I interviewed Matt Callaghan who was an enthusiastic believer and teacher of CMP. He had taught this curriculum for the past four years and had student taught using this curriculum as well so it was all he knew.
How does the CMP curriculum align with the national Common Core and NCTM standards?
He hasn’t done the research, but it aligns 85%-90% with the state of Washington and then they have been provided with supplements to meet state requirements (such as teaching waves). He thinks they meet the national standard about 85% Common Core standards and they provide supplements to meet these standards, which he doesn’t follow.
Numerous students are a year or more behind in the basics. How does one address the needs of these students on a daily basis so they can get up to grade level and also experience success in the inquiry to investigation philosophy of the CMP?
He stated that he wasn’t sure what they do for students that are a year behind, but he uses a program called cognitive tutor as a supplement as a core support class for the students. He stated that he does not do remediation that he only looks ahead and offer student that might need extra help on the new subject an introduction to the topic. He also uses IXL.com, which ties to state standards. This gives the students extra practice with the current subject. He again stated that he does not do remediation; they don’t go back to repeat subjects. They front-load the students with information, practice, and basics prior to introducing a subject in the classroom.
What is the role of homework (and accountability) in the CMP?
With 80-minute classes, Mr. Callaghan stated that he gives basic problems for homework that helps him decide if the student gets it or not. They work on the harder problems in the classroom and the teacher doesn’t assign a lot of homework. Mr. Callaghan that the homework doesn’t give him the results. He assigns homework when the students know the subject so they don’t practice incorrectly (which just wastes time). He typically wanted a high level of understanding prior to assigning homework. He didn’t think the CMP model would work as well for 60-minute classes.
CMP Investigations compose of small-groups (pair-share, teamwork, cooperative learning).
Describe several classroom management techniques that ensure all students are actively engaged. Eg, how are individual roles established? Accountability (Group, individual)? Ongoing assessment(s) and checking for understanding?
Mr. Callaghan has the students work at table groups each consisting of four students. He admitted that he is more teacher centered than student centered. He felt that the teacher should create the big idea and repeat it over and over again while the students answered questions. In other words, the kids answer questions, but the teacher is usually the voice of reason and articulates the main concept to the students. Overall, he felt that his students liked math and when they moved out of the CMP program in high school the same students decided that they didn’t like math.
Friday, November 4, 2011
Sunday, October 23, 2011
Inquiry & CMP Research
To me inquiry based learning is defined by seeking information by questioning. All humans carry on a process of inquiry from the time they are born until the time they die regardless of whether or not they reflect upon the process. In inquiry based learning, the student goes through a process of making observations, defining questions from their knowledge background, gathering evidence using technology, using previous research, proposing a possible explanation, considering other explanations, and finally communicating the explanation. In inquiry based learning, the form of inquiry depends largely on the educational goals of the students and teachers, but always involves improving the quality of student learning by enabling the abilities of inquiry.
In comparing the Connected Mathematics Project and my definition, I do feel that the CMP is a great example of inquiry-based learning. Connected Mathematics is a comprehensive, problem-centered curriculum designed for grades 6-8 and was developed by the Connected Mathematics Project (CMP) at Michigan State and funded by the National Science Foundation. In this program, algebra, geometry/measurement, probability and statistics are covered in EVERY grade in an increasingly sophisticated manner. The program seeks to make connections within mathematics, between mathematics and other subject areas, and to the real world. Furthermore, The CMP Instructional Model is a mathematics curriculum that helps students develop understanding of important concepts, skills, procedures, and ways of thinking and reasoning in number, geometry, measurement, algebra, probability, and statistics. The three instructional phases are similar to the inquiry based learning strategies and include launching, exploring and summarizing.
• Launching involves helping students understand the problem setting, the mathematical context, and the challenge.
• Exploring is the phase in which students work individually, in pairs, in small groups, or occasionally as a whole class to solve the problem and gather data, share ideas, look for patterns, make conjectures, and develop problem-solving strategies.
• Summarizing is the phase where students discuss their solutions as well as the strategies they used to approach the problem, organize the data, and find the solution.
