Amanda Corley
Michelle Brasher
Jordan Hill
Lauren Millican
Online Math Module for 2nd Grade
ONLINE MATH MODULE PLANNING TEMPLATE
Number Talk Lesson Plan
Video Walk-through
Monday, June 15, 2020
Final Project: Online Math Module
Group members are:
Amanda Corley
Michelle Brasher
Jordan Hill
Lauren Millican
Online Math Module for 2nd Grade
ONLINE MATH MODULE PLANNING TEMPLATE
Number Talk Lesson Plan
Amanda Corley
Michelle Brasher
Jordan Hill
Lauren Millican
Online Math Module for 2nd Grade
ONLINE MATH MODULE PLANNING TEMPLATE
Number Talk Lesson Plan
Monday, June 8, 2020
Integrated Arts Assignment
A teacher's day is filled to capacity each and every day. Anytime there is a way to integrate subject areas that is definitely a win in my book. While reading about Integrated Art, PE, and STEAM it made me think about things that I'm doing in my classroom as well as things I'm neglecting that are crucial in students' educational day.
Honestly, in my mind, art is typically just drawing and coloring but I've realized it's a lot more than that. Art is letting the students show their creativity in all subject areas. When the students can create something it helps their success level and can keep discipline down. If teachers or schools' curriculum doesn't have integrating arts some recommendations are to look into professional development that will assist them on implementing it as well as reaching out to other schools that are successful with this way of teaching. Integrating art works great with STEAM and PBL because it lets the students collaborate, have differentiated instruction, and develop problem solving strategies that will build career readiness. NAESP suggests that educators integrate art by doing these three things: 1) collaboratively engage students in open ended problems that are relevant to their lives, 2) address standards from each of the cross-curriculum disciplines, and 3) have students practice the design process, which includes multiple assessments, redesigns, and communication for continuous improvement.
Not only can we integrate art into academics, but we can also integrate academics with PE. PE teachers and classroom teachers can work together to integrate subjects into their PE time. For example, a 2nd grade standard in skip counting. While students are doing their excises, they can skip count instead of counting by ones to work on this important life skill. It's important for the classroom teacher to communicate with the PE teacher as well as administration making sure the right things are happening in the gym. Like teachers, PE teachers are required to have written curriculum, structured lessons, actively involved students, and meaningful objectives and outcomes for all students ability level as well as small groups. PE is not disengaged students and only athletic students playing games, everyone can participate. PE teachers are responsible for teaching physical movements as well as helping the students gain knowledge to live a healthy life.
STEAM is providing an opportunity for students to be actively involved by being engaged, exploring things, explaining, evaluating, and extending their learnings. STEAM prepares students to work in today's society. Teachers need the opportunity to be STEAM teachers by participating is professional development, collaborate with other teachers to align standards with activities, and plan lessons to implement the strategies. According to Institute for Arts Integration and STEAM, there are six steps in creating a STEAM-centered classroom. The six steps are focus, detail, discovery, application, presentation, and link. First, focus is the essential question that will drive your instruction. Next is details, which are the elements that will help you answer the essential question. Then you move on to discovery, which is student research and the teacher facilitates. Now the students go on to the application part which is where they begin creating their design. Once their creation is complete, the students will present their work. Finally, is the link step. Students will reflect on their work and make improvements where needed. Ultimately, teachers should strive to implement STEAM into their classrooms. Let's get away from quiet, textbook reading and get into classrooms that are full of students collaborating, problem-solving, being creative, and reflecting on their own learnings. This is the 21st century way of teaching and we must implement ways for students to be successful as well as college and career ready.
