Hello Everyone, Module 2 Blogging will proceed within this post. Once again I will remind you to check my comments about blogging in our blackboard site.
A basic structure that I always like to use when describing lessons and processes is this:
State Standards
District Curriculum
Course Objectives
Lessons
Assignments
Assessment
So for this discussion, explain these. One at a time. So Nicole might explain what state standards are. Someone else may comment on that and then another person might explain lessons. So on and so forth.
Thanks, Splichal
The common core state standards mission statement states the following, "The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."
ReplyDeleteI see the state standards as laying a foundation for what I am to teach my students. I find the common core standards easy to read and understand. The streamline document pinpoints individual skills students at all grade levels are to know by the end of the year. (Most teachers would say the skills should be known by state assessment time.)
All states have not adopted the common core standards therefore I would imagine some individals that are enrolled virtually may not benefit from knowing these standards inside and out. For example, Texas seems like a state that is set on individualizing their own set of initiatives. On the positive side, parents can easily look online at the common core document and know what their child is expected to know. State standards are a direct reflection of what the state places as a high priority.
I think the common core standards are a great initiative. Growing up, my father was in the military and I moved around quite a bit. I think it would have been beneficial for me if there had been common standards in place. It's nice to think that in most cases (with the exception of the states that haven't adopted) all students will be learning and expected to learn the same things at the same time. I also think it's great that the standards focus on college and career readiness. Even though college and career readiness isn't something that is necessarily new, it's nice to see it included as part of the standards. Also, thank you for including the quote. I hadn't seen this, but I like that it mentions our students being "fully prepared... to compete successfully in the global economy." This is going to become more and more important as communication becomes more and more instant with advances in technology and is an important focus.
DeleteLindsay,
DeleteI completly agree with you about how the common core standards focus on future goals for the students is a great idea because that is what we are getting out students prepared for is the outside world. I remember thinking when I was younger "why is what we learn in school important to me" and "when will I use this information". If students have an better understand about why this material effects them then they will be more eager to learn the material.
For my post I was going to comment on course objectives. Course objectives are what the student is expected to learn during the course. In other words this is the purpose or basic outcome for the course.
Jena,
ReplyDeleteYou are correct about some of us virtual students now knowing these, I am one of them and I live in Kansas a state that is adopting these standards. There are only 2 states out of the 50 that are not going to adopt these.
I was curious about the Common Core plan so I asked my building principal today. She said that next year 20% of the state test will be Common Core and 80% will be state standards. The following year 100% of the test will be Common Core.
She also told me that the goal of Common Core is to teach fewer skills, but teach them more in depth. I asked her if her and her staff like Common Core better in theory and she kinda of chuckled. She went on to tell me that the idea of not having to fill the kids heads with facts just for the test is great, but there are some areas of Common Core that just do not seem plausible. For example right now there is a part where the students will have to give an oral presentation and have it graded in a few different areas. Her concern was were are they going to get enough man power to grade these test, and also how can you ensure that each person is grading the exact same way. She said right now there is some grey area that needs to be worked out on Common Core, but her teachers seem excited for the new challenge.
Jena,
DeleteThat was a great idea to sit down and talk to the principal about the Common Core standards. I might have to do that with the principal in my building as well. It is always interesting to get the points of view of those that have been out in the education field for a while. Thanks for sharing!
I spoke to my superintendent about common core the other day and in Missouri they will not be fully implemented until 2014. That is when the state assessment will be using common core rather than Missouri GLE's to test the students. He indicated it will be a balancing act in the next few years because the teachers will have to be teaching from both the common core to prepare students for the new assessments and also from the current standards to continue state assessments until the new ones are given. It is interesting as someone who is coming into the education system at this time to see all the changes and the new developments that are taking place. I think it is an exciting time to be an educator.
DeleteJena,
DeleteCommon core standards has been new to my attention as well. In my Curriculum and Assessment class we have been talking a lot about the new standards.I have learned more about this subject this semester because before I have not heard about the new idea. In my school district I work in, I have not heard any teachers talk about this topic. I have looked at the myths and facts about the new standards and some educators who are teaching now are still left in the dust about this subject. Being future educators I wonder what is going to happen we have our own classrooms? Will be having both state standards and a mix of common core standards? I am for the common core standards. I like the idea of everyone across the states be on the same page with education. It will make for sharing ideas, conferences and professional development as teachers beneficial. Also it will help students as well, that if they move they are not lost and at the bottom of the testing scale due to different standards
District curriculum is what courses and subjects the district will provide for students to ensure that state standards/common core standards are met. The method of delivery may vary by building in the district, but will overall be in line with what the district curriculum is. How material is taught may vary by school, but also by classroom and teacher. The standards are pretty general across the state, but districts may choose to reach those standards differently.
ReplyDeleteKasey, Jena, and Jeni: great discussion here. I am pleased to see the Common Core because it seems to be a more authentic type of assessment. As it suggests, "real world" applications. This is certainly the direction we need to go rather than teaching to summative type tests.
ReplyDeleteDoes anyone else have comments they would like to share in regard to Common Core Standards?
Thanks, Splichal
I like the common core standards but think that it is different and something that teachers will have to get used to. I am glad that I will start teaching when this is happening because it will be new and seems like a improvement to the older system. Hopefully this Common Core Standards will be an improvement for the students success.
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ReplyDeleteI am sorry to be, what many of you may consider an ass, but as I stated before, follow my lead in the blogging. My most recent post asked for information on Common Core Standards. This is the point of a discussion. To allow one comment to direct the other.
ReplyDeleteAlways look for my most recent post and go from there.
So, does anyone have information to share about Common Core Standards?
Splichal
The elementary school that I spend my time doing my intern work at and substitute teaching at have filled me in a lot on the Common Core Standards. For the most part, almost every teacher I have talked to about them likes them more than previous standards. There is some confusion in some grade levels, it seems, as to what the next couple of years state assessments will consist of. They are mid-process of switching to common core standards, but are still testing on state standards. In the second grade classroom the process as to how students learn to add multiple numbers has changed, and when they are in third grade next year they will still be tested the "old" way, not the new way they are learning now. I guess if there is a switch, it needs to happen at once in my opinion rather than drag it out because children are learning different things in different ways, and at different times now. The assessments need to coordinate wit this; and I'm sure my school is coordinating well. It's just a little confusing to interns like me, and it seems to confuse teachers as well! Just a little insight I thought some of you might have heard as well, and enjoy reading about.
ReplyDeleteAt FHSU we've been learning a lot about the Common Core Standards, and I like the idea. I think a lot of states, probably don't. For me, it is reassuring to know that what a fourth grader knows in Kansas, a fourth grader should be expected to know in Idaho, as so on. However, many people like to get all frustrated about the federal government dictating educational matters to the states, and that is why the Common Core Standards have no REAL bite, they must be adopted on a state by state basis. States are free to reword them or alter them- so how common are they? I am currently in Texas, and they REALLY like their freedom down here, Texas and Alaska are the only two states that have not been involved with this initiative. I think what gets these Texans going is this, they see the Common Core Standards as a one size fits all approach to education- and there are a lot of issues in the Texas educational system that are not as prevalent in other states. However, as a supporter of the Common Core Standards I would say to the critics that is in not dictating the highest standards you can set, only suggesting a minimum standard. These minimum standards will help future employers, colleges, and other institutions that are eventually involved with our students know what to expect from them. If your state would like to distinguish itself, perhaps you can set your standards higher, but as a courtesy to the nation- ensure you meet the minimum.
ReplyDeletePersonally, the Common Core Standards initiative is very appealing. I wish all the states would formally adopt it, but I have a feeling they won't.
I was unaware of Common Core Standards until last semester during my Reading and Language Arts class. I have to say I like the idea of Common Core Standards. I think as a future teacher is is helpful for the change to take place before I start teaching and I could see where current teachers may not like the idea since this would add an additional change and something else new to learn. I see the positive like Adrianne does to the fact that the standards would be common and students from different states would hopefully be on the same knowledge level. During my meeting for the Module 1 Project I talked to my principal about common core standards and they are switching to them as well. He thought it was going to be a positive change over all.
ReplyDeleteI live in Missouri, and we are currently going through the process of adopting the Common Core Standards. Thanks to FHSU, I am the only one at the school were I work that knows something about CCS besides administration, which I think will be to my advantage when I begin interviewing for a teaching position. The one concern that has been mentioned in several grade level team meetings is the reading expectations that CCS will bring for kindergarten. When the Common Core are in full swing, kindergarteners will be expected to read at a level E by the end of that year. This is a concern because in Missouri kindergarten is not required. I believe someone needs to take a step back and think about how this is going to work for us. Not only should kindergarten be required but preschool also. I work in school with a lot of high risk students. Being at a reading level of E by the end of first grade will be a challenge for many. I think the Common Core Standards will be a good addition for Missouri education, but we can't set expectations that we can't back up. I am anxious to hear some of your thoughts on this.
ReplyDeleteAngela,
DeleteYou listed some very important concerns regarding the common core standards in Missouri. I did not know that kindergarten is not required there. If a student does not attend kindergarten he or she could end up seriously behind in regards to the common core standards when they enter first grade. I wonder if they will create some sort of modification or plan in the standards for cases such as this.
Angela, I agree with your statement about the importance of the Common Core Standards providing stability to populations that move frequently. My husband is in the military and we move frequently, we have two young girls and I never really thought about how important the CCS were to them. Thanks for pointing that out.
