Figure 12.3 in the Flint text, titled “Flow Chart to Help Students Monitor Their Comprehension” is an amazing tool, and one that I plan on using in its entirety in my classroom. I find it hard to articulate to a student or a reader how to comprehend and make meaning out of text. This flow chart, though, is both clear and coherent, and I could see it helping many students. The guiding questions and strategies provided here help readers to follow a text, garner its’ meaning, and visualize. I also really like the incredible amount of strategies that are contained in this flow chart. Many readers that I have observed who have trouble making meaning of text become frustrated easily and give up, or simply read the text for reading ability purposes, ignoring the need for comprehension. This chart gives up to 8 possible guiding questions and strategies, which I could see cutting down on this frustration level. Students can see that there are so many different ways to comprehend text, that these strategies are there to help them, not seem daunting, and they are good strong points – they would definitely lead readers to comprehend text well.
I would recommend this flow chart to many of the 6 clusters of struggling readers addressed in the Valencia & Buly article. Specifically, this recommendation would be to Automatic Word Callers, Struggling Word Callers, Slow Word Callers, and Disabled Readers.
Sunday, November 29, 2009
Sunday, November 22, 2009
Chapter 8 - Flint
In Chapter 8 of Flint, I enjoyed reading about Reading with Fluency and how, in many cases, students who read quickly are not garnering meaning from the text. As a general statement, I think that many believe that “Good readers read fast.” Readers associate a slower pace as being less fluent and a worse reader than their speed reading neighbor. I liked the ideas set forth in the Flint text, including Partner Reading, Repeated Readings and Reader’s Theater. I wonder, though, how effective these practices may be, given their dependence on reading aloud.
As a student, I must say that I find reading aloud to be somewhat of a hindrance to literary development. As a future teacher, I know of course that it is a necessary part of this process, and is one of the only true ways to assess a reader and their abilities. I know, though, from personal experience, that reading aloud is a factor in students comparing their reading speeds, fluency abilities, and their abilities to make meaning out of text. I must agree with the Flint text that using authentic and natural language, in conjunction with high-frequency words, is one of the most effective tools in gaining an actual understanding and assessment of student’s abilities when reading aloud.
As a student, I must say that I find reading aloud to be somewhat of a hindrance to literary development. As a future teacher, I know of course that it is a necessary part of this process, and is one of the only true ways to assess a reader and their abilities. I know, though, from personal experience, that reading aloud is a factor in students comparing their reading speeds, fluency abilities, and their abilities to make meaning out of text. I must agree with the Flint text that using authentic and natural language, in conjunction with high-frequency words, is one of the most effective tools in gaining an actual understanding and assessment of student’s abilities when reading aloud.
Sunday, November 15, 2009
Flint, Chapter 11
In so many of our classes, we have heard time and time again the benefits of inquiry based learning. It encourages students to ask questions, facilitates them asking questions such as “why” and “how”, gives them personal ownership of their work, they become risk takers, collaborators and diverse learners. I find all of these to be important and relevant, but the benefit that I believe has the greatest pull is articulated in the Flint text as “Inquiry based teaching requires that teachers and students are active participants.” As both an outside observer and a classroom participant, I can’t even estimate the number of times that I have seen a classroom plagued by uninvolved, inactive students, teachers, or both.
Inquiry based learning, though, seems to be a great tool to solving this problem though. When students are allowed and encouraged to pursue their interests and questions they want to answer, they are engaged in high cognitive function. Even more importantly than that, they are engaged. They’re active. They want to solve the problem, find the answer, or even just figure out how something works. On the teacher’s end, they are required to observe and guide their students. They must actively scaffold them, and lead them in the right direction. Inquiry based learning is an integral part of creating an active, motivated, engaged, educational classroom.
Inquiry based learning, though, seems to be a great tool to solving this problem though. When students are allowed and encouraged to pursue their interests and questions they want to answer, they are engaged in high cognitive function. Even more importantly than that, they are engaged. They’re active. They want to solve the problem, find the answer, or even just figure out how something works. On the teacher’s end, they are required to observe and guide their students. They must actively scaffold them, and lead them in the right direction. Inquiry based learning is an integral part of creating an active, motivated, engaged, educational classroom.
Sunday, November 8, 2009
Four- Resource Model
I enjoyed reading Chapter 7 of the Flint text and learning about the four-resource model for beginning readers. I know that I have been wondering when and how I was going to learn how to teach a student to read. These four steps seem to be great starting points for emergent readers. The four components of this model are Code Breaking, Text Participant, Text User and Critical Practices. Though all are integral and integrated with one another, the one that I found most helpful to learn about was Code Breaking.
In my first grade classroom, I find myself marveling at the skills my students have, and how these skills and the knowledge that accompanies them have been relayed to them. Reading and learning about the systematic approach by which teachers may impart the skills to decode, and ultimately, to enter into literacy.
I was torn, though, between the Prescriptive Approach and the Integrated Approach. My gut reaction to “how to teach how to read” is the above model, with a defined set of rules, and a systematic approach to learning sounds and rules – then applying this knowledge to literature. This is very similar to the Prescriptive Approach. The Integrated Approach, though focuses more on predictable language and authentic learning. Even after looking at the comparative chart of the two approaches (pg 185) I can’t make a choice. Traditional? Or Contextual? Do I even have to choose? Can the two be used together? I guess that’s one of the greatest and hardest things about being a teacher. You just have to make your own decision, and run with it. Hopefully you can figure it out along the way.
