There are many forms of assessment. Students should be assessed in different ways because all children learn differently. Personally I think test (paper and pencil) are not the best forms of assessment. When teaching writing: I enjoy having students make portfolios to keep their writings in. After my students put their thoughts on paper I also enjoy conferencing with them. I enjoy talking with my students and having them explain their thoughts and encourage them to write with details. The portfolios also show the progress of the students and also allows students to go back and edit and read their work. The anecdotal record keeping is what I need to do more of. Anecdotal recording keeping is a must to make sure that everyday runs smoothly and progress and behavior are monitored. Using this type of record keeping allows the teacher to make sure she/he has what they need for conferencing and documentation.
The Red Capes have a discussion of different forms of assessment. One is an observational assessment and monitoring students' progress and steps of research. Our students will be role playing and completing research on the John Wheeler House. The students will be required to complete research and be able to portray someone from that time period.
Sunday, June 26, 2011
Tuesday, June 21, 2011
Chapter 6 Authentic Experiences
Authentic experiences within the classroom are very important to have students engage in to learn. Children need real life experience to relate to when exploring goals and objectives. Teachers need to use more exploring, observing techniques, and strategies in the classroom in order for students to be able to learn how to solve problems. Children need to be able to know and understand how to solve problems on their own rather then depending on the teacher for the answer(s). Inquiry questions are generated from student experiences. Inquiry should be used in all subjects. Inquiry becomes more possible with a classroom community, responsibility, expression, technology, and diversity already in place. Children need to be enlightened about their surroundings and be able to investigate to find the solutions.
Monday, June 13, 2011
Task 3
This lesson of the unit will be directed toward second graders. My lesson will consist of comparing and contrasting the physical appearance of one of the historical homes in Murfreesboro today and the house the way it looked back in the day. I would also like to focus on the layout of the inside and outside of the house. I would like for my students to compare and contrast the way people dressed back then to the way we dress today and the lifestyles.
Language arts will be integrated within the lesson by reading different books on homes and lifestyles and using literature circles to discuss the similarities and the differences. The arts will be integrated, students will look at different pictures of homes and different pictures of the way people dress. The students will also create clothing of their own that look like the culture of the past and present. Social Studies will be integrated by students making a timeline of the changes of culture and when the different styles of landscape, architecture, and clothing style changed. Math will be integrated using the addition and subtraction skills to see how long the change took. The students will use the computer to research the different historical homes and owners and of the different art work. They will also research the culture of the past. Science will be integrated when the students map out the needs and wants of the different cultures. The students will realize that the needs and wants are very different today.
I will use different graphic organizers to prepare and teach the lesson. At the end of the lesson the students will write in a journal and share what they learned.
I would use this link to show students two pictures: one of the portrait of a boy, after 1810 by Jacob Marling; and another picture of Mrs. James Russell, about 1770 by John Singleton Copley. (looking at the clothing and style)
http://ncmoa.org/artnc/worksofart.php?artist=null&medium=null®ion=30&startPost=10
I will also continue to search for different styles of homes and the appearance of the slaves.
Language arts will be integrated within the lesson by reading different books on homes and lifestyles and using literature circles to discuss the similarities and the differences. The arts will be integrated, students will look at different pictures of homes and different pictures of the way people dress. The students will also create clothing of their own that look like the culture of the past and present. Social Studies will be integrated by students making a timeline of the changes of culture and when the different styles of landscape, architecture, and clothing style changed. Math will be integrated using the addition and subtraction skills to see how long the change took. The students will use the computer to research the different historical homes and owners and of the different art work. They will also research the culture of the past. Science will be integrated when the students map out the needs and wants of the different cultures. The students will realize that the needs and wants are very different today.
I will use different graphic organizers to prepare and teach the lesson. At the end of the lesson the students will write in a journal and share what they learned.
I would use this link to show students two pictures: one of the portrait of a boy, after 1810 by Jacob Marling; and another picture of Mrs. James Russell, about 1770 by John Singleton Copley. (looking at the clothing and style)
http://ncmoa.org/artnc/worksofart.php?artist=null&medium=null®ion=30&startPost=10
I will also continue to search for different styles of homes and the appearance of the slaves.
Task 2
I would love to use in my classroom and in my unit the Exploring Community History activity. After all that is what we are doing within our unit and integrating other resources and subjects. My students would make observations of pictures on the internet, in books, and some that they could bring in from home. This way they can make a connection. The students will analyze the pictures and compare and contrast the pictures. This way they are using visual images and they are hypothesizing what year and type of culture is within the picture.
In our unit we could have students look at different pictures of older homes and their landscape. Students can also look at the different clothing styles. Students could compare and contrast to see the differences and similarities.
Students for sure can use literature circles to discuss their findings with questions given to each group. The students can compare and contrast the new and the old pictures. The students can look at the home the way it originally was back in the day and look at the way the same site looks today. They can discuss the similarities and the differences.
