Learning = Experience + Reflection

My teaching skills have improved significantly throughout this course. Planning for instruction has become easier for me to accomplish.  I have become more aware of students who needs differentiated instruction and now know how to accommodate their needs. My job is to challenge the students while creating an interest in their work and allowing them to use and apply the knowledge they gain. Once I became aware of this, planning became more complex, yet thorough. I have learned that over planning is much better than under planning. Teachers must not waste a minute that will bring a student closer to reaching his/her potential.

Once of the most important things I have learned this semester was the difference between the three types of lesson planning. These three lessons are direct, inquiry, and cooperative learning methods. Direct instruction occurs when teachers introduce new information to the students and is a teacher-centered strategy. An example of this would be presenting a PowerPoint to the students and telling them to take notes on an outline. Inquiry-based instructions describe approaches to learning that are based on the investigation of questions, scenarios or problems - often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. An example of this would be using an artifact bag to present the student with several objects from the past and allowing him/her to research its origin. Cooperative learning involves more than students working together on a lab or field project. It requires teachers to structure cooperative interdependence among the students. Positive interdependence, individual accountability, face-to-face interaction, interpersonal and small group social skills, and group processing are all promoted with cooperative learning. An example of this would be putting students into groups based on their interest and cover social skills and roles before immersing them into their given activities. Activities could include poetry, acting in a skit, creating a song, or creating an ad.

Collaboration was a huge component to my success this semester. From my fieldwork group groups for jigsaw assignments, I could not have learned as much as I have in in this course without my fellow future teachers. They have introduced me to different perspectives and concepts throughout the course. It is beneficial for any student to engage in collaboration. The acknowledgment of individual differences is important. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range  of perspectives and is thus more complete and comprehensive. Collaboration also provides more opportunities for personal feedback. Because

 there are more exchanges among students in small groups, students receive more personal feedback

 about their ideas and responses. This feedback is often not possible in large-group instruction, in

which one or two students exchange ideas and the rest of the class listens.

Watching my own teaching and my peers’ teaching has allowed me to enhance my reflective practice

 skills and professional growth. The more lessons I observed and conducted, the better I became at

reflecting on my progress and that of the students.  I also grew more knowledgeable in the types of

 lessons. When observing a direct lesson, I noticed that it was teacher-centered and that the students

 only spoke when formative assessment was occurring. Teachers would ask convergent and divergent

 questions to assess understanding throughout the presentation of new information. When observing

 an inquiry lesson, I noticed that no new information was presented. Students had to draw their own

conclusions based on their knowledge and research conducted. When observing cooperative lessons,

 there was plenty of student to student interaction. The teacher walked around to monitor progress

while students worked together to accomplish a goal.

 

I Touch the Future. I Teach.

I cannot believe that I am already writing my final blog for this course! The time has truly gone by extremely fast. In completing this survey, it is amazing to notice all the progress I have made. Though this course was a lot of work, it was worth all of the long nights and weekend meetings with my fieldwork group. I learned so much and am truly thankful of Dr. Smirnova for providing all of the resources and materials that led to my success. She was always willing to answer my questions and elaborate on ideas. My original goal for the semester was to, “develop a better understanding of teaching methods and incorporating technology into my lessons”. I have definitely achieved my goal. My exposure to the various technological programs such as Quizlet, QR codes, JogNog, Cacoo, Prezi, and Googledoc presentation have all enhanced my ability to create exceptional lesson plans. During fieldwork, I used them to present information to students and assess their knowledge. They could also be used for students to practice information in a way that is comfortable and more engaging.

My professional growth in the course has been substantial. Experiencing teaching a whole class and watching it myself has been helpful for my growth as a teacher. I was able to notice what went well and what needed changes. One of the most important concepts I have learned through watching my own teaching is my language in the classroom. I never realized how informal my language was when instructing students. I used to shorten my words and say “guys” when addresses the young ladies and gentleman of the classroom. I am on my way to perfecting my language. This course has also helped me get into a routine of staying on top of my assignments. This experience has taught me to time manage as well as creating my own deadlines and setting goals for my own progress. My new self-monitoring skills will allow me to problem-solve and become more independent in lesson planning. This course has well-prepared me for student teaching. I feel ready to teach, differentiate instruction, and use technology in the classroom.

