Below are all of the links to my lesson plans for placement at Carmel Clay Middle School. The Unit Plans include the standards, and maps of the weeks I spent at Clay. The unit for the first 10 days was planned by my instructor, while I planned the remaining units and lessons.
The unit plan below is my coordinating mentor teacher’s plan, and lesson plans are my corresponding lesson plans.
Lesson Plans for Ms. Smiley 8thGrade Science Continue reading 'Carmel Clay Middle School Lesson Plans: 8th Grade'»
January 23, 2012
Second Language Acquisition in the Study of Science
I have often heard the complaints of many students crying that they are “just not good at science” or “science is so hard” as I walk into a science classroom. As heartbreaking as this is since at the heart of my education philosophy is the belief that anyone is a scientist, especially our young students, I can completely sympathize with their frustration.
Traditionally science content has been placed as one of the most difficult disciplines for good reason: it can be tough stuff to master. In many ways science itself has its own very particular language and discourse; and sometimes the terms alone can be challenging to understand. Continue reading 'Second Language Acquisition and the Study of Science'»
Shelbi Burnett
ED 498-Dr. Brooks
April 12, 2013
ATLAS Protocol
Introduction
Through working with, and observing English language learning (ELL) students during tutoring hours in addition to our class activities in ED 498, we have come to understand that these students have specific needs in the classroom. Often these diverse needs demand activities which are structured differently from those only designed for native English speaking students; however, these needs are not entirely different to students who struggle in content area vocabulary development. In fact some of the activities we can design and implement to aide ELL students, can help all students in content area classrooms with stringent vocabulary demands. Continue reading 'Using the ATLAS Protocol to Assess Student Work'»
Photosynthesis
Lesson 1
Context: This is the first of many lessons regarding photosynthesis. The students will be completing a lab report detailing the results of their experimentation as the culminating activity for this unit (Summative Assessment). This first lesson introduces the basics of the process of photosynthesis by beginning to identify key vocabulary. In addition, this lesson introduces writing a lab report through a jigsaw activity to create a collective classroom procedure for producing this report. Continue reading 'Planning Instruction for ELL/ESL Students'»
All Posts, ED 498: Methods for Teaching Multilingual Learners, Lesson Plans, Range of Reading (9-10), Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 1: Content, Standard 5: General Skills of Teaching, Standard 6: Curriculum
Reflection 10
This week was my last week at North Central. Upon arriving, I found Sun again looking for some help with another speech. This time, he was working on a debate, the topic of which was minors being tried as adults in murder cases. He told me he had to argue against this situation and that he was in a group of five other students all collaborating on the SMELF protocol. I looked at the instruction sheet which said the debate would last between 20 and 30 minutes total. The instructions also included a sample of the sheet the teacher wanted the students to fill out for their sections of the debate. Sun, who had the ‘S’ of SMELF meaning safety, had a sheet broken into two repeated sections for argument, explanation, evidence, and related value. The directions modeled what the teacher expected these filled out sections to look like, as well as little instructions for what was to fill each section. Continue reading 'Reflection: Field Experience 10'»
Reflection 9
This was the second to last time I attended North Central to help tutor students. When I arrived, two students I had never seen before came over and asked if I could help with a health assignment. They explained their assignment to me saying they had to give a presentation about illegal drugs to the class and provide a handout. I noticed both of them had fairly competent conversational language skills. I introduced myself to them, and they introduced themselves to me as Ahmeir and Muhammad. A little later in the session, I found out that Muhammad was from Jordan and Ahmeir was from Iran. Unfamiliar with the two languages spoken in those countries, I wondered if the two of them would be able to collaborate using a common native language the way Sun and Bo did the week before–I did not hold out hope for this though. Continue reading 'Reflection: Field Experience 9'»
Reflection 8
This week I had the fortunate experience of working with Sun and Bo again. I remembered Bo from one of my first tutoring experiences at North Central–we had worked together on a lab report that he and other students were preparing. On this day, Bo and Sun were also working on science homework. They had been given a giant review packet from their teachers for an upcoming unit test. This packet was extensive, about 12 pages total, and filled with questions, examples, and all sorts of review information. Bo and Sun had already completed a significant amount of the packet, and they asked if I thought we could finish the rest of it in the hour. I responded that we might be able to, and so we sat down to work. Continue reading 'Reflection: Field Experience 8'»
4/8/13
