In my classroom I think that it will be vital to use formative assessing continuously and almost constantly through observation, questions, conservation, reflection and numerous other possibilites. It will be important for me as a teacher and for the learners. I'm not sure what I think of summation assessment. Is it necessary? I will probably do it but as far as ruberic, it will count for much less of the overall assessment. It also may be more of the core facts and pedagogy based to please the school system and to help on the state standard tests. I'd like to teach in a nature center or similiar environment where my assessment would be "Did they have fun? Did I help foster an appreciation for nature/outdoors? Were they able to take "something" home with them?" My other choice is teaching biology to middle school age students. When I teach I want to incorporate games, activities, crafts, art, projects, experiments, hikes, field trips, and research. I definitely want to be "doing science to explore and test big ideas". I think using some of the technology will really help with the "doing science".
In my classroom I want to find out what the learners are interested in and try to focus the curriculum around that . What are they interested in everyday life? And what biology topics are they most interested in? I think schools should be more like real life. If it pertains to the students more, then they'll be more interested, thus more motivated, which equals better transfer.
Chapter 9 gives me some great ideas. I think it'd be fun (and a great learning tool) to have students actually do projects and or research that actually involves their community. For example, I think Chapter 9 mentions there is a program where students enter their data after collecting it in the field. If I was teaching in Minneapolis and we were discussing the scientific method I'd have students perhaps test the water quality in the Mississippi River (or some other research they were interested in - however then we could also discuss water quality and where we get our water from and conservation, ect). Anyways, actually "do science". They'd be more motivated because it would involve their community, have peer review, experts involves. They could even do a presentation. Perhaps split into two groups - do an outline that I'd give feed back on (formative assessment) then revise and do it for the whole class. Then the whole class would discuss it.
out of time
Tuesday, September 25, 2007
Monday, September 24, 2007
week 3, chapters 6, 8, 9, with case study from 7
I liked that Chapter 6 briefly addressed the claim that many people make these days that "schools are getting worse." It would have been extremely easy (but not as rewarding I imagine) to be a teacher 150 years ago. Goals and expectations have changed. I fully believe that the more one knows the less they feel they know. Actually, I think the saying is "ignorance is bliss." The more we learn about learning and teaching the more difficult it can seem to be because we realize the problems and try to improve. For example, this class brings up more questions and issues about being a learner and teacher than I had before I started the class. I anticipate that more and more questions will continue to arrise even after being a seasoned teacher.
I also thought the "Talking in Class" example (Box 6.3) with the speech-language pathologist and the Inuit students was extremely interesting. Although brought up in the community-centered environment section it could have also have been used in the learner-centered environment section. The book has focused more on misconceptions of the students that can hinder learning rather than all the preconceptions of the teacher that could hinder teaching and learning. When I was a teacher assistant (undergrad biology) I was always worried about being objective and being "fair". It's extremely difficult to not "judge" - we're all human and to not use our opinions and our misconceptions. I think this is another reason that traditional teaching and testing is easy to fall back on. It's easier as a teacher to be confident that you're being objective and not judging because it's more cut and dry. Who wants to be responsible for teaching or assessing a student "wrong"? It's frustrating knowing that there are cases like this (Box 6.3) where a teacher automatically thinks that a particular student "may have a learning problem" because of the teachers misconception and that it could be adversly affecting the student and their future. The example shows that there is overlap with the four perspectives and to really work, they need to be aligned and used together both in the classroom and through out the whole school. Had the Inuit teacher and the principle been on the "same page" it wouldn't have taken the speech-language pathologist to discover that the classroom norms weren't known by all and the misconceptions of the teacher and students.
A difficult idea for me that arose after reading Chapter 8 (not exactly a concept from the readings, but one that stemmed from it) is how in the world do any existing teachers or preservice teachers actually overcome falling into the traditional teaching approach?! I mean the odds don't sound good. As if providing a learner, knowledge, assessment and community centered classroom isn't difficult enough for a teacher, Chapter 8 make me feel like it's impossible. To be successful teachers, teachers need to consistently practice these theories, yet they themselves are not even surrounded by it. In addition, most of us have been taught "traditional style" for years and as we know, it's difficult to "unlearn". The chapter says that "learning opportunities for teachers fall short" and "many programs for preservice teachers fall short". Am I trying my hardest to understand these thories and figure out ways to incorporate them into my teaching style only to fail because of all the obstacles, including one of the bigggest - the schools? When I'm just a beginning teacher and the schools favor "covering the curriculum" am I going to panic and revert to "playing it safe"? Well, I hope not, but thanks Chapter 8 for putting all that on my plate.
