So,
I've had an entire day to think about my morning issue, and I've come to the following conclusions:
1. I should have remembered that there was a possibility of having a deaf student in my class
2. It wasn't my fault this time, and I can improve
3. Next time I teach in that class, I'll make sure I have her notes filled out so she can just "listen"
4. I need to stop beating on myself, and thinking about this like I have been all day
5. Today threw me a curve ball, and although it sucked, and I was frustrated and embarrassed this morning, I did learn a lot. There are a lot of things I can be learning while I am working in the schools right now - AND THAT IS WHY WE'RE THERE to learn.
That said. Perhaps I'll feel better in the morning. I wish I knew sign language myself. Maybe I'll work on that.
So, we don't have to keep this for class anymore, but I've decided that I'm going to keep up with it. I really have felt like it is helping, and making me think about WHY I am doing things and how they'll help my students. Now that it doesn't apply just to HIST 477/492 I'll be able to share things from my other experiences from my other education classes and my future teaching endeavors.
Boom. I'm enjoying the path and career that I've chosen : )
Tuesday, September 30, 2008
AHHHHHHHHHHHHHHHHHHHHHH!
Okay.
One of my worst fears realized. Today. Awesome.
I've been working on this lesson for a World Geography class. They're sophomores, which really translates to "freshmen" in my past experiences...since they're 10-12 instead of 9-12. Anyway - I made this notes worksheet for the kids and learned about Tibet, etc. Then today, we had a guest speaker in OUR class, got out a little late, which is not what I wanted for my first HS lesson as being late really sends me off kilter. Then, I get into the classroom, and there is a girl who hasn't been in there ever since I've been in there - and she is deaf. I thought it would be okay, but in some ways I feel like I crashed and burned in so many ways...
I talk fast anyway...not because I'm nervous, but because I just do...so the signer had to slow me down, and eventually, we had to stop and wait for the girl who is deaf to finish writing after watching all the words I was saying. I don't mind waiting, and I understand why it is hard...but I didn't know what to do when we were all waiting. The silence was killing me. I felt so unprepared, even though it wasn't my fault.
I'm still flustered...but I learned a lot today. Like, if I knew she was in there, I would have given the girl who was deaf a worksheet that was filled out so that she could just watch the signer and learn.
okay.
I survived.
: )
One of my worst fears realized. Today. Awesome.
I've been working on this lesson for a World Geography class. They're sophomores, which really translates to "freshmen" in my past experiences...since they're 10-12 instead of 9-12. Anyway - I made this notes worksheet for the kids and learned about Tibet, etc. Then today, we had a guest speaker in OUR class, got out a little late, which is not what I wanted for my first HS lesson as being late really sends me off kilter. Then, I get into the classroom, and there is a girl who hasn't been in there ever since I've been in there - and she is deaf. I thought it would be okay, but in some ways I feel like I crashed and burned in so many ways...
I talk fast anyway...not because I'm nervous, but because I just do...so the signer had to slow me down, and eventually, we had to stop and wait for the girl who is deaf to finish writing after watching all the words I was saying. I don't mind waiting, and I understand why it is hard...but I didn't know what to do when we were all waiting. The silence was killing me. I felt so unprepared, even though it wasn't my fault.
I'm still flustered...but I learned a lot today. Like, if I knew she was in there, I would have given the girl who was deaf a worksheet that was filled out so that she could just watch the signer and learn.
okay.
I survived.
: )
Friday, September 26, 2008
Venn Diagrams and Time-lines
On Wednesday, we covered Venn-Diagrams and Time-lines.
Time-lines are obviously important in a history class, so it is important to me to know how to use them correctly - or most effectively. We read documents in the Revolutionary War packet, and used anther strategy. K and I used Questioning the Author. I did a little better with it on Wednesday, but I still don't like it. Anyway. After everyone was done with their reading, we made a time-line as a class putting the documents in order, as well as writing down details that could be important for the document. It really helped put them in context. I read all the documents, looked at the dates, thought about the dates and the sources, and it still helped me exponentially.
Now, I have images of worksheets dancing in my head, and projects, and class activities. All to do with time-lines. This is something that could be hung up in the classroom when the kids are done, and then they would wander over to it and see what it says and learn even more I think. Besides, I think it is sort of fun. I'm not sure if the kids would see it that way, since I like them anyway, but I think it would be fun for them. At least - as far as school goes : )
We also did Venn Diagrams which I HATED as a kid. I don't hate them so much anymore. We used the same documents to fill out the VD. On one side we did the British, and the other the Patriots. One fun thing we did with that was to put up all the different names of the British and the Patriots...Redcoats vs. Provincials...etc. It was cool to see all the different names up there, and I think that is something that the kids could enjoy too.
We talked about the three way VDs too, and I like those a lot. The one concern I have with all the VD is that I think the circles are hard to write in, and I often draw the middle too small. I'm thinking about trying to create a version of them where the shapes are squares or something so that there is more room for the students to write. I don't ever remember using them in history clsses, just science and occasionally English. I want to try them out with some students and see how well they respond to them in the history classroom. : )
On other notes....
I missed Monday and we went over cornell notes. I'm going to look them up and try them as I know I did them in HS but don't remember the entire process...and today (FRIDAY!!) we're going to the lab to start on our work there and I am stoked. I think it is going to be really fun! This class has so many things that are amazing about it and I feel so fortunate that I kind of found it by accident.
