Group 2 Takes Over!

          Today we observed a direct instruction lesson.  It was great because Susan, Maureen, and Kristen built upon what the students learned last week from our fellow peers and transitioned nicely into the new topic of "The First People to Come to America."  All three teachers were enthusiastic about the topic and it definitely made the students interested in their lesson!  They showed a great video about how Plymouth Rock was named that was geared perfectly to second graders.  They were all laughing along with it!  My favorite part about this lesson was one of the ways the teachers checked for understanding.  They asked some true/false questions and told students to put their hands on their heads if the statement was true and to put their fingers on their noses if it was false.  This kept the students active and engaged them in the lesson really well.  It made direct instruction much more interesting for the students. 
         The teachers today surely followed the direct instruction guidelines.  They provided an introduction, development, guided and independent practice, and some closure.  While more time could have been spent on closure, the students surely grasped the information from the lesson by the time class was over!

Second Graders Solve the Museum Mystery

          Today we observed an inquiry lesson taught by Shannon and Sara.  They activated students' prior knowledge by asking what they remembered about the Powhatan, Pueblo, and Sioux tribes.  Multiple students raised their hands to participate!  After this review, the teachers used a Voki to introduce the task for the day: the students had to figure out which artifacts in their group's bag belonged to which tribe.  The Voki told them she needed their help to sort the artifacts for the Museum of Natural History!  This definitely grasped the students' attention.  Shannon and Sara's lesson required students to investigate a problem.  They followed the inquiry guidelines very well also!  They provided a template to guide students through the investigation process and keep them task-oriented.  Students were given all resources necessary to succeed at this lesson.  While it was a little advanced at times for second graders, the students tried their best to work through it. 
          Using an inquiry lesson allows students to expand their knowledge above the basic level of Bloom's Taxonomy.  They no longer are just recalling facts, but using various resources to solve a problem.  Lessons like this allow students to take control of their learning, while still providing guidelines and all materials necessary.

          As always, our class met after the lesson and constructively reviewed our peers' work.  While there can always be improvement, I think the idea behind the lesson was great!

Shannon and Sara discussing the artifact bags.

Direct Instruction Lesson

      Today, my classmates Shannon and Sarah taught a direct instruction lesson to the second grade class.  It was great to see how they engaged the students with the lesson and offered them numerous ways to remember the new information.  The students learned the definitions of shelter and tradition, as well as about three Native American tribes: Powhatan, Sioux, and Pueblo.  Volunteers went up to the Smart Board to point out examples of shelter and tradition and also drew pictures to help them remember.  I thought my classmates did a great job teaching a class for the first time. By observing my peers, I will be able to better myself as a teacher and learn new things. 
      I enjoyed seeing this lesson because my classmates provided such clear distinctions throughout the lesson plan.  I was able to pick out the introduction, development, guided practice, independent practice, and closure.  After observing, I know that my direct instruction lesson must be clear and provide students with adequate practice.  I will try to create smoother transitions for my students as well.
      I am excited to see what they will teach us on Friday!

First Day of Fieldwork!

         Today we began fieldwork at BDMS!  Before entering the classroom, we were given a brief amount of information regarding the second grade students.  For our practice with edTPA, we will choose three students to focus on, so this was quite helpful.  We then went to the classroom and began to introduce ourselves and get to know the students.  The class was divided into four groups so that each of the college groups could go around and discuss our topics with them.  My group began with Julie having the students tell us their names and what their favorite subjects are.  Some very popular responses were math, science and recess!  Only a couple of students mentioned liking social studies, but we will hopefully change that with our lessons.  After listening to the students, Julie, Brian, Jess, and I introduced ourselves and shared our favorite subjects from elementary school.  Then, we showed the groups a picture of Lewis and Clark and Sacagawea, asking them to make predictions as to who they think are shown.  Predictions included Native Americans, hunters, and pilgrims.  We then asked what Lewis and Clark could have seen in the West, showing them pictures of a prairie dog, grizzly bear, and the Rocky Mountains.  We shared interesting facts with the kids, such as how Lewis and Clark sent a prairie dog to President Thomas Jefferson because it was the first time people in the East had seen one.  The students were engaged with the pictures and we are excited to teach our topic of the exploration of the West. 

