Early on in this chapter, one of the sections deeply resonated with me. The section I'm referring to is the one that addresses the different demands of high school and college writing. If you spend enough time with me, you'll eventually hear me whine about my high school teachers and how they didn't teach me how to write. I spent four years of high school in AP classes, earning A's like nobody's business, only to come to university and find myself making C's in the honors college. I'm usually the type to put the blame on myself, but this discrepancy wasn't my fault. Luckily, I had some amazing professors who taught me how to write.
My own experience, my clinical experience, and this chapter got me to thinking. We don't spend nearly enough time teaching students how to write. Sure, I wrote in school and the kids at my practicum write, but the writing isn't really meaningful. It doesn't prepare you for university and it doesn't prepare you for life. It's a hollow sort of writing, the type of writing where you make sure that you have x number of sentences/paragraphs/pages to get your grade. I have actually watched kids cut things out of their planning so that they don't have to include it in their final paragraphs; they were more concerned with how much they had to write as opposed to write a solid essay. I like to think that I'm going to be the type of teacher who gives my students "important" writing assignments, the kind where they get so involved in what they are doing that they forget about word counts and all that, the kind of assignment where my students feel they have something important to tell and they don't put down their pens until it's done. And if things work out well, they will develop the strategies they need to write whatever they must in life.
Another section that struck me in this chapter concerns the way that technology is changing so fast that we really don't know how or what or students will be writing in the future. In my own school career, my teachers never talked much about writing in real life. My 7-year old brain never imagined a day when I could write things that the whole world would have access to. And yet, here we are. The thing about kids is, they adjust well to new technology. We all know this. I watch my nephew play video games and my niece surf the internet and my baby niece talk on a cell phone. Likewise, I have (repeatedly) taught my parents to use the internet and watched my grandmother give up using her cell phone. I think that as long as we teach our kids to be good, strong writers, to embrace quality over quantity, and to never take shortcuts, the skills they learn will serve them well no matter where technology takes us.
Monday, March 30, 2009
Tuesday, March 3, 2009
All Those Screen Things That You Can Touch
Totally forgot to post this during class today...
I have a bit of experience with a Promethean Board. We learned how to use one in Doctor Foxworth's class, I used one during a substituting experience, and I have played on my sister-in-law's Interwrite Board (which is pretty much the same thing). They are so great for playing Pictionary.
I've been around Smartboards, but I've never actually gotten to use one. I'm quite fascinated by the pens, although I'm sure they won't be much different than the one for the Promethean Board. Fingers crossed, though.
Both of these tools have so much potential for classroom use. As motivators alone, you couldn't ask for much more. Think about it: kids usually love to write on the board. If writing on the board is going to the fair, writing on the Smart Board is a two-week trip to Disney World. Okay, it's not that great. I'd take a trip to Disney World over playing on a Smart Board anydayoftheweek. But still, it's more fun than doing a worksheet.
These things do have a lot of potential; it's sad to see that teacher's aren't using them in innovative ways. I mean, come on, when you use it just to display a Power Point, that's just depressing. Teachers could use these things to make lessons interactive, to play some cool games. Yet some teachers see the new technology that is given to them as a curse. I'd be thrilled to have one. And if anyone gets one and doesn't intend to use it, send it my way.
(This posting is reason #382 why I shouldn't do things while I'm sleepy. Ah well, you all know I'm a bit off.)
I have a bit of experience with a Promethean Board. We learned how to use one in Doctor Foxworth's class, I used one during a substituting experience, and I have played on my sister-in-law's Interwrite Board (which is pretty much the same thing). They are so great for playing Pictionary.
I've been around Smartboards, but I've never actually gotten to use one. I'm quite fascinated by the pens, although I'm sure they won't be much different than the one for the Promethean Board. Fingers crossed, though.
Both of these tools have so much potential for classroom use. As motivators alone, you couldn't ask for much more. Think about it: kids usually love to write on the board. If writing on the board is going to the fair, writing on the Smart Board is a two-week trip to Disney World. Okay, it's not that great. I'd take a trip to Disney World over playing on a Smart Board anydayoftheweek. But still, it's more fun than doing a worksheet.
These things do have a lot of potential; it's sad to see that teacher's aren't using them in innovative ways. I mean, come on, when you use it just to display a Power Point, that's just depressing. Teachers could use these things to make lessons interactive, to play some cool games. Yet some teachers see the new technology that is given to them as a curse. I'd be thrilled to have one. And if anyone gets one and doesn't intend to use it, send it my way.