DeleteLast semester I was introduced to the common core standards. At first I thought all states had adopted them but soon found out they hadn’t. I found that Alaska, where I live, is one of the states that has yet to adopt the common core standards. I asked my mentor teacher why she thought Alaska didn’t adopt the common core standards and she mentioned the fact that they didn’t want to spend the money needed to implement them or to help create them. I found much of this statement to be true after looking at the common core website as well. Neither Alaska nor Texas wanted to invest anything in helping with the standards. I found it interesting that Alaska didn’t want to adopt the standards, especially with the diverse population in Alaska. I live five miles from one military base and 90 miles from another. Both bases have families from all over the country. Most of these families have children in school and most of them will not be in Alaska for to long. Families moving in from other states and countries is so common in Alaska that I can’t believe the state wouldn’t want to adopt standards that are most likely going to be one of the only consistent things in these moving families children’s education. One great aspect of the common core is the consistency from state to state. No matter where a child lives he or she will be able to rely on consistent standards, expectations, and benchmarks. The common core utilizes consistency to instill knowledge and behaviors into students so that they will be prepared to handle life outside the classroom and inside the workforce. I love the common core standards and I just don’t see much negative about them. I really wish Alaska would reconsider adopting the standards, especially before I begin teaching!
ReplyDeleteI, too, never knew of the common core standards until last semester. When I asked a few teachers I know, how they felt about them, they all groaned and proceeded to tell me how hard it is to transition. I think, as students becoming teachers, we are fortunate to be where we are in our studies. Just as the standards are being implemented, we are learning how to create lesson, tests students, and teach in general. While the teachers I have spoken to all agree that in the long run the common core standards are the way to go, it's going to require work. A question I have though, is who is going to hold teachers accountable for teaching to the common core standards and leaving the retired standards behind?
DeleteExcellent comments regarding Common Core standards. Thank you. One of you made the comment that some people don't like the government controlling these issues. (standards, etc) I think it is more a result of people not liking change. haha We get comfortable with doing things a certain way and when change happens, people sometimes buck the system. This can be detrimental to "positive" change that is ultimately for the benefit of the children. Time will certainly reveal whether or not these changes have an impact.
ReplyDeleteLet us proceed from here talking about "OBJECTIVES."
What are objectives?
Splichal
Course objective are the goals you have for learning. You have to have a place to end up to know that what you teach is learned. The goal is to learn the stated objective. This stated goal or objective gives the teacher and the students focus.
ReplyDeleteLisa,
DeleteI like how you said that objectives give us a place to end up. The objectives we set for our students will list the knowledge we want them to gain, or where we want them to end up. Objectives do give the teacher and students focus. They really drive instruction.
Educational objectives are the overall end results we want to see when we finalize teaching a lesson. The objectives are what we intend for our students to know, think, or do upon the completion of a specific lesson. The objectives can consist of individual goals to meet within the lesson. The objectives we create give us an outcome of what our students should actually be able to do and end up knowing. The objectives will give us information on any modifications that may need to be made in regards to the lesson based on the measurable indicators used to write the objectives.
ReplyDeleteI like the use of the word "intend." Objectives are the foundations of our lessons, the heart and soul of it all. We strive for our students to be able to reach these goals by the end of the lesson. I think of it like putting the knowledge obtained into specific words. For example, " The students will be able to locate and label all 50 states on a map with 90% accuracy." It explains what was learned or attempted to be learned.
DeleteObjectives are the goals that are set within content lessons that help students to be able to meet the standards that are set in place. I like the way JoAnna stated how objectives are what we strive for our students to gain out of a lesson.
ReplyDeleteAbove anything else, objectives are goals. Very specific descriptive goals. They are goals that we as educators will set for our students to achieve. The objectives we set for our students will have to be attainable for all students. They will state what the child will be able to do, how the child will be able to do it, and to what extent the child must do it. So objectives are descriptive goals that target certain skills and list the specific actions and behaviors that must be demonstrated during the fulfillment of the goal.
ReplyDeleteI think it is also important to note, that while objectives will need to be attainable for all students, some students will require extra support to meet the objectives. Some objectives, such as the lower level knowledge objectives will be attainable for all students, but some of the higher level or reasoning objectives may require extra support or may not be obtained as independently.
DeleteObjectives articulate the knowledge and skills you want your students to acquire by the end of the lesson or unit. Instructional strategies are chosen to foster student learning towards meeting these objectives. And then, teachers implement assessments to measure the degree in which the students understand and are retaining the material presented. Learning objectives should be student centered, break down the specific task and focus, have explicit action verbs, and be measurable. Bloom’s Taxonomy created by Benjamin Bloom in 1956 is a wonderful resource that categorizes a continuum of educational objectives.
ReplyDeleteAn objective identifies what the learner will exibit through their knowledge or skill after the instruction. The objective should be related to the learner, should be measureable, and should be specifically stated using action verbs, as well as having a component of time. For example, it should identify who is involved (the student), the behavior (tell time within 5 minutes),the acceptable conditions or variables (given a Judy clock), and the degree of acceptable performance (2 out of 3 times.
ReplyDeleteExcellent. Remember, the standards should guide the district's curriculum. The district's curriculum should guide your objectives. Then your objectives will guide your lessons. Lessons will guide assignments. And finally assessment is integrated throughout the entire process to give direction.
ReplyDeleteLets continue discussion with "Multicultural Curriculum."
What is a Multicultural Curriculum and how do you teach it?
Thanks, Splichal
Multicultural curriculum is aimed at helping students understand the many different cultures around us and acknowledges the differences and similarities. In order to teach students about the diversity we could read stories, watch videos and maybe even skype with a different country to better understand. One example: I observed a teacher reading different versions of the story of "Cinderella" to the class. There are many different cultures with similar stories,but most are different than the version we are used to reading. Comparing and contrasting helps students understand how people from other cultures may be different from us or very much like us. Either way we can teach our students to appreciate others by example.
ReplyDeleteMulticultural curriculum is to help prepare students to live a multicultural society without stereotypes. To teach that all students are equal and capable of learning. It is also an appreciation of the diversity of the world around us.
ReplyDeleteI also think that a multicultural curriculum is essential to ensuring our students are able to compete in a global economy, which is one of the goals of the common core standards.
DeleteMulticultural curriculum helps children simply understand movements that directly address different culture, events, and issues from diverse social perspectives. This is taught by exposing students to the different cultures through their languages, religions, and ways of living, foods, clothes, music and more. The students can learn through research, illustration, video clips, a presenter from that culture or if possible taking a trip to the country. Students will learn more than when the teacher just stands in front of the classroom telling the students about a specific culture. When children are able to see and touch it become more real to them. This is the experience as teachers we should have in our classroom. Also students can get involve when they do their research to make a presentation and bring pictures or items if possible for their presentation. Making that specific culture come alive in the classroom. This preparation exposes students not only for where they live but the wider community the world in which we live. We have to remember that some students will move to different countries and this exposure will help them.
ReplyDeleteMulticultural curriculum is a lesson that is designed to acknowledge and address a diversity of not only learning styles, but also develop citizens in a democratic society by considering and meeting the needs of all students. We teach this by using content that is accurate and acknowledges the the contributions and perspectives of all groups. Our teaching and learning materials must also be diverse and not create a bias. Educators should always examine their content for completeness, accuracy, and biases.
ReplyDeleteSherine had a good explanation. I think Multicultural curriculum is important. We are living in an increasingly diverse society. I feel that it is important to have a curriculum based on many cultures, not just the majority culture. I think that by educating our students with a multicultural curriculum, we allow them to better understand what is "different" than themselves and thus reducing the amount of prejudice. Many times we are afraid of what we do not know. It is our job as educators to educate our students with a multicultural curriculum and reduce the fear of what they do not know.
ReplyDeleteI think having a multicultural curriculum is very important. Growing up, I was very fortunate to be exposed to a lot of diversity. My father was in the military and I lived in four states, two foreign countries, and have visited numerous other places both domestically and abroad. As a result I was exposed to many different views and ways of thinking. I think the goal of multicultural education and ultimately a multicultural curriculum is to teach our students to see things from a completely different perspective than their own. There is more than one "right" and more than one way of "doing." I think the goal of multicultural education is to teach students to be more open minded and to realize the world is much larger and much more diverse than their immediate view allows them to see, and that ultimately that is a wonderful thing.
ReplyDeleteTo add to this....
DeleteI think you teach a multicultural curriculum by first showing a love, appreciation, and genuine enthusiasm for different cultures yourself. I think you then prepare fun, interactive lessons which allow your students to participate in the culture you are learning about in someway. I think you highlight similarities and differences between our culture and theirs in a positive way, because different isn't bad, it's just not the same. I also think you provide opportunities for students to "put themselves in the other persons shoes." These are just few ideas I have :).
Lindsay - I love the idea of creating an appreciation and enthusiasm for other cultures. What a perfect way to say it! I will have to remember to include that in how I present things to my class someday:)
DeleteMulticultural education is sort of new to me. I grew up in a very small town, with very little diversity. The multicultural classroom course I took a few semesters back really opened my eyes. Everyone has given a great explanation, I really enjoyed reading them! I feel as a teacher we must remember that no two children are the same, no home life is the same, some students thrive off of their cultural background, others may have no idea where they come from. As teachers, we must facilitate learning no matter the position our students are in. I like how Lindsay Sabala wrote, "I think you teach a multicultural curriculum by first showing a love, appreciation, and genuine enthusiasm for different cultures yourself." I feel this hits the nail on the head!