In comparing the Connected Mathematics Project and my definition, I do feel that the CMP is a great example of inquiry-based learning. Connected Mathematics is a comprehensive, problem-centered curriculum designed for grades 6-8 and was developed by the Connected Mathematics Project (CMP) at Michigan State and funded by the National Science Foundation. In this program, algebra, geometry/measurement, probability and statistics are covered in EVERY grade in an increasingly sophisticated manner. The program seeks to make connections within mathematics, between mathematics and other subject areas, and to the real world. Furthermore, The CMP Instructional Model is a mathematics curriculum that helps students develop understanding of important concepts, skills, procedures, and ways of thinking and reasoning in number, geometry, measurement, algebra, probability, and statistics. The three instructional phases are similar to the inquiry based learning strategies and include launching, exploring and summarizing.
• Launching involves helping students understand the problem setting, the mathematical context, and the challenge.
• Exploring is the phase in which students work individually, in pairs, in small groups, or occasionally as a whole class to solve the problem and gather data, share ideas, look for patterns, make conjectures, and develop problem-solving strategies.
• Summarizing is the phase where students discuss their solutions as well as the strategies they used to approach the problem, organize the data, and find the solution.
Thursday, October 13, 2011
Closure and Anticipatory Set
Closure
Closure is a major step in writing a strong and effective lesson plan. The Closure section provides a fitting conclusion and context for the student learning that has taken place. Closure is the time when the teacher wraps up a lesson plan and helps students organize the information into a meaningful context in their minds. A brief summary or overview is often appropriate, but a teacher can also have a quick discussion about what exactly the students learned and what the information means to them now.
Four ideas for closures:
1) The 3-2-1 approach: students write down three things they learned, two questions they have, and one thing they liked for closing discussion.
2) The Exit Pass: Students must write down questions about what they have learned or a short reflection and must turn this in before exiting the classroom.
3) Cliff Notes, Jr. – Students prepare a “cheat sheet” of what they have learned from the lesson that they feel would be useful for having during a quiz.
4) Choose from a dozen: students each choose two questions from a generic list to respond to about the lesson.
Links on Closure:
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
http://www.edulink.org/lessonplans/closure.htm
http://template.aea267.iowapages.org/lessonplan/
http://www.lessonplanspage.com/writelessonplan-htm
Anticipatory Set
In the Anticipatory Set section, the teacher outlines what they will say and/or present to their students before the direct instruction of the lesson begins.
The purpose of the Anticipatory Set is to provide continuity from previous lessons, if applicable. It is also used to tell the students briefly what the lesson will be about and to gauge the students' level of collective background knowledge of the subject to help inform your instruction. It also let a teacher know the students’ interest level in the lesson and it can briefly expose the students to the lesson's objectives.
Three ideas for Anticipatory Set:
1) Have a short film, PowerPoint, photos, children’s literature, or a guest speaker available to help open your unit.
2) Use a graphic organizer to help students to construct their knowledge about the unit.
3) Have students perform Pair sharing, quick writing, or journaling about what the unit might entail.
Links on Anticipatory Set:
http://www.edulink.org/lessonplans/anticipa.htm
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
http://template.aea267.iowapages.org/lessonplan/
http://www.educationoasis.com/instruction/bt/five_common_mistakes.htm
Closure is a major step in writing a strong and effective lesson plan. The Closure section provides a fitting conclusion and context for the student learning that has taken place. Closure is the time when the teacher wraps up a lesson plan and helps students organize the information into a meaningful context in their minds. A brief summary or overview is often appropriate, but a teacher can also have a quick discussion about what exactly the students learned and what the information means to them now.
Four ideas for closures:
1) The 3-2-1 approach: students write down three things they learned, two questions they have, and one thing they liked for closing discussion.
2) The Exit Pass: Students must write down questions about what they have learned or a short reflection and must turn this in before exiting the classroom.
3) Cliff Notes, Jr. – Students prepare a “cheat sheet” of what they have learned from the lesson that they feel would be useful for having during a quiz.