Time-lines are obviously important in a history class, so it is important to me to know how to use them correctly - or most effectively. We read documents in the Revolutionary War packet, and used anther strategy. K and I used Questioning the Author. I did a little better with it on Wednesday, but I still don't like it. Anyway. After everyone was done with their reading, we made a time-line as a class putting the documents in order, as well as writing down details that could be important for the document. It really helped put them in context. I read all the documents, looked at the dates, thought about the dates and the sources, and it still helped me exponentially.
Now, I have images of worksheets dancing in my head, and projects, and class activities. All to do with time-lines. This is something that could be hung up in the classroom when the kids are done, and then they would wander over to it and see what it says and learn even more I think. Besides, I think it is sort of fun. I'm not sure if the kids would see it that way, since I like them anyway, but I think it would be fun for them. At least - as far as school goes : )
We also did Venn Diagrams which I HATED as a kid. I don't hate them so much anymore. We used the same documents to fill out the VD. On one side we did the British, and the other the Patriots. One fun thing we did with that was to put up all the different names of the British and the Patriots...Redcoats vs. Provincials...etc. It was cool to see all the different names up there, and I think that is something that the kids could enjoy too.
We talked about the three way VDs too, and I like those a lot. The one concern I have with all the VD is that I think the circles are hard to write in, and I often draw the middle too small. I'm thinking about trying to create a version of them where the shapes are squares or something so that there is more room for the students to write. I don't ever remember using them in history clsses, just science and occasionally English. I want to try them out with some students and see how well they respond to them in the history classroom. : )
On other notes....
I missed Monday and we went over cornell notes. I'm going to look them up and try them as I know I did them in HS but don't remember the entire process...and today (FRIDAY!!) we're going to the lab to start on our work there and I am stoked. I think it is going to be really fun! This class has so many things that are amazing about it and I feel so fortunate that I kind of found it by accident.
Journals from 9/15 week...now typed : )
9/16
I can't believe how much I liked the write to learn. Since I wasn't feeling well then, I decided to write my thoughts here, even though I'm not near a computer...
I feel like with the write-to-learn, students are really engaged with what they are doing. I think that the connections that they learn how to make are really important and I really enjoy the fact that they can read and understand articles. The more I think about it, the more I want to use these in my classroom. I think they are incredibly valuable for so many reasons and i can't imagine how far kids could go. Especially after a little practice!! : ) I am trying to figure out how to bring this into the classrooms that I am working in for EDUC450. Perhaps I can find a lesson that will work, as I am really anxious to try it.
I didn't like the b-k-w-l as much, I hate k-w-l's. However, I think that the newer version with the background knowledge is good.
9/17
WE DID THE COOLEST THING TODAY!!!
So, an elementary student does this with her classes, and I think it is amazing!! We got a short reading about the Revolutionary war, and then we had to go through and circle the "important" words from the article. After that, we made a list on the right hand side of the paper of all the words we circled (in order). Next, we had to write summaries using those words. I could not believe how amazingly easy it was to write a summary after doing this. I always have to think about summaries, as I want to write tooooooooo much, but this seamed really really really easy! No wonder the elementary kids can do it so well!! I will be using this in my classroom, no question. I think that there are some other things that might work too using a similar premise - perhaps with primary documents.
We also discussed direct vocabulary, which was interesting. I often forget that kids don't know al the words in the English language, and because of that, I often forget to help them. Direct vocabulary is when you show the kids what the words mean right then and there. You don't say "un-happy" means "not happy" but you tell them about what it means, and ask them questions and get involved.
I was talking to an elementary teacher who is the parent of some of my lacrosse kids, and she was telling me about how she uses that in the second grade. They do a form of KWL for all of their units, but since the kids are small, they do what they THINK they know and then, when they're finished with the unit (and actually know things), they move all of they think they knows into "Truth" or "Misconception". She's taught them the meaning of "misconception" using direct vocabulary, and I guess the kids get really excited about it since it is such a big word. Her KWL chart goes on a board, and there are post-its stuck to it. I think that would be a great way to get kids involved in a jr. high classroom. I'm not sure if it would work for the HS kids, but it is a good jumping off point for me : )
I wonder why more teachers don't use the things we've been talking about? Are they just lazy or do they not know about these and/or where to find them? Are they just stuck in their ways? OR do they not think that they work?
I'm guessing probably a pretty big mixture of all of them.
9/19
Today we learned about Questioning the Author-and I think it is useful - but it is the hardest for me in the stratagies that we've done. Basically, the teacher would read the text and make marks where she/he wanted to write a question. They would ask things like:
What does the author mean by saying _____?
I wonder why the author isn't mentioning ________?
I wonder if they'll tell us more about _____?
I think the author just made a contradiction by saying ________ and ________.
This happens while the kids are reading out loud, and I guess I don't really like it. It interrupts the reading, which sort of makes my brain freak out...and I forget what we're doing. I'm not sure if I will use it in my classroom or not ~ but I do want to get better at it so that I can use it. I think that the kids need to know that they are ALLOWED to question someone who is writing something, and that the person writing it isn't god. One really good thing about this is that the kids are participating in actively questioning what is going on. For some kids, this may not come naturally, so it is important for them to learn how to do it in class. Some students may be like me and not do well, but not all students are going to do well at everything all the time.
I can understand how the kids might feel though as we read material that was at our level and not at the level of younger students. It is difficult. I did feel like I learned though, even though I didn't like it much, which speaks a lot for the strategy I think.
-------(later in the day)-------
I was thinking about it more, and I think this activity would be good for students when they're writing too. THey could exchange papers and have other students "Question" their work. I think that often, kids forget that the audience doesn't really know everything that they do. If they had an opportunity to share with their peers, then that is good for them I think - they could get some feedback and improve as writers too.
