Chapter 10
What jumped out -> Students provided feedback that they liked out-of-the-classroom experiences (such as field trips or learning outside).
Why it jumped out -> I also want to incorporate many out-of-the-classroom experiences into my curriculum. I think that these are excellent learning tools for students in which they can make connections from the classroom to the outside world and make memories.
Thursday, October 21, 2010
Chapter 9: When Things Go Wrong
Chapter 9
What jumped out-> School for students is not just about doing well in classes and recieving good grades. Students also want to succeed in the social community.
Whay it jumped out -> I know that to a teenager high school is the most important time of your life and many think that this is their chance to 'make it' or to 'fit in.' I never really thought about how much a teen's social life would affect their grades and school work. I mean I am sure that I anve been in those instances but just didn't realize it. I think that as a teacher it is important to realize what a crutial time in their life high school can be.
What jumped out-> School for students is not just about doing well in classes and recieving good grades. Students also want to succeed in the social community.
Whay it jumped out -> I know that to a teenager high school is the most important time of your life and many think that this is their chance to 'make it' or to 'fit in.' I never really thought about how much a teen's social life would affect their grades and school work. I mean I am sure that I anve been in those instances but just didn't realize it. I think that as a teacher it is important to realize what a crutial time in their life high school can be.
Chapter 8: Teaching Teenagers Who are Still Learning English
Chapter 8
What jumped out -> There was mentioning that students felt that they were sometimes being assessed on their language abilities and not the critical thinking or the comprehending.
Why it jumped out -> I think that this is similar to the statement that teachers can not expect the same work from every student. Teachers can not expect the same understanding of their language if the student is still learning or trying to master it. That would be unfair and be setting your students up to do poorly because of their cultural background.
What jumped out -> There was mentioning that students felt that they were sometimes being assessed on their language abilities and not the critical thinking or the comprehending.
Why it jumped out -> I think that this is similar to the statement that teachers can not expect the same work from every student. Teachers can not expect the same understanding of their language if the student is still learning or trying to master it. That would be unfair and be setting your students up to do poorly because of their cultural background.
Chapter 7:Teaching Difficult Academic Material
Chapter 7
What jumped out-> Students seemed to be in agreement that hands on activities aid the the learning of harder materials.
Why it jumped out -> I think that this jumped out at me because this is what I want the majority of my lessons to be or at least to incorporate hands on learning. I am in total agreement that hands on activities make difficult topics easier to master. It presents the material in a new way to students and strays from the 'traditional' ways of teaching.
What jumped out-> Students seemed to be in agreement that hands on activities aid the the learning of harder materials.
Why it jumped out -> I think that this jumped out at me because this is what I want the majority of my lessons to be or at least to incorporate hands on learning. I am in total agreement that hands on activities make difficult topics easier to master. It presents the material in a new way to students and strays from the 'traditional' ways of teaching.
Chapter 6: Motivation and Boredom
Chapter 6
What jumped out -> In this chapter, an example chart is given where the teacher and students collaborate and come to an agreement of what assignments should be given when.
Why it jumped out -> I would like to do this in my classroom. I think it is important that students and teachers are on the same page and both understand what is expected from each other. I think that this will also increase the student to teacher relationship.
What jumped out -> In this chapter, an example chart is given where the teacher and students collaborate and come to an agreement of what assignments should be given when.
Why it jumped out -> I would like to do this in my classroom. I think it is important that students and teachers are on the same page and both understand what is expected from each other. I think that this will also increase the student to teacher relationship.
Chapter 5: Teaching to the Individual, Working with the Group
Chapter 5
What jumped out-> As a teacher, you should not expect the same amount or quality of work from every student.
Why it jumped out -> It is important to realize that every student is different and has different abilities and learning levels. Students come from many different backgrounds and have a wide range of abilities and have different levels of support at home. Teachers must take all of this into account when giving and assessing assignments. This is also another reason it is important for teachers to know their students, so we can expect and have some expetations for students.
What jumped out-> As a teacher, you should not expect the same amount or quality of work from every student.
Why it jumped out -> It is important to realize that every student is different and has different abilities and learning levels. Students come from many different backgrounds and have a wide range of abilities and have different levels of support at home. Teachers must take all of this into account when giving and assessing assignments. This is also another reason it is important for teachers to know their students, so we can expect and have some expetations for students.
