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/

Smile Because it Happened

We are done with fieldwork! I can't believe it went by so quickly! This was such a great experience and I am truly thankful of the students, Mrs. Benfer, and Dr. Smirnova. This was my first full-class teaching experience and I was glad to have my best friends in the front of the room with me. We all worked so well as a group. All of us kept in contact and helped each other throughout the entire journey. I learned a plethora of information regarding the creation and implementation of lesson plans. I learned how to transition within a lesson and the importance of each component of a lesson plan. The introduction, development, guided practice, closure, and independent practice all have a strong purpose in the lesson. This was clear to see when I reviewed our videos of our instruction. Also, my professional knowledge has improved tremendously. Though I have not perfected it, I am working on it and am now well aware of it.

Cooperative Learning

Today we engaged our students using a cooperative learning lesson in the fourth grade classroom.  Each group of students took on a teacher to facilitate and  four roles to complete the work-load. The students had to create either a poem, an advertisement, a skit, or a song. The roles provided were recorder, time-keeper, manager, and speaker.

Ericka and I led the students in creating a skit about colonial times. The students were to create a conversation that would happen on their way home from school. Several ideas were provided by the students and we helped them narrow down their ideas into one sentence or thought to be read to the class.

It definitely helped that the teacher surveyed students to ask them which activity they would prefer to complete. We had no problems with a shy student that did not want to present a skit. This was one less thing to worry about and made putting the skit together much easier. In the future I would use this technique to give students options; I wouldn't want a student to feel forced into presenting a project that would embarrass them as this could effect their public speaking abilities long-term.

Creating Historians in the Classroom

On October 11, my group of teachers and I implemented our lesson for inquiry learning. This problem-solving based strategy allows students to think for themselves and draw their own conclusions which is the highest-level of thinking. Artifact bags were used in this lesson to allow students to problem-solve. After review of the scientific method, the role of historians, and a definition of an artifact, our historians were ready to investigate!

I loved this lesson and so did the students. They had a plethora of questions about the artifacts. Students were dying to know where the artifacts came from, who made them, and how they were used. They were so busy exploring and discussing the uses of the artifacts that some students forgot to write their findings on the provided worksheet. This was not a big issue; however, due to the fact that there were four groups and five teachers. During the second session, I was the "extra teacher" that walked around to ask brief questions and remind them to record on the sheets. The students were especially excited about their artifacts when they found information about them in the books. They were able to check their hypothesis to see if their thinking was correct and this was exciting for them.

As a future teacher this lesson was pleasing to watch. I loved watching the children enjoy exploring. After long weeks of preparing and rehearsing lesson with my group, this lesson reminded me of why I love teaching. It was truly rewarding is view the students interacting and learning from each other and aiding in one another's comprehension. The most pleasing event from this lesson came when the students discovered more information about their artifact in the books provided; they were so excited! While not enough time was allotted for presentations, I still believe that this lesson was implemented effectively to the fourth grade class. The students were able to explore their artifacts and use the scientific method to make generalizations. If I could change anything about this lesson I would allow more time for sharing. I think that it is necessary for students to receive feedback and learn more about other artifacts to enhance their understanding of the time period.

An Adventure to Colonial New York

On October 7th, Group A (New York and the New Nation) began teaching a class of third and fourth grade students in two group sessions. I was extremely nervous and it definitely showed. My knowledge of professional language went right out the window. I said "guys" at least five times in both sessions combined. Although I rehearsed my "lines" quite often- even while I was driving- my nervous nature overcame it. I spoke clearly but my lines became all jumbled up in my head and I didn't know where to begin!

Besides my poor performance, I think my group did fantastic with all the pressure they were under. The technology that was to be used in our direct instruction lesson was horrible; nothing worked at all! Our prezi was the main attraction to our lesson and we were thankful to get that to work. In order to improve the prezi portion of the activity, I think that we could have demonstrated how to take notes on an outline with the first one or two slides. We overlooked the fact that the students may have never been exposed to this type of activity before. We should better prepare our assessment of background knowledge not just regarding knowledge, but also regarding method of delivery.  

My Educational Philosophy: Student-Centered Learning

Though I have already taken a philosophy of education course, I have learned even more about the various types of teaching beliefs. Taking the Educational Philosophies Self-Assessment has aligned  my psychological orientation with my educational philosophy, resulting in....