I can't believe how much I liked the write to learn. Since I wasn't feeling well then, I decided to write my thoughts here, even though I'm not near a computer...
I feel like with the write-to-learn, students are really engaged with what they are doing. I think that the connections that they learn how to make are really important and I really enjoy the fact that they can read and understand articles. The more I think about it, the more I want to use these in my classroom. I think they are incredibly valuable for so many reasons and i can't imagine how far kids could go. Especially after a little practice!! : ) I am trying to figure out how to bring this into the classrooms that I am working in for EDUC450. Perhaps I can find a lesson that will work, as I am really anxious to try it.
I didn't like the b-k-w-l as much, I hate k-w-l's. However, I think that the newer version with the background knowledge is good.
9/17
WE DID THE COOLEST THING TODAY!!!
So, an elementary student does this with her classes, and I think it is amazing!! We got a short reading about the Revolutionary war, and then we had to go through and circle the "important" words from the article. After that, we made a list on the right hand side of the paper of all the words we circled (in order). Next, we had to write summaries using those words. I could not believe how amazingly easy it was to write a summary after doing this. I always have to think about summaries, as I want to write tooooooooo much, but this seamed really really really easy! No wonder the elementary kids can do it so well!! I will be using this in my classroom, no question. I think that there are some other things that might work too using a similar premise - perhaps with primary documents.
We also discussed direct vocabulary, which was interesting. I often forget that kids don't know al the words in the English language, and because of that, I often forget to help them. Direct vocabulary is when you show the kids what the words mean right then and there. You don't say "un-happy" means "not happy" but you tell them about what it means, and ask them questions and get involved.
I was talking to an elementary teacher who is the parent of some of my lacrosse kids, and she was telling me about how she uses that in the second grade. They do a form of KWL for all of their units, but since the kids are small, they do what they THINK they know and then, when they're finished with the unit (and actually know things), they move all of they think they knows into "Truth" or "Misconception". She's taught them the meaning of "misconception" using direct vocabulary, and I guess the kids get really excited about it since it is such a big word. Her KWL chart goes on a board, and there are post-its stuck to it. I think that would be a great way to get kids involved in a jr. high classroom. I'm not sure if it would work for the HS kids, but it is a good jumping off point for me : )
I wonder why more teachers don't use the things we've been talking about? Are they just lazy or do they not know about these and/or where to find them? Are they just stuck in their ways? OR do they not think that they work?
I'm guessing probably a pretty big mixture of all of them.
9/19
Today we learned about Questioning the Author-and I think it is useful - but it is the hardest for me in the stratagies that we've done. Basically, the teacher would read the text and make marks where she/he wanted to write a question. They would ask things like:
What does the author mean by saying _____?
I wonder why the author isn't mentioning ________?
I wonder if they'll tell us more about _____?
I think the author just made a contradiction by saying ________ and ________.
This happens while the kids are reading out loud, and I guess I don't really like it. It interrupts the reading, which sort of makes my brain freak out...and I forget what we're doing. I'm not sure if I will use it in my classroom or not ~ but I do want to get better at it so that I can use it. I think that the kids need to know that they are ALLOWED to question someone who is writing something, and that the person writing it isn't god. One really good thing about this is that the kids are participating in actively questioning what is going on. For some kids, this may not come naturally, so it is important for them to learn how to do it in class. Some students may be like me and not do well, but not all students are going to do well at everything all the time.
I can understand how the kids might feel though as we read material that was at our level and not at the level of younger students. It is difficult. I did feel like I learned though, even though I didn't like it much, which speaks a lot for the strategy I think.
-------(later in the day)-------
I was thinking about it more, and I think this activity would be good for students when they're writing too. THey could exchange papers and have other students "Question" their work. I think that often, kids forget that the audience doesn't really know everything that they do. If they had an opportunity to share with their peers, then that is good for them I think - they could get some feedback and improve as writers too.
Monday, September 15, 2008
Class today and other things I wish to write and think about...
Well. I enjoyed today's class. We talked about Writing History and everyone seemed to like it. We all thought it was useful, and could be used in our classrooms - or to help our students in the future. I'm really glad that I got to read that book before my capstone ~ I think it will help a lot. Having the opportunity to talk about those uses in class with my peers was nice though.
We also did some more reading strategies which I liked. We looked at immigration pictures, listened to a story, and read several articles to be able to to a B-K-W-L-Q and a write to learn activity. Both were successful and useful.
I am sick. So, I am tired and don't remember as much as I want to, but more later hopefully...when I'm up to it.
We also did some more reading strategies which I liked. We looked at immigration pictures, listened to a story, and read several articles to be able to to a B-K-W-L-Q and a write to learn activity. Both were successful and useful.
I am sick. So, I am tired and don't remember as much as I want to, but more later hopefully...when I'm up to it.
TWO articles : Things to think about
So, for today (Monday) we were to read two articles.
1. Am I the Only One Who Can't Make a K-W-L Work? Literacy Paths to Content Knowledge
2. Taming the Text: Engaging and Supporting Students in Social Studies Readings
I absolutely LOVED the K-W-L article, because I've never liked them. I had to use them in 340 with groups of students and I never felt like they were working as we were told they would. There was almost a "magic" about them when we first learned how to use them...but the kids didn't seem to like them much, or respond very well to them. It was nice to know that "real" teachers can't always make them work either. : )
The story she presented about her students and the Civil War was hilarious, but I think it also makes us think. How many times are we teaching lessons that don't make sense to kids b/c they don't have enough background knowledge? In a sense (at least to me) we're failing our students if we give them lessons they can't do b/c they don't have enough pre-existing knowledge. When she wrote about the "Writing to learn" strategy I was blown away!! I want to make worksheets like that ~ however, I was puzzled about why no one ever filled in the "connection" blank... But, what a great way to get students thinking and processing!! Just reading the info in the article, I felt like I learned more than I would have if I just read the poem and I STUDY HISTORY!
