INTASC Principle 1: Content Pedagogy and INTASC Principle 6: Communication and Technology and INTASC Principle 9: Reflective Practice
I knew when I entered graduate school that going into the social studies content area meant I could end up teaching a number of different things. The social studies classes that I completed as well as my student teaching experience in civics and economics helped prepare me for becoming a social studies teacher. I feel that pairing the social studies graduate courses along with the education courses allowed me to get in depth understand of different social studies content as well as ways in which to teach students the content.
Dr. Lee’s ECI 525, Contemporary Teaching Approaches in Social Studies, allowed me to learn about new ways to approach teaching social studies content. In the class I visited the Historic Stagville Plantation in Durham. The class was paired off, and each group was to report on different aspects of the plantation. My partner and I reported on slave culture and crafts. The main goal of this project was for the class to create a digital history website that entailed all of our information. I found this project very interesting because it incorporated United States history and technology. It allowed me to see how digital history websites can be used within the classroom. While I was teaching civics and economics during my student teaching, I know that if I have the opportunity to teach United States history, I will use the class’s digital history website to help teach the antebellum south to my students. In Dr. Lee’s class I was also given the opportunity to reflect on the Stagville experience, which allowed me to recap the things I had learned about the plantation as well as understand how it could be used within a classroom.
http://www.docstoc.com/Docs/447880/%20%20stagville%20project[1]
http://www.docstoc.com/Docs/447881/%20%20reflection%20on%20stagville
Also, Dr. Lee’s class helped me understand how educational games can be implemented in a social studies class. I got to research three different educational games and learn about many more that my classmates reported on. I took the things I learned in this class and used one of the games during my student teaching experience.
http://www.docstoc.com/Docs/447882/%20%20peter%20packet%20game%20review
http://www.docstoc.com/Docs/447867/%20%20game%20review%203
http://www.docstoc.com/Docs/447865/%20%20game%20review%202
In HI 554, U.S.- Latin American Relations, the class was divided into groups and required to research different topics dealing with the United States and Latin America and report on that research in the form of a wiki. At first I was very intimidated about making a wiki, but once I learned I realized what a great learning resource it could be for students. While I have not had the chance to use the wiki in my student teaching I feel that having a group of students make a wiki would be a great learning experience that would make the social studies subject matter more meaningful for students since they would be the ones who make the website.
http://wikis.lib.ncsu.edu/index.php/Oct_18_United_States_and_Cuba
http://wikis.lib.ncsu.edu/index.php/Plan_Colombia
In HI 575, South African History I learned just how important primary sources can be to social studies classes. I wrote a paper on the Use of Violent and Non-violent Resistance against Apartheid in South Africa based solely on primary documents. In my student teaching I used several primary sources such as the Manga Carta, the English Bill of Rights, The Declaration of Independence, among many others. Working one on one with the documents allowed the students to understand the subject matter better by breaking the document down and understanding why it is important to social studies.
http://www.docstoc.com/Docs/444324/Primary%20Sources%20South%20African%20History
The combination of social studies classes and education courses I took in my graduate school career helped me to understand content pedagogy that will help me become a successful educator.
Thursday, April 3, 2008
INTASC Principle 4: Multiple Instructional Strategies and INTASC Principle 5: Motivation and Management and INTASC Principle 6: Communication and Tech
INTASC Principle 4: Multiple Instructional Strategies and INTASC Principle 5: Motivation and Management and INTASC Principle 6: Communication and Technology
The classes I took in my graduate school career at NSCU taught me that not all students learn in the same way. While many educators use the lecture and notes method, many students need a different type of instructional strategy in order to maximize their learning potential. Using different types of instructional strategies in the classroom was one of the major objectives I had for my student teaching experience.
Throughout my fifteen weeks at Riverside High School, I strived to take advantage of the different resources I could use to relay information to my students. Even though I was teaching an honors class, there were many different levels of ability within the honors class. Because of this I wanted to make sure that those students who needed more structure would be able to get the notes and information they needed in order to succeed in the class. Therefore, I used PowerPoint to give those students structure in the form of notes. Many students remember things better if they write the information down. By using PowerPoint those students had the opportunity to write the notes and then refer to the notes later when studying for the exam.
http://www.docstoc.com/Docs/447872/Executive%20Branch%20Powerpoint
http://www.docstoc.com/Docs/447871/%20%20Political%20Parties
While some students benefit from this type of instruction, others do not. Due to this I tried to limit actual note taking to 15-20 minutes per class. Many times the note taking was broken up with group and individual assignments dispersed in between. I found that some students learned the information better with structured group work. Structured group work allowed these students to learn the class information in a different way as well as helped increase student motivation. I found that students liked working with their classmates, as it gave them a chance to collaborate their ideas and better understand the topics of the class.