References:
Institute for Arts Integration and STEAM. https://educationcloset.com/what-is-steam-education-in-k-12-schools
Watson, A. (2017). What is STEAM and Why Does It Matter? https://www.naesp.org/communicator-october-2017/what-steam-and-why-does-it-matter
Honestly, in my mind, art is typically just drawing and coloring but I've realized it's a lot more than that. Art is letting the students show their creativity in all subject areas. When the students can create something it helps their success level and can keep discipline down. If teachers or schools' curriculum doesn't have integrating arts some recommendations are to look into professional development that will assist them on implementing it as well as reaching out to other schools that are successful with this way of teaching. Integrating art works great with STEAM and PBL because it lets the students collaborate, have differentiated instruction, and develop problem solving strategies that will build career readiness. NAESP suggests that educators integrate art by doing these three things: 1) collaboratively engage students in open ended problems that are relevant to their lives, 2) address standards from each of the cross-curriculum disciplines, and 3) have students practice the design process, which includes multiple assessments, redesigns, and communication for continuous improvement.
Not only can we integrate art into academics, but we can also integrate academics with PE. PE teachers and classroom teachers can work together to integrate subjects into their PE time. For example, a 2nd grade standard in skip counting. While students are doing their excises, they can skip count instead of counting by ones to work on this important life skill. It's important for the classroom teacher to communicate with the PE teacher as well as administration making sure the right things are happening in the gym. Like teachers, PE teachers are required to have written curriculum, structured lessons, actively involved students, and meaningful objectives and outcomes for all students ability level as well as small groups. PE is not disengaged students and only athletic students playing games, everyone can participate. PE teachers are responsible for teaching physical movements as well as helping the students gain knowledge to live a healthy life.
STEAM is providing an opportunity for students to be actively involved by being engaged, exploring things, explaining, evaluating, and extending their learnings. STEAM prepares students to work in today's society. Teachers need the opportunity to be STEAM teachers by participating is professional development, collaborate with other teachers to align standards with activities, and plan lessons to implement the strategies. According to Institute for Arts Integration and STEAM, there are six steps in creating a STEAM-centered classroom. The six steps are focus, detail, discovery, application, presentation, and link. First, focus is the essential question that will drive your instruction. Next is details, which are the elements that will help you answer the essential question. Then you move on to discovery, which is student research and the teacher facilitates. Now the students go on to the application part which is where they begin creating their design. Once their creation is complete, the students will present their work. Finally, is the link step. Students will reflect on their work and make improvements where needed. Ultimately, teachers should strive to implement STEAM into their classrooms. Let's get away from quiet, textbook reading and get into classrooms that are full of students collaborating, problem-solving, being creative, and reflecting on their own learnings. This is the 21st century way of teaching and we must implement ways for students to be successful as well as college and career ready.
References:
Institute for Arts Integration and STEAM. https://educationcloset.com/what-is-steam-education-in-k-12-schools
Watson, A. (2017). What is STEAM and Why Does It Matter? https://www.naesp.org/communicator-october-2017/what-steam-and-why-does-it-matter
Thursday, June 4, 2020
21st Century Tools ~ Module 3
While reading Quality Questioning by Jackie Acree and Beth Dankert Sattes, they mentioned a technology tool to use with questioning called Kahoot! I've never used it but was interested to see what it was about. Once I searched the app I was hooked! Kahoot! is learning games and quizzes that is fun and engaging for any subject, any age, and any language. Teachers can log in and make quizzes for their students which is a great way to include quality questioning. There is freedom in your questions so teachers could include different DOK questions to get the students thinking. The students can use chromebooks, ipads, and phones to play this app. Teachers or parents can go to www.createkahootit.com to create an account. Once that is done, students will go to www.kahoot.it put in a pin and start playing. They can play games, take quizzes made by teachers, and much more all while earning points and being actively engaged in learning. I've put this tool on my to-do list to get for the upcoming school year.
bubbabrain
While on Twitter, I came across a site that is called bubbabrain. Bubbabrain is an interactive website that is in game form for any subject as well as grade levels from elementary age to college. Once you go to the website choose your school level, academic area, choose a game skill, and begin playing. The games are on a game board format. A question is posed then you choose the answer then another question comes up behind that until the board is empty. This can tie into our learnings of quality questioning because it's getting you thinking about the questions being asked. The cool thing about it is that if you have a student that is performing above or below average they can choose what level. The higher level you go the more higher-order thinking and questioning there will be. Students of all ages will be able to use this website with basic technology knowledge.