I thought the information about the 'readabilty' was also interesting. I didn't really know that the system that decides that is somewhat crazy and not quite accurate. When I was reading about when the kids assigned numbers, I was interested to see what they wrote. However, my favorite thing (of possibly all time) from this article was the Reader's Theater of "The Lonely X" and the "Scientific Method". I really dislike math, and I'm not too big on science, but when I read these, I was somewhat inspired to solve equations or scientific problems - which is really saying something! I immideately brought those ideas into a history classroom, and I can't imagine what great things kids could do with it. WOW. : ) !
Article #2
This article didn't "wow" me as much as the KWL article, but I really liked it because it made me think. Throughout my reading, there was some kind of something running around in my head constantly asking "HOW CAN WE CREATE INTEREST IN THE CLASSROOM?" Although this reading was about reading I really couldn't control myself in thinking about the rest of Social Studies : )
I liked the first chart which was a graphic organizer, but I am horrible at creating them. I'm not so visual in that respect (as a learner) so it would be hard for me to create. However, I am going to have to learn as I think it would be good for my kids in the classroom.
The second figure was of a Herringbone activity that explores who, what, when, where, and why...including a summary. I really liked this - and could see how it could be modified to fit older and younger leaners.
The Retelling Checklist, Word Maps, and Story Pyramid were also all good. They made me think when i was using them, and I think that they could be used rather effectively in a history classroom. My favorite from the set was the word map. I like kids to know words, and I could also change it up to create a "people" map that could be used for historical figures - OR I could create an "event" map that could be used for historical events : )
-In this section of the article, it also mentioned picture books, and I thought that was great. I don't know of a single person who doesn't like a picture book now and then, and it might be just the thing that a HS classroom needs for a change of pace.
The authors also discussed timelines ~ this is something I've always intended on using in the classroom, so not much new information there except instructions on how to do it : )
BIOPOEM!!
Obviously, from the caps and !!!, my favorite one. Here is the template to be followed in poem lines (so...1. = line one, 5. = line five etc.)
1. First Name
2. Four Traits that describe the character
3. Relative (Brother, sister, mother, son etc) of...
4. Lover of....(List 3)
5. Who feels....(List 3)
6. Who needs ...(List 3)
7. Who fears...(List 3)
8. Who gives... (List 3)
9. Who would like to see...(List 3)
10. Resident of...
11. Last name
SO COOL! I'm going to do one later : )
and moving on...
ABC books were the last thing. I did them in MS and HS, and liked them. It was good too, but just not nearly as exciting after I nearly lost control over the bio-poem. I feel like such a nerd right now...haha. But that is okay. It is fun to be this excited over a "strategy" but I can't stop thinking about it!!
I feel as if my toolbox is just shy of exploding. : )
1. Am I the Only One Who Can't Make a K-W-L Work? Literacy Paths to Content Knowledge
2. Taming the Text: Engaging and Supporting Students in Social Studies Readings
I absolutely LOVED the K-W-L article, because I've never liked them. I had to use them in 340 with groups of students and I never felt like they were working as we were told they would. There was almost a "magic" about them when we first learned how to use them...but the kids didn't seem to like them much, or respond very well to them. It was nice to know that "real" teachers can't always make them work either. : )
The story she presented about her students and the Civil War was hilarious, but I think it also makes us think. How many times are we teaching lessons that don't make sense to kids b/c they don't have enough background knowledge? In a sense (at least to me) we're failing our students if we give them lessons they can't do b/c they don't have enough pre-existing knowledge. When she wrote about the "Writing to learn" strategy I was blown away!! I want to make worksheets like that ~ however, I was puzzled about why no one ever filled in the "connection" blank... But, what a great way to get students thinking and processing!! Just reading the info in the article, I felt like I learned more than I would have if I just read the poem and I STUDY HISTORY!
I thought the information about the 'readabilty' was also interesting. I didn't really know that the system that decides that is somewhat crazy and not quite accurate. When I was reading about when the kids assigned numbers, I was interested to see what they wrote. However, my favorite thing (of possibly all time) from this article was the Reader's Theater of "The Lonely X" and the "Scientific Method". I really dislike math, and I'm not too big on science, but when I read these, I was somewhat inspired to solve equations or scientific problems - which is really saying something! I immideately brought those ideas into a history classroom, and I can't imagine what great things kids could do with it. WOW. : ) !
Article #2
This article didn't "wow" me as much as the KWL article, but I really liked it because it made me think. Throughout my reading, there was some kind of something running around in my head constantly asking "HOW CAN WE CREATE INTEREST IN THE CLASSROOM?" Although this reading was about reading I really couldn't control myself in thinking about the rest of Social Studies : )
I liked the first chart which was a graphic organizer, but I am horrible at creating them. I'm not so visual in that respect (as a learner) so it would be hard for me to create. However, I am going to have to learn as I think it would be good for my kids in the classroom.
The second figure was of a Herringbone activity that explores who, what, when, where, and why...including a summary. I really liked this - and could see how it could be modified to fit older and younger leaners.
