I found the inquiry celebration to be more enjoyable and less overwhelming this year. I am unsure if these feelings stemmed from my experience at the celebration last year or because I am more confident in myself and my standing/understanding in the program. Regardless, I found that all presentations I sat in on at the celebration made this complex idea of action research look easy. Coincidentally enough, all of the presentations I watched were on using math strategies to enhance number sense or mathematical understanding. As I watched these presentations, I began to dissect the process each teacher researcher was involved in. A brief overview: First, literature. Second, planning. Third, implementation and data collection. Fourth, data analysis. Fifth, conclusion. I found the interns from my school, Sarah and Nicole, were able to collaborate on their action research as they were both in kindergarten classrooms. I found their presentation to be one the best I have seen, as they made it look especially easy and effortless. They implemented four different strategies in order to help teach number sense. They did a pre-test, a weekly activities, and a post test for each strategy as part of their data collection. Watching their presentation, I was able to get a better understanding and good ideas to use for data collection and sharing.
Looking ahead to next year I am in a Pre-K setting. This is both exciting and overwhelming to me. Exciting because it is my specialization and I love the little ones. Overwhelming because I have NO idea where to even start thinking of an action research topic. I feel I am more limited because there is no formal or direct instruction allowed, by law, in a Pre-K setting. They learn through play and socialization. I need to continue to do more research, but I am thinking I may try different strategies/activities that could be set out at the free play choice areas to see how they enhance either number or letter recognition.
It is crazy to think that in a years time, that will be up there in front of peers presenting my own action research at the Inquiry Celebration!
Thursday, April 26, 2012
Monday, April 16, 2012
Final Practicum Plan Reflection
My learning goals for this semester included:
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
Like I mentioned in the previous practicum plan reflection, the strongest goal for this semester was using the SmartBoard. I implemented the SmartBoard during every single lesson, have found new exciting ways to use it (templates, pre-loaded games, etc.) and was successful in using the SmartBoard during my two week teaching period. In fact, one of the stations I implemented during my teaching time was a SmartBoard station where one day the students were able to play a comprehension game on their reading story using the SmartBoard. I found that using the SmartBoard is benefical but cThis an be even more beneficial and exciting if you give the students the chance to use it themselves.
Since my last reflection, I have been able to video tape multiple lessons. I was even able to create a short clip of multiple videos (two days of full time teaching) that I am very proud of. This video reflects my educational philosophy: having an interactive and collaborative classroom. The video is a combination of two days of teaching. I even took this a step farther and had the students video tape their own assignment, which not only allowed them to use technology but also was motivating, exciting, and gave me some qualitative data on my inquiry of questioning, as their video was them answering their reading comprehension question by taking on different roles in the story. Visit this link to view the video compilation of my teaching!
Visit this link to view the video the students made during my 2-week teaching!
During my two week period of teaching I feel I also made gains differentiating lessons. I was able to group the students heterogeneously which allowed extra support for the lower level students when paired with a higher student during the stations. When teaching my learning cycle, I also developed modified assessments for those students who needed it. I believe both of these modifications were successful.
Overall the practicum plan was very beneficial this semester. Especially toward the end of the semester, the practicum plan helped me to priotize and ensure all assignments were completed on time. When looking ahead for next year I will be in a pre-k classroom. For my goals, I definitely want to keep video taping even more lessons. I am unsure of what I want my other goals to be at this time. When I meet with my host teacher from this semester to do my evaluation I will be asking for suggestions of area of improvement and I will also be asking my pre-k host teacher for ideas to include as well.
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
Like I mentioned in the previous practicum plan reflection, the strongest goal for this semester was using the SmartBoard. I implemented the SmartBoard during every single lesson, have found new exciting ways to use it (templates, pre-loaded games, etc.) and was successful in using the SmartBoard during my two week teaching period. In fact, one of the stations I implemented during my teaching time was a SmartBoard station where one day the students were able to play a comprehension game on their reading story using the SmartBoard. I found that using the SmartBoard is benefical but cThis an be even more beneficial and exciting if you give the students the chance to use it themselves.