In my first grade classroom, I find myself marveling at the skills my students have, and how these skills and the knowledge that accompanies them have been relayed to them. Reading and learning about the systematic approach by which teachers may impart the skills to decode, and ultimately, to enter into literacy.
I was torn, though, between the Prescriptive Approach and the Integrated Approach. My gut reaction to “how to teach how to read” is the above model, with a defined set of rules, and a systematic approach to learning sounds and rules – then applying this knowledge to literature. This is very similar to the Prescriptive Approach. The Integrated Approach, though focuses more on predictable language and authentic learning. Even after looking at the comparative chart of the two approaches (pg 185) I can’t make a choice. Traditional? Or Contextual? Do I even have to choose? Can the two be used together? I guess that’s one of the greatest and hardest things about being a teacher. You just have to make your own decision, and run with it. Hopefully you can figure it out along the way.
Friday, November 6, 2009
Differentiated Instruction
A component of differentiated instruction is multiple intelligences. Appealing to and drawing on these different ways that students learn is a great instructional strategy within the classroom. This video on YouTube shows a condensed version of a speech by Ken Robinson. This speech is both informative and engaging, in addition to being humorous and easy to understand.
A point that I really took to heart from this speech comes at around 2:40. Ken says a more elaborate version of the following: “As a kid, you are told that what you like to do will never be a career. So don’t do it. Focus instead on the subjects in school.” Ken calls this “Benign Advice.” This meaning that it doesn’t necessarily harm the student or their future. However, it does little to help them.
By watching this Robinson’s talk, I feel that I am a little bit more excited about differentiating instruction, especially in reference to engaging and activating multiple intelligences within the classroom. Ideally, this will allow students to see that the measurable, data ridden intelligence that is so frequently stressed is not the only marker of an intellectual.
I would highly recommend viewing this short video: http://www.youtube.com/watch?v=KLi-vJSNP6U&feature=related
A point that I really took to heart from this speech comes at around 2:40. Ken says a more elaborate version of the following: “As a kid, you are told that what you like to do will never be a career. So don’t do it. Focus instead on the subjects in school.” Ken calls this “Benign Advice.” This meaning that it doesn’t necessarily harm the student or their future. However, it does little to help them.
By watching this Robinson’s talk, I feel that I am a little bit more excited about differentiating instruction, especially in reference to engaging and activating multiple intelligences within the classroom. Ideally, this will allow students to see that the measurable, data ridden intelligence that is so frequently stressed is not the only marker of an intellectual.
I would highly recommend viewing this short video: http://www.youtube.com/watch?v=KLi-vJSNP6U&feature=related
Monday, November 2, 2009
Saturday, October 31, 2009
Types of Assessment
As a future educator, I know that I understand the purpose and need for grading objectively. To grade every student on the same basis, by the same standards, and to have them strive to meet the same goals is what I assume to be the “right” way to grade. With that said, I’ve always wondered – What about the things that have to be graded subjectively? To write a paper, give a speech or… write a blog post are all activities that lend themselves to subjective grading.
The different types and methods of assessment explained in Chapter 9 of Flint were very helpful. I especially enjoyed learning about Code Breaking & Text Participant as forms of assessment. Code Breaking describes how to assess learners on their abilities to decode, spell and understand patterns in the text. With this, it is obvious that knowledge and skills are being assessed and measured. From these measurements, teachers can grasp what level their students are on, and therefore determine how to best move forward. Text Participant, on the other hand, allows students to have multiple correct answers, or strategies for interacting with a text. I really like the excerpt from the text on page 283 that says “a more productive way to think about comprehension and students’ understandings of text is to consider the plausibility of a reader’s interpretation.” I think this is a great resource for assessing students and their work.
The different types and methods of assessment explained in Chapter 9 of Flint were very helpful. I especially enjoyed learning about Code Breaking & Text Participant as forms of assessment. Code Breaking describes how to assess learners on their abilities to decode, spell and understand patterns in the text. With this, it is obvious that knowledge and skills are being assessed and measured. From these measurements, teachers can grasp what level their students are on, and therefore determine how to best move forward. Text Participant, on the other hand, allows students to have multiple correct answers, or strategies for interacting with a text. I really like the excerpt from the text on page 283 that says “a more productive way to think about comprehension and students’ understandings of text is to consider the plausibility of a reader’s interpretation.” I think this is a great resource for assessing students and their work.
Monday, October 26, 2009
Parachutes
The parachute experiment at Haw River far exceeded the Bubble Activity from our previous visit. When performing the activity with the parachutes, out students were able to collect data that reinforced and helped to teach a concept. They were able to look at their parachutes as they fell to the ground, and gain a better understanding of how increased surface area slows an object as it falls.
The students we worked with this time were motivated and excited and that was great to see. They were definitely able to control this excitement though, as they were well behaved and more than willing to follow directions and instructions.
I found our students to be inquisitive and thoughtful. They readily offered hypotheses, possible cause and effect reactions, and activated their prior knowledge of observing parachutes. Though I find that this enthusiasm and excitement was the same in both the bubble and the parachute activities, during the latter, I observed a stronger, focused enthusiasm. These students seemed excited to be learning about parachutes, as opposed to being excited to play with bubbles.
The students we worked with this time were motivated and excited and that was great to see. They were definitely able to control this excitement though, as they were well behaved and more than willing to follow directions and instructions.
