In reminiscing about the plethora of information that we have gained this past semester it seems to be overwhelming to say the least. What can I say to tie the bow on top of the present that is this semester. What I am able to say is that this class has been appropriately challenging, but now that I look back I believe that all of the assignments were necessary for our development. While there were many group texts and frustration it was all worth it. I feel that we are better prepared to dive into the abyss that is student teaching, and more importantly the career for the rest of our lives.
I think this class pushed us past our comfort zones into the unknown, where I believe that we were able to swim. In viewing the information we have gained this semester I believe that we effectively demonstrated Teacher leadership. We were constantly learning and leading in the profession as student teachers. For the final blog I believe I will do a summation of this semester in a poem.
In this semester we have learned a lot.
Mostly, about concept instruction and how it should be taught.
Generalizations and guiding questions
Help students gain information to help in their professions.
Technology is important,
and doesn't have to be abhorrent.
Remember to follow the SAMR model
It will help you propel into technology, full throttle.
Don't forget TPACK
It will help your instruction and that's a fact.
Hopefully, you can see literacy
In areas from A to Z
To be an effective teacher follow NCPTS
and your life will be demonstrated through its best.
Be a Leader!
Respect Diversity!
Know the Content!
Facilitate learning!
And Most important reflect on your practice
Or your teaching instruction will be like touching a cactus!
Tuesday, April 28, 2015
Wednesday, April 15, 2015
Virtual Meeting with Fay Gore
Yesterday's class was interesting and so informative. Ms. Fay Gore is an inspiration to me as a future teacher. As of yesterday in class we gained much information about Social Studies instruction. A great piece of information that I heard Ms. Gore speak upon was the C3 Framework. My gears began to turn in my mind and I became very curious about the C3 Framework. So I took to a Twitter chat to find out more information on the subject.
So this what I found. NCSS tweeted @CivicYouth on C3 implementation in the states http://ow.ly/KTIjt #sschat #c3framework. I clicked on the link and it directed me to http://www.civicyouth.org/states-are-implementing-the-c3-college-career-and-citizenship-framework/. This website provided great information on the C3 Framework. It explains that " The C3 is not a prescriptive set of standards, bit a guide for states as they revise their own standards and other regulations, frameworks, and laws that govern social studies. It is intended to make the social studies more coherent, more challenging, and better aligned with what citizens need to learn and do." The website also explained just as Ms.Gore did that North Carolina will begin revision in 2015-2016, but the state is using the C3 as a curriculum framework.
Also, I found a great resource from a pdf. This resource explains that the "primary purpose of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards is to provide guidance to states on the concepts, skills, and disciplinary tools necessary to prepare students for college, career, and civic life. In doing so, the C3 Framework offers guidance and support for rigorous student learning. That guidance and support takes form in an Inquiry Arc—a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies: 1 Developing questions and planning inquiries; 2 Applying disciplinary concepts and tools; 3 Evaluating sources and using evidence; and 4 Communicating conclusions and taking informed action."
As a future teacher this is very important to recognize and implement in the classroom. The C3 framework is weaved into our Common Core and Essential Standards. Just as the C3 framework is used to " align standards with what citizens need to learn and do" we must also teach these concepts to our students. The resource provided a great quote, "ACTIVE AND RESPONSIBLE CITIZENS identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small." We as teachers must teach our students to be aware of their responsibilities and to demonstrate these actions for our students.
Resources:
http://www.civicyouth.org/states-are-implementing-the-c3-college-career-and-citizenship-framework/
http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf
So this what I found. NCSS tweeted @CivicYouth on C3 implementation in the states http://ow.ly/KTIjt #sschat #c3framework. I clicked on the link and it directed me to http://www.civicyouth.org/states-are-implementing-the-c3-college-career-and-citizenship-framework/. This website provided great information on the C3 Framework. It explains that " The C3 is not a prescriptive set of standards, bit a guide for states as they revise their own standards and other regulations, frameworks, and laws that govern social studies. It is intended to make the social studies more coherent, more challenging, and better aligned with what citizens need to learn and do." The website also explained just as Ms.Gore did that North Carolina will begin revision in 2015-2016, but the state is using the C3 as a curriculum framework.
Also, I found a great resource from a pdf. This resource explains that the "primary purpose of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards is to provide guidance to states on the concepts, skills, and disciplinary tools necessary to prepare students for college, career, and civic life. In doing so, the C3 Framework offers guidance and support for rigorous student learning. That guidance and support takes form in an Inquiry Arc—a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies: 1 Developing questions and planning inquiries; 2 Applying disciplinary concepts and tools; 3 Evaluating sources and using evidence; and 4 Communicating conclusions and taking informed action."