ReplyDeleteI am with JoAnna in the sense that I am also from a small town. I did not get subjected to much diversity until I went to college at K-State.
ReplyDeleteI am now living back where I grew up and feel like I know much more about different cultures, but it was something that I learned and picked up through socialization and observing at college.
I like the idea of teaching about different cultures in the elementary classroom now. Not only is it fun and interesting for the students, but it also makes them more well-rounded individuals.
This past December as Christmas was approaching we did a project with a group of 5th graders where they wrote about how the holidays aren't just about giving gifts, but about giving things that don't cost money like friendship, love, etc. We incorporated some things different cultures do to celebrate Christmas and they each got to write Merry Christmas in a different language at the top of their paper. It was a fun way to teach multiculturalism during a writing lesson.
Multicultural Curriculum is something that I look forward to having in my classroom. Our society is multicultural, so I feel that our schools and classrooms should also reflect that. I agree with you, Carissa, that learning about various cultures makes our students more well-rounded citizens. Everyone has a particular cultural background. Some are very evident, while it takes some students a little "digging" in their family background to discover all of their cultural background. Growing up in a very small town, I can't remember there being a big emphasis on culture. We did learn about our family's background, but we did very little of this. Seeing as how our society is so much more globally connected now, I feel that students really need the opportunity to learn about other cultures and areas of the world. It will make them better prepared to socialize and work in the world we live in today.
ReplyDeleteI second Nicole's comment on looking forward to having a multicultural classroom. When traveling to other parts of our blessed country I recognize the lack of cultures represented in the school I currently work. This tells me I must work extra hard at implementing multicultural projects into my classroom because, let's face it, today's society is a melting pot and my own family is certaintly part of that melting pot.
ReplyDeleteA little digging around in one's own heritage can uncover some suprising blessings. I find that bringing multicultural projects into a classroom can bring students together and teach students that we are all human and bleed the same blood. This is a topic close to my heart and look forward to implementing diversity into my future classroom.
I've enjoyed reading what everyone has had to say about a Multicultural Curriculum. I, too, am excited to have this in my classroom. I think most ever lesson could integrate multiple cultures. In my Diverse Learners class we had to do a bulletin board project on multiculturalism. I did my project on diverse foods from different cultures. I think students are very excited to learn about other cultures as well, especially at a young age.
ReplyDeleteAll of you explained Multicultural Curriculum very well. I don't think there is just one definition for it. The fact is the more globally connected we become the more the need for it. I also grew up in a very small school and close nit community (there was no such thing as minorities…just one race and ethnicity). I don't feel that I was prepared for the world once I graduated because of this. The only time we talked about Multiculturalism was during black history month. Schools are changing, now a day’s it’s very unlikely that you will have a classroom full of student all from the same background and ethnicity. It is very important to teach student about different cultures so that every student in your classroom has a sense of pride in where they come from. This also helps student understand that we are all equal and important in the classroom and in society. I also think it is important to teach it so those students are better prepared for when they are in a career that requires them to work with other cultures. Little facts like Chinese tradition dictates that you don’t shake hands with your right hand may be very important to a student that plans on being a business person that deals with foreign affairs. Multiculturalism seems like one of the easiest topics to integrate into lessons. I love the idea of the different types of food from other countries. When I was in Diverse learners I made a bulletin board of the different ways to say hello, the poster said “a hundred ways to say it, but it always means the same thing” (or something like that). It’s important that we teach diversely to all types of students so we are able to model that the world is diverse.
ReplyDeleteThe school I work at is very diverse. We have children that are Vietnamese. One of the students grandfather volunteers to help the teachers. During the Chinese New Year the mothers bring all kinds of Vietnamese foods for the teachers and we have students that come do a dragon dance for the students. They have a great time learning about their cultures. My mentor teachers have started a new unit. This unit is on heritage and their cultures. The students will be taking home a questionnaire to talk to their parents about; where they are from, where their parents and grandparents are from, how they ended up here. They will be doing some research in technology and then they will be combining all their information to make a display to show other students. I think it’s important that they learn about their past as early as possible.
ReplyDeleteIt's also amazing how our cultures start to blend together. My children are Caucasian with Indian and Irish and their fathers Colombian.I already see how interested my oldest daughter is in all of her past.
ReplyDeleteYou all are having some very good discussions. Many of you mentioned that you grew up in small towns and that there was not a lot of multicultural education in your schools. Someone even mentioned that there isn't much multicultural education in their school today. A huge disservice. Some of you could probably benefit from N.A.M.E (National Association for Multicultural Education) Check it out if you have time.
ReplyDeleteSecondly, think about how you can teach a Multicultural Curriculum in your classes. You don't have to go to extra work or research to do this. For example, when teaching about Colonization - teach from the viewpoint of the colonists and also teach from the viewpoint of the natives already living in North America. OR - If you are teaching about World War I - teach from the viewpoint of a German Soldier and then from the viewpoint of an English soldier. OR - if you are teaching about India - teach from the viewpoint of the English Empire as well as from the viewpoint of the Indians. etc etc etc.
I hope you see the point. This can also be referred to as Culturally Responsive Teaching.
OK - New direction for Module 2
How do you teach about "Separation of Powers" to 3rd Graders?
Thanks, Splichal
One of the ways to teach "separation of powers" to third graders would be to go over the 3 branches (executive, legislative and judicial) and each of their responsibilities of our government. To enforce the responsibilities of each of the branches, you could divide the students up into 3 groups. They could form new structured activities for recess or new rules for the classroom. By forming the 3 groups, they could get a hands on experience as to how the different branches of government interact with each other and work to meet a common goal. You could also expand on the activity to open up discussion for the importance of separation of powers by giving all of the power to make the decisions to one group. After giving the power to one group, ask the students how effective they feel that would be to reaching the majority of the population. You could wrap up the activity by having the students differentiate between which method they feel would be more effective in making laws that would be fair to everyone.
ReplyDeleteGood Jeni, for others. We are still talking about how to teach Separation of Powers to 3rd Graders.
ReplyDeleteThink more "out of the book." Be creative. Splichal
I would definitely use some sort of graphic organizer to present the three branches to third graders. I would have the branches be the main topics and have the descriptions branching off. I feel that with topics such as this, students really need visuals rather than just a text book definition. Then, as Jeni said, we could further discuss each power and what that power entails.
ReplyDeleteI really liked her activity of giving groups powers. You could also give the students graphic organizers to fill out on their own or with a partner, to describe the branches in their own words first, to get a feel of what they already know and what is still unclear.
I was talking with my Mentor teacher about how she teaches this and she just happens to teach 3rd grade also! She said that she has the class write songs or raps about it and it seems to stick with them and they show some ownership in it also. So I did a little research on the web and came up with this site:
Deletehttp://www.totally3rdgrade.com/branches_of_government.html
It is a song about the branches of government and what they do! Very fun and I really think it would keep the attention of 3rd graders and they would remember parts of it!!!
I actually was a part of a lesson the other day where the students in my Mentor teacher's classroom had to create posters that showed the three separate branches. The posters could obviously not be copied word for word from the book and had to incorporate a picture, phrase, or something that symbolized that branch more specifically. I am not sure how it exactly played out but the next day they were going to role play how each branch was different yet had times of crossover. It was amazing to see the class engaged in conversation when doing their posters very "adult like" conversation for students to have. This activity could be done in almost any class even secondary classrooms. Especially this year when their is an election looming and these topics are more vital than ever.
ReplyDeleteLike many of you I grew up an a very small town with really no diversity and no multicultural education. Fortunately I am able to experience a very diverse school in my internships now. There is so much multicultural education going on and it is wonderful! It has given me many ideas on how to teach a multicultural curriculum in my future classroom. For teaching about “Separation of Powers” to 3rd grade student I think I would take a multicultural curriculum approach since we’ve been discussing that. This way student’s could explore how the division of government powers vary from country to country. I think I would do a role-playing lesson with the students for this. I would divide them into two equal groups first. One being the UK and one being the US. I would then split them up into equal divisions within their groups. This way at least two or three students would be in each division and could work together. After studying the different government powers in each country and completing some interactive activities with them I would plan a government day. I would encourage the students to dress their part for their division of government. So the students who were the prime ministers or the president will dress like they’ve seen examples of how the president dresses. Each division will then do a little presentation. The parliament will have prepared a song, a skit, or a poem about their divisions duties. The congress will perform their presentation right after that so the students who are watching can compare the two. Then the rest of the divisions will do the same. All students who are watching will do a compare and contrast list of job duties for each division while watching the presentations. This way multiple intelligences would be addressed and students would get to work hands on with the information.
ReplyDeleteTiffany, songs are a great idea.
ReplyDeletePictures, graphic organizers,role playing. All great ideas.
I had one student last semester who said they explained separation of powers through a bicycle. All kids know about bicycles so they were able to make the "CONNECTION" in their brain. That is what it is all about. Making the Connections for them.
She said the Handle Bars were the Legislative, Tires were the Judicial, and the Chain was the Executive. She made the connection that they must all work together. She said to her students, "you can't ride your bike without a chain, right?"