To end on a good note... I'm very technology unsavy and at first frowned when I saw Chapter 9 was "Technology to Support Learning". Yuck. However, I'm excited to use some of the various programs they mentioned (among others) in my future teaching classes. They sound like amazing learning tools (for students and teachers)!
I also thought the "Talking in Class" example (Box 6.3) with the speech-language pathologist and the Inuit students was extremely interesting. Although brought up in the community-centered environment section it could have also have been used in the learner-centered environment section. The book has focused more on misconceptions of the students that can hinder learning rather than all the preconceptions of the teacher that could hinder teaching and learning. When I was a teacher assistant (undergrad biology) I was always worried about being objective and being "fair". It's extremely difficult to not "judge" - we're all human and to not use our opinions and our misconceptions. I think this is another reason that traditional teaching and testing is easy to fall back on. It's easier as a teacher to be confident that you're being objective and not judging because it's more cut and dry. Who wants to be responsible for teaching or assessing a student "wrong"? It's frustrating knowing that there are cases like this (Box 6.3) where a teacher automatically thinks that a particular student "may have a learning problem" because of the teachers misconception and that it could be adversly affecting the student and their future. The example shows that there is overlap with the four perspectives and to really work, they need to be aligned and used together both in the classroom and through out the whole school. Had the Inuit teacher and the principle been on the "same page" it wouldn't have taken the speech-language pathologist to discover that the classroom norms weren't known by all and the misconceptions of the teacher and students.
A difficult idea for me that arose after reading Chapter 8 (not exactly a concept from the readings, but one that stemmed from it) is how in the world do any existing teachers or preservice teachers actually overcome falling into the traditional teaching approach?! I mean the odds don't sound good. As if providing a learner, knowledge, assessment and community centered classroom isn't difficult enough for a teacher, Chapter 8 make me feel like it's impossible. To be successful teachers, teachers need to consistently practice these theories, yet they themselves are not even surrounded by it. In addition, most of us have been taught "traditional style" for years and as we know, it's difficult to "unlearn". The chapter says that "learning opportunities for teachers fall short" and "many programs for preservice teachers fall short". Am I trying my hardest to understand these thories and figure out ways to incorporate them into my teaching style only to fail because of all the obstacles, including one of the bigggest - the schools? When I'm just a beginning teacher and the schools favor "covering the curriculum" am I going to panic and revert to "playing it safe"? Well, I hope not, but thanks Chapter 8 for putting all that on my plate.
To end on a good note... I'm very technology unsavy and at first frowned when I saw Chapter 9 was "Technology to Support Learning". Yuck. However, I'm excited to use some of the various programs they mentioned (among others) in my future teaching classes. They sound like amazing learning tools (for students and teachers)!
Friday, September 21, 2007
reflections and application take 2
How to apply what I've been learning to the issure of assessment.... It's hard to be specific until the occassion actually arises.
In almost all of my classes I had the typical multiple choice or T/F exams. I would have a test at the end of each chapter, regurgitate what I had memorized and then forget about it. My grades were decent but I feel I got cheated out of and education. I feel like I've gone to school forever and yet know little to nothing. Not that I can solely blame my teachers, I could have used metacognition. I was never taught how to be anc active learner. I thought that if I just memorized and did good on an exam that's all that mattered - I was "getting" it. I think now I definitly take a more active part in my own learning - but it would have been nice to start that years and years ago. I don't think I was ever "pushed" to learn and excell.
In my clasroom, I'm not going to rely on traditional tests to assess my students. What good will it do them or me? I'll use a combination of formative and ongoing assesments comprised of various elements. The first goal will be to try to get my learners to be active learners, perhaps do something similiar to our blogging assighnments. Assignments that are supose to give insight to their own knowledge or lack of. I will use some inquiry-based approaches as a guide to see where students are in their knowledge and thought process. I think it wil also be vital to continually assess my teaching approach to see if its effective.
It would be interesting to do some traditional testing along with assessments for deep understanding and compare the "results". The traditional tests would not actually be for assessment of learning. Instead it would be to explore the idea that to deeply understand, doesn't one need to have a lot of that superficial knowledge first? Also, if one does deeply understand an area than that should transfer easily to other contexts. Thus one should do well on a traditional test. Chapter two describes a case where expert historians were unable to answer as many factual questions correct as a group of novices. This example at first seems to disagree with my idea that one can have a learner, knowledge and community centered classroom that "produces" learners that are still capable of doing will on a standardized test. However, I don't think it does. My goal isn't going to be to try to make my students experts, just good learners and understand the general concepts and ideas I want them to understand.