As a future teacher this is very important to recognize and implement in the classroom. The C3 framework is weaved into our Common Core and Essential Standards. Just as the C3 framework is used to " align standards with what citizens need to learn and do" we must also teach these concepts to our students. The resource provided a great quote, "ACTIVE AND RESPONSIBLE CITIZENS identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small." We as teachers must teach our students to be aware of their responsibilities and to demonstrate these actions for our students.
Resources:
http://www.civicyouth.org/states-are-implementing-the-c3-college-career-and-citizenship-framework/
http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf
Tuesday, April 7, 2015
NCPTS
This last two weeks of class have been very important and dare I say stressful. Stressful in a good way, if stress can be good! In these last two weeks we have studied extensively on the Teacher Candidate standards that we must demonstrate as student teachers but most importantly as teachers in the classroom. The enormity and weightiness of these standards have shown me areas in which I need to grow in to be proficient. The significance of these standards are more important to me now then ever before because in less than a year I will be student teaching. I have done much self-reflection this week in seeing where I need to grow and improve. So, in this week's blog I have decided to summarize the five standards and relate them to the classroom.
Standard One: Teacher Demonstrates Leadership
Teachers are to demonstrate leadership in the classroom, in their school, and in the profession. The demonstration of leadership allows the teacher to be accountable for their actions and to continue to grow as not only teachers but as learners. As a teacher leader in the classroom the teacher takes responsibility for the progress of all of their students. In being a leader in the school the teacher is to collaborate with colleagues and establish goals and plans for the improvement of the school. As a leader in the profession, teachers should constantly be making strides to promote professional growth.
Standard Two: Teachers Establish a Respectful Environment for a Diverse Population of Students
As I explained in class today standard two follows the idea that teachers should not only respect and accept diversity in the classroom but it should flow into the instruction. Teachers can say that they are treating everyone fairly and respect them, but the instruction may not be differentiated for the diversity of the classroom.
Standard Three: Teachers Know the Content They Teach
This standard may seem silly but it is a very important and relevant standard. If we as teachers do not know what we are teaching, then we are not teaching. The most important thing that should be followed in demonstrating this standard is to know the NCSCOS. While being in Social Studies Methods I have become so familiar with Social Studies standards and we as teachers should know all of the standards. As a elementary education teacher it is our job to master K-6 content. Failing to demonstrate this standard will not only affect our teaching but will affect the learning of our students. Being in the 21st century we no longer have the excuse to not know something. All the information is at our fingertips.
Standard Four: Teachers Facilitate Learning for Their Students
In facilitating learning teachers should know their students and how they think and learn. If our instruction is not differentiated based on their needs than we are neglecting the essentiality of allowing our students to learn freely and without judgment. Teachers should know how to communicate with their students. Another key factor to facilitating learning is in how we assess our students. Our formative and summative assessments must be put in place that allows us to develop our lessons based on what our students are gaining from our instruction. I have had to learn quickly that if something is not working don't be afraid to change it. It is better to change your plan than to have students fall into a gap.
Standard Five: Teachers Reflect on Their Practice
Lastly, but certainly not least is teachers reflect on their practice. As a future teacher I have had to learn to reflect on the lessons that I have taught. While many times it is hard to do it is absolutely necessary. The document provided by the state outlines the great purpose of reflecting on our practice as, "Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement..." Improvement of our practice is what comes out of reflecting on our practice. I don't know about you but I am not perfect so this provides a way that I can hone in on my weaknesses and make them stronger.
Here is the document that is provided from the State of North Carolina on the professional standards. http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
Standard One: Teacher Demonstrates Leadership
Teachers are to demonstrate leadership in the classroom, in their school, and in the profession. The demonstration of leadership allows the teacher to be accountable for their actions and to continue to grow as not only teachers but as learners. As a teacher leader in the classroom the teacher takes responsibility for the progress of all of their students. In being a leader in the school the teacher is to collaborate with colleagues and establish goals and plans for the improvement of the school. As a leader in the profession, teachers should constantly be making strides to promote professional growth.
Standard Two: Teachers Establish a Respectful Environment for a Diverse Population of Students
As I explained in class today standard two follows the idea that teachers should not only respect and accept diversity in the classroom but it should flow into the instruction. Teachers can say that they are treating everyone fairly and respect them, but the instruction may not be differentiated for the diversity of the classroom.