Chapter 4: Creating a Culture of Success
Chapter 4
What jumped out -> Providing feedback as a teacher is really important. The chapter goes into futher detail about how important direct and specific feedback is.
Why it jumped out -> I have learned, both in practicum and in school, that timelt feedback and frequent feedback is a major point of communication between the teacher and the students. I agree with with the direct and specific feedback that the book mentions as this is a way that students can gauge their learning level. Feedback is more important and effective to students than grades are or will be.
What jumped out -> Providing feedback as a teacher is really important. The chapter goes into futher detail about how important direct and specific feedback is.
Why it jumped out -> I have learned, both in practicum and in school, that timelt feedback and frequent feedback is a major point of communication between the teacher and the students. I agree with with the direct and specific feedback that the book mentions as this is a way that students can gauge their learning level. Feedback is more important and effective to students than grades are or will be.
Chapter 3: Classroom Behavior
Chapter 3
What jumped out -> The chapter asked a the reader a few questions in relation to knowing the students, are you really interested in their learning and their knowledge.
Why it jumed out -> I though that both of these questions were important to think about when starting a lesson or a unit. I think that this requires you to get to know the students and teir strengths and weaknesses both in education and in everyday life. This will create a connection between the teacher and the students and this will allow us to respect and view each other as equals.
What jumped out -> The chapter asked a the reader a few questions in relation to knowing the students, are you really interested in their learning and their knowledge.
Why it jumed out -> I though that both of these questions were important to think about when starting a lesson or a unit. I think that this requires you to get to know the students and teir strengths and weaknesses both in education and in everyday life. This will create a connection between the teacher and the students and this will allow us to respect and view each other as equals.
Sunday, September 19, 2010
MMN
The Maine Memory Network is a really cool database that has been designed as a digital museum. After looking around the website there are some really interesting links and pages that tell a story about the history of Maine. There was a good use of different kinds of technology on the website as well. Although the lesson plans on the website were all mostly social studies and geography based, there was a lot of really neat background information and resources that could be used. These pages might not necessarily be the main topic for a lesson in a science classroom but the website could be used as background information for a project.
Wednesday, September 15, 2010
Copyright and Fair Use
1. I was not aware that teachers could make copies of anything. So the answer that yes a teacher can make digital backups of material was a surprise.
4. I am kind of surprised that school budgets are not accommodated specifically to meet the technology requirements of students. Especially when children are growing up in such a technology dependent world.
5. This question I knew the answer to before reading the answer. Instead of coping the program or having students wait for others to be finished using it, the teacher should set up stations with a different activity at each to keep students engaged.
9. I did not realize that there were sites that do pay for their authorization, I guess I should pay more attention or do more research before jumping to the conclusion that all online music sites are illegal.
13. I thought this was an interesting question. This shows the reverse side of technology copyright use.
17. This was an interesting fact to learn. Previously I thought that one was allowed to post or use anything that they took/created them selves. I did not realize that some things (i.e. Disneyland) had their own copyright.
4. I am kind of surprised that school budgets are not accommodated specifically to meet the technology requirements of students. Especially when children are growing up in such a technology dependent world.
5. This question I knew the answer to before reading the answer. Instead of coping the program or having students wait for others to be finished using it, the teacher should set up stations with a different activity at each to keep students engaged.
9. I did not realize that there were sites that do pay for their authorization, I guess I should pay more attention or do more research before jumping to the conclusion that all online music sites are illegal.
13. I thought this was an interesting question. This shows the reverse side of technology copyright use.
17. This was an interesting fact to learn. Previously I thought that one was allowed to post or use anything that they took/created them selves. I did not realize that some things (i.e. Disneyland) had their own copyright.
Tuesday, September 14, 2010
How to help someone use a computer
"If it's not obvious to them, it's not obvious."
This has relevance to me because when asking for help and then receiving an answer I always think 'that was so obvious,' or 'why didn't I think of that.' I'm glad that people do not actually say these things to me though. I think that it is important not to try to belittle people or make them feel dumb or that they didn't try hard enough.
"When they do something wrong, don't say "no" or "that's wrong". They'll often respond by doing something else that's wrong. Instead, just tell them what to do and why."
It is important never to tell a learner that thery are wrong. This will discourage them from taking risks in the future. This rule could even be applied in other areas of learning. There are ways to say the same thing but without having the same effect.