The Retelling Checklist, Word Maps, and Story Pyramid were also all good. They made me think when i was using them, and I think that they could be used rather effectively in a history classroom. My favorite from the set was the word map. I like kids to know words, and I could also change it up to create a "people" map that could be used for historical figures - OR I could create an "event" map that could be used for historical events : )
-In this section of the article, it also mentioned picture books, and I thought that was great. I don't know of a single person who doesn't like a picture book now and then, and it might be just the thing that a HS classroom needs for a change of pace.
The authors also discussed timelines ~ this is something I've always intended on using in the classroom, so not much new information there except instructions on how to do it : )
BIOPOEM!!
Obviously, from the caps and !!!, my favorite one. Here is the template to be followed in poem lines (so...1. = line one, 5. = line five etc.)
1. First Name
2. Four Traits that describe the character
3. Relative (Brother, sister, mother, son etc) of...
4. Lover of....(List 3)
5. Who feels....(List 3)
6. Who needs ...(List 3)
7. Who fears...(List 3)
8. Who gives... (List 3)
9. Who would like to see...(List 3)
10. Resident of...
11. Last name
SO COOL! I'm going to do one later : )
and moving on...
ABC books were the last thing. I did them in MS and HS, and liked them. It was good too, but just not nearly as exciting after I nearly lost control over the bio-poem. I feel like such a nerd right now...haha. But that is okay. It is fun to be this excited over a "strategy" but I can't stop thinking about it!!
I feel as if my toolbox is just shy of exploding. : )
Friday, September 12, 2008
PRE-READING!
Today we went over and experimented a little with some pre-reading strategies. It was fun. We went through SQ3R and one where you write down all the headings etc. and try to predict what was coming next. I found it to be really useful, although writing the headings felt rather tedious. I am guessing with some thought that I'll be able to use some of those strategies in my classroom.
The one that captured my attention the most was the drawing one - we were asked to draw anything in US history. I drew the declaration of independence and it was really funny, and I enjoyed it. I felt like I learned a lot too - even though it was just a simple thing. I think there are lots of places I could go with that in the classroom ...I just have to think : )
I wish our class period was longer...and we got a cool binder that I am going to go explore now.
The one that captured my attention the most was the drawing one - we were asked to draw anything in US history. I drew the declaration of independence and it was really funny, and I enjoyed it. I felt like I learned a lot too - even though it was just a simple thing. I think there are lots of places I could go with that in the classroom ...I just have to think : )
I wish our class period was longer...and we got a cool binder that I am going to go explore now.
477: Something I noticed ...
So, I was thining about this all yesterday, and am now just getting to writing it down...
In my 'Slavery in the Americas' class we have a number of reading assingned each week, as does anyone in a history class. Our assignment is to make one notecard for each book we are reading each week, and turn them in. There is no requirement about how much has to be on the notecard or what the content has to be. Then, for the midterm, we can use all of the notecards we produced.
I tied this in to what we were learning on Wednesday about remembering things and taking notes. I thought that it was a great thing that could be used in varying ways in the classroom : )
In my 'Slavery in the Americas' class we have a number of reading assingned each week, as does anyone in a history class. Our assignment is to make one notecard for each book we are reading each week, and turn them in. There is no requirement about how much has to be on the notecard or what the content has to be. Then, for the midterm, we can use all of the notecards we produced.
I tied this in to what we were learning on Wednesday about remembering things and taking notes. I thought that it was a great thing that could be used in varying ways in the classroom : )
Wednesday, September 10, 2008
477 - Remembering things
Today in class we talked about lots of things...we had a "pop" quiz over some reading that we did for Monday. We didn't discuss it on Monday, and I thought that was all we were going to do with it...so I did nothing but highlight and underline - citing useful information. In our quiz, you were allowed to use any notes that you've taken, but I didn't have any...
Our professor talked afterwards about how writing something in your own words can make a big difference in your ability to remember things. So here I am...writing that in my own words so that I'll be able to remember it. : )
We also took a pre-test. It involved 15 questions from US history. Boy did it make me feel dumb. I know that I know a lot of things about American history, but I couldn't come up with all the answers. Some were within the area I really like...early US history, and I did better at those. But, there were many from later times that I knew I KNEW but couldn't come up with them. Many of my classmates also felt the same way - I can't imagine what I would have felt like if there had been points associated.
I wonder...what other ways could I give pre-tests so that the kids don't feel test anxiety? How can I help make tests less scary for students? How can I make sure that my tests give students enough time to finish? AND - Is there any value in giving a test with different parts, and having students choose 3 of 5 or something similar? - would it help them to feel at home?
Sometimes I feel like I'll never be able to learn all I need to know to be a great teacher. However, every day when I leave class I feel more and more confident in my abilites ~ and that my "toolbox" is getting filled just a little more each day.
Our professor talked afterwards about how writing something in your own words can make a big difference in your ability to remember things. So here I am...writing that in my own words so that I'll be able to remember it. : )
We also took a pre-test. It involved 15 questions from US history. Boy did it make me feel dumb. I know that I know a lot of things about American history, but I couldn't come up with all the answers. Some were within the area I really like...early US history, and I did better at those. But, there were many from later times that I knew I KNEW but couldn't come up with them. Many of my classmates also felt the same way - I can't imagine what I would have felt like if there had been points associated.
I wonder...what other ways could I give pre-tests so that the kids don't feel test anxiety? How can I help make tests less scary for students? How can I make sure that my tests give students enough time to finish? AND - Is there any value in giving a test with different parts, and having students choose 3 of 5 or something similar? - would it help them to feel at home?
Sometimes I feel like I'll never be able to learn all I need to know to be a great teacher. However, every day when I leave class I feel more and more confident in my abilites ~ and that my "toolbox" is getting filled just a little more each day.