I found our students to be inquisitive and thoughtful. They readily offered hypotheses, possible cause and effect reactions, and activated their prior knowledge of observing parachutes. Though I find that this enthusiasm and excitement was the same in both the bubble and the parachute activities, during the latter, I observed a stronger, focused enthusiasm. These students seemed excited to be learning about parachutes, as opposed to being excited to play with bubbles.
Sunday, October 25, 2009
Flint - Chapter 5
In my first grade class, I am currently observing Writer’s Workshop. In addition, I am observing and participating with conferences with these young writers. With this said, this chapter from Flint was a Godsend. I cannot tell you how unsure I felt and how many questions I had about how the workshops were set up, exactly what feedback to give my students, and how this connected to their emerging literacy. I was especially interested with the Sharing piece of a Writer’s Workshop. I see so many students get discouraged during the day. They don’t know how to spell a word, can’t find it in the dictionary, and their neighbors do not have the knowledge to help them. By giving them the chance to share their work at the end of WW though, I see students come alive. That may sound corny, but their eyes light up, they get excited, and the frustration of the activity seems to melt away.
The text draws in the fact that this shows how students interact with texts. This is something I have not seen, but will be looking to observe in the future. By understanding and listening to how a student interacts with a text they have created, I think that a teacher should be able to gain a general understanding of how this particular student interacts with many other texts. This is knowledge that can be used to a teacher’s advantage in helping a student excel.
The text draws in the fact that this shows how students interact with texts. This is something I have not seen, but will be looking to observe in the future. By understanding and listening to how a student interacts with a text they have created, I think that a teacher should be able to gain a general understanding of how this particular student interacts with many other texts. This is knowledge that can be used to a teacher’s advantage in helping a student excel.
Tuesday, October 20, 2009
ELL Observation
For my observation task, I observed an ESL teacher. I am placed in an ESL cluster class with 7 native Spanish speakers totaling a third of our classroom population. They receive ESL services for an hour a day, and the ESL teacher comes into the room, in lieu of having pull out services. What really astounded me during this observation may seem trivial, but I was absolutely amazed that the teacher spoke to the students in English almost the whole time! When I imagine ESL or ELL services, I picture a teacher speaking in a student’s native language, and using this language to teach them English.
Though this is my own personal assumption, I can’t help but imagine a teacher having a lesson on, say, birds. I imagine this teacher teaching the entire lesson in the student’s native language, and then translating what they have learned into English. Now that I think about and articulate this though, it seems ridiculous. That creates so much extra work for a specialist. Preparing a lesson and then translating information after a student has learned it seems illogical and redundant.
I was excited and pleased to see the ELL specialist working with the students on basic vocabulary words. They were performing exercises with flash cards and pictures. Each card had a picture on the front, and when flipped over, had the word in English. Underneath the English vocabulary word, very small, was the word in Spanish. It was interesting to see how many different words and explanations the students could come up with about one small picture on a card.
I can’t critique the tasks that I observed, but I can definitely praise them. I feel that I gained valuable information and practices for use as a future teacher. Who would have thought that flashcards on a pipe cleaner (twisted into a circle. WAY cheaper than buying metal rings)would have had such a great response from and impact on students.
Though this is my own personal assumption, I can’t help but imagine a teacher having a lesson on, say, birds. I imagine this teacher teaching the entire lesson in the student’s native language, and then translating what they have learned into English. Now that I think about and articulate this though, it seems ridiculous. That creates so much extra work for a specialist. Preparing a lesson and then translating information after a student has learned it seems illogical and redundant.
I was excited and pleased to see the ELL specialist working with the students on basic vocabulary words. They were performing exercises with flash cards and pictures. Each card had a picture on the front, and when flipped over, had the word in English. Underneath the English vocabulary word, very small, was the word in Spanish. It was interesting to see how many different words and explanations the students could come up with about one small picture on a card.
I can’t critique the tasks that I observed, but I can definitely praise them. I feel that I gained valuable information and practices for use as a future teacher. Who would have thought that flashcards on a pipe cleaner (twisted into a circle. WAY cheaper than buying metal rings)would have had such a great response from and impact on students.
Sunday, October 11, 2009
Top to Bottom - Literacy Reflection
The Bottom-Up theory of literacy and the Top-Down theory of literacy are both blatantly obvious in their differences, and the fact that they are opposites of each other led me first to my belief that either one or the other may be employed in a classroom. The more I think about it though; I find that both of these models can be used in conjunction with one another in a classroom.
I think that many educators, myself included, when they plan the process for their students to learn to read immediately go to the Bottom-Up view. Literacy is associated with learning the letters of the alphabet, learning their sounds, how to sound out words and then, later, how to understand what the words that they are reading actually mean. I know that in my own schooling experience, a phonics based approach, like this one, was how I was taught to read. Even now, when I try to read a new word, I think of how to sound it out and once I have figured out how to read it, I will assign meaning to the word.
The Top-Down view, conversely, looks as the learner first. It tries to access their previous knowledge, their personal learning styles, their lives outside of the classroom and what fits a leaner’s needs best. It seems to me that students who learn in using the Top-Down process may learn to write more efficiently than those taught using Bottom-Up methods. They are exposed to many different types of literature and understand the semantics and syntax that goes into reading and writing.
I can see how these two strategies could easily fit together. All readers need to understand the alphabetic principle and have phonemic awareness. Additionally, all readers need to have their own learning styles and previous knowledge accessed. By combining these two processes together, I can see a student having a successful and positive learning experience.