Today, I worked again with Sun Light. I was less concerned this time about working with a student on science homework after my interesting experience helping Sun on his speech project. He told me as we went over to the computer stations that he was still working on his speech from the previous week and he would be delivering it on Friday to the class. Continue reading 'Reflection: Field Experience 7'»
4/1/13
I began my sixth field experience at North Central not as excited as my fifth experience the week before in which I worked with La Erb on his science and English homework. In that experience, I had begun the session happy to be working in science again. However, this week Ms. McCarthy introduced me to a student named Sun Light who was working on a speech for his speech class. She described Sun as being a strong student and said this would be a fun assignment to help with but I remained skeptical. I would not consider speech to be one of my strengths, but I set about helping Sun as best I could. Continue reading 'Reflection: Field Experience 6'»
3/18/13
For my fifth field experience, I had the opportunity to work with a student named La Erb on his science homework. I was excited for the opportunity to work on something in science because during the past few experiences I had to work outside of my content area, and as a result, somewhat outside of my comfort zone. Continue reading 'Reflection: Field Experience 5'»
3/4/13
For my fourth field experience Ms. McCarthy introduced me to a student named Lee and explained that he had been given an assignment to outline a speech. While English is not my content area, I decided I would try to help as much as I could with the assignment. Continue reading 'Reflection: Field Experience 4'»
2/27/13
In my third field experience at North Central, I arrived and met Ms. McCarthy at the top of the stairs. Saying she had to run off to a meeting, she directed me down the stairs where a student named Shaw Mo would meet me. Ms. McCarthy explained quickly that Shaw Mo was working on a business plan for a class and the assignment required significant creativity. So I made my way down the steps to find Shaw Mo as Ms. McCarthy headed to her meeting. Continue reading 'Reflection: Field Experience 3'»
2/21/13
This week, I switched my day at North Central to Wednesday. The school district had the day off on Monday due to Presidents’ Day. Arriving a little late because I was caught behind the school buses, I made my way to the library and downstairs to find Ms. McCarthy. I noticed many Butler students already at tables with students as Ms. McCarthy informed me that they had people already assisting the available students and we would have to split up a group so I could work one-on-one with a student. Continue reading 'Reflection: Field Experience 2'»
2/11/13
This was my first experience in North Central, and although I am from Indianapolis and had many track meets at the school, I had never actually been inside the building before. But despite my initial trepidation, I was very excited for my first field experience and to meet the students I would hopefully be working with throughout the semester.
Continue reading 'Reflection: Field Experience 1'»
Books Included
- The Immortal Life of Henrietta Lacks
- Invisible Frontiers: The race to synthesize a human gene
- A Wrinkle In Time
- The Tales of A Shaman’s Apprentice
- Survival of the Sickest
- The Making of the Fittest
- Physics of the Impossible
- Dr. Franklins Island
- Obsessive Genius: The Inner World of Marie Curie
- Uglies
- Gathering Blue
- Ender’s Game
- Divergent
- Feed
- The House of The Scorpion
- Galapagos
- The Freedom Maze
- The City of Ember
- Eva
- The Hunger Games
Continue reading 'Bibliography of Books for Teaching Science!'»
Novel Resource Guide
Our task in ED 420 this semester was to create a plan to teach a unit using a novel. Because my content area is science, I was hesitant to use a science fiction novel so I used the historical science book of The Immortal Life of Henrietta Lacks by Rebecca Skloot. By accessing the link, the viewer has access to all of the information necessary to teach a unit using the book, from discussion questions to in class activities, and assessments.
Craft and Structure (9-10), ED 420 Content Literacy, Integration of Knowledge and Ideas (9-10), Key Ideas and Details (9-10), Lesson Plans, Range of Reading (9-10), Standard #1: Learner Development., Standard #2: Learning Differences., Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 2: Nature of Science, Standard 4: Issues, Standard 7: Science in the Community, Standard 8: Assessment
Hunger Games Unit Plan
Teacher: Shelbi Burnett
Grade: 8th
Subject: Middle School Science
| Stage One : Desired Results |
| Established Goals: Students will be able to draw from prior experience to identify how they have studied the world around them and gained factual knowledge (informally practice science). Students will learn to value the informal practice of science through observation and inference to inform their lives. Students will understand how the formal study of science is important to the advancement of society. Students will be able to explain how knowledge of science and technologies can be/have been used to oppress groups. Continue reading 'Teaching Science with A Novel: The Hunger Games'» |
Safety Resources for the Science Classroom Created during ED 433
Safety Contract
Safety Packet
Safety Exam
Safety Packet
This pages is the start of a compilations of videos and media tools to use as points of engagement for introducing difficult ideas in creative ways for students.
