Chapter 7c (288-303)
Assessment is the area that I have the least experience because I don't get the chance to assess students during my observations. This chapter was really useful in exposing me to something that I've never actually used; something I thought was pretty straight forward, but can actually be really complex. For example, I wasn't aware that there are 12 types of assessment items, but now I can assess my future students in many different ways. That's really useful because, just like how every student learns in a different way, they also have their strengths and weaknesses when it comes to assessment. If a students has terrible test anxiety, they likely won't do well on a test, but that same students can convey the same understanding and comprehension through other forms of assessment to avoid that anxiety and the negatives that come with it.
Sunday, March 29, 2015
Monday, March 9, 2015
Chapter 6a and 6b
Chapter 6a (223-235)
This chapter was useful in laying out the individual steps of developing an instructional unit. I've developed them in the past, but this process is a lot more efficient and organized than the way my group mates and I went about doing it. Then, comparing instructional strategies with their antonyms and explaining the importance of each was helpful because I've personally been confused by technicalities when it comes to teacher jargon; clarification is always helpful. I also enjoyed the Learning Experience Ladder on page 232 because it gave a visual depiction of all of the types of learning experiences a teacher can select, and then ranged them from abstract to concrete.
Chapter 6b (237-244)
Similar to the first part of the chapter, this part laid out the steps of making an instructional unit, but this one was directed specifically toward interdisciplinary thematic units. The lesson then explains why it's important to have hard copies of written lesson plans, which I thought was surprising because I didn't think that teachers had a choice on whether they would write it out or not. I didn't know that teachers are only required to fill out minimal information in "The Weekly Planning Book". I plan on always writing my lesson plans specifically for the reasons that are on pages 241.
This chapter was useful in laying out the individual steps of developing an instructional unit. I've developed them in the past, but this process is a lot more efficient and organized than the way my group mates and I went about doing it. Then, comparing instructional strategies with their antonyms and explaining the importance of each was helpful because I've personally been confused by technicalities when it comes to teacher jargon; clarification is always helpful. I also enjoyed the Learning Experience Ladder on page 232 because it gave a visual depiction of all of the types of learning experiences a teacher can select, and then ranged them from abstract to concrete.
Chapter 6b (237-244)
Similar to the first part of the chapter, this part laid out the steps of making an instructional unit, but this one was directed specifically toward interdisciplinary thematic units. The lesson then explains why it's important to have hard copies of written lesson plans, which I thought was surprising because I didn't think that teachers had a choice on whether they would write it out or not. I didn't know that teachers are only required to fill out minimal information in "The Weekly Planning Book". I plan on always writing my lesson plans specifically for the reasons that are on pages 241.
Monday, March 2, 2015
Chapters 5b and 5c
Chapter 5b (185-202)
Many of the things that the book talks about in this chapter is either something that my current professors incorporate in the their lessons when they teach us, or ideas that my peers and I have been forced to use in my other teacher education courses. In my one of my courses with Helja, she required us to get and use three different text books, which is really overwhelming at times. I don't really agree with the approach, but I prefer the idea of having students find appropriate resources online, adding to the information they are getting from the book. Though, I might be biased because I buy all of my very expensive textbooks, while students are permitted to use them without charge.
Chapter 5c (202-220)
Before this chapter, I had not thought of making instructional objectives for anything but the cognitive domain of my students, but it really is important to acknowledge both the affective and psychomotor domains as well. Also, I had only ever heard of and studied Bloom's cognitive domain hierarchy; I had never realized that there were also hierarchies for both the psychomotor and affective domains. I'm surprised it took this long for me to be exposed to this, seeing as I'm almost done with my second year of teacher education and this seems like a pretty important topic. Especially when the chapter begins discussing how to use the taxonomies in education. Then discussing curriculum integration and instructional planning were very helpful. The book breaks down the levels of integration and the pieces of planning to the point that was really clear and easily understood.
Many of the things that the book talks about in this chapter is either something that my current professors incorporate in the their lessons when they teach us, or ideas that my peers and I have been forced to use in my other teacher education courses. In my one of my courses with Helja, she required us to get and use three different text books, which is really overwhelming at times. I don't really agree with the approach, but I prefer the idea of having students find appropriate resources online, adding to the information they are getting from the book. Though, I might be biased because I buy all of my very expensive textbooks, while students are permitted to use them without charge.
Chapter 5c (202-220)
Before this chapter, I had not thought of making instructional objectives for anything but the cognitive domain of my students, but it really is important to acknowledge both the affective and psychomotor domains as well. Also, I had only ever heard of and studied Bloom's cognitive domain hierarchy; I had never realized that there were also hierarchies for both the psychomotor and affective domains. I'm surprised it took this long for me to be exposed to this, seeing as I'm almost done with my second year of teacher education and this seems like a pretty important topic. Especially when the chapter begins discussing how to use the taxonomies in education. Then discussing curriculum integration and instructional planning were very helpful. The book breaks down the levels of integration and the pieces of planning to the point that was really clear and easily understood.