Follow them on Twitter: twitter.com/bubbabrain
Miro Board
Using a Miro board was something new to me. I was able to use the Miro board by typing in thoughts or using sticky notes to make note of important details from each chapter in Quality Questioning. I was able to add on extra words or thoughts that went with certain statements within the board by using different kinds of arrows. I used special lines and shapes to make me aware of important items to go back to look at when writing my responses in my blog. Using a Miro board kept all of my thoughts neat and organized.
https://miro.com/app/board/o9J_kr73Dx0=/
https://miro.com/app/board/o9J_kr73Dx0=/
Word Cloud ~ Quality Questioning Chapter 4
Here is my word cloud for chapter 4 in Quality Questioning. I used www.wordart.com to create the word cloud. Creating a word cloud was fun to create as well as easy for any level of technology knowledge that a student or adult may have . The choices are endless which will allow you to show your personality and creativity.
Quality Questioning Responses Chapters 1-5
Chapter One: Setting the Stage, What is Quality Questioning?
From the chart on page 9, how will you commit to this cycle of questioning for your future classroom? Why? Justify your answer.
Quality questioning is a process that focuses on attention, stimulates thinking, and has an outcome of gaining an abundant amount of knowledge. Quality questions prompt students' thinking and allows them time to reflect on their learnings.
By using the above cycle of questioning, the questions will the lead the students into reflecting on listening, thinking, and speaking as well as being in control of their learning. Personally, I will be more aware of providing a learning community that makes the students feel confident in their learnings and always willing to ask questions for a better understanding. Dialogue with my students need to remain open so that all of my students have the opportunity to learn, make connections, and deepen their knowledge.
Chapter Two, Prepare the Question: What Are the Distinguishing Features of Quality Questioning?
Explain how you might use this rubric in designing lessons and assessments in future work
Using this rubric will be beneficial in creating quality questions for lessons and assessments. I will use this rubric to aim for 3s with the end in mind. The rubric will help me be more aware of creating DOK 3 and DOK 4 questions within my lessons and assessments. Always keep the students ability level in mind. Our goal is to deepen their knowledge. We still need who, what, and when questions but definitely need to be mindful of moving towards why, how, and explain.
Chapter Three, Present the Question: How Can Teachers Involve All Students in Thinking and Responding?
As you review the Alternative Response section beginning on page 86, which response ideas most resonate with your teaching style? Describe how you will implement these in your future classroom.
The response styles are choral response, signaled response, work samples, and using apps as well as other technology tools. While reading about the alternative responses, the one that resonates with my teaching style is work samples. When teaching phonics, I use Phonics First and there is a lot of opportunities to show work. My students use a dry-erase board and marker or notebook to dictate words and sentences that I say. Once the phonics skill is taught, it is I Do, We Do, then You Do when writing words. The You Do (students) part is I will say a word and the students will write it. This is how I check for understanding as well as observe which students may need any extra help with a skill. Being able to see work instantly written, leads my instruction for the next day as far as how extensive do I need to review or for those students who may need extra work in a small group setting.
Chapter Four, Prompt Student Thinking: How Can Teachers Assist Students in Making Connections
As you look at the poster, think of classrooms you've been in or lessons you've taught. Consider how establishing these norms could impact student learning. Now bring your thinking to your future classroom. Explain how you might set these norms in your own teaching.
