All Good Things Must Come to an End

As this course comes to a close, I think about how much I have learned, not just about teaching, but about learning.

This course has taught me so many ways to implement various lesson plans, whether it be Direct, Information Processing, or Social Interactive.

Thinking back, I had seen these lessons all the time growing up and in my fieldwork and subbing experiences, but I had never had a name for any of them.

I also learned that writing GOOD lesson plans is more than just jotting down a couple of notes. All lessons are made up of different parts, and all of those parts are needed in order for lessons to be successful.

I have learned to look for all of these parts when I am observing, and use all of these parts when I am teaching.

As for being a teacher, I have learned that one of the most important things I can have is flexibility. Things are going to happen in the classroom. Students are going to act up, the fire alarm is going to go off. What is important is how a teacher handles these situations and maintains control over the class. Even though lesson plans are very detailed, they are not set in stone, and can be tweaked as needed.

One thing that surprised me during my fieldwork experience was how much I prefer information processing and social interactive lessons. Even when I am subbing, I find myself encouraging students to work together and think critically. This does not mean that I am opposed to Direct Instruction. That is not the case at all.

I believe DI is appropriate when introducing a topic and also with working with students with special needs.

Overall, as a teacher, I feel as though I have become more comfortable. I am more confident when I enter a classroom and am not as intimidated when it comes to introducing new topics to students. There had been times when I sub where the teacher asked me to begin teaching a new topic to students. I would have fumbled my way through it. Now I have an idea of what needs to be done and how it should be done.

I think this confidence comes from being in the classroom frequently. Eventually you get the hang of it and are able to adjust.

As for what I can improve on, I think there are plenty of things. I believe there is always room for improvement in anything a person does, including teaching. If there is one thing that I need to work on it is patience. I need to remember that not all students are going to understand information the first time it is presented. Sometimes I will need to slow down and reteach information.

When this course began, I expected to learn about the different methods of teaching. I left with a whole lot more than that. I now feel as though I am prepared for a job interview. I am able to explain various teaching models and provide examples of how I have, as well as how I would, teach all of them. This was an experience that I have not had with any of my other class taken so far.

A significant part of this course was peer evaluation. We were often asked to provide our peers with three pluses and a wish following presentations. I personally liked being on the receiving end of this. Assuming my peers were being honest (and not just nice), it would provide me with constructive feedback and allow me to make changed and improve my work in the future.

Another major part of this course was self reflection. We were often asked to reflect on our work and our experiences. I will admit, I am not the biggest fan of reflecting, but if I am going to ask my students to do it, I must do it as well. Reflecting allows me to really break down what I learned and show my understanding. It allows me to see where I succeeded and where I went wrong. Reflecting helps me to break down and see what I really learned.

I know I still have a lot to learn, but I feel as though I am off to a pretty good start thanks to this class.

Job Interview Adventure

In our last week of class, my teacher held a mock job interview. Five students volunteered to play the role of elementary school principals looking to hire a new team of teachers. All of the questions to be asked were based on what we learned throughout the course.

At first, I must admit I was not terribly excited to do this. In the end though, it turned out to be a pretty interesting experience.

First of all, I discovered that I remembered more information than I had originally thought. I was worried going into the class that I would blank out when asked about the different models and strategies.

I think what I was most impressed with was how I was able to share examples of how I had used all of the models and strategies we learned about in my fieldwork as well as subbing experience.

I thought all of the "principals" asked very good questions and they all seemed to take their roles seriously.

Overall, it turned out to be a worthwhile experience, and I'm glad I did it.

Six Thinking Hats

In my class I learned about different methods that can be used with the social interactive model (SIM).

Our class was put into groups to learn about various methods.

My group was assigned Six Thinking Hats.

This method provides students with a problem. The problem is then looked at from different perspectives. Six to be exact. Each hat is explained below:

White Hat: This person looks at the information provided and makes an educated decision.

Red Hat: Decisions are made based on gut reactions and emotions.

Black Hat: People wearing the black hat look at the problem cautiously and defensively. These people look at all of the bad points to the decision.

Yellow Hat: People wearing the yellow hat are positive and optimistic.

Green Hat: People wearing the green hat find creative solutions to the problem.

Blue Hat: The person wearing the blue hat is generally the person who is in control of the meeting. Example: Chair of a committee.

This method is a nice way to show how people base their decisions on all different reasons.

Social Interaction: What's the Point?

Social skills are vital to being successful whether you're in school or on the job. School is really the place where people learn and practice their social skills. Everybody knows social skills are used on the playground, but what about in the classroom?

This is where the Social Interactive Model (SIM) comes into play.

SIM is used to facilitate group work in the classroom. Unlike Direct Instruction, SIM is student-centered and requires students to work together in a structured setting.

SIM lessons begin with the introduction of the task by the teacher. Students are then placed in groups. There are many different methods for grouping students. It may be done randomly through choosing Popsicle sticks, counting (1, 2, 3, 4, 1, 2...), or it may be done based on skill level.

The point of SIM is to make students responsible for their learning. This is because SIM requires students to be able to take what they learned and share it with group members, as well as the rest of the class.