A big thing I'll attempt to bring into my classes is relevance. Why are the concepts important to my learners and how does it affect them in their actual lives. I think this is one of the most important core ideas. It brings interest to the subject and with interest comes motivation to learn. I think classes should be fun and educational. I plan on teaching science and emercing the students in it. There will be lots of hands on projects and real life application. I'll assess my students using classroom discussion, participation, ongoing projects, reflections and a wide range of other ways. There will still be some lecture and memorizing, but then using that knowledge adn applying it. I think a teaching style that incorportates various methods is more beneficial and so in having numerous ways to assess your learners. I think that this is also a good way to bring out any pre-existing knowledge that is conflicting with learning. If you really get into a topic, discuss it and relate it to everyday situations then most of those pre-existing misconceptions will hopefully show theirselves and can be worked with.
I've always found that an excellent way to teach is by asking a lot of questions and in different ways to really get an idea of what your students may or may not understand. Constantly asking learners questions to see what they know rather than just telling them. It's almost like constantly quizzing instead of just one large test.
Unfortunately, traditional tests are must easier for the teacher to adminster and are more cut and dry. Other methods of assessment are not. It's harder to know if you are being objective and that everyone is getting assessed the same. Although, according to the authors, it seems like you are suppose to assess each individual differently. It says to push each learner just enough so that they can accomplish the problem, but must work at it. How do you do this in a classroom when everyone is at different levels?
In almost all of my classes I had the typical multiple choice or T/F exams. I would have a test at the end of each chapter, regurgitate what I had memorized and then forget about it. My grades were decent but I feel I got cheated out of and education. I feel like I've gone to school forever and yet know little to nothing. Not that I can solely blame my teachers, I could have used metacognition. I was never taught how to be anc active learner. I thought that if I just memorized and did good on an exam that's all that mattered - I was "getting" it. I think now I definitly take a more active part in my own learning - but it would have been nice to start that years and years ago. I don't think I was ever "pushed" to learn and excell.
In my clasroom, I'm not going to rely on traditional tests to assess my students. What good will it do them or me? I'll use a combination of formative and ongoing assesments comprised of various elements. The first goal will be to try to get my learners to be active learners, perhaps do something similiar to our blogging assighnments. Assignments that are supose to give insight to their own knowledge or lack of. I will use some inquiry-based approaches as a guide to see where students are in their knowledge and thought process. I think it wil also be vital to continually assess my teaching approach to see if its effective.
It would be interesting to do some traditional testing along with assessments for deep understanding and compare the "results". The traditional tests would not actually be for assessment of learning. Instead it would be to explore the idea that to deeply understand, doesn't one need to have a lot of that superficial knowledge first? Also, if one does deeply understand an area than that should transfer easily to other contexts. Thus one should do well on a traditional test. Chapter two describes a case where expert historians were unable to answer as many factual questions correct as a group of novices. This example at first seems to disagree with my idea that one can have a learner, knowledge and community centered classroom that "produces" learners that are still capable of doing will on a standardized test. However, I don't think it does. My goal isn't going to be to try to make my students experts, just good learners and understand the general concepts and ideas I want them to understand.
A big thing I'll attempt to bring into my classes is relevance. Why are the concepts important to my learners and how does it affect them in their actual lives. I think this is one of the most important core ideas. It brings interest to the subject and with interest comes motivation to learn. I think classes should be fun and educational. I plan on teaching science and emercing the students in it. There will be lots of hands on projects and real life application. I'll assess my students using classroom discussion, participation, ongoing projects, reflections and a wide range of other ways. There will still be some lecture and memorizing, but then using that knowledge adn applying it. I think a teaching style that incorportates various methods is more beneficial and so in having numerous ways to assess your learners. I think that this is also a good way to bring out any pre-existing knowledge that is conflicting with learning. If you really get into a topic, discuss it and relate it to everyday situations then most of those pre-existing misconceptions will hopefully show theirselves and can be worked with.
I've always found that an excellent way to teach is by asking a lot of questions and in different ways to really get an idea of what your students may or may not understand. Constantly asking learners questions to see what they know rather than just telling them. It's almost like constantly quizzing instead of just one large test.
Unfortunately, traditional tests are must easier for the teacher to adminster and are more cut and dry. Other methods of assessment are not. It's harder to know if you are being objective and that everyone is getting assessed the same. Although, according to the authors, it seems like you are suppose to assess each individual differently. It says to push each learner just enough so that they can accomplish the problem, but must work at it. How do you do this in a classroom when everyone is at different levels?