I think that many educators, myself included, when they plan the process for their students to learn to read immediately go to the Bottom-Up view. Literacy is associated with learning the letters of the alphabet, learning their sounds, how to sound out words and then, later, how to understand what the words that they are reading actually mean. I know that in my own schooling experience, a phonics based approach, like this one, was how I was taught to read. Even now, when I try to read a new word, I think of how to sound it out and once I have figured out how to read it, I will assign meaning to the word.
The Top-Down view, conversely, looks as the learner first. It tries to access their previous knowledge, their personal learning styles, their lives outside of the classroom and what fits a leaner’s needs best. It seems to me that students who learn in using the Top-Down process may learn to write more efficiently than those taught using Bottom-Up methods. They are exposed to many different types of literature and understand the semantics and syntax that goes into reading and writing.
I can see how these two strategies could easily fit together. All readers need to understand the alphabetic principle and have phonemic awareness. Additionally, all readers need to have their own learning styles and previous knowledge accessed. By combining these two processes together, I can see a student having a successful and positive learning experience.
Sunday, October 4, 2009
Knowing Our Students - Kidwatching
I love finding ideas or concepts in our textbooks that reinforce our own thoughts and practices. It is almost like our classes are saying “Yes! You’ve got it! That’s a great way to do it.” In this Chapter 3 of Literate Lives, particularly, I am talking about the reference to Kidwatching, and its impact on how we, as teachers, can connect with and understand our students and their learning styles. I think that learning about your students will always be beneficial to their education. Not only is it more likely that they will understand the material better if it is geared towards them, their interests and their learning styles, but their excitement level will be raised and they will be more engaged.
I had a camper this summer who was obsessed with trains. You might think that “obsessed” is a little over dramatic, or an exaggeration. It isn’t. This kid constantly talked about coal trains, freight trains, locomotives, commuter trains, passenger trains, trams, monorails – you name it. Obviously, as a teacher, this would be an easy observation. Not all aspects of Kidwatching are in-depth or difficult. My camper was really upset one day because someone told him they didn’t like trains because they were bad for the environment, and he couldn’t understand why. So, he and I talked about how the smoke from some trains hurts the air – which would be the same as someone taking part of a track off of the ground. The train wouldn’t run as well. So if smoke hurts our air, the air can’t be used as much or as well as we would like it. This is just one of many examples of “teachable moments” that I believe are facilitated and helped by Kidwatching.
Kidwatching can help incorporate a student’s interests, their culture, their hobbies --- just about anything. To not take into account their interests, learning styles and other relevant information would really be doing them a disservice.
I had a camper this summer who was obsessed with trains. You might think that “obsessed” is a little over dramatic, or an exaggeration. It isn’t. This kid constantly talked about coal trains, freight trains, locomotives, commuter trains, passenger trains, trams, monorails – you name it. Obviously, as a teacher, this would be an easy observation. Not all aspects of Kidwatching are in-depth or difficult. My camper was really upset one day because someone told him they didn’t like trains because they were bad for the environment, and he couldn’t understand why. So, he and I talked about how the smoke from some trains hurts the air – which would be the same as someone taking part of a track off of the ground. The train wouldn’t run as well. So if smoke hurts our air, the air can’t be used as much or as well as we would like it. This is just one of many examples of “teachable moments” that I believe are facilitated and helped by Kidwatching.
Kidwatching can help incorporate a student’s interests, their culture, their hobbies --- just about anything. To not take into account their interests, learning styles and other relevant information would really be doing them a disservice.
Wednesday, September 30, 2009
Peter
When the video about Peter began, I was pretty upset about the way he was treated by his classmates. What really struck me was that his classmates attempted to physically restrain him; and that this occurred before they had any kind of conversation about Peter, and help from their teacher or other guidelines set up. I found it harmful and scary to those students, as well as to Peter, that they were allowed to physically hold him back at this point in their relationship. Later in the year, though, I was not only comfortable with, but completely impressed by, the way the students in the class responded to and helped Peter. By them helping Peter, it seemed to me that everyone benefitted. Peter was aided in his social growth. His classmates grew in their acceptance and understanding of students with special needs, and, I can only imagine, in their maturity level. And Peter’s teacher got some of the stress and worry lifted off her, all the while nurturing her classroom as a community.
I think that, overall, the students, the teacher, and Peter had a positive experience. In this situation, they learned more than facts, figures and information to be tested on. This is a great example of students being taught life skills in a classroom; becoming well-rounded individuals as opposed to individuals who can pass standardized tests.
I think that, overall, the students, the teacher, and Peter had a positive experience. In this situation, they learned more than facts, figures and information to be tested on. This is a great example of students being taught life skills in a classroom; becoming well-rounded individuals as opposed to individuals who can pass standardized tests.
Sunday, September 27, 2009
Criss Cross, John Lennon, and the life of a teenage girl
I must admit that I didn’t expect to have some huge revelation during the Teacher as Reader exercise/assignment. From reading my Literacy Autobiography, you may already know that I am an avid reader in my personal time. I will read children’s books, Young Fiction novels, magazines (Highlights to Cosmopolitan, I've read them all) and anything that is within an arm’s reach when I get bored. Reading Criss Cross was interesting though. I really like what I interpreted the meaning to be. Last post, I said that I kept anticipating what the “thing” was that would happen to Debbie. I got to the last chapter of the book and was frustrated. “Why,” I thought to myself “would the author wait until the last chapter to have something special happen? There isn’t going to be any time to expand or elaborate on how Debbie’s life changes.” Then, it hit me. Debbie is a teenage girl. Having lived the life of a teenage girl, I made the connection for myself. As Debbie sits and waits for something to happen, just as I, the reader, was waiting, special things are happening all around. I know that many people, myself included, seem to be waiting for their lives to begin. Waiting to be thin enough, smart enough, funny enough or sweet enough for something BIG to happen to them and jumpstart their lives. Just like Debbie.