Standard Three: Teachers Know the Content They Teach
This standard may seem silly but it is a very important and relevant standard. If we as teachers do not know what we are teaching, then we are not teaching. The most important thing that should be followed in demonstrating this standard is to know the NCSCOS. While being in Social Studies Methods I have become so familiar with Social Studies standards and we as teachers should know all of the standards. As a elementary education teacher it is our job to master K-6 content. Failing to demonstrate this standard will not only affect our teaching but will affect the learning of our students. Being in the 21st century we no longer have the excuse to not know something. All the information is at our fingertips.
Standard Four: Teachers Facilitate Learning for Their Students
In facilitating learning teachers should know their students and how they think and learn. If our instruction is not differentiated based on their needs than we are neglecting the essentiality of allowing our students to learn freely and without judgment. Teachers should know how to communicate with their students. Another key factor to facilitating learning is in how we assess our students. Our formative and summative assessments must be put in place that allows us to develop our lessons based on what our students are gaining from our instruction. I have had to learn quickly that if something is not working don't be afraid to change it. It is better to change your plan than to have students fall into a gap.
Standard Five: Teachers Reflect on Their Practice
Lastly, but certainly not least is teachers reflect on their practice. As a future teacher I have had to learn to reflect on the lessons that I have taught. While many times it is hard to do it is absolutely necessary. The document provided by the state outlines the great purpose of reflecting on our practice as, "Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement..." Improvement of our practice is what comes out of reflecting on our practice. I don't know about you but I am not perfect so this provides a way that I can hone in on my weaknesses and make them stronger.
Here is the document that is provided from the State of North Carolina on the professional standards. http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
Wednesday, March 25, 2015
Teaching With A Flipped Lesson
As I have gained the experience of teaching a flipped lesson and using learning experiences for the next day in class I found that it is interesting to say the least. Honestly, I really like the flipped classroom it allows for the teacher and the students to participate in learning experiences that will enrich their understanding of the information that it being taught.
As of yesterday I taught my first flipped lesson and did the learning experiences in class. While technology was not cooperative as I would have liked I did think that the lesson was overall good. Of course there are always things that I can improve on but I think that it was pretty successful.
For my blog this week I wanted to do a self-reflection on my lesson. First of all I should have checked the technical resources that I was using in my lesson before I taught. Secondly, I did not give the "ground rules" on the use of cellphones in the classroom. As we all know it is extremely hard to make the connection that while we are teaching college students we should teach/treat them as the grade that we are teaching.
Overall, I feel that the flip lessons that have been taught for Social Studies methods have been great and I believe that it has greatly prepared us for teaching in an actual classroom.
As pertaining to the NC Professional Teaching Standards I feel that I was able to demonstrate all of the standards but I do believe that I do need some work in standard four that Teacher Facilitates Learning for Their Students. I do not know if I clarified the expectations for the students or if I was able to successful allow them to learn and grow during the lesson.
I thought I would post flip classroom lesson! Enjoy!
http://app.emaze.com/@AOTWCCRF/trail-of-tears
As of yesterday I taught my first flipped lesson and did the learning experiences in class. While technology was not cooperative as I would have liked I did think that the lesson was overall good. Of course there are always things that I can improve on but I think that it was pretty successful.
For my blog this week I wanted to do a self-reflection on my lesson. First of all I should have checked the technical resources that I was using in my lesson before I taught. Secondly, I did not give the "ground rules" on the use of cellphones in the classroom. As we all know it is extremely hard to make the connection that while we are teaching college students we should teach/treat them as the grade that we are teaching.
Overall, I feel that the flip lessons that have been taught for Social Studies methods have been great and I believe that it has greatly prepared us for teaching in an actual classroom.
As pertaining to the NC Professional Teaching Standards I feel that I was able to demonstrate all of the standards but I do believe that I do need some work in standard four that Teacher Facilitates Learning for Their Students. I do not know if I clarified the expectations for the students or if I was able to successful allow them to learn and grow during the lesson.
I thought I would post flip classroom lesson! Enjoy!
http://app.emaze.com/@AOTWCCRF/trail-of-tears
Wednesday, March 18, 2015
Digital Literacy
As of yesterday literacy in our minds was parallel with reading. When asked what is literacy?, we responded with books, comprehension, understanding, fluency, etc. When asked about literacy in 2015, our answers changed drastically. We moved away from literacy just involving reading but expanded it to many other specified areas. These areas included economics, environmental, and also digital literacy. By the time I left class the gears in my mind were turning.As has been explained over the past few months in class technology has spread to many and almost all aspects of our lives.
