the benefits.

Check out the article below.  Which social media tool(s) would you use in your classroom? http://t.co/tc3chXA

Google Applications Coming Soon to a K-12 New York Public School near you!

Technology is coming full force into the classroom.  The google applications that we know and love and  have been using throughout our methods course are now going to be used in local public school districts.  This is exciting news for current and future educators, as we get to take full advantage of the educational power that technology has to offer.   Teachers can design exciting lesson plans, effectively engage students, provide instant feedback and better prepare students for the world of technology that they are living in. Check out the article and video. Here is the link:http://goo.gl/ZeEg

September Snapshot: Times flies when you are having fun.

  
Wow! I can't believe that September is over already!  As I review my class notes and moodle postings, I reflect on how much content we have covered in the span of a month.  From aims, goals and objectives to direction instruction, I feel I had gained invaluable knowledge that I can add to my "teacher toolkit."

Several themes stick out in my head: technology, peer work, collaboration and feedback.

 I feel I have become a lot more knowledgeable about incorporating technology into the classroom.  The fact this this is a "paperless","green" class has really inspired me to become more technologically savvy and creative.  Getting and posting assignment via moodle is somewhat new to me and I am becoming much more comfortable doing so.  I also discovered some great, useful tools such as googledocs, vokis,  and wikispaces that I know I will be using in the future. I am also new to the world of blogging and I have to say that this is a great space to reflect, analyze and review.   I plan on using these tools in my future classroom.

I have really enjoyed working with my classmates  and collaborating with them.  Breaking in small peer groups to discuss and review class reading and assignments is a very effective way of strengthening understanding and correcting misconceptions.   Getting quick feedback is essential to the learning process and  I feel that through feedback I have learned a lot about methods of instruction.

As we enter into October, I look forward to learning more ways to incorporate technology, present material, engage students and become the best teacher I can be.

Practice Makes Perfect: Direct Instruction Presentations

Last week's class was dedicated to group presentations on direct instruction.  The class divided into six groups and each became experts on one section of a lesson.  We could chose between 1) methods for attention anticipatory set, 2)methods of presentation, demo, modeling, 3)guided practice, check for understanding, 4)drill and practice methods, 5)independent practice, homework, 6)methods for closure and evaluation.  I felt that each group did an outstanding job.  Each was unique and creative.  It was very interesting to see the different techniques that groups chose to implement the content.

On a broad scale, these presentations demonstrated a microcosm of the world of teaching.  Every teacher is different and works in a different way to convey information to students.  A prospective teacher should not try and copy another more experienced teacher.  Instead, one must find what works best for them and  independently define themselves as a teacher.

I learned a lot from each presentation. Creating anticipatory sets has always been a bit of a challenge for me.  Group 1 did a great group of defining and demonstrating anticipatory sets.  The class was given a topic and asked to make an anticipatory set.  This guided practice portion of direct instruction was very effective.  I collaborated with other members of the class and came up with some good ideas together.  I have to remember that during an AS you are not asking students questions about the content that they are about to learn, but merely setting the tone, grabbing their attention, and diagnostically assessing their prior knowledge.  For example dressing up in a themed costume that reflects what the students are about to learn, decorating the classroom, playing a song, showing a picture are all possible anticipatory sets. I was also introduced to a learning tool called a voki, which I plan on using in future lesson plans.

Each part of the lesson is intertwined with one another and in order for a teacher to have a strong lesson every section must be well constructed.

I worked on methods for closure and evaluation and had a very positive experience with my group.  We each brought a different strength to the presentation.  Googledocs allowed us to collaborate efficiently  and effectively in light of our very different schedules.  Involving the class as much as possible and creating a highly interactive lesson yields the strongest results.  It is also important to try to use direct medias in the presentation such as a video, song, demonstration etc.
It was really great to get some experience in front of the classroom and put the direct instruction strategy to the test.  Collaboration with fellow teacher is also very important and this project allowed me to do just this.
I was very impressed with my classmates and look forward to creating and watching future presentations.

Last ,but certainly not least, I would like to include the video that my group incorporated into our presentation.  It shows a clear example of formative assessment in direct instruction.  Note how the students are actively engaged and give each other constant feedback.  Here is the link: http://www.youtube.com/watch?v=RxfvCtmiDhI

Direct Instruction phrase to live by: "I do it, we do it, you do it." - Behavioral Model

Over the past few weeks we have been studying the direct instruction strategy/behavioral model.     I really enjoy the DI/BM.  When I am teaching in the classroom, I plan on using this model a lot. I believe that DI/BM gives students the essential foundational knowledge that they need to succeed.  I would not use  DI/BM in insolation but  when introducing new material.

Let's back up a bit. What is exactly is direct instruction?  

Direct Instruction is a teacher- centered strategy of instruction that takes leaners through systematic steps, allowing students to see the purpose and the result of each step.  