One cooperative learning method that was used in my class to show SIM, is Jigsaw. In Jigsaw, students are put into groups (in whatever manner the teacher chooses). Each group member is assigned a different part of a problem. Students then research their assigned part. Before they return to their group to share their findings, they must first meet with other students in the class from different groups who were assigned the same part. This new group is known as the expert group. The expert group makes sure that everyone has found the same information and come up with a way to share their findings with their home groups.

Jigsaw makes every group member responsible. All students in the group must do their part in order for the final product to be a success.

One advantage to SIM is that is allows for students to use their higher order thinking skills. The disadvantage is that it is extremely time consuming.

It's Time For Inquiry!

I completed all of my lessons on greater than, less than, and equal to in the 2nd grade classroom.

They did well with the WebQuest for the most part. It was hard for some of them to read the information provided on the web sites, which made doing the research a challenge. This was after I consulted with my cooperating teacher about what web sites she uses with the students.

The students really enjoyed using the laptops in class. This was the first 2nd grade class in the building to use the laptops. They are usually reserved for 4th and 5th grade.

After I began by introducing the assignment and explaining what needed to be done, they were free to explore. They loved researching!

According to my cooperating teacher, during this time, it was the quietest she had ever seen them. They were all engaged.

Due to the grade level, age, and overall maturity level of this class, I had to walk the students through every step of the WebQuest.

While students worked on the laptops, I played the role of facilitator. I walked around the room and assisted students as needed. This was their time to learn, however, not my time to teach.

The WebQuest was broken into two separate lessons. The first day was information processing. On this day, students only researched their topics. Day two was social interactive. This lesson required students to work in groups, share the information they learned the day before, and create a riddle.

Overall, I think the riddles came out better than I expected. I knew this would be hard for some of the students in this class, but I wanted to challenge them.

When all of the riddles were written and illustrated, it was time to share. The students loved presenting their riddles and their classmates loved guessing the answers to the riddles.

Looking back, I can't say that 2nd grade is an ideal grade for using WebQuests, at least not at this point in the school year. They are too dependent on the teacher to show them what needs to be done. I think WebQuests are great for older students who are more independent.

Local Interactive Museums

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.

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!

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.

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.

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!

Direct Instruction Lesson Planning

Over the past few weeks, I have been learning an unbelievable amount of information regarding Direct Instruction and designing a DI lesson plan.

I have never written a full lesson plan (MSMC style) before, so the thought of having to design and implement one is a little daunting.

I do feel more comfortable now, however, after having to evaluate a DI lesson plan.

Using the MSMC lesson plan rubric, I was able to really examine all parts of the lesson, making sure everything was present (Intro, development, guided practice, independent practice, accommodations, closure, evaluations, reflections) and everything matched (goals, standards, objectives).

To be honest, I wasn't all that excited to sit down and evaluate this lesson, but I'm glad I did.

As I was grading it, I began thinking of ways I would have written it instead, making improvements here and there.

I also began thinking of my own lesson plan. I feel much more confident that I will be able to write a successful lesson plan on my chosen or assigned topic.

The goal of DI is to have students master a concept and reach automaticity (The ability to automatically recall information without having to think about it...Ex: Math facts; addition, multiplication, etc.).

Information presented in DI should be in short chunks.

In the reading, Teaching on target: models, strategies, and methods that work by Daniel C. Elliott, it states that the teach should always explain, or model, the concept being taught. DI is used to teach basic skills. The students need to be shown how to do something.

Even if modeling wasn't a required part of DI, a teacher should still do it for visual learners (like myself).

Modeling should not look like the picture to the right. It is important that the teacher breaks everything down step-by step.

Modeling is the "I do" part of a lesson plan. The next step is the "We do", or guided practice.

In guided practice, the teacher and students work together. This is also a time for the teacher to evaluate the students understanding of the concept being taught.

Finally, there is independent practice, or "You do." This is where the students are required to try their hand at the material without the assistance of the teacher.

One of the most important things to remember when designing the lesson is to remember to constantly check for understanding and provide meaningful feedback to students.

If, as a teacher, you do not do these things, your lesson will not work and your students will not benefit.

Designing a WebQuest

One of our big projects this semester is designing our very own WebQuest based on either a science or math lesson.

A WebQuest gives students a problem or puzzle, and the students must use Internet resources, as well as work in collaborative groups, to answer questions and present their findings.

Every WebQuest consists of the following: Introduction, task, process/resource list, strategies, evaluation, conclusion, credits, and teacher page.

This won't be my first time designing a WebQuest. Over the summer, I tried to design one for a summer class for one of my projects. Let's just say it didn't work out so well.

After the past couple weeks studying lesson planning in my methods course, I feel I am more prepared now. One reason for that is PBWorks. This is the site where my WebQuest will be designed.

I have a lot of experience with PBWorks after using it to create my unit plan last semester.

I also plan on using my WebQuest in my fieldwork.

I have been in contact with the classroom teacher who has kindly allowed me to use her classroom to teach three different types of lesson (direct, indirect/inductive, and indirect/interactive).

Since a WebQuest incorporates collaborative work, I plan on using it during my indirect/interactive lesson.

