Monday, April 30, 2007
Teaching Metaphor Revisited
In looking back at the teaching metaphor I created at the beginning of the semester, a gardner still seems like an appropriate parallel to teaching. Though the focus of the course was largely assessment, differentiation (including differentiation of assessment) was discussed throughout the class as well. Each students has a special set of backgrounds, interests strengths and weaknesses and it is important that all of these are considered when a teacher is planning both instruction AND assessment. Just as flowers need different amounts of light and water, students need lessons that are taught in different modes of learning, tests in varying formats, and different amounts of time spent on specific subjects. Just like a gardner must attend to the needs of all of his or her plants, a teacher must do the same with his or her students, so that they may grow and succeed!
Thursday, April 5, 2007
Our Last Lesson (Really Sad!)
(Taught 3/30)
After the previous lesson, TP and I were really nervous about teaching (and being observed) the following day! Much to our excitement, the lesson went off almost without a hitch (except for the fact that we perpetually say "you guys").
TP began the lesson with a short review of the day before. She then explained our "detective mission". The kids worked with their table groups to look through 4 lost "explorer chest". Each chest had in it objects that were related to one of the four explorers. Students had to look at the objects in each chest and speculate as to which explorers chest it was. They also had to give their rational as to how they knew.
The kids were able to correctly identify each explorer, and were also able to explain their reasoning. They were, for the most part, on task throughout the activity and worked well in their teams. After each group had time to look at all four boxes and fill in their "detective reports", TP had them come together and go over their answers.
I then transitioned the kids into a Jeopardy game where kids again worked in their table teams to answer questions. Like with the box activity, their abilities exceeded our expectations. There was not a single question they did not know, which must mean that we actually got the material across. Like mentioned in class on Tuesday, is was exciting to see that "We can teach and they will learn!". One problem with the Jeopardy game, which was my fault, was that there were 5 categories with 5 questions in each, but there were 4 table groups. This gave one group an unfair advantage, because they were able to answer 2 500 pt questions. The children of course pointed out that it wasn't fair, and if I were to teach again I would make sure that the game was completely fair. That is still so important to children at this age.
After the game we celebrated their "solving the case of the missing explorer chests" and finishing their unit with cupcakes. Ms. K administered their summative assessment (which she is using for their unit test grade) that afternoon, and we have not yet gotten them back. I am very excited to see how the students did, it is always so encouraging when they do perform well and show a good understanding of the material.
I know that TP and I will really miss going into our school and being in our 3rd grade classroom. Ms. K was awesome and our students were so sweet (they were really sad to see us go). I am really encouraged by this experience, and, though I'm still a little nervous, I really am so encouraged to know that I can teach and they will learn!!
After the previous lesson, TP and I were really nervous about teaching (and being observed) the following day! Much to our excitement, the lesson went off almost without a hitch (except for the fact that we perpetually say "you guys").
TP began the lesson with a short review of the day before. She then explained our "detective mission". The kids worked with their table groups to look through 4 lost "explorer chest". Each chest had in it objects that were related to one of the four explorers. Students had to look at the objects in each chest and speculate as to which explorers chest it was. They also had to give their rational as to how they knew.
The kids were able to correctly identify each explorer, and were also able to explain their reasoning. They were, for the most part, on task throughout the activity and worked well in their teams. After each group had time to look at all four boxes and fill in their "detective reports", TP had them come together and go over their answers.
I then transitioned the kids into a Jeopardy game where kids again worked in their table teams to answer questions. Like with the box activity, their abilities exceeded our expectations. There was not a single question they did not know, which must mean that we actually got the material across. Like mentioned in class on Tuesday, is was exciting to see that "We can teach and they will learn!". One problem with the Jeopardy game, which was my fault, was that there were 5 categories with 5 questions in each, but there were 4 table groups. This gave one group an unfair advantage, because they were able to answer 2 500 pt questions. The children of course pointed out that it wasn't fair, and if I were to teach again I would make sure that the game was completely fair. That is still so important to children at this age.
