Saturday, October 5, 2013
Backwards Design
Our assignment this week was to rave about an aspect of backwards design that you love. Backwards design is the only way I have ever planned. Going through college, all of my professors had us use this backwards design approach to planning. One of the things I really feel is beneficial is the assessment piece. By having a clear idea of what will be assessed really strengthens the lessons that I teach. It also allows me to find quality intervention materials for trickier lessons. Since I have always used a backwards design to lesson planning, I have not noticed a change in my students. I feel that they do exceptionally well on teacher made and curriculum tests. Honestly, if teachers aren't using a backwards design approach, what are they doing?!?!?!
Sunday, September 15, 2013
Abstract- Reading Comprehension
Does Using Graphic
Organizers and
Picture Books
Increase Fourth Grade
Students
Reading Comprehension?
Abstract
One of the main components of reading is the ability to understand what was read. Reading comprehension is a skill that must be mastered at a young age in order for students to effectively learn. In my fourth grade class, I am interested to see the impact of using picture books to introduce a variety of comprehension skills. Each week, a new skill is introduced on Monday. After the skill has been introduced, students will use a graphic organizer to practice the skill. Multiple opportunities to practice the skill will be given during the week. At the end of the week, students will be tested on that specific skill. The expected outcome I would like to see is by using hands-on, engaging activities to practice skills, students test scores will increase.
Thursday, August 22, 2013
Presence
The theme for semester 4 is presence. To me, presence is building and maintaining relationships and having your work serve a purpose. Whenever I plan a lesson, I make sure it will benefit my students in an academic or social way. One way my students will know the purpose of the lesson is by stating the learning objective in student friendly language. Students respond to lessons better when they know the overall outcome.
This theme is appropriate for semester 4 because as a student and teacher I am constantly reflecting on relationships and my lessons in my classroom. At my new teacher workshop meeting, the superintendent talked about making a positive presence in the community. Since Monticello is a small community, everyone talks. We were "warned" to always be seen in a positive light because you never know who is watching you.
This theme is appropriate for semester 4 because as a student and teacher I am constantly reflecting on relationships and my lessons in my classroom. At my new teacher workshop meeting, the superintendent talked about making a positive presence in the community. Since Monticello is a small community, everyone talks. We were "warned" to always be seen in a positive light because you never know who is watching you.
Friday, August 2, 2013
Circles of Self Reflection
At my last master's weekend, I was asked to write down five words that defined me. I chose future wife, friend, sister, teacher, and student. Choosing the words was not that difficult of a task, but the steps yet to come were challenging. We were then asked to "get rid" of two words. I chose to get rid of student and friend. I had ranked these relationships less important than the other ones. Then we were asked to get rid of one more. I got rid of sister. The words I was left with was future wife and teacher. These two things are what I identify myself with. When I was asked to get rid of one more card and have one word to identify myself with, I chose to keep future wife and get rid of teacher. I felt that teaching is important, but there needs to be a work/life balance. I chose to keep Dominic, my future husband, since he helps me with every other aspect in my life.
I think if I had my students complete this activity, they would struggle, or choose superficial things to identify themselves with. Kids change who they are friends with all the time. I also feel that students, depending on their age, would value non-human relationships more than human relationships. I can see many students choosing to keep sports, video games, music, etc. over family members and friends. I think this activity would be useful when students are mature and can deeply understand the overall objective of the lesson.
Since I am starting at a new school this year, I know a lot of my "free time" will be spent staying late at school or bringing work home. I need to remember that there needs to be a balance in my work/home life balance.
I think if I had my students complete this activity, they would struggle, or choose superficial things to identify themselves with. Kids change who they are friends with all the time. I also feel that students, depending on their age, would value non-human relationships more than human relationships. I can see many students choosing to keep sports, video games, music, etc. over family members and friends. I think this activity would be useful when students are mature and can deeply understand the overall objective of the lesson.
Since I am starting at a new school this year, I know a lot of my "free time" will be spent staying late at school or bringing work home. I need to remember that there needs to be a balance in my work/home life balance.
Monday, June 24, 2013
Designing Holonomy Article
1. Define holonomy:
Holonomous people are reflective, use their strengths for the greater outcome of the group, and learn and grow from within.
