Category: Standard #8: Instructional Strategies.

Carmel Clay Middle School Lesson Plans: 8th Grade

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By , March 13, 2014 3:32 pm

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'»

Second Language Acquisition and the Study of Science

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By , March 13, 2014 2:11 pm

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'»

Planning Instruction for ELL/ESL Students

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By , March 13, 2014 2:04 pm

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'»

Reflection: Field Experience 8

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By , March 13, 2014 1:29 pm

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'»

Reflection: Field Experience 7

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By , March 13, 2014 1:24 pm

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'»

Reflection: Field Experience 1

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By , March 13, 2014 12:56 pm

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'»

Bibliography of Books for Teaching Science!

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By , March 12, 2014 6:46 pm

Books Included

  1. The Immortal Life of Henrietta Lacks
  2. Invisible Frontiers: The race to synthesize a human gene
  3. A Wrinkle In Time
  4. The Tales of A Shaman’s Apprentice
  5. Survival of the Sickest
  6. The Making of the Fittest
  7. Physics of the Impossible
  8. Dr. Franklins Island
  9. Obsessive Genius: The Inner World of Marie Curie
  10. Uglies
  11. Gathering Blue
  12. Ender’s Game
  13. Divergent
  14. Feed
  15. The House of The Scorpion
  16. Galapagos
  17. The Freedom Maze
  18. The City of Ember
  19. Eva
  20. The Hunger Games

Continue reading 'Bibliography of Books for Teaching Science!'»

Teaching with A Novel: The Immortal Life of Henrietta Lacks

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By , March 12, 2014 6:40 pm

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.

Teaching Science with A Novel: The Hunger Games

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By , March 12, 2014 5:51 pm

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'»

Portfolio

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By , December 11, 2013 9:46 am

Unit Plan

Featured Lessons 1 & 2

Media Tools for Lessons

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By , March 19, 2013 12:30 pm

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

 

Teaching Experience & Reflection

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By , December 8, 2012 10:33 pm
YouTube Preview Image

 

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'»

Resource File

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By , December 8, 2012 5:58 pm

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!

  1.  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
    1. http://www.thecherawchronicle.com/view/full_story/20129776/article-New-teachers-enter-classrooms-all-over-Chesterfield-County?instance=popular
  2. 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.
    1. http://www.scholastic.com/teachers/article/creating-great-first-impression-grades-6%C2%968
  3. 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.
    1. http://www.nea.org/tools/back-to-school-guide.html
  4. This website offers resources to help teachers stay organized including back to school checklists, decoration ideas, letters to parents, and ideas from real teachers.
    1. http://www.scholastic.com/teachers/article/get-smart-start
  5. 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.
    1. http://www.nea.org/tools/management-tips-for-new-teachers.html

Continue reading 'Resource File'»

Lesson Plan: Waves

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By , December 8, 2012 10:08 am

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'»

Reflection of the Second 2 Weeks at Westlane

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By , December 8, 2012 9:48 am

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'»

Reflection of First 2 Weeks at Westlane Middle School

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By , December 8, 2012 9:39 am

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'»

InTASC Standards

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By , May 1, 2012 11:37 pm

InTASC Standards Continue reading 'InTASC Standards'»

Discussion Strategies

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By , May 1, 2012 8:24 pm

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'»

Reading Strategies

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By , May 1, 2012 8:01 pm

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'»

Hooks And Closures

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By , May 1, 2012 7:05 pm

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'»

Lesson Plan Template

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By , May 1, 2012 6:41 pm

This is an example of a Lesson Plan template used in backwards design to plan for lessons.  Continue reading 'Lesson Plan Template'»

Lesson Plan 2: Cells & Vocabulary Continued

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By , May 1, 2012 6:02 pm

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'»

Lesson Plan 1: Cells & Vocabulary

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By , May 1, 2012 5:52 pm

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'»

Creativity Crisis

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By , May 2, 2011 3:33 pm

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

How Does Culture Impact Learning?

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By , May 2, 2011 3:21 pm

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

Differentiated Instruction- Creative Ideas

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By , May 2, 2011 3:14 pm

Differentiated Instruction Resources

Video Assignment Project Planning

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By , December 13, 2010 12:03 pm

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'»

What Will You Do With Your Million Dollars?

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By , December 6, 2010 12:20 pm

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?'»

Cellphones, Teachers, and Classrooms?

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By , November 28, 2010 12:27 pm

Cellphones, Teachers, and Classrooms

Redesign

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By , October 11, 2010 9:58 pm

Prompt:

Technology Redesign in the Classroom.

Continue reading 'Redesign'»

Skeptical about Storytelling

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By , October 4, 2010 2:54 pm

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'»

Constructivism

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By , September 20, 2010 3:20 pm

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

Mindtools

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By , September 16, 2010 9:54 pm

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'»

Effect of Technology on Learning

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By , September 9, 2010 9:39 pm

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'»

DTP Project planning and reflection

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By , September 9, 2010 6:28 pm

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'»

Computers in the classroom

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By , September 7, 2010 9:30 pm

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'»

National Education Technology Plan

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By , August 26, 2010 8:42 pm

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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