4) Choose from a dozen: students each choose two questions from a generic list to respond to about the lesson.
Links on Closure:
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
http://www.edulink.org/lessonplans/closure.htm
http://template.aea267.iowapages.org/lessonplan/
http://www.lessonplanspage.com/writelessonplan-htm
Anticipatory Set
In the Anticipatory Set section, the teacher outlines what they will say and/or present to their students before the direct instruction of the lesson begins.
The purpose of the Anticipatory Set is to provide continuity from previous lessons, if applicable. It is also used to tell the students briefly what the lesson will be about and to gauge the students' level of collective background knowledge of the subject to help inform your instruction. It also let a teacher know the students’ interest level in the lesson and it can briefly expose the students to the lesson's objectives.
Three ideas for Anticipatory Set:
1) Have a short film, PowerPoint, photos, children’s literature, or a guest speaker available to help open your unit.
2) Use a graphic organizer to help students to construct their knowledge about the unit.
3) Have students perform Pair sharing, quick writing, or journaling about what the unit might entail.
Links on Anticipatory Set:
http://www.edulink.org/lessonplans/anticipa.htm
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
http://template.aea267.iowapages.org/lessonplan/
http://www.educationoasis.com/instruction/bt/five_common_mistakes.htm
Sunday, October 9, 2011
Practicum - sharing a Lesson
My lesson plan was to create character trading cards for a fourth grade reading class.
Lesson Objectives:
My lesson objectives were to have the students perform an in-depth analysis of a main character’s personality traits, thoughts, words, and actions and to create description, insights, statements and actions of the character chosen.
What worked:
The hands-on activity was huge. The kids were extremely excited to pick their own character for their trading cards. I could tell that some of the students felt extremely passionate about the characters they picked and some of them could totally identify with their characters. It was great to see such enthusiasm from the students!
What strategies did you use?
During the lesson I had students meet with partners and share their cards. They worked through the questions with each other, making notes on their trading cards based on the feedback. I also observed and conferred with students to determine how they were doing and if they needed your support. I held formal and informal discussions to check for understanding after the first and second day. This helped me determine what information I needed to review with the students: did I need to review plot? did they understand a character analysis? etc. At the end of the project I graded their trading cards using a rubric.
What might I change next time?
Okay, so I now realize that stretching this lesson over four days was too much. Next time I'd make it a two or three day lesson plan. Also, next time I'd probably skip the modeling strategy and go right into guided practice. After we have discussed characters and character development, I think it would be better to have the students start working on their trading cards rather than me showing them a completed trading card and discussing how I came up with my character description. By skipping this, I think the students will be more creative in their descriptions.
Lesson Plan:
Kathleen Cluen
Fourth Grade Reading Class
Character Trading Cards Lesson Plan
Time Frame of Unit: Four 60-minute lesson plans
Stage 1 – Desired Results
Established Goals:
1) In depth analysis of main character’s personality traits, thoughts, words, and actions.
2) Create description, insights, statements and actions of the character chosen.
Understandings:
Students Will:
Essential Questions:
1) Create predictions and connections in the story based on an in depth analysis of the main characters.
2) Better understand a text by thinking about and discussing characters’ motivations and relationships to other characters.
3) How and why do good readers use prior knowledge, textual cues, and schemas to understand the characters in a story?
4) Compare and Contrast the traits of essential characters in the story.
Students will know…
Students will be able to…
1) How to identify characters’ most defining traits in relation to major events & the plot of the story.
1) Provide insight into the thoughts and feelings of a main character.
2) How to analyze a character from their physical appearance to their thoughts and feelings. 2) Define and describe a main character’s actions and interactions
3) Describe the main characters’ physical characteristics and personality traits.
Stage 2 – Assessment Evidence
Performance Tasks:
Students will:
1) Create character trading cards using words to describe characters’ personae and actions.
2) Analyze characters’ motivations and relationships to other characters. 1) Students will complete a Character Trading Card, which will be graded based on their in-depth character analysis (see rubric).