(This posting is reason #382 why I shouldn't do things while I'm sleepy. Ah well, you all know I'm a bit off.)
Sunday, March 1, 2009
Chapter 7: Activating Prior Knowledge and Increasing Motivation
I hope you will all forgive me, because I am going to go on a bit of a tangent here. And it's probably going to be incoherent. You've been forewarned.
I had a bit of an epiphany the other day, whilst I was doing my social studies unit plan. I chose the topic of economics because it seemed like it would be easier than any of the other choices. That's probably not the best reason to choose a topic, but time was winding down and I had to pick something. To be honest, I have no real interest in economics. Sure, I'm worried about the economic crisis, but if you say "economics" to me, you're not going to get the same reaction that you'd get with say, "Jane Austen" or "Harry Potter." In the former case, my eyes are likely to glaze over, but in the latter I can become quite animated.
And yet, something interesting happened as I was doing my project. I got interested. I mean, really interested. I cared about the lessons I was planning, I wanted to make them fun, and I even had a bit of fun myself. I read about Free Trade and wanted to know more (do not dare ask me about it, because I don't know much). I had fun planning my culminating assessment. Sure, it was work, and I would have rather been watching television or reading, but it wasn't the worst thing I've done.
And here's what I realized: I've always been like this. Over my school career, I've managed to get interested in many things I never thought I would have liked, usually because the right project sparked my interest. This made me wonder if this is a particular trait of mine, or if this could work for all learners.
I like to think that it could work for all learners. I hope that by giving my students the right projects and using the right strategies to activate their prior knowledge and spark their interest, that they can have the same experiences as me: deep motivation and pride in something I've enjoyed and done well.
I particularly liked the CORI strategy in the book (although the acronym is horrible). I like the idea of project-based learning and culminating projects. I am all for anything that makes the students feel like what they are doing is important, things that feel more like real life and less like school.
I think motivation is a huge issue with teachers. In many of my observations, I've watched teachers teach a lesson, never once trying to get the students interested or explain to them why they are learning a particular skill or topic. If we as teachers reflect on our own likes and dislikes, we will realize that we don't like every topic we teach. How can we expect our students to be any different. And let's be honest: if we don't like something, or are even just apathetic about it, meaningful learning is not going to occur. Sometimes no learning at all will occur. Our students have to be motivated, and we have to do everything in our power to make even the most boring topic interesting.
I had a bit of an epiphany the other day, whilst I was doing my social studies unit plan. I chose the topic of economics because it seemed like it would be easier than any of the other choices. That's probably not the best reason to choose a topic, but time was winding down and I had to pick something. To be honest, I have no real interest in economics. Sure, I'm worried about the economic crisis, but if you say "economics" to me, you're not going to get the same reaction that you'd get with say, "Jane Austen" or "Harry Potter." In the former case, my eyes are likely to glaze over, but in the latter I can become quite animated.
And yet, something interesting happened as I was doing my project. I got interested. I mean, really interested. I cared about the lessons I was planning, I wanted to make them fun, and I even had a bit of fun myself. I read about Free Trade and wanted to know more (do not dare ask me about it, because I don't know much). I had fun planning my culminating assessment. Sure, it was work, and I would have rather been watching television or reading, but it wasn't the worst thing I've done.
And here's what I realized: I've always been like this. Over my school career, I've managed to get interested in many things I never thought I would have liked, usually because the right project sparked my interest. This made me wonder if this is a particular trait of mine, or if this could work for all learners.
I like to think that it could work for all learners. I hope that by giving my students the right projects and using the right strategies to activate their prior knowledge and spark their interest, that they can have the same experiences as me: deep motivation and pride in something I've enjoyed and done well.
I particularly liked the CORI strategy in the book (although the acronym is horrible). I like the idea of project-based learning and culminating projects. I am all for anything that makes the students feel like what they are doing is important, things that feel more like real life and less like school.
I think motivation is a huge issue with teachers. In many of my observations, I've watched teachers teach a lesson, never once trying to get the students interested or explain to them why they are learning a particular skill or topic. If we as teachers reflect on our own likes and dislikes, we will realize that we don't like every topic we teach. How can we expect our students to be any different. And let's be honest: if we don't like something, or are even just apathetic about it, meaningful learning is not going to occur. Sometimes no learning at all will occur. Our students have to be motivated, and we have to do everything in our power to make even the most boring topic interesting.
Friday, February 27, 2009
General Patton FTW!