Visit this link to view the video the students made during my 2-week teaching!
During my two week period of teaching I feel I also made gains differentiating lessons. I was able to group the students heterogeneously which allowed extra support for the lower level students when paired with a higher student during the stations. When teaching my learning cycle, I also developed modified assessments for those students who needed it. I believe both of these modifications were successful.
Overall the practicum plan was very beneficial this semester. Especially toward the end of the semester, the practicum plan helped me to priotize and ensure all assignments were completed on time. When looking ahead for next year I will be in a pre-k classroom. For my goals, I definitely want to keep video taping even more lessons. I am unsure of what I want my other goals to be at this time. When I meet with my host teacher from this semester to do my evaluation I will be asking for suggestions of area of improvement and I will also be asking my pre-k host teacher for ideas to include as well.
Tuesday, March 13, 2012
Characteristics
"We believe the novice teacher should be an effective communicator. "
To me, Characteristic2, means a teacher is an effective communicator amongst students, colleagues, parents and the community. Communication takes on the role of a variety of forms. A teacher needs to be aware of and be effective communicating across various outlets, body language, technology, conversations, instruction, and discussion. It is imperative the teacher is an effective communicator with all entities involved in the school to make the school run as effectively and successfully as possible.
For this characteristic, I could use a couple different artifacts. First, my inquiry this semester is focused on questioning techniques. Depending on the outcome of my inquiry, I may be able to use my final paper that shows the effects questioning techniques can have on students understanding and engagements. I could also use the parent communication project for Educ 401. I developed this website, for a pre-k classroom, and I plan on using it next semester during my student teaching. This website may be the best artifact to use for this characteristic as it shows my communication to parents through the use of technology. You can visit the website by clicking here.
"We believe the novice teacher should have in-depth knowledge of content. "
To me, Characteristic 6, means demonstrating an in-depth knowledge of content through the institutional strategies, classroom management, lesson plans, and conversations. Having an in-depth knowledge is critical in the planning and delivery of the content material to the students, in order to allow them to grown and learn in the most effective manner.
For this characteristic there are a few artifacts that I could use to illustrate my knowledge of content. I have a literacy unit, art unit, and science learning cycle that would demonstrate my understanding of content and scope and sequence. I also have some pre-k lessons that I developed my tutor year that may also be appropriate to use because pre-k is my specialization. My plan and my goal is for this characteristic to use a unit that I will be developing my intern year. Next year, I am in a pre-k class, so using an unit that shows scope and sequence, and my knowledge of content and pre-k strategies and design may be the most meaningful and most effective to use to illustrate this characteristic.
For this characteristic there are a few artifacts that I could use to illustrate my knowledge of content. I have a literacy unit, art unit, and science learning cycle that would demonstrate my understanding of content and scope and sequence. I also have some pre-k lessons that I developed my tutor year that may also be appropriate to use because pre-k is my specialization. My plan and my goal is for this characteristic to use a unit that I will be developing my intern year. Next year, I am in a pre-k class, so using an unit that shows scope and sequence, and my knowledge of content and pre-k strategies and design may be the most meaningful and most effective to use to illustrate this characteristic.
Monday, March 12, 2012
Practicum Plan Reflection
My learning goals for this semester included:
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
So far, I feel I have hit most strongly on using the SmartBoard and creating detailed lessons. I have found myself using the SmartBoard on almost a daily basis and I have had more time and opportunity to sit down and play with the SmartBoard to discover everything it can do! I want to continue this usage and really incorporate more of its interactive features during my 2-week teaching period. I have also been creating detailed lessons. This is another aspect that I will continue to work on throughout the reminder of the time.