-Clear goals for students are established.

-Explanations of subject matter are concise, explicit and clear cut.

-Well organized assignments, frequent questions and opportunities to demonstrate learning are constants.  

-Teachers provide the foundations/basics to students so that they are able to build.  Systematic learning steps are used.

-Highly researched class scripts are employed to convey information in the most effective way, along with much student interaction.

-Homogenous skill grouping.

-Teaching to mastery.

Some examples of methods of instruction : direct lecture, peer work, corrective feedback, group project, guided practice, prior knowledge, graphic organizers, modeling, demonstrations, questioning.

Below are the three significant things I have learned from the course readings:

1) Direct instruction should no be used in isolation from other forms of instruction.  I would use direct instruction when introducing a unit so that students would obtain basic knowledge on the subject and then I would move a more towards an inquiry  based approach.

2) Direct Instruction is not the opposite constructivism.  DI guides students as they obtain new knowledge.  Students need to understand the basics.  After this, they can develop their own unique thoughts and insights.

3) Direct instruction uses highly scripted class sessions, which can limited the creativity of the lesson.  In teaching, staying too rigid can interfere with the effectiveness of the lesson.

Of course DI/BM is not the only way to go.  Other models include: 

-Social Interaction- In this approach, students focus on developing and strengthening their social skills with peers, teachers and other adults. 

-Information Processing: Much like that of a computer system, this approach focuses on developing how students access, store, process, and organize information. This is a student-centered model.

-Personal: In this approach students develop their self concept, self identity and self esteem. 

Whatever method of instruction a teacher uses it is important that they do not use this method in isolation.  Each method provides essential skills to students and mixing all four creates a rich, multifaceted learning environment.  

Integrating technology into a lesson can be quite easy and fun!

A voki is animated speaking character that you can personalize and design.  It is great device to incorporate into learning activities perhaps in the anticipatory set or throughout the entire lesson. It is a fun way to catch  students' attention and a simple way to incorporate technology. You can make vokis fit the season,  for example for Halloween you can make a voki pumpkin to place in a power point presentation, or fit the content area, in a science lesson a dinosaur voki.  It is a great tool that students love.     You can make your own voki(it's free!) by going to the following site:

 http://www.voki.com/create.php

Tweeting to Teach!

I came across this video and thought it was very interesting.  Our general methods class is highly focused on incorporating technology into the classroom.  Throughout this semester we have been using the smart board, googledocs, videos and power point presentations.  Twitter is one more new and innovative way that learning and collaboration can occur in the field of education.  I believe it is very important for teachers to remain up to date and knowledgeable on the latest technological resources available.  The majority of students today are highly involved in social medias like twitter, facebook, blogs etc. and if teachers are can connect with students through these social medias student learning and teacher collaboration will be greatly benefited.  

In this video, twitter is being used as a communication and learning tool. If teachers can connect to students via these popular social medias it will strengthen student learning, engagement level and peer collaboration.  For example, if there is a big unit test coming up a teacher could tweet to his or her students what information they must know in order to do well. Teachers should not be afraid to embrace new technologies or  automatically view them as  negative distractions. Technology is evolving more and more everyday and the classroom should be evolving as well.

You decide: Is tweeting a teacher's friend or foe? Here is the link to the video: 
http://tinyurl.com/25lfvyj

Wordle: a simple tool that will enrich a lesson.

Wordle is a great site where teachers and students can make word puzzles, 

review sheets,games etc.using key 

vocabulary words.  Teachers can use 

these puzzles throughout the lesson,  perhaps in  the anticipatory set, as a diagnostic assessment tool, in the 

closure section of 

direct instruction.  Students can be 

assigned to pick out key vocabulary 

words/terms in the lesson and make 

their own 

wordle.  Visit the following site to 

browse or 

make your own wordles:  www.wordle.net

plan, plan, plan and expect the unexpected

Lesson planning- the bane of a teacher's existence.  This week in class we focused on lesson planning. I have to admit, lesson planning has always intimidated me and still does.  After this weeks class I do feel I have a better understanding of the basics of lesson planning.  Lesson planning is a neat science that requires the teacher to lay out all the specifics in a neat highly organized fashion.  Learning about the 3 stages of lesson planning has been extremely useful. The pre-planning phrase, lesson planning/implementation, and post lesson activities divide lesson planning into three neat categories.  I believe that the only way that one can get good at lesson planning is through lots and lots of practice and experience.  I enjoyed working   and discussing lesson planning with my peers in class.  We worked together to come up with definitions and shared helpful lesson planning websites.    What resonated the most with me is the fact that lesson plans do have to be very well calculated and specific but during  the actually implementation  of the lesson a teacher cannot be rigid and inflexible. A teacher should constantly be adjusting and modifying to fit the situation and needs of his or her class.  If a teacher is not flexible during a lesson this can lower  student learning outcomes. It made me think of this rule of thumb: when planning and writing a lesson make sure you are using a pencil with a good eraser.  Here are some more  facts that I learned about  lesson planning: 


A lesson is a period of instruction during which the learner is taught a particular subject. In a broader sense a lesson is a new insight gained by a learner that they previously did not have.