http://www.docstoc.com/Docs/447878/%20%20monday%20roots%20of%202%20party%20system
http://www.docstoc.com/Docs/447884/%20%20monday%203rd%20party%20wksheet%20if%20time%20permits
http://www.docstoc.com/Docs/447883/%20%20War%20Powers%20Rest%20with%20Congress
I also varied how the groups were formed each time. Sometimes I would allow students to choose their groups. For example, students had to complete a project as a class in which they were to create their own society. Students divided themselves into three groups. One group was responsible for writing a constitution, creating an anthem, and designing a symbol. Another group was responsible for creating a dictionary of words, creating clothing, and designing an education system. The other group had to think of different types of transportation, housing, and jobs each individual in that society had to accomplish. While there were three different groups, the class had to work together to create one unique society.
http://www.docstoc.com/Docs/447879/%20%20Island%20Society%20Project.doc
Another assignment that involved working with classmates was when students were required to research the fifteen different departments of the executive branch and give short presentations on their departments to the entire class. For this assignment I decided to pair and assign departments to the students myself. I knew some students might struggle more with this assignment than others and tried to pair strong students with those students who would need more assistance. By pairing the students myself I knew that each student would find their own niche. Some students liked to research the information more so than others, while other students were more artistic and used their abilities to help out their partner or group. I found that the students motivated each other and used their unique talents to benefit their groups.
http://www.docstoc.com/Docs/447873/Cabinet%20Departments
Another instructional strategy that was used in the class was bringing laptop computers in for the students to use. I did this on several occasions and found that students thoroughly enjoyed using the computers. This allowed students to learn critical thinking and problem solving skills in a different way by using technology within the classroom. When the students found out computers were going to be used, they often became excited and ready to learn. When researching ways in which technology has an impact on student achievement for ECI 501, I found that students like to use technology, and it increases the likelihood they will remember the information later on. I found this to be true in my own classroom.
http://www.docstoc.com/Docs/447875/Political%20Party%20Assignment.
http://www.docstoc.com/Docs/447877/%20%20interest%20group%20document
Using different instructional techniques, such as PowerPoint, group work, and presentations, as well as incorporating technology in the class helps increase student motivation and help students come to class ready to learn.
The classes I took in my graduate school career at NSCU taught me that not all students learn in the same way. While many educators use the lecture and notes method, many students need a different type of instructional strategy in order to maximize their learning potential. Using different types of instructional strategies in the classroom was one of the major objectives I had for my student teaching experience.
Throughout my fifteen weeks at Riverside High School, I strived to take advantage of the different resources I could use to relay information to my students. Even though I was teaching an honors class, there were many different levels of ability within the honors class. Because of this I wanted to make sure that those students who needed more structure would be able to get the notes and information they needed in order to succeed in the class. Therefore, I used PowerPoint to give those students structure in the form of notes. Many students remember things better if they write the information down. By using PowerPoint those students had the opportunity to write the notes and then refer to the notes later when studying for the exam.
http://www.docstoc.com/Docs/447872/Executive%20Branch%20Powerpoint
http://www.docstoc.com/Docs/447871/%20%20Political%20Parties
While some students benefit from this type of instruction, others do not. Due to this I tried to limit actual note taking to 15-20 minutes per class. Many times the note taking was broken up with group and individual assignments dispersed in between. I found that some students learned the information better with structured group work. Structured group work allowed these students to learn the class information in a different way as well as helped increase student motivation. I found that students liked working with their classmates, as it gave them a chance to collaborate their ideas and better understand the topics of the class.
http://www.docstoc.com/Docs/447878/%20%20monday%20roots%20of%202%20party%20system
http://www.docstoc.com/Docs/447884/%20%20monday%203rd%20party%20wksheet%20if%20time%20permits
http://www.docstoc.com/Docs/447883/%20%20War%20Powers%20Rest%20with%20Congress
I also varied how the groups were formed each time. Sometimes I would allow students to choose their groups. For example, students had to complete a project as a class in which they were to create their own society. Students divided themselves into three groups. One group was responsible for writing a constitution, creating an anthem, and designing a symbol. Another group was responsible for creating a dictionary of words, creating clothing, and designing an education system. The other group had to think of different types of transportation, housing, and jobs each individual in that society had to accomplish. While there were three different groups, the class had to work together to create one unique society.
