Sarah and I will be focusing on bees and also integrating social studies and music.
These are the webquests that are what we want to base the bee part around:
http://iris.nyit.edu/~rpootrak/HoneyBeeLesson.html
http://www.dedham.k12.ma.us/webquest/spring2002/hk/bee.html
Wednesday, February 29, 2012
Double Entry Journal # 9
"In spite of the fact that the vital importance of play has been shown in study after study, many people believe that play is a waste of time in school. School, they say, should be a place for learning. There’s plenty of time for play at home."
I have taken many classes in High School and even have my CDS certificate, the thing that was stressed the most is play is so important. Children learn and have been learning through play for centuries. It is some important for children to have time to play. Kindergarten is a very important time for children. This is the time for them to make social connections and learn how to behave around others. By playing children can do that, especially with role playing. They can learn how to act and how to play out every day scenarios. Playing also improves their language skills, they hear adults saying words and play is the time to try these new words out.
"The traditional kindergarten classroom that most adults remember from childhood—with plenty of space and time for unstructured play and discovery, art and music, practicing social skills, and learning to enjoy learning— has largely disappeared."
This is how I remember my Kindergarten classroom and it brings back great memories. Every child should go through this type of class. It is a great experience and a wonderful learning experience. I don't think it is a good idea to completly take play out of the class. Like the quote says, so many things come from a great Kindergarten class.
"In a healthy kindergarten, play does not mean "anything goes." It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergartners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers."
I completly agree with this. There is a difference between play and out of control. A teacher just needs to know how to find the balance and everything will be fine. Play should have boundaries but should not be so structured that the children can't be creative.
I love this video because it shows so many things that children can leaern while simply playing.
Resources:
Kids role play [Web]. (2008). Retrieved from http://www.youtube.com/watch?v=ClfhjMamM1Q
I have taken many classes in High School and even have my CDS certificate, the thing that was stressed the most is play is so important. Children learn and have been learning through play for centuries. It is some important for children to have time to play. Kindergarten is a very important time for children. This is the time for them to make social connections and learn how to behave around others. By playing children can do that, especially with role playing. They can learn how to act and how to play out every day scenarios. Playing also improves their language skills, they hear adults saying words and play is the time to try these new words out.
"The traditional kindergarten classroom that most adults remember from childhood—with plenty of space and time for unstructured play and discovery, art and music, practicing social skills, and learning to enjoy learning— has largely disappeared."
This is how I remember my Kindergarten classroom and it brings back great memories. Every child should go through this type of class. It is a great experience and a wonderful learning experience. I don't think it is a good idea to completly take play out of the class. Like the quote says, so many things come from a great Kindergarten class.
"In a healthy kindergarten, play does not mean "anything goes." It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergartners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers."
I completly agree with this. There is a difference between play and out of control. A teacher just needs to know how to find the balance and everything will be fine. Play should have boundaries but should not be so structured that the children can't be creative.
I love this video because it shows so many things that children can leaern while simply playing.
Resources:
Kids role play [Web]. (2008). Retrieved from http://www.youtube.com/watch?v=ClfhjMamM1Q
Miller, E., & Almon, J. (NA). Crisis in the kindergarten why children need to play in school . Retrieved from http://earlychildhoodcolorado.org/inc/uploads/Crisis_in_Kindergarten.pdf
Monday, February 27, 2012
Double Entry Journal # 8
Thematic instruction is a great strategy for students. Themes can be used throughout the year and project based learning can take place around these themes. Themes can help enhance student learning when focused on solving authentic problems such as those posed in project based learning. When doing a PBL, themes can help with the understanding of new concepts.
Project based learning is a great time to incorporate cooperative groups. Cooperative groups are great at anytime but having other to work with on a project can really boost students ability and want to learn and participate. In cooperative groups students work together to accomplish a common goal which is great in project based learning. Grouping students helps with interpersonal skills and many other things that students will need in the "real world". Project based learning is based on real life and by working in cooperative groups, it enables a more real feeling and successes for the students.
Simulations and games is also a great strategy to use with students of all ages. I feel this goes hand in hand with project based learning. I feel that is what project based learning is all about, simulations. Children are given a senario and need to come up with the best way to solve it. This is great practice again for the real world. By simulating this students work together to solve problems and come up with solutions. Simulations have been known to enhance learning and interpersonal skills. This is great especially if they simulation or game is based on real life.