Monday, September 8, 2008
477: The Brain
Today in class we learned something that I often enjoy learning about : our brain. I'm not really into science things very often, but I think that how and why we think the way we do is really amazing. I enjoy learning about it, even when I'm learning the same things.
One of the most interesting things that we did today was look at these pictures that had two different thinkgs you can see...the most popular one is the "old woman/young woman" picture. I have always seen the young woman first...but when I see pictures like that, I flash back and forth, and it almost makes me sick to my stomach. It is interesting though, and fun to see who sees what.
I love to learn how the brains of others work - and I hope that I can continue to do this so that I can be a better teacher.
Today, we were asked to think about a memory we have in education - and then our class was surveyed about whether that memory was good or bad. I was surprised that most of the kids in class related to a bad memory. Mine was good...but I guess I've always really liked school and had good experiences. I think that is why I like schools so much, and why I want to be a teacher. However, for some people, I could understand how having a rough time in school would be the reason that you'd want to be a teacher...so that you can be better for kids in the future. Motiviation comes in all forms for all people I guess.
I wonder what the connection between the actual school facility has on people? If the environment was continually cold, or the desks were always broken...what would that do to people? Would it help them remember things they learn or distract them from what was going on in class?
So, as uninteresting as it may be...here are my memories good + bad. I'll try to add to them when I find or think of more. If I remember... : )
GOOD
-Math folders in Kindgergarten, and moving up to almost the end...getting to take them home to work on over the summer.
-Learning cursive in 3rd grade
-The zoo project, where my mom helped me to build my diorama in 3rd grade...I did the rhino (even though I badly wanted the hippo)
-French class after school enrichment
-Around the world day in Elementary School
-Making the "chorus" in Elementary School (a special singing group)
-Honor Bands
-Getting to pick out the French Horn as my instrument
-Advanced Reading class in 6th grade
-Sports teams
-Mr. Perfors' Social Studies class
-Honors and AP history classes in HS
-Lacrosse
-Getting to spend time with teachers who cared about me outside class...after school or when they came to my sports stuff or music things.
-Marching Band...and its sense of community
BAD
-Moving to a new school...I was really scared, not to mention furious with my parents
-Being chosen as a "dancer" for the 5th grade play by the music teacher I hated when I wanted to be a speaker...I told her "no thank you" for that position and she yelled at me...It was really hard for me to get up the nerve to tell her no, and I tried to be really nice, and she told me I was irrisponsible (even though I told her no thanks the day after the lists were posted)
-Having to pull a card in 4th grade, I was talking, but I was trying to help my friend Sarah...or she was trying to help me. I cried...
-Being told I couldn't sing.
-6th grade English...I had a teacher who treated me poorly
-Most math classes past 6th grade...the instruction and information was always difficult.
-Mr. Calvano not keeping my grades well - and having to get involved with that
-A coach encoraging me to cheat, and when I refused, yelling at me
I'm sure there are more for both the good and the bad.
How do we as teachers create GOOD emotional experiences for our students, and how can we refrain from creating BAD ones??
One of the most interesting things that we did today was look at these pictures that had two different thinkgs you can see...the most popular one is the "old woman/young woman" picture. I have always seen the young woman first...but when I see pictures like that, I flash back and forth, and it almost makes me sick to my stomach. It is interesting though, and fun to see who sees what.
I love to learn how the brains of others work - and I hope that I can continue to do this so that I can be a better teacher.
Today, we were asked to think about a memory we have in education - and then our class was surveyed about whether that memory was good or bad. I was surprised that most of the kids in class related to a bad memory. Mine was good...but I guess I've always really liked school and had good experiences. I think that is why I like schools so much, and why I want to be a teacher. However, for some people, I could understand how having a rough time in school would be the reason that you'd want to be a teacher...so that you can be better for kids in the future. Motiviation comes in all forms for all people I guess.
I wonder what the connection between the actual school facility has on people? If the environment was continually cold, or the desks were always broken...what would that do to people? Would it help them remember things they learn or distract them from what was going on in class?
So, as uninteresting as it may be...here are my memories good + bad. I'll try to add to them when I find or think of more. If I remember... : )
GOOD
-Math folders in Kindgergarten, and moving up to almost the end...getting to take them home to work on over the summer.
-Learning cursive in 3rd grade
-The zoo project, where my mom helped me to build my diorama in 3rd grade...I did the rhino (even though I badly wanted the hippo)
-French class after school enrichment
-Around the world day in Elementary School
-Making the "chorus" in Elementary School (a special singing group)
-Honor Bands
-Getting to pick out the French Horn as my instrument
-Advanced Reading class in 6th grade
-Sports teams
-Mr. Perfors' Social Studies class
-Honors and AP history classes in HS
-Lacrosse
-Getting to spend time with teachers who cared about me outside class...after school or when they came to my sports stuff or music things.
-Marching Band...and its sense of community
BAD
-Moving to a new school...I was really scared, not to mention furious with my parents
-Being chosen as a "dancer" for the 5th grade play by the music teacher I hated when I wanted to be a speaker...I told her "no thank you" for that position and she yelled at me...It was really hard for me to get up the nerve to tell her no, and I tried to be really nice, and she told me I was irrisponsible (even though I told her no thanks the day after the lists were posted)
-Having to pull a card in 4th grade, I was talking, but I was trying to help my friend Sarah...or she was trying to help me. I cried...
-Being told I couldn't sing.
-6th grade English...I had a teacher who treated me poorly
-Most math classes past 6th grade...the instruction and information was always difficult.