http://www.docstoc.com/Docs/447879/%20%20Island%20Society%20Project.doc
Another assignment that involved working with classmates was when students were required to research the fifteen different departments of the executive branch and give short presentations on their departments to the entire class. For this assignment I decided to pair and assign departments to the students myself. I knew some students might struggle more with this assignment than others and tried to pair strong students with those students who would need more assistance. By pairing the students myself I knew that each student would find their own niche. Some students liked to research the information more so than others, while other students were more artistic and used their abilities to help out their partner or group. I found that the students motivated each other and used their unique talents to benefit their groups.
http://www.docstoc.com/Docs/447873/Cabinet%20Departments
Another instructional strategy that was used in the class was bringing laptop computers in for the students to use. I did this on several occasions and found that students thoroughly enjoyed using the computers. This allowed students to learn critical thinking and problem solving skills in a different way by using technology within the classroom. When the students found out computers were going to be used, they often became excited and ready to learn. When researching ways in which technology has an impact on student achievement for ECI 501, I found that students like to use technology, and it increases the likelihood they will remember the information later on. I found this to be true in my own classroom.
http://www.docstoc.com/Docs/447875/Political%20Party%20Assignment.
http://www.docstoc.com/Docs/447877/%20%20interest%20group%20document
Using different instructional techniques, such as PowerPoint, group work, and presentations, as well as incorporating technology in the class helps increase student motivation and help students come to class ready to learn.
INTASC Principle 8: Assessment and INTASC Principle 9: Reflective Practice
INTASC Principle 8: Assessment and INTASC Principle 9: Reflective Practice
This principle played the most important role while I was student teaching. I really wanted my students to understand the information taught in class and be able to relate the information to their own lives. I was able to do this by using formal and informal assessments to ensure that the students had a great understanding of the information and topics presented in class.
One way I was able to do this was by opening up the class every day by talking about current events. Students greatly enjoyed talking about the political events that were going on right in front of their eyes. I found that with a little time students would come into class ready to talk about the primaries, international events, and other current event topics. Students were able to relate the day to day events taking place to what they learned in the civics class. I used to think that assessments should always be formal, but my student teaching experience allowed me to understand that assessment can take many forms.
Another way I was able to informally assess students was by monitoring the group work activities implemented in almost every class. I tried to incorporate group activities in the lessons I taught. I found that students not only liked to work with one another but really learned from one another. One instance in which I was able to informally assess students was when they were grouped together completing a “wanted ad” for a lobbyist. Students were to take the position of a political interest group creating a “wanted ad” for a lobbyist. Students needed to think of the types of educational background, experience, and personal characteristics needed to be a lobbyist. While they were working in groups I walked around the room checking on their progress. If a student was stuck I tried to asking leading questions that would allow them to create their own ideas about lobbyist traits. For example, I would say “if you were going to hire an individual to represent your company and try to persuade Congressman to pass legislation that favored you, what kind of experience would you want that individual to have?” After asking leading questions like this students were able to answer with ideas such as “some kind of background in government” or “I would want them to have a law degree.” This type of informal assessment helped students to create new ideas and complete the assignment while contributing to their overall understanding of political interest groups and lobbyists.
http://www.docstoc.com/Docs/447869/Lobbyist%20Want%20Ad
I also had the opportunity to formally assess students. My mentoring teacher gave me the opportunity to create exams. I learned that when possible, tests and formal assessments should be created after the lesson has been taught. I was able to create several chapter tests as well as short quizzes that went along with the lesson I was going to teach for that day. Creating the tests allowed me to better understand assessment procedures. For example, I wanted to make sure every question was clearly stated and that the material had been discussed either in class or assigned to have been read in the book. After students completed the exam I was able to evaluate my performance as a teacher by analyzing the test scores, seeing what students understood and what they struggled with.
http://www.docstoc.com/Docs/444281/Chapter%207%20Test
http://www.docstoc.com/Docs/444280/Chap.%2011%20Test
One of the most important things I have learned from my graduate school career and my student teaching experience was reflective practice. When I first started my student teaching experience, I was concerned about my lack of teaching experience and confided in my mentoring teacher. During our planning period we often times discussed the things I did in class, and he would give me feedback on my progress. His feedback was very beneficial and allowed me to grow personally and professionally. I also had the opportunity to observe other teachers at Riverside. I found that this observation allowed me to gain new ideas and instructional strategies to use in my own class. While many of the ideas I gained from other teachers were implemented effectively, a few were not as successful as I had hoped. For these lessons I went back and looked at the planning that took place and tried to evaluate the lesson and think of things that could have been done differently.