I think you see what I am getting at. We have to make RELATIONSHIPS with what they already know.
Teaching about CIVIC RESPONSIBILITY by talking about their chores at home. (taking out the trash or making their bed) Relate that to their parents role in the community, etc.
Think outside the BOOK.
NEW DIRECTION>
Tell me how you would use GoogleEarth to teach about "Westward Expansion" in the United States during the early 19th Century.
Thanks, Splichal
I think that GoogleEarth would be a great tool to use to teach about the Westward Expansion. You could use it as a tool to map it and also study the terrain of the different locations.
ReplyDeleteI collaborated with a middle school social studies teacher on this question and we are both stumped. I know that there is historical imagery on GoogleEarth, but it only goes back to 1930. So, Mr. Splichal, how would you use GoogleEarth to teach about the Louisiana Purchase, Manifest Destiny, Oregon Trail, Lewis and Clark, Mexican War, etc. to the students. I think it is very cool technology tool. It fascinates me that I can see images of places that I will never be able to visit and bring to real life. Anybody else have any thoughts on this or know how to use GoogleEarth for more than looking at present day images?
ReplyDeleteI downloaded GoogleEarth and took some time to look around it and found it hard to view anything but current day also! What I was thinking was if there were maps and things to use to show the movement and incorporation of cities / states as they move west across the U.S. or the different tribes/cultures of people and how they migrated west. I just wasn't able to actually do any of that, but is a very cool teaching tool!
DeleteI would like to use Google Earth for teaching the path that Lewis and Clark took on their expedition. I was substituting last week and I had to read a Lewis and Clark book to the students each day I was there (3 days in a row) and I used a Map at the front of the room to try to show what land was bought in the Louisiana Purchase. If I could find historical maps on Google Earth to help give the students imagery that would enhance their learning of Lewis and Clark. We live in Missouri so I was able to use some background knowledge of our state with them to help them get an image of what land was explored. I searched for google earth Louisiana Purchase maps and was not able to find anything that I could use but it would be cool to somehow use some sort of simulation to follow the path as we read about it.
ReplyDeleteWent to a Promethean interactive whiteboard inservice on Friday and GoogleEarth was brought up numerous times throughout the day. I think that Jen's idea would be great to use on the interactive whiteboard. If you could find the Louisiana Purchase map and then a current map to show the difference.
ReplyDeleteAfter playing around with it for a bit I discovered I could take an image of a map from the Internet and I used the overlay tool and saved it under the name of Westward Expansion. We could view the map with a global perspective. You have to re-size your picture with the green markers and make sure you remember where you save it in order to retrieve whatever maps you want to overlay. You will click on browse and find your picture. You will also want to change the transparency so that you can see through the map to the Google Earth map. I could definitely use this, but it will take a little preparation time. Once it is saved though I will be able to access it at any time and use it year after year if I choose.
ReplyDeleteSide note: I also looked up Greensburg, Kansas and used the history bar to see what it looked like PRIOR to the tornado and then right AFTER the tornado and again NOW. It is amazing to see what devastation occurred and how it has been rebuilt.
Patti, Good research that is pretty cool. That is something I am going to look into.
DeleteWow Patti, you found some great info and it would be a great way to give the students visuals.
DeleteI love GoogleEarth, and could spend hours just finding random places on the globe. Which I think would be great to use as a tool to show expansion over time or differences in the physical geography. I think it's a great visual that would work perfectly for comparison of what is the same or what has changed. I think it can go beyond enhancing knowledge of just changes to the United States over time. What if students are doing projects on different countries or continents? GoogleEarth can help them capture those differences.
ReplyDeleteI also saw that Patti said you can use an overlay tool on GoogleEarth, which would make comparisons even easier to see - versus jumping from one media to GoogleEarth and vice versa. I also never would have thought about the interactive white board ideas with maps. (Definitely taking notes on everyone's great ideas!)
Wow, the possibilities are awesome. I also found the polygon tool and if you outline the area you want to stand out for instance to show progression of acquired land you could use it that way. You can change the color of the newly acquired land and you can also add a link and bring up a picture to add interest. Maybe you have a picture of Lewis and Clark or Sacajawea or her son, or maybe some pictures of artifacts. When you save the link and click on it, it pops up on the globe. Very cool!
ReplyDeleteI love that you keep finding out more and more. One of these days soon between internships, tutoring, and homework, I'm going to discover more about GoogleEarth!
DeleteYou are all coming up with wonderful ideas. I'm going to jot these down for the future for sure. I really haven't devoted a lot of time to Google Earth, I've played with it a little here and there, but have never really thought about it to teach historical lessons. I think that by charting Lewis and Clark's path on an overlay, adding the railroad's initial path on another, and then show the correlations to present day student's might be able to see how, over the course of many years, expansion has occurred. It might also be neat to chart elevations, and zoom in on terrain in those particularly treacherous regions where pioneers had to cross. I think that this would be much more beneficial to students than the old computer lab game i played called 'The Oregon Trail.'
ReplyDeleteEmily and Patti, great ideas. To answer Angela, why limit yourself to using googlearth for ONLY the time period for which you are studying? Use the tool for looking at terrain or landforms or climate and discover WHY certain groups moved to certain areas. Look at the Mississippi River Valley and have students determine why this area was important due to the land features. Travel, commerce, income, trade, etc, etc, etc. Again, Think outside the Book.
ReplyDeleteHave any of you used Scavenger Hunts or Treasure Maps with your students when teaching Map Skills?
Thanks, Splichal
I had never downloaded and explored with Google Earth before now, it is simple amazing! I took our big screen tv/computer into my 5th grade classroom and presented it to the class. None of them had ever seen Google Earth before either and they were simply amazed! I asked the students how they would like to learn map skills and history about the United States using Google Earth and they immediately started coming up with ideas and fun projects through the use of Google Earth. I showed some of my fellow teachers, and they had never seen it1 Needless to say the students and my fellow teachers are going to start using Google Earth for many subjects. My Social Studies mentor is really excited to start using it for teaching mapping skills in the classroom. I have seen the use of treasure maps in relation to teaching map skills in the classroom. The teacher went so far as to label different parts of the school inside and out as specific places on the map and the students had to learn how to read the map such as distances, directions, and legends in order to complete all of the directions on the map and to find the treasure. Of course there was a lot more to the assignment but this was the part the students found to be the most fun! The students loved this activity and were actually able to use what they learned "hands-on" when they were given a two dimensional map and questions to answer. These hands-on, modeling strategies such as scavenger hunts and treasure maps are a phenomenal way to teach student map skills and to keep them engaged while teaching.
ReplyDeleteIf you are privileged enough to teach in a school that has SMART boards in the classroom, it is amazing to see on that large of a screen. The interaction ability is amazing when using the SMART board!!
DeleteI will be teaching my formal lesson on pioneers, and I am getting some great ideas from these posts :)
DeleteI personally have never used Scavenger Hunts or Treasure Maps in a school setting. I have used them as a case manager for therapeutic reasons and they were a hit students love them. The activity was something different and motivated my clients. I think they would be wonderful tools to use in the classroom for a fun and interactive way to enhance learning of map skills. I would like to hear if anyone else has used these two activities and how well it worked.
ReplyDeleteI have never used (or seen them used) Scavenger Hunts or Treasure maps at school either. My teacher teaches directly out of the "Map and Globe Skills" book. It's a hands on approach to map skills. The book tells you directly what to teach (even what to ask and say to your students) and then provides activity pages. There isn't much outside of this when it comes to map skills in my intern class. I think using either scavenger hunts or treasure maps would make map skills more interesting and fun for students. The lessons seem a bit dry and I feel like the students only like them because they get to draw on the maps with markers.
ReplyDeleteI would have never thought of using a scavenger or treasure map type activity when teaching map skills. After talking to my mentor teacher, there is an activity the students use (part of curriculum) with grids that are "maps" and they navigate from place to place using comments like "two left, three up." They could definitely incorporate a treasure map or scavenger hunt for something like this I think.
ReplyDeleteTreasure maps or scavenger hunts would be fun! My mentor teachers has the students draw neighborhood maps and has them give directions from the maps. That could be used further to have a treasure hunt. Excellent idea! Google earth could also be used to do the scavenger hunt. You can get a lot of detail on them! We looked up our place and saw where we drilled wheat and could count the hay bales on the pivot. How fun would it be to go on a treasure hunt with google earth as well!?
ReplyDeleteOOooo Jeni- A treasure hunt is a great idea on google earth! You could pick the location and give the students directions to follow and have them pinpoint the location you have in mind! Great thinking!
DeleteI think that treasure maps or scavenger hunts are a great way to teach map skills! And you could make it appropriate for any grade level depending on how detailed you make it! You could use the school, playground, or even neighborhood. Older students could draw maps themselves and have partners read directions to the place they are going to.
ReplyDeleteI haven't had much of an opportunity to teach map skills but when I was in elementary school fourth and fifth grade students did a yearly scavenger hunt around town. My town is extremely small so walking all around town with a group of students is really easy to do in a day. We learned map skills throughout the year and eventually worked our way to creating our own maps of our little town. The teachers would then have a list of items for the scavenger hunt with clues on the map of our town for where we could find the items. This was a great way to teach us map skills because it related to what we knew and were familiar with. I think it would be fun to have students create a map of their school or even their classroom and for the teacher to then create a scavenger hunt for them around the classroom or whole school. This situation with again be something that students are familiar with and would therefore make learning map skills easier.