So I've been doing some incredibly geeky things online tonight, and I found this brilliant quote by George S. Patton of all people. It's a weird reference, I know, but it really seems to sum up what we've been learning about for the past few years.
"Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity."
Just some food for thought.
"Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity."
Just some food for thought.
Wednesday, February 25, 2009
Lesson Plan: Magnets
Physical Science-Light, heat, electricity, and magnetism
State Frameworks:
2. Apply an understanding of properties of objects and materials, position and motion of objects, and properties of magnetism.
c. Describe observable effects of forces, including buoyancy, gravity, and magnetism.
d. Classify materials that are or are not attracted to magnets and cite examples of useful
magnetic tools in everyday living (e.g., can opener, compass, refrigerator door seal.)
Objectives:
· Construct a compass using needle magnet, corks, and water
· Write a journal entry that demonstrates the use of a compass
Big Ideas:
· There are many forces that affect objects on earth. Magnetism is one of these forces and it has an effect on certain types of metal.
· Magnets are a naturally occurring force, but humans have harnessed their power to make life easier.
Preparation:
1. The teacher will read the book What Makes a Magnet? By Franklyn M. Branley
2. She will engage students by asking them questions about magnets.
a. What are some magnets you find in your house?
b. What are some interesting things you’ve discovered about magnets?
c. How did people in the past use magnets?
d. What are some ways we use magnets today?
3. After reading the book, she will go back and reread pages 12-13 and 16-18 that describes how to make a magnet using a needle and then how to use the needle to make a compass.
4. Students will work in groups and follow the directions in the book to make a magnet and then a compass. Each group should have copies of the necessary pages.
5. Once students have made their compasses, the class will return to whole group discussion.
6. The teacher will remind students of a social studies lesson where they learned the cardinal directions. She will ask students to explain the directions.
7. The teacher will explain that the needle became a magnet, because it has a very weak magnetic force and when we rub it against a magnet, it makes the magnetic force stronger. Basically, it is like “turning on” the needle’s magnetic force.
8. The teacher will explain that the compass is a magnet because earth can be thought of as a big magnet, and the magnet in our compass is attracted to the northern magnet.
9. The teacher will then reread pages 22-24.
10. She will ask students to imagine what it would have been like to live long ago and how they could use compass to find directions.
Guidance:
1. The teacher will read the text, stopping at appropriate places to ask questions. The text is not difficult, but there is new vocabulary such as pole, compass, etc. The teacher will explain these new words, and some new concepts such as polarity.
2. The teacher asks questions both about how magnetic forces work and how people use magnets.
3. The teacher observes the group activity, and helps students with the needles when needed. The teacher may also have to stick the needle into the corks so that students do not get hurt.
4. The teacher reiterates important passages about how people use magnets.
5. The teacher accompanies students on their compass walk and assesses whether students are using their compasses correctly.
Application:
1. Students will go on a walk through the school and use their compass to tell them which way they are going. Students may be told to go west, for example, and will have to walk in that direction.
Assessment:
1. Students will write a journal entry pretending they are using their magnet to find directions. They must include some of the information they read about in their journal entry.
Monday, February 16, 2009
Subject Area Text
I wasn't sure if we were supposed to post this here, or print it out and bring it to class, so I figured I'd better do both.
Content Area Used: Science
Frameworks:
1. Develop abilities necessary to conduct scientific investigations.
a. Formulate questions about objects and organisms and predict outcomes in order
to conduct a simple investigation. (DOK 2)
2. Apply an understanding of properties of objects and materials, position
and motion of objects, and properties of magnetism.
c. Describe observable effects of forces, including buoyancy, gravity, and
magnetism. (DOK1)
d. Classify materials that are or are not attracted to magnets and cite examples of
useful magnetic tools in everyday living (e.g., can opener, compass, refrigerator
door seal). (DOK 2)
Big Ideas:
There are several big ideas within these frameworks. First is the concept of scientific inquiry. Students need to learn how to set up scientific investigations. They need to do this by asking questions, making predictions, and experimenting. Second is the concept of relationships and how forces affect objects. Third is the idea of magnets as not only a force of nature, but something we have utilized to make our lives better.
Text:
Branley, F.M., & Kelley, T. (1996). What makes a magnet?. New York: HarperCollins
Publishers.
Audience: 2nd graders
Suitability to Develop Understanding:
This text not only explains the properties of magnets; it encourages students to conduct their own experiments with magnets and suggests ideas to try. Throughout the book, it gives examples of how magnets are used in our lives. This text could not be used as the sole teaching tool when doing a lesson on magnets, but it could serve as a great introduction and a reference tool during later investigations.