I have not video-taped multiple lessons for analysis yet. I was originally planning to video tape all lessons, but I now realize realistically for my purposes, video taping during the 2 week period from my own lesson plans will be the most beneficial. During this 2 week period, my goal is to obtain videos that are reflective of my educational philoshopy and videos that will provide me data towards inquiry of how questioning levels can affect understanding and engagement.
I also have not been as successful differentiating lessons as I was last semester. I think the road block for this, is because most of the lessons I've been teaching have been whole group oral discussions. I am hoping that during my two week period, I can modify and adjust the lessons to be more easily differentiated, as there are a few students, both lower and higher, who would greatly benefit from differentiation.
As I look over my calendar of the practicum plan, I am pleased to see I am up-to-date and have been able to complete all assignments on task and I am staying ahead by planning in advance and working on projects as time allows. I believe my pre-planning has really helped me to stay organized and to be successful this semester!
I am looking forward to my two-week teaching time from my own plans and I am working to develop these lesson plans in a manner that will allow me to accomplish all of my learning goals!
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
So far, I feel I have hit most strongly on using the SmartBoard and creating detailed lessons. I have found myself using the SmartBoard on almost a daily basis and I have had more time and opportunity to sit down and play with the SmartBoard to discover everything it can do! I want to continue this usage and really incorporate more of its interactive features during my 2-week teaching period. I have also been creating detailed lessons. This is another aspect that I will continue to work on throughout the reminder of the time.
I have not video-taped multiple lessons for analysis yet. I was originally planning to video tape all lessons, but I now realize realistically for my purposes, video taping during the 2 week period from my own lesson plans will be the most beneficial. During this 2 week period, my goal is to obtain videos that are reflective of my educational philoshopy and videos that will provide me data towards inquiry of how questioning levels can affect understanding and engagement.
I also have not been as successful differentiating lessons as I was last semester. I think the road block for this, is because most of the lessons I've been teaching have been whole group oral discussions. I am hoping that during my two week period, I can modify and adjust the lessons to be more easily differentiated, as there are a few students, both lower and higher, who would greatly benefit from differentiation.
As I look over my calendar of the practicum plan, I am pleased to see I am up-to-date and have been able to complete all assignments on task and I am staying ahead by planning in advance and working on projects as time allows. I believe my pre-planning has really helped me to stay organized and to be successful this semester!
I am looking forward to my two-week teaching time from my own plans and I am working to develop these lesson plans in a manner that will allow me to accomplish all of my learning goals!
Sunday, February 12, 2012
Characterisitics
"We believe the novice teacher should be a facilitator of learning for all students. "
To me, Characteristic 4, means being aware of the students' abilities, needs, and interests and planning lessons around those characteristics.It means using a variety of teaching strategies to meet every learning style, using engaging lessons that are motivating and fun for the students, and differentiating instruction to meet the varying levels of ability, so all students are given the equal opportunity to learn and benefit from a lesson.
An artifact that I can use for this characteristic, is a lesson plan that I developed for SPED 360 that I taught in a first grade classroom last semester. This lesson plan is differentiated by student's reading ability, and the lesson focuses on making/writing text to self connections which met CSO RLA.0.1.1.15: make text-to-self connections. This lesson was taught in whole and small groups. The whole group portion included me reading the story and facilitating a discussion on making connections. The lesson plan shows the varying strategies I used for this portion which is important to use while facilitating learning for all. The small group portion was taught during their daily stations. Students completed this part of the lesson during the "writing station". In which I differentiated the product by readiness. I had the low ability group, make 1 connection to either character, setting, or event and draw their connection and orally dictate their connections. I had the low/middle group draw pictures with captions to illustrate their 1 connection. I had the middle/high group write complete sentences to make a connection to 2 of the following: characters, settings, or events. I then had the high group make 3 connections and write them in complete sentences.
This lesson plan shows how I facilitated learning for all by using a variety of teaching, learning, and management strategies (which are detailed in the lesson plan) and by differentiating the instruction (which is also detailed in depth).
