About Class:
(Students would blog about their thoughts, work, and discussions from the class period.)
Today class was fun, we got to watch a video from some movie with Robin Williams in it! Then we talked about what learning means in the video and how an author or a director of a movie can create a message to "teach" the reader or viewer something. We worked in groups today, working on a worksheet about writing styles. We had to create examples of different writing styles and then share them with other groups, we all had the same "topics" but the stories were all so different. It was neat to learn about them in a different way. We also got to use our computer, not like in Mr. Greg's class where we can't even open them, we got to research and find examples and resources about writing styles. I think that working with groups and researching what we want and finding whatever examples we want made me look to find something interesting and not just post to the wiki whatever it is, because I actually had to read what I found to make sure it was one specific writing style.
The Book:
(After they have read a portion of the book for homework- this is what the students would ideally create as a journal entry.)
The Great Gatsby is interesting, so far. It starts off really with this guy named Nick Callaway and he is in Long Island, New York in a place called West Egg for the summer, living across the water from his cousin Daisy. He goes to visit his cousin Daisy Buchanan and her husband Tom Buchanan, who are entertaining with Jordan. He stays for a brief period of time and talks with them about mundane things. When Tom gets up to answer the phone, Jordan reveals that it is his lover in New York. I can't believe so early in the book and there is already drama! Nick goes to his cabin and as he sees Jay Gatsby, his neighbor. The way it sounds, makes Mr. Gatsby seem mysterious and weird. He could be really interesting- maybe he knows something we don't know!
Monday, March 30, 2009
Monday, March 16, 2009
FIAE- Chapter 15
This chapter was really about tips and ideas on how to support your fellow colleagues and friends as they continue to move forward toward practices and methods for differentiated classrooms. Being able to talk to those that you work with, means all the world to your success in the classroom and your students’ success in the classroom. You learn something new everyday from a number of people and this provides the opportunity to further your ideas and thinking on how to better the classroom and your personal teaching. Exploring together is always more beneficial than exploring alone.
Some tips that I found within the chapter that would be especially helpful when dealing with fellow teachers/colleagues are:
• When disagreeing- assume that you are on the same side
• Try to seek first, then to understand
• If you are feeling stressed then most likely your colleagues are too
• Reflect on the bigger questions as well as those at hand
• If there are a majority of people who are embracing a new grading and assessment approach but a minority are not, focus on the majority
• Create an atmosphere where there is a little pressure to re-examine grading and assessing ideas
• Create opportunities to discuss ideas and story sharing/make use of communication using e-mail/mailboxes
• Model, model, model
• Find funding to accomplish those amazing ideas put forth by teachers/ pursuer additional training
• Have multiple copies of books and materials
• Use HUMOR
• Establish your own core values and make yourself aware of others’
• Staff health- physical, mental, and emotional
Beyond all of these ideas, this chapter really showing me how important it is to continuously keep learning. As a teacher you don’t stop being a student and become this morphed body, you are still a student but you are an example of educational ability. There is always an opportunity to learn from someone in your life and as I have learned, the students will teach you something new everyday. “It still takes a spark to get a fire going, and as colleagues, we can be both flint and kindling for one another.”
Some tips that I found within the chapter that would be especially helpful when dealing with fellow teachers/colleagues are:
• When disagreeing- assume that you are on the same side
• Try to seek first, then to understand
• If you are feeling stressed then most likely your colleagues are too
• Reflect on the bigger questions as well as those at hand
• If there are a majority of people who are embracing a new grading and assessment approach but a minority are not, focus on the majority
• Create an atmosphere where there is a little pressure to re-examine grading and assessing ideas
• Create opportunities to discuss ideas and story sharing/make use of communication using e-mail/mailboxes
• Model, model, model
• Find funding to accomplish those amazing ideas put forth by teachers/ pursuer additional training
• Have multiple copies of books and materials
• Use HUMOR
• Establish your own core values and make yourself aware of others’
• Staff health- physical, mental, and emotional
Beyond all of these ideas, this chapter really showing me how important it is to continuously keep learning. As a teacher you don’t stop being a student and become this morphed body, you are still a student but you are an example of educational ability. There is always an opportunity to learn from someone in your life and as I have learned, the students will teach you something new everyday. “It still takes a spark to get a fire going, and as colleagues, we can be both flint and kindling for one another.”