Project based learning is a great time to incorporate cooperative groups. Cooperative groups are great at anytime but having other to work with on a project can really boost students ability and want to learn and participate. In cooperative groups students work together to accomplish a common goal which is great in project based learning. Grouping students helps with interpersonal skills and many other things that students will need in the "real world". Project based learning is based on real life and by working in cooperative groups, it enables a more real feeling and successes for the students.
Simulations and games is also a great strategy to use with students of all ages. I feel this goes hand in hand with project based learning. I feel that is what project based learning is all about, simulations. Children are given a senario and need to come up with the best way to solve it. This is great practice again for the real world. By simulating this students work together to solve problems and come up with solutions. Simulations have been known to enhance learning and interpersonal skills. This is great especially if they simulation or game is based on real life.
Wednesday, February 22, 2012
Double Entry Journal #7
The dominant paradigm that is showing signs of wear is the original model of teachers and textbooks being the primary source of instruction and knowledge. This knowledge is presented only through reading, lectures, and discussions. This needs to weaken in order to for schools to excel.
Project Based Learning(PBL) involves completing complex tasks that result in something realistic. Research on PBL has found that students who engage in this approach benefit from gains in factual learning that are equivalent for superior to those of students who engage in traditional forms of instruction. A study conducted by Boaler (1997, 1998) showed results of this. He followed students for three years and compared students who were taught using the original model of teaching to students who were taught using a PBL approach. Significantly more students in the project-based school passed the National Eam in year three of the study than those in the traditional school. Another study was designed to assess the impact of the development of multimedia projects. This study showed very similar results. The students using the multimedia gained higher scores than those not using it. Another study (Gallagher, Stepin, &Rosenthal,1992) has shown several benefits from the projects such as an increase in the ability to define problems and growth in their ability to support their reasoning with arguments that are clear.
Problem Based Learning lessons typically involve a specific type of activity focused on using reasoning and resources to solve a problem. Students work in small groups to work on a problem, figure out what they need to learn in order to solve the problem, then generate strategies to a solution. These problems are realistic and can have multiple solutions for solving. Students take an active role in their learning. Vernon & Blake, 1993 studies have shown that medical students who are enrolled in problem-based curricula score higher on clinical prblem-solving measures and on actual ratings of clinical performance than those who were not enrolled in such a program. This method is also helpful with teachers in training. Darling- Hammond & Hammerness, 2002 showed that teachers who have used this can have a better understanding and appreciation of cultural diversity. It also helps them reflect on their own actions. This approach has been found to be better in supporting flexible problem solving, application of knowledge and hypothesis generation. (Dochy, Segars, Van de Bossche & Gijbels, 2003.
Learning By Design is based on that children learn best when they are asked to design and create an artifict that requires understanding and application of knowledge. Hmelo, Holton, and Kolodner 2000 asked sixth grade students to create a set of lungs with partially working respitory system. The project led to better learning outcomes than the traditional approach. Perkins, 1986 found that design activities are particularly good for helping students develop understanding of complex systems noting that the stystems can be presented as a united whole whose structure is adapted to specific purposes. Fortes 2004 conducted a study of 92 students. The study showed that in higher and lower level students showed progress in the learning targets.
Problem-based learning has a self-relfection component that allows students to increase and do better the next time.Learning by design has something physical the students have made and can use. Project based also has something the students made but it is usually a paper or presentation.
I believe the most important benefit of all three is learning for life. By doing these types of learning the students will learning important things that they will need to succeed in life and can do so because they learned this way. Students will remember more when they learned like this.
Resources:
Barron Brigid. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Project Based Learning(PBL) involves completing complex tasks that result in something realistic. Research on PBL has found that students who engage in this approach benefit from gains in factual learning that are equivalent for superior to those of students who engage in traditional forms of instruction. A study conducted by Boaler (1997, 1998) showed results of this. He followed students for three years and compared students who were taught using the original model of teaching to students who were taught using a PBL approach. Significantly more students in the project-based school passed the National Eam in year three of the study than those in the traditional school. Another study was designed to assess the impact of the development of multimedia projects. This study showed very similar results. The students using the multimedia gained higher scores than those not using it. Another study (Gallagher, Stepin, &Rosenthal,1992) has shown several benefits from the projects such as an increase in the ability to define problems and growth in their ability to support their reasoning with arguments that are clear.