Humanism -23
Humanist educators consider learning from the perspective of the human potential for growth, becoming the best one can be. The shift is to the study of affective as well as cognitive dimensions of learning. Beliefs include: human beings can control their own destiny; people are inherently good and will strive for a better world; people are free to act but must be responsible; behavior is the consequence of human choice; and people possess unlimited potential for growth and development. There is a natural tendency for people to learn, which will flourish if nourishing, encouraging environments are provided.

Cognitivism/Constructivism- 22
The learner actively constructs his or her own understandings of reality through acting upon and reflecting on experiences in the world. When a new object, event, or experience does not fit the learner's present knowing structures, a conflict is provoked that requires an active quest to restore a balance. Teachers facilitate environmental conditions and mediate experiences to support student learning.

Progressivism- 20
Progressivists believe that education should focus on the child rather than the subject matter. The students' interests are important, as is integration of thinking, feeling, and doing. Learners should be active and learn to solve problems by experimenting and reflecting on their experience. Schools should help students develop personal and social values so that they can become thoughtful, productive citizens. Because society is always changing, new ideas are important to make the future better than the past.

 



 

A common theme that I take away from the three philosophies I fit into are that they are all student-centered. Humanism, constructivism, and progressivism advocators all implement lessons that allow the learner to construct their own meaning of a concept while reaching their full potential.I believe that with these three philosophies, my classroom can be run with efficiency while taking consideration of students' individuality.
 

I would like to  focus on individual development through a process of developing a free, self-actualizing person. Education should start with the individual and the choices made by the individual. My classroom will be welcoming and caring. Students will feel comfortable to share their thoughts, feelings, beliefs, fears, and aspirations with each other.

 

In addition to establishing individuality and comfort, I will take responsibility in creating effective learning situations rather than constantly lecturing students. Personal meaning is the best way for students to connect to the material being taught. I believe that students will be more prepared for the ever-changing world if they learn how to develop critical thinking skills. Unlike traditional ways of learning, my classroom will focus on the way a learner internalizes, shapes, or transforms information.

 

 Human experience is far more important than authority when it comes to learning. Change is occurring and should be embraced rather than ignored. A classroom with organized freedom that allows students to take responsibility for their actions is ideal.

 

 

Lessons, Lessons, Lessons!

QR Treasure Hunt

Dr. Smirnova never disappoints with the engaging and creative activities! This week we got into groups and went on a treasure hunt. This was no ordinary "map-and-find" treasure hunt. We all were able to explore using a QR treasure hunt. A QR code can not be read with the naked eye; instead, a technological device, such as the iphone or ipad, can scan the code and decipher its meaning. This was cool to me so I know a young student would just love it. Besides the enjoyment of deciphering a mysterious code, this activity also provides motivation for students to complete first and win a prize! Students can answer questions embedded into the QR codes and learn while working together to find solutions and solve problems. With proper access to technology I would love to use this in my classroom in the future.

 

This link is for future me and anyone else that may need it. :)


Direct Instruction Lesson Video Notes (10/2/13):

-demonstration is key in DI lesson

-needs to be perfect so students practice proper behaviors

-use models

-poor modeling=bad habits

-provide practice activities for students: alone, large groups, small groups

-guided practice can be practiced with whole class (early stages)

-early stages-> students can unknowingly form bad habits that can be difficult to unlearn

-practice is of little value without feedback

-"stand up if you agree, head down if you disagree"

-provide students with independent practice (if time permits; otherwise, HW)

-let students try things out on their own

1. Anticipatory Set- pre-assess prior knowledge
2. Development- grabber and introduction
3. Demonstrate- model and explain (check for understanding throughout- teach for 5-7 min at a time)
4. Guided Practice
5.Independent Practice

Cooperative Learning Lesson Video Notes (10/2/13):

-John Dewey- classroom should mirror actual social situations

-Vtgosky- students develop intellectually by learning together in a social setting

-students share talents and explore differences

 

1. Clarifying Aims

2. Providing learning materials

3. Organizing study teams

4. Assisting teams

5. Sharing, evaluating, and recognizing works 



 



First Day of Fieldwork

Though we did not teach a formal lesson today, it was a great opportunity to begin interacting with the children.  They seem like they are excited to embark on the journey with us future teachers. Alex and I went and picked up a camera to record our lessons for the week. This will be such a great experience and exposure to what it will be like to student teach.  I am excited to begin teaching ! :)