Thursday, December 15, 2011
Cueing!!!!
According to Fisher in Frey (2010), The emphasis with cueing is directing attention, and so a discussion of the role of attention in learning is warranted. Attention involves several parts of the brain and is governed by emotion as well as deliberate concentration (p.72). Cueing is an effective guided instruction tool that can be used to help students metacognitivly think about the task at hand. In the video, my students were having an extremely hard time understanding the differences between plant, animal, and microbe cells. I introduced the students to a nonverbal literature cueing strategy that requires students attention and concentration. This strategy was helpful because it identified what students was processing by the hand gestures made and what students were not understanding by the lack of participation. This form of cueing allowed students to process their reading, as well as compare and contrast the different type of cells.
Monday, August 1, 2011
Tuesday, July 19, 2011
Strategies for Teaching Science
Hello,
I am teaching middle school science at Tarkington School of Excellent. When teaching science the three strategies that are essential for me to be effective are the scientific method, Think Pair Share, and K-W-L
I am teaching middle school science at Tarkington School of Excellent. When teaching science the three strategies that are essential for me to be effective are the scientific method, Think Pair Share, and K-W-L
Friday, July 15, 2011
UBD Stage 1 "Power Of Persuasion
The Power of Persuasion
Summary of Curricular Context: This learning experience is gear towards urban middle school students that have an active interest in social justice. It is a language arts lesson that focuses on the power of persuasion in written form. Within each lesson the students will learn the essential parts of persuasive writing such as creating effective leads, organization and the importance of sequential order. The students must have the common knowledge of using correct citation, correct use of grammar and sentence structure. From this the students will create a persuasive essay about a social justice issue that effects their lives.
Objectives: There are three main objectives and one overarching objective that should be accomplished with this unit. They are: the learner will demonstrate an understanding of essay structure, the learner will organize information in a logic sequential order, the learner will support their positions with at least two concrete facts, and finally, the learner will develop a persuasive essay.
Learning Goals: At the end of this unit the student will be able to successfully be able to use the power of persuasion for social justice issues.
Enduring Understanding
1. What is persuasion?
2. How can persuasion alleviate social issues?
Essential Questions
1. How can persuasion be interpreted?
2. Should persuasion include the opposition’s view point?
3. What if persuasion is not powerful enough?
Knowledge Skills
Know basic sentence structure
Understand Facts and opinions
Understand justice
Know how to construct paragraphs
Know how to cite information
Create tone and voice
Understand sequencing
Summary of Curricular Context: This learning experience is gear towards urban middle school students that have an active interest in social justice. It is a language arts lesson that focuses on the power of persuasion in written form. Within each lesson the students will learn the essential parts of persuasive writing such as creating effective leads, organization and the importance of sequential order. The students must have the common knowledge of using correct citation, correct use of grammar and sentence structure. From this the students will create a persuasive essay about a social justice issue that effects their lives.
Objectives: There are three main objectives and one overarching objective that should be accomplished with this unit. They are: the learner will demonstrate an understanding of essay structure, the learner will organize information in a logic sequential order, the learner will support their positions with at least two concrete facts, and finally, the learner will develop a persuasive essay.
Learning Goals: At the end of this unit the student will be able to successfully be able to use the power of persuasion for social justice issues.
Enduring Understanding
1. What is persuasion?
2. How can persuasion alleviate social issues?
Essential Questions
1. How can persuasion be interpreted?
2. Should persuasion include the opposition’s view point?
3. What if persuasion is not powerful enough?
Knowledge Skills
Know basic sentence structure
Understand Facts and opinions
Understand justice
Know how to construct paragraphs
Know how to cite information
Create tone and voice
Understand sequencing
Thursday, June 30, 2011
My Teacher Identity
You Can Vote However You Like
Every time I review this video it inspires me to teacher. There are so many relevant connections that these students are partaking in while learning about the voting process. This is my identity as teacher. Taking relevant information and finding cultural connections. Even though these students aren't able to vote, they are learning the importance of living in a democracy and freedom of choice. The rap song helps them to assimilate and accommodate the new information into their schema. I really enjoy Ron Clark's motivation for his students.
Every time I review this video it inspires me to teacher. There are so many relevant connections that these students are partaking in while learning about the voting process. This is my identity as teacher. Taking relevant information and finding cultural connections. Even though these students aren't able to vote, they are learning the importance of living in a democracy and freedom of choice. The rap song helps them to assimilate and accommodate the new information into their schema. I really enjoy Ron Clark's motivation for his students.
