Saturday, April 4, 2009
Thursday, July 31, 2008
Critical Reflection
My mission has always been to set up an atmosphere where my students feel comfortable; where there is a mutual respect between teacher and student, and where learning will not "hurt." I want my students to want to come to school, and if they are happy about coming to school, then I know I can teach them anything. So far in my twenty-two years of teaching, I am proud to say that I have reached my goal each year. The reason that I reach my goal each year is because my students walk into my classroom and feel that they are looked at as an individual where their special needs and ways of learning are addressed. It's okay to be wrong in my classroom; we learn from our mistakes. I approach learning from a practical stand point where behaviorism, cognitivism, and constructivism are used interchangeably according to the lesson of the day. By approaching my teaching and setting up the atmosphere in my classroom in this way, my mission for developing an on-going love for learning will begin for my students. My hope is that they will continue to "want to learn" and develop a sense of inquiry about the world around them.
While reading and working with UbD (Understanding by Design) I have learned that I really do think about the different elements of this form of curriculum writing. I think about what my students will learn and how I will approach that learning. What was brought to a conscience level for me was the know (the facts, the bits of information) vs. the understanding (making sense of it all.) I don't know that I will actually use this detailed format, but I will remember the critical elements and make sure that they are apparent in my lessons.
I have learned many things over the past four weeks. I have learned to blog, set up a web page in Google, and I've learned to use a new format for designing curriculum. I have also learned more about object-based learning and I've "discovered" the Newark Museum. What a great place.
Now let summer begin!!!!!
While reading and working with UbD (Understanding by Design) I have learned that I really do think about the different elements of this form of curriculum writing. I think about what my students will learn and how I will approach that learning. What was brought to a conscience level for me was the know (the facts, the bits of information) vs. the understanding (making sense of it all.) I don't know that I will actually use this detailed format, but I will remember the critical elements and make sure that they are apparent in my lessons.
I have learned many things over the past four weeks. I have learned to blog, set up a web page in Google, and I've learned to use a new format for designing curriculum. I have also learned more about object-based learning and I've "discovered" the Newark Museum. What a great place.
Now let summer begin!!!!!
Tuesday, July 29, 2008
A Stitch in History
Today I received the Kent State Magazine from my almamater and came across an article of interest. As I read the article I began to look back on our time at the Newark Museum and think about our study of object-based learning. As soon as I saw the picture in the article, I began to think of the many ways that a carpet from the 18th century could be used as a tool for learning. Before this experience I don’t think that I would have done that. I started to really look at the design, what each different square might have meant, and what significance it had in history. The article explained some of my questions, but inquiry has been sparked and I believe I will pursue these thoughts. As it says in the article, “…one simple object can open valuable windows for research, investigation and discovery.”
To read the article, click on this link. Does it spark any thoughts in your mind? http://www.kent.edu/Magazine/Fall2008/Stitch_History.cfm
To read the article, click on this link. Does it spark any thoughts in your mind? http://www.kent.edu/Magazine/Fall2008/Stitch_History.cfm
Friday, July 25, 2008
Making a Vision Come to Life
How do you make a vision come to life?
You have a vision. You put it into words and then into print. You share your vision. Now what does it take to make that vision a reality?
My time at the Newark Museum was extremely informative, educational, and personally quite rewarding. The vision was to have a cohort of teacher leaders develop a conceptual map of knowledge in their content area, understand how that knowledge is developed, why it is important, and how to communicate that knowledge to others.
In order to make this vision come to life, the members of the cohort read about bridging practices (combining content with different forms of pedagogy in order to evoke meaning and understanding), and Dewey’s theories of “doing” for true learning (I look and I see, I listen and I hear, I do and I understand), readiness (knowing what to look for and how to see it; interpretation), and the combining of feelings, the times, one’s culture, and experiences all coming together to form ideas and ideals for teachers to use when choosing a pedagogy for optimal learning. We also read articles about how art and objects can be used as springboards for classroom activities where students can put meaning to the content, the constructivist approach where you interact with your environment in order to develop deep understanding, and knowing who the knower is and how and what they will learn. It all comes down to authentic engagement.