"We believe that the novice teacher should be a reflective practitioner."
To me, characteristic 8, means that as a teacher I am an active and deliberate reflective practitioner. It means that I reflect on my teaching, my lessons, and all decisions made throughout the day. It is more than just purely reflecting, it is an active reflection process, in which I am reflecting for a purpose - and make changes or modifications based on those reflections.
For this characteristic, I could use my inquiry project from last semester as my artifact. For that assignment, I used my teacher journal, in which I observe and reflect on a weekly basis to narrow my inquiry focus on context. I reflected on my observations and wonderings found my in my journal and decided to look into how differentiation can affect student's motivation and behavior. I then, tried differentiating the instruction to further investigate this wondering (lesson plan that I talked about above). I reflected on my pre-differentiation observations and my post-differentation observations and I found there was an increase in student's motivation and positive behavior.
I feel this artifact shows that I am an active reflective practitioner. I used my reflection process on my daily observations, to find something that could possibly be changed, changed it, and then reflected again on the outcomes of that change - from this inquiry project I have learned the value in differentiating and continue to differentiate lessons as a result of my reflective practice. This artifact also encompasses my teacher journal that is very reflective in nature and a lesson plan that shows my detailed reflection after teaching. For those reasons, I feel this artifact is the most encompassing to show how I am reflective across many aspects in my pre-service teaching.
Thursday, December 1, 2011
Final Practicum Plan Reflection
Now that the semester is coming to and end, I am reflecting on my achievements of my three learning goals and the semester as a whole. I found that I was most successful in reaching my first learning goal of taking daily observation notes. Every day at my PDS I took detailed notes, including my ideas, my wonderings, my questions and my concerns. I found this learning goal to be very beneficial as it helped me complete my assignment for a teacher researcher notebook in EDUC 600 and a teacher notebook in EDUC 414, as I was able to compile and organize all of my observation notes, data, artifacts, pictures, and resources into a notebook. I found this notebook to be very useful in developing my inquiry of context and in completing my wiki assignment. Through reading all of my notes and looking at the artifacts and pictures of student work, I noticed I had a reoccuring theme over the concern that the writing station was not differentiated while the reading station was. Since this theme reoccured and became a strong wondering, I decided to use this topic for my inquiry of context. When developing my presentation for my inquiry, I realized having all of my observations and artifacts organized in the notebook, made creating the presentation very easy and efficient. I did not have to "dig" through a stack of papers or through files on my computer, I had everything in one central location.
While I was not as successful in reaching my second and third goals of implementing number talks and using the smartboard, I feel I did take steps towards meeting those goals. Like I mentioned in my last post, I was able to implement a number talk, you can view a clip of that here. Since my last post, I did take a great stride toward meeting my goal of using/becoming comfortable with the SMARTBOARD. I actually downloaded the software onto my home computer and created my own SMARTBOARD slides to use during my EDUC 430 whole group math lesson. In my reflection on the lesson, I talked about how beneficial incorporating the smartboard was. It prevented me from wasting instruction time writing/erasing on the reqular board, as the pre-needed materials were already on the slides. It also allowed me to model the exact behavior the students would be engaged in during the activity part of the lesson. Even if my first attempt/use of creating my own smartboard activity to be used during the lesson was not high-tech or flashy, it was successful and my host teacher even mentioned on the observation form that I appear very comfortable and confident while using the smartboard!
Overall, I am very pleased with how this semester went. I not only feel more comfortable in my own PDS, but I feel even more comfortable teaching a whole group lesson and sharing a classroom with a host teacher. I feel the 7 hours spent a week in a PDS were very beneficial, and I cannot wait to increase that number to 12 hours. I am also very satisfied with my time management skills this semester. I was able to complete all of my assignments without having any freak-outs like I did last year. I believe I owe much of my success to my pre-planning and organization (such as the Practicum Plan). I am looking forward to next semester!