A plan is a calculated, well devised plan of "attack" to achieve the desired learning outcome. It is series of steps that are formulated to carry out a particular goal.

A lesson plan is a guide to classroom instruction. It details the steps that will be taken so that a particular subject or skill can be successfully conveyed to students. The way that a lesson is structured is dependent on several factors: the teacher's style, student needs, subject matter, and the environment. In every lesson plan there are goals and objectives that must be achieved in order demonstrate that learning has occurred. Lesson plans are guiding principles but should be delivered in a flexible manner. As we all know in a live classroom many different situations arise that were not incorporated in to the devised lesson plan. Adaptations need to be made as different circumstances will undoubtably arise. 


There are 3 stages of lesson planning:

1)pre-lesson preparation: content, goals, student levels, needs are all considered,

2)lesson planning/implentation: unit title, instructional goals, objectives,rationale, content, procedures, evaluation materials.

3)post lesson activities- evaluation and revision (this should be occuring throughout the implentation of the lesson as well).

The number of lessons possible are as unlimited as the imagination/creativity of the teacher. Teachers employ and custom fit a lesson to best serve their students. Some include: whole class activities, whole class lecture, role-play, cluster involvement, independent work, peer groups, webquests, guided instruction, readings, case study, etc.

Below are three websites that offer a plethora of lesson plans for all different subjects and grade levels. You can get very good starting ideas and add a creative twist to make the lessson your own. Plus they are free.
 www.lessonplanspage.com
www.educationworld.com
www.lessonplansearch.com


www.rubistar.com- Is also a great site that allows you to design your own rubrics and look through the rubrics of other educators. It is  free to use as well. : )

"A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron." ~Horace Mann

Models, Methods, Strategies

This week in class we focused on models,strategies and methods.  There was certainly a lot of information and new concepts to take in.  However, after our class on Wednesday my understanding got clearer.  During class we divided into small peer groups to discuss and our understandings and this helped me a lot.  I understand that models are broad instructional practices for example the behavioral model, strategies are more specific (for example direct instruction) and methods create the appropriate atmosphere of the chosen  model and strategy.

You have to decide what model fits best for you as a teacher, your students and your particular situation.
Every student that enters your classroom is a unique individual that has different experiences, different interests, different abilities, etc. No two students are ever exactly alike. Therefore, a teacher has the very important task of modifying and adapting learning to teach students at the highest level.


The reading stated that, " Effective teachers do not use the same set of practices for every lesson . . . Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly." This is very important. An effective teacher is always making adjustments to meet the needs of his or her class that changes from year to year, subject to subject. A teacher must make the decision as to what the most effective model, method and strategies are to employ in his or her particular circumstance in order to make learning a custom fitted experience for students.
 
Models are the broadest level of instructional practices. Models are used to format and select methods and strategies. The learning process stems from the model that is chosen. Within each model are several strategies that a teacher can employ to achieve objectives. Methods are set the stage for the learning that will occur. Methods create the appropriate learning environment. Particular methods are associated with strategies chosen by the teacher. I found the triangle diagram very helpful in understanding models, methods and strategies.

Aims, Goal, Objects (A-G-0)

This week in class we focused on aims, goals and objectives.  Having to create and critique our own and others objectives was a very helpful.  Often when I am writing an objective I tend to get very wordy and the objectives becomes unclear.  I also learned that objectives should be written in singular form and should not use the term, "students will be able to."  Reading my peers objectives and getting feedback in class was very useful.  Writing objectives is an essential part of lesson planning and I know that the more practice I get the better.  Here are some of my objectives in the MSMC C-B-C format:

-Given a graphic organizer, the student will list the characteristics of living and nonliving things with 100% accuracy.Science
-Given a worksheet with 20 multiple choice questions on the periodic table of elements, students will identify the chemical symbol of elements with 80% accuracy.
- Given the topic of living organisms, the student will compose a 4-5 page research paper on the characters of living organisms with 90% accuracy based on the provided rubric.
-Given a worksheet with the times tables for numbers 1-10, students will compute the answers with 100% accuracy.

After reflecting on the readings the concepts of aims, goals and objective have become clearer. Aims are general statements that provide direction as to what educational direction the students will be taking. Similar to a compass. Goals are more specific than aims but slightly narrow down the topic at hand. Objectives are specific statements that include a specific outcome.

All three are vital to measuring learning. You must know the direction that learning is to go in and get more and more specific so ultimate learning outcomes can be effectively measured.