Problem Based Learning lessons typically involve a specific type of activity focused on using reasoning and resources to solve a problem. Students work in small groups to work on a problem, figure out what they need to learn in order to solve the problem, then generate strategies to a solution. These problems are realistic and can have multiple solutions for solving. Students take an active role in their learning. Vernon & Blake, 1993 studies have shown that medical students who are enrolled in problem-based curricula score higher on clinical prblem-solving measures and on actual ratings of clinical performance than those who were not enrolled in such a program. This method is also helpful with teachers in training. Darling- Hammond & Hammerness, 2002 showed that teachers who have used this can have a better understanding and appreciation of cultural diversity. It also helps them reflect on their own actions. This approach has been found to be better in supporting flexible problem solving, application of knowledge and hypothesis generation. (Dochy, Segars, Van de Bossche & Gijbels, 2003.
Learning By Design is based on that children learn best when they are asked to design and create an artifict that requires understanding and application of knowledge. Hmelo, Holton, and Kolodner 2000 asked sixth grade students to create a set of lungs with partially working respitory system. The project led to better learning outcomes than the traditional approach. Perkins, 1986 found that design activities are particularly good for helping students develop understanding of complex systems noting that the stystems can be presented as a united whole whose structure is adapted to specific purposes. Fortes 2004 conducted a study of 92 students. The study showed that in higher and lower level students showed progress in the learning targets.
Problem-based learning has a self-relfection component that allows students to increase and do better the next time.Learning by design has something physical the students have made and can use. Project based also has something the students made but it is usually a paper or presentation.
I believe the most important benefit of all three is learning for life. By doing these types of learning the students will learning important things that they will need to succeed in life and can do so because they learned this way. Students will remember more when they learned like this.
Resources:
Barron Brigid. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Tuesday, February 21, 2012
Research Based Strategies
Providing feedback is a great strategie for all teachers. During the powerpoint activity, I don't feel like this happened. We were told what to do and we did it. Even when we were done or didn't do it right, we still had to turn it in. It made many people nervous and even angry. I'm sure this is how children feel and it should be changed. In order to change the activity to fit the strategie of providing feedback, the teacher should be walking around to see what is happening while each student is completing the assignment.
Wednesday, February 15, 2012
Double Entry Journal #6
First speaker:
1.This video is helpful for teaching in WV because we do have a different way of speaking which shows up in the writing. Many people in West Virginia don't speak in the Standard English which is more accepted.
2. The credibility of the speaker is supported by her research and that of others.
3.The traditional approach to responding to student writing is correcting what the child is not doing instead of complimenting what they are doing.
4. The traditional approach does not work because the students see no connection between what the teacher is trying to tell them and how they are speaking.
5. Three strategies associated with the linguistic approach to writing are scientific method, contrastive analysis, and code switching.
6. The cat and Taylor go together because they are right next to each other. It is her cat.
7. The informal possessive pattern is the owner then what is owned. The formal possessive pattern is the owner plus 's then what is owned.
8. The strategy that is being used for teaching the different patterns is code switching.
9. The scientific method is used to teach students to code switch by collecting data which is the student writing, observe the data and look for patterns, describe the pattern and form a hypothesis, check the hypothesis, and modify the hypothesis.
10. The question that is being asked to engage the students is What changed?
11. Code switching supports meta cognition by allowing the students to think about the setting and choosing a style based on that setting. Students being able to choose the appropriate language for the setting is meta cognition.
12. We know that code switching works because of the success of all the studies and the success of the students using it. In the Fogel and Ehri study in 2000 they were looking at traditional techniques and the compare and contrast technique. All students who participated had at least 30% venacular features. Traditional English methods showed no improvement. The other group showed nearly 100% improvement. That is a major gap, code switching obviously works.
Second speaker
1. When the students were asked how they felt about being corrected when they talk they said they felt stupid, angry, and confused.
2. The funds of knowlege this teacher used to help the students code switch was using clothing. She had them explain the difference between formal and informal clothing to make the connection to language.
3. Some benefits of using contrastive analysis are able to point out patterns in every day life. Students also realize that everyone speaks differently, they are more accepting of others. They are able to take control of their language and feel better about themselves. They have more tools to succeed in their future lives.
On your own
Contrastive analysis is an example of generating and testing hypothesis because students ask the right questions to come up with the patterns. The students are using active learning to solve problems. They are using the scientific method to reach a conclusion about their language and what is acceptable.
