What Teachers Make

This video is my reminder of why I want to teach.  

Top 10 Technology Tips for New Teachers - TheApple.com

As a future educator, I am always looking for resources to use in my classroom.  Students today are so immersed in technology, it is almost impossible to keep up.  However, I found these terrific articles on TheApple.com, and wanted to share it.
Top 10 Technology Tips for New Teachers - TheApple.com
Using Technology to Differentiate Instruction - TheApple.com

Superbook of Web Tools for Educators

Open publication - Free publishing - More classroom

I found this terrific resource through my subscription to 'The Apple'.

How the reflection in the mirror has changed...

As a child growing up, I would always say I wanted to be a teacher when I grew up.  I would play 'school' with my friends, and when they weren't around I would play with my dolls.  I liked being the teacher, and sharing my knowledge with my students, both the 'good' and the 'bad' ones.

At some point, my focus changed, and I decided I wanted to work in the business world.  I obtained my B.S. in Business Management and Marketing.  After that, I went to work in Property Management and Insurance, not quite finding my place in either field.

Having children definitely played a part in how I viewed things.  Priorities change.  It was then that I realized I am happiest when I am sharing knowledge with others.  I felt most confident in each of my prior career choices when I was training or sharing knowledge with others.  I started talking with my husband about going back to school to become a teacher, but the opportunity to do so would not present itself until after the birth of my third child.

Here I am, four courses away from student teaching, and completing my Masters program in Childhood and Special Education.  I am grateful for the opportunity to return to school and pursue my hearts desire.  I am thankful for the support of my family, without whom this would not be possible.  I am indebted to my professors and peers who have taught me what I know about teaching, sharing, supporting, and learning.  And most of all, I am anxious to share my passion with my students year after year, class after class.

My, how that image in the mirror has changed...grown...blossomed...evolved...transformed...flourished...confident.

Testing the Waters

For one of our final classes of the semester, we had mock interviews based on what we had learned throughout the semester and how it would apply to our teaching.  Five of my classmates volunteered to be the "Administrators" looking for teams of teachers.  The rest of us were split up into five "teacher" teams.  The administrators came around to each group, asking us questions both individually and as a group based on our learning and how it applied to the classroom, our view of teaching/learning, and how we could be assets to their school.

Engaging in this activity provided a great review of all we had learned throughout the semester, as well as helping to hone our interview skills.  It made me think how I would apply what I learned to my future classroom and teaching.  It was also an opportunity to use all the interview techniques my professors have mentioned.

I hope I got the job...

Not all PIGS 'oink'

In learning about the Social Interactive model of teaching, we were provided with the acronym/mnemonic device 'PIGS'.  Each letter represents a characteristic of cooperative learning, which is the basis of the Social Interactive model.  'P' represents Positive Interdependence, 'I' is for Individual accountability, 'G' represents Group Processing, and 'S' is for Social Skills (Face-to-Face Interactions).  

Effective mnemonic device can help learners remember important information; and they are not just for this particular model of teaching.  I found the use of mnemonic device helpful in my Direct Instruction lesson plan that I presented during my fieldwork required for my General Methods of Instruction class.  The lesson plan was on the topic of long division, and I helped my students remember that steps of long division with "Does McDonald's Sell Cheese Burgers", representing divide-multiply-subtract-check-bring down.

Here is a good guide to some mnemonic devices that are effective in the classroom.

Pirates Need Not Go On This Treasure Hunt

As part of our examination of the Information Processing model (IPM), we were given the task of working with a partner to create a professional development treasure hunt based on one of the various methods used in the IPM.  My partner and I developed our treasure hunt around Problem Based Learning.  The treasure hunt provides students with questions to answer, and internet links to explore to find answers to those questions.  Depending on the students age, the answers can be easily obtained from the internet links, or the students could be required to develop their own answers based on the information provided in the internet links.  Either way, the students must use critical thinking to decide on the information they think most appropriate for answering the questions.  And by using a treasure hunt in the classroom, you are integrating just another tool in reaching your different learners.

Here is the link to the treasure hunt we created.

Interacting in the Classroom

During the last few weeks, we have explored two other significant models of teaching-Information Processing and Social Interactive.  It is important to have an expansive repertoire of how to present information to your students.  This means you understand that no two students learn alike, and that you are flexible in your teaching.

While studying these two models of teaching, I discovered this terrific video on teaching math through collaboration and social interaction.  It made me think about how to involve students more in their learning, particularly in math.  

 

With so much focus on the integration of technology into everyday life, many children miss out on opportunities for face-to-face interactions.  By teaching them to interact socially within the classroom, we can give them practice in those critical social skills required for face-to-face interactions, and the knowledge of how to adapt those social skills to many other situations.

