Wednesday, January 14, 2009
3 Weeks Away...
Wow, so Christmas has come and gone, it was great! Elise and Ryan and their dog, Nikki, came for Christmas, and that made it way fun! Christmas was very good, I loved hanging out with my family and celebrating Christ's Birth. Then came and went New Years, that was fun as well. Now it's the middle of January, and 3 weeks away from my birthday. My mom has already started asking me what I want for my birthday.
Monday, November 24, 2008
What I Want for Christmas
Sorry, there's not much here yet, but as I think of things, I'll add them!
CocoMotion (By Mr. Coffee)
I would REALLY REALLY love one of these! You can get them at Walmart for $15 (or at least that is how much they are at the walmart by UVU).
http://www.walmart.com/catalog/product.do?product_id=1894448
CD Holder for my car
http://www.walmart.com/catalog/product.do?product_id=10333819
It doesn't have to be this exact one, but something like it. It holds 30 CDs!!
Teeth Whitening
Some kind of teeth whitening, such as Crest Whitening Strips.
DVDs
Incredibles
Sleeping Beauty
Beauty and the Beast
Toy Story
Peter Pan
Newsies
Ice Age
Tarzan
Robin Hood
CocoMotion (By Mr. Coffee)
I would REALLY REALLY love one of these! You can get them at Walmart for $15 (or at least that is how much they are at the walmart by UVU).
http://www.walmart.com/catalog/product.do?product_id=1894448
CD Holder for my car
http://www.walmart.com/catalog/product.do?product_id=10333819
It doesn't have to be this exact one, but something like it. It holds 30 CDs!!
Teeth Whitening
Some kind of teeth whitening, such as Crest Whitening Strips.
DVDs
Incredibles
Sleeping Beauty
Beauty and the Beast
Toy Story
Peter Pan
Newsies
Ice Age
Tarzan
Robin Hood
It's Over...Already??
WOW! I can hardly believe that my 3 week field experience is already over! Oh how time flies! I had a wonderful time at field and am so grateful for the teacher and class that I was assigned to. The teacher, Mrs. Carol Lindley, has already taught me so much! And so have the students! If I had to list the hardest things from my field experience, I think that I could narrow it down to two things: 1.) My first math lesson, and 2.) Knowing how to treat the students, learning how to show the students that I AM a teacher, that I am THEIR teacher, and that they need to respect me as such.
In the past field experiences, I haven't had a hard time finding that roll, and if I did have a little trouble, I didn't worry about it because it was only for 3 weeks. But this time it is different: I'll be their teacher for 10 weeks in the spring as well. Carol has given me tips as to how to inform the students that I AM their teacher, and I will definitely take her suggestions and I trust her that they will work!
I am excited to go back in January. I already miss the students and wish I didn't have to be back at my UVU classes because I love so much being in the classroom teaching!
I am grateful that I will have the opportunity to work with Carol on my teaching skills and that I am not just thrown into a classroom of my own. Yikes, the thought of that scares me still, even though I know that wont happen to me!
I felt that my first math lesson was a little shaky, but Mrs. Lindley said that it went pretty well, and gave me pointers for the next math lessons. Both Carol and I felt that my math lessons got progressively better, which made me very happy! I didn't realize how hard math would be to teach until I had to do it! But I did it, and I liked it by the end!
In the past field experiences, I haven't had a hard time finding that roll, and if I did have a little trouble, I didn't worry about it because it was only for 3 weeks. But this time it is different: I'll be their teacher for 10 weeks in the spring as well. Carol has given me tips as to how to inform the students that I AM their teacher, and I will definitely take her suggestions and I trust her that they will work!
I am excited to go back in January. I already miss the students and wish I didn't have to be back at my UVU classes because I love so much being in the classroom teaching!
I am grateful that I will have the opportunity to work with Carol on my teaching skills and that I am not just thrown into a classroom of my own. Yikes, the thought of that scares me still, even though I know that wont happen to me!
I felt that my first math lesson was a little shaky, but Mrs. Lindley said that it went pretty well, and gave me pointers for the next math lessons. Both Carol and I felt that my math lessons got progressively better, which made me very happy! I didn't realize how hard math would be to teach until I had to do it! But I did it, and I liked it by the end!
Monday, November 3, 2008
Day One!
Ok, so I haven't taken our Literacy 2 Midterm test yet, and it's only in the testing center until Saturday, so I totally should be studying for it. But before I start studying, I wanted to quickly post a blog about my first day. It doesn't look like you've checked my blog in a while, but I guess you should never assume either. So here it goes!
Today was fun in my class! I am in a 3rd grade classroom in Pleasant Grove. Nothing extraordinary happened, but I had a fun time getting involved with my class. Tomorrow my teacher will be gone for about 3 hours at a funeral. During that time, the students will be at computers, lunch and lunch recess part of the time. The rest of the time there will be an aid in the classroom, and I'll be "teaching!" I put it in quotes because I didn't do any of the work behind the lessons. I am simply taking the lessons that my teacher would have been teaching and teaching them for her. Which, I know, really IS teaching, but not it wont count towards anything for field :( Too bad, but I don't mind, I'm still excited! Also, my teacher wants me to teach a unit on Persuasive Writing. I am very excited for this as well!! I don't think this will count towards anything towards field assignments either, except for the writing thing that we have to do for...your class I believe. I think I'll try to stretch it into my literacy lessons, but I'll have to ask Pro. Harward first. I wish I could just go and teach during field and get the points needed instead of HAVING to teach this and that and the other. It'd be a TON more enjoyable that way! But I understand why it's not possible.
