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'»
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'»
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
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Reflection, Student Focus
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 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
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?'»
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
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'»
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'»
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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:
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'»
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?'»
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:
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'»
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'»
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