To gain deeper understanding of literacy in 2015 and specifically digital literacy I went on the search for other information. I found a pdf by Yoram Eshet-Alkalai and Oren Soffer. They explain that concerning technology, "It has become an essential element in learning, interpersonal communication, organizational work, and our leisure time. Extensive research has recently undertaken to assess how digital technologies—such as e-book readers, social media, mobile technologies and multi-player online games—are actually altering the traditional modes of learning, knowledge construction, cognitive and social skills, information distribution and consumption, as well as social participation and relationships."
I believe these two sentences capture the fact that technology plays a large role in today's society and not only in society but also in education. The last sentence explains that it has changed the traditional modes of learning, knowledge construction, cognitive and social skills, etc.
This resource explains that digital literacy is defined as " the ever-expanding and changing digital technologies confront users with the need to master a wide range of technological, cognitive and social competences." The resource also details that " users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose."
As future teachers it is not only our duty to have our students to be literate in language arts but also in an ever-changing era of technology. The large role of technology should not only change the traditional modes of instruction but should also change the way teachers teach. In NCPTS standard explains that teachers demonstrate leadership. In following this standard of helping our children become digitally literate we are taking responsibility for our students learning.
I also found a great video that may help with understanding digital literacy!
Resources:
http://www.ifets.info/journals/15_2/1.pdf
https://www.youtube.com/watch?v=ESSIcLO3Z_Q
To gain deeper understanding of literacy in 2015 and specifically digital literacy I went on the search for other information. I found a pdf by Yoram Eshet-Alkalai and Oren Soffer. They explain that concerning technology, "It has become an essential element in learning, interpersonal communication, organizational work, and our leisure time. Extensive research has recently undertaken to assess how digital technologies—such as e-book readers, social media, mobile technologies and multi-player online games—are actually altering the traditional modes of learning, knowledge construction, cognitive and social skills, information distribution and consumption, as well as social participation and relationships."
I believe these two sentences capture the fact that technology plays a large role in today's society and not only in society but also in education. The last sentence explains that it has changed the traditional modes of learning, knowledge construction, cognitive and social skills, etc.
This resource explains that digital literacy is defined as " the ever-expanding and changing digital technologies confront users with the need to master a wide range of technological, cognitive and social competences." The resource also details that " users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose."
As future teachers it is not only our duty to have our students to be literate in language arts but also in an ever-changing era of technology. The large role of technology should not only change the traditional modes of instruction but should also change the way teachers teach. In NCPTS standard explains that teachers demonstrate leadership. In following this standard of helping our children become digitally literate we are taking responsibility for our students learning.
I also found a great video that may help with understanding digital literacy!
http://www.ifets.info/journals/15_2/1.pdf
https://www.youtube.com/watch?v=ESSIcLO3Z_Q
Wednesday, March 4, 2015
TPACK
Well once again we are on the up on how to integrate technology in the classroom. In yesterday's class meeting we discussed TPACK. As of the end of class yesterday I felt pretty confident that we succeed in properly gaining understanding of what TPACK is. If I were to define TPACK is would be the cohesion of Technology, Pedagogy and Content that successful allows students to reach their potential for learning and developing.
Because I am not an expert in TPACK mostly because only 24 hours ago was my first encounter I went on a search to deepen my understanding. So I took to a twitter chat and found great buzz about Dr. Matthew Koehler. Dr. Koehler maintains a website about TPACK. Fortunately he explains that TPACK, "attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge..." Of course we learned yesterday these three forms of knowledge are Content Knowledge, Pedagogical Knowledge, and Technological Knowledge.
TPACK incorporates the cohesion of these primary forms of knowledge rather than isolating them. As we discussed in class, 15 years ago content and pedagogy knowledge were all that teachers needed to teach because technology had not taken the center of learning as of yet. For 2015 teachers and beyond we have the task of incorporating not only content and pedagogy but also technology. As a future teacher I find it quite intimidating to know that there is so much that we should be doing and it is not being done intentionally nor appropriately.
Our TPACK game yesterday was very eye-opening for my understanding. We were able to incorporate standards, strategies, and technology. What I think was the greatest learning experience from the game was to be able to change the form of technology that we were using based on the content or pedagogy. I feel that it is very important that I take the same strategies to the classroom. To be an intentional teacher in my future classroom, TPACK should be a prevalent and should fit the students that I will be teaching that have developed in an era of technology.
If you are still struggling with TPACK here is a great video that you should watch!