ReplyDeleteI love the idea of creating a school scavenger hunt. Starting at the classroom door direct the students by using phrases such as, "Walk East down the hallway 10 steps, Turn South, Walk down the steps, turn North, walk 20 steps. Where are you? Allowing the students to each take a different place in the school then setting them free to explore would be a great lesson in directionality as well as exploring.
ReplyDeleteAwesome ideas. I Love love love the idea of using googleearth for the scavenger hunt. What is so cool with googleearth is that it give the coordinates wherever you mouse icon is located.
ReplyDeleteLongitude and Latitude. How cool would it be to create a scavenger hunt with those types of things. Very cool ideas people. LOVE IT.
There is one week left in Module 2. Lets talk about one more issue.
Continue from this point forward talking about one kid in your internship class. Tell me about that person. What is unique about them? No names please. I don't want you to say something like "Jonny picks his nose. or Jonny always has messy hair." What I want is to find out how you are making an attempt to KNOW your students on a personal level. Thanks, Splichal
Love everyone's thoughts on map skills and the scavenger hunts. I am definitely taking notes from everyone's ideas!
ReplyDeleteI think that getting to know the students on a personal level is important. There is a student in my social studies class that is a descendent of Abraham Lincoln. I thought that was pretty neat when my mentor teacher told me that. He said that he was about an 8th cousin he thought. This student is pretty quiet, but takes great pride in his work. The students had to paint a scene from the Revolutionary War with watercolors. All of the students scenes were awesome, but the detail in this student's water color was amazing!
ReplyDeleteHow funny! My step-father and his family all claim to be related to Abraham Lincoln also and they are very adamant about it. I have not seen any proof of this yet but it would be interesting to know for sure!
DeleteI think Scavenger hunts are great & I also think that you could do some sort of partner activity. It would be fun to have one student in the classroom with a walkie talkie, and another getting directions from that student on where to find things for the scavenger hunt. This would promote social skills like teamwork, listening, and cooperation. The teacher could get permission from other teachers for the students to locate items in their rooms, and from the office, and the support staff. The students would have a lot of fun with this activity.
ReplyDeleteUnlike most of you I haven’t been in my internship classroom for very long. But I have had time to get to know one student because I got to work with him a little last week. I found out completely by accident that he is an ELL student. One day I was walking around the room helping students and I stopped at him because he looked lost, I showed the general area where the answer he was looking for was located. After a few minutes he still hadn’t found it so I read the paragraph out loud and he still looked puzzled. He asked me what disorganized meant and I explained and then we talked through what the question was asking and how he could answer it. After class I asked my mentor teacher about him and she said that he was being tested as we speak and that my assumption was correct with what she had seen. The next day I worked in a small group with some students. The other students finished quickly and went back to class, but he was not done so I spent a little time getting to know him and his learning styles while helping him with the assignment. I haven’t had much time to get to know him personally yet but I think I will get more opportunities to work with him. He seems really sweet and quite. I know he just moved here and he doesn’t seem us to the one on one attention that he was getting when I was working with him.
ReplyDeleteThere is this one student in the Social Studies class who is such a pleasure to be around. He is polite and respectful, and a very smart kid. From day one he was asking me if I needed any help finding things around the classroom. He is one of those kids that makes me want to be a teacher even more. Now, not everyone is perfect of course, he has to answer every question, even when he doesn't raise his hand, but he is always right, but he makes it a point to be the foucus of the class. Now I think the positives far outweigh the negatives for this young man, but I would like to see him let his classmates get involved a little more in discussions. I love the fact he is always willing to help other students who are working behind, or haven't caught on yet, but sometimes I do wonder if he just does the work for them rather than helping them get the answers. Never the less, he is a great kid, and I am glad he is in the social studies class that I am in.
ReplyDeleteIn my internship class, there is one particular boy that I find very interesting to study. His assigned seat is on the front row, and after these last few weeks I understand why. He has a very short attention span and never seems to be paying attention. I watch him intently while observing the class lessons in science and social studies. While the teacher is talking and teaching, this student is reading a book or playing with something in his desk. My mentor teacher only reprimands him if he is a severe disruption. When it comes time to complete the assignment, he is always the first one done and his performance is amazing. I don't understand at what point you lay down the law on discipline. It drives me crazy that he doesn't pay attention and he is a distraction to me and probably others in the class. I also understand that the teacher has chosen his battles. As a person, this student is loving, he always gives me a hug and wants to tell me all about everything that is happening in his life. Would it be beneficial to cause a scene and make him pay attention to the lesson or would it just make everyone involved miserable?
ReplyDeleteWorking with all the special education students that I have, many of them have the same problem, ticks and what seems like not paying attention. He really is paying attention it's just different attention. If you try to stop him he will pay attention to what you are trying to stop him from doing and not the lesson. Make sure what he is doing is the quietest he could be doing; example would be pencil tapping on desk, we have them do it on their leg,less noise. It's amazing how after the student has been in the class for a while and if you pretend to not notice it you will find that the other students start not noticing it either. I know that sounds crazy but I've seen it work in many classrooms. Stopping the lesson every two minutes to get onto him will cause more commotion and the students that want that extra attention from you will see he is getting it by doing this, so I'll do this for attention also. It's contagious. I know it's hard not to notice. Also if he is sitting in front, the children won't be turning around to see what's going on, they will still be focused to the front of the room. I hope this helps.
DeleteThank you for your reply Tammy. I assume that he is seated in the front row for that very reason. I thought about the disruption of calling on him every few minutes, but I never thought that the students would accept his behavior. After reading your post, I realized that the students have accepted it and that is their normal! Thank You!!!! :)
DeleteI really have trouble picking just one student out. I think they all have their unique ways. I think of my self as the saver, I don't know if that would be considered right or wrong. I look for the one that is drowning the most at that time. It starts just walking into the school. Which ones have parents dropping them off with a hug? Which ones walk to school alone? Which ones were waiting outside for school to open because parents had to drop them off so early? Which ones look sad? Is it because of family problems or they just didn't get any sleep? Which ones didn't have breakfast? I think when you get to know how and why your students perform a certain way or behave a certain way in your class, you have to get to know the "whole them." It's greeting them at the door, saying good morning, it's a quick talk about how their doing or why they look sad while assessing their game or activity. It's taking some of your lunch time to sit with them and share. It's finding that five minutes during independent reading to read to them. It's an encouraging note left on their desk "your doing a great job". It's a good note sent home to their parents telling them what a good job their doing. It's getting to know the parents with more good contacts, then just bad. It's taking notes about each student so you can make sense of the good and bad peaks. Take a recess with them and don't stand around talking to other teachers. Praise on them all the time you can. Getting to know them letting them know that you care. Let them know you are, picture boards with families and pets. I don't think I've met a child yet that was difficult, that you couldn't find a root problem that was causing the difficulty and if you looked at that problem, could you not think to yourself that you might be acting the same way if you were in their shoes. I think that just as every child is an individual, they learn different and they need different ways for us to get to know them. Getting to know them allows us to understand them better and teach them better. Would you want to learn something from someone that you didn't trust?
ReplyDeleteOne of my students in my internship class receives special education services for attention deficit diagnosis and exceptionalities with his cognitive learning on about a second grade level, when he is in the fifth grade. This student has difficulty attending to the teacher when she is lecturing or reading, he often gets distracted for example, if a student is raising their hand, he will stare at the student and loose all focus on the teacher. The student is a sweet student, will ask questions by raising his hand, and will raise his hand to answer questions; he does not blurt out answers or is disruptive. He has a genuine desire and drive to learn. I think it is the fact that he is on such a lower level cognitively than that of the other students in that grade is the only limit on him excelling. I really enjoy this student and with the right adaptions to the lessons and supplementing the level of his social studies lessons, I think he would do well. I question though what is being done because he is in the social studies classroom with a para-professional, however, I am not sure what he is absorbing from the read aloud and answering the questions at the end of the chapter, type learning. After taking the same test that the other students took in the class, he received an F. That alone should let the staff know that he needs some additional readjusting of his curriculum. The para told him that is what you get from not studying…….? This situation has been an eye-opening learning lesson for me regarding having students from all levels in the classroom and how to teach to all the levels or what needs to be done to coordinate and collaborate with the special education team in order to get the students’ needs met.
DeleteAlison,
DeleteI have talked with my social studies mentor and she has talked about the curriculum and having to adjust the curriculum to for the needs of the students because they don't have special education classrooms. I agree that as a teacher and having students with special needs we need to collaborate with the special education team. My social studies class has at least twenty students in it and I feel my mentor teacher does a good job adjusting to the students needs. There is a student in the class that I worked with who seems to be intelligent, but I have noticed that sometimes he tends to be looking out into space when the teacher is talking, but she is good at scanning the room while she is talking with the whole class. I don't think the para should have made that statement to him especially if he is already struggling.
I agree with Tammy that it is best to get to know a student by observing them and talking to them. We were discussing this in the Reading and Language Arts Method course as well about how we need to know everything we can about each student, so that we can do our best job to help them. It is tough to hear about how some of the kids cannot do homework at home because there is no one there to help them or no one is willing to help them. Also, you might hear from one student that his/her mom is in the hospital, but he is not allowed to say why she is in the hospital at school. At least these are some of the things that I have come across.