This principle played the most important role while I was student teaching. I really wanted my students to understand the information taught in class and be able to relate the information to their own lives. I was able to do this by using formal and informal assessments to ensure that the students had a great understanding of the information and topics presented in class.
One way I was able to do this was by opening up the class every day by talking about current events. Students greatly enjoyed talking about the political events that were going on right in front of their eyes. I found that with a little time students would come into class ready to talk about the primaries, international events, and other current event topics. Students were able to relate the day to day events taking place to what they learned in the civics class. I used to think that assessments should always be formal, but my student teaching experience allowed me to understand that assessment can take many forms.
Another way I was able to informally assess students was by monitoring the group work activities implemented in almost every class. I tried to incorporate group activities in the lessons I taught. I found that students not only liked to work with one another but really learned from one another. One instance in which I was able to informally assess students was when they were grouped together completing a “wanted ad” for a lobbyist. Students were to take the position of a political interest group creating a “wanted ad” for a lobbyist. Students needed to think of the types of educational background, experience, and personal characteristics needed to be a lobbyist. While they were working in groups I walked around the room checking on their progress. If a student was stuck I tried to asking leading questions that would allow them to create their own ideas about lobbyist traits. For example, I would say “if you were going to hire an individual to represent your company and try to persuade Congressman to pass legislation that favored you, what kind of experience would you want that individual to have?” After asking leading questions like this students were able to answer with ideas such as “some kind of background in government” or “I would want them to have a law degree.” This type of informal assessment helped students to create new ideas and complete the assignment while contributing to their overall understanding of political interest groups and lobbyists.
http://www.docstoc.com/Docs/447869/Lobbyist%20Want%20Ad
I also had the opportunity to formally assess students. My mentoring teacher gave me the opportunity to create exams. I learned that when possible, tests and formal assessments should be created after the lesson has been taught. I was able to create several chapter tests as well as short quizzes that went along with the lesson I was going to teach for that day. Creating the tests allowed me to better understand assessment procedures. For example, I wanted to make sure every question was clearly stated and that the material had been discussed either in class or assigned to have been read in the book. After students completed the exam I was able to evaluate my performance as a teacher by analyzing the test scores, seeing what students understood and what they struggled with.
http://www.docstoc.com/Docs/444281/Chapter%207%20Test
http://www.docstoc.com/Docs/444280/Chap.%2011%20Test
One of the most important things I have learned from my graduate school career and my student teaching experience was reflective practice. When I first started my student teaching experience, I was concerned about my lack of teaching experience and confided in my mentoring teacher. During our planning period we often times discussed the things I did in class, and he would give me feedback on my progress. His feedback was very beneficial and allowed me to grow personally and professionally. I also had the opportunity to observe other teachers at Riverside. I found that this observation allowed me to gain new ideas and instructional strategies to use in my own class. While many of the ideas I gained from other teachers were implemented effectively, a few were not as successful as I had hoped. For these lessons I went back and looked at the planning that took place and tried to evaluate the lesson and think of things that could have been done differently.
INTASC Principle 6: Communication and Technology and INTASC Principle 5: Motivation and Management
INTASC Principle 6: Communication and Technology and INTASC Principle 5: Motivation and Management
One of the subjects that I was most interested in throughout my graduate career was the use of technology in the classroom. I was able to take many classes that not only incorporated the use of technology in the classroom, but also taught me how technology, when implemented correctly, can foster active inquiry, collaboration, and supportive interaction in the classroom.
One of the first classes I took at NCSU was ECI 509, which focused on the use of technology in the classroom. This class itself incorporated technology, as it was an online course. The class allowed me to have an understanding for why teachers choose to use or not to use technology in their classes. I found that access to technology, ability to use technology effectively, and ability to use technology along with appropriate content was often difficult for teachers to accomplish.