The Think 1-Think Time 2 poster is powerful. Teaching this think time strategy is extremely beneficial for all students. Teaching these norms could impact student learning in many ways. It teaches the students how to listen not only to their teacher but to their classmates as well. If students take the time to think about their response it will be more informational and less of just an answer. These norms give students the opportunities to have dialogue with classmates whether they agree or disagree with their thoughts. These norms are appropriate for all levels of learners if the teacher commits to the process. The knowledge gained from these norms can be endless.
The teacher's role in using wait time is simply waiting. The teacher needs to give his or her students ample time to get their thoughts together after the question in posed. The teacher needs to create a safe learning environment so the students will feel comfortable when speaking. The teacher needs to be respectful and positive with student responses.
Probing to elicit for deeper responses for students in grades P-12 is beneficial because it broadens their thinking. Once the students respond to a question, teachers can say "tell me more", "why do you think that", "can you add anything to that", and more. Teachers need to be aware to probe in a kind, respectful way so the students feel comfortable and willing to keep talking.
Wait time is critical for many reasons. Teachers need to allow ample wait time so students can get their thoughts together and have a clear response. If teachers rush them, then they'll just give an answer and not dialogue. When teachers allow wait time the students provide clearer responses, less likely to respond "I don't know", and can provide evidence for their response. By the students giving better responses, this allows the teacher to probe less and use extra time to ask higher-order thinking questions instead.
Chapter Five, Process Responses: How Can Teachers Use Feedback to Deepen Student Thinking and Learning?
Review the charts on page 150-151. Which of these responses do you think will prove most challenging in your classroom? Explain how you will purposefully implement this challenging approach.
Student response revealing a gap in student knowledge is challenging to me in my classroom. As the teacher, I need to provide correct feedback and pose questions in order to help students develop a better understanding. Depending on the dialogue taking place, there may need to be additional teacher support in helping the students get a better grasp of the concept in a small group setting. I'm going to make myself more aware of scaffolding with my students. I've always thought this will take a good amount of time to incorporate but realistically it's whats best for the students. Give your time and energy to get to know your students so they will feel comfortable in having dialogue with their teacher and classmates.
Wednesday, May 27, 2020
Module 2 ~ 21st Century Tool ~ Socrative Seminar Model
Socrative Seminar Model is teaching the students how to have dialogue with their classmates. The teacher gives information to the students that will prepare them to have dialogue about a specific topic for the upcoming days. Once the students have prepared then dialogue starts and the teacher facilitates by asking questions.
Unfortunately, not all learners can participate in dialogue situations for various reasons which include students that are ELL learners, learning disabilities, ADHD, Gifted, as well as being too shy to participate. In order to help these struggling students, I read that students can blog (writing instead of speaking) so they can still participate in the lesson at hand.
After doing a Google search on blogging sites, I came across Tumblr. It's a free blogging website that students can create a blog account. It's as easy as signing up and designing your page. Once the set up is complete, the students can begin writing their thoughts instead of speaking them in a face to face setting. Students can reply back and forth with text or if they are wanting to show off their technology skills they can add photos, links, art, videos, and so much more. All students should be given the chance to participate no matter of their struggles when learning. Using Tumblr is a great tool to use so that all students can feel successful.
Go to www.tumblr.com to check it out!
Unfortunately, not all learners can participate in dialogue situations for various reasons which include students that are ELL learners, learning disabilities, ADHD, Gifted, as well as being too shy to participate. In order to help these struggling students, I read that students can blog (writing instead of speaking) so they can still participate in the lesson at hand.
After doing a Google search on blogging sites, I came across Tumblr. It's a free blogging website that students can create a blog account. It's as easy as signing up and designing your page. Once the set up is complete, the students can begin writing their thoughts instead of speaking them in a face to face setting. Students can reply back and forth with text or if they are wanting to show off their technology skills they can add photos, links, art, videos, and so much more. All students should be given the chance to participate no matter of their struggles when learning. Using Tumblr is a great tool to use so that all students can feel successful.
Go to www.tumblr.com to check it out!
Subscribe to:
Posts (Atom)