Resources:
http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
https://www.youtube.com/watch?v=FagVSQlZELY
Because I am not an expert in TPACK mostly because only 24 hours ago was my first encounter I went on a search to deepen my understanding. So I took to a twitter chat and found great buzz about Dr. Matthew Koehler. Dr. Koehler maintains a website about TPACK. Fortunately he explains that TPACK, "attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge..." Of course we learned yesterday these three forms of knowledge are Content Knowledge, Pedagogical Knowledge, and Technological Knowledge.
TPACK incorporates the cohesion of these primary forms of knowledge rather than isolating them. As we discussed in class, 15 years ago content and pedagogy knowledge were all that teachers needed to teach because technology had not taken the center of learning as of yet. For 2015 teachers and beyond we have the task of incorporating not only content and pedagogy but also technology. As a future teacher I find it quite intimidating to know that there is so much that we should be doing and it is not being done intentionally nor appropriately.
Our TPACK game yesterday was very eye-opening for my understanding. We were able to incorporate standards, strategies, and technology. What I think was the greatest learning experience from the game was to be able to change the form of technology that we were using based on the content or pedagogy. I feel that it is very important that I take the same strategies to the classroom. To be an intentional teacher in my future classroom, TPACK should be a prevalent and should fit the students that I will be teaching that have developed in an era of technology.
If you are still struggling with TPACK here is a great video that you should watch!
Resources:
http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
https://www.youtube.com/watch?v=FagVSQlZELY
Wednesday, February 25, 2015
SAMR
As was concluded from yesterday's virtual class it is very evident that SAMR is a hard but necessary model that should be followed in classrooms. As seen yesterday the S and A of SAMR are relativity easy to accomplish in the classroom but M and R takes actual work. It's scary to say this but the M and R of SAMR are where learning occurs. Also, many teachers say that they use technology in their classroom but as my experience was in school we never made it past S in SAMR. I have to remember that this is to help me as a teacher not to cause my demise. Just trying to add a little humor to alleviate the thought that I am to be using this model in my future classroom while integrating effective uses of technology. It is absolutely essential that we apply SAMR model to our classroom in doing so we are demonstrating NC Professional Standard Four,Teachers Facilitate Learning.
I found a wonderful blog that allowed me to deepen my understanding of SAMR, The blog is Education Technology and Mobile Learning. This blog explained...
Substitution
In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. The task (writing) is the same but tools are different.
Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionality. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionality. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".
The blog was also accompanied with a SAMR video that was also used in the SAMR breakout session of Keeping Learning Alive.
Tuesday, February 17, 2015
Learning Experiences and Guiding Questions
In an effort to explore and deepen my understanding of learning experiences I went on a search. Fortunately, I was able to find the pdf of chapter 5, Concept Based Teaching and Learning. This article not only helped me to deepen my understanding of learning experiences is also helped me with developing my guiding questions for my CBI unit plan. This pdf is from a book, The Developing Concept-Based Teacher. This pdf explains
"A developing concept-based teacher evolves in multiple ways.
The following three categories capture the essential areas of a teacher’s growing expertise:"
• Understanding Concept-Based Curriculum and Instruction
• Concept-Based Lesson Planning
• Concept-Based Instruction
There is a great explanation that is provided in the different parts of concept-based instruction and these three points are for when a teacher is developing his/her lesson,
In planning a concept-based lesson, there needs to be coherence among each of the lesson components. This means:
• the examples of factual content and skills exemplify the generalization(s) (conceptual understandings) students are expected to realize,
• guiding questions are used to bridge students’ thinking from the factual knowledge (or examples) to the generalization (conceptual level of understanding),
• the learning experiences (student assignments) are designed to support students’ learning of the knowledge and/or processes that exemplify the generalizations to be realized and understood, and finally,
• assessments are aligned to the identified learning targets, knowledge, skills, and understanding(s), of the lesson.
This pdf helped me out greatly. In understanding that fact based instruction is no longer an effective way in which to reach my future students it is absolutely essential that I gain as much knowledge that I need to help my students to grow and understand social studies. If I neglect to put guiding questions in my lesson then students will not be able to connect the factual information to the concepts that I am trying to teach. Also, learning experiences are used to support students' learning and allow the teacher to see the understanding of his/her students. In connecting this with the NC Teaching Standards it is very evident that it encompasses, Teachers Demonstrate Leadership, Teachers Know The Content They Teach, and Teachers Facilitate Learning For Their Students.
Resource:
http://www.sagepub.com/upm-data/59988_Erickson_57_60.pdf
"A developing concept-based teacher evolves in multiple ways.