1. A rap of the Kreb Cycle
The citric acid cycle is a complicated jumble of enzymes, glucose, all ending with the production of energy in the mitochondria of aerobic organisms. This rap takes viewers through all the parts of the Kreb cycle in a parody of the popular rap song Thrift Shop originally produced by Mackelmore
http://io9.com/the-krebs-cycle-rapped-to-the-tune-of-macklemores-th-455748978
Reflection of my Teaching Experience
On December 6th, I had the opportunity to teach the lesson I had worked to design for Mr. Pitcock’s 7th grade science class. Because I had spent the entire semester observing this group, I had many ideas swirling around how I wanted to design the lesson, and what I wanted the students to take away from the experience. I had noted the lack of student focused instruction throughout the fall, and it was something by which I was troubled. I feel very strongly that science is a subject in which it is best to engage students with critical and authentic learning experiences where they can investigate and explore. So, in response to this, my first step, after discussing the topic of the lesson with Mr. P, was to design a classroom activity which would get students up out of their seats, and into a learning experience through which they could work together to investigate a topic for themselves.
Continue reading 'Teaching Experience & Reflection'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Standard #10: Collaboration, Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth., Standard 3: Inquiry
| 
Reflection, Student Focus
- Flannery, M.E. (2010). Welcoming ELL Parents into the Classroom. National Education Association. March 28, 2012. From http://www.nea.org/home/37153.htm.
In this article, Flannery describes methods for increasing ELL parent involvement in the classroom. Centered around the idea that teachers, parents, students, and schools represent a team, the article offers different “invitations” for teachers to extend to ELL parents. These creative methods offer teachers unique ways to go beyond just calling or having a translator in the room at a parent teacher conference– although both of those can serve important functions to get in contact with ELL parents.
- Panferov, S. (2010). Increasing ELL Parental Involvement in Our Schools: Learning From the Parents. Theory Into Practice, 49, (2): 106-112. From http://globalprojects.arizona.edu/sites/globalprojects.arizona.edu/files/Panferov%20-%20Increasing%20ELL%20Parental%20Involvement.pdf.
This article uses real case studies to document and demonstrate ways in which schools can engage ELL parents as resources in the classroom. The article specifically tackles ELL parent’s views of literacy as well as parent to child and parent to school interactions which will contribute to school success. As a future educator, this article provides specific stories reflecting the views of real ELL parents and engagement strategies which would have been most effective in these two cases and cases like these.
- Waterman, R., & B. Harry. (2008). Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities. The National Center for Culturally Responsive Education Systems. March 28, 2012. From http://nccrest.org/Briefs/PractitionerBrief_BuildingCollaboration.pdf.
This article provides information for practicing educators regarding ways to overcome the barriers in place for the parents of ELL students. The article elucidates various obstacles to these parents which all result in parents having few or no opportunities for collaboration with and in their child’s school. The authors then move to describe and recommend specific policy innovations for districts. It is acknowledged that schools may need to introduce these new methods gradually because if implemented too quickly they may fail from lack of appropriate resources to maintain them. As a future educator I would feel comfortable referencing this article because the authors outline (in detail) 10 critical ways to increase parental involvement validated by scholarly research.
This is resource file is a collection of developmental materials for first year middle and secondary education teachers built to assist them in shaping their instruction and curricular practice during their first years as professionals. In the first years teaching, it is critical for young teachers to build a sense of personal efficacy in the classroom–these resources might be a helpful place to start!
Start of School Resources
The start of the school year is a critical time for all new teachers. It is the time when you make your first impressions on the students and their parents, and the best time to set the expectations of your classroom for the rest of the year. These resources are all various tips, tools, tricks, and articles for helping teachers get the year started on the best note!
- This article is an interview with a new teacher and her thoughts on the first day as well as the future of education. The article describes her experiences as a first year
- http://www.thecherawchronicle.com/view/full_story/20129776/article-New-teachers-enter-classrooms-all-over-Chesterfield-County?instance=popular
- This article emphasizes the importance of establishing expectations within a classroom on the first day, as well as other important aspects to consider before embarking on your first day of school.
- http://www.scholastic.com/teachers/article/creating-great-first-impression-grades-6%C2%968
- This site gives tips for back to school for teachers. It includes classroom set up, prepping for the first week, classroom management, and working with parents.