“Life is what happens when you’re busy making other plans.” – John Lennon.
Your life has already begun Debbie Pelbry. Go live it.
Your life has already begun Debbie Pelbry. Go live it.
Reading Reflection - Oral Language
Reading Chapter 2 helped me to articulate and understand a concept I think that I’ve always just assumed as “so.” And that is that different people speak in different ways. Not only does this mean speaking differently by region, but speaking differently within regions, and even the differences between Standard English and other, sometimes considered “atypical” vocabularies. I know that I, personally, switch between Standard English and other ways of speaking depending on the demographics of who I am surrounded by, the situation I am in, if I am speaking to a person of authority, and many other factors.
I was appalled by the fact that bilingual education has been completely eliminated from some school systems. As a native English speaker, I was, and still am, fascinated by the Spanish language. I love trying to comprehend Spanish that I read and hear, no matter how long it has been since my last Spanish class (which is far too long). I think that Spanish in the classroom can benefit children of all nationalities and languages. I believe that it helps to foster learning and knowledge of different types of people and cultures. Additionally, I find it to help ELLs feel comfortable and, fairly obviously, learn more efficiently.
I was appalled by the fact that bilingual education has been completely eliminated from some school systems. As a native English speaker, I was, and still am, fascinated by the Spanish language. I love trying to comprehend Spanish that I read and hear, no matter how long it has been since my last Spanish class (which is far too long). I think that Spanish in the classroom can benefit children of all nationalities and languages. I believe that it helps to foster learning and knowledge of different types of people and cultures. Additionally, I find it to help ELLs feel comfortable and, fairly obviously, learn more efficiently.
Saturday, September 26, 2009
Teacher as Reader - Criss Cross
I have read the first half of Criss Cross by Lynne Rae Perkins and so far, I am really enjoying it. I have come to notice that this isn’t a storyline that is incredibly easy to follow. This, I believe, is the actual premise of the book. The “tagline” if you will is “She wished something would happen” and that is how the story begins – with Debbie wishing for something to happen to her ---soon. This made me, as the reader, put my own kind of spin on everything that I read. With each event, each new character, each minute detail, I find myself asking the big question “IS THIS IT? Is this the ‘something’ that Debbie asked for?” Not only does this questioning help me to really pay attention to the story’s events, but it keeps the novel suspenseful and engaging.
I think the main thing reading the first half of Criss Cross has taught me is to really pay attention to the text that I am reading, and this would be a great thing to pass on to students and other readers. Many times, when reading, I know that I become confused and just don’t understand what is happening. Then I realize that I missed a sentence, or filled a word in a sentence that wasn’t actually there, or just plain read it wrong. When reading comprehension begins to break down is when a reader has to carefully go back and step-by-step figure out where they went wrong. We all do it, and, thankfully, it is so easy to rectify.
I think the main thing reading the first half of Criss Cross has taught me is to really pay attention to the text that I am reading, and this would be a great thing to pass on to students and other readers. Many times, when reading, I know that I become confused and just don’t understand what is happening. Then I realize that I missed a sentence, or filled a word in a sentence that wasn’t actually there, or just plain read it wrong. When reading comprehension begins to break down is when a reader has to carefully go back and step-by-step figure out where they went wrong. We all do it, and, thankfully, it is so easy to rectify.
I hate to burst your bubble, but......
A Reflection on "The Bubble Debacle"
Performing the “bubble experiment” at Haw River Elementary was an interesting experience. There were many factors that seemed to work against us, and few occurrences that seemed to help our instruction. The factors that I believe inhibited our instruction were the time frame, our interactions with the students, and the activity in and of itself. The only thing that seemed to actually work in our favor was the willingness and excitement of our students.
We had just under an hour to execute the bubble activity – in this time frame, we had to set up the experiment, cover all parts, create charts, allow our students to have some free thought and trial and error time, and clean up. All in all, the time frame just wasn’t sufficient. Another detriment to providing adequate instruction was our interaction with our group of students. As other members of my group noticed, I find equating an intangible concept to concrete examples the best way to make connections in a lesson. However, I honestly have no clue as to whether or not this strategy was beneficial to our students. The time I had spent with them so far during the day was not ample or conducive to my ascertaining their learning styles and preferences. Finally, the thread that weaves this whole thing together – the utter absurdity of doing this experiment with 2nd graders. The point of this experiment was to demonstrate the surface tension of water and how it decreases when different substances are added to the water. The goal of this experiment was not to TALK about or LECTURE about this change in surface tension. However, given the fact that over half of a group of 37 almost college graduates could not demonstrate this (i.e. the paper clip doesn’t float) this was a concept that had to be verbally explained to 7 year olds. To be honest, I don’t think they got it. To be really honest, I don’t think they cared.
However, the one positive thing about this experiment were our students themselves. The 4 students Michelle, Samantha & I were privileged enough to work with were excited, engaged, and at least willing to pretend that they understood surface tension. They participated with us, behaved as they were asked to, and showed interest in what we were saying to them. This is more than I can say for many students that I have met, observed, or worked with, and I must say it was a refreshing experience.