Also in this class I reported on the use of media streaming by doing a technology show-and-tell PowerPoint. I was very interested in media streaming and what impact it could have on learning and teaching. After completing the project I was happy to find out the media streaming has been found to be beneficial to students, and I hope that it becomes more mainstream in all levels of classrooms.
http://www.docstoc.com/Docs/444260/Streaming
In ECI 501, Foundations of Curriculum, one of the projects I had to complete was researching what influence technology had on curriculum and education. The project walked through the history of technology in the classroom, what technology curriculum included, why technology was so important, how to enhance student achievement by using technology and examples of technological mediums that could be used in the classroom.
http://www.docstoc.com/Docs/444284/Technology%20Powerpoint
Another class I took that incorporated the use of technology in the classroom was ECI 525, Contemporary Approached to Teaching Social Studies. This class gave me an understanding of new and effective ideas for teaching social studies. I actually incorporated many things I learned in the class into my student teaching experience. Throughout the class we researched and reported on the use of educational games in the classroom. After I began my student teaching experience I wanted to find a way to include contemporary teaching methods in my classroom. I remembered a colleague reporting on the use of The Political Machine, an educational game, in his Civics and Economics class. I ended up using the game to reinforce ideas the students learned about in class, such as the Electoral College, political interest groups, campaigning, and voting. I gave them an opportunity to write about their game play experience. I was pleased with the things the students learned and happy that the students enjoyed playing the game in class. After introducing the game to the students, many students came to class asking “When are we going to play the game again?” or “Where are we traveling to today?” I believe that the implementation of the Political Machine game increased student motivation and their willingness to learn.
http://www.docstoc.com/Docs/447865/%20%20game%20review%202
The use of technology in the classroom is a topic that I have become very interested in during my graduate career. I feel that technology in classroom is great resource that can assist students and help increase motivation. I’m glad that my graduate career and student teaching experience have taught me how to use technology effectively, and I hope that as I grow professionally I can continue to use different forms of technology in the classroom.
One of the subjects that I was most interested in throughout my graduate career was the use of technology in the classroom. I was able to take many classes that not only incorporated the use of technology in the classroom, but also taught me how technology, when implemented correctly, can foster active inquiry, collaboration, and supportive interaction in the classroom.
One of the first classes I took at NCSU was ECI 509, which focused on the use of technology in the classroom. This class itself incorporated technology, as it was an online course. The class allowed me to have an understanding for why teachers choose to use or not to use technology in their classes. I found that access to technology, ability to use technology effectively, and ability to use technology along with appropriate content was often difficult for teachers to accomplish.
Also in this class I reported on the use of media streaming by doing a technology show-and-tell PowerPoint. I was very interested in media streaming and what impact it could have on learning and teaching. After completing the project I was happy to find out the media streaming has been found to be beneficial to students, and I hope that it becomes more mainstream in all levels of classrooms.
http://www.docstoc.com/Docs/444260/Streaming
In ECI 501, Foundations of Curriculum, one of the projects I had to complete was researching what influence technology had on curriculum and education. The project walked through the history of technology in the classroom, what technology curriculum included, why technology was so important, how to enhance student achievement by using technology and examples of technological mediums that could be used in the classroom.
http://www.docstoc.com/Docs/444284/Technology%20Powerpoint
Another class I took that incorporated the use of technology in the classroom was ECI 525, Contemporary Approached to Teaching Social Studies. This class gave me an understanding of new and effective ideas for teaching social studies. I actually incorporated many things I learned in the class into my student teaching experience. Throughout the class we researched and reported on the use of educational games in the classroom. After I began my student teaching experience I wanted to find a way to include contemporary teaching methods in my classroom. I remembered a colleague reporting on the use of The Political Machine, an educational game, in his Civics and Economics class. I ended up using the game to reinforce ideas the students learned about in class, such as the Electoral College, political interest groups, campaigning, and voting. I gave them an opportunity to write about their game play experience. I was pleased with the things the students learned and happy that the students enjoyed playing the game in class. After introducing the game to the students, many students came to class asking “When are we going to play the game again?” or “Where are we traveling to today?” I believe that the implementation of the Political Machine game increased student motivation and their willingness to learn.
http://www.docstoc.com/Docs/447865/%20%20game%20review%202
The use of technology in the classroom is a topic that I have become very interested in during my graduate career. I feel that technology in classroom is great resource that can assist students and help increase motivation. I’m glad that my graduate career and student teaching experience have taught me how to use technology effectively, and I hope that as I grow professionally I can continue to use different forms of technology in the classroom.
INTASC Principle 2: Student Development and INTASC Principke 7: Planning
INTASC Principle 2: Student Development and INTASC Principle 7: Planning
While I was not an education major at my undergraduate university, I had the opportunity to take a few developmental psychology classes. In my graduate career I was able to take an Educational Psychology class that allowed me to understand how the things I learned as an undergrad had the ability to affect how I taught my students in the classroom. Our final project in EDP 504, Advanced Educational Psychology, was to further research a topic we had discussed in class throughout the semester. My partner and I chose to research the use of rewards in education. We put together an interactive PowerPoint that could be uploaded onto a webpage so that other educators could learn about how the use of rewards in the classroom could affect students’ learning. I found this project to be very helpful in that I was unfamiliar with how rewards can help support the development of a child’s intellectual, social, and personal development.
http://www.docstoc.com/Docs/447849/Use%20of%20Rewards%
Another class that played a great role in my understanding of how students develop and learn was the Reading in the Content Areas, ECI 541, with Dr. Honeycutt. Much of our time was focused on maximizing metacognition before, during, and after reading. The activities and research we read in that class allowed me to understand how to work with students in order to make sure they fully understand why they are reading, what they are reading, and why they read what they read.