2) Teacher will complete a checklist noting how well students are able to work cooperatively with their peers and their ability to provide constructive feedback to each other.
Stage 3 – Learning Plan
Day 1: 60 minute lesson plan
Introducing the Strategy
1. Introduce the topic of character development in stories with the goal of assessing what they already know. Ask them to think of a favorite story character and describe how that character developed (changed) in the story; ask students to discuss this with a partner. After students talk for a few minutes, ask:
• How did your characters change from the beginning of the story to the end?
• What kinds of things happened that caused your characters to change?
• Why are these changes important to the story?
• Why do authors create characters that change?
Summarize the conversation by stating that in most stories characters have a goal. A problem or conflict with this goal develops and the character spends the story working through the conflict to resolve it and meet the goal.
2. Show students the character trading cards you have collected or invite students who brought in cards to share them.
3. Discuss the purpose of trading cards. Ask students to study the trading cards and notice what kind of information is included. Ask them why they think trading cards were developed and how they use their trading cards. Review that trading cards provide the reader with some basic information about a person or character, include a picture, and can easily be traded.
4. Let students know that writers collect this same kind of basic information about characters before they write about them. They think about what their characters look like, where they live, what their personality is like, and what might happen to them. Explain to students that they will be creating their own trading cards in order to plan for a character they will include in the stories they are working on.
Modeling the Strategy
5. Show students the online Character Trading Cards tool (http://tradingcardmaker.net/) with an LCD projector. Using the text you have chosen, model how the author might have developed the main character by asking the questions that are on the card. Read the text aloud and stop along the way to model your thinking and let students observe and discuss the author's description of the character, the conflict/problem, and the resolution. Fill in the Character Trading Card online or write on the blank transparency of the card you have created.
6. Complete this section of the trading card as follows:
Example: Because of Winn Dixie
Setting: Where does the story take place?
"The author might have answered this by saying the story would take place in the small town of Dunlap, Florida."
Appearance: What does this character look like?
You might say, "Kate DiCamillo surely thought about what Opal might look like before she wrote his story." Ask students how they think he would have answered this question. Possible responses include: "Opal was a ten year old daughter of a preacher with short, brownish hair."
Personality: How would you describe the character's personality (funny, shy, daring)?
Ask students, "What kind of personality do you think Kate DiCamillo thought that Opal would have?" Possible responses include: "Opal is independent, friendly, and looking for new friends."
7. Model the completion of the rest of the card in a similar way. When you come to Section 3: Development, you might ask students to identify the problem in the story. Students may say, "Opal is meeting new people through her new dog, Winn Dixie. Winn Dixie is helping bring together people in the town who are just as lost as Opal." You can include this information on the trading card under the section labeled Problem.
8. Review how asking questions like the ones on the trading card can help authors plan their characters before writing.
Day 2 60-minute lesson plan
Guided Practice
1. Explain to students that they used the trading cards to study how authors (like Kate DiCamillo) describe and develop characters (like Opal) in their stories. They will now do the same work to plan their own characters.
2. Model for students, using your own idea for a narrative story, how you would use the trading card to plan a character. It will be enough to show students how you look at your story idea and think about your main character by asking a few of the questions on the trading card as an example.
3. Ask students to think about the story they are working on or to look at their list of story ideas and choose one. They should then focus on the main character in that story. Have students work in pairs for a few moments to talk through their story ideas and their character ideas. It is often helpful to talk through ideas before writing them, especially for struggling writers.
4. Have students use the Character Trading Cards tool to plan a character by asking questions just like Kate DiCamillo might have. Since computer time is limited, have students fill out the Character Trading Cards in preparation for the online activity.
Note: Since there are only four computers in the classroom, students are given the option to hand write their character cared on a blank copy or to type out the cards at home.
5. Conference with students as they work through the questions.
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Day 3 60-minute lesson plan
1. Have students work on their trading cards. If necessary, have them print out and review their trading cards. Also have them draw a picture of their character on the card.