As for the question “What would you do differently?” I have only one answer. I wouldn’t do anything differently with this bubble experiment, because I wouldn’t do it again. I would find or create a different activity to demonstrate surface tension. Not only do I think that it would be beneficial to students actually demonstrate this concept, but I think that something like showing a Water Strider walking on water would be really cool.
Performing the “bubble experiment” at Haw River Elementary was an interesting experience. There were many factors that seemed to work against us, and few occurrences that seemed to help our instruction. The factors that I believe inhibited our instruction were the time frame, our interactions with the students, and the activity in and of itself. The only thing that seemed to actually work in our favor was the willingness and excitement of our students.
We had just under an hour to execute the bubble activity – in this time frame, we had to set up the experiment, cover all parts, create charts, allow our students to have some free thought and trial and error time, and clean up. All in all, the time frame just wasn’t sufficient. Another detriment to providing adequate instruction was our interaction with our group of students. As other members of my group noticed, I find equating an intangible concept to concrete examples the best way to make connections in a lesson. However, I honestly have no clue as to whether or not this strategy was beneficial to our students. The time I had spent with them so far during the day was not ample or conducive to my ascertaining their learning styles and preferences. Finally, the thread that weaves this whole thing together – the utter absurdity of doing this experiment with 2nd graders. The point of this experiment was to demonstrate the surface tension of water and how it decreases when different substances are added to the water. The goal of this experiment was not to TALK about or LECTURE about this change in surface tension. However, given the fact that over half of a group of 37 almost college graduates could not demonstrate this (i.e. the paper clip doesn’t float) this was a concept that had to be verbally explained to 7 year olds. To be honest, I don’t think they got it. To be really honest, I don’t think they cared.
However, the one positive thing about this experiment were our students themselves. The 4 students Michelle, Samantha & I were privileged enough to work with were excited, engaged, and at least willing to pretend that they understood surface tension. They participated with us, behaved as they were asked to, and showed interest in what we were saying to them. This is more than I can say for many students that I have met, observed, or worked with, and I must say it was a refreshing experience.
As for the question “What would you do differently?” I have only one answer. I wouldn’t do anything differently with this bubble experiment, because I wouldn’t do it again. I would find or create a different activity to demonstrate surface tension. Not only do I think that it would be beneficial to students actually demonstrate this concept, but I think that something like showing a Water Strider walking on water would be really cool.
Saturday, September 19, 2009
Classroom Experiences - Literacy
The past few weeks in my elementary school, I have seen different aspects of literacy lessons. The first is of phonics, and the second is of writing. The phonics program my teacher is implementing in her classroom is called the “Phonics Dance.” It is a series of chants/songs and movements to help students in correlating a letter sound with a letter’s name and what the letter looks like. So far, I have only seen the students as they engaged in the alphabet. Starting next week though, they move on to a section called “Hunks & Chunks” where they learn sounds like sh-, ch-, th-, etc. and I am very excited to see what this looks and sounds like.
The writing lessons that I have seen have focused more on handwriting and how to correctly make letters than on an actual writer’s workshop. My cooperating teacher always works on their handwriting pre-writer’s workshop and she says it seems to really help them once they begin. They aren’t questioning how to make a letter, the difference between capitals and lower-case, etc. The handwriting program she uses is called “Handwriting Without Tears” and I really like it. The students have their own workbooks that correlate to her overheads, and the letters are put into categories based on where they start on the page and the shape they make. It is really interesting, and it is a program I would definitely recommend using.
The writing lessons that I have seen have focused more on handwriting and how to correctly make letters than on an actual writer’s workshop. My cooperating teacher always works on their handwriting pre-writer’s workshop and she says it seems to really help them once they begin. They aren’t questioning how to make a letter, the difference between capitals and lower-case, etc. The handwriting program she uses is called “Handwriting Without Tears” and I really like it. The students have their own workbooks that correlate to her overheads, and the letters are put into categories based on where they start on the page and the shape they make. It is really interesting, and it is a program I would definitely recommend using.
Saturday, September 12, 2009
Literacy Reflection 1
This reading was interesting, and I found it very helpful to learn about the different models and ideologies that can be utilized in teaching literacy. I never really thought about the different ways to teach reading and literacy, I seemed to just assume that I would teach it in the same way that I was taught, using the same general tools and practices. Then I began to write my Literacy Autobiography, and I realized that I don’t remember how I was taught to read. How was I ever going to be successful at teaching something that I didn’t even remember learning???
It was great to read about the Inquiry Model, the one to which I felt the most drawn. If students can be drawn to any subject, they can then be motivated. It’s simple. If a student cares about something and feels connected to it, then their effort can and most likely will be put into it. This model seems not only to help engage students, but also to help facilitate deeper, more meaningful connections to literacy than simply passing a standardized test. In this educational era, that seems to be what we are always striving for – to help our students see past two days of testing and allow them to experience the actual joy of learning.
It was great to read about the Inquiry Model, the one to which I felt the most drawn. If students can be drawn to any subject, they can then be motivated. It’s simple. If a student cares about something and feels connected to it, then their effort can and most likely will be put into it. This model seems not only to help engage students, but also to help facilitate deeper, more meaningful connections to literacy than simply passing a standardized test. In this educational era, that seems to be what we are always striving for – to help our students see past two days of testing and allow them to experience the actual joy of learning.
