Blog Prompt: For the unit that your Lesson Study lesson plan is situated in, what are your student outcomes (unit topic, understandings, knowledge, skills) and your end of unit assessment? How does your planned instruction & formative assessment for the lesson plan move your students toward that goal?
Student Outcomes: Students will be able to add, subtract, multiply, and divide real numbers. They'll learn how to simplify expressions with variables (real numbers). Which means they'll need to know how to work with fractions (reduce, reciprocate, etc..). I'm hoping at the end of this they won't be afraid to tackle problems with variables. Most of my students know how to add, subtract, multiply, and divide integers, and I'm hoping they see that it works the same for real numbers as well (and see that math builds on prior knowledge).
Day by day I'm teaching my students strategies on how to simplify these types of problems, but I have not focused on formative assessments yet. I feel terrible because the readings for this assignment reminded me of the importance of assessing DURING the unit not just after. Thus after teaching tomorrow's lesson I will set a day aside to give students plenty time to practice and reflect on their skills, etc.
Wednesday, January 28, 2009
Sunday, January 11, 2009
Self-Assessment
Discuss your current level of understanding, knowledge and skills. What evidence from previous Reach seminars, work with your coach, and or feedback from peers/supervisors at your school do you use to draw these conclusions?
After reading reading the overview chapters, I have a better idea of what differentiated instruction is, but I definitely need more help on this topic. I used to think that it had to do with reaching students whose first language was not English, and though we had a few discussions on D.I., I still couldn't grasp that it has to do with a wide range of students.
I'm definitely not close to fully understanding how to teach a WIDE range of students, but at least I'm aware of it right? As far as skills are concerned, I've tried bringing in props along with my lessons. Before entering Reach, I used to teach fractions with hardly any visuals. Now I draw pictures, bring in Playdoh (for hands on). Also I used to "teach" students how to add and subtract fractions without any deep understanding (just skills).
I've shared stories like this with my coach and we both agree that I've made major improvements, but I also have a lot more to learn.
After reading reading the overview chapters, I have a better idea of what differentiated instruction is, but I definitely need more help on this topic. I used to think that it had to do with reaching students whose first language was not English, and though we had a few discussions on D.I., I still couldn't grasp that it has to do with a wide range of students.
I'm definitely not close to fully understanding how to teach a WIDE range of students, but at least I'm aware of it right? As far as skills are concerned, I've tried bringing in props along with my lessons. Before entering Reach, I used to teach fractions with hardly any visuals. Now I draw pictures, bring in Playdoh (for hands on). Also I used to "teach" students how to add and subtract fractions without any deep understanding (just skills).
I've shared stories like this with my coach and we both agree that I've made major improvements, but I also have a lot more to learn.
Tuesday, December 9, 2008
How People Learn
Okay so I have a few comments and questions on parts of the readings. It's all over the place, but here I go!
Pg. 4 I read that, "...all learning takes place in settings that have particular sets of cultural and social norms..." A few years ago, my boss told me that studies have shown that having females and males separated helps them concentrate better in class. What is interesting is that this trimester, my B block has mostly all boys and they definitely do concentrate better. I have had no issues with this class, and they participate all the time. What do you guys think?
On page 8, the article mentions how students have limited opportunity to understand because many curricula emphasizes on memory rather than understanding. I definitely agree with this because I have taught like this for many years..boo. I taught this way because in high school and my early years of college this is the way I "learned" the material. Memorizing was the way to go!!! I didn't care about understanding all I cared about was my grade. So of course, I transferred this way of thinking to my students during my early years of teaching. Now it's definitely different though (thanks Victoria), I try to teach for understanding and fall back on memorizing if nothing else works (I'm just being honest).
I also think it's cool to teach using pre-exisiting knowledge (pg. 10), but we definitely do need to be aware of any misconceptions our students have. I've had many instances where my students swore they knew the material and they really didn't. And if Chris L. is correct it takes six weeks to undo this...correct?
Pg. 4 I read that, "...all learning takes place in settings that have particular sets of cultural and social norms..." A few years ago, my boss told me that studies have shown that having females and males separated helps them concentrate better in class. What is interesting is that this trimester, my B block has mostly all boys and they definitely do concentrate better. I have had no issues with this class, and they participate all the time. What do you guys think?