Sunday, February 22, 2015
Chapters 4c and 5a
Chapter 4c (140-160)
This portion of the text was extremely packed with information which was organized into varying lists that, though helpful, were extensive and tedious. I felt as if I was just reading for the sake of reading, rather than taking in information. The book outlines the many possible shortcomings of teachers with many examples for each, some of which I honestly can't believe a teacher would do, but were helpful in explaining things such as 'Negative Touch Control' and 'Capricious'.
Chapter 5a (163-184)
This chapter had a lot of material which I've already been exposed to, though nothing not worth reading and learning again. I had honestly completely forgot that I may have to supervise 'advisory programs' which were called homeroom at my middle school. Apparently, the purpose of that homeroom was to 'ensure adult advocacy for each students', while in reality I never spoke to my homeroom teacher, as my friends and I played Tap Tap Revolution on our ipods. I hope to be more involved with my students on a person bases, though I'm sure all aspiring teachers say that until they actually become teachers.
I did enjoy how the book outlined and defined the components of an instructional plan and I wish I had taken this class earlier in my academic career, because it would have helped me back when I was struggling to make my first lesson plans.
This portion of the text was extremely packed with information which was organized into varying lists that, though helpful, were extensive and tedious. I felt as if I was just reading for the sake of reading, rather than taking in information. The book outlines the many possible shortcomings of teachers with many examples for each, some of which I honestly can't believe a teacher would do, but were helpful in explaining things such as 'Negative Touch Control' and 'Capricious'.
Chapter 5a (163-184)
This chapter had a lot of material which I've already been exposed to, though nothing not worth reading and learning again. I had honestly completely forgot that I may have to supervise 'advisory programs' which were called homeroom at my middle school. Apparently, the purpose of that homeroom was to 'ensure adult advocacy for each students', while in reality I never spoke to my homeroom teacher, as my friends and I played Tap Tap Revolution on our ipods. I hope to be more involved with my students on a person bases, though I'm sure all aspiring teachers say that until they actually become teachers.
I did enjoy how the book outlined and defined the components of an instructional plan and I wish I had taken this class earlier in my academic career, because it would have helped me back when I was struggling to make my first lesson plans.
Sunday, February 15, 2015
Chapter 4a and 4b
Chapter 4a (109-121)
The chapter starts off by giving detailed ideals and opinions from the leading authorities on classroom management, such as B. F. Skinner, Linda Albert, and other people of note. The table they provided on pages 112 and 113 were really helpful because they allow the reader to compare different methods to approaching the same problems, or ways to avoid those problems completely. The remainder of the chapter discusses things I have encountered before, but clearly bear repeating: learn students names quickly, have effective organization, create an inviting classroom, participate in productive classroom sharing, etc. The last paragraph Procedures Rather Than Rules; Consequences Rather Than Punishment said some things that I didn't completely agree with. For the most part, students don't usually do unwanted things for fear of punishment, but the book says it is better for the students not to see 'negative connotation' in the words rules and punishment. I think the negative connotations and fear of what those words represent is what keeps children from acting on impulses to present unwanted behaviors. I don't mean to argue with the book, but where is the definitive difference between "What is our procedure when someone is talking," and "What is our rule when someone is talking,". Tomatoe, tom-ah-toe.
Chapter 4b (121-140)
I found it pretty interesting and helpful that page 121 practically laid out everything that a teacher would have to do on the first day. The very first day of the school year is the most nerve racking day of the year, especially if that is the teachers first year teaching. It is nice to have a guideline of what and what not to do. It's also pretty funny, yet informative, that the book goes on for nearly half a page about the importance of hand raising. Granted, I have never had such in depth thoughts about it because it has become so second nature to my peers and I, but it does turn out to be really important.
On page 138, the book starts discussing inappropriate student behavior and categorizes them into four groups based on level of severity. Based on which level the behavior is in, the book then provides the appropriate reaction from the teacher. From the observations I've had in schools, I think it is important for current teachers to go back and read this. A given behavior warrants a certain level of discipline, no more and no less, except if the student continues with the unwanted behaviors after punishment.