MI- Chapter 9
This chapter discussed the idea of an MI school and a traditional school. Students come to school not just in order to learn, as is the obvious reason, but to be “provided with experiences that activate and develop all of their intelligences.” It is important to remember no matter what setting a teacher and students might be in, that there will always be a mixture of every learning style and ability. Most schools, known as the traditional school setting, neglect a handful of the intelligences, including: bodily-kinesthetic, naturalist, interpersonal, musical, and spatial. MI schools are a different learning environment and experience. Although MI schools do not specifically exist as MI schools, many schools at this point in time are being built to cater to the different multiple intelligences or the learning types/styles of each student. These schools involve the opportunity for students to further their interests in vocational wants- meaning every job type that a “traditional” classroom setting is not conducive to. These schools give the students the ability to be hands on and base their learning directly on real life.
The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.
Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.
The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.
Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.
FIAE- Chapter 14
This chapter allowed me to think about the report cards I will be giving my students as well as how I can relay information about their challenges, successes, and overall progress. When students receive a report card, it is seen not just by their eyes but by the eyes of other colleagues (sometimes), other students (if they share), and parents. It is important, therefore, that schools take a good long look at how they are giving or presenting these grades to these eyes. Report cards should give much more feedback than a number or letter grade. They can give a wide variety of feelings to a student, as horrible as that may sound. These students, parents, and maybe even other colleagues must be able to understand the format. If students are judged on a particular piece of the classroom that is not on the report card, what are we really saying to them? You did really well on this, but it does not matter in the end? Students must be able to know that their grades are the result of not just one homework assignment or a test, but the combination of several aspects in the classroom resulting in their overall understanding and mastery.
How to have or even present a report card in a specific format bothers me. I wish that each teacher could create their own individual report card. Although they essentially do grade by their own system, they must still meet certain requirements and for me, too many requirements or pieces of a puzzle just make me frustrated. This frustration also falls into how to relate one class’s grades to others. Because each teacher is so different and will have different ways of assessing, one teacher’s way of doing it may be different. A 90 in my class may be a 93 in another. I know this is why having a set format for all report cards is important but it takes the individualized, special part of each teacher to student relationship away. The report card is the overall assessment of the student, but it is also a reflection of the teacher, this means that how I value my students’ grades will affect how they value their grades. I will definitely have to truly think about how to “grade” my students in relation to understanding for not just them but for me.
How to have or even present a report card in a specific format bothers me. I wish that each teacher could create their own individual report card. Although they essentially do grade by their own system, they must still meet certain requirements and for me, too many requirements or pieces of a puzzle just make me frustrated. This frustration also falls into how to relate one class’s grades to others. Because each teacher is so different and will have different ways of assessing, one teacher’s way of doing it may be different. A 90 in my class may be a 93 in another. I know this is why having a set format for all report cards is important but it takes the individualized, special part of each teacher to student relationship away. The report card is the overall assessment of the student, but it is also a reflection of the teacher, this means that how I value my students’ grades will affect how they value their grades. I will definitely have to truly think about how to “grade” my students in relation to understanding for not just them but for me.
FIAE- Chapter 13
This chapter discussed different ideas on how to organize a grade book in a classroom containing differentiated instruction. There are different formats that can be considered and helpful, but being able to have and utilize one that can fit or suit your classroom is what must be found. Teaching is not about just relaying material to those people in front of you. Teaching is about being able to share a love or interest in one material/subject and being able to get them excited about that material/subject even if it is only 20 minutes a day. Teachers can try to view their grade book as different parts of a whole, split into sections of standards, objectives, and benchmarks. Another way for a teacher to view the grade book is by sections according to groups of assignments by their weight or category. Each way of viewing the grade book requires the teacher to do work in order to acquire a final grade. If a teacher lists assignments by their date then they can follow or track the students’ progress. Organization using color or a particular system not only will help the teacher but in the long run will help the students be able to rely on the teacher as dependable and organized.