Well, I'm off to study for my Literacy midterm...yuck.
Today was fun in my class! I am in a 3rd grade classroom in Pleasant Grove. Nothing extraordinary happened, but I had a fun time getting involved with my class. Tomorrow my teacher will be gone for about 3 hours at a funeral. During that time, the students will be at computers, lunch and lunch recess part of the time. The rest of the time there will be an aid in the classroom, and I'll be "teaching!" I put it in quotes because I didn't do any of the work behind the lessons. I am simply taking the lessons that my teacher would have been teaching and teaching them for her. Which, I know, really IS teaching, but not it wont count towards anything for field :( Too bad, but I don't mind, I'm still excited! Also, my teacher wants me to teach a unit on Persuasive Writing. I am very excited for this as well!! I don't think this will count towards anything towards field assignments either, except for the writing thing that we have to do for...your class I believe. I think I'll try to stretch it into my literacy lessons, but I'll have to ask Pro. Harward first. I wish I could just go and teach during field and get the points needed instead of HAVING to teach this and that and the other. It'd be a TON more enjoyable that way! But I understand why it's not possible.
Well, I'm off to study for my Literacy midterm...yuck.
Thursday, October 23, 2008
Sunday, October 12, 2008
October 20th
(I'm posting this one early because I'm going out of town for Fall Break and I don't want to worry about it while I'm on vacation!)
Pages 120-162
Last week, we read pages 130-140 and 149-162, so really the only pages to be read this week are pages 120-129 and 141-148.
Pg. 120-129
These pages were full of organizers; graphic organizers, note taking organizers, evaluation/learning style organizers, flow charts, etc.
The learning menu seems like it is a type of tiering, but I’m not quite sure if it is or not. On the “menu” the students have one ‘main course’ assignment that everyone has to do, but then there are a few different ‘side dishes’ that the students can choose from. Because the ‘main course’ is the same for all of the students I would say that this idea is not quite tiering. But it would be helpful to have the different ‘side dishes’ because the students can choose an assignment on their level.
Pg. 141-148
Complex Instruction was a little harder for me to follow. I think the basic idea is that in groups the students were given a task to complete. Then after all the groups were done, they shared with the rest of the class what they had learned. This could be tierable because the teacher can put the students into groups that their task fits their learning level. This is a good way to teach a lot of information in a limited amount of time!
Pages 120-162
Last week, we read pages 130-140 and 149-162, so really the only pages to be read this week are pages 120-129 and 141-148.
Pg. 120-129
These pages were full of organizers; graphic organizers, note taking organizers, evaluation/learning style organizers, flow charts, etc.
The learning menu seems like it is a type of tiering, but I’m not quite sure if it is or not. On the “menu” the students have one ‘main course’ assignment that everyone has to do, but then there are a few different ‘side dishes’ that the students can choose from. Because the ‘main course’ is the same for all of the students I would say that this idea is not quite tiering. But it would be helpful to have the different ‘side dishes’ because the students can choose an assignment on their level.
Pg. 141-148
Complex Instruction was a little harder for me to follow. I think the basic idea is that in groups the students were given a task to complete. Then after all the groups were done, they shared with the rest of the class what they had learned. This could be tierable because the teacher can put the students into groups that their task fits their learning level. This is a good way to teach a lot of information in a limited amount of time!
October 13th
Pg. 136-140
What is tiered?
Tiering is creating tasks at different degrees of difficulty so that students who are at differing readiness levels can all achieve at levels of difficulty appropriately challenging of them as individuals. Or in other words, creating lessons where all of your students learn the same thing, but in different ways depending on their ability.
Pg. 130-135
Are these tiered? If not how could you tier them?
Think-tac-toe is tiered, it has different questions for higher level and lesser level learners. But at the same time they overlap enough that it doesn’t make it a big deal to the students.
I wouldn’t consider the RAFT as tiered because all the students have the same choices. If it was tiered, then some students would have different activities to choose from that would fit their level better.
Pg. 149-162
Are these “tierable”?
I think that Learning Contracts can be tiered. The students have a group of activities and assignments they have to complete, but the teacher can change what activities certain students do to fit their level as long as the learning objective is still met. The best way to do that might be for the teacher to create a packet of assignments for each student with their level of assignments.
ThinkDots can be tiered. In the reading it says that ThinkDots can be created with different activities on them based on their level.
The sample of Multiple Entry Journals in the book was created in a tiered way. There are basic and advanced versions. So yes, this lesson can be taught in a tiered method.
What is tiered?
Tiering is creating tasks at different degrees of difficulty so that students who are at differing readiness levels can all achieve at levels of difficulty appropriately challenging of them as individuals. Or in other words, creating lessons where all of your students learn the same thing, but in different ways depending on their ability.
Pg. 130-135
Are these tiered? If not how could you tier them?
Think-tac-toe is tiered, it has different questions for higher level and lesser level learners. But at the same time they overlap enough that it doesn’t make it a big deal to the students.
I wouldn’t consider the RAFT as tiered because all the students have the same choices. If it was tiered, then some students would have different activities to choose from that would fit their level better.
Pg. 149-162
Are these “tierable”?
I think that Learning Contracts can be tiered. The students have a group of activities and assignments they have to complete, but the teacher can change what activities certain students do to fit their level as long as the learning objective is still met. The best way to do that might be for the teacher to create a packet of assignments for each student with their level of assignments.
ThinkDots can be tiered. In the reading it says that ThinkDots can be created with different activities on them based on their level.
The sample of Multiple Entry Journals in the book was created in a tiered way. There are basic and advanced versions. So yes, this lesson can be taught in a tiered method.
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