- http://www.nea.org/tools/back-to-school-guide.html
- This website offers resources to help teachers stay organized including back to school checklists, decoration ideas, letters to parents, and ideas from real teachers.
- http://www.scholastic.com/teachers/article/get-smart-start
- This article from the NEA gives tips for classroom management for new teachers. Many teachers are nervous about going into new classroom and managing student behavior as well as the learning environment, but this article offers four areas to consider to establish an environment that promotes learning while being safe and structured.
- http://www.nea.org/tools/management-tips-for-new-teachers.html
Continue reading 'Resource File'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Resources, Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 3: Inquiry, Standard 6: Curriculum, Standard 7: Science in the Community, Standard 8: Assessment
| Resources
Waves
Grade level: 7
Subject area: Science: SCI.7.1.5.2010, English Language Proficiency: ELP.7.1.2003
Science Standard:
Recognize and provide evidence of how light, sound and other waves have energy and how they interact with different materials.
ELL Standard:
Language minority students will listen, speak, read, and write to convey knowledge of sounds, words, word parts, and context clues: vocabulary development.
Continue reading 'Lesson Plan: Waves'»
Ed 327 Reflection 5
December 4, 2012
The past few observations I have experienced with Mr. Pitcock’s class, two of the classes have been taking an exam, which has had me thinking about assessments a little bit. I know we haven’t really talked about assessments in this class, but I can’t help but think about it here because it is a definite part of what we do during the school day and year, and well we all have finals coming up soon too! Continue reading 'Reflection of the Fifth 2 Weeks at Westlane'»
ED 327 Reflection 4
November 15, 2012
Observations…
Today was an interesting one. Mr. Pitcock was spending the day in service meetings, so we had a substitute teacher Mr. Akbar. The students we engaged in project work. They had been given a project where the students had to design a plan for a town in which the town engineers had quit. Continue reading 'Reflection of the Fourth 2 Weeks at Westlane'»
ED 327 Reflection 3
October 30, 2012
In the past 3 weeks, Mr. Pitcock’s class has been busy! They had fall break, went on a camping trip and moved from their study of Earth and rocks, to energy. Their end of unit projects about the rocks all turned out well, and I think for the most part, Mr. P. was happy with their work. But conversely, I think most of the students found minerals and rocks to be a bit boring and are excited about the jump to the study of energy. Continue reading 'Reflection of the Third 2 Weeks at Westlane'»
Ed 327 Reflection 2
October 4, 2012
Observations…
Mr. Pitcock runs a very structured classroom. I am not sure if the students recognize it exactly because there is significant freedom with in that structure. Although this was something I recognized in my first impressions of him, it still manages to shock me the subsequent times I have been observing his class. Continue reading 'Reflection of the Second 2 Weeks at Westlane'»
ED 327 Reflection 1
September 19, 2012
First Impressions…
Upon meeting Mr. Pitcock my interest was piqued! He explained he completed his undergraduate degree from Purdue University in elementary education, then after a few years of teaching returned to IUPUI to pursue a few more classes which would allow him the added licensure to teach at the middle school level. Continue reading 'Reflection of First 2 Weeks at Westlane Middle School'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Shelbi, Standard #2: Learning Differences., Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth., Standard 1: Content, Standard 3: Inquiry
| Classroom Management, Science Classroom, Student Focus
OUR EDIBLE SCHOOL YARD PROJECT
Prepared for: Dean Ena Shelley, Dean of the Butler University College of Education
Prepared by: The Students of the Education Leadership Policy and Innovation Class with Dr. Catherine Pangan.
March 23, 2012
Continue reading 'Our Edible School Yard Proposal'»
Education and Culture
In their article “Understand Culture” Shelley Zion and Elizabeth Kozleski (2005) define culture as “the system of shared beliefs, values, customs, behaviors, and artifacts that members of society use to interact with their world and with one another” (p. 3). Continuing in an anthropological direction, culture is a powerful tool for survival, but it is a surprisingly delicate phenomenon which is constantly changing. For example, consider how the attitudes and values of a school may change when a new principal is hired, this new individual may make specific changes to shift the culture of a school in a different direction. But culture, as a noun with a concise definition like the one provided by Zion and Kozleski (2005), is easier to understand than its tremendous effects in the classroom. Continue reading 'What is Culture?'»
There are many different types of effective assessments. Below I have outlined different types of assessments as well as various modifications/accommodations which can be used in the classroom to differentiate for these assessments.
