I confess that I probably don't use the internet often enough when I am planning my lessons. But, when I occasionally do, I really like the website readwritethink.org. It's created by the International Reading Association and it has a lot of really good ideas for teaching reading. I've been trying to learn more about using electronic books with my students and the link below is a lesson plan that centers on reading skills through the use of digital photos and a slide show. Even though it is for Kindergarten, I think it could be adapted for most elementary grades, as well as special ed and foreign language. Enjoy!
http://www.readwritethink.org/lessons/lesson_view.asp?id=1010
Sunday, November 18, 2007
What Did I Learn This Semester?
Thinking back over the semester, I feel that the most important items I learned in this course centered around our reading from Friedman's The World Is Flat, as well as the activities that went with that section of the course. I had never really thought about how technology will impact the lives of the students we are currently teaching and preparing for the future. Through the reading in Friedman, as well as the info provided in Shift Happens, it became clear to me that our students are going to need to be able to constantly adapt to new changes in technology in order to have successful lives. So, it's very important that our curriculum center on teaching students how to learn, rather than on specific skills that may become outdated. One way to do this is to provide our students with time to use and experiment with technology. When we had to create the video assignment in class, a lot of us figured it out through trial and error. By providing our students with these types of assignments and opportunities, we will be helping them to develop their abilities to learn new things, while also becoming confident users of technology. In the past, I have shyed away from just letting my students "play" on the computer because I didn't feel like that was a good use of their time. I now realize that there are many life long benefits to this type of practice and I plan to make time for my students to experiment with technology in the future.
One other thing that really impacted my thought process during this course was the style in which Professor Bachenheimer taught us. I was very impressed with the many different engaging activities and teaching methods he used with us. (ex. blogs, U tube clips, the class in the tech center where we voted on line, partner and group work that simulated real situations, specific readings rather than entire texts, etc) I think a lot of times people approach adult learning/teaching in a way that is much different from what the research defines as good teaching. Most of the workshops and grad school classes that I have taken center around power point slides, lectures, and lengthy readings that never get discussed. Clearly, we would never rely entirely on these methods to teach our students. So, I appreciated the time and effort that went into teaching this class in a way that was creative and engaging. As a potential future administrator, I would like to utilize this perspective when working with the teaching staff. It is more interesting and engaging, which should lead to increased learning. It also models the type of teaching that I would want my teachers to be using in their own classrooms.
One other thing that really impacted my thought process during this course was the style in which Professor Bachenheimer taught us. I was very impressed with the many different engaging activities and teaching methods he used with us. (ex. blogs, U tube clips, the class in the tech center where we voted on line, partner and group work that simulated real situations, specific readings rather than entire texts, etc) I think a lot of times people approach adult learning/teaching in a way that is much different from what the research defines as good teaching. Most of the workshops and grad school classes that I have taken center around power point slides, lectures, and lengthy readings that never get discussed. Clearly, we would never rely entirely on these methods to teach our students. So, I appreciated the time and effort that went into teaching this class in a way that was creative and engaging. As a potential future administrator, I would like to utilize this perspective when working with the teaching staff. It is more interesting and engaging, which should lead to increased learning. It also models the type of teaching that I would want my teachers to be using in their own classrooms.
Sunday, November 4, 2007
Orange Middle School
After reading the Star Ledger article about Orange Middle School, I was impressed with the many changes being made to the school's structure in order to positively impact student learning. This is one example where being identified by weak test scores has lead a school to make improvements and progress. It sounded to me like students, families, and staff were benefiting from the new, smaller school structure, as well as the many newly established programs that encouraged collaboration and communication.
As far as commendations, I felt that the best decision that Orange Middle School made during the restructuring process was to organize the 600 middle school students into 5 smaller houses. This structure, most commonly used by middle schools, allows students to more smoothly transition to the middle grades from elementary school. It also allows students to form closer peer groups, as well as stronger relationships with their teachers. All of these factors make them more comfortable in school and better able to learn. I also thought that the school's development of weekly discussion groups that included administrators, teachers, and students was very innovative. These types of groups allow students to express themselves, while also forming relationships with peers and teachers. Involvement in this type of activity most likely has a positive impact on self esteem and social growth, two factors that are crucial during an adolescent's development. The groups also allow teachers and administrators to be more aware of the issues with which their students are dealing. This awareness should help them to create lessons and programs for the general student body, while also enabling them to better provide needed guidance and counseling to individual students.