The following three categories capture the essential areas of a teacher’s growing expertise:"
• Understanding Concept-Based Curriculum and Instruction
• Concept-Based Lesson Planning
• Concept-Based Instruction
There is a great explanation that is provided in the different parts of concept-based instruction and these three points are for when a teacher is developing his/her lesson,
In planning a concept-based lesson, there needs to be coherence among each of the lesson components. This means:
• the examples of factual content and skills exemplify the generalization(s) (conceptual understandings) students are expected to realize,
• guiding questions are used to bridge students’ thinking from the factual knowledge (or examples) to the generalization (conceptual level of understanding),
• the learning experiences (student assignments) are designed to support students’ learning of the knowledge and/or processes that exemplify the generalizations to be realized and understood, and finally,
• assessments are aligned to the identified learning targets, knowledge, skills, and understanding(s), of the lesson.
This pdf helped me out greatly. In understanding that fact based instruction is no longer an effective way in which to reach my future students it is absolutely essential that I gain as much knowledge that I need to help my students to grow and understand social studies. If I neglect to put guiding questions in my lesson then students will not be able to connect the factual information to the concepts that I am trying to teach. Also, learning experiences are used to support students' learning and allow the teacher to see the understanding of his/her students. In connecting this with the NC Teaching Standards it is very evident that it encompasses, Teachers Demonstrate Leadership, Teachers Know The Content They Teach, and Teachers Facilitate Learning For Their Students.
Resource:
http://www.sagepub.com/upm-data/59988_Erickson_57_60.pdf
Tuesday, February 10, 2015
Performance Tasks in CBI
Today's class was quite informative, Of course we continued on our journey of unlearning and relearning. Activities are yesterday's old news and learning experiences and performance tasks are the new buzz. I can hear students cheering all over the United States where there is no longer a worksheet that has to be given to assess them or unclear guidelines for them to achieve.
In my search to deepen my understanding for developing performance tasks for my unit I found a pdf from learner.org. This document provided three steps to develop an authentic assessment.
Step 1
List the skills and knowledge you wish to have students learn as a result of completing a task. As tasks are designed, one should begin by identifying the types of knowledge and skills students are expected to learn and practice. These should be of high value, worth teaching to, and worth learning. In order to be authentic, they should be similar to those which are faced by adults in their daily lives and work.
Step 2
Design a performance task which requires the students to demonstrate these skills and knowledge. The performance tasks should motivate students. They also should be challenging, yet achievable. That is, they must be designed so that students are able to complete them successfully. In addition, one should seek to design tasks with sufficient depth and breadth so that valid generalizations about overall student competence can be made.
Step 3
Develop explicit performance criteria which measure the extent to which students have mastered the skills and knowledge. It is recommended that there be a scoring system for each performance task
I do not know how many times I created my lesson before my performance tasks. I was taught just last semester that the summative assessment must be completed before my lesson or unit is created. As was explained in class when your assessment parallels with the lesson/unit we create a VALID assessment. If we create valid assessments we are helping our students connect with the information that is being taught and this also allows our students to reflect on their learning. I feel that creating an assessment that aligns with the lesson follows standard four of the NCPTS, Teachers Facilitate Learning for Their Students.
Resource:
http://www.learner.org/workshops/socialstudies/pdf/session7/7.PerformanceAssessment.pdf
In my search to deepen my understanding for developing performance tasks for my unit I found a pdf from learner.org. This document provided three steps to develop an authentic assessment.
Step 1
List the skills and knowledge you wish to have students learn as a result of completing a task. As tasks are designed, one should begin by identifying the types of knowledge and skills students are expected to learn and practice. These should be of high value, worth teaching to, and worth learning. In order to be authentic, they should be similar to those which are faced by adults in their daily lives and work.
Step 2
Design a performance task which requires the students to demonstrate these skills and knowledge. The performance tasks should motivate students. They also should be challenging, yet achievable. That is, they must be designed so that students are able to complete them successfully. In addition, one should seek to design tasks with sufficient depth and breadth so that valid generalizations about overall student competence can be made.
Step 3
Develop explicit performance criteria which measure the extent to which students have mastered the skills and knowledge. It is recommended that there be a scoring system for each performance task
I do not know how many times I created my lesson before my performance tasks. I was taught just last semester that the summative assessment must be completed before my lesson or unit is created. As was explained in class when your assessment parallels with the lesson/unit we create a VALID assessment. If we create valid assessments we are helping our students connect with the information that is being taught and this also allows our students to reflect on their learning. I feel that creating an assessment that aligns with the lesson follows standard four of the NCPTS, Teachers Facilitate Learning for Their Students.