Continue reading 'Designing Assessments'»
Assessments can be particularly tricky to design. The links below provides excellent examples and tips for designing assessments.
http://www.indiana.edu/~best/write_better_t ests.shtml#V-‐1
http://caacentre.lboro.ac.uk/dldocs/otghdout. pdf
| Points |
5 |
3 |
1 |
| Ideas |
This paper is clear and focused. It holds the reader’s attention. Relevant details and quotes enrich the central theme. |
The writer is beginning to define the topic, even though development is still basic or general. |
As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. |
| Organization |
The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. |
The organizational structure is strong enough to move the reader through the text without too much confusion. |
The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. |
| Voice |
The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. |
The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. |
The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. |
| Word Choice |
Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. |
The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. |
The writer struggles with a limited vocabulary, searching for words to convey meaning. |
| Sentence Fluency |
The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. |
The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. |
The reader has to practice quite a bit in order to give this paper a fair interpretive reading. |
| Conventions |
The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish. |
The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. |
Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read. |
| Presentation |
The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. |
The writer’s message is understandable in this format. |
The reader receives a garbled message due to problems relating to the presentation of the text. |
During ED 228 we were asked to design an objective summative assessment in the form of a vocabulary quiz based on a lesson we had created to teach vocabulary. The assessment below is a sample vocabulary quiz I might give 7th grade students after the completion of a lesson teaching about the cell. Continue reading 'Sample Objective Assessment'»
As part of ED 228, we designed assessments for the lesson plans we created. The assessment below is an example of an authentic summative assessment with a rubric which I would give students for a project on content area vocabulary. Continue reading 'Sample Authentic Assessment'»
During the 2012 spring semester, we completed several visits to Pike Township school New Augusta North Public Academy. We shadowed a teacher in our content area and worked with a particular student to examine how content literacy impacted the student and learning in the classroom. At the completion of the semester, we documented the experience in a Case-Study report in which we outlined our observations and experiences with the student. Continue reading 'Case-Study Report'»
All Posts, ED 228: Content Literacy, Standard #1: Learner Development., Standard #3: Learning Environments., Standard #9: Reflection and Continuous Growth.
| Case Study, Content Literacy, Developmental History, Image of a learner, Poverty, Ruby Payne, Student Focus
Literacy in science can also be promoted through critical discussion of the material. Science often requires students be able orally express what the text is saying or explain a process in words to a class or classmate. This in-turn also helps the student to come to a better understanding of the content area. Continue reading 'Discussion Strategies'»
Throughout the semester, we modeled several reading strategies used to analyze and comprehend text. These are strategies I feel I would use in my own classroom to help students to get through the difficult science text. The important thing to note about a reading strategy, is that is should require minimal thinking to fulfill the strategy–the emphasis should be on the content of the reading or literature. If students are struggling to use the reading strategy, it is unlikely they will come to a better understanding and comprehension of the material.
Continue reading 'Reading Strategies'»
Used in writing objectives, Bloom’s Taxonomy is an excellent tool used to create lessons which will guide students through curriculum standards. There are many different types of taxonomies as Bloom himself identified three domains of learning. The images below are various examples of these taxonomies and the verbs which are effective for writing lesson objectives.
Continue reading 'Bloom’s Taxonomy'»
Throughout Content Literacy, we discussed the need for Hooks and Closures. These are two integral parts of the lesson planning process which help students by creating continuity between lessons, objectives, and standards, and which also help instructors by informing them of where students are struggling with material. Listed below are examples of various types of Hooks and Closures to be used in lesson planning. Continue reading 'Hooks And Closures'»
All Posts, ED 228: Content Literacy, Resources, Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 5: General Skills of Teaching, Standard 8: Assessment
| assessments, Closures, Hooks, Lesson Plan
This is an example of a Lesson Plan template used in backwards design to plan for lessons. Continue reading 'Lesson Plan Template'»
This is a a second model lesson,to be used after the first for teaching vocabulary in science. It references activities from 50 Instructional Routines to Develop Content Literacy (2nd Ed) published by Pearson. Continue reading 'Lesson Plan 2: Cells & Vocabulary Continued'»
This is a model lesson, the first I have created, for teaching vocabulary in science. It references activities from 50 Instructional Routines to Develop Content Literacy (2nd Ed) published by Pearson. Continue reading 'Lesson Plan 1: Cells & Vocabulary'»
After reading Ruby Payne’s A Framework For Understanding Poverty, we were asked to complete a reflection detailing how we feel poverty impacts education and whether or not we agreed with Payne’s suggested ways to help students in poverty. While I did not necessarily agree with all of Payne’s points, I did feel she correctly noted the importance of forging a relationship with your students. Continue reading 'Reflection upon the Impacts of Poverty on Student Learning'»
Historically science teachers have been some of the worst offenders in regard to refusing to teach reading skills in the science classroom. In fact, Leigh Hall in the article Teachers and content area reading: Attitudes, beliefs and change noted a study by David Donahue in 2000 in which science teachers were questioned about their views respecting literacy. The results were appalling; “approximately half of the pre-service science teachers believed that science class was a place where students did not have to focus on reading and writing” (Hall, 2005). This is a terrifying statistic and it is in direct conflict with what science is fundamentally. Continue reading 'Teaching Science: You Mean I Have to Teach Reading?'»