-Mr. Calvano not keeping my grades well - and having to get involved with that
-A coach encoraging me to cheat, and when I refused, yelling at me
I'm sure there are more for both the good and the bad.
How do we as teachers create GOOD emotional experiences for our students, and how can we refrain from creating BAD ones??
465: Best Social Studies Lesson Ever!
For S.S. Methods class we had to write a paper about the best social studies lesson ever, but I am going to put a few more down here that I remembered, just in case I forget them. It was hard to choose just one, but I finally decided on the "Favorite Student's Bill of Rights" as it was a great lesson that didn't happen in the classroom which I think is a little unique : )
Hard Tack - Mr. Perfors made and brought it into class for us to eat...I'll never forget how it tasted (like home-made play doh)
WWI deomonstration - Mr. Kipp put us into groups that simulated WWI beginning, and we had a few days to run our countries etc. and then after we played, we discussed what we did, learning that our reactions were really close to those of the actual countries!
Sharing Songs - Mr. Gorr had us all choose a song, and for several class periods we would listen to someone's song and go over the lyrics. He was promoting acceptance, and we all learned a lot about each other, even though it was a simple thing.
I have more...and when I think of them, and have time, I'll keep putting them up here : )
Hard Tack - Mr. Perfors made and brought it into class for us to eat...I'll never forget how it tasted (like home-made play doh)
WWI deomonstration - Mr. Kipp put us into groups that simulated WWI beginning, and we had a few days to run our countries etc. and then after we played, we discussed what we did, learning that our reactions were really close to those of the actual countries!
Sharing Songs - Mr. Gorr had us all choose a song, and for several class periods we would listen to someone's song and go over the lyrics. He was promoting acceptance, and we all learned a lot about each other, even though it was a simple thing.
I have more...and when I think of them, and have time, I'll keep putting them up here : )
Pre-Reading for 477
For today's class period, we were asked to read two articles...
1. What does it Mean to Think Historically...and How Do You Teach it? Bruce A. VanSledright
2. Historical Thinking and Other Unnatural Acts Sam Wineburg
For article #1, I am really interested in the title. I wonder if I, as a history major do I have the capacity to think historically? Am I going to be able to teach it to my students? I noticed that the article was only four pages long, and published in 2004. (Last time we went through articles in class, I discovered that I didn't check when they were written...so now, I am making a conscious effort to make sure that I always check...). I hope that this article can provide some insight, and help me become a better teacher, as that is why I'm here!
For article #2, the title grabbed me, just as a plate of chocolate chip cookies might. I think that if I found this article laying around somewhere that I would be compelled to read it. It seems longer, which means more information or more running on about the same thing. We shall see, and I hope it is the former and not the latter. It was written in 1999, so it is almost ten years old. Sometimes I think that ten years is a long time ago, and other times I feel like it is just yesterday. I am hoping that this article will share with me how to help kids think historically, because if I am doing it right, then it is difficult to learn, and hard to practice too. Wineburg's bio is also interesting - he seems like a really smart guy.
I am looking forward to class today. I think I am so lucky to have gotten my capstone messed up, as I am really enjoying taking this class. I love all the other students in there, and the fact that it is really small. When class is over I feel like no time has passed by, and I always feel like I leave the room knowing more than I did when I entered. Hooray!!
1. What does it Mean to Think Historically...and How Do You Teach it? Bruce A. VanSledright
2. Historical Thinking and Other Unnatural Acts Sam Wineburg
For article #1, I am really interested in the title. I wonder if I, as a history major do I have the capacity to think historically? Am I going to be able to teach it to my students? I noticed that the article was only four pages long, and published in 2004. (Last time we went through articles in class, I discovered that I didn't check when they were written...so now, I am making a conscious effort to make sure that I always check...). I hope that this article can provide some insight, and help me become a better teacher, as that is why I'm here!
For article #2, the title grabbed me, just as a plate of chocolate chip cookies might. I think that if I found this article laying around somewhere that I would be compelled to read it. It seems longer, which means more information or more running on about the same thing. We shall see, and I hope it is the former and not the latter. It was written in 1999, so it is almost ten years old. Sometimes I think that ten years is a long time ago, and other times I feel like it is just yesterday. I am hoping that this article will share with me how to help kids think historically, because if I am doing it right, then it is difficult to learn, and hard to practice too. Wineburg's bio is also interesting - he seems like a really smart guy.
I am looking forward to class today. I think I am so lucky to have gotten my capstone messed up, as I am really enjoying taking this class. I love all the other students in there, and the fact that it is really small. When class is over I feel like no time has passed by, and I always feel like I leave the room knowing more than I did when I entered. Hooray!!
Friday, September 5, 2008
What do you rember about learning to read?
This is from a writing prompt we did in class on Wednesday (3 SEPT).
I don't remember learning how to read. As far as I'm concerned (at least, from what my memory tells me...) I've always been able to read. I remember reading with my Mom and Dad especially the following books:
The Star Bellied Sneeches
Good Night Moon
The Tale of Two Bad Mice
Pat the Bunny
I also remember reading these books by myself:
The Boxcar Children
Balto!
Shiloh
Where the Red Fern Grows
I loved reading as a kid...and I remember when my Mom and Dad took my lamp away because I wouldn't stop reading.
Everyone in class then shared about their reading experiences too, which was fun to hear. Some of them were like mine, others were not. Some of my classmates really do remember learning about reading, and for some of them it was a real struggle. It really made me admire some of them who had to work really hard to learn how to read. For others, I was comforted in the fact, that many people grew up as I did. As I thought about it further, I thought that maybe I should ask everyone I know about how they learned to read so that I can better help my students in the future.