On page 8, the article mentions how students have limited opportunity to understand because many curricula emphasizes on memory rather than understanding. I definitely agree with this because I have taught like this for many years..boo. I taught this way because in high school and my early years of college this is the way I "learned" the material. Memorizing was the way to go!!! I didn't care about understanding all I cared about was my grade. So of course, I transferred this way of thinking to my students during my early years of teaching. Now it's definitely different though (thanks Victoria), I try to teach for understanding and fall back on memorizing if nothing else works (I'm just being honest).
I also think it's cool to teach using pre-exisiting knowledge (pg. 10), but we definitely do need to be aware of any misconceptions our students have. I've had many instances where my students swore they knew the material and they really didn't. And if Chris L. is correct it takes six weeks to undo this...correct?
Friday, November 28, 2008
Pre-assessment, "How People Learn"
Creativity is a central source of meaning in our lives...most of the things that are interesting, important, and human are the results of creativity...[and] when we are involved in it, we feel that we are living more fully than during the rest of life. (Mihaly Csikszentmihalyi, Creativity: Flow and the Psychology of Discovery and Invention)This quote came from a Mihaly Csikszentmihalyi, a psychologist who coined the term "flow," which he described as the optimal learning state: “… flow – the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.” (Csikzentmihalyi, 1991) When and where in your life have you experienced learning experiences or activities like this, where you were so absorbed in what you were doing, you needed no extrinsic motivation to continue? When do you feel the most alive and interested in what you are doing?
This quote brings back memories from the age of four. I loved building play houses out of blankets (kind of like tents but better). Since I was so small and didn't have all my motor skills in place, so my brother would do most of the labor and I would tell him where and how I wanted my bathroom, kitchen, bedroom, etc.. As I got older I created 2-dimensional houses/layouts using my Jenga blocks, and then my miniature Muppet Babies would move in. In elementary school, I used to get excited when we had projects that had to do with building models. I remember having to build a model of the Gold Rush, so my mom and I collected a lot of dirt, rocks, etc.. and it came out amazing. Another project I remember was creating my ideal room using a shoebox. It had a bean bag, a bed, and a jacuzzi tub. Around this time my brother was learning about the California Missions and built a clay replica of one of them. When he brought it home I couldn't stop admiring it's beauty. The architecture was spectacular and I loved seeing the details of the plants, dirt, walkways, etc.. Of course I couldn't touch it or he'd kill me, but he would let me stare as long as I wanted. It was part of my daily routine, waking up in the morning and running to his room to see the Mission. It stayed with us through many moves, but it eventually fell apart and I had to part ways with it...boo!
In college, I took a speech communications class, and this too was exciting for me. Every Monday and Wednesday, I would count down the minutes till it was time for class. I was always the first one there, and I ALWAYS sat in the front. We learned many things like verbal , non-verbal , one-way, and two-way communication. I definitely attended this class for fun even though it was a requirement. Staying with the subject of communication, I also got into learning sign language. I took many classes in college, and again I couldn't wait for class to start. Every homework assignment was not work, it was FUN!!!
This quote brings back memories from the age of four. I loved building play houses out of blankets (kind of like tents but better). Since I was so small and didn't have all my motor skills in place, so my brother would do most of the labor and I would tell him where and how I wanted my bathroom, kitchen, bedroom, etc.. As I got older I created 2-dimensional houses/layouts using my Jenga blocks, and then my miniature Muppet Babies would move in. In elementary school, I used to get excited when we had projects that had to do with building models. I remember having to build a model of the Gold Rush, so my mom and I collected a lot of dirt, rocks, etc.. and it came out amazing. Another project I remember was creating my ideal room using a shoebox. It had a bean bag, a bed, and a jacuzzi tub. Around this time my brother was learning about the California Missions and built a clay replica of one of them. When he brought it home I couldn't stop admiring it's beauty. The architecture was spectacular and I loved seeing the details of the plants, dirt, walkways, etc.. Of course I couldn't touch it or he'd kill me, but he would let me stare as long as I wanted. It was part of my daily routine, waking up in the morning and running to his room to see the Mission. It stayed with us through many moves, but it eventually fell apart and I had to part ways with it...boo!