As a future teacher, I hope to encourage my students to be creative and thoughtful individuals. However, this is an increasingly difficult task in the given world. This reading offers some unique insights in how teachers can help foster creativity in the classroom and get students thinking outside of the box!
Creativity Crisis
The theory of Multiple Intelligences is a controversial topic. Many people argue over whether or not they exist and if so, are they really intelligences or are they simply talents or inclinations. These two readings concern the idea of multiple intelligences and are excellent resources for learning more about them as well as planning instruction for the intelligences found in a diverse student group.
Multiple Intelligences Around the World
Multiple Intelligences
Teachers must understand and appreciate the diverse backgrounds of each of their students, this simple reading is a great resource for techniques in understanding and being sympathetic to culture in the classroom to create a safe, fun, and balanced learning environment!
Understanding Culture
The brain is an incredibly complex organ. As more research is completed about it, the more resources we have available to help us in our quest to be better teachers for each and every student.
Brain-based Learning Notes
Prompt:
This will be a visual reflection utilizing a digital or multi-media format. You need to document your learning and growth over the semester. It should include your moments of confusion, doubt, discovery, clarity, confidence, etc. The highlight of the project should show your learning in process, not just list the assignments we did and what kind of grade you received. If you do this presentation well, your professional portfolio should be a “breeze” to complete.
Repsonse:
My Pezi
Prompt:
Using instructor provided materials, students will create an artifact to symbolically represent your ideal image of a learner as it has formed over the course of the semester. A written articulation of the image will be required along with the artifact that demonstrates an understanding of the developmental attributes and diverse learning styles of today’s students. You should consider carefully if your “ideal” imagine aligns with your “real” imagine. Is this how you want kids to be or is this how you actually perceive them? What are the implications of a disconnect between our “ideal” and “real” image? What are the negative implications of your image? Continue reading 'Image of a Learner'»
Pompt:
What is the theoretical purpose to providing extracurricular opportunities? What are benefits and costs associated with these opportunities? What kinds of needs are met through these experiences?
Continue reading 'After School Event'»
[kaltura-widget uiconfid=”535″ entryid=”0_8adk1ub4″ width=”400″ height=”330″ addpermission=”” editpermission=”” /]
Prompt:
The Developmental History Project (an electronic presentation and a completed developmental history questionnaire), should provide a comprehensive summary of your (or your classmate’s):
● social-emotional development;
● cognitive development (including information on your intelligences);
● ethical and moral development; and
● environmental factors that influenced who you are today. Continue reading 'My Developmental History'»
Prompt:
The purpose of this assignment is to have you re-enter a day in the life of adolescents carrying with you the knowledge you have now about developmental needs, school organization philosophy, and curriculum demands. You need to create a framing question so that you enter the shadow study with “something to look for” in regard to answering a question you have about student development or how schools meet/or fail to meet student needs. As you spend time with your student, consider what you did for the YA Book Reflection as a “practice” run. Identify the developmental characteristics of your student and address the following prompts:
- Using the developmental attributes domains, how would you describe this student?
- How does school life seem to fit into this student’s life?
- Based on your observation, how does this student’s engagement/disengagement manifest itself in the behaviors and actions of the student in different classes?
- What factors can you identify as contributing to the differences/commonalities in this student’s behavior over the course of the school day?
- This is a real student. In what ways are his/her needs being met or not?
- What have you learned from this experience?
Continue reading 'Shadow Study'»
Prompt:
Given your personality, leadership qualities, knowledge about adolescent students, and now your experience with teacher meetings, what personality trait(s) do you believe will be your greatest asset as a classroom teacher and colleague? What trait(s) do you believe may create issues as a middle or high school teacher and colleague? Continue reading 'Teacher Trait'»
Prompt:
What is the conversation topic—students, curriculum, parents, principal, problems? How would you describe the group dynamic? Are the teachers following an agenda? Is there a clear goal? Was the tone collaborative or didactic? Can you identify group roles/responsibilities? What can you “assume” this dynamic says about how these teachers view learners? Can we see any connections to potential classroom management issues?