ReplyDeleteI want to go a little different route with the one student that I am discussing though. Instead of focusing on the student that is struggling, I want to focus on the student that is striving. There is a 4th grade boy in my Social Studies internship classroom that has such a great memory and exceeds far above most of the other students. This boy seems to remember every story and every tidbit of information that he is given and is a very fast learner. Many times I think he is bored with reviewing information that they have already covered and that he needs to be moved along so that he can continue to grow that knowledge. The one thing that I find disruptive with this student is that he wants everyone to know that he knows all the answers, so much so that he constantly blurts out the answers. I really like it when teachers use the sticks to call on names of students to answer, but this teacher just calls out names when they have their hands raised, and lets them blurt answers out quite frequently. Witnessing this has shown me the importance of good classroom management.
In my social studies class there are 24 students. It is evenly split down the middle in regards to boys and girls. There are even twin brothers that are on the autistic spectrum that are in there for morning meeting and if there is an activity that is appropriate for them to participate in. Last Tuesday they all learned that they were getting a new student. That is all they knew and I had to actually stifle my laughs. They were so excited to see who would now have more…the boys or the girls. (Oh the simple things of life!!!!) So loud cheers from the girls when a little girl walked into a room full of cheers and clapping! You should have seen the way her face lit up!!! She was the star of the classroom and she had just stepped foot into it. Let me tell you she ate it up! This little girl does have down syndrome but is able to spend a good portion of her day in the general education classroom. She has adapted very well to this new school. Last Friday this little girl’s Great Aunt (Who has custody of her) came to see my Mentor teacher and walked into the classroom and hugged her. The Aunt asked if she could say hello to the classmates of her niece. The Aunt told the class that she would never be able to thank them for what they have done. At this little girls old school she was bullied to the point where she wouldn’t get into the car to go to school. Teachers and administrators either participated or turned a blind eye. This is why they had moved and she shared that it has changed their family for only the better! She shared that even though the students were only third graders they are making the world a better place! You should have seen their faces; I don’t think that they stopped smiling the entire day! She made them feel so good about what they do without even hesitating and that they were all heroes to her and her family! This little girl has stolen my heart without even knowing it! Her story has only inspired me to be the best teacher I can! It only goes to show that greatness is lead by examples! This teacher has taught her students that everyone is the same and just as important as everyone else!
ReplyDeleteThat is such a great story, Tiffany! It sure brought a smile to my face! It's crazy how much of an impact teachers and students can have on someone's life. That is what I really look forward to in teaching!
DeleteI love this story! It's so great that she started her time at a new school in that way. Wouldn't it be nice if every new student had the opportunity to feel that way? Thanks for sharing:)
DeleteTiffany- what a wonder event, I'm so happy that you were able to witness and grow from that. It sounds remarkable! Kuddos to your teacher and your class for being such a wonderful examples, I'm not ashamed to admit I teared up when I read it. Thank you so much for sharing, truly an inspiration!
DeleteOne student in my social studies internship classroom has Asperger's, ODD and ADD. He sits at the front of the room at his own table. When I been in the classroom, he seems to do well working with other students when playing games (term and definition matching card games). He is very respectful. I need to do some thinking about my formal lesson, as I just learned that this student does not like glitter and I was planning to use lotion and glitter to illustrate how germs spread easily and as related to the Black Death. The mentor teacher really liked my idea and thought that the student could make up his mind whether or not he wanted to participate in the exercise.
ReplyDeleteI have a hard time picking out just one student, because there are so many different and interesting students in my internship classroom. I think you find a lot out about the students by observing their behavior when they think no ones looking. You can identify who may need more help staying on task, what grabs their interest, and even which students need a little extra reassurance. There is one student in my internship classroom who has behavioral problems and often has to go see the behavioral specialist throughout the day for "breaks." One afternoon his teacher wasn't able to answer his question right away and this made him upset enough that he completely shut down, pushed his chair away from his desk and refused to participate. I was able to go over to him and ask him if he'd like to come work with me at the back table. Probably because I was someone new, but he agreed to come work with me, and even when it was time for me to leave for the day he continued working. Since then he has been a lot more open to me helping him, and will ask me questions when he's "stuck." I feel that sometimes the most challenging students give you the most rewarding experiences.
ReplyDeleteOne student in my 4th grade classroom just brings a smile to my face everyday. He is autistic, but also very high level. You think he isn't paying attention, but then when the teacher calls on him, he just looks up from his magazine, or encyclopedia (yes - encyclopedia) and blurts out the correct answer. His parents are very active in his development and want him to have as "normal" of a life as possible. (what's normal anyways?) He loves sports so his parents take him to see all types of sports. He just recently went to a Harlem Globetrotter's game and brought in an autographed ball and ticket stub for show-and-tell. Also, at recess, instead of playing basketball, he is the ref. I love this and I love that his classmates allow him to be apart of the game too. He is usually very upbeat and positive. If someone in the class needs help with something he is always right they to help. He does need some extra attention at times and is also allowed to be up moving about the room but for the most part he is treated just like all of the other students. I have enjoyed getting to know him a bit and helping him with some projects.
ReplyDeleteI unfortunately don't get a lot of interaction with my sixth grade students in my internship class. The teacher teaches by using the text a lot, so the majority of the time I am in there they are reading the text or filling out packets. I do have one student that baffles me. He is always in ISS. He always has detention. I always hear his name coming out of different teachers mouths in a negative way. But EVERY time I am around him, he is very polite and well mannered. I mentioned that to my mentor teacher and she just stated "well, you haven't crossed him yet." This is sad to me. I wonder how much of these teachers opinions are prejudged based on previous teacher opinions. Maybe he really does have issues. I know he is bright. I helped him correct one of his quizzes. He missed all questions except one and when I sat with him and watched him correct I asked him the different questions and he knew the answer to every single one. I asked him why he did so poorly the first time if he knew the material and he his reply was that it wasn't really going to make a difference anyways. Maybe he really doesn't care. Maybe he is a bit of a rebel. Or maybe, just maybe he has been dealt a tough card in life and doesn't know how to handle himself. Makes me sad.
ReplyDeleteKristle,
DeleteThat stinks that you don't get much interaction. In the beginning I wasn't either but I set up a time to talk with my mentor and I kept mentioning how I would like to work with the students any time possible and she starting fitting more time in for me to work with them. Maybe talking to your mentor would give you more time with the students? I've also seen a lot of prejudgement and negativity coming from teachers in the district I'm in. It is very sad. I'm sure some students the teachers have hard times with do have their troubles but I think it's a teachers job to deal with those troubles in a positive way. Personally I think when all the attention a child gets is negative they will react in a negative way. I think children start to think "why even be good when I get in trouble anyways". I hope your internship experience becomes more positive!
I don't have much interaction with my 4th graders, yet. I spoke with my mentor teacher last week and we decided to get me more involved to better prepare me for the formal observation. We were discussing how nervous I am about it. She suggested that I take the lead (in small ways such as handing out and explaining directions on a worksheet), so the students begin to get to know me. Last semester I worked with 1st graders so I got hugs on a daily basis. Every time I saw a student outside of school I heard my name being yelled ferociously and was greeted with smiles and hugs. This semester is different because I just sit in the back and take notes. My mentor teacher doesn't involve me in the lesson, but I am looking forward to that changing.
ReplyDeleteI'm with Lindsay Sibala on this one. There are several students that I find to be unique, and it's hard to pick just one. Through observations I have learned a lot about all of the students and how they interact with their peers and the teacher. There are several different personalities throughout the class. Being in a kindergarten classroom there are definitely behaviors of all kind. I think that alone will be the hardest thing(s) to take into consideration when I go to do my formal lesson. I know for sure there is ADD, if not ADHD. Surprisingly, there is not a single student in this classroom with an IEP, which is new to me.
ReplyDeleteThere is this girl who is very expressive and talkative. She enjoys showing me how she molded something, created something, or her work. She enjoys talking to me about her mom and the great things she is doing at her church. It is nice to hear that this young lady has a great relationship with her family. It is hard for me to pin point out just one student as there are many to talk about and I am still trying to develop that relationship. The boy who sits next to her is fascinating too. The first day of school he said to me, “hi, I have ADHD”…How do I respond to that?! Wow. He is a bit eccentric and “busy”. But, he seems to have a lot to share and I seem to have a lot of smiles to return his way, he likes that!
DeleteI think that's actually awesome that he announced that to you. I don't know what grade you're working with but to me is shows he is aware of his behavior and special need and it okay with sharing that personal information. I actually found out on one of my first days in the classroom that one little girl was recently diagnosed with Tourette's. I never would have guessed because her ticks just make her seem antsy. She is quite similar to the little girl you explained, talkative and expressive. Tourette's seems like an exhausting syndrome to have (and I get that just from observing and talking to her). Unlike the boy with ADHD she hasn't really come to understand it, but I think with age she will adapt.
DeleteI really enjoyed reading Tiffany's story. It was very inspiring! The other students changed the direction of her life. That is something to get excited about.
ReplyDeleteI am getting to know a little girl in my observation who is very shy. She is friendly once you get to know her, but at first she is very quiet and observant. What I have learned about her is that she loves to read. Sometimes she will read her book while the teacher is teaching a lesson. When she is reading she doesn't even notice anyone else is around her. I love that she enjoys reading so much, but I was afraid she was going to miss out on the lesson, so I very quietly asked her to put her book away and listen to the teacher please. She put her book away and joined right in. Whenever she can though, she will pick up her book and begin reading. I love that. With a love of reading, she has the potential to do great things!