2. Gather students and share some strong examples of students' work to provide models.
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Day 4 60-minute lesson plan
Feedback
1. Using a trading card you have created or a student's trading card, model how you would work with a peer to ask them questions and revise the trading card. List several questions on a chart and ask these questions of one of the students. For example, you might ask:
• Can you visualize my character from my description? Describe how you see my character. (This will help the writer see if the description is clear for the reader.)
• Describe how you see the conflict in the story based on my trading card.
• Does the resolution make sense based on what you know about my character and the conflict he/she/it is facing?
• Do you have any suggestions to make my character clearer, more interesting, or stronger?
Model for students how to make notes on the trading card based on the feedback you receive.
2. Have students meet with partners and share their cards. They should work through the questions with each other, making notes on their trading cards based on the feedback. Observe and confer with students to determine how they are doing and if they need your support.
3. Gather students to discuss this activity. Questions for discussion include:
• How did completing the trading cards help them think about the characters they were developing?
• Do they feel better prepared to write their story? Why or why not?
Remind students that they can use the strategy of asking themselves questions to plan story characters whenever they are preparing to write a narrative story
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Reflection:
1) What happened during my lesson (what did the students and I say and do)? How effective was my lesson design and teaching?
2) What evidence can I show about my students’ learning (e.g., student work)? How effective was my assessment plan for getting information about my students’ learning?
3) How did I do in meeting my desired results for this lesson? What are my next steps to improve student learning?
Lesson Objectives:
My lesson objectives were to have the students perform an in-depth analysis of a main character’s personality traits, thoughts, words, and actions and to create description, insights, statements and actions of the character chosen.
What worked:
The hands-on activity was huge. The kids were extremely excited to pick their own character for their trading cards. I could tell that some of the students felt extremely passionate about the characters they picked and some of them could totally identify with their characters. It was great to see such enthusiasm from the students!
What strategies did you use?
During the lesson I had students meet with partners and share their cards. They worked through the questions with each other, making notes on their trading cards based on the feedback. I also observed and conferred with students to determine how they were doing and if they needed your support. I held formal and informal discussions to check for understanding after the first and second day. This helped me determine what information I needed to review with the students: did I need to review plot? did they understand a character analysis? etc. At the end of the project I graded their trading cards using a rubric.
What might I change next time?
Okay, so I now realize that stretching this lesson over four days was too much. Next time I'd make it a two or three day lesson plan. Also, next time I'd probably skip the modeling strategy and go right into guided practice. After we have discussed characters and character development, I think it would be better to have the students start working on their trading cards rather than me showing them a completed trading card and discussing how I came up with my character description. By skipping this, I think the students will be more creative in their descriptions.
Lesson Plan:
Kathleen Cluen
Fourth Grade Reading Class
Character Trading Cards Lesson Plan
Time Frame of Unit: Four 60-minute lesson plans
Stage 1 – Desired Results
Established Goals:
1) In depth analysis of main character’s personality traits, thoughts, words, and actions.
2) Create description, insights, statements and actions of the character chosen.
Understandings:
Students Will:
Essential Questions:
1) Create predictions and connections in the story based on an in depth analysis of the main characters.
2) Better understand a text by thinking about and discussing characters’ motivations and relationships to other characters.
3) How and why do good readers use prior knowledge, textual cues, and schemas to understand the characters in a story?
4) Compare and Contrast the traits of essential characters in the story.
Students will know…
Students will be able to…
1) How to identify characters’ most defining traits in relation to major events & the plot of the story.
1) Provide insight into the thoughts and feelings of a main character.
2) How to analyze a character from their physical appearance to their thoughts and feelings. 2) Define and describe a main character’s actions and interactions
3) Describe the main characters’ physical characteristics and personality traits.
Stage 2 – Assessment Evidence
Performance Tasks:
Students will:
1) Create character trading cards using words to describe characters’ personae and actions.
2) Analyze characters’ motivations and relationships to other characters. 1) Students will complete a Character Trading Card, which will be graded based on their in-depth character analysis (see rubric).
2) Teacher will complete a checklist noting how well students are able to work cooperatively with their peers and their ability to provide constructive feedback to each other.