Also, in this class we were required to create a Scaffolding Reading Experience lesson plan as our final project. At first I was intimidated because I was not currently teaching and had no idea how to create a lesson plan. While completing this project I started to become aware of how groups of students become successful in reading. The SRE also allowed me to understand how in my role as a teacher I would have the ability to use this scaffolding technique in order to help students become not only successful in reading, but also how to enjoy the process. The project also allowed me to understand that with struggling readers more scaffolding might be needed in order for that student to be successful.
http://www.docstoc.com/Docs/444262/Political%20Party%20Lesson
During my student teaching experience I was able to get much planning experience. My mentoring teacher allowed me to be creative with the civics and economics class, which gave me the opportunity to do a lot of neat things all while keeping the standard course of study in mind. I soon found out that planning a lesson was harder than I thought. I had to take into consideration the time allotted to that lesson, the students’ abilities, and how much I thought the students could handle in one class period. After the first time Dr. Lee came to observe me in the classroom, he gave me some of the most helpful advice. Due to the block schedule, each class is ninety minutes long, which can seem like an eternity to the students; their attention spans tend to diminish very quickly. Dr. Lee told me that in a class that is ninety minutes long, five to six, activities lasing 15 minutes long would be helpful in keeping the students interested and ready to learn. I tried to implement this technique in the class from there on out, and I found this immensely helped the students stay engaged. When planning my lessons I tried to have 7-8 activities planned just in case one activity did not require as much time or was not as successful and I had hoped. My student teaching experience gave me another opportunity to become familiar with lesson planning and how to implement strategies that are successful.
Understanding how students develop and what needs must be met in order to encourage development is a key to being a successful teacher. Both my graduate coursework along with my student teaching better prepared me to encourage student achievement by working to develop them socially, professionally, and educationally.
While I was not an education major at my undergraduate university, I had the opportunity to take a few developmental psychology classes. In my graduate career I was able to take an Educational Psychology class that allowed me to understand how the things I learned as an undergrad had the ability to affect how I taught my students in the classroom. Our final project in EDP 504, Advanced Educational Psychology, was to further research a topic we had discussed in class throughout the semester. My partner and I chose to research the use of rewards in education. We put together an interactive PowerPoint that could be uploaded onto a webpage so that other educators could learn about how the use of rewards in the classroom could affect students’ learning. I found this project to be very helpful in that I was unfamiliar with how rewards can help support the development of a child’s intellectual, social, and personal development.
http://www.docstoc.com/Docs/447849/Use%20of%20Rewards%
Another class that played a great role in my understanding of how students develop and learn was the Reading in the Content Areas, ECI 541, with Dr. Honeycutt. Much of our time was focused on maximizing metacognition before, during, and after reading. The activities and research we read in that class allowed me to understand how to work with students in order to make sure they fully understand why they are reading, what they are reading, and why they read what they read.
Also, in this class we were required to create a Scaffolding Reading Experience lesson plan as our final project. At first I was intimidated because I was not currently teaching and had no idea how to create a lesson plan. While completing this project I started to become aware of how groups of students become successful in reading. The SRE also allowed me to understand how in my role as a teacher I would have the ability to use this scaffolding technique in order to help students become not only successful in reading, but also how to enjoy the process. The project also allowed me to understand that with struggling readers more scaffolding might be needed in order for that student to be successful.
http://www.docstoc.com/Docs/444262/Political%20Party%20Lesson
During my student teaching experience I was able to get much planning experience. My mentoring teacher allowed me to be creative with the civics and economics class, which gave me the opportunity to do a lot of neat things all while keeping the standard course of study in mind. I soon found out that planning a lesson was harder than I thought. I had to take into consideration the time allotted to that lesson, the students’ abilities, and how much I thought the students could handle in one class period. After the first time Dr. Lee came to observe me in the classroom, he gave me some of the most helpful advice. Due to the block schedule, each class is ninety minutes long, which can seem like an eternity to the students; their attention spans tend to diminish very quickly. Dr. Lee told me that in a class that is ninety minutes long, five to six, activities lasing 15 minutes long would be helpful in keeping the students interested and ready to learn. I tried to implement this technique in the class from there on out, and I found this immensely helped the students stay engaged. When planning my lessons I tried to have 7-8 activities planned just in case one activity did not require as much time or was not as successful and I had hoped. My student teaching experience gave me another opportunity to become familiar with lesson planning and how to implement strategies that are successful.