There is a girl in my Social Studies internship class who is a "helper". She is always trying to help her classmates, even if that help is sometimes unsolicited or unwanted. The teacher gets frustrated with her sometimes, and I can totally understand that. On the flip side, I think there is a good opportunity here for someone to help her foster that gift. It is evident that she enjoys helping others. I would try to find ways for her to use that gift either in the classroom or as a peer helper in the lower grades. Rather than view it as something negative, she should be given some boundaries and then the opportunity to "practice" helping at appropriate times. She has a wonderful heart and is very bright. She is always willing to clue me in on things they've discussed without me or to help me find things in the classroom. Although she comes from a less than desirable home-life, she thrives at school. She has every chance at succeeding, no matter which direction she chooses. She is one of many students that I truly enjoy in this class, but she is definitely a stand-out!
ReplyDeleteNicole,
DeleteLast semester I had a couple of "helpers" in my internship classroom as well. My mentor took advantage of their personalities when doing grouping an pairing. She would put the helper students in groups with all other leveled students. She would give each student a role in the group so that the students who really wanted to help would have boundaries and not be overbearing to their peers. These boundaries helped the students understand when it was appropriate to help.
I have only been in my social studies internship for two weeks due to certain things, but I am still getting to know my students. I can however talk about my Science internship in which I enjoy very much. The class is made up of students who need the most help. There is one student in particular that stick out in my head and this student is a disabled student who needs a form of assisted technology that talks for her. In the state of Colorado they have full inclusion so students who would normally be in the Special Education classroom are in the general education classroom. Anyways back to this student. When my mentor teacher is lecturing the student is just sitting there and everyone once in a while my mentor teacher will sit next to her and hold her hand because that is what the student likes. When the students are working on an assignment the teacher will have other students work with her while she helps her as well. The girl can write she just needs to be told what to write. The girl can also respond to you, but still needs the talking device. Everyone in a while she will be pulled out of class or an aid will be with her. Overall it's nice getting the experience of seeing how my mentor teacher works with the child and I have gotten a chance to work with her. The students in the class are also very supportive of her.
ReplyDeleteMy internship is in the fifth grade classroom. There are so many different personalities in this room! I find it interesting that out of 21 students there are three sets of twins. One set of twins are special needs with ADHD. The room is kept pretty low key and the boys each have their own para sit with them to help them stay focused. They are able to stay on task for most part while the round robin reading and note taking are going on. Every few days the twins seem to have a bad day and struggle to stay focused. At first the twins would seem as if they looked right through me and wouldn’t acknowledge me. I am starting to get a few smiles from them now which I hope is a good thing. I hope that my presence in the room and them getting used to me doesn’t give them a disruption to their routine. The really do try and want to please the teacher and the paras.
ReplyDeleteI've been in many different classrooms working with special education students and the support varies. Sometimes they just need guidance or help keeping on track so I walk around helping other students also who need help. I have seen some teachers who would give a third grader, first grade work and make do it on their own instead of teaching them at their level. I think if you have extra support in the class room, us it. There are too many times when you won't have that support. I think you have to get to know your students well so you know when to push them hard and when not too. I have a kiddo that she won't do anything for the teacher, I can get her to work but I have to push her to work, she has to know that I know she can do it and I won't except anything less from her. This week her father died, so I know enough to give but not a lot because she is very smart and she will use it if she can, so it's a balance. They have to know you care, care about them and care enough to make them work.
ReplyDeleteI think the school I'm at is especially dependent on special education paras. As paras we go in and take whatever they are doing and adjust it to meed the needs of our kidos, so when they don't have a para it doesn't get adjusted. I see some accommodations for math and reading but no real accommodations for science or social studies. I also see as teachers they like to send them down to us when they are having behavior difficulties. I know that their classrooms are crazy sometimes and it's hard but I think as teachers we need to remember that these special education students can be very smart. If you send them out for behavior then you have lost control. It really needs to be handled in the classroom if at all possible.
ReplyDeleteUnfortunately I do not get to have a lot of one-on-one interaction with the students. The class I am in is actually quite unorganized and I have to make every attempt on my own to do anything while in the classroom. The teacher is not especially helpful. The one student I have come to know in the class is a special education student. I am not quite sure what his exact needs are but I believe he has a specific LD. The student sits at a round table by himself (when a para is not with him). The rest of the students are seated at desks but he is placed at the table so the paras have more room to work with him. I often sit at the table with him also. He has really become attached to me. I use his book to look off of or read from while the teacher is teaching and he takes great pride in sharing his book with me! He always wants to do things for me and wants to make sure I have everything I need. Just today in class the teacher was talking about the war in Iraq and Afghanistan (yes I know they say it is over but guess what we still have troops there!) and this student was so excited to tell me about his brother who is at this moment stationed in Iraq. He sat there and told me all about his brother and the next thing I knew he was pulling out a 5x7 picture of his brother (the soldier) and his mother dancing together. I was so touched by the love and pride he has for his brother.
ReplyDeleteThis student is always the first one to jump up and help the teacher and he always makes an attempt to answer the question the teacher asks. He raises his hand for every question the teacher asks and never hesitates to give an answer, whether it is correct or not! I have come to adore this student and I am excited to get to know more of the students as the semester progresses!
Angela - That almost made me cry! He sounds like a sweetheart:) It's unfortunate that you're in such a disorganized classroom, but it will definitely teach you what NOT to do in your own classroom. Good luck with the rest of the semester!!
DeleteNicole
My social studies internship class is a very diverse unique group of students. There are about seven English language learners, three students with disabilities, and only four students at grade level. Each and every one of the students is so very eager to learn though. One of the students is almost completely deaf. He can hear very little but he amazes me with how much information he retains. He reads lips a lot and does a great job! He is always eager to answer questions and I just think this is awesome. Often times I always see students with disabilities, such as deafness, and they are shy and hold back in the classroom. This student is so proud of what he learns and the other students respect him for it. He is able to understand almost just as much as the other students despite his disability. He as to work extra hard to be able to understand this information but his drive is amazing. My mentor teacher has a microphone necklace she wears that transmits what she says into his hearing aids. He doesn’t mind this but he prefers to be independent most of the time and learn by listening on his own and reading lips. My mentor lets him do this if she sees he is learning fine this way. When she sees him struggling she has him use the microphone. I always love seeing students eager to learn and this little guy is such an inspiration. Despite his disability he works hard to learn and he does not let anything hold him back. I get to do small group activities with the students a lot and this particular student has been in my group multiple times. I was worried about working with him at first because I was afraid I would not be able to relay information to him in a meaningful way but he makes it so easy. He is probably the easiest student for me to teach in the whole class. He gets so excited about learning and he is very funny. He makes teaching fun for me and I love watching him learn and express his knowledge so verbally to other students. It makes me feel like I’m doing something right. When I work with this student I make sure I speak a little slower and really clear so he can read my lips easier. I also use a lot of hand symbols and drawings to help him understand. He likes this and it’s easy enough to implement so that all students benefit from it.
ReplyDeleteThere are so many amazing students in my internship class this semester, it is hard to select just one who has stolen my heart. If I had to, I guess I would select a young boy in the class. He is in the fourth grade, he is very quiet and always greats me with a hug- no matter where he encounters me. I love that he welcomes me this way even if he is surrounded by other young boys who might tease him for doing this. This child is special to me, not just for the hugs, but for what I see in him. He is a very intuitive child, perceptive to all of his classmates emotions and thoughts, he is somewhat lacking in self confidence and has had a somewhat troubled home life in the past. Currently he is involved with social services and his family, making sure that his transition back to his family is a stable one. He has difficulties with hand dexterity and struggles with dyslexia. I love that this student embraces his disability with positivity, one day while we were in the computer lab- I was assisting him with a question, and he said something like... Mrs. H, I can do this, but just watch, sometimes it takes a little longer because I'm dyslexic. This child has already overcome so much in his time, and still rises to meet the challenges that he faces with a positive attitude. He is my hero and I love that I get to learn from and with students like this.
ReplyDeleteIt is great that he approaches challenges with optimism, which is difficult for many students, but certainly even more surprising for all that he has been through. This will serve him well as he encounters other obstacles and challenges in his life.
DeleteI am working in the 6th grade Social Studies. I am normally up moving around the classroom but lately I have taken an empty desk when the teacher is reading material. I sit by a girl who doesn't pay attention very well and just a few days ago I realized why. I asked her to read a small section out loud to me, and well she couldn't read the material. I was really surprised that she had made it to the 6th grade without being able to read!!! I confronted my mentor teacher about this situation and she said "that's why I always read aloud, not many of my kids can read that well." Wow this is not good!!! I have since then been sitting by her, and she has really opened up to me. She has a very sad home life, it just breaks my heart. She always has a big smile on though when I walk in the door. I am so excited about having my own classroom!!!!
ReplyDeleteCassie,
DeleteThat is really sad that most of the students in the classroom can not read in the 6th grade. The teacher also should not be so accepting of this. This is something that happened to me when I was younger as well. The teachers have always just excepted that I had a learning disability and I was often pushed to the side in my classroom. My special education classroom is where I thrived because I could have that one support that I needed from someone. I remember completing book reports in my English classes and not even finishing the book because they always when too fast for me. I would always right a book report on it anyways though. I would try my hardest to stay with the class but I would have to read material over and over again to understand it.