Stage 3 – Learning Plan
Day 1: 60 minute lesson plan
Introducing the Strategy
1. Introduce the topic of character development in stories with the goal of assessing what they already know. Ask them to think of a favorite story character and describe how that character developed (changed) in the story; ask students to discuss this with a partner. After students talk for a few minutes, ask:
• How did your characters change from the beginning of the story to the end?
• What kinds of things happened that caused your characters to change?
• Why are these changes important to the story?
• Why do authors create characters that change?
Summarize the conversation by stating that in most stories characters have a goal. A problem or conflict with this goal develops and the character spends the story working through the conflict to resolve it and meet the goal.
2. Show students the character trading cards you have collected or invite students who brought in cards to share them.
3. Discuss the purpose of trading cards. Ask students to study the trading cards and notice what kind of information is included. Ask them why they think trading cards were developed and how they use their trading cards. Review that trading cards provide the reader with some basic information about a person or character, include a picture, and can easily be traded.
4. Let students know that writers collect this same kind of basic information about characters before they write about them. They think about what their characters look like, where they live, what their personality is like, and what might happen to them. Explain to students that they will be creating their own trading cards in order to plan for a character they will include in the stories they are working on.
Modeling the Strategy
5. Show students the online Character Trading Cards tool (http://tradingcardmaker.net/) with an LCD projector. Using the text you have chosen, model how the author might have developed the main character by asking the questions that are on the card. Read the text aloud and stop along the way to model your thinking and let students observe and discuss the author's description of the character, the conflict/problem, and the resolution. Fill in the Character Trading Card online or write on the blank transparency of the card you have created.
6. Complete this section of the trading card as follows:
Example: Because of Winn Dixie
Setting: Where does the story take place?
"The author might have answered this by saying the story would take place in the small town of Dunlap, Florida."
Appearance: What does this character look like?
You might say, "Kate DiCamillo surely thought about what Opal might look like before she wrote his story." Ask students how they think he would have answered this question. Possible responses include: "Opal was a ten year old daughter of a preacher with short, brownish hair."
Personality: How would you describe the character's personality (funny, shy, daring)?
Ask students, "What kind of personality do you think Kate DiCamillo thought that Opal would have?" Possible responses include: "Opal is independent, friendly, and looking for new friends."
7. Model the completion of the rest of the card in a similar way. When you come to Section 3: Development, you might ask students to identify the problem in the story. Students may say, "Opal is meeting new people through her new dog, Winn Dixie. Winn Dixie is helping bring together people in the town who are just as lost as Opal." You can include this information on the trading card under the section labeled Problem.
8. Review how asking questions like the ones on the trading card can help authors plan their characters before writing.
Day 2 60-minute lesson plan
Guided Practice
1. Explain to students that they used the trading cards to study how authors (like Kate DiCamillo) describe and develop characters (like Opal) in their stories. They will now do the same work to plan their own characters.
2. Model for students, using your own idea for a narrative story, how you would use the trading card to plan a character. It will be enough to show students how you look at your story idea and think about your main character by asking a few of the questions on the trading card as an example.
3. Ask students to think about the story they are working on or to look at their list of story ideas and choose one. They should then focus on the main character in that story. Have students work in pairs for a few moments to talk through their story ideas and their character ideas. It is often helpful to talk through ideas before writing them, especially for struggling writers.
4. Have students use the Character Trading Cards tool to plan a character by asking questions just like Kate DiCamillo might have. Since computer time is limited, have students fill out the Character Trading Cards in preparation for the online activity.
Note: Since there are only four computers in the classroom, students are given the option to hand write their character cared on a blank copy or to type out the cards at home.
5. Conference with students as they work through the questions.
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Day 3 60-minute lesson plan
1. Have students work on their trading cards. If necessary, have them print out and review their trading cards. Also have them draw a picture of their character on the card.
2. Gather students and share some strong examples of students' work to provide models.
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Day 4 60-minute lesson plan
Feedback
1. Using a trading card you have created or a student's trading card, model how you would work with a peer to ask them questions and revise the trading card. List several questions on a chart and ask these questions of one of the students. For example, you might ask:
• Can you visualize my character from my description? Describe how you see my character. (This will help the writer see if the description is clear for the reader.)