Social studies is more than teaching history and important dates and figures. After surviving this course, I have learned it is more about creating our future. My blog title, "Socializing Our Future Leaders", reflects this idea. Our job as teachers is to create an environment where students can interact with one another, build relationships, and develop social skills necessary for the future. Students need to learn history to understand how the nation has come to be the way it is and the origins of our beliefs and values. Once this is established, the teacher should encourage different views from students. Every student should have his/her voice in the classroom, which will demonstrate their future role in society. Speaking up and expressing their thoughts will be practice for them to become respectable citizens. Our job is to provide them with situations in which they can introduce and express their individuality.  

 

I have provided the links to my fellow future teacher's blogs on which I have commented:

 

Alex Hercules' blog: Changing Tides and the Wave of Education

Lindsay Panko's blog: Keep Calm and TEACH ON

Ericka Knox's blog: Changing the World, One Student at a Time

James Welsh's blog: Social Studies Bloggersphere

 

"I have come to believe that a great teacher is a great artist, and that there are as few as there are other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit."
--John Steinbeck

Calling all Aspiring Teachers!

The class has been submerged into the interviewing experience. We participated in role playing interviews in which four students in the class were to represent administrators, while the rest of us were potential teachers. I found this to be a great activity for us to gain some experience with being on the spot and asked questions about our knowledge of instruction. The variety of questioning was a good thing to experience as it allowed me to expect any type of question. Examples of these interesting questions was, "What song comes to mind when you think of direct instruction", and, "What color comes to mind when you think about inquiry lessons." I liked these questions as they made me realize it is the justification behind your answer that really matters. You should answer the questions with references to your experiences as evidence to back up your answers.

 

I am extremely thankful to Dr. Smirnova for exposure to the interviewing process. This process allowed me to realize that my interview skills need some improvement. I have never been that good at interviews to begin with. Because of this fact, I become excessively nervous when I think about interviewing for a teaching position. I need all the practice I can get! Additionally, I appreciate Chrissy's article about differentiating instruction in the classroom from Carol Tomlinson's book, Leadership for Differentiating Schools & Classrooms. I studied this a lot before arriving for the role play interviews. It was extremely helpful for this occasion and for the future.

 

Native American Tribe Jigsaw Project

The jigsaw technique for cooperative learning was practiced again this week in the context of Native American tribes. We were each put into base groups where we picked a tribe on which to become an expert. I chose the Cayuga tribe. After this, I was put into a group of other people who were interested in doing more research on the Cayugan tribe. Christina, Ericka, and I conducted research and created a powerpoint to display our findings. After this, we were to return to our base groups and teach our members all about the Cayugan tribe. Our fellow group members then took a quiz on Jognog to assess our teaching and their learning.

 

 

It has been a long time since I studied or even discussed Native American tribes. Needless to say, my content knowledge of them has suffered over the years. However, this project was not too intimidating as I was not expected to become literate in all aspects of the many Native American tribes. I was able to focus on one tribe, which was much more manageable as a student. Since some students dismiss themselves from activities that are overwhelming, this would be a great technique to ensure that all students are able to manage their workload.

The information we were instructed to find  in our research groups included the history, geography, culture, clothing, food, habitat and famous people for our assigned tribe. We also were asked to focus on the question: "How did geography influence the Native Americans?" This aspect of the jigsaw technique also takes away from pressure on the students. They can work with one another and interpret information differently which will enhance their understanding.

This project allowed me to develop my content knowledge of Native American tribes. I was able to pick a tribe of which I have never heard, and become an expert on them. Hearing my classmates' presentations allowed me to learn even more about all of the tribes: Mohawk, Seneca, Oneida, and Munsee.

The jigsaw method of teaching is truly one of my favorite techniques I have learned this semester. It is such a simple technique that can be executed smoothly with some practice. This method aids with comprehension, encourages cooperative learning among students, and practices listening, communication, and problem-solving skills. The jigsaw method allows students to take control of their learning. They know what information they need to gather in their research groups in order to ensure the success of the base group. Students have motivation to complete the topic as they are instructed to teach the subject to their classmates. Teaching information to another person is the highest method of learning that can be fulfilled in the classroom.

I could use this technique in science, English, and social studies. In social studies, students could break into expert groups to research the founding fathers. In English, a teacher could utilize a story that is currently being read in the class and have groups answer different questions regarding theme, vocabulary, characters, and important concepts. In science, students could break into expert groups to research different types of clouds. Some groups could be given the same topics and this technique would still be effective. If students with the same topic come up with the same information, it is a great reinforcement tool. On the other hand, one group may discover some facts that another group may have missed. Following research by expert groups, information can be shared to base groups or to the class as a whole.