Leaving My Mark

We all seek an outlet through which to leave our mark on this world, a way of letting others know we have made a difference.  I have spent countless hours in the classroom, at the library, in the computer lab, and in front of my desktop exploring the tools, theories, and philosophies I will employ in my future classroom.  While I can honestly say it is a lot of information, probably more than I will ever truly need to use, I know it will help me create a unique environment for me and my students.

Through my required fieldwork hours, I have been able to sample some of the tools I feel most useful.  I have also done this during my work as a substitute teacher.  I reflect on how each one is either effective or ineffective based on grade level, subject, and even my disposition on that particular day.  It's almost like test driving my teaching style.  After each interaction, I come home and tune my style for the next experience based on my own understanding, and comments from peers, children and cooperating teachers.

However, not only do I learn from each of these unique experiences, but I also leave a something behind with the teachers and students I work with.  Possibly a seed to grow their knowledge, skills, or even perspectives.  One seed that I know I have planted is an increased curiosity in the use of technology in the classroom.  Working with one particular cooperating teacher on several occasions, I have shared several web2.0 technologies that I felt could be useful in her classroom.  By sharing these tools with her, I have sparked her interest in using technology within her classroom.  The teacher has joined me at a SMART Board training, allowed me to share a web quest I created with her class, and begun to integrate technology into some of her lessons that I have observed.

The pride and enlightenment I feel just from sharing this little bit with someone else reminds me that teaching is where I will leave my mark.

Building on the Foundation

Each teaching strategy has its own strengths and weaknesses. Direct Instruction is terrific for developing basic skills and knowledge. However, it does not develop those skills or knowledge into practical uses.
Howard Gardner's Theory of Multiple Intelligences tells us that not all students learn the same way. Some learn through visuals, others through words, logic and numbers, rhythmitically, tactiley, etc. The Information Processing Model and the teaching strategies that fall under it's umbrella help students to reach the higher levels of thinking, as proposed by Bloom's Taxonomy.
Through the Information Processing Model, students are engaged in developing their own understandings of the information that is provided to them. They realize how it applies to their lives, how they see it's use in their learning, their lives, and their futures. 

 

Under Construction... Or Should I say Constructivism

This week we are starting our discussion of the philosophy of Constructivism and how it relates to teaching and learning.  Under Constructivism, the teacher 'guides' students in developing their understanding of the information presented.  Students are expected to reach higher levels of thinking based on Bloom's Taxonomy, and develop their understanding based on their own personal experiences and needs.

In our preparation for discussing this topic, we were presented with a video about the Long Island Children's Museum.  It reminded me of a local museum very similar in content and presentation, the Mid-Hudson Children's Museum.  Both are based on children being presented with information and resources, and developing their own understandings through interaction and exploration.

If you have a moment...

Simple, yet complex

We have been exploring the Direct Instruction strategy of teaching in my Methods class.  Direct Instruction is one of the most popular teaching strategies used, yet it is the strategy that is the least student-centered.  It is an effective way to teach basic skills and knowledge, that can be used later on to develop students' higher levels of thinking based on Bloom's Taxonomy.

One of our assignments was to create a math or science lesson plan based on Direct Instruction for use during our fieldwork requirement for the course.  I originally was looking forward to creating a science based lesson, and had started exploring the curriculum, standards, and possible resources relevant to the grade in which I was completing my fieldwork.  Everything was moving along smoothly, the ideas were flowing, etc.  The, I went in for my first observation of the class.  While talking with the teachers (it is an inclusion class), I found out that there was a student teacher coming into the class around the same time I was to 'teach' the class my lessons.  The student teacher was working with the Special Education teacher, who is also the teacher that leads the science teaching within the class.  So as to not take anything away from the student teacher's experiences, I graciously changed my direction and approach to math.

I again reviewed the curriculum, standards, and possible resources.  Division would be the unit during my fieldwork experience.  Perfect topic to use Direct Instruction.  My particular lesson will be on dividing 4-digit dividends by 1-digit divisors, and I will be sharing with the students the use of the mnemonic device 'Does McDonald's Sell Cheese Burgers' (divide, multiply, subtract, check, and bring down).  While the ideas were moving all around in my mind, when it came to writing them down in a lesson plan, the ink did not flow as easily.  My school requires a particular format for written lesson plans.  And for as simple a strategy as Direct Instruction, writing the actual lesson plan was much more complex.  After writing my final draft of my lesson plan, I can look back and understand why the format is so structured and precise.  It required me to look at each particular part of the lesson, writing out how it would be presented.  By doing this I could 'act it out' in my mind and see what would or would not work, ensure everything connected, and tweak it where needed.

While I know most districts do not require such intricate lesson plans from their teachers, I am leaning toward using this format, at least initially, in my future classroom.  Not only will it serve as a guide when sharing the lesson with my students, but will help me reflect on each part of the lesson before, during, and after.  It will also be beneficial should I require a substitute teacher; the format requires the plan to be written in such a way that anyone could pick it up and teach it.