Understanding how students develop and what needs must be met in order to encourage development is a key to being a successful teacher. Both my graduate coursework along with my student teaching better prepared me to encourage student achievement by working to develop them socially, professionally, and educationally.
INTASC Principle 3: Diverse Learners
INTASC Principle 3: Diverse Learners
During my graduate career I had the opportunity to learn about diverse learners and how their needs should be met in the classroom. One class in particular addressed diverse learners, Dr. Philip Mutisya’s ECI 500, Theory and Practice in Teaching Diverse Populations. In the class we learned how to approach students of all different cultures, races, sexes, abilities, and ethnicities. Not only did we discuss how to interact with diverse students, but also teachers and administrators within the school.
I had the opportunity to work with classmates on a project about diversity and professional relations in schools. The project stressed how relations between teachers of different racial backgrounds says much about the level of respect for diversity in the school as a whole. The project also addressed the challenges that educators face when trying to accommodate diverse learners. For example, promoting high standards for all students in a classroom might be difficult. While some students are able to achieve high standards on all activities and assignments, other students might lack motivation or need more encouragement or more assistance with the assignment. When students go home they each experience a different environment, and this can play into the teaching-learning process.
http://www.docstoc.com/Docs/444261/Diversity
Due to all of the political events occurring in our society today, I often tied in current events to the lessons I would teach. When teaching about political parties, I had the students take a political philosophy quiz online. For extra credit students could have their parents take the same quiz and compare and contrast the results. Students found that often their political philosophy quiz results matched that of their parents. Once detailed conversations about political events occurred in class, much of students’ own personal political biases surfaced. As an educator, I tried to present information in an unbiased way and hoped to have students approach new topics with an open mind. I tried to keep in mind that diversity is not always taught at home, so one of my teaching objectives was to help students think outside of their own personal philosophies and expand their horizons.
I also tried to promote diversity within my classroom by grouping students of different backgrounds and classes together. Students brought different backgrounds and experiences to the group work they completed and were able to collaborate their ideas. Many students kept an open mind while working with other students and were able to come to a conclusion that incorporated every group member’s ideas.
I also had the opportunity to learn about other countries school systems in ECI 501, Foundations of Curriculum. In the class, one of the assignments was for students to compare and contrast countries’ educational systems. My partner and I decided to report on similarities and differences between the United States’ and Poland’s education systems. This gave me the opportunity to not only learn more about the United States education system but also how other countries set up their systems. While my partner and I only reported on one country, the other classmates reported on countries such as China, Italy, Japan, among many others.
http://www.docstoc.com/Docs/444283/United%20States%20and%20Poland
I feel that diversity within the classroom as well as outside of the classroom was a major theme in my graduate school career as well as in my student teaching experience. I welcome students of all different walks of life and hope to not only teach my students about diversity but to learn things from my students as well.
During my graduate career I had the opportunity to learn about diverse learners and how their needs should be met in the classroom. One class in particular addressed diverse learners, Dr. Philip Mutisya’s ECI 500, Theory and Practice in Teaching Diverse Populations. In the class we learned how to approach students of all different cultures, races, sexes, abilities, and ethnicities. Not only did we discuss how to interact with diverse students, but also teachers and administrators within the school.
I had the opportunity to work with classmates on a project about diversity and professional relations in schools. The project stressed how relations between teachers of different racial backgrounds says much about the level of respect for diversity in the school as a whole. The project also addressed the challenges that educators face when trying to accommodate diverse learners. For example, promoting high standards for all students in a classroom might be difficult. While some students are able to achieve high standards on all activities and assignments, other students might lack motivation or need more encouragement or more assistance with the assignment. When students go home they each experience a different environment, and this can play into the teaching-learning process.
http://www.docstoc.com/Docs/444261/Diversity
Due to all of the political events occurring in our society today, I often tied in current events to the lessons I would teach. When teaching about political parties, I had the students take a political philosophy quiz online. For extra credit students could have their parents take the same quiz and compare and contrast the results. Students found that often their political philosophy quiz results matched that of their parents. Once detailed conversations about political events occurred in class, much of students’ own personal political biases surfaced. As an educator, I tried to present information in an unbiased way and hoped to have students approach new topics with an open mind. I tried to keep in mind that diversity is not always taught at home, so one of my teaching objectives was to help students think outside of their own personal philosophies and expand their horizons.