After the game we celebrated their "solving the case of the missing explorer chests" and finishing their unit with cupcakes. Ms. K administered their summative assessment (which she is using for their unit test grade) that afternoon, and we have not yet gotten them back. I am very excited to see how the students did, it is always so encouraging when they do perform well and show a good understanding of the material.
I know that TP and I will really miss going into our school and being in our 3rd grade classroom. Ms. K was awesome and our students were so sweet (they were really sad to see us go). I am really encouraged by this experience, and, though I'm still a little nervous, I really am so encouraged to know that I can teach and they will learn!!
Christopher Newport (Lesson 4)
(Taught 3/29)
At some point in their careers, every teacher must have a lesson, that for some reason or other goes horribly horribly wrong. I guess before this lesson, I forgot that could happen. The kids in our classroom are, for the most part, very well behaved. Also, they are idenified gifted in science and social studies (the block we observe), and almost always grasp the material without any trouble. There have been a few instances where they were fidgety, or slightly off task, but we've never had any major problems in the classroom either with behavior or students struggling to understand content. It might have been the "almost Spring Break" syndrome, but this particular lesson was out of control.
Even though TP taught, we had discussed the lesson together prior to her teaching. The plan was for students to pretend to "go along on the journey" with Christopher Newport, and even experience what sailors and their men ate while aboard the ships (seabiscuits, made of only flour and water). Afterwards, they were going to participate in an online Jamestown simulation where they were able to make choices as if they were settlers themselves. TP and I thought these would be meaningful learning activities, but on this particular day, they did not go according to plan.
First, the kids did not seem interested in pretending to be on the ship. They kind of sat there, as if they didn't know what to do or were to old for this. Then, when they were given the seabiscuits, they tasted and hated them (which led to throwing and spitting them). They were completely lost after that, and were no long focusing on TP and her lesson, but on how discusting the biscuits were. Finally, by the time we got to the online simulation, they were hyper and out of control. Treating the activity like a video game (where they wanted to attack and build a castle) only got them even more stirred up.
By the end of the lesson, TP looked completely miserable. I could tell how upset she was about how badly the lesson had went. Our teacher, who had attempted a few times to get the students on task, made them sit in silence before going to specials. She told TP that it was probably just Spring Break being so close.
There are a few things we could and would do differently if reteaching this lesson (such as more structure and classroom management) but ultimately I think it must have just been a bad days for the students. I know I always get pretty restless right before a big break!!
At some point in their careers, every teacher must have a lesson, that for some reason or other goes horribly horribly wrong. I guess before this lesson, I forgot that could happen. The kids in our classroom are, for the most part, very well behaved. Also, they are idenified gifted in science and social studies (the block we observe), and almost always grasp the material without any trouble. There have been a few instances where they were fidgety, or slightly off task, but we've never had any major problems in the classroom either with behavior or students struggling to understand content. It might have been the "almost Spring Break" syndrome, but this particular lesson was out of control.
Even though TP taught, we had discussed the lesson together prior to her teaching. The plan was for students to pretend to "go along on the journey" with Christopher Newport, and even experience what sailors and their men ate while aboard the ships (seabiscuits, made of only flour and water). Afterwards, they were going to participate in an online Jamestown simulation where they were able to make choices as if they were settlers themselves. TP and I thought these would be meaningful learning activities, but on this particular day, they did not go according to plan.
First, the kids did not seem interested in pretending to be on the ship. They kind of sat there, as if they didn't know what to do or were to old for this. Then, when they were given the seabiscuits, they tasted and hated them (which led to throwing and spitting them). They were completely lost after that, and were no long focusing on TP and her lesson, but on how discusting the biscuits were. Finally, by the time we got to the online simulation, they were hyper and out of control. Treating the activity like a video game (where they wanted to attack and build a castle) only got them even more stirred up.
By the end of the lesson, TP looked completely miserable. I could tell how upset she was about how badly the lesson had went. Our teacher, who had attempted a few times to get the students on task, made them sit in silence before going to specials. She told TP that it was probably just Spring Break being so close.
There are a few things we could and would do differently if reteaching this lesson (such as more structure and classroom management) but ultimately I think it must have just been a bad days for the students. I know I always get pretty restless right before a big break!!
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