Resource:
http://www.learner.org/workshops/socialstudies/pdf/session7/7.PerformanceAssessment.pdf
Tuesday, February 3, 2015
Generalizations
What we did in class today, was a real brain workout. Honestly, a brain workout is a understatement. While I left wishing I had taken Tylenol I did however understand how to make generalizations a little better after class.
I did not realize that we were having to completely forget the way that we were taught in school and re-learn the effective and appropriate way.
I found a blog that discussed generalizations. In Bridging The Gap, there is a great definition for generalizations."Generalizations: a statement of a relationship between two or more concepts. It is believed to be true and applies to similar situations regardless of time, space, and culture. This statement may be used as a tool for prediction and is often framed as an if/then statement.
Here is a quote taken from the blog that discusses the importance of generalization:
"Shively & Misco (2009) suggest that generalizations are a logical step in teaching kids to think critically about what they know and transferring that knowledge to a variety of topics within the social studies.After understanding the relationship between "fact" and "concept" students will be capable of producing high-quality generalizations that eliminate isolation of ideas and stimulate crossover and relevance to the social studies curriculum."
What we did in class today follows along with the quote presented in Bridging The Gap. We were able to make connections with concepts such as environment, society, regions,leadership, culture, diversity, and many of others. Bridging The Gap explains that lack of generalizations is caused by increased burden of testing and standards.
Also, here is another great quote that shows the potential outcomes that can be seen by teaching generalizations in the classroom.
"Not only does a focus on generalizations have the promise to enhance vibrancy of classes and student interest, but it also as the potential to raise test scores through enhanced understanding of the content and improve the development of citizenship skills and dispositions."
For More Visit:
https://researchtopractice.wordpress.com/2010/04/25/the-importance-of-generalizations-in-social-studies/
I did not realize that we were having to completely forget the way that we were taught in school and re-learn the effective and appropriate way.
I found a blog that discussed generalizations. In Bridging The Gap, there is a great definition for generalizations."Generalizations: a statement of a relationship between two or more concepts. It is believed to be true and applies to similar situations regardless of time, space, and culture. This statement may be used as a tool for prediction and is often framed as an if/then statement.
Here is a quote taken from the blog that discusses the importance of generalization:
"Shively & Misco (2009) suggest that generalizations are a logical step in teaching kids to think critically about what they know and transferring that knowledge to a variety of topics within the social studies.After understanding the relationship between "fact" and "concept" students will be capable of producing high-quality generalizations that eliminate isolation of ideas and stimulate crossover and relevance to the social studies curriculum."
What we did in class today follows along with the quote presented in Bridging The Gap. We were able to make connections with concepts such as environment, society, regions,leadership, culture, diversity, and many of others. Bridging The Gap explains that lack of generalizations is caused by increased burden of testing and standards.
Also, here is another great quote that shows the potential outcomes that can be seen by teaching generalizations in the classroom.
"Not only does a focus on generalizations have the promise to enhance vibrancy of classes and student interest, but it also as the potential to raise test scores through enhanced understanding of the content and improve the development of citizenship skills and dispositions."
For More Visit:
https://researchtopractice.wordpress.com/2010/04/25/the-importance-of-generalizations-in-social-studies/
Wednesday, January 28, 2015
Revised Bloom's Taxonomy
Class yesterday was a complete eye opener. Though I had heard of New Bloom's Taxonomy and had used the verbs to create my objectives in my lesson plans I now have seen the difference between the way that we view Bloom's and the actual meaning of Bloom's. If really made an impact on me that what we see as being remembering is not the way that Bloom's views remembering. As explained in class what many teachers would say is remembering on Bloom's the students are doing nothing and it does not fall on the Revised Bloom's Taxonomy. This was quite disturbing for me as a student and a future educator.
I really enjoyed our formative assessment yesterday in using the verbs that are placed in the taxonomy.
I found a great resource from Iowa State University that is an interactive model that shows examples of learning objectives that generally match each of the various combinations of the cognitive process and knowledge dimensions. In the knowledge dimension it shows factual, conceptual, procedural, and metacognitive. This is such an informative model and allowed me to see steps that build upon each other in the knowledge dimension under conceptual. This resource also shows a table that relates with yesterday's activity. Also, table two helps differentiate the major types and subtypes of the knowledge dimension.