Understanding the Difference

One of the most difficult parts of Direct Instruction for me to understand is the differences between Demonstration, Explanation, and Modeling.  My professor provided us with a video link that helped to clarify those differences for me.  If you would like to explore those differences, check out this link.

The Thoughts of My Peers

Aside of maintaining my own blog, I attempt to regularly follow the blogs of my peers, both from my current and prior classes.  It is always interesting to me to see who shares my thoughts on a particular item, how each person expresses their thoughts, and how creative we can be in the presentation of our blogs.

Here is a short list of some that I follow:

• In the Zone?
• Learning How to Teach
• Jessica's Blog
• My Expanding Knowledge of Education
• The Road to Certification

If you get the chance, I recommend taking a look at these.  You never know what you might learn...

My Own Check for Understanding...

We are now a third of the way through the semester.  We have reviewed many concepts from our Curricular Planning class, and gained more in depth knowledge of some of those concepts.  Everything we have done has built on our prior knowledge.

Class not only started with a review, but it also began with a assignment that converted into an "ice-breaker".  We created t-shirts representing ourselves, our philosophies on teaching, our fears/anxieties/hopes, and our experiences.  Sharing my t-shirt template was like wearing my heart on my sleeve, something we will do often as educators.  

I found that many of the thoughts and feelings I had were the same or similar to those of my peers.  It helped to create a connection with them.  We are all in the same boat.

The Evolution of a Direct Instruction Lesson Plan

After two weeks of learning about the intricacies of Direct Instruction, practicing the components of it, and moving toward automaticity, our class was assigned lesson plans to evaluate.  We are also drafting our first of many lesson plans.  This draft lesson will eventually be used during our fieldwork experience, and possibly our future teaching careers.

I always enjoy the evaluation process; it helps me to remember that when I write, I must consider my audience.  The audience for my lesson plan could be a school administrator, a substitute teacher, a colleague, or students.  My lesson plan must be written so that anyone could pick it up and, with little effort, present it as I would. 

The Road to Automaticity....

After our class session where Josephine and I taught the class with Dr. Smirnova, our peers were given the task of creating presentations on each part of the Direct Instruction strategy.  There were presentations on Anticipatory Set, methods of Development (Demonstration/Explanation/Modeling), Guided Practice, Drill and Practice, Closure and Evaluation, and Homework.  What made the assignment most interesting was that each group was to present the information about each topic using the Direct Instruction strategy.  I was pleased with the creativeness, enthusiasm, and effort that each group put into their presentations.  It was apparent from the presentations that much of what we had taught during the previous class was understood, remembered, and recalled.  I could confidently say that near the end of this particular class, we were near automaticy (become an automatic response or behavior/habit) regarding the topic of Behavioral Model and Direct Instruction.

Check out the National Institute for Direct Instruction .  

Playing Teacher

The last few weeks of Methods class have revolved around the learning and discussion of the Behavioral Model and Direct Instruction strategy.  The adventure began when I raised my hand to help my professor teach this information, along with Josephine, a fellow classmate.  We collaborated with Dr Smirnova and members of her undergraduate Methods class to develop our presentation, and a reference wiki.  It was daunting at first trying to coordinate our busy schedules so we could discuss our presentation.  Ultimately, we resorted to our trustworthy web aide, GoogleDocs, to communicate and create.

We presented our information, and I believe it was well received.  I actually breathed a sigh of relief when that class session was done.  While we became the "experts" on the Behavioral Model and Direct Instruction, I still felt there was so much more to learn.

The Funnel of Knowledge

When I think about Aims, Goals, and Objectives, I think of a funnel of knowledge.  At the top of the funnel, or the widest part, are the Aims of Education.  They are the broad statements of what students will learn, sometimes written as Standards (whether national or state specific).  As knowledge flows down that funnel, it becomes more specific with Goals.  Goals address the behavioral aspect of what students will learn, often presented through curriculum maps.  And finally, just before the end of the funnel are Objectives.  These are the most specific, often referring to a condition, behavior and criteria.  They are generally created by the teacher, and reflect how the student will demonstrate what was learned.

Let's Review

The first couple of weeks for General Methods we have been reviewing what we had learned previously in Curricular Planning.  It's a good thing, too.  Not practicing the various models, strategies, and methods on an almost daily basis as a teacher, it is easy to not immediately recall each of these.  However, after reviewing them through readings and discussions, they are becoming as clear to me as they had become by the end of the Curricular Planning class.  Not to mention writing goals and objectives...  It's almost like riding a bike.  Once you have learned them, although time may pass, it just takes a little refresher, and it is all there.  Learning how to retrieve the information from our long-term memory...that reminds me of the Behavioral Model of Learning.  And that is what my chance at teaching the class will be about.  I am working with Dr. Smirnova and a classmate to create a presentation for the class.  I'll let you know more about it once it is complete; I don't want to spoil it for anyone taking the class with me.