I also tried to promote diversity within my classroom by grouping students of different backgrounds and classes together. Students brought different backgrounds and experiences to the group work they completed and were able to collaborate their ideas. Many students kept an open mind while working with other students and were able to come to a conclusion that incorporated every group member’s ideas.
I also had the opportunity to learn about other countries school systems in ECI 501, Foundations of Curriculum. In the class, one of the assignments was for students to compare and contrast countries’ educational systems. My partner and I decided to report on similarities and differences between the United States’ and Poland’s education systems. This gave me the opportunity to not only learn more about the United States education system but also how other countries set up their systems. While my partner and I only reported on one country, the other classmates reported on countries such as China, Italy, Japan, among many others.
http://www.docstoc.com/Docs/444283/United%20States%20and%20Poland
I feel that diversity within the classroom as well as outside of the classroom was a major theme in my graduate school career as well as in my student teaching experience. I welcome students of all different walks of life and hope to not only teach my students about diversity but to learn things from my students as well.
INTASC Principle 10: School and Community Involvement
INTASC PRINCIPLE 10: School and Community Involvement
Throughout my time at Riverside High School I was fortunate enough to have developed relationships with not only other teachers but also my students and their parents. To begin, one of my female students was suspended for a week, which greatly affected her grades in all her classes. Her mother was concerned about her progress in the civics class and requested a parent-teacher conference with both myself and my mentoring teacher. After meeting with the mother with the help of the guidance counselor, my mentoring teacher and I were able to work directly with her to help her child and my student get back on the right track. Her mother was very appreciative and requested that I speak with her daughter about her college and career options. The student was having a hard time realizing how her high school career would help her in the long run. I was able to sit down and have a conversation with the student about how the decisions she makes in high school will affect her college career. As of the beginning of the second nine weeks of the semester, the student was doing much better in the class.
I was also able to have an encounter with another female student in the class. She is a very intelligent young lady but got off track when her boyfriend tried to pressure her into doing things that would negatively affect her. One of the Vice Principles at Riverside, Dr. Gary Ackley, asked me to come into his office and speak with her about the situation. She was very upset at the situation she was confronted with and confided in me. I was able to develop a relationship with her over the semester, and I am glad to say she is back on track.
I was also able to develop relationships with other teachers at Riverside. I actively participated in the Professional Learning Communities held every month for Durham Public Schools. My colleagues and I collaborated and came up with ideas the Civics and Economics department could use in future semesters. One of the ideas was to use The Political Machine game in the honors classes. I also attended faculty and department meetings, which allowed me to have an understanding of how the school works.
Getting to know my students, their parents, and other teachers and administrators at Riverside allowed me to add a personal characteristic to my professional experience.
Throughout my time at Riverside High School I was fortunate enough to have developed relationships with not only other teachers but also my students and their parents. To begin, one of my female students was suspended for a week, which greatly affected her grades in all her classes. Her mother was concerned about her progress in the civics class and requested a parent-teacher conference with both myself and my mentoring teacher. After meeting with the mother with the help of the guidance counselor, my mentoring teacher and I were able to work directly with her to help her child and my student get back on the right track. Her mother was very appreciative and requested that I speak with her daughter about her college and career options. The student was having a hard time realizing how her high school career would help her in the long run. I was able to sit down and have a conversation with the student about how the decisions she makes in high school will affect her college career. As of the beginning of the second nine weeks of the semester, the student was doing much better in the class.
I was also able to have an encounter with another female student in the class. She is a very intelligent young lady but got off track when her boyfriend tried to pressure her into doing things that would negatively affect her. One of the Vice Principles at Riverside, Dr. Gary Ackley, asked me to come into his office and speak with her about the situation. She was very upset at the situation she was confronted with and confided in me. I was able to develop a relationship with her over the semester, and I am glad to say she is back on track.
I was also able to develop relationships with other teachers at Riverside. I actively participated in the Professional Learning Communities held every month for Durham Public Schools. My colleagues and I collaborated and came up with ideas the Civics and Economics department could use in future semesters. One of the ideas was to use The Political Machine game in the honors classes. I also attended faculty and department meetings, which allowed me to have an understanding of how the school works.
Getting to know my students, their parents, and other teachers and administrators at Riverside allowed me to add a personal characteristic to my professional experience.
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