Wednesday, June 29, 2011
Gagne’s 9 Events of Instruction
https://docs.google.com/document/d/1nuU0FoXnFDTaJyriCuCqBOtCcanorHDrrZBU6FTw_8A/edit?hl=en_US
Writing a Lead for A Narrative Story
1.Gain Attention
The teacher will introduce the lesson with a whole class mini discussion about narratives. This is helps connect the activity to the objective. “When you hear the word narrative what does it make you think about? Can anyone tell me the title of a narrative book? (we just completed one). Why would this be considered a narrative?
2.Establish purpose
The students will be probed to think about the importance of writing.
“Have you ever had this extra special spectacular event happened to you? Have you ever wanted to write about it?”
3.Stimulate recall of prior learning
Well, today you’re going to get the opportunity to express your story. Earlier this week we read a narrative story of The Three Little Wolves and the Big Bad Pig, which is a folktale but can also be considered a narrative. So today, we are going to start out writing our very own narrative story. The leads that we write today can be used as guides in your future writing assignments.
4.Present content
“Class look at the overhead. This is the definition and purpose of a narrative lead.” Teacher will use the overhead project to explain to class what a narrative story is and discuss the functions of an opening paragraph or lead.
1. “The purpose of a lead is to engage the reader’s attention”
2. “To let the reader know what your story is about”
3. “To create the tone or emotions of your story”
“Ok now that we understand what a narrative story is and the purpose of a lead, let’s brainstorm some ideas that we can write about”. Teacher models brainstorming on the board then give students three minutes to brainstorm own ideas independently at their desks.
5.Guided learning
Teacher will pick a topic and began by modeling attention getters. Student’s attention getters can be anything that gets the attention of your readers. It can start with a question “have you ever had a scary nightmare”? or it can start of dialogue or sound effects (booom was the sound of the thundered as it poured raining outside my window). Explain the other parts of leads remembering to add who, what when, where, why?
Allow questions for clarity and give students the opportunity to create their own narrative leads
6.Elicit performance
Students will work and pair to help edit their leads. Each individual student will ask questions that will help to develop the leads.
7.Provide feedback
While working in their groups, the teacher will circulate the room and observing how the students are performing. The teacher will ask probing question to ensure that the students are on task and understand the task. The teacher will provided immediate feedback that will motivate to have high expectations.
8. Assess performance
The students will create their leads. They will be graded separately on the overall paper and the lead paragraph. For this lead, they must include an attention getter, thesis and set the tone . The teacher will assess how well they can apply the skills that they have learned and what was modeled to them. The teacher will use a rubric for this assessment, to look at each separate element that should have been included in their leads.
9.Enhance retention
Students will have the opportunity to revise and edit their lead paragraphs. The revision will give students the opportunity for self-correction and reflections. Revisions will also help students to have a strong start to the narrative story.
Rubric For Lead Paragraph
CATEGORY
4 3 2 1
Attention Getter Writer has a clear engaging, creative first sentence free of errors. Writer makes 1-2 errors in grammar or lacks a clear first sentence Writer makes 3-4 errors in grammar or lacks a clear, engaging, creative first sentence Writer makes more than 4 errors in grammar or lacks a clear, engaging, creative first sentence
Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Capitalization & Punctuation (Conventions) Writer makes no errors and thesis is clear for readers to understand Writer makes 1 or 2 errors but thesis is clear for readers to understand Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Writing a Lead for A Narrative Story
1.Gain Attention
The teacher will introduce the lesson with a whole class mini discussion about narratives. This is helps connect the activity to the objective. “When you hear the word narrative what does it make you think about? Can anyone tell me the title of a narrative book? (we just completed one). Why would this be considered a narrative?
2.Establish purpose
The students will be probed to think about the importance of writing.
“Have you ever had this extra special spectacular event happened to you? Have you ever wanted to write about it?”
3.Stimulate recall of prior learning
Well, today you’re going to get the opportunity to express your story. Earlier this week we read a narrative story of The Three Little Wolves and the Big Bad Pig, which is a folktale but can also be considered a narrative. So today, we are going to start out writing our very own narrative story. The leads that we write today can be used as guides in your future writing assignments.
4.Present content
“Class look at the overhead. This is the definition and purpose of a narrative lead.” Teacher will use the overhead project to explain to class what a narrative story is and discuss the functions of an opening paragraph or lead.
1. “The purpose of a lead is to engage the reader’s attention”
2. “To let the reader know what your story is about”
3. “To create the tone or emotions of your story”
“Ok now that we understand what a narrative story is and the purpose of a lead, let’s brainstorm some ideas that we can write about”. Teacher models brainstorming on the board then give students three minutes to brainstorm own ideas independently at their desks.