READING IS IMPORTANT, AND I NEVER WANT TO FORGET THAT.
I don't remember learning how to read. As far as I'm concerned (at least, from what my memory tells me...) I've always been able to read. I remember reading with my Mom and Dad especially the following books:
The Star Bellied Sneeches
Good Night Moon
The Tale of Two Bad Mice
Pat the Bunny
I also remember reading these books by myself:
The Boxcar Children
Balto!
Shiloh
Where the Red Fern Grows
I loved reading as a kid...and I remember when my Mom and Dad took my lamp away because I wouldn't stop reading.
Everyone in class then shared about their reading experiences too, which was fun to hear. Some of them were like mine, others were not. Some of my classmates really do remember learning about reading, and for some of them it was a real struggle. It really made me admire some of them who had to work really hard to learn how to read. For others, I was comforted in the fact, that many people grew up as I did. As I thought about it further, I thought that maybe I should ask everyone I know about how they learned to read so that I can better help my students in the future.
READING IS IMPORTANT, AND I NEVER WANT TO FORGET THAT.
Wednesday, September 3, 2008
Wednesday monring...
Last class, we had to draw a tree in winter. I've give you a second to imagine what beautiful art we may have come up with as history majors...
We then learned about dendrites, and how they might work. Today, we'll be learning more about them I think...plus going over the Mind Academy that we did for today. That was an interesting project - but I think I learned something about learning...so that is good. I'm excited to see what everyone else thought about it, and learn more about the brain! : )
We then learned about dendrites, and how they might work. Today, we'll be learning more about them I think...plus going over the Mind Academy that we did for today. That was an interesting project - but I think I learned something about learning...so that is good. I'm excited to see what everyone else thought about it, and learn more about the brain! : )
Tuesday, September 2, 2008
Day Two Journal Topics
What do younger learners think about history?
For some students, I know that history is mind-numbingly dull and boring. They don't find the mystery or the amazing stories that those of us who love history see so easily. Some students struggle because they don't write well, and it is hard for them to write about things that aren't necessarily concrete - especially for those students who excel at things such as formulas. Some students do enjoy history class, and I think that there are two main reasons for this - they either love history or it comes easily to them. Or both.
I always had wonderful teachers in my history classrooms. I felt at home, but I do clearly remember struggling to understand the connections I was supposed to be making...especially connections between the past and the future. The lessons I really enjoyed had to do with something new or interesting...like the day my 8th grade S.S. teacher brought in hard tack for us to eat : )
For some students, I know that history is mind-numbingly dull and boring. They don't find the mystery or the amazing stories that those of us who love history see so easily. Some students struggle because they don't write well, and it is hard for them to write about things that aren't necessarily concrete - especially for those students who excel at things such as formulas. Some students do enjoy history class, and I think that there are two main reasons for this - they either love history or it comes easily to them. Or both.
I always had wonderful teachers in my history classrooms. I felt at home, but I do clearly remember struggling to understand the connections I was supposed to be making...especially connections between the past and the future. The lessons I really enjoyed had to do with something new or interesting...like the day my 8th grade S.S. teacher brought in hard tack for us to eat : )
Day One Journal Topics
Here is a typed up copy of my 25 AUG 2008 journal entries from Teaching History Class...
What is history?
History is our records and interpretations of the past. It is also how the past relates to the future. History involves stories of people, places, things, cultures, as well as many other things. It is a realm that allows us to experience the past even though we may not be able to travel there in the conventional way. I also think that understanding history is key to understanding ourselves and our future.
What is the purpose of history?
History allows us to view the pas through a window that may be cracked or fogged over. It allows us to better understand those who came before us so that we may better understand ourselves and our future.
Which history most interests you?
There are so many that completely fascinate me...and I have yet to come across a history that I didn't like, but here are my favorites -
The American Revolution
The history of Baseball and other sports
Native Peoples and their cultures around the world
Medieval Europe/England
British Empire and Domination
The French Revolution
History of the faceless
American Political History
WWI and WWII
and..."current history"...meaning the history that we're experiencing now that will someday show up in our history books.
I always find myself keenly aware of things that will later be found in history classrooms : )
What is history?
History is our records and interpretations of the past. It is also how the past relates to the future. History involves stories of people, places, things, cultures, as well as many other things. It is a realm that allows us to experience the past even though we may not be able to travel there in the conventional way. I also think that understanding history is key to understanding ourselves and our future.
What is the purpose of history?
History allows us to view the pas through a window that may be cracked or fogged over. It allows us to better understand those who came before us so that we may better understand ourselves and our future.
Which history most interests you?
There are so many that completely fascinate me...and I have yet to come across a history that I didn't like, but here are my favorites -
The American Revolution
The history of Baseball and other sports
Native Peoples and their cultures around the world
Medieval Europe/England
British Empire and Domination
The French Revolution
History of the faceless
American Political History
WWI and WWII
and..."current history"...meaning the history that we're experiencing now that will someday show up in our history books.
I always find myself keenly aware of things that will later be found in history classrooms : )
Monday, September 1, 2008
To begin...
I always feel like journals should have some sort of introduction, so that I can remember the purpose...and so that anyone else in the future will understand the point of my writings. I've started this blog to accompany my class at Colorado State called "Teaching History" we're learning all kinds of things about how to better get across to students, and what our missions as teachers are. One of the projects we've been asked to partake in is keeping a journal, and this is mine. I hope that on your wanderings through that you find something of interest or inspiration. Welcome!
Subscribe to:
Posts (Atom)