So if you want more information on the Revised Bloom's Taxonomy, visit:
http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/
Friday, January 23, 2015
Concept Web
In this third week of class we have continued to expound on concept-based instruction. As we have discussed concepts are the umbrella that topics fall under. By teaching concepts to students we are allowing them to make connections with what is being taught. It is very important that allowing our student to make deeper connections creates a better atmosphere for learning.
Now, that I understand what concept-based instruction I needed to dig deeper in how to develop teaching strategies to help develop my concept, of course I need to develop my concept first.
As an assignment we have to complete our concept web so again I went on the search on how to appropriately create my concept that aligns with all five strands of social studies. Fortunately I found a pdf that allowed me to grasp the idea of creating concepts for lessons. The article is, "Getting The Big Idea: Concept Based Teaching and Learning", on page three it provides a template to implement CBI. On part two of the template it asks, "Think about this unit, what is the most important idea that you want your students to remember when they leave your class? Then it proceeds by, "summarize this "big idea"in one word." This pdf actually got my mind to turning and helped me understand how to effectively implement concept based on the topics that needed to be taught. This is a great template that may help us in developing our concept web. So, check it out!
"Getting The Big Idea:Concept Based Teaching and Learning"
http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf
Now, that I understand what concept-based instruction I needed to dig deeper in how to develop teaching strategies to help develop my concept, of course I need to develop my concept first.
As an assignment we have to complete our concept web so again I went on the search on how to appropriately create my concept that aligns with all five strands of social studies. Fortunately I found a pdf that allowed me to grasp the idea of creating concepts for lessons. The article is, "Getting The Big Idea: Concept Based Teaching and Learning", on page three it provides a template to implement CBI. On part two of the template it asks, "Think about this unit, what is the most important idea that you want your students to remember when they leave your class? Then it proceeds by, "summarize this "big idea"in one word." This pdf actually got my mind to turning and helped me understand how to effectively implement concept based on the topics that needed to be taught. This is a great template that may help us in developing our concept web. So, check it out!
"Getting The Big Idea:Concept Based Teaching and Learning"
http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf
Friday, January 16, 2015
Concept Based Instruction.
I find it quite amazing that during our whole elementary, middle, and high school "career" that we were taught fact-based instruction. For people that were taught social studies until the past few years were taught the wrong way. There has been a "paradigm shift" when it comes to the instruction of social studies. No longer are the facts the largest part of the learning process rather the concepts that are presented from the facts. As was explained in class facts make up topics and topics make up concepts.
I see the importance of concept-based rather than fact-based. It is so hard for me now to remember things that I learned in social studies from the past because I was not able to make a connection with it. From this revelation of how appropriate instruction should be in the classroom while teaching social studies I went on the hunt for strategies to help develop concepts. Luckily, I found " Social Studies Strategies: How To Develop Concepts", this pdf provided the what, how, why, and when in developing concepts within the classroom. This resource provided two teaching strategies which are direct instruction and inductive reasoning. Direct instruction is of course done by the teacher when he/she presents the concept that will be learned and the second is inductive reasoning which allows the students to evaluate the facts and develop the concept.
When evaluating this new information gained this week I find that standard four of the North Carolina Professional Teaching Standards aligns perfectly. In standard four," Teachers Facilitate Learning for Their Students", by changing the instructional method from fact-based to concept-based this assesses the need for children to have a deeper understanding of the material being taught.
"Social Studies Strategies:How To Develop Concepts"
http://www.saisd.net/admin/curric/sstudies/gopdf/howto_conceptdev.pdf
I see the importance of concept-based rather than fact-based. It is so hard for me now to remember things that I learned in social studies from the past because I was not able to make a connection with it. From this revelation of how appropriate instruction should be in the classroom while teaching social studies I went on the hunt for strategies to help develop concepts. Luckily, I found " Social Studies Strategies: How To Develop Concepts", this pdf provided the what, how, why, and when in developing concepts within the classroom. This resource provided two teaching strategies which are direct instruction and inductive reasoning. Direct instruction is of course done by the teacher when he/she presents the concept that will be learned and the second is inductive reasoning which allows the students to evaluate the facts and develop the concept.
When evaluating this new information gained this week I find that standard four of the North Carolina Professional Teaching Standards aligns perfectly. In standard four," Teachers Facilitate Learning for Their Students", by changing the instructional method from fact-based to concept-based this assesses the need for children to have a deeper understanding of the material being taught.
"Social Studies Strategies:How To Develop Concepts"
http://www.saisd.net/admin/curric/sstudies/gopdf/howto_conceptdev.pdf
Subscribe to:
Posts (Atom)