Preparing for Fieldwork

         Due to the multiple snowstorms we experienced last week, Friday's class became a day for going over our upcoming fieldwork.  We discussed edTPA, which we will be getting ample practice on throughout this experience.  It is a bit overwhelming, but it is comforting to know we will not just be thrown into it during student teaching!
          Beginning tomorrow, Monday, we will be in the second grade classroom.  While my group is the last to teach, we are creating pre-assessment questions.  Once we are aware of what the students already know, we can begin creating lesson plans for the unit on Lewis and Clark and the exploration of the West.  Critical concepts to understand in this unit will be what Lewis and Clark did, who Sacagawea was, and understanding what the West was like.  I am confident that my group and I will create engaging lessons for this second grade class. I am excited to begin fieldwork and meet the students tomorrow!

Virtual Classrooms-Learning Never Stops!

             Today I experienced my second virtual class!  Snowstorms will never get in the way of learning.  The session today was great because a lot of confusion regarding fieldwork, etc. was cleared up.  We finally opened the link to what our topics are and we can begin planning our lessons!  I am excited to observe Group 1 teaching the second graders next week.  I know they will do great and it will be helpful to see everyone's original ideas!  We also reviewed parts of lesson planning, such as the goal, objective, and introduction.  It is always helpful to revisit the format before beginning to plan. 
             We also created JIGSAW groups today.  On Friday, we will teach our fellow classmates about characteristics of cooperative learning.  This assignment also demonstrates the usefulness of technology because we can communicate with our groups and create our presentations using googledocs, instead of in-person meetings.  Technology opens up a whole new world for education!

Involving Students in Learning

         


          Today's class was quite different than what I am used to...it was held virtually!  While there were some issues with the sound, the class was able to discuss, with Dr. Smirnova, cooperative learning and what we have learned from our readings on SIM.  Cooperative learning methods allow students to work together to achieve a common goal.  Unlike the group work I experienced in school (one person doing all the work while everyone else chats), this method requires each student to be a productive member of the group.  Students must work collaboratively and respectfully within their group.  This method helps develop interpersonal skills because students must be able to express their ideas and opinions in ways that are sensitive to others also.  Cooperative learning erases the competitive spirit of school and replaces it with cooperative structures instead.  Students are no longer responsible for their own work, but for others as well. 


          Towards the end of our virtual class, Dr. Smirnova asked our class to look at the jigsaw technique for Wednesday.  This is a cooperative learning technique that, as stated by jigsaw.org, "reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience."  Teachers can create a jigsaw classroom by dividing students into diverse 5-6 member groups with one leader.  The lesson for the day is then divided into 5-6 segments (one for each member) and time is given for review of the student's segment.  Then, the "experts" working on, say, segment 1 meet with other "experts" on the segment 1.  After discussion, the "experts" meet back in their jigsaw groups and share the information they have learned.  The teacher should be checking in and walking around from group to group to intervene when necessary.  At the end of this cooperative learning, it is suggested to give a quiz so that students realize it is important to remember and understand the knowledge their group has gained. 

          All classrooms should use cooperative learning!  It is a great way for students to work together and gather knowledge without being lectured and led by a teacher.  By using the SIM, students have a more meaningful experience with the lesson.
Jigsaw Classroom

Adapting to The Times and Teaching The Way They Learn

After the first few days of class, I am excited about all we have learned already.  My goal this semester is to continue to open my mind up to new digital tools and technology and become comfortable with trying new things in the classroom.  I believe that the use of engaging, digital tools is a key component in teaching students in new ways, instead of using only traditional lessons.  Technology can be a huge factor in the future success of students, therefore all aspiring educators must be willing to adapt to the times and what's best for their students!