Continue reading 'Teacher Meeting'»
Prompt:
Describe your mentor teacher’s style of classroom management and communication. Do you feel it is effective? What is it that gives you this impression? What aspect of your mentor teacher’s style would you include in your own classroom, and what aspect would you eliminate? Give a rationale. Watch your mentor teacher’s style of communication for 20-30 minutes: voice tone, facial expression, body language, hand gestures, eye contact, etc. How did the students react to the teacher’s style? Was there any particular aspect of the style that was more effective than another? What aspect of communication do you need to develop in order to assure student attentiveness?
Continue reading 'Role of Discipline in the Community'»
Prompt:
Considering what we have read in Vatterott, Wood and Van Hoose et. all about the philosophy of creating middle schools and high schools that reflect responsiveness to students’ developmental needs, think about your impressions of Shortridge’s attempts to live a student-centered philosophy. With a digital camera, document images of Shortridges “philosophy in action.” What does the image say about this school’s, teacher’s, club’s, etc. image of a learner? Provide 2-3 images and 2-3 counter images. For the reflection component, provide a caption explaining the context of each image. Then, provide a reflective rationale to address the prompt.
Continue reading 'Instructional Patterns and Strategies for Student Focused Schools'»
All Posts, ED 227: Introduction to Middle Secondary Education, Standard #1: Learner Development., Standard #2: Learning Differences., Standard #3: Learning Environments., Standard #4: Content Knowledge., Standard #5: Innovative Applications of Content., Standard #6: Assessment
| Classroom Management, learning environment, needs, Student Focus
Project Planning Sheet
Shelbi Burnett
Video Assignment
Goals:
Through this movie project we are attempting to tie together various ideas and topics from ED 245 into something relevant to our professional growth, teaching, and/or the students we will educate. This assignment will help us expand our knowledge of this particular media tool (iMovie or Windows Movie Maker) in addition to demonstrating its effectiveness in the classroom setting. With our movie we are demonstrating the importance of fair use and its relevance to students and education today. During our time in ED 245 and through discussions, we have realized we were not knowledgeable about the topic of fair use. This video could be an effective tool for representing the general lack of awareness around this topic as well as educating students about fair use in general.
Continue reading 'Video Assignment Project Planning'»
1. Facilitate and Inspire Student Learning and Creativity, 2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, 4. Promote and Model Digital Citizenship and Responsibility, 5. Engage in Professional Growth and Leadership, All Posts, ED 245: Intro Computers and Education, Standard #10: Collaboration, Standard #4: Content Knowledge., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth.
| Digital Stories, iMovie, integration, Learning professionals, technology, Video Assignment
So, if you had a million dollars what would you do? Would you invest in developing skills? Would you research? Would you fix what you have? Or would you do nothing: give it all away?
The articles from this week are proposing an interesting question and it is up to all of us future teachers to decide what new frontiers we will break into during our future in education. Throughout this semester we have repeatedly identified that technology is an invaluable resource in the classroom (like having access to a million dollars). We have clarified there are infinite ways of incorporating it into curriculum and pedagogy, and it is clearly possible for all these things to take place: but will it happen? Continue reading 'What Will You Do With Your Million Dollars?'»
My best friend’s mother was the technology director at our high school. She was a lovely lady responsible for web design as well as blocking all the sites deemed inappropriate by the administration. Not unlike many high schools and districts around the nation, we had a whole host of blocked sites. Most often these were social networking sites, image collection sites, and sites involving lewd material.
The idea of blocking content is a controversial idea close to the heart of many media moguls and technology directors. There is something to be said for protecting children from the copious amounts of material available on the World Wide Web. But at what point does this become a detriment to learning. Certainly children need to learn to fend for themselves, after all, once students reach the collegiate level, they have unsolicited access to the internet. Continue reading 'Computers as a Distraction?'»
Prompt:
In general, the digital divide refers to the unequal access by some members of society to information and communications technology, and the unequal acquisition of related skills. Does the digital divide exist in today’s schools? Where does mobile use fit into this equation? Special needs? The first three news articles speak to these areas of the divide.