5.Guided learning
Teacher will pick a topic and began by modeling attention getters. Student’s attention getters can be anything that gets the attention of your readers. It can start with a question “have you ever had a scary nightmare”? or it can start of dialogue or sound effects (booom was the sound of the thundered as it poured raining outside my window). Explain the other parts of leads remembering to add who, what when, where, why?
Allow questions for clarity and give students the opportunity to create their own narrative leads
6.Elicit performance
Students will work and pair to help edit their leads. Each individual student will ask questions that will help to develop the leads.
7.Provide feedback
While working in their groups, the teacher will circulate the room and observing how the students are performing. The teacher will ask probing question to ensure that the students are on task and understand the task. The teacher will provided immediate feedback that will motivate to have high expectations.
8. Assess performance
The students will create their leads. They will be graded separately on the overall paper and the lead paragraph. For this lead, they must include an attention getter, thesis and set the tone . The teacher will assess how well they can apply the skills that they have learned and what was modeled to them. The teacher will use a rubric for this assessment, to look at each separate element that should have been included in their leads.
9.Enhance retention
Students will have the opportunity to revise and edit their lead paragraphs. The revision will give students the opportunity for self-correction and reflections. Revisions will also help students to have a strong start to the narrative story.
Rubric For Lead Paragraph
CATEGORY
4 3 2 1
Attention Getter Writer has a clear engaging, creative first sentence free of errors. Writer makes 1-2 errors in grammar or lacks a clear first sentence Writer makes 3-4 errors in grammar or lacks a clear, engaging, creative first sentence Writer makes more than 4 errors in grammar or lacks a clear, engaging, creative first sentence
Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Capitalization & Punctuation (Conventions) Writer makes no errors and thesis is clear for readers to understand Writer makes 1 or 2 errors but thesis is clear for readers to understand Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Tuesday, June 28, 2011
Friday, June 17, 2011
My Philosophy of Education
Being a pre-service teacher is a unique experience. You learn about and indulge in many different theories about child psychology as well as classroom management. While learning about many different techniques and theories you are on a quest to find what theories work best for you. Ultimately, you are trying to figure out what type of teacher you are and exactly where you fall on the continuum of teaching. I have grown, learned, as well as adapted to the theories of child psychology and classroom management. I have taken what I learned in the classroom and applied them to an actual elementary classroom setting. In doing so, I believe that I have found my philosophy of education and the role that classroom management plays in it.
My philosophy of education is, each child is unique and deserves a stimulating, safe haven to grow and learn. As an educator, it is my responsibility to guide students in the right direction by exposing them to new ideas and useful information. It is also my responsibility to allow students to discover knowledge through their own natural curiosities. I will help them harness this curiosity and hopefully motivate them to exceed well beyond expectations. In doing so, the students will develop a better cognitive understanding of subject matter, expand on their creativity, increase their social self-discovery while preparing themselves for the real life situations.
Discipline will allow me to successfully carryout and follow my philosophy of education. The purpose of discipline is to enable educational goals, teach responsibility and ownership as well as to develop morals. By modeling respect, self-confidence, self-discipline, and a persistent focus on my goals, I will encourage my students to mimic these behaviors and thereby decrease the amount of distractions in the classroom. Modeling will also help produce a safe, welcoming classroom environment that will encourage students to interact with one another.
Having a community in a classroom will depends on the level of trust between me and my students. Hopefully by implementing a referent power base and catering to each individual need of my students. will enable them to establish a trusting relationship with me. Establishing a relationship with the students will allow me to become more effective with the content that I teach. As a referent based educator it is very important to give my students the necessary tools to thrive. Although we would like to treat everyone equally, sometime equally is not always fair. For this reason it is imperative that I gain a trusting relationship with each individual student to gain a better understanding of their strengths and weaknesses. By gaining a trusting relationship with my students it will help them as well as me to become more successful in the classroom and it a key factor in building a community.
I want to be a teacher in underserved communities because I am truly concerned about the success of these students. I empathize with their perspective that their world wants to oppress them, that their education will not help them, and that their homes are not like any other. But as their role model, they will broaden their perspectives and learn there is a world beyond what they have. With compassion and professionalism, I will dedicate my energy to give them a chance to succeed. My college education showed me values in service learning projects, field experiences, approaches with inquiry, and expansive literature. The power to learn together and to share ideas with each other is critical in student success.
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