Identifying differences and similarities is an example because the students use comaring and contrasting to come up with the patterns they use to find out how to use proper and improper English. They make comparisons to what they already know.
Resources:
WGBH. (Producer). (2007). Teaching standard english in urban classrooms. [Web Video]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Generating and testing hypotheses . (n.d.). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (n.d.). Retrieved from http://www.netc.org/focus/strategies/iden.php
1.This video is helpful for teaching in WV because we do have a different way of speaking which shows up in the writing. Many people in West Virginia don't speak in the Standard English which is more accepted.
2. The credibility of the speaker is supported by her research and that of others.
3.The traditional approach to responding to student writing is correcting what the child is not doing instead of complimenting what they are doing.
4. The traditional approach does not work because the students see no connection between what the teacher is trying to tell them and how they are speaking.
5. Three strategies associated with the linguistic approach to writing are scientific method, contrastive analysis, and code switching.
6. The cat and Taylor go together because they are right next to each other. It is her cat.
7. The informal possessive pattern is the owner then what is owned. The formal possessive pattern is the owner plus 's then what is owned.
8. The strategy that is being used for teaching the different patterns is code switching.
9. The scientific method is used to teach students to code switch by collecting data which is the student writing, observe the data and look for patterns, describe the pattern and form a hypothesis, check the hypothesis, and modify the hypothesis.
10. The question that is being asked to engage the students is What changed?
11. Code switching supports meta cognition by allowing the students to think about the setting and choosing a style based on that setting. Students being able to choose the appropriate language for the setting is meta cognition.
12. We know that code switching works because of the success of all the studies and the success of the students using it. In the Fogel and Ehri study in 2000 they were looking at traditional techniques and the compare and contrast technique. All students who participated had at least 30% venacular features. Traditional English methods showed no improvement. The other group showed nearly 100% improvement. That is a major gap, code switching obviously works.
Second speaker
1. When the students were asked how they felt about being corrected when they talk they said they felt stupid, angry, and confused.
2. The funds of knowlege this teacher used to help the students code switch was using clothing. She had them explain the difference between formal and informal clothing to make the connection to language.
3. Some benefits of using contrastive analysis are able to point out patterns in every day life. Students also realize that everyone speaks differently, they are more accepting of others. They are able to take control of their language and feel better about themselves. They have more tools to succeed in their future lives.
On your own
Contrastive analysis is an example of generating and testing hypothesis because students ask the right questions to come up with the patterns. The students are using active learning to solve problems. They are using the scientific method to reach a conclusion about their language and what is acceptable.
Identifying differences and similarities is an example because the students use comaring and contrasting to come up with the patterns they use to find out how to use proper and improper English. They make comparisons to what they already know.
Resources:
WGBH. (Producer). (2007). Teaching standard english in urban classrooms. [Web Video]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Identifying similarities and differences. (n.d.). Retrieved from http://www.netc.org/focus/strategies/iden.php
Wednesday, February 8, 2012
Double Entry Journal #5
Negative teacher attitudes can affect the performance of students in the classroom. Sometimes these students can be misdiagnosed as having a language disorder because the teachers don't want to take the time to work with them. Students can lack confidence and shut down completely. The way the teacher things about language can affect the way assessments are given and graded, where the student is placed for ability groups, the mind set of the student, and others.
Research has shown that teachers with a negative attitude are more critical towards the students with dialects other than "standard English." Teachers, and other people, tend to base a students qualities and intelligence on their dialect. They see a diverse dialect as a deficit of the student. They see their dialect as having a handicap.
Assessment pitfalls occur because not enough is being assessed about the child. Typically, all students are assessed the same. There is no changing it to fit each individual student. A child's culture should be brought in the factors of how a student should be assessed.
Three approaches can be used to change a students dialect diversity into and asset. The awareness approach, critical pedagogy, and the critical awareness approach. The awareness approach allows expression in the students native dialect. It also compares and contrasts students native dialect with Standard English. Critical pedagogy is where the teacher allows the students to have a voice and gives them the chance to analyze the language power structure. Critical awareness approach combines the previous two approaches. Students are taught Standard English but are also taught to think critically about it. Students are given opportunities to use their dialects.