2. How does holonomy agree or disagree with what you have learned or what you have done do far in this program?
During my 3 semesters at St. Mary's University, I believe that a lot of my learning has been holonomous. I have done a lot of reflecting, journaling, and researched topics that will make me become a better teacher.
After looking at the sources of holonomy in terms of the five states of mind, I believe that they also relate to what I am doing in the St. Mary's program. Flexibility is one state of mind that I think all teachers need to have. Many things can come up quickly, and teachers need to be able to deviate from their lesson plans with ease if need be. I have worked with teachers who are very stuck in their ways and not flexible. It makes it very hard to collaborate and come up with new teaching strategies when people are resistant to change. Craftmanship is another state of mind that I notice myself and other teachers utilizing. Taking ownership and pride in ones work is something I teach my students. I lead by example and take pride in the lessons or activities that I create for my students. I believe that by being a good role model and showing the students how to take ownership in their work, students will more likely slow down and take pride in their assignments.
3. Are any parts of holonomy more important than others? Why or why not?
After reading the article, I believe that all parts of holonomy need to balanced. Everyone can practice and train to have flexibility, efficacy, consciousness, interdependence, and craftmanship in their profession. Naturally, some things come easier to others and everyone has strengths that they bring to different situations. When working in groups, it is important to acknowledge others strengths and work together in a balanced way. I also believe that if one of these states of mind were missing, or not acknowledged, the dynamics of the group would not be as successful if it were present.
4. Explain each state of mind and how it applies to you as the teacher in your classroom.
Efficacy- Efficacy is using effort to complete tasks.
In my classroom, I make it known that you need to work for what you want. I have a quote hanging in my room that says, " The dictionary is the only place where success comes before work." I refer to this quote often in my room. My students know that everyone has many, many different talents and some things may come easier to others. Everyone is still working, challenging themselves, to becoming smarter and well rounded citizens.
Flexibility- Being able to adapt and look at a situation from another point of view.
This past year, I did a few role playing activities with my students while studying the Civil War. When I first started teaching the Civil War unit, my students automatically assumed that if you lived in the South you had slaves and were a bad person. My students also assumed that everyone in the North did not own slaves and they were all white. I quickly identified this as a misconception I needed to change. I did a little research and found 30+ influential people from the North and South. Each student was given one person and they had to "become" that person. The classmates then interviewed each other and learned about different people who made an impact during the Civil War. After participating in this activity, my students were able to look at BOTH sides of the war and see WHY each side was fighting.
Craftmanship- Improving your performance and taking ownership in your work.
In my classroom, I am very honest with my students. From the very beginning of the year, I tell them that ANYTHING we work on in class could be hung in the hall, displayed in the classroom, or shown to parents at conferences. I tell my class that they should not be embarrassed with their work being displayed if they take their time and are proud of their work. At the beginning of the year, a lot of my boys just wanted to be the first ones done with all of their work. They had to learn the hard way after I hung up some of their poems in the classroom. After they read other classmates poems and saw how much work other students put into the assignment, they immediately felt guilty. A few of the students even asked if they could re-do their assignment and hang it on the wall. This was a life lesson that they learned the hard way. I am hoping they continue to take pride in their work for many years to come.
Consciousness-A conscientious person is aware of their values, behaviors, and their goals. Because they are aware of these things, there is little time wasted and more time achieving their goals.
As a teacher, I need to be very conscientious in my classroom. I want all of my students to be successful in their studies. All students have different needs. I do a lot of group work and stations for my students needs to be met. Since there are many things going on at once in my room, I need to be aware and "train" my students for different situations. These adjustments and sills take some time to develop. After a few weeks of practice, students are in a routine and able to self monitor their behavior and learning.
Interdependence- Working toward a common goal with a group.
As I stated above, my students do a lot of work in groups. I state the learning objectives before each lesson. My students know what they need to have accomplished and learned by the time they are done with that group work activity.
Holonomous people are reflective, use their strengths for the greater outcome of the group, and learn and grow from within.
2. How does holonomy agree or disagree with what you have learned or what you have done do far in this program?
During my 3 semesters at St. Mary's University, I believe that a lot of my learning has been holonomous. I have done a lot of reflecting, journaling, and researched topics that will make me become a better teacher.