In the area of suggestions for further improvement, I thought the school might want to consider how they could include parents/family members in the teaching staff's twice weekly meetings about curriculum and individual students. These team meetings could become a time when the teaching staff met with parents to discuss concerns/issues/strategies. The teams might even want to consider conferencing by telephone (or email), if the parents/family members were unable to physically come to the school building. By involving the families of their struggling students in the meetings, the teachers might be able to more quickly and effectively impact the progress of their at risk students. Another suggestion would be to establish an after school tutoring program. This type of program would benefit the students that come in with behind grade level skills (as mentioned in the article), while also providing them with a safe environment for part of the afternoon/early evening. I would think that the school would qualify for state or federal monies to fund this type of program. If not, the school might want to consider shifting the hours of a few teachers in order to provide a tutoring program.
Overall, I was impressed by the changes that Orange Middle School made in a very short time period. By continuing to monitor progress and make needed changes, Orange Middle School may not need as much state monitoring and involvement in the future. Also, possible changes to NCLB may make it possible for this school to monitor its' individual progress (as suggested by one of the teachers in the article), rather than try to make the AYP established for all of NJ. This particular school faces ALL of the challenges of middle school students, PLUS ALL of the challenges of a low income area (I don't envy them). I admire the dedication of the administration, staff, community, and students and wish them well.
As far as commendations, I felt that the best decision that Orange Middle School made during the restructuring process was to organize the 600 middle school students into 5 smaller houses. This structure, most commonly used by middle schools, allows students to more smoothly transition to the middle grades from elementary school. It also allows students to form closer peer groups, as well as stronger relationships with their teachers. All of these factors make them more comfortable in school and better able to learn. I also thought that the school's development of weekly discussion groups that included administrators, teachers, and students was very innovative. These types of groups allow students to express themselves, while also forming relationships with peers and teachers. Involvement in this type of activity most likely has a positive impact on self esteem and social growth, two factors that are crucial during an adolescent's development. The groups also allow teachers and administrators to be more aware of the issues with which their students are dealing. This awareness should help them to create lessons and programs for the general student body, while also enabling them to better provide needed guidance and counseling to individual students.
In the area of suggestions for further improvement, I thought the school might want to consider how they could include parents/family members in the teaching staff's twice weekly meetings about curriculum and individual students. These team meetings could become a time when the teaching staff met with parents to discuss concerns/issues/strategies. The teams might even want to consider conferencing by telephone (or email), if the parents/family members were unable to physically come to the school building. By involving the families of their struggling students in the meetings, the teachers might be able to more quickly and effectively impact the progress of their at risk students. Another suggestion would be to establish an after school tutoring program. This type of program would benefit the students that come in with behind grade level skills (as mentioned in the article), while also providing them with a safe environment for part of the afternoon/early evening. I would think that the school would qualify for state or federal monies to fund this type of program. If not, the school might want to consider shifting the hours of a few teachers in order to provide a tutoring program.
Overall, I was impressed by the changes that Orange Middle School made in a very short time period. By continuing to monitor progress and make needed changes, Orange Middle School may not need as much state monitoring and involvement in the future. Also, possible changes to NCLB may make it possible for this school to monitor its' individual progress (as suggested by one of the teachers in the article), rather than try to make the AYP established for all of NJ. This particular school faces ALL of the challenges of middle school students, PLUS ALL of the challenges of a low income area (I don't envy them). I admire the dedication of the administration, staff, community, and students and wish them well.
Sunday, October 28, 2007
Curriculum Mapping
A.) What is the purpose of curriculum mapping?
Curriculum mapping attempts to organize the curriculum content taught at many different levels (a single grade, an entire school, even a school district). This process takes the following variables into consideration: pacing, local/state/national standards, essential questions and objectives, and assessment. It also encourages teachers and administrators to work collaboratively to consider available resources, support networks, and connections between classrooms and disciplines in order to complete curriculum maps. Once the process is complete some benefits include consistency across grade levels and schools, improved quality of instruction, easier transitions to new grade levels, and a more cohesive and collaborative working environment.
B.) Does your school map its' curriculum? Why or why not?
