After watching the video on the Long Island Children's Museum, I decided to try and find any local museums that offer the same experience to students.
I found the Mid-Hudson Children's Museum in Poughkeepsie.
There is also an interactive museum for kids in Middletown. Unfortunately, they do not have a link.
Friday, November 5, 2010
Time to Teach
Today was the day that I implemented my Direct Instruction lesson plan!
I introduced the concept of greater than, less than, and equal to in a 2nd grade classroom.
Overall, I think it went well. My cooperating teacher loved my lesson!
I am, however, very critical of my own work. So I can find plenty of things that could have been better with it.
My anticipatory set wasn't as smooth as I had rehearsed. It was a lot tougher to carry out when there are 23 7-year-old kids yelling out answers at me when I was not asking for any answers.
My transitions could have been better as well. Despite writing them in my lesson and practicing ahead of time, it was hard to remember to actually say all of the transitions between the development, guided practice and independent practice.
One activity that I did during guided practice that worked really well, was one that included sorting small pompoms into two groups. They had to count how many pompoms were in each group and then figure out which symbol (>, <, =) to use. In their math notebooks (I needed them to write all of this down to have some kind of record of their work) I had them write the whole problem down, and then write it out in a sentence. For example, they would have to write 13 > 7 -- 13 is greater than 7.
I wanted them to understand that the symbols we were using were taking the place of the words.
Most of the class did very well with this. Some did not get it right away and needed another example, but then quickly picked up the concept.
One of the reasons this activity worked so well was because it was very kinesthetic. they enjoyed using the pompoms and having the hands-on work.
The best part of the lesson for me was the closure, and no, I'm not saying that because it meant it was finally over.
During the closure part of the lesson, I asked students to tell me what the concept of the lesson was, and everyone could tell me. I then asked the class to tell me one thing they learned from the lesson, and most were able to tell me how to use the >, <, = signs correctly.
I felt like my lesson had been a success!
I introduced the concept of greater than, less than, and equal to in a 2nd grade classroom.
Overall, I think it went well. My cooperating teacher loved my lesson!
I am, however, very critical of my own work. So I can find plenty of things that could have been better with it.
My anticipatory set wasn't as smooth as I had rehearsed. It was a lot tougher to carry out when there are 23 7-year-old kids yelling out answers at me when I was not asking for any answers.
My transitions could have been better as well. Despite writing them in my lesson and practicing ahead of time, it was hard to remember to actually say all of the transitions between the development, guided practice and independent practice.
One activity that I did during guided practice that worked really well, was one that included sorting small pompoms into two groups. They had to count how many pompoms were in each group and then figure out which symbol (>, <, =) to use. In their math notebooks (I needed them to write all of this down to have some kind of record of their work) I had them write the whole problem down, and then write it out in a sentence. For example, they would have to write 13 > 7 -- 13 is greater than 7.
I wanted them to understand that the symbols we were using were taking the place of the words.
Most of the class did very well with this. Some did not get it right away and needed another example, but then quickly picked up the concept.
One of the reasons this activity worked so well was because it was very kinesthetic. they enjoyed using the pompoms and having the hands-on work.
The best part of the lesson for me was the closure, and no, I'm not saying that because it meant it was finally over.
During the closure part of the lesson, I asked students to tell me what the concept of the lesson was, and everyone could tell me. I then asked the class to tell me one thing they learned from the lesson, and most were able to tell me how to use the >, <, = signs correctly.
I felt like my lesson had been a success!
Tuesday, November 2, 2010
DI is Not Enough
Direct Instruction is the best strategy to use when introducing a topic. After the student has reached automaticity, however, it's time to move on and allow for inquiry.
Students need to be given the opportunity to come up with their own ideas about what they are learning. The video clip of the LICM is a great example of discovery learning. Every student in that video was learning by doing. It was hands-on.
For me, I know that is the way I learn best. The concept can be repeated multiple times through DI, but until I can get involved and do it myself, I won't truly understand what is being taught.
Students need to be given the opportunity to come up with their own ideas about what they are learning. The video clip of the LICM is a great example of discovery learning. Every student in that video was learning by doing. It was hands-on.
For me, I know that is the way I learn best. The concept can be repeated multiple times through DI, but until I can get involved and do it myself, I won't truly understand what is being taught.
DI Test Reflection
Dr. Smirnova posted the answers to the Direct Instruction test I took a couple of weeks ago.