Click here to view our Cayuga powerpoint.

Sequencing the Facts

Defining 'sequence'.

Today Brittney, Liz, and I presented our mini current event lesson to the class. We chose to implement the method of Sequencing the Facts. Our goal was to teach how to organize information and events in the order which they occurred, at a fifth grade level.

I think that the lesson went smoothly and we clearly explained the task at hand. Difficulty in the lesson began after the students finished putting the sentences in the order they believed to be correct. We had expected students to vary in their interpretations; however, due to time restraint, it was difficult to address these differences. It would take a great amount of time to have students fully justify the conclusions they made based on the way they read the article. In order to make up for this imbalance, I explained that we tried to create the sentences in a way that forced students to read and comprehend the article. There was no intention of tricking students.

Working together.

Sequencing the facts.

 

Some students did not appreciate that we had not gone over the article prior to beginning the activity. Since we were crunched for time, this was not possible. If we were to change the presentation, we would have definitely read the article as a whole class. Students could then take turns reading the article to be sure that they are all on track and staying together. I had mistakenly underestimated the importance of this aspect of the lesson, as all of the sentences being used in the activity were in the first two paragraphs.

The full class application slide that we created holds true after we have implemented this lesson in a short, 10 minute lesson. We would have modeled the activity, given different articles, and allow summarization of the article. One suggestion from a student in class that I enjoyed was one regarding competition. Students can be given the same article and can be broken up into smaller groups so that the activity can be a race to the finish. This would give students more motivation to read the article and complete the activity.

Teaching to my peers was a great experience. I love this method of teaching current events and could implement this lesson in an actual classroom. It was great that I was able to practice this lesson with my classmates and future teachers. This way, I know what I can fix about my teaching to be better prepared for when I use this lesson with a class of fifth graders. I enjoyed receiving their feedback and appreciated the honesty. Their feedback allows me to improve, which is what I aim to do.

Presenting the final products.

Here is the link to our current event lesson.

Here is the link to our current event presentation.

Five Themes of Geography

Beginning a discussion of geography always makes me nervous! It has never been a strong skill of mine to know locations and regions around the globe. I have created this web using Cacoo to help me remember and organize the themes of geography.  



I really love this program and it is so easy to use! This is really helping me in remember the five themes of geography. I think that students would have fun creating these mindmaps for several different topics. It helps in organizing new thoughts and ideas. Since I am not great in geography, this is necessary for remembering important themes.

 

My goal is for myself, and later on my students, is to become Geographically literate. These are citizens who are aware of

(1) what is happening in the world

(2) why it is happening

(3) how it affects other people throughout the world as well as themselves. (Sunal 371)

 

We participated in quiz games to test our knowledge of geography and elements associated with geography using Jognog. Jognog is a website that utilizes the principles of gameification, by creating fun quizzes that allow students to earn points/coins and forms of praise for completing the quizzes. This site could be used for creation and implementation of pre-assessment quizzes and final examinations.

Taking these geography knowledge quizzes in class today has eased my nerves of not knowing enough. Thankfully, I did well on these quizzes and have realized that I know more than I thought I did! Such a wonderful revelation to have! :)

 

 





Kids Can Make a Difference

To commence class, Dr. Smirnova engaged us students in an "Around the World" activity. We were each asked to pass a foam globe around. The task was to hug the globe and share an issue that concerns us about geography and how we address it in our classrooms. I shared my concern regarding poverty and hunger in the world. Though poverty exists in the United States, it is must more severe in other parts of the world. It is in these parts where young children don't even get a fair chance as life as they starve to death.
I was deeply affected by photos that I have viewed of young children in Africa. On this

continent, children and adults die every day due to lack of wealth for food and healthy living
conditions. Viewing these pictures inspired me to want to raise awareness of this tragic issue.
It is important to understand poverty in order to make an attempt at changing it. Students can overturn the forces that are driving hunger.

• Hunger Banquet: Students sit at one of three tables. One table is overflowing with too much food, another table has just enough food, and a third table has a little bit or rice and water. This can provoke a lot of questions and is a great way to begin a unit about hunger. Who controls the distribution of food? Why do some people have too much food and some people barely have enough? Is there enough food on the planet for everyone?

 

            "Finding Solutions to Hunger Project"

Trenton, NJ and Philadelphia, PA, USA

http://www.kidscanmakeadifference.org/