Curriculum mapping is not used in the elementary school in which I teach, nor in the larger school district in which I am employed. I think that this practice is not used for many reasons. First, the district is on the larger side, so it would take considerable time, effort, and organization to accomplish this goal. (Although this could also be used as a very strong reason for the district to utilize this practice!) Second, the administration seems to change every few years. Without consistent leadership and goals, it is difficult to accomplish long term planning. Lastly, the administration (in my opinion) does not actively keep current with new developments in the field of education. Most of the principals and central office administrators do not seem (to me) to update their educational knowledge by taking courses or attending relevant seminars. So, it always seems (to me) that we are playing catch up or utilizing outdated strategies.
I truly do believe that individual teachers can greatly impact children (and families) through their position as teachers. But, most teachers only spend a year (or two) with the children that they teach. The greatest impact that can be made on a child's learning is through having strong programs and teachers throughout their K-12 educational career. The more I read, listen, and learn, the more I realize what a powerful impact a strong administration can have upon a child. Curriculum mapping is one practice that can have a substantial impact upon student learning, if administrators are knowledgeable and effective enough to utilize it within building and districts.
C.) How does curriculum mapping relate to curriculum change?
It seems like schools and districts that use curriculum mapping have a system in place that allows them to collaboratively consider strengths and weaknesses of a program, brainstorm ideas for positive change, and institute/assess these desired changes. Also, the curriculum mapping process connects grade levels, individual school buildings, and entire school districts. This enables these districts to make changes throughout the district in a uniform manner to more quickly improve the quality of programs/instruction and impact student learning.
Curriculum mapping attempts to organize the curriculum content taught at many different levels (a single grade, an entire school, even a school district). This process takes the following variables into consideration: pacing, local/state/national standards, essential questions and objectives, and assessment. It also encourages teachers and administrators to work collaboratively to consider available resources, support networks, and connections between classrooms and disciplines in order to complete curriculum maps. Once the process is complete some benefits include consistency across grade levels and schools, improved quality of instruction, easier transitions to new grade levels, and a more cohesive and collaborative working environment.
B.) Does your school map its' curriculum? Why or why not?
Curriculum mapping is not used in the elementary school in which I teach, nor in the larger school district in which I am employed. I think that this practice is not used for many reasons. First, the district is on the larger side, so it would take considerable time, effort, and organization to accomplish this goal. (Although this could also be used as a very strong reason for the district to utilize this practice!) Second, the administration seems to change every few years. Without consistent leadership and goals, it is difficult to accomplish long term planning. Lastly, the administration (in my opinion) does not actively keep current with new developments in the field of education. Most of the principals and central office administrators do not seem (to me) to update their educational knowledge by taking courses or attending relevant seminars. So, it always seems (to me) that we are playing catch up or utilizing outdated strategies.
I truly do believe that individual teachers can greatly impact children (and families) through their position as teachers. But, most teachers only spend a year (or two) with the children that they teach. The greatest impact that can be made on a child's learning is through having strong programs and teachers throughout their K-12 educational career. The more I read, listen, and learn, the more I realize what a powerful impact a strong administration can have upon a child. Curriculum mapping is one practice that can have a substantial impact upon student learning, if administrators are knowledgeable and effective enough to utilize it within building and districts.
C.) How does curriculum mapping relate to curriculum change?
It seems like schools and districts that use curriculum mapping have a system in place that allows them to collaboratively consider strengths and weaknesses of a program, brainstorm ideas for positive change, and institute/assess these desired changes. Also, the curriculum mapping process connects grade levels, individual school buildings, and entire school districts. This enables these districts to make changes throughout the district in a uniform manner to more quickly improve the quality of programs/instruction and impact student learning.
Tuesday, October 23, 2007
Implementation of UbD Lesson
I started to teach my UbD lesson to my students today. I have to say that the biggest difference about this unit of lessons is that I planned them with a set long term reading goal in mind. With most of the reading skills that I teach, I plan for the students to be exposed to the skill, to practice the skill, and then to be given many more opportunities to review the skill during the year. Because reading is developmental, I note the individual progress of my students as the year goes but I don't expect mastery of all reading skills by the end of any set time. (Some students naturally develop these skills early in the year and others take much longer.) But by beginning with the end goals in mind, the UbD process helped me to plan a series of lessons that should enable most of the students to find some success with rhyming by the end of the unit (which will only take a few weeks). I just started the first lesson today, but at the end of the day I was already thinking about how this process might help me to focus on the students that are struggling with big concepts a little bit earlier/quicker than I might have if I just planned the lesson with a one day objective. (I'm not sure that this is making sense, but hopefully you're getting my general idea.) Since I just started the unit today, that's about all that I have to report...I'll keep you posted.