Intertwined with the discussions of the articles and our knowledge and beliefs regarding pedagogy, were private tours of select galleries in the museum. The experiences that I had were so valuable for my understanding of how we were to use object-based learning. Kevin had a certain way about him and knew just how to “make us think.” He set a very good example. The other gentleman, I don’t recall his name, brought us through the Science gallery. He spoke “our language” and opened my eyes to what really goes into setting up a child-friendly educational exhibit. So much thought went into the placement of objects, how to incorporate interactivity, how to make everything as authentic as possible, the natural flow of things, the simplicity yet effectiveness of it all. It made for a good example of what was expected for our table-top display and what we could do in our own classrooms.
We explored the art and objects, discussed the information and then we applied our knowledge. This is what it is all about. When it came time to actually work on the display we were to know our big idea and then think of the three essential questions which are: What will the students see?, What will the students learn?, and What will the students do? Through the construction of the display, these particular questions should be answered. I think we all did a fabulous job in making that happen.
With all the knowledge from the readings, discussions we had, gallery tours and explanations we were fortunate to be a part of, and construction of the displays, we were able to make this vision come to life. The proof was not only in the finished display products, but even more so in the explanations and the guest audience reactions. I think the best was Patty’s son; he was the true test of the effectiveness of all the hard work for those eight days. He walked around to each and every display and looked, touched, listened, and made many discoveries. He asked numerous questions and I’m sure there was lots of inquiry on his part; once again, validating that the vision came to life.
As for the personal reward; it was tremendous! I feel that this cohort is becoming not just a group of teacher leaders working to achieve a masters degree together, but we are becoming friends; people who truly care about each other. We are concerned about each other’s feelings, personal happenings, successes, and more. We learn from each other through the good encounters and the struggles. I never expected for this to happen when I first began the program, but it is happening and has been the icing on the cake!
You have a vision. You put it into words and then into print. You share your vision. Now what does it take to make that vision a reality?
My time at the Newark Museum was extremely informative, educational, and personally quite rewarding. The vision was to have a cohort of teacher leaders develop a conceptual map of knowledge in their content area, understand how that knowledge is developed, why it is important, and how to communicate that knowledge to others.
In order to make this vision come to life, the members of the cohort read about bridging practices (combining content with different forms of pedagogy in order to evoke meaning and understanding), and Dewey’s theories of “doing” for true learning (I look and I see, I listen and I hear, I do and I understand), readiness (knowing what to look for and how to see it; interpretation), and the combining of feelings, the times, one’s culture, and experiences all coming together to form ideas and ideals for teachers to use when choosing a pedagogy for optimal learning. We also read articles about how art and objects can be used as springboards for classroom activities where students can put meaning to the content, the constructivist approach where you interact with your environment in order to develop deep understanding, and knowing who the knower is and how and what they will learn. It all comes down to authentic engagement.
Intertwined with the discussions of the articles and our knowledge and beliefs regarding pedagogy, were private tours of select galleries in the museum. The experiences that I had were so valuable for my understanding of how we were to use object-based learning. Kevin had a certain way about him and knew just how to “make us think.” He set a very good example. The other gentleman, I don’t recall his name, brought us through the Science gallery. He spoke “our language” and opened my eyes to what really goes into setting up a child-friendly educational exhibit. So much thought went into the placement of objects, how to incorporate interactivity, how to make everything as authentic as possible, the natural flow of things, the simplicity yet effectiveness of it all. It made for a good example of what was expected for our table-top display and what we could do in our own classrooms.
We explored the art and objects, discussed the information and then we applied our knowledge. This is what it is all about. When it came time to actually work on the display we were to know our big idea and then think of the three essential questions which are: What will the students see?, What will the students learn?, and What will the students do? Through the construction of the display, these particular questions should be answered. I think we all did a fabulous job in making that happen.
With all the knowledge from the readings, discussions we had, gallery tours and explanations we were fortunate to be a part of, and construction of the displays, we were able to make this vision come to life. The proof was not only in the finished display products, but even more so in the explanations and the guest audience reactions. I think the best was Patty’s son; he was the true test of the effectiveness of all the hard work for those eight days. He walked around to each and every display and looked, touched, listened, and made many discoveries. He asked numerous questions and I’m sure there was lots of inquiry on his part; once again, validating that the vision came to life.