Tuesday, September 18, 2007
reflections and application
Issue: assessing. How do I, as a future teacher assess my learners for depth of knowledge (versus just memorizing). How do I know I'm assessing objectively - it's much easier if it's a multiple choice test - but that doesn't assess for deep understanding. What factors do I take into consideration? Do I use different ruberics for different students? If a student with a disabilty has a different ruberic should a student whom is excelling thus have a higher ruberic?
I think pre-existing knowledge is something difficult to prepare for (can't add it to a curriculum - "Today I'm going to discover the misconceptions of my learners."). However, I think that being aware of its existence so that you can be on the "look out" for it is a great start. I think that if you, as a teacher, are using formative and ongoing assessments for both yourself and your learners any misconceptions will be revealed. If you assess for deep knowledge, the misconceptions will show. Well, some of them. I don't know where I'm going with this....
I like the idea of using inquiry-based learning as a guide to where students are at in knowledge and going from there. Also, immediately asking them to figure out what they know and don't by doing such things as these blogs/reflections.
In chapter one, it says that in a learner centered environment the teacher should give "just manageable difficulties". I think that's a great idea, but how do I actually do that in the classroom - I'd have to give everyone different projects or tasks.
I agree with one of the girls whom spoke in class that there is a middle ground that you can teach using these theories and still do good on standardized tests. If you are actually teaching for deep knowledge and the students are really learning I think that will also show on standardized texts.
I had one professor that on tests would give me a general topic and tell me to write "everything" I knew about it. I think that this is somewhat on the right path of "good assessment".
It seems like the easy way out is to have simple multiple choice tests or assessments where students just regurgitate and that don't really assess students knowledge.
Sorry, I have a headache and all I've written is a bunch of nonsense.
I think pre-existing knowledge is something difficult to prepare for (can't add it to a curriculum - "Today I'm going to discover the misconceptions of my learners."). However, I think that being aware of its existence so that you can be on the "look out" for it is a great start. I think that if you, as a teacher, are using formative and ongoing assessments for both yourself and your learners any misconceptions will be revealed. If you assess for deep knowledge, the misconceptions will show. Well, some of them. I don't know where I'm going with this....
I like the idea of using inquiry-based learning as a guide to where students are at in knowledge and going from there. Also, immediately asking them to figure out what they know and don't by doing such things as these blogs/reflections.
In chapter one, it says that in a learner centered environment the teacher should give "just manageable difficulties". I think that's a great idea, but how do I actually do that in the classroom - I'd have to give everyone different projects or tasks.
I agree with one of the girls whom spoke in class that there is a middle ground that you can teach using these theories and still do good on standardized tests. If you are actually teaching for deep knowledge and the students are really learning I think that will also show on standardized texts.
I had one professor that on tests would give me a general topic and tell me to write "everything" I knew about it. I think that this is somewhat on the right path of "good assessment".
It seems like the easy way out is to have simple multiple choice tests or assessments where students just regurgitate and that don't really assess students knowledge.
Sorry, I have a headache and all I've written is a bunch of nonsense.
Monday, September 17, 2007
Week 2
I found the examples in the boxes to be extremely interesting. When I read Fish is Fish (Box 1.2), I immediately thought of past instances where pre-existing knowledge affected my teaching. (I also plan on purchasing the book for some of the classes I teach!) Finding the Area of a Figure (Box 3.4), made me wonder which method I had been originally taught. Did I really understand or just memorize at first? In the cottage cheese example (Box 3.10), I think I too would have used the contextualized reasoning rather than the school strategy of multiplying the fractions. The diverse examples from biology, mathematics and everyday settings increased my understanding of the concepts and thus in theory should lead to more flexible transfer, hopefully into my teaching. It appears the authors “practiced what they preached”.
When I first read the assignment, almost everything seemed over my head. However, after I read it again the concepts and the ideas were much clearer, I was mainly getting hung up on the terminology and the vocabulary. For instance, I think I understand prior knowledge, but “topic-associative oral style” was used as an example and I don’t know what that means. Also, are “formative assessments” any activities or projects that reveal to the teacher and learner what is actually understood and what needs further work? (Thus, the reflections we’re doing for class are “formative assessments”.) Does “inquiry based instruction” refer to instruction that uses formative assessments and metacognition while “conventional instruction” refers to memorizing and regurgitating? Lastly, what I really had trouble with, what is abstract instruction and abstract problem representations? Is it the core concept or a generalization of the problem so that it will by easier to transfer across different contexts? I need an example.