Saturday, October 20, 2007
My Thoughts On Online Learning
When Professor Bachenheimer first announced that 1/3 of this class was going to be online, my initial thoughts were very negative. I thought the class would be more difficult for me because of my technological limitations. I also figured that the material would not be as interesting or engaging.
I'm happy to report that I've been very pleasantly surprised and impressed by the online portion of the class so far! Most importantly, I love being able to attend class from the comfort of my bed and work at my own pace. I've also found that the online classes are just as challenging and engaging as the classroom sessions of this course. To complete the online work, I really have to understand the content of the week's lesson and express this understanding through my blog. (In some ways, the online class requires more participation than our actual classroom sessions.) The course has also stretched me to use technology in ways that I usually avoid. Although it is uncomfortable, it has also been a good experience. I think I've become a little more open to using technology because of the requirements of this course. While this new attitude may not be a direct learning objective of this class, it's probably the most meaningful thing I've been exposed to in all of my graduate course work. After this experience, I would certainly be willing to take other hybrid or online courses. (I also just registered for a workshop on pod casting because I've realized that I would like to learn more about effectively using technology in my own classroom.)
The one suggestion for improvement that I would make to all professors of hybrid and online courses is to survey their students at the beginning any course. This survey should inform professors about the types of computers and programs that students will be using during the semester, as well as their experiences with technology. Professors may choose to make accommodations for students based upon these surveys. For example, I don't have power point on my home computer (and it's expensive to buy!). So, I go to the library to access any power point slides for this class. Knowledge of these types of things might impact some minor instructional decisions.
I'm happy to report that I've been very pleasantly surprised and impressed by the online portion of the class so far! Most importantly, I love being able to attend class from the comfort of my bed and work at my own pace. I've also found that the online classes are just as challenging and engaging as the classroom sessions of this course. To complete the online work, I really have to understand the content of the week's lesson and express this understanding through my blog. (In some ways, the online class requires more participation than our actual classroom sessions.) The course has also stretched me to use technology in ways that I usually avoid. Although it is uncomfortable, it has also been a good experience. I think I've become a little more open to using technology because of the requirements of this course. While this new attitude may not be a direct learning objective of this class, it's probably the most meaningful thing I've been exposed to in all of my graduate course work. After this experience, I would certainly be willing to take other hybrid or online courses. (I also just registered for a workshop on pod casting because I've realized that I would like to learn more about effectively using technology in my own classroom.)
The one suggestion for improvement that I would make to all professors of hybrid and online courses is to survey their students at the beginning any course. This survey should inform professors about the types of computers and programs that students will be using during the semester, as well as their experiences with technology. Professors may choose to make accommodations for students based upon these surveys. For example, I don't have power point on my home computer (and it's expensive to buy!). So, I go to the library to access any power point slides for this class. Knowledge of these types of things might impact some minor instructional decisions.
Understanding by Design
What I liked:
1. This process really focuses on the student and the learning outcomes. As a teacher, it is easy to get wrapped up in covering a chapter/topic or creating a cool project. But UbD forces you to think about learning and design your lessons to maximize student understanding.
2. UbD encourages teachers to make connections within their lessons to other subjects and to real world situations. This type of learning is more meaningful and useful.
3. UbD encourages teachers to use their curriculum guides and content standards, rather than text books and teacher editions. I like the idea of planning in units to cover many standards in connected ways. But, this type of planning requires teachers to be very familiar with their subject, standards, and available materials. (It would be tough for a new teacher!)
What I didn't like:
1. It's a totally different process from what I was taught and what I do now. So, it took a lot of thinking and revising to create just one lesson. It's a very time consuming process. On the flip side, it can lead to a much higher quality of instruction. Also, I would assume that it gets easier as you utilize the format on a regular basis.
2. Some skills and topics do just need to be memorized. That doesn't mean that they aren't essential, important, or necessary in life.