I have seen many ways of organizing a grade book, but for me, being an extremely organized person. I would have to use dates and colors. I would prefer to organize my grade book by date of the assignment as well colors to identify homework, class work, projects, quizzes, and tests, etc. I would much rather have a material grade book not just a digital one, or one on the computer. I find that when I can see it in writing, I am more organized. Now that technology is taking over our world and the classroom, more and more of the grading is done either on the computer, on a website, or must be put there at the end of a grading period. Although this online or digital way of grading might be useful, for someone like me, it means double the work of putting grades in one place and then another. The only reason I like this way of grading is due to the resource of being able to use a site such as blackboard. Parents can view their child’s grades as well as comments I have made about their child. Efficiency has become the way we work in the classroom and while I agree it is important, I also believe that sometimes using an “old school” method might just be better. Being able to record every detail of a student’s progress is important to me. Tracking their work, challenges, improvements, and final mastery is rewarding not just for me but for them. This means that my grade book must incorporate many details in order for not just myself but my students to know and to see why and how they received the grade they did.
I have seen many ways of organizing a grade book, but for me, being an extremely organized person. I would have to use dates and colors. I would prefer to organize my grade book by date of the assignment as well colors to identify homework, class work, projects, quizzes, and tests, etc. I would much rather have a material grade book not just a digital one, or one on the computer. I find that when I can see it in writing, I am more organized. Now that technology is taking over our world and the classroom, more and more of the grading is done either on the computer, on a website, or must be put there at the end of a grading period. Although this online or digital way of grading might be useful, for someone like me, it means double the work of putting grades in one place and then another. The only reason I like this way of grading is due to the resource of being able to use a site such as blackboard. Parents can view their child’s grades as well as comments I have made about their child. Efficiency has become the way we work in the classroom and while I agree it is important, I also believe that sometimes using an “old school” method might just be better. Being able to record every detail of a student’s progress is important to me. Tracking their work, challenges, improvements, and final mastery is rewarding not just for me but for them. This means that my grade book must incorporate many details in order for not just myself but my students to know and to see why and how they received the grade they did.
FIAE- Chapter 12
This chapter, in line with previous chapters, discusses yet again the idea of grading. This time however, it discusses the grading scales. The way in which a teacher grades, whether or not some want to admit it, vastly affects the students and the way in which they view not just the material at hand, but the class and the teacher as well. Giving a simple number or letter grade is not as easy as it once was, taking into account the large number of different learning styles, behaviors, attitudes, as well as personal and social lives. Most teachers prefer a system of grading based on the hundred point system, the four point system, or a specified amount. It is easier to use a smaller scale to grade students on, eliminating that extra room for discrepancies or debate. Using rubrics with each grading scale can also help clarify the expectations required. There is much more room for questions using a larger scale due to the many ways in which a student could have gone wrong or does not understand why he/she got that grade. Being able to be stern about why something was a particular grade and giving fair and reasonable explanation to each student is what should be happening.
This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.
This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.
FIAE- Chapter 11
This chapter, as also discussed in previous chapters, was about grading. It plays with the idea of the actual number grade and what it means to the students. It is hard to place an emotional value on a number grade, but students in every classroom are doing it. This chapter suggests that it might be more beneficial to your students if they are given a lower grade, such as a zero rather than a 60. The reasoning behind this is that your students may be tempted to just “get by” without doing the work, and rely on getting a 60 as passing. It is important that teachers develop a plan of how to properly assess their students in order to prevent those kids from just “getting by”. This problem leading into how to weigh grades is relentless and learning how to find a solution sooner rather than later can benefit the students as well as yourself. Another problem is teaching to those gifted students as well as those who need extra help. Here is when teaching to the appropriate grade level of each student comes into play. However with such a diverse classroom, the continuing problem is how to reach every student’s needs on so many levels.
Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.
Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.
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