While I was not as successful in reaching my second and third goals of implementing number talks and using the smartboard, I feel I did take steps towards meeting those goals. Like I mentioned in my last post, I was able to implement a number talk, you can view a clip of that here. Since my last post, I did take a great stride toward meeting my goal of using/becoming comfortable with the SMARTBOARD. I actually downloaded the software onto my home computer and created my own SMARTBOARD slides to use during my EDUC 430 whole group math lesson. In my reflection on the lesson, I talked about how beneficial incorporating the smartboard was. It prevented me from wasting instruction time writing/erasing on the reqular board, as the pre-needed materials were already on the slides. It also allowed me to model the exact behavior the students would be engaged in during the activity part of the lesson. Even if my first attempt/use of creating my own smartboard activity to be used during the lesson was not high-tech or flashy, it was successful and my host teacher even mentioned on the observation form that I appear very comfortable and confident while using the smartboard!
Overall, I am very pleased with how this semester went. I not only feel more comfortable in my own PDS, but I feel even more comfortable teaching a whole group lesson and sharing a classroom with a host teacher. I feel the 7 hours spent a week in a PDS were very beneficial, and I cannot wait to increase that number to 12 hours. I am also very satisfied with my time management skills this semester. I was able to complete all of my assignments without having any freak-outs like I did last year. I believe I owe much of my success to my pre-planning and organization (such as the Practicum Plan). I am looking forward to next semester!
Saturday, November 12, 2011
Practicum Plan Reflection 1
This semester is quickly coming to an end. As I look back over this semester, I feel I have made progress meeting the goals I outlined for myself in my practicum plan.
My first goal was to take thorough observation notes daily. At times this goal was tedious and time consuming, but overall I feel I have made adequate progress and have found the notes to be beneficial. I have taken detailed observations every day in my placement and have compiled into an organized notebook. The notes range from general observations about classroom set-up/schedule/etc. to detailed, exact recording of teacher/student dialogue. After each day, I type up my observation notes and expand on what I observed. As I reflect on that day and what I observed, I find myself developing wonderings, asking questions, establishing beliefs,and gaining ideas, all of which I include within the typed up notes. These observation notes have been very helpful in developing my EDUC 600 teacher researcher notebook and in developing my EDUC 414 teacher notebook. For both of those classes, I have used the notebook that was created as a result of my observation notes. Within this notebook are the daily observation notes that include my wonderings, ideas, and reflections along with pictures and student work. I also have a section with text connections, where I list connections I'm making in my PDS to text I am reading for classes and pulling out information from texts that I find the most beneficial/had an impact on myself as a teacher. The last two sections include a quotes section containing inspirational/motivational quotes from my professors and funny quotes from students and then a lesson plan section that holds lesson plans that I worked hard on, taught, reflected, and received feedback on.
My second goal was to gain more experience using a smartboard. I have not made as much progress towards this goal as I had hoped, but I have still gained some experience. I was able to incorporate the use of a smartboard into my differentiated lesson for SPED 360. I used the smartboard to read the students a book that was found online. They all seemed to enjoy this with many students commenting on how cool it was. I also used the smartboard as a "filler" activity while waiting for lunch. There is a website, www.spellingcity.com that allows any user to type in spelling words and creates a learning game in return. The students really enjoyed this, asking to repeat the activity on following days. Although I have not used the smartboard as much as I hoped, I have been successful in learning more about the smartboard. Since I am in the classroom 30 minutes before the school day begins, I have had the opportunity to sit down and "play with it." I have googled smartboard lessons and found an excellent site with pre-made smartboard activities/resources www.teacherled.com. I was also able to play around with the smartboard software that allows you to create your own game/activity. After break I will be teaching a math lesson on place value. I have been looking for a smartboard activity to accompany this lesson and hopefully I will be able to incorporate and use the smartboard again. You can read the lesson/reflection here.