As for the personal reward; it was tremendous! I feel that this cohort is becoming not just a group of teacher leaders working to achieve a masters degree together, but we are becoming friends; people who truly care about each other. We are concerned about each other’s feelings, personal happenings, successes, and more. We learn from each other through the good encounters and the struggles. I never expected for this to happen when I first began the program, but it is happening and has been the icing on the cake!
Tuesday, July 22, 2008
Learning at the Museum
What a wonderful tour of the Science Galleries. And what an awesome exhibit! Art and video are such great tools to use for teaching, learning, and understanding. I felt like today’s presenter was totally in tuned to who his audience was, what we are learning, and the “language” we are hearing and beginning to use ourselves. When he talked about the “big idea” we knew what that meant…..What do we want to be known from this? When he talked about “chunking” some of us knew that it really means categorizing; grouping. He talked about an object theatre which is what our table-top exhibit will be; using objects to spark inquiry and then engage in extension activities. Throughout the presentation of the gallery, terms like formative and summative assessment were mentioned. We know that formative assessment is used to help the teacher know what the student knows; what misconceptions may already exist or have come about, and how we can gear our lessons to help fix these misconceptions and in what direction we need to go in. And he used the term misconceptions too! Having kinesthetic learning going on is also familiar to us. It’s part of the multiple intelligences that he mentioned and that we have studied and allowed for when planning our lessons. Allowing students to learn in a way that is meaningful for them; what comes naturally to them; kinesthetic….through movement, is wonderful. The presenter was also explaining that prior experience (I also say prior knowledge) makes a difference in what questions the students may ask or what information they may offer to a discussion. This is so important to be aware of because a teacher will be able to understand where the child is coming from, and again, any misconceptions they may have. He said to “challenge your knowledge.” By thinking that way, great informative discussions will arise and veering thoughts in different directions will occur (those misconceptions again.) The challenge may also lead you to explore further and learn more.
Because of all the use of “our language” many connections were made for me. I have made the connections in the classroom and with my lessons and teaching, but I never thought of the formative and summative assessments being used at a museum. I guess I never realized how closely related putting a museum display together was to a classroom teacher’s way of thinking and how the needs and outcomes are the same. Making your classroom into a museum for all subjects would be great. Too bad we don’t have three years and millions of dollars to do that, but we could do it in piecemeal and with meaningful displays.
Because of all the use of “our language” many connections were made for me. I have made the connections in the classroom and with my lessons and teaching, but I never thought of the formative and summative assessments being used at a museum. I guess I never realized how closely related putting a museum display together was to a classroom teacher’s way of thinking and how the needs and outcomes are the same. Making your classroom into a museum for all subjects would be great. Too bad we don’t have three years and millions of dollars to do that, but we could do it in piecemeal and with meaningful displays.
Monday, July 21, 2008
After reading the last line to this article I said to myself, "We are all after the same thing, we're just getting there in different ways and that's okay." If all teaching is conceptual and skills are not combined with the concepts, then things can get a little tricky in math. Reread the part of the article about your doctor having the right IDEA for removing your appendix, but never really going through the steps of actually removing one; the concepts before procedure method. That's something to really think about.
There is no one correct method of pedagogy. They all eventually get the students where they need to be, but I do believe that the understanding and the "why" to mathematics is very important. Teachers need to make the time for those light bulbs to go off in a child's mind; for the connections to be made. But there's nothing wrong with the basic skills and procedures in math. A combination of the concept and problem based methods is the best.
There is no one correct method of pedagogy. They all eventually get the students where they need to be, but I do believe that the understanding and the "why" to mathematics is very important. Teachers need to make the time for those light bulbs to go off in a child's mind; for the connections to be made. But there's nothing wrong with the basic skills and procedures in math. A combination of the concept and problem based methods is the best.