After looking at the sources of holonomy in terms of the five states of mind, I believe that they also relate to what I am doing in the St. Mary's program. Flexibility is one state of mind that I think all teachers need to have. Many things can come up quickly, and teachers need to be able to deviate from their lesson plans with ease if need be. I have worked with teachers who are very stuck in their ways and not flexible. It makes it very hard to collaborate and come up with new teaching strategies when people are resistant to change. Craftmanship is another state of mind that I notice myself and other teachers utilizing. Taking ownership and pride in ones work is something I teach my students. I lead by example and take pride in the lessons or activities that I create for my students. I believe that by being a good role model and showing the students how to take ownership in their work, students will more likely slow down and take pride in their assignments.
3. Are any parts of holonomy more important than others? Why or why not?
After reading the article, I believe that all parts of holonomy need to balanced. Everyone can practice and train to have flexibility, efficacy, consciousness, interdependence, and craftmanship in their profession. Naturally, some things come easier to others and everyone has strengths that they bring to different situations. When working in groups, it is important to acknowledge others strengths and work together in a balanced way. I also believe that if one of these states of mind were missing, or not acknowledged, the dynamics of the group would not be as successful if it were present.
4. Explain each state of mind and how it applies to you as the teacher in your classroom.
Efficacy- Efficacy is using effort to complete tasks.
In my classroom, I make it known that you need to work for what you want. I have a quote hanging in my room that says, " The dictionary is the only place where success comes before work." I refer to this quote often in my room. My students know that everyone has many, many different talents and some things may come easier to others. Everyone is still working, challenging themselves, to becoming smarter and well rounded citizens.
Flexibility- Being able to adapt and look at a situation from another point of view.
This past year, I did a few role playing activities with my students while studying the Civil War. When I first started teaching the Civil War unit, my students automatically assumed that if you lived in the South you had slaves and were a bad person. My students also assumed that everyone in the North did not own slaves and they were all white. I quickly identified this as a misconception I needed to change. I did a little research and found 30+ influential people from the North and South. Each student was given one person and they had to "become" that person. The classmates then interviewed each other and learned about different people who made an impact during the Civil War. After participating in this activity, my students were able to look at BOTH sides of the war and see WHY each side was fighting.
Craftmanship- Improving your performance and taking ownership in your work.
In my classroom, I am very honest with my students. From the very beginning of the year, I tell them that ANYTHING we work on in class could be hung in the hall, displayed in the classroom, or shown to parents at conferences. I tell my class that they should not be embarrassed with their work being displayed if they take their time and are proud of their work. At the beginning of the year, a lot of my boys just wanted to be the first ones done with all of their work. They had to learn the hard way after I hung up some of their poems in the classroom. After they read other classmates poems and saw how much work other students put into the assignment, they immediately felt guilty. A few of the students even asked if they could re-do their assignment and hang it on the wall. This was a life lesson that they learned the hard way. I am hoping they continue to take pride in their work for many years to come.
Consciousness-A conscientious person is aware of their values, behaviors, and their goals. Because they are aware of these things, there is little time wasted and more time achieving their goals.
As a teacher, I need to be very conscientious in my classroom. I want all of my students to be successful in their studies. All students have different needs. I do a lot of group work and stations for my students needs to be met. Since there are many things going on at once in my room, I need to be aware and "train" my students for different situations. These adjustments and sills take some time to develop. After a few weeks of practice, students are in a routine and able to self monitor their behavior and learning.
Interdependence- Working toward a common goal with a group.
As I stated above, my students do a lot of work in groups. I state the learning objectives before each lesson. My students know what they need to have accomplished and learned by the time they are done with that group work activity.
Saturday, May 4, 2013
Abstract-Interactive Math Notebooks
Does the amount of effort put into an Interactive Math Journal correlate with test scores?
Heather Smith
Otsego Elementary School, Otsego, MN
As a fifth grade teacher, I was curious how the use of interactive math journals would effect my students test scores. The goal is to show that by having my students complete various hands on activities, take guided notes, and reflect upon their learning, their test scores would increase. I looked at chapter math tests and also the final MCA test results.
At the beginning of the year, I gave each of my students a composition notebook and explained that these were their math journals. Throughout the year, when I would teach a new skill or strategy, the students would take guided notes, or copy my procedure into their notebooks and reflect on their learning after the lesson. These lessons usually included some type of hands on manipulative they had to glue into their notebook. Students were encouraged to take their math journal home to help with homework.