The chapter starts off by giving detailed ideals and opinions from the leading authorities on classroom management, such as B. F. Skinner, Linda Albert, and other people of note. The table they provided on pages 112 and 113 were really helpful because they allow the reader to compare different methods to approaching the same problems, or ways to avoid those problems completely. The remainder of the chapter discusses things I have encountered before, but clearly bear repeating: learn students names quickly, have effective organization, create an inviting classroom, participate in productive classroom sharing, etc. The last paragraph Procedures Rather Than Rules; Consequences Rather Than Punishment said some things that I didn't completely agree with. For the most part, students don't usually do unwanted things for fear of punishment, but the book says it is better for the students not to see 'negative connotation' in the words rules and punishment. I think the negative connotations and fear of what those words represent is what keeps children from acting on impulses to present unwanted behaviors. I don't mean to argue with the book, but where is the definitive difference between "What is our procedure when someone is talking," and "What is our rule when someone is talking,". Tomatoe, tom-ah-toe.
Chapter 4b (121-140)
I found it pretty interesting and helpful that page 121 practically laid out everything that a teacher would have to do on the first day. The very first day of the school year is the most nerve racking day of the year, especially if that is the teachers first year teaching. It is nice to have a guideline of what and what not to do. It's also pretty funny, yet informative, that the book goes on for nearly half a page about the importance of hand raising. Granted, I have never had such in depth thoughts about it because it has become so second nature to my peers and I, but it does turn out to be really important.
On page 138, the book starts discussing inappropriate student behavior and categorizes them into four groups based on level of severity. Based on which level the behavior is in, the book then provides the appropriate reaction from the teacher. From the observations I've had in schools, I think it is important for current teachers to go back and read this. A given behavior warrants a certain level of discipline, no more and no less, except if the student continues with the unwanted behaviors after punishment.
Sunday, February 8, 2015
Chapter 2a, 2b, 3
Chapter 2a
Though I didn't complete the reflective activities at the beginning of chapter 2, I read through them and got a good idea of what they were trying to convey. Though teachers can plan ahead to the best of their abilities, they must always continue to be flexible, making spontaneous decisions frequently, then later reflecting on those decisions. I also found it helpful when the book discussed non-instructional responsibilities of a classroom teacher, aswell as the legal guidelines that teachers and future teachers should be aware of.
Chapter 2b
I enjoyed the 22 characteristics of a competent teacher listed out at the beginning of the chapter. It's useful to know exactly what it is that a teacher must do to be competent, and then how to go about understanding and possessing those characteristics. Pages 60 to 65 were really helpful in laying out how to obtain the competencies listed out at the very beginning of chapter 2b. Then, the book explains important resources in detail: what they are, where to find them, and when to use them, and how to properly use them to help students learn.
Chapter 3
I like to think that when I teach, I often ask questions rather than lead by example or give answers; I'd rather see my students come to the conclusion on their own. Because of that, I found the chapter really interesting and informative, when it came to the different strategies of questioning, and why to use a specific type of questioning. It also explains how to construct and and implement key cognitive questions, and the importance of matching them with their key cognitive purpose.
Though I didn't complete the reflective activities at the beginning of chapter 2, I read through them and got a good idea of what they were trying to convey. Though teachers can plan ahead to the best of their abilities, they must always continue to be flexible, making spontaneous decisions frequently, then later reflecting on those decisions. I also found it helpful when the book discussed non-instructional responsibilities of a classroom teacher, aswell as the legal guidelines that teachers and future teachers should be aware of.
Chapter 2b
I enjoyed the 22 characteristics of a competent teacher listed out at the beginning of the chapter. It's useful to know exactly what it is that a teacher must do to be competent, and then how to go about understanding and possessing those characteristics. Pages 60 to 65 were really helpful in laying out how to obtain the competencies listed out at the very beginning of chapter 2b. Then, the book explains important resources in detail: what they are, where to find them, and when to use them, and how to properly use them to help students learn.
Chapter 3
I like to think that when I teach, I often ask questions rather than lead by example or give answers; I'd rather see my students come to the conclusion on their own. Because of that, I found the chapter really interesting and informative, when it came to the different strategies of questioning, and why to use a specific type of questioning. It also explains how to construct and and implement key cognitive questions, and the importance of matching them with their key cognitive purpose.
Tuesday, February 3, 2015
Chapter 1
As a future educator, I really look forward to having summers off for the rest of my life. On that note, I had never thought of the possibility of teaching at a year round school. it actually seems really appealing because teachers get a total of about 4 months off, but that time is spaced out rather than all bunched up during the summer. Also, I have really never pictured myself teaching at any type of school other than the ones I attended: elementary school (K-5th), middle school (6th-8th), and high school (9th-12th). Reading the chapter better prepared me for the different types of grade level breakups that different schools have. Being a middle school math teacher, it is important that I am prepared to work at middle schools, junior high schools, intermediate schools, primary schools, etc. To be honest, the rest of the chapter gave semi-useless advice, seeing as it seemed like common sense to me. I already recognized that familiarizing myself with the school, staff, resources, hours, etc is important, before I read it in the text.
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