3. Currently, the Kindergarten program in my district is half day, so I have limited time with both of my classes. Due to time constraints, I end up focusing on reading, math, and writing lessons, which my district (and I) consider to be the essential components of Kindergarten academic learning. Yet, I had a very hard time creating essential questions for the math and reading skills that I teach. I think this is because much of the skills are very basic (letter sound correspondence, number sense, etc.) and do require some memorization. I would appreciate any comments or feedback about how I could create better essential questions for these subject areas.
Additional Questions:
1. Different grade levels and subject areas require different teaching techniques. I think this design plan lends itself very nicely to social studies, literature, health, humanities, and some science lessons. It is a bit of a stretch to utilize it in some of the other discipline areas. I actually own the UbD book by Wiggins and McTighe. There are many examples of UbD lessons throughout the book, but very few for the younger grades or in the subject areas of reading and math. Have they considered revising this design plan to address these needs?
My UbD lesson:
(Please forgive me, but I couldn't figure out how to attach a document to my blog. So, I just pasted the whole thing here.)
Stage 1 – Identify Desired Results:
Established Goals:
Students will explore essential concepts about word patterns.
Students will utilize concepts about word patterns to develop their reading and writing abilities.
CCCS:
By the end of Kindergarten students will be able to:
3.1.B Demonstrate phonemic awareness by rhyming.
3.3.C Suggest rhyming words during word play, songs, or read-alouds.
3.4.A Listen to rhymes/songs to develop an understanding of letter/sound relationships.
Essential Understandings:
Many words contain patterns (or chunks) of similar letters.
Readers use patterns within words to help them with decoding, fluency, expression, and comprehension.
Essential Questions:
How do readers use patterns to help them with their reading skills?
Stage 2 – Determine Acceptable Evidence:
Performance Tasks:
Students create and present their own version of a nursery rhyme.
Other Evidence:
Skill Check - Identify rhyming words within the texts of several nursery rhymes.
Observation – Use letter tiles to spell groups of words that rhyme.
Discussion Prompt – Explain why some words rhyme and others do not.
Transfer – Read lists of words (real and nonsense) that contain previously learned rhyming patterns. Think of additional words and add them to these lists.
Stage 3 – Learning Activities:
W – Using a KWL chart, the teacher will record the reading strategies that students within the class already use in the K section of the graphic organizer. The teacher will then explain to the students that they are going to explore a new reading strategy called “using rhyming patterns”. This strategy will be listed in the W section of the graphic organizer. (At the conclusion of the unit, the teacher will record the new information that was learned by students during the unit in the L section of the graphic organizer.)
H – Students will listen to, echo read, act out, and retell a variety of nursery rhymes.
E – Students will be provided with their own copies of the nursery rhymes once they are familiar with the texts. The students will identify the rhyming words within the nursery rhymes. Students will use letter tiles to experiment with the words that rhyme. Students will discuss and verbalize the reasons that some words rhyme and others do not.
R - Students will be given lists of additional words (some real and some nonsense) that rhyme with some of the identified words from the nursery rhymes. They will be encouraged to use their previous experience with the words, as well as their understanding of rhyme, to decode the words. Students will also create their own list of words that rhyme with some of the identified words from the nursery rhymes.
E – Students will work with their list of rhyming words to create their own simple nursery rhymes.
T – Students will be able to work on their own nursery rhyme in groups of 1, 2, or 3 (depending upon personal interest, as well as ability). These groups will then choose to present their nursery rhyme through writing/illustration or speaking/role-playing.
O – This unit will be taught through whole group and small group work. Auditory, visual, and kinesthetic techniques will be used. The reading strategy learned in the unit will be referred to and practiced for the remainder of the school year (as well as in the other primary grades). It will also be utilized in writing/spelling lessons.
1. This process really focuses on the student and the learning outcomes. As a teacher, it is easy to get wrapped up in covering a chapter/topic or creating a cool project. But UbD forces you to think about learning and design your lessons to maximize student understanding.
2. UbD encourages teachers to make connections within their lessons to other subjects and to real world situations. This type of learning is more meaningful and useful.
3. UbD encourages teachers to use their curriculum guides and content standards, rather than text books and teacher editions. I like the idea of planning in units to cover many standards in connected ways. But, this type of planning requires teachers to be very familiar with their subject, standards, and available materials. (It would be tough for a new teacher!)