Using Kahoot! For Interactive Testing

       Continuing on with our topic of assessment and testing guidelines, each one of my classmates created a test to present and share with the class using Googledocs.  Four volunteers created tests using other digital tools, these being: Kahoot, JogNog, AnswerPad, and Socrative. I chose to use Kahoot, which is free and sign up quick and easy.  This digital tool engages students in interactive, game-based quizzes, surveys, and discussions.  During quizzes, students compete against each other for points (unless you choose the "no points" option) and are able to see where they rank among fellow quiz takers after each question.  Students can take the quiz, etc. on their computers, iPhones, or iPads!  This tool is great for quickly assessing student knowledge in a less formal way than traditional testing. You can review answers immediately after the students complete a question. This game-based learning experience certainly engages students in the task.  I would definitely recommend this digital tool to teachers of all grades!

Here is a tutorial on Kahoot!

Assessment Methods in the Classroom

          The second week of class focused on assessment and testing.  We learned the types of assessment, the differences between authentic and traditional assessment, various ways to assess, guidelines on testing, and much more.  There was an independent assignment for this week that involved watching a video from Social Studies in Action.  I watched a clip on "Assessing Students' Learning" and greatly enjoyed viewing the two methods used by teachers in the video.  The fourth grade teacher stood out to me with his cooperative-based research project.  Prior to sending the students off in their groups to work on the Missions Project, he reviewed the upcoming tasks and questions each group was expected to be able to answer.  He did this through an interactive discussion, taking the time to clear up any possible confusion on key vocabulary and so forth.  He activated prior knowledge and also went over everything that would need to be covered in the group presentation at the end of the day.  These 5-10 minute presentations would include a written report, poster, drawing, model, and some kind of technology (video, etc.).  After scaffolding, the students work in their groups.  By the end of the day, each group finishes and completes their presentations.

         I loved this method of assessment because it teaches students how to answer research questions through methods other than long, written reports.  They could use their creativity and show off their knowledge on Missions in various ways.  It also teaches students to work cooperatively toward a common goal.  By requiring students to work together and use many different methods, he is helping them to reach their full potential and showcase their knowledge in a less stressful way than traditional testing and meaningless essays.  He brings meaning into his social studies projects and truly shows "social studies in action." 

          Overall, this teacher showed how providing students with clear tasks and the knowledge of how to use resources enables students to take responsibility for their learning. 

To view this video, click on the link below.  The two mentioned lessons begin at around 10:40.

Video from Annenberg Learner

Getting to Know Our Classmates

          On the second day of class, each one of us gave a short presentation on our About Me digital projects.  They were all so great!  This project helped us learn a little bit about each other, but also let us dabble in new programs, such as The Graffiti Creator, Prezi, Word Cloud, and VoiceThread.  By the end of class, all of us had a wealth of new tools that we could use in our classrooms!  Overall, the second day was a great introduction into just how many digital tools there are available for our use!

          I chose to create my own graffiti of the phrase "Stay Positive" in mainly purple (because it's my favorite color)!  While I had some technical difficulties transferring my project from the website to our forum, I was able to provide the picture of it!

Here it is!

 

The Journey Begins...

          My journey through social studies began on Wednesday, January 22.  This first class period was a whirlwind!  In order to get acquainted with the course and classmates, we were each given a letter written by a past student to read and answer some questions on.  While the letters were comforting in the sense that they proved that it is in fact possible to survive this class and perform well, they also were somewhat frightening!  Many of the letters discussed how overwhelming this methods class can be and how it is certainly high up on the workload chart.  Intimidating! But, many of the students discussed how incredible Dr. Smirnova is and how willing she is to guide us through this new journey every step of the way.

          We also spent a short time watching "A Vision of K-12  Students Today." This short clip emphasizes how critical it is as educators to use technology in the classroom!  Students need to be exposed to blogs, podcasts, wikis, digital storytelling software, etc.  It is a technological world we are living in.  How can students be prepared for the real world if they aren't taught with or able to use real world programs, tools, etc.  A huge point of emphasis of this video and class is that teachers must be willing to implement technology of all sorts in the classrooms!  We must adapt to the times, otherwise we are not helping students reach their full potential.

         By the end of the first class, I was sure of one thing: We will all come out of this with a wealth of knowledge, fresh perspectives, and many more tools in our teaching kits!  Despite how intimidating the course seems now, it will certainly be a worthwhile challenge.