The third and last goal that I set for myself was to implement number talks into my classroom. I had hoped to complete a number talk every day, but I was unable to do so due to scheduling and time issues. I was however, able to use a number talk as a math discussion for my EDUC 430 class. This was my first time doing a number talk in a classroom and I feel it went very well. I had mentioned in my practicum plan that I thought about incorporating number talks into my inquiry for this semester. Since I was unable to complete a number talk daily like I originally had hoped/planned, I am not able to use this for my inquiry. I am in a pre-k classroom next semester so I will not be able to use it for inquiry then either. However, for my intern placement, I am in a third grade classroom. I am hoping that I will be able to incorporate number talks into my daily teaching with the third graders and maybe use it as part of my action research at that time.
You can read the number discussion here. I also have this video taped, but it was to long to post in the blog!
My first goal was to take thorough observation notes daily. At times this goal was tedious and time consuming, but overall I feel I have made adequate progress and have found the notes to be beneficial. I have taken detailed observations every day in my placement and have compiled into an organized notebook. The notes range from general observations about classroom set-up/schedule/etc. to detailed, exact recording of teacher/student dialogue. After each day, I type up my observation notes and expand on what I observed. As I reflect on that day and what I observed, I find myself developing wonderings, asking questions, establishing beliefs,and gaining ideas, all of which I include within the typed up notes. These observation notes have been very helpful in developing my EDUC 600 teacher researcher notebook and in developing my EDUC 414 teacher notebook. For both of those classes, I have used the notebook that was created as a result of my observation notes. Within this notebook are the daily observation notes that include my wonderings, ideas, and reflections along with pictures and student work. I also have a section with text connections, where I list connections I'm making in my PDS to text I am reading for classes and pulling out information from texts that I find the most beneficial/had an impact on myself as a teacher. The last two sections include a quotes section containing inspirational/motivational quotes from my professors and funny quotes from students and then a lesson plan section that holds lesson plans that I worked hard on, taught, reflected, and received feedback on.
My second goal was to gain more experience using a smartboard. I have not made as much progress towards this goal as I had hoped, but I have still gained some experience. I was able to incorporate the use of a smartboard into my differentiated lesson for SPED 360. I used the smartboard to read the students a book that was found online. They all seemed to enjoy this with many students commenting on how cool it was. I also used the smartboard as a "filler" activity while waiting for lunch. There is a website, www.spellingcity.com that allows any user to type in spelling words and creates a learning game in return. The students really enjoyed this, asking to repeat the activity on following days. Although I have not used the smartboard as much as I hoped, I have been successful in learning more about the smartboard. Since I am in the classroom 30 minutes before the school day begins, I have had the opportunity to sit down and "play with it." I have googled smartboard lessons and found an excellent site with pre-made smartboard activities/resources www.teacherled.com. I was also able to play around with the smartboard software that allows you to create your own game/activity. After break I will be teaching a math lesson on place value. I have been looking for a smartboard activity to accompany this lesson and hopefully I will be able to incorporate and use the smartboard again. You can read the lesson/reflection here.
The third and last goal that I set for myself was to implement number talks into my classroom. I had hoped to complete a number talk every day, but I was unable to do so due to scheduling and time issues. I was however, able to use a number talk as a math discussion for my EDUC 430 class. This was my first time doing a number talk in a classroom and I feel it went very well. I had mentioned in my practicum plan that I thought about incorporating number talks into my inquiry for this semester. Since I was unable to complete a number talk daily like I originally had hoped/planned, I am not able to use this for my inquiry. I am in a pre-k classroom next semester so I will not be able to use it for inquiry then either. However, for my intern placement, I am in a third grade classroom. I am hoping that I will be able to incorporate number talks into my daily teaching with the third graders and maybe use it as part of my action research at that time.
You can read the number discussion here. I also have this video taped, but it was to long to post in the blog!
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