I am excited to see how this all works out, and I'm even more excited to use my finished WebQuest in the classroom.

Understanding the Connection Between Methods, Models & Strategies

Models and strategies go together. My problem since starting my career in education, was figuring out which model went to which strategy, however, I think I finally figured it out.

A strategy (in case you are unaware) is a series of steps. There are two different methods used in instruction; Direct and Indirect.

Direct Instruction is matched with the Behavioral Model. It is the only model and strategy aligned. When is comes to Bloom, this method and model requires the lowest level of thinking (Remembering: reciting, recalling, labeling, matching).

Indirect Instruction is made up of every other model (Information processing, social interaction, and personal). In terms of strategies it looks like this:

Info Processing: Indirect/Inductive (Give question and look for answers on own)
Social interaction: Indirect/Interactive
Personal: Indirect/Independent

Models, Models Everywhere

As a class we discussed three of the four models used in instruction. Each of the models has an introduction, development and closure.

Below is an example of how a lesson consisting of an introduction, development, and closure could be used in a behavioral model, information processing model, and a social interaction model. Next to the name of each model is the beginning of an example objective.

Behavioral Model: Basic skills and knowledge (Given a word bank...)
Introduction- Access prior knowledge (Say: "I see some students don't know/understand, so I'll teach you...").
Development- Model to the class whatever it is the lesson is about (Show them how to do it).
Closure- Do a formal assessment, possibly an assessment consisting of didactic questions (yes or no questions).

Info Processing: Access information, organize the info, and then reflect (Given a task of solving a puzzle...)
Intro- Give the class a problem to solve (Can use Voki)
Development- Provide resources, give students tasks, inquiry, so they can find solutions to the problem.
Closure- Have students share their findings, and make sure students reach meta-cognition (Can be done by asking how they found the solution).

Social Interaction: Used to build social skills (Given a task to work in a group and whatever content it...)
Intro- Ask students how to behave in a group.
Development- Make up groups, facilitate group roles, and give group materials (Force them to share).
Closure- Students present projects, reflection, feedback (from group members) on how did they work together, contributions, etc.


It is important to note, that a single lesson can be taught using any of these models. The content does not change just because a teacher decides to use on model over another.

Breaking Down a Lesson Plan

I have been looking at/implementing lesson plans as a substitute teacher for some time now, and I never really stopped to think about how many steps are involved in creating a GOOD lesson.

FYI...there are quite a few.

First of all, let's define what a lesson and a plan are.

A lesson is the smallest segment of the learning process.

A plan is a forecast of what you intend to teach.

In every lesson plan, there is an introduction, development, and closure. As a class, my classmates created a list of what is involved in the creation of a lesson plan. When you REALLY break it down, it looks a little like this:

Rationale
Standards, goals, objectives
Accommodations
Prior knowledge
Anticipatory set
Modeling
Guided practice
Feedback
Review
Independent practice
Feedback
And a partridge in a pear tree.

Okay, forget the last part, but as you can see there a lot of steps.

Welcome Back!

Well, it's that time of year again. Another semester is upon us.

Let's dust off those cobwebs and review a little bit.

Who remembers what models, strategies, and methods are?

Anyone? Bueller?

Models are broad and help a teacher to select which strategies, methods, and skills to use during instruction. Instructional models include information processing, behavioral, social interaction, and personal. Each model contains different strategies for instruction.

Strategies are direct, indirect, interactive, experiential, and independent. Within each of these different strategies are methods.

Methods are specific ways in which the student will reach educational goals. Certain methods used are based on specific strategies.

Below is one graphic that helps me to remember these.

No More Pencils, No More Books, No More Teacher's Dirty Looks!

After taking this course, this saying has new meaning.

21st century learners are finding other ways to learn now without bulky textbooks and pencils.

This class has taught me so much about technology and how to use it in the classroom.

I knew there were plenty of tools available to enhance student learning, but the resources out there are really never ending.

If there was one thing from this class I learned, it's that I need not be afraid to try new things.

Honestly, I had no clue how to use a lot of the resources required for the course, but by just exploring I was able to figure them out.

So for the pencils and books, while they will never truly be replaced in the classroom, they are certainly starting to take the back burner to technology.

As for the, "no more teachers dirty looks" part, I don't know...I don't see that going away any time soon.

Gaining Insight Through Blogs

Over the past 5 weeks I have enjoyed blogging yet again.

I have also enjoyed reading my fellow classmates blogs.

Everyone makes interesting points in their entries and did a great job writing.

Here are a few blogs I read over the course and you should check out:

Let Technology Open Your Mind to New Beginnings

Life of a First Year Teacher

Jessica's Blog

Teach To Learn, Learn To Teach

Not Meant to Use Webex

For the second time is a row, I was not able to get into Webex to attend my online class.

I have no idea why this happened, and I could not find a solution.

Here is why I am confused about it:

We met three times total over the past 5 weeks on Webex. I had no problem getting on for our very first meeting. What happened in between that meeting and then the last two is a mystery to me.

It's too bad it couldn't have worked out, because I think Webex is a neat tool to use.