What I didn't like:
1. It's a totally different process from what I was taught and what I do now. So, it took a lot of thinking and revising to create just one lesson. It's a very time consuming process. On the flip side, it can lead to a much higher quality of instruction. Also, I would assume that it gets easier as you utilize the format on a regular basis.
2. Some skills and topics do just need to be memorized. That doesn't mean that they aren't essential, important, or necessary in life.
3. Currently, the Kindergarten program in my district is half day, so I have limited time with both of my classes. Due to time constraints, I end up focusing on reading, math, and writing lessons, which my district (and I) consider to be the essential components of Kindergarten academic learning. Yet, I had a very hard time creating essential questions for the math and reading skills that I teach. I think this is because much of the skills are very basic (letter sound correspondence, number sense, etc.) and do require some memorization. I would appreciate any comments or feedback about how I could create better essential questions for these subject areas.
Additional Questions:
1. Different grade levels and subject areas require different teaching techniques. I think this design plan lends itself very nicely to social studies, literature, health, humanities, and some science lessons. It is a bit of a stretch to utilize it in some of the other discipline areas. I actually own the UbD book by Wiggins and McTighe. There are many examples of UbD lessons throughout the book, but very few for the younger grades or in the subject areas of reading and math. Have they considered revising this design plan to address these needs?
My UbD lesson:
(Please forgive me, but I couldn't figure out how to attach a document to my blog. So, I just pasted the whole thing here.)
Stage 1 – Identify Desired Results:
Established Goals:
Students will explore essential concepts about word patterns.
Students will utilize concepts about word patterns to develop their reading and writing abilities.
CCCS:
By the end of Kindergarten students will be able to:
3.1.B Demonstrate phonemic awareness by rhyming.
3.3.C Suggest rhyming words during word play, songs, or read-alouds.
3.4.A Listen to rhymes/songs to develop an understanding of letter/sound relationships.
Essential Understandings:
Many words contain patterns (or chunks) of similar letters.
Readers use patterns within words to help them with decoding, fluency, expression, and comprehension.
Essential Questions:
How do readers use patterns to help them with their reading skills?
Stage 2 – Determine Acceptable Evidence:
Performance Tasks:
Students create and present their own version of a nursery rhyme.
Other Evidence:
Skill Check - Identify rhyming words within the texts of several nursery rhymes.
Observation – Use letter tiles to spell groups of words that rhyme.
Discussion Prompt – Explain why some words rhyme and others do not.
Transfer – Read lists of words (real and nonsense) that contain previously learned rhyming patterns. Think of additional words and add them to these lists.
Stage 3 – Learning Activities:
W – Using a KWL chart, the teacher will record the reading strategies that students within the class already use in the K section of the graphic organizer. The teacher will then explain to the students that they are going to explore a new reading strategy called “using rhyming patterns”. This strategy will be listed in the W section of the graphic organizer. (At the conclusion of the unit, the teacher will record the new information that was learned by students during the unit in the L section of the graphic organizer.)
H – Students will listen to, echo read, act out, and retell a variety of nursery rhymes.
E – Students will be provided with their own copies of the nursery rhymes once they are familiar with the texts. The students will identify the rhyming words within the nursery rhymes. Students will use letter tiles to experiment with the words that rhyme. Students will discuss and verbalize the reasons that some words rhyme and others do not.
R - Students will be given lists of additional words (some real and some nonsense) that rhyme with some of the identified words from the nursery rhymes. They will be encouraged to use their previous experience with the words, as well as their understanding of rhyme, to decode the words. Students will also create their own list of words that rhyme with some of the identified words from the nursery rhymes.
E – Students will work with their list of rhyming words to create their own simple nursery rhymes.
T – Students will be able to work on their own nursery rhyme in groups of 1, 2, or 3 (depending upon personal interest, as well as ability). These groups will then choose to present their nursery rhyme through writing/illustration or speaking/role-playing.
O – This unit will be taught through whole group and small group work. Auditory, visual, and kinesthetic techniques will be used. The reading strategy learned in the unit will be referred to and practiced for the remainder of the school year (as well as in the other primary grades). It will also be utilized in writing/spelling lessons.
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