Literacy Autobiography
Joy. Rapture. Bliss. READING!!!
“Ann Marie Lentz was a miracle worker.” These words came from my mother when I explained this assignment to her. I can barely remember my own name some days, so I asked her to explain on this comment. She explained to me that I could not read when I began Mrs. Lentz’s first grade class. In fact, I flat out told her I hated reading and would never read. During my first grade year, I skipped all typical literary steps. I did not read sentences and then graduate to short books, etc. I went from not being able to read to reading chapter books. My mom shook her head and finished her explanation with “that woman fed you chapter books for an entire year; and you devoured them.” 15 years later, I am still devouring them.
One of my roommates refuses to watch Jeopardy! with me. Let me assure you, this has nothing to do with my skill of answering the questions, but simply with my speed. I am able to read the question before Alex Trebek finishes reading it, and have shouted an (usually incorrect) answer out before she has heard the question. This type of “speed reading” has been a constant in my life for as long as I can remember. Probably around the third grade, I remember joining “The Babysitter’s Club” club. Every month, I would get mailed two brand new Babysitter’s Club books, just like thousands of other 8 year old girls throughout the country. I have a distinct memory of opening my package every month, sitting down, and reading both books, most likely without moving or taking any breaks.
This pattern of zoning out and devoting my self from the beginning of the book until the end has not changed. I spent two days last semester reading, in succession, all 4 books in the Twilight series. If I am reading a book and I am interested in it, it becomes a literal obsession. Its all I want to talk about, its all I want to do – it’s a little bit weird actually.
I don’t have any recollection of my actual process of learning to read. I have a vague memory of watching phonics videos about Mrs. U and Mr. R, but other than that, I draw a blank. I know that I have had a love of reading since I actually learned to read. I know that reading has been my strongest subject since the first grade. I wish I knew what exactly fostered my love of reading and books, it would be helpful in motivating my students in the future, but I truly do not know. I just love books.
“Ann Marie Lentz was a miracle worker.” These words came from my mother when I explained this assignment to her. I can barely remember my own name some days, so I asked her to explain on this comment. She explained to me that I could not read when I began Mrs. Lentz’s first grade class. In fact, I flat out told her I hated reading and would never read. During my first grade year, I skipped all typical literary steps. I did not read sentences and then graduate to short books, etc. I went from not being able to read to reading chapter books. My mom shook her head and finished her explanation with “that woman fed you chapter books for an entire year; and you devoured them.” 15 years later, I am still devouring them.
One of my roommates refuses to watch Jeopardy! with me. Let me assure you, this has nothing to do with my skill of answering the questions, but simply with my speed. I am able to read the question before Alex Trebek finishes reading it, and have shouted an (usually incorrect) answer out before she has heard the question. This type of “speed reading” has been a constant in my life for as long as I can remember. Probably around the third grade, I remember joining “The Babysitter’s Club” club. Every month, I would get mailed two brand new Babysitter’s Club books, just like thousands of other 8 year old girls throughout the country. I have a distinct memory of opening my package every month, sitting down, and reading both books, most likely without moving or taking any breaks.
This pattern of zoning out and devoting my self from the beginning of the book until the end has not changed. I spent two days last semester reading, in succession, all 4 books in the Twilight series. If I am reading a book and I am interested in it, it becomes a literal obsession. Its all I want to talk about, its all I want to do – it’s a little bit weird actually.
I don’t have any recollection of my actual process of learning to read. I have a vague memory of watching phonics videos about Mrs. U and Mr. R, but other than that, I draw a blank. I know that I have had a love of reading since I actually learned to read. I know that reading has been my strongest subject since the first grade. I wish I knew what exactly fostered my love of reading and books, it would be helpful in motivating my students in the future, but I truly do not know. I just love books.
Thursday, September 10, 2009
Reading Reflection - due 9.11.09
I find the four strands of science very interesting, and fairly encompassing of everything that should be covered in a science classroom and the methods of teaching science overall. I find the prospect of actually teaching to and incorporating all of these strands incredibly daunting though. Just the incredible amount of content and strategies that should be covered, coupled with my own disinterest in science, makes it seem like an impossible task.
This article has lead to me to seriously ask myself – “How much do I actually have to KNOW in order to teach my students?” To an extent, I find the answer obvious. To follow Strand 2 – Generating Scientific Evidence – it is obvious that I would need the skills of the Scientific Method. I would need to know their order, and how my students should follow them in an effort to correctly generate and gather scientific data. I must admit though, that I am not sure how much farther than that my actual current knowledge needs to go. Is it acceptable to learn WITH my students? I don’t mean to sound crass or lazy with this, but I wonder if the previous knowledge that I have is enough, or if I need to supplement my knowledge of science now, as is obviously happening in this methods course. I just wonder, given that I was not really taught science as a child using the four strands, how successful I will be in imparting them on my future students.
As for the Trouble With Textbooks article, the portion that resonated most with me is under the heading “Just the Facts.” The overwhelming amount of factual information and the seemingly unending process of memorizing these facts are like a recurring nightmare for me. I honestly can’t remember a teacher making the real connections, or aiding us as students in learning a process and an explanation. As long as a student could spit out the words they wanted to hear, they seemed to think we understood. From my perspective now, I understand how little I actually learned, and how much that is affecting me at this point in my educational career. I find it empowering and exciting to read this portion of the article and gain some of the skills and information I may need to help my own students make these connections.