All through my schools years I was never introduced to a culturally diverse classroom. By coming to FSU I feel the professors have done a great job of teaching us how to function in a diverse classroom. Of course I won't be completely comfortable until I am actually in one and have the chance to work with students. I feel like I am prepared and have resources and tips to help me succeed.
Reference:
Research has shown that teachers with a negative attitude are more critical towards the students with dialects other than "standard English." Teachers, and other people, tend to base a students qualities and intelligence on their dialect. They see a diverse dialect as a deficit of the student. They see their dialect as having a handicap.
Assessment pitfalls occur because not enough is being assessed about the child. Typically, all students are assessed the same. There is no changing it to fit each individual student. A child's culture should be brought in the factors of how a student should be assessed.
Three approaches can be used to change a students dialect diversity into and asset. The awareness approach, critical pedagogy, and the critical awareness approach. The awareness approach allows expression in the students native dialect. It also compares and contrasts students native dialect with Standard English. Critical pedagogy is where the teacher allows the students to have a voice and gives them the chance to analyze the language power structure. Critical awareness approach combines the previous two approaches. Students are taught Standard English but are also taught to think critically about it. Students are given opportunities to use their dialects.
All through my schools years I was never introduced to a culturally diverse classroom. By coming to FSU I feel the professors have done a great job of teaching us how to function in a diverse classroom. Of course I won't be completely comfortable until I am actually in one and have the chance to work with students. I feel like I am prepared and have resources and tips to help me succeed.
Reference:
Wikidot.com. (2009, September 4). Linguistic diversity in ece. Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes
Sunday, February 5, 2012
Where I'm From
I am from back country roads, from John Deere tractors and Lipton iced tea.
I am from the cool, beautiful, sweet smelling fields.
I am from the rhododendron my great grandmother planted, and the Black-eyed Susan's and Daisy's that cover the fields in the summers.
I am from lunch at Grandmas every Sunday and "I can do it myself" stubbornness, from the Irish Plum's and the Turner's that supply Native American to my roots, both sides rich with history.
I am from the long hard work on a farm and never giving up your dreams.
From I CAN do all things through Christ and I'll always believe and support you, no matter where your life leads you.
I am from a little white church where screams of Hallelujah and Praise God range through the walls. People falling in the Spirit and hearing laughter throughout.
I'm from Preston County, where in the winter people think every other day is a snow day.
With my roots tied to Ireland, my family always eating Tacos and Spaghetti, which aren't from our country but were our favorites.
From the coal mining days of my pap, and the farm he came to raise. From growing and picking our own vegetables to eating them on Sundays.
I am from going barefoot all summer and hating to wear real shoes when it started growing colder. From feeling the grass beneath my feet on the cool, country evening under the bright stars.
I am from camping and driving the tractor in the hay field while friends and family loaded it up, then relaxing and enjoying each other after the work was done.
I am from old photo albums at my grandparents, jewelry given to me that was my great grandmothers, and new photo albums that I am creating so I can share my life and never forget my greatest memories.
I am from living life to the fullest, giving it my all, and a never ending, unconditional love.
I am from the cool, beautiful, sweet smelling fields.
I am from the rhododendron my great grandmother planted, and the Black-eyed Susan's and Daisy's that cover the fields in the summers.
I am from lunch at Grandmas every Sunday and "I can do it myself" stubbornness, from the Irish Plum's and the Turner's that supply Native American to my roots, both sides rich with history.
I am from the long hard work on a farm and never giving up your dreams.
From I CAN do all things through Christ and I'll always believe and support you, no matter where your life leads you.
I am from a little white church where screams of Hallelujah and Praise God range through the walls. People falling in the Spirit and hearing laughter throughout.
I'm from Preston County, where in the winter people think every other day is a snow day.
With my roots tied to Ireland, my family always eating Tacos and Spaghetti, which aren't from our country but were our favorites.
From the coal mining days of my pap, and the farm he came to raise. From growing and picking our own vegetables to eating them on Sundays.
I am from going barefoot all summer and hating to wear real shoes when it started growing colder. From feeling the grass beneath my feet on the cool, country evening under the bright stars.
I am from camping and driving the tractor in the hay field while friends and family loaded it up, then relaxing and enjoying each other after the work was done.
I am from old photo albums at my grandparents, jewelry given to me that was my great grandmothers, and new photo albums that I am creating so I can share my life and never forget my greatest memories.
I am from living life to the fullest, giving it my all, and a never ending, unconditional love.
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