I was teaching a group of elementary school age children about pollution and water conservation and I thought things were going well – they must have gone over it in other classes. They were able to tell me various ways to conserve water along with ways to not pollute. However, when I tried to discuss why it was important – what would we do if there was no clean water to drink or we “ran out” I discovered that they couldn’t grasp those possibilities. Their pre-existing knowledge was hindering the learning process. They informed me that water comes from sinks. One girl said that “when that stops your mom just calls the repair man and someone comes to your house and fixes it”. They had memorized a list of ways to conserve water and ways to not pollute from previous classes, but hadn’t learned with understanding and competence.
When I first read the assignment, almost everything seemed over my head. However, after I read it again the concepts and the ideas were much clearer, I was mainly getting hung up on the terminology and the vocabulary. For instance, I think I understand prior knowledge, but “topic-associative oral style” was used as an example and I don’t know what that means. Also, are “formative assessments” any activities or projects that reveal to the teacher and learner what is actually understood and what needs further work? (Thus, the reflections we’re doing for class are “formative assessments”.) Does “inquiry based instruction” refer to instruction that uses formative assessments and metacognition while “conventional instruction” refers to memorizing and regurgitating? Lastly, what I really had trouble with, what is abstract instruction and abstract problem representations? Is it the core concept or a generalization of the problem so that it will by easier to transfer across different contexts? I need an example.
I was teaching a group of elementary school age children about pollution and water conservation and I thought things were going well – they must have gone over it in other classes. They were able to tell me various ways to conserve water along with ways to not pollute. However, when I tried to discuss why it was important – what would we do if there was no clean water to drink or we “ran out” I discovered that they couldn’t grasp those possibilities. Their pre-existing knowledge was hindering the learning process. They informed me that water comes from sinks. One girl said that “when that stops your mom just calls the repair man and someone comes to your house and fixes it”. They had memorized a list of ways to conserve water and ways to not pollute from previous classes, but hadn’t learned with understanding and competence.
Tuesday, September 11, 2007
First Blog
Rachel Roehler
Minneapolis Park and Recreation Board
I'm taking this coarse to earn a MAT degree, gain valuable knowledge and exercise my brain.
My least favorite class was gym because I'm extremely unathletic. This resulted being closen last when teams were picked. Also, Political Science because I found it dry and not as interesting as the other classes. Since I didn't think it was as interesting, it was harder to retain the knowledge. My favorite subjects were Math because it makes sense and Biology because it's interesting. Well, to restate your goals for the class - I'm going to gain valuable insight on theories of pedagogy, cognition, learning, motivation and human development - all which should make me a more effective and capable teacher. I'm a little apprehensive and it seems a little overwhelming right now, but hopefully it'll all come together!
I have no preference - computer or paper.
Issue or topic I want to cover..... I think this question would be easier if I was currently a middle school or high school teacher and needed to reflect on problems in my own classroom. How about the difficulty of teaching students at different levels of knowledge? As a teacher you want to help the students that are not doing so well or are not understanding. However, you don't want to hold back the others.
I don't know.........I haven't been in school for awhile so I need to think about this. My friend who is a high school teacher complains about the parents involvement and their lack of suport for the teacher. They've called her complaining that their child is failing and want to know why. Perhaps issues with that?
Got to go.
Minneapolis Park and Recreation Board
I'm taking this coarse to earn a MAT degree, gain valuable knowledge and exercise my brain.
My least favorite class was gym because I'm extremely unathletic. This resulted being closen last when teams were picked. Also, Political Science because I found it dry and not as interesting as the other classes. Since I didn't think it was as interesting, it was harder to retain the knowledge. My favorite subjects were Math because it makes sense and Biology because it's interesting. Well, to restate your goals for the class - I'm going to gain valuable insight on theories of pedagogy, cognition, learning, motivation and human development - all which should make me a more effective and capable teacher. I'm a little apprehensive and it seems a little overwhelming right now, but hopefully it'll all come together!
I have no preference - computer or paper.
Issue or topic I want to cover..... I think this question would be easier if I was currently a middle school or high school teacher and needed to reflect on problems in my own classroom. How about the difficulty of teaching students at different levels of knowledge? As a teacher you want to help the students that are not doing so well or are not understanding. However, you don't want to hold back the others.
I don't know.........I haven't been in school for awhile so I need to think about this. My friend who is a high school teacher complains about the parents involvement and their lack of suport for the teacher. They've called her complaining that their child is failing and want to know why. Perhaps issues with that?
Got to go.
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