This article has lead to me to seriously ask myself – “How much do I actually have to KNOW in order to teach my students?” To an extent, I find the answer obvious. To follow Strand 2 – Generating Scientific Evidence – it is obvious that I would need the skills of the Scientific Method. I would need to know their order, and how my students should follow them in an effort to correctly generate and gather scientific data. I must admit though, that I am not sure how much farther than that my actual current knowledge needs to go. Is it acceptable to learn WITH my students? I don’t mean to sound crass or lazy with this, but I wonder if the previous knowledge that I have is enough, or if I need to supplement my knowledge of science now, as is obviously happening in this methods course. I just wonder, given that I was not really taught science as a child using the four strands, how successful I will be in imparting them on my future students.
As for the Trouble With Textbooks article, the portion that resonated most with me is under the heading “Just the Facts.” The overwhelming amount of factual information and the seemingly unending process of memorizing these facts are like a recurring nightmare for me. I honestly can’t remember a teacher making the real connections, or aiding us as students in learning a process and an explanation. As long as a student could spit out the words they wanted to hear, they seemed to think we understood. From my perspective now, I understand how little I actually learned, and how much that is affecting me at this point in my educational career. I find it empowering and exciting to read this portion of the article and gain some of the skills and information I may need to help my own students make these connections.
Tuesday, September 8, 2009
Science Autobiography
Joy. Rapture. Bliss. Science?
I have the briefest of memories of standing in my kitchen, most likely around age 7. My older brother, who was 11 or 12 at the time, was teaching me how to write in invisible ink. Basically, you dipped a paintbrush into some mixture (all I remember is it containing lemon juice) and writing on black construction paper. Then we would put it in the oven until the words or pictures appeared on the paper. I have no clue what prompted us to do this experiment, or, truly, why my sensible mother would ever have left us alone while using the oven at an age when we couldn’t even ride to school without getting into a fight. The glaring memory I have of this is it being the last time that I truly enjoyed a science lesson.
In school, I have always gravitated towards the subjects of literature and social studies. Science and math were and are the bane of my existence. I like to be able to think critically about a problem and come up with several different solutions. As a general statement, in science and math, there are different ways to arrive at the same solution, but very rarely are there different solutions. My personal theory is that the way that my brain is wired and my love of reading and books has never really facilitated in me a great love of science.
I remember taking AP Chemistry, the last science class that I have taken to date, as a Junior in High School. My teacher opened our class with the following sentences “Just so you know, I’m applying for my National Boards this year, so this class isn’t my first priority. Keep that in consideration when you’re putting effort into your homework or studying. Thanks.” As a future teacher, I am appalled by these statements, and her attitude toward us that year. As a student who didn’t particularly like science, I was thrilled.
Some things that I find interesting about the subject of science are different facts about chemical reactions, and how different combinations can lead to such different reactions and a different process of events. I also find pretty much any experiment involving a Bunsen burner interesting. Though I must admit that it is stereotypical to associate Bunsen burners and chemical experiments with science, they are the two things that I find most interesting. Plus, anything that can be suspended over an open flame and studied is just too cool.
I think that my lack of interest in the subject of science has to do with the way in which it was presented to me in my early education. Science always seemed to be such a task. It was never an enjoyable or exciting experiment. It was something my teachers had to fit in and usually made a huge fuss over. Something along the lines of reading, which we got to do every day and seemed so uncomplicated, was much more appealing to me.
I have the briefest of memories of standing in my kitchen, most likely around age 7. My older brother, who was 11 or 12 at the time, was teaching me how to write in invisible ink. Basically, you dipped a paintbrush into some mixture (all I remember is it containing lemon juice) and writing on black construction paper. Then we would put it in the oven until the words or pictures appeared on the paper. I have no clue what prompted us to do this experiment, or, truly, why my sensible mother would ever have left us alone while using the oven at an age when we couldn’t even ride to school without getting into a fight. The glaring memory I have of this is it being the last time that I truly enjoyed a science lesson.
In school, I have always gravitated towards the subjects of literature and social studies. Science and math were and are the bane of my existence. I like to be able to think critically about a problem and come up with several different solutions. As a general statement, in science and math, there are different ways to arrive at the same solution, but very rarely are there different solutions. My personal theory is that the way that my brain is wired and my love of reading and books has never really facilitated in me a great love of science.
I remember taking AP Chemistry, the last science class that I have taken to date, as a Junior in High School. My teacher opened our class with the following sentences “Just so you know, I’m applying for my National Boards this year, so this class isn’t my first priority. Keep that in consideration when you’re putting effort into your homework or studying. Thanks.” As a future teacher, I am appalled by these statements, and her attitude toward us that year. As a student who didn’t particularly like science, I was thrilled.
Some things that I find interesting about the subject of science are different facts about chemical reactions, and how different combinations can lead to such different reactions and a different process of events. I also find pretty much any experiment involving a Bunsen burner interesting. Though I must admit that it is stereotypical to associate Bunsen burners and chemical experiments with science, they are the two things that I find most interesting. Plus, anything that can be suspended over an open flame and studied is just too cool.
I think that my lack of interest in the subject of science has to do with the way in which it was presented to me in my early education. Science always seemed to be such a task. It was never an enjoyable or exciting experiment. It was something my teachers had to fit in and usually made a huge fuss over. Something along the lines of reading, which we got to do every day and seemed so uncomplicated, was much more appealing to me.
Subscribe to:
Posts (Atom)