Friday, July 18, 2008
Learning Centers
LEARNING CENTERS
I remember when learning centers were the “buzz” back in the ‘70s when I went to undergraduate school. It was all we learned and did. Then as time went on, things changed and centers still existed, but were not used as much because, like any “new” approach, it was felt that all teaching was done through centers and the public was not comfortable with that. Direct teaching was missed, so the learning center died down. Now we are getting back into that way of teaching. It makes so much more sense. Practical learning is so much more meaningful. I know that the time factor is an issue for teachers to plan the centers and for the students to engage in the centers, but the experience and what the students come away with is so worth it. Realistically, all of our teaching cannot be presented in this way. The students still need the facts, but they can be presented in an innovative, meaningful way to hold the interest of the child.
While working on a tolerance unit with my reading classes, we read the book, Freedom Crossing by Margaret Goff Clark. It is a story about a young slave boy and his journey to freedom via the Underground Railroad. The story also discusses the feelings of the people who helped the slaves escape slavery while on this road to freedom. We discuss the characters’ feelings and the reasons why they may do what they do. We role play and engage in various activities where the students are discriminated for various reasons such as blue eyed children are not allowed to talk in class, and children with braces are shunned by others. It’s not much, but it gives the students a first hand experience as to discrimination. After reading the book, my students engage in center activities. My purpose for engagement in the centers at this time is to help the students get a better understanding of that time in history and to guide them in using their understanding of the message of the story read.
There are five centers. The first center (Technology Center) is one where the students go to an interactive website and actually take a journey on the Underground Railroad. The journey resembles a “choose you own adventure” book where the student can choose which path to take, given a few choices. They may go back to the site at a future time and change their choices to see what different things could happen to them if they made different choices. The second center is a music center where the students listen to Go Down Moses, The Drinking Gourd Song, and The Underground Railroad (a rap song describing slavery and the Underground Railroad.) The third center is a writing center where the students’ task is to write the “next” chapter of the story or an epilogue. They must keep in mind that they have to be true to the story and the times. The fourth center is an art/math center where the students are to use the symbols used on quilts during the time of slavery and create a quilt that would relay a message to the slaves to help them reach freedom. Sample quilt square patterns that were actually used during that time are displayed for the students to use and to help them brainstorm as to patterns they can create that would be symbolic of the times. An explanation of the is required as well. The fifth center is a vocabulary center where students work on a word search and crossword puzzle to reinforce their knowledge of words they have hopefully added to their vocabulary.
I usually have the students visit two centers a day with the last day visiting the fifth center (the one that they haven’t visited yet. After the students have visited all five centers and started each task linked to that particular center, the students continue to complete each of the five tasks. They may revisit any of the centers at any time. The students may work alone or with others. Each center has its own set of rules. At the culmination of the activities, each child would have 1) taken a journey on the Underground Railroad and reflected about it in writing, 2) written a poem or song with words (lyrics) relating to slavery, 3) written a chapter or epilogue to continue the Freedom Crossing story, 4) completed a “paper” quilt using graph paper and geometric forms to create a story, and 5) completed two puzzles using newly acquired vocabulary. I assess my students along the way to ensure that meaningful learning is happening and their presentations validate their learning. The Q&A session and certain representations in their projects will help with the summative assessment of the understanding of tolerance.
The table-top display that we are creating at the Newark Museum will depict a learning center. We have learned that when putting our table-top display together we will need to focus on certain things. First of all we will need to make the purpose of our display very clear. Having a focal point using what we feel is the most important form of art in our display would need to be considered. Having text that is clear and concise, as well as headings and titles that are bold and placed strategically will help to keep the students interested. Too much text may turn them off. Due to the fact that people spend about seven seconds in front of a display, as Kevin stated, incorporating interactive elements would help hold the students’ interest. The table-top display that we are putting together would incorporate many different activities that could be broken down into individual learning centers. From any learning center activity, a teacher would lead their students to inquiry questions and further ideas to explore and learn about.