Cassie,
ReplyDeleteReading your post breaks my heart. However I can remember I fellow student I grew up with that could barely read and passed high school. I think it his a huge injustice to students. Reading is such a crucial part of daily life no matter the goals you have for yourself. It is nice to hear you are giving her the extra attention she needs while you are there.
I usually try not to focus on the negative in a classroom environment but when you asked us to describe a student the first student I thought of was a girl in my classroom with the worst attitude I have seen. I am in a fifth grade classroom and this girl is so rude to her fellow students and teacher. It breaks my heart. She talks under her breath during lessons and argues. I spoke with my mentor teacher about her behavior and she said she has been like this since she was younger. I just think it is a poor way to behave. I was taught to have respect for teachers and I am just at a lost for her behavior. The girl is bright and very pretty but her attitude puts her in a negative light. I wish she would realize she could stand out positively she would display respect.
ReplyDeleteJade B.,
DeleteThis also makes me sad about the student. When ever I see something like this it makes me think of what I can do to help.
Something that your post reminded me of was that sometimes teachers seem to expect this behavior from students. I will see students act up in class and not the teacher will ignore the behavior but other students will do the same thing and get in trouble. I do not feel that this is fare for both students. It teaches one student that they can act this way and the other student that they are treated differently because they do not always have behavior issues.
One student in my internship class that has really made an impression on me is someone that is so great in the classroom. He does as he is told all the time and seems to be very academic. He always has a book at his desk that is huge and if there is any extra time he is always reading. He got actually got in "trouble" the other day from a substitute because he did not put his book down right away and you could tell by the look on his face that he hardly even gets singled out in class. I wish I have a classroom full of him when I teach :).
ReplyDeleteI am like many of you and I am having a hard time picking out just one student. My internships are a little different because I am also their para all day long, so I have been able to interact with them since the first day of school. Each student has something unique about them that I could recall at any given time, but there is one student that I wish I could help more than the others. Keeping in mind that this is first grade and their little bodies are in constant motion most of the time, I have one student that moves more than anyone I have ever been around. She always has a smile on her face and hangs onto me whenever I am in the classroom. She always wants to come with me in the groups I pull out during the day. In a small group session, she moves approximately every 3-4 seconds. And yes, before you ask, it is hard to teach with that going on, but my question is how is she supposed to learn. She is way below grade level, but has made a little progress. My mentor teacher has tried to explain to the family what type of issues the child is having, but the parents are oblivious. I want to help her because she wants to learn and tries so hard but I don't know what to do. ADHD is one thing, but her constant motion is something I have never come across. I would love to hear any ideas that you guys might have on this.
ReplyDeleteI have always wondered if people that are paras get to just consider their time at work as internship hours. So you just get your hours while you are working? It is too bad that some parents won't listen to the teacher and at least take their child to see a doctor. I know that we were one of those parents at once with my step-son. We finally listened though and took him to see a doctor. It is always better to figure it out sooner than later. I will say in our situation it is important to have a teacher that you feel cares about your child. In our situation the teacher was very pushy and it seemed like she just wanted him on medication because she couldn't handle him in the classroom. I am sure that she was frustrated and he was a huge distraction as she was trying to teach but she could have approached us in a better manner. I am not sure who has met with the parents but if the teacher hasn't tried going to the principal that might be something to try. It was after we met with the teacher and the principal when we made my step-son an appointment which we found out he had ADHD.
DeleteI think that the diagnosis of ADHD is throw around a lot (I could be wrong). It just seems like so many of the studnets are like this. She could be doing this for so many different reasons. I have also experienced many students that have the same issue that you are talking about. Usually what I do is find different technuqes or tsrategies that will work for the student. For example there could be a reword for sitting still, some kind of seat pad for her, a breaking technique for when she is hyper etc. We just as teachers need to experiment and figure out what will work for the student.
DeleteTo pick out one student is very hard! There is a little boy that is just know being tested. So since he has went all year being in the regular classroom at all times he does not like leaving the room. When he comes back in and the class is doing something he thinks that he has missed something. On one of the first couple of days he even started crying and my mentor teacher pulled him aside and explained to him what the other students were doing and assured him that he wasn't behind. He is doing much now. When he walks in the room my mentor teacher reassures him with comments like: "perfect timing, we are just getting started", or "you didn't miss a thing, we are on page..." She is such a great teacher and he just comes right in now and joins the class.
ReplyDeleteKelsi, thats really great that your mentor teacher says those comments to help him make the transition a little easier. It's the little things that teachers do that can make all the difference in the world to children.
DeleteKelsi--You post was very touching to me. I have worked as a paraprofessional for the last 4 years in special education. It sounds like your mentor teacher is a great teacher and interacts very well with her students. I really like the fact that since this young boy had a melt down, she is sure to reassure him that class has not begun and he did not miss anything. This tells a lot about what kind of teacher she is. Thanks for sharing your story, makes us all think about what we want to be like when we have a classroom of our own!
DeleteI was looking at the district curriculum for my Curriculum and Assessment courses. I asked around and there is a team for the buildings that picks out the textbook series that that school uses. They do their best to chose curriculum that lines up with the state standards to make it easier on the teachers when it comes to teaching those standards. However, there is no curruculum out there that is going to hit upon all the needed standards for every test so teachers have to be creative and have good time management skills in order to mix in the missing pieces.
ReplyDeleteThere are many students that I have had lots of fun with during my internship. However if I had to choose one it would be a little boy that just moved to this school district this year from Baton Rouge, Louisiana. It's not just his thick accent that has me intrigued, but also his knowledge about the background, traditions, and history of where he came from. His mother made a "king cake" one day and brought it to the class to share. He got in front of his peers and explained what it was, why and how it was so popular in Louisiana, and the history behind it. During another lesson there was mention of Mardi Gras. He raised his hand right away and when he was called on he began to explain all about the tradition. He makes me laugh because he says the funniest things. Like I said there are many of the students that I love being around, but he just has the personality that kind of draws you in. To get on a more personal level with all of the students I walk around the room and try to interact in whatever activity is going on at that time. This third grade class is very into Social Studies and I love that they are so eager to want to learn more on every topic that is addressed.
ReplyDeleteThere are many students during my observation hours that I have really enjoyed getting to know but there is one sixth grader who I would just love to take home with me :) He is in special education because he is very ADD/ADHD. He does take medication for this because he does visit the nurse on a daily basis. I have really got to know this young boy over time because I also have worked at the school I am observing at. This boy has 2 brothers, one in 7th and one in 5th. He is the middle child. His mom was killed in a car wreck when all three boys were little but he does remember her well and has days where you can really tell something is bothering him. This I know because he remains very quiet, which is something he usually has a hard time with. He is well liked by his peers and is an amazing friends to one little girl in his class who is also in special education and functions a lot lower than her peers. I am going to miss all of my students when I am through, but this young boy will be extremely hard to say good bye to I have a feeling!
ReplyDeleteState standards are standards that are set by the state. They are more or less guidelines. District curriculum is set by the school district to meet state standards.
ReplyDeleteWhat I have experienced in my internships so far is that teachers use the state standards as a guideline when they are teaching. They plan lessons that work towards a state standard. The common core standards being introduced in the school district I am interning at. So teachers are realigning their lesson plans and new curriculum is being tried out.
In response to Kristi P: That is so sad to hear that! As educators we never know what the students we work with have been through! I know I will miss working with my students too!
Can I count my son as the one kid that I know on a personal level:). I am lucky to be able to live in the community where I am interning and I know many of the children on a personal level. I was a bus driver for the district for many years, I worked as the lunch room cashier for a couple of years, I am the jr. high cheer coach, and I substitute for the district fairly often, & I have 6 children in the district from 2nd grade up to the 12th grade. I think this has helped me in my internships because the students know me and when I come into intern they will listen to me and accept directions and corrections from me. I really like that the students are seeing me being involved with their education and they also know that I am getting an education even though I am a mom, and old:). I think that they can see that it is never too late to continue your education and that I value my education just as much as I value theirs. They are all interested in the computer and me doing a lesson for them with my "teacher" watching me. I can't just pick one child that I am getting to know and making personal connections with because I feel like I really know them all.
ReplyDeleteI understand that making a connection with students is half the battle. I think that many times teachers are busy doing all the stuff involved in the 'teaching' stuff. I know a lot of teachers do not like to do recess duty but I look at this as a time to connect with the students on a personal level.
ReplyDeleteOn the playground you can observe students who are struggling with social interactions as well as those students who seem to take over as the 'boss' of the playground. I think that recess duty is not so bad, I like this time to connect with the students and get to know them. Many times students will be sitting alone and just a quick positive comment will help them get up and start moving or interacting with others. Many times students want to hang out with me at recess and I find this time to be valuable for connecting with the student and asking them what they think about what is going on in class. When you ask their opinion usually they can't stop talking about what they like and what they don't like. Recess duty for my has been a time of connection with the students.
I work with the same class for my science and social studies internships and have found myself drawn to a particular student. She is a special ed student and with me working as a para I feel somewhat of a connection with special ed students. She is a cute girl who works hard but needs a lot of help. I help her read questions as well as write down information from the class. It is really satisfying when we take tests and I see her doing well on the test after her and I worked together to learn the material.
ReplyDelete