The map skill activity was interesting as well. The students can look at the way homes are layed out today and compare and contrast the older homes. Students can focus on where the kitchens are and if there was a washer and dryer. They can create a map of the home and yard. Students may notice that there were separate headquarters for the slaves. Students will learn of the culture change.
Students can also write about what they learned and what they still wonder about. What they still wonder about, they could do more research on and share later.
In our unit we could have students look at different pictures of older homes and their landscape. Students can also look at the different clothing styles. Students could compare and contrast to see the differences and similarities.
Students for sure can use literature circles to discuss their findings with questions given to each group. The students can compare and contrast the new and the old pictures. The students can look at the home the way it originally was back in the day and look at the way the same site looks today. They can discuss the similarities and the differences.
The map skill activity was interesting as well. The students can look at the way homes are layed out today and compare and contrast the older homes. Students can focus on where the kitchens are and if there was a washer and dryer. They can create a map of the home and yard. Students may notice that there were separate headquarters for the slaves. Students will learn of the culture change.
Students can also write about what they learned and what they still wonder about. What they still wonder about, they could do more research on and share later.
Task 1
As I read chapter4, I found some very interesting strategies to use in our unit. As discussed in the chapter the topics, themes, concepts, and big ideas are very important when teaching units. Teachers have to prepare their students to learn the standards.
Our focus is going to be on one of the historical homes in Murfreesboro. So the topic will be looking at the landscaping and built of the house along with the culture that lies within the house. The students will be comparing and contrasting the past and present by using a timeline to focus on slavery and the style of the home. Our topic will focus on the people of that time along with what the places and surroundings looked like, and what type of lifestyle was being lived.
Our theme will focus of course on the past and comparing and contrasting the past and present. Culture will be researched with technology. Students will learn of the different cultures who lived in the home and why the home was set up the way it was. Students can compare and contrast this historical home and the way homes look today and why. Another theme to be addressed would be the time, continuity, and change. Students will definately be able to see the time period the home was lived in and built and how styles and cultures have changed. A key concept is culture in this unit, and focusing on past and present with lifestyle and the way people dressed. The big idea is for students to see the differences of the past and present and to use a timeline to see when and how things changed.
I will use several graphic organizeres to compare and constrast the past and the present themes: clothing, style of home, landscape of home, and lifestyle. It is important to help children make connections by reading them books and asking them questions about the historical site.
I will use the think pair share activity with my students. The students will read books about different lifestyles and cultures of the past. Students will share with other students on the book they have read. This could also work with literature circles.
Our focus is going to be on one of the historical homes in Murfreesboro. So the topic will be looking at the landscaping and built of the house along with the culture that lies within the house. The students will be comparing and contrasting the past and present by using a timeline to focus on slavery and the style of the home. Our topic will focus on the people of that time along with what the places and surroundings looked like, and what type of lifestyle was being lived.
Our theme will focus of course on the past and comparing and contrasting the past and present. Culture will be researched with technology. Students will learn of the different cultures who lived in the home and why the home was set up the way it was. Students can compare and contrast this historical home and the way homes look today and why. Another theme to be addressed would be the time, continuity, and change. Students will definately be able to see the time period the home was lived in and built and how styles and cultures have changed. A key concept is culture in this unit, and focusing on past and present with lifestyle and the way people dressed. The big idea is for students to see the differences of the past and present and to use a timeline to see when and how things changed.
I will use several graphic organizeres to compare and constrast the past and the present themes: clothing, style of home, landscape of home, and lifestyle. It is important to help children make connections by reading them books and asking them questions about the historical site.
I will use the think pair share activity with my students. The students will read books about different lifestyles and cultures of the past. Students will share with other students on the book they have read. This could also work with literature circles.
Wednesday, June 1, 2011
Professional Articles Experience
Hello everyone! I wanted to discuss my experience with my professional articles. The topic I chose was literature circles. One of my articles discussed using literature circles in social studies. The article defined literature circles as a small, student-led discussion group; which members are discussing the related texts. Each student was involved in the discussion and was made to participate. The students wanted to participate in the discussion of Christopher Columbus' texts. There was a lot of discussion going on. The students learned from each other. They also used higher order thinking skills.
My second article discussed the importance of using engagement strategies and literature circles in reading fairy tales. Each small group was made up of 4-6 students. Each had a job in the group. The students worked together to understand and comprehend the text. They worked effectively together.
After reading both articles, I can see using literature circles and integrating subjects like literature and social studies. It was very interesting to see how much the students learned and were involved. It is important that the students can relate to and use what they are discussing and/or learning. It becomes more meaningful to them, and they are more willing to participate and do their best.
My second article discussed the importance of using engagement strategies and literature circles in reading fairy tales. Each small group was made up of 4-6 students. Each had a job in the group. The students worked together to understand and comprehend the text. They worked effectively together.
After reading both articles, I can see using literature circles and integrating subjects like literature and social studies. It was very interesting to see how much the students learned and were involved. It is important that the students can relate to and use what they are discussing and/or learning. It becomes more meaningful to them, and they are more willing to participate and do their best.
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