The attached sites give you many answers and ideas to problem/project-based learning.
http://homepage.mac.com/cohora/pbl/pblin.html
http://www.amphi.com/teachers/pgreenleaf/edtech/pblactivities.html
I remember when learning centers were the “buzz” back in the ‘70s when I went to undergraduate school. It was all we learned and did. Then as time went on, things changed and centers still existed, but were not used as much because, like any “new” approach, it was felt that all teaching was done through centers and the public was not comfortable with that. Direct teaching was missed, so the learning center died down. Now we are getting back into that way of teaching. It makes so much more sense. Practical learning is so much more meaningful. I know that the time factor is an issue for teachers to plan the centers and for the students to engage in the centers, but the experience and what the students come away with is so worth it. Realistically, all of our teaching cannot be presented in this way. The students still need the facts, but they can be presented in an innovative, meaningful way to hold the interest of the child.
While working on a tolerance unit with my reading classes, we read the book, Freedom Crossing by Margaret Goff Clark. It is a story about a young slave boy and his journey to freedom via the Underground Railroad. The story also discusses the feelings of the people who helped the slaves escape slavery while on this road to freedom. We discuss the characters’ feelings and the reasons why they may do what they do. We role play and engage in various activities where the students are discriminated for various reasons such as blue eyed children are not allowed to talk in class, and children with braces are shunned by others. It’s not much, but it gives the students a first hand experience as to discrimination. After reading the book, my students engage in center activities. My purpose for engagement in the centers at this time is to help the students get a better understanding of that time in history and to guide them in using their understanding of the message of the story read.
There are five centers. The first center (Technology Center) is one where the students go to an interactive website and actually take a journey on the Underground Railroad. The journey resembles a “choose you own adventure” book where the student can choose which path to take, given a few choices. They may go back to the site at a future time and change their choices to see what different things could happen to them if they made different choices. The second center is a music center where the students listen to Go Down Moses, The Drinking Gourd Song, and The Underground Railroad (a rap song describing slavery and the Underground Railroad.) The third center is a writing center where the students’ task is to write the “next” chapter of the story or an epilogue. They must keep in mind that they have to be true to the story and the times. The fourth center is an art/math center where the students are to use the symbols used on quilts during the time of slavery and create a quilt that would relay a message to the slaves to help them reach freedom. Sample quilt square patterns that were actually used during that time are displayed for the students to use and to help them brainstorm as to patterns they can create that would be symbolic of the times. An explanation of the is required as well. The fifth center is a vocabulary center where students work on a word search and crossword puzzle to reinforce their knowledge of words they have hopefully added to their vocabulary.
I usually have the students visit two centers a day with the last day visiting the fifth center (the one that they haven’t visited yet. After the students have visited all five centers and started each task linked to that particular center, the students continue to complete each of the five tasks. They may revisit any of the centers at any time. The students may work alone or with others. Each center has its own set of rules. At the culmination of the activities, each child would have 1) taken a journey on the Underground Railroad and reflected about it in writing, 2) written a poem or song with words (lyrics) relating to slavery, 3) written a chapter or epilogue to continue the Freedom Crossing story, 4) completed a “paper” quilt using graph paper and geometric forms to create a story, and 5) completed two puzzles using newly acquired vocabulary. I assess my students along the way to ensure that meaningful learning is happening and their presentations validate their learning. The Q&A session and certain representations in their projects will help with the summative assessment of the understanding of tolerance.
The table-top display that we are creating at the Newark Museum will depict a learning center. We have learned that when putting our table-top display together we will need to focus on certain things. First of all we will need to make the purpose of our display very clear. Having a focal point using what we feel is the most important form of art in our display would need to be considered. Having text that is clear and concise, as well as headings and titles that are bold and placed strategically will help to keep the students interested. Too much text may turn them off. Due to the fact that people spend about seven seconds in front of a display, as Kevin stated, incorporating interactive elements would help hold the students’ interest. The table-top display that we are putting together would incorporate many different activities that could be broken down into individual learning centers. From any learning center activity, a teacher would lead their students to inquiry questions and further ideas to explore and learn about.
The attached sites give you many answers and ideas to problem/project-based learning.
http://homepage.mac.com/cohora/pbl/pblin.html
http://www.amphi.com/teachers/pgreenleaf/edtech/pblactivities.html
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