We tend to think about the divide in terms of access – does a student/school have networked computers? Wireless or mobile access? On the other hand, there is another definition of the divide which focuses on the instructional and pedagogical uses of technology with students. In other words: Once we have it, how do we ask students to understand and recognize its potential? Teachers? The last article speaks to this perspective of the divide.
What are your thoughts?
Continue reading 'Digital Divide'»
Prompt:
You created a short photo montage that incorporated unauthorized, copyrighted material. Is this illegal or fair use? In this week’s discussion, you will demonstrate that you can correctly apply fair use principles.
Write a short defense of why the copyrighted material you used is fair use, according to the “Best Practices” articles in the Week 9 folder (you’ll notice overlap among the articles). You should be able to cite which category or categories of fair use your video falls under, and how you determined that your use transformed the material and was only as long as it needed to be. This can be in ordinary language, your own thoughts, and without “legal mumbo jumbo.” Please add any additional arguments that you think strengthen your case for your photo montage correctly using fair use.
Continue reading 'Fair Use?'»
Prompt:
Technology Redesign in the Classroom.
Continue reading 'Redesign'»
2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, All Posts, ED 245: Intro Computers and Education, Standard #1: Learner Development., Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #8: Instructional Strategies.
| computers, Dropbox, learning environment, Mindtools, supplement
Prompt:
We are focusing on our two media projects (photo and video montages) and expanding previous topics to now include the use of digital images and video. As such, consider how student use of digital images and video can allow them to meet learning goals and curriculum standards. What are the advantages of using video in the classroom? How can subjects, Math or your specialty area, best be learned using more visual technologies in concert with other digital technologies? What are the advantages to students producing their own “Digital Stories?” Which type of video project (according to Garetty and Schmidt) might your students be producing?
Continue reading 'Skeptical about Storytelling'»
2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, All Posts, ED 245: Intro Computers and Education, Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #8: Instructional Strategies.
| Digital Stories, integration, learning environment, Learning professionals, supplement
This was a group assignment that both modeled and explained constructivism in the classroom. In addition to our PowerPoint presentation, we provided an activity for the class to demonstrate a constructive activity in the classroom.
Constructivism
Prompt:
Reflect on the use of technology as learning tools for students. Use the materials above to discuss how word processors, databases, and spreadsheets have typically been used in schools (by teachers and students). How does thinking about these common applications as “mindtools” dramatically change the way teachers use them in the classroom? What are the general characteristics of tool activities that increase the probability of meaningful learning? Explain how Bloom’s Digital Taxonomy helps to put into practice what is meant by scaffolding?
Continue reading 'Mindtools'»
Prompt:
Comment on the first two articles and how they relate. What effect does technology have on student learning? What implications are there for educational techology leaders? Continue reading 'Effect of Technology on Learning'»
Project Planning Sheet
Shelbi Burnett
Desktop Publishing Assignment
Goals:
The objectives of this lesson include becoming familiarized with a desktop publishing program to create a finished product that informs a group of peers about my teaching philosophy as well as the environment I promote in the classroom. This would be a critical tool for communication both with parents and school administrators to provide concise look at what is happening in my classroom and how it is structured. It has been identified that communication is vital to the success of education and this assignment would encourage open lines of communication as parents of the students in my classroom would become more aware of the environment in which their children are learning. As a biology teacher this flyer serves to emulate the creativity and wonder I promote in my classroom. The flyer itself attempts to promote the ideas that are essential to my particular teaching philosophy.
Continue reading 'DTP Project planning and reflection'»
Prompt:
“We often speak about computers in the classroom as if we and our audience have a common view of what they are and what function they serve. But the character of computers and their functionality have been very different at different points in time and…remain quite different for teachers of different subjects, teachers who teach students of different ages and backgrounds, and teachers who have characteristically different pedagogies” (Becker 2).
Becker’s research is one of the few large scale surveys that investigated what teachers are really doing with computers in the classroom. How does it compare with the data we discussed in class? How does the second research article (Addressing the NETS for students through constructivist technology use in K-12 classrooms) relate to Becker’s study? What factors/forces led teachers to use resources like computer technology to different extents and in different ways? Do you think teachers’ philosophies of education play a role in determining whether/how they will use computers?
Continue reading 'Computers in the classroom'»
Prompt:
Post your reactions to the action steps and recommendations outlined in the National Education Technology Plan. How parallel are the major stories from 2009 and the federal government’s position on the future of technology in schools?
Looking to the future, the 2010 Horizon Report identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry within the next five years. How does it compare with the NETP?
Continue reading 'National Education Technology Plan'»
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