After participating in interactive math journal activities for 6 months, I noticed my students referencing their journals when they were stuck on a complicated problem. I also noticed an increase in the class average on each test that was taken.
I collected ten students interactive math journals and I have graded their entries on an effort rubric. I then looked at these ten students, who were selected randomly, and looked at their test scores to see if the amount of effort put into the reflection correlated with their test score. ***I am still collecting data to report results on. ***
Heather Smith
Otsego Elementary School, Otsego, MN
As a fifth grade teacher, I was curious how the use of interactive math journals would effect my students test scores. The goal is to show that by having my students complete various hands on activities, take guided notes, and reflect upon their learning, their test scores would increase. I looked at chapter math tests and also the final MCA test results.
At the beginning of the year, I gave each of my students a composition notebook and explained that these were their math journals. Throughout the year, when I would teach a new skill or strategy, the students would take guided notes, or copy my procedure into their notebooks and reflect on their learning after the lesson. These lessons usually included some type of hands on manipulative they had to glue into their notebook. Students were encouraged to take their math journal home to help with homework.
After participating in interactive math journal activities for 6 months, I noticed my students referencing their journals when they were stuck on a complicated problem. I also noticed an increase in the class average on each test that was taken.
I collected ten students interactive math journals and I have graded their entries on an effort rubric. I then looked at these ten students, who were selected randomly, and looked at their test scores to see if the amount of effort put into the reflection correlated with their test score. ***I am still collecting data to report results on. ***
Sunday, April 28, 2013
Teaching the Civil War: Using Literature to Support Student Learning
One of my favorite Social Studies unit to teach is the Civil War. The past two years I have been using literature to give some depth to my lessons.
This is a wonderful book to read when talking about the Underground Railroad. Clara is a slave and makes a quilt that is really a map that will lead slaves to freedom.
After I read the book, I had my students make a classroom "freedom quilt." The students used geometric shapes and color to symbolize different things in nature. The students then had to write a paragraph explaining what their quilt square resembled.
The Underground Railroad: Henry's Freedom Box
Henry's Freedom Box is another great story that shows students the lengths slaves went through to get to freedom. This is a true story about how Henry Brown mailed himself to the North so he would be considered free.
The Civil War
This is a choose your own adventure book that is ALWAYS flying off my shelf! There is a different story every time you read it!
Soldier's Heart by Gary Paulsen
This book is about a 15 year old Minnesota boy that lies about his age to join the Army. This is a historical fiction book that describes Charley's time spent in the Army during the Civil War.
The Mostly True Adventures of Homer P. Figg by Rodman Philbrick
Twelve-year-old orphan Homer runs away from Pine Swamp, Maine, to find his older brother, Harold, who has been sold into the Union Army. Homer outwits and outruns Civil War-era thieves, scallywags, and spies as he makes his way south, following clues that finally lead him to Gettysburg.
I have also brought in from the Wright County Historical Society a trunk filled with Civil War artifacts. The students really LOVE looking at all of the belongings from the Civil War.
~Heather
The Underground Railroad: Sweet Clara and the Freedom Quilt
After I read the book, I had my students make a classroom "freedom quilt." The students used geometric shapes and color to symbolize different things in nature. The students then had to write a paragraph explaining what their quilt square resembled.
The Underground Railroad: Henry's Freedom Box
Henry's Freedom Box is another great story that shows students the lengths slaves went through to get to freedom. This is a true story about how Henry Brown mailed himself to the North so he would be considered free.
Chapter Books
Whenever I start a new unit in Social Studies, I always display chapter books for the students to read during Read to Self time.
Bull Run by Paul Fleischman
This book is told from the perspective of 16 different people who were alive during the Civil War. There are characters from the North and the South. Even the most reluctant reader will enjoy this book.
This is a choose your own adventure book that is ALWAYS flying off my shelf! There is a different story every time you read it!
This book is about a 15 year old Minnesota boy that lies about his age to join the Army. This is a historical fiction book that describes Charley's time spent in the Army during the Civil War.
Twelve-year-old orphan Homer runs away from Pine Swamp, Maine, to find his older brother, Harold, who has been sold into the Union Army. Homer outwits and outruns Civil War-era thieves, scallywags, and spies as he makes his way south, following clues that finally lead him to Gettysburg.
I hope this inspires you to add a few new things to your Civil War curriculum.
~Heather
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