Complexity:
Using the FLIP Readability Assessment, this text seems like it would work well with the chosen audience. The pictures are colorful and actually enhance the text as opposed to serving as mere illustration. The text itself is easy to read and there is rarely more than four or five sentences per page. The book has a clear purpose: the introduce students to the properties of magnets and how we use them in our world. Most of the language is words that students would already know, but some vocabulary may need to be discussed, such as compass, cardinal directions, direction, magnetite, lodestone, and repel. Students should find the book interesting because it is colorful, it is interactive, and magnets are a high-interest subject with students. Students need some prior knowledge about magnets, but not much. They need to know what they are and what they do. This text will also be easier if students know their cardinal directions and the uses of a compass.
Interest/Motivation:
From my experience, children love science, especially when they get to figure things out and do their own experiments. Further, magnets are usually of high interest to children; magnets are easy to manipulate and are fun to play with. Most children have some experience with magnets from playing with the ones found on their refrigerators at home. This text could be highly interesting to students if it is used along with appropriate inquiry based learning tasks. If students get to do some of the experiments found in this book, they will be likely to enjoy reading the text both before and after their experiments.
Frameworks:
1. Develop abilities necessary to conduct scientific investigations.
a. Formulate questions about objects and organisms and predict outcomes in order
to conduct a simple investigation. (DOK 2)
2. Apply an understanding of properties of objects and materials, position
and motion of objects, and properties of magnetism.
c. Describe observable effects of forces, including buoyancy, gravity, and
magnetism. (DOK1)
d. Classify materials that are or are not attracted to magnets and cite examples of
useful magnetic tools in everyday living (e.g., can opener, compass, refrigerator
door seal). (DOK 2)
Big Ideas:
There are several big ideas within these frameworks. First is the concept of scientific inquiry. Students need to learn how to set up scientific investigations. They need to do this by asking questions, making predictions, and experimenting. Second is the concept of relationships and how forces affect objects. Third is the idea of magnets as not only a force of nature, but something we have utilized to make our lives better.
Text:
Branley, F.M., & Kelley, T. (1996). What makes a magnet?. New York: HarperCollins
Publishers.
Audience: 2nd graders
Suitability to Develop Understanding:
This text not only explains the properties of magnets; it encourages students to conduct their own experiments with magnets and suggests ideas to try. Throughout the book, it gives examples of how magnets are used in our lives. This text could not be used as the sole teaching tool when doing a lesson on magnets, but it could serve as a great introduction and a reference tool during later investigations.
Complexity:
Using the FLIP Readability Assessment, this text seems like it would work well with the chosen audience. The pictures are colorful and actually enhance the text as opposed to serving as mere illustration. The text itself is easy to read and there is rarely more than four or five sentences per page. The book has a clear purpose: the introduce students to the properties of magnets and how we use them in our world. Most of the language is words that students would already know, but some vocabulary may need to be discussed, such as compass, cardinal directions, direction, magnetite, lodestone, and repel. Students should find the book interesting because it is colorful, it is interactive, and magnets are a high-interest subject with students. Students need some prior knowledge about magnets, but not much. They need to know what they are and what they do. This text will also be easier if students know their cardinal directions and the uses of a compass.
Interest/Motivation:
From my experience, children love science, especially when they get to figure things out and do their own experiments. Further, magnets are usually of high interest to children; magnets are easy to manipulate and are fun to play with. Most children have some experience with magnets from playing with the ones found on their refrigerators at home. This text could be highly interesting to students if it is used along with appropriate inquiry based learning tasks. If students get to do some of the experiments found in this book, they will be likely to enjoy reading the text both before and after their experiments.
Wednesday, February 11, 2009
A Good Website for My Student
I searched around the National Geographic Kids site, because my student loves animals, especially dogs, and wants to be a veterinarian. When asked what she would do with $1,000,000, she said that she would open an animal shelter. How can you not love that?
Anyway, I found this site about the different types of work dogs do, and I thought she might find this interesting. If she loves dogs, then she probably already knows a lot about them, but this article may give her some new information.
Anyway, I found this site about the different types of work dogs do, and I thought she might find this interesting. If she loves dogs, then she probably already knows a lot about them, but this article may give her some new information.
There is an article, a link to a game about working dogs, and links to organizations that train these animals.
Check out the site here: Working Like a Dog.
Check out the site here: Working Like a Dog.
Subscribe to:
Posts (Atom)