This has relevance to me because when asking for help and then receiving an answer I always think 'that was so obvious,' or 'why didn't I think of that.' I'm glad that people do not actually say these things to me though. I think that it is important not to try to belittle people or make them feel dumb or that they didn't try hard enough.
"When they do something wrong, don't say "no" or "that's wrong". They'll often respond by doing something else that's wrong. Instead, just tell them what to do and why."
It is important never to tell a learner that thery are wrong. This will discourage them from taking risks in the future. This rule could even be applied in other areas of learning. There are ways to say the same thing but without having the same effect.
Wednesday, September 8, 2010
Web 2.0 Educator
I read the Cool Cat's blog and at first it was kind of hard to follow. After scrolling through a couple of her later blog entries it was easier to follow her thoughts and entries. Cool Cat definately likes technology and uses it proficently in the classroom. In her blog she gives examples of how technology was used in her teachings and the different kinds of technology were even used on her blog. Incorporating technology into the classroom worked of the Cool Cat and her blog is only one of the ways to show this.
Monday, September 6, 2010
Type I and Type II Technology
Type I allows educators to continue to teach in the same fashion but add a computer screen. The results are pretty much the same but this allows teachers to say they use technology in their classrooms. Type II usage of computers allows students to think out side the box and enhance their learning and understanding.
Type I examples: 1) online multiple choice 2)the use of word programs 3) online copies of rubrics and study guides
Type II examples: 1) blogging instead of written work 2) saving trees by not printing :) 3) online communication for group projects
Type I examples: 1) online multiple choice 2)the use of word programs 3) online copies of rubrics and study guides
Type II examples: 1) blogging instead of written work 2) saving trees by not printing :) 3) online communication for group projects
My MEL Experiences
- Student/teacher relationship: I had a high school teacher who I had a relaxed relationship with. I could talk to them about things inside and outside of the classroom. They had a fun personality and made the subject fun to learn.
- Hands-On: One of my science teachers had origionaly planned out a bunch of lab activites to complete during the year but skipped several as we were short on time. This really hindered my learning as I can relate what was learned in lectures to these hands-on projects for a complete understanding.
- Learning Styles: I now realize why I did well in the classes I liked. Because I am a bodily/kinesthetic learner I did well and enjoyed classes that had hands-on activities such as science classes. And now I am a science major...
- Interest: I feel that the subjects that held my interest were classes that involved hands-on learning and activites. This also helped that certain teachers catered more towards different learning styles versus the typical learning style.
- Connections: For me, I would learn better and remember things better when I can associate and action or activity with it. Thus when building upon previous knowledge, activites help me learn best.
Chapter 2: Respect, Liking, Trust, and Fairness
What jumped out -> There was a brief mentioning of how young/new teachers find trust and respect and maintain a balance.
Why it jumped out -> I feel that this is something that I am worried about. I am a social person and I am worried that I would be more concerned about how social I am being with my students. I think this would be a good goal for me: to find a balance between being an educator and friend. I think that finding that balance will allow me to conduct a classroom well.
Why it jumped out -> I feel that this is something that I am worried about. I am a social person and I am worried that I would be more concerned about how social I am being with my students. I think this would be a good goal for me: to find a balance between being an educator and friend. I think that finding that balance will allow me to conduct a classroom well.
Chapter 1: Knowing Students Well
What jumped out -> The fact that students want teachers to know about their life, their interests, their likes and dislikes, their strengths and weaknesses. Different students want teachers to know certain things but not others, which is completely fine.
Why it jumped out -> I feel that so many people react so differently when a teacher or a professor or a tutor or a mentor tries to understand what its like outside of the classroom. When an educator approaches me I gladly let them in on my interests, but some students/peers almost go into shut down mode when asked. I think this is the challenge; to have particularly shy students share a little about themselves without prying the information out of them. Like the book suggested, fungroup activities or questionaires are great icebreakers and ways to learn more about your students.
Why it jumped out -> I feel that so many people react so differently when a teacher or a professor or a tutor or a mentor tries to understand what its like outside of the classroom. When an educator approaches me I gladly let them in on my interests, but some students/peers almost go into shut down mode when asked. I think this is the challenge; to have particularly shy students share a little about themselves without prying the information out of them. Like the book suggested, fungroup activities or questionaires are great icebreakers and ways to learn more about your students.
Friday, September 3, 2010
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