In college, I took a speech communications class, and this too was exciting for me. Every Monday and Wednesday, I would count down the minutes till it was time for class. I was always the first one there, and I ALWAYS sat in the front. We learned many things like verbal , non-verbal , one-way, and two-way communication. I definitely attended this class for fun even though it was a requirement. Staying with the subject of communication, I also got into learning sign language. I took many classes in college, and again I couldn't wait for class to start. Every homework assignment was not work, it was FUN!!!
Wednesday, November 19, 2008
Writing to Learn
Q1)Read the two chapters from Cris Tovani's "Do I really have to teach reading?", post a QQC on your blog for each chapter.
Q2) Respond to the following questions on your blog: In what ways do you currently use writing-to-learn strategies in your class? In what ways could you expand your use of these strategies? How can writing strategies help students "hold their thinking?"
A1)The readings were a little hard to read because some sentences were cut off, but one of the main ideas that stood was how to help students "link reading and purpose. I couldn't help but wonder if I could somehow get my students excited towards finding a purpose when reading a math textbook. I understand that having a purpose will help retain more of what is read, but I'm not quite sure on how to go about it. In Chapter 5 page 57 there was a worksheet used for math but I'm still a little confused on what information to include.....what's important and what can be put on hold.
A2) A few times I have asked students to write self-reflections on what they've learned, and what they need to work on, but that's about it. I want to get my students used to explain why they take the steps they do when working out a problem....to explain their thinking.
Q2) Respond to the following questions on your blog: In what ways do you currently use writing-to-learn strategies in your class? In what ways could you expand your use of these strategies? How can writing strategies help students "hold their thinking?"
A1)The readings were a little hard to read because some sentences were cut off, but one of the main ideas that stood was how to help students "link reading and purpose. I couldn't help but wonder if I could somehow get my students excited towards finding a purpose when reading a math textbook. I understand that having a purpose will help retain more of what is read, but I'm not quite sure on how to go about it. In Chapter 5 page 57 there was a worksheet used for math but I'm still a little confused on what information to include.....what's important and what can be put on hold.
A2) A few times I have asked students to write self-reflections on what they've learned, and what they need to work on, but that's about it. I want to get my students used to explain why they take the steps they do when working out a problem....to explain their thinking.
Sunday, November 9, 2008
Older Readers, Vocabulary
Q: What specific words in the next unit do you foresee students having difficulty with? How did you go about choosing these words?
A: The next unit I teach will have words such as difference, quotient, dividend, double, sum, product, expression, equation, inequality, etc...These vocabulary words need to be taught or else students will have a difficult time solving the problems. Therefore, I don't really chose what words I teach, the only decision I make is how I teach them and in what order I introduce them.
A: The next unit I teach will have words such as difference, quotient, dividend, double, sum, product, expression, equation, inequality, etc...These vocabulary words need to be taught or else students will have a difficult time solving the problems. Therefore, I don't really chose what words I teach, the only decision I make is how I teach them and in what order I introduce them.
Older Readers, Vocabulary
All in all, I really liked this reading because it gave various examples/worksheets on how to introduce new vocabulary to our students. My friend, who teaches ESL has been asking of ways to incorporate other school subjects into her curriculum, and the worksheet on page 51 would work great!!! In one class, not only can English be covered but also PE, Math, Science, etc. How exciting! Also the chart on page 49 is something I'd like to use in my class. It could help me and my students keep track of their progress. It can be used as a before and after...what a great confidence booster.
As far as using a dictionary is concerned, I for the most part didn't learn from them. This reading brought back memories to when I didn't know how to spell a word, and my teacher would tell me to look it up in the dictionary. It didn't make sense to me. How was I supposed to look up a word if I didn't know how to spell it???
As far as using a dictionary is concerned, I for the most part didn't learn from them. This reading brought back memories to when I didn't know how to spell a word, and my teacher would tell me to look it up in the dictionary. It didn't make sense to me. How was I supposed to look up a word if I didn't know how to spell it???
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