It was a sad day to leave my first practicum. I will truly miss the students and so many other aspects of the experience. I loved learning on my feet all day every day.
Even on the last Friday afternoon with a celebration and many good-byes we still managed to squeeze in a math game and a language lesson that incorporated critical thinking.
Of all the advice the main character received in the story, who gave the best advice and why? Justify your answer based on the criteria for judgment we developed as a class.
This turned into a discussion about identity and factors that influence our identity. It was great.
I still need to work on holding the students accountable for their own learning. My class was very motivated by marks. This is great except if you tell them they don't have to hand something in or something will not be marked some of them need another source of encouragement and engagement. I could have done a better job of referring back to the original criteria and the focus of the question to wrap things up.
I'd also like some more tools on how to engage a whole class in discussion when there are the familiar 4-8 hands that always go up? Of course including differentiated instruction is essential but is there a way to make more students feel safe participating?
I'm already looking forward to second practicum when I can tweak these skills and apply some of what I have been learning over the past month.
It was a pleasure reading everyone's blogs.
Some blogs I posted comments on include:
Lauren
Angela
Harmony
Janice
Winzie
Sunday, November 27, 2011
Tuesday, November 22, 2011
Final Week
It is hard to believe I only have 3 days left. It is going to be hard to leave. It is great to be part of a community. It is challenging that it is for such a short time.
I am working on encouraging critical thinking this week. I need to figure out a way to make sure the thinking is not mine but the students'. I did an exercise today trying to get students to come up with their own "criteria for judgement". They got this concept and I had a lot of different suggestions. I think I needed to organize the responses a little better because the list got too long. When I tried to focus it down to 3 points I probably didn't include everyone's ideas.
The great part of having class established criteria is that the teacher can step back as the "final judge" on the issue. The students can start deciding themselves whether or not they meet the criteria.
The fabulous part was challenging students to go deeper in their thinking. How can I ask the right questions to motivate thinking and reasoning?
I am also realizing how powerful it is to hold students accountable to the task. I like the idea of referring back to the original criteria. I'd like to practice doing this more consistently.
3 more days to practice. Better get to it!
I am working on encouraging critical thinking this week. I need to figure out a way to make sure the thinking is not mine but the students'. I did an exercise today trying to get students to come up with their own "criteria for judgement". They got this concept and I had a lot of different suggestions. I think I needed to organize the responses a little better because the list got too long. When I tried to focus it down to 3 points I probably didn't include everyone's ideas.
The great part of having class established criteria is that the teacher can step back as the "final judge" on the issue. The students can start deciding themselves whether or not they meet the criteria.
The fabulous part was challenging students to go deeper in their thinking. How can I ask the right questions to motivate thinking and reasoning?
I am also realizing how powerful it is to hold students accountable to the task. I like the idea of referring back to the original criteria. I'd like to practice doing this more consistently.
3 more days to practice. Better get to it!
Sunday, November 13, 2011
Midway
I'm learning so much each day. More and more questions keep building with fewer and fewer answers.
Early in the second week I was struggling with the question: How do you accommodate all types and levels of learners? How do you achieve a balance that works for all students in one class? I want to move fast enough to challenge and maintain the interest of stronger students without overwhelming students who are weaker in those areas.
The more I get to know the students the more nuanced this question becomes.
Later in the week I found myself asking: How do you make sure to teach both the content and the structure of each assignment/expectation? I have seen the importance of scaffolding not only the information the students are expected to know but also the format they will be presenting it in.
I think great teachers set their students up to succeed.
Some of this question can be answered by having authentic assessments. I am working on an assignment for next week. I'd like the students to write something on a controversial issue related to science. They have already done a poster and a skit for history so I thought a letter or an opinion piece would be a good example of a different kind of text. How will I have time to teach the difference between fact and opinion? The importance of backing up our opinions with information, how to choose a topic, pick a side to argue, do research and write from a perspective etc... I am going to have to narrow things down a little bit.
I still have a lot of planning to do for next week so I better get to it. Bye!
Early in the second week I was struggling with the question: How do you accommodate all types and levels of learners? How do you achieve a balance that works for all students in one class? I want to move fast enough to challenge and maintain the interest of stronger students without overwhelming students who are weaker in those areas.
The more I get to know the students the more nuanced this question becomes.
Later in the week I found myself asking: How do you make sure to teach both the content and the structure of each assignment/expectation? I have seen the importance of scaffolding not only the information the students are expected to know but also the format they will be presenting it in.
I think great teachers set their students up to succeed.
Some of this question can be answered by having authentic assessments. I am working on an assignment for next week. I'd like the students to write something on a controversial issue related to science. They have already done a poster and a skit for history so I thought a letter or an opinion piece would be a good example of a different kind of text. How will I have time to teach the difference between fact and opinion? The importance of backing up our opinions with information, how to choose a topic, pick a side to argue, do research and write from a perspective etc... I am going to have to narrow things down a little bit.
I still have a lot of planning to do for next week so I better get to it. Bye!
Wednesday, November 2, 2011
Day 3
Wednesday was great!
I am most enjoying the students and getting to know them. I have taught 2 lessons in class and 3 phys ed classes.
I also sat in on an insightful meeting for all grade 7 teachers. A Grade team meeting about their "critical pathways" for language and cross-curricular. For the first 3-4 months they have chosen the theme of relationships.
I had a lot I wanted to contribute to the meeting but I decided to just sit back and listen since I didn't have enough background information.
There are many unexpected things that happen everyday but I like how busy things are.
Tonight I am working on the answers to the History quiz so that I can mark it tomorrow. I have to say quizzes are not my preferred form of assessment but I am still working on alternatives.
If anyone is working on Science - Pure Substances and Mixtures (Particle Theory, mechanical mixtures etc.) let me know. I'd love to share ideas.
I am most enjoying the students and getting to know them. I have taught 2 lessons in class and 3 phys ed classes.
I also sat in on an insightful meeting for all grade 7 teachers. A Grade team meeting about their "critical pathways" for language and cross-curricular. For the first 3-4 months they have chosen the theme of relationships.
I had a lot I wanted to contribute to the meeting but I decided to just sit back and listen since I didn't have enough background information.
There are many unexpected things that happen everyday but I like how busy things are.
Tonight I am working on the answers to the History quiz so that I can mark it tomorrow. I have to say quizzes are not my preferred form of assessment but I am still working on alternatives.
If anyone is working on Science - Pure Substances and Mixtures (Particle Theory, mechanical mixtures etc.) let me know. I'd love to share ideas.
Thursday, October 27, 2011
Subscribe to:
Posts (Atom)