I don't remember what I posted for my answers then, but I looked at the questions again, and I think I did okay.
I can say this, after spending so much time on DI the past couple of weeks, and looking at the questions a second time, I felt more comfortable answering the questions again.
When I took the test originally, I knew most of the information, but I wasn't confident in my answers. That has since changed.
I'm much more comfortable with DI and I think I owe a lot of that to analyzing a DI lesson plan, and then designing my own DI lesson plan.
Breaking everything down, as you need to do when writing a plan, helps me to figure everything out, and really drove home the concept of DI and all of the points that go along with it.
I don't remember what I posted for my answers then, but I looked at the questions again, and I think I did okay.
I can say this, after spending so much time on DI the past couple of weeks, and looking at the questions a second time, I felt more comfortable answering the questions again.
When I took the test originally, I knew most of the information, but I wasn't confident in my answers. That has since changed.
I'm much more comfortable with DI and I think I owe a lot of that to analyzing a DI lesson plan, and then designing my own DI lesson plan.
Breaking everything down, as you need to do when writing a plan, helps me to figure everything out, and really drove home the concept of DI and all of the points that go along with it.
Professional Organization
As part of the laundry list of things that are required in order to student teach and graduate, I joined a professional organization.
I joined the International Reading Association (IRA).
For anyone that has to still join an organization, the IRA was relatively cheap. Members also receive e-mails discussing different topics in reading and strategies that can be used in the classroom.
What's Happening?
It's been a while since my last post.
This is what you've missed:
I completed my very first full-length MSMC lesson plan! It is an introductory lesson on the concept of greater than, less than, and equal to. It took me almost an entire day to write up, but after writing out everything, I think I could implement this lesson without a problem.
I will be implementing the lesson on Friday, so I'll let you know how it turns out!
This MSMC lesson plan is like no other lesson plan I've ever had to write before. I had to write out EVERYTHING. I had to write what I would do, what the student would do, what I would say, and what I expected the student would say.
I've also created my first WebQuest!
A WebQuest allows for students to engage in inquiry. They are assigned a problem or situation and must find and answer or solution through Internet resources.
My WebQuest is for second grade and deals with the concept of greater than, less than, and equal to.
I had a hard time coming up with something to do for this topic. I searched all over the Internet and could not find a single WebQuest for this topic (Maybe mine's the first one ever!). If anybody knows of one, please feel free to share with me, because I could not find one.
The WebQuest I created has students researching independently information regarding six different animals. They must find out how much they weigh, how tall (or short) they are, and any other characteristic about the animal that can be used for the topic of greater than and less than.
Once the research is complete, they will be put in groups of four and must create a riddle using the information they gathered about the animals.
Example: I'm greater than a house, but I'm less than a mouse.
I'm > a house, but I'm < a mouse.
Once the riddle is complete, the group will share it with the class. Then each groups riddle will be put in a book that will be added to the class's library.
I'll be using this WebQuest in a week. Wish me luck!
This is what you've missed:
I completed my very first full-length MSMC lesson plan! It is an introductory lesson on the concept of greater than, less than, and equal to. It took me almost an entire day to write up, but after writing out everything, I think I could implement this lesson without a problem.
I will be implementing the lesson on Friday, so I'll let you know how it turns out!
This MSMC lesson plan is like no other lesson plan I've ever had to write before. I had to write out EVERYTHING. I had to write what I would do, what the student would do, what I would say, and what I expected the student would say.
I've also created my first WebQuest!
A WebQuest allows for students to engage in inquiry. They are assigned a problem or situation and must find and answer or solution through Internet resources.
My WebQuest is for second grade and deals with the concept of greater than, less than, and equal to.
I had a hard time coming up with something to do for this topic. I searched all over the Internet and could not find a single WebQuest for this topic (Maybe mine's the first one ever!). If anybody knows of one, please feel free to share with me, because I could not find one.
The WebQuest I created has students researching independently information regarding six different animals. They must find out how much they weigh, how tall (or short) they are, and any other characteristic about the animal that can be used for the topic of greater than and less than.
Once the research is complete, they will be put in groups of four and must create a riddle using the information they gathered about the animals.
Example: I'm greater than a house, but I'm less than a mouse.
I'm > a house, but I'm < a mouse.
Once the riddle is complete, the group will share it with the class. Then each groups riddle will be put in a book that will be added to the class's library.
I'll be using this WebQuest in a week. Wish me luck!
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