• Describe how you see the conflict in the story based on my trading card.
• Does the resolution make sense based on what you know about my character and the conflict he/she/it is facing?
• Do you have any suggestions to make my character clearer, more interesting, or stronger?
Model for students how to make notes on the trading card based on the feedback you receive.
2. Have students meet with partners and share their cards. They should work through the questions with each other, making notes on their trading cards based on the feedback. Observe and confer with students to determine how they are doing and if they need your support.
3. Gather students to discuss this activity. Questions for discussion include:
• How did completing the trading cards help them think about the characters they were developing?
• Do they feel better prepared to write their story? Why or why not?
Remind students that they can use the strategy of asking themselves questions to plan story characters whenever they are preparing to write a narrative story
**TAG students will help ESL students with their trading cards if they finish in advance. Also, ESL students will partner with TAG students when we are working in groups.
Reflection:
1) What happened during my lesson (what did the students and I say and do)? How effective was my lesson design and teaching?
2) What evidence can I show about my students’ learning (e.g., student work)? How effective was my assessment plan for getting information about my students’ learning?
3) How did I do in meeting my desired results for this lesson? What are my next steps to improve student learning?
Sunday, October 2, 2011
Warm-ups in Math Education - part 2
Great way to warm-up in math:
1 I can explain a concept to students and then ask them to explain the concept back to me when I am finished. This will help me make sure they are on track. If my students can explain the concept back to me, they probably have a pretty good idea of the main concept.
2) I can ask students to explain a concept to each other. Walk around the room and listen to the students as they attempt to explain the concept to other students. I can correct them if they are incorrect, or change your instruction if I see a need.
3) I can ask students to ask questions to me when I am finished. By answering their questions and seeing if there are other questions that come up, I will start to see whether my instruction has been successful. By the questions that the students ask, I'll start to see if my instruction has given students adequate information or if more is needed.
4) I can give students a task to complete to show what they have learned. The task can be a test over what's been done in class, a quick quiz to show their knowledge or a project or task that relates back to the particular math concept you have studied. Quick displays of knowledge at the end of every class will show you whether your instruction is on track and let you know if a review or a continuation is necessary.
1 I can explain a concept to students and then ask them to explain the concept back to me when I am finished. This will help me make sure they are on track. If my students can explain the concept back to me, they probably have a pretty good idea of the main concept.
2) I can ask students to explain a concept to each other. Walk around the room and listen to the students as they attempt to explain the concept to other students. I can correct them if they are incorrect, or change your instruction if I see a need.
3) I can ask students to ask questions to me when I am finished. By answering their questions and seeing if there are other questions that come up, I will start to see whether my instruction has been successful. By the questions that the students ask, I'll start to see if my instruction has given students adequate information or if more is needed.
4) I can give students a task to complete to show what they have learned. The task can be a test over what's been done in class, a quick quiz to show their knowledge or a project or task that relates back to the particular math concept you have studied. Quick displays of knowledge at the end of every class will show you whether your instruction is on track and let you know if a review or a continuation is necessary.
Friday, September 30, 2011
Warm-ups in Math Education
Based on my research and personal philosophy, the use of quick warm-up activities in class can be beneficial for several reasons. One of the most important reasons to use a warm up activity is for review for students who may not have not fully mastered the prerequisites. A warm up activity can be used to review prerequisites and to gauge student mastery.
As a warm up activity I’d begin my lessons by having my students complete several problems that cover prerequisites. Hopefully the warm up activity will also give me time to circulate among the students and have quiet one-on-one conversations. I’d use this discussion time to perform informal assessments on my students.
As a warm up activity I’d begin my lessons by having my students complete several problems that cover prerequisites. Hopefully the warm up activity will also give me time to circulate among the students and have quiet one-on-one conversations. I’d use this discussion time to perform informal assessments on my students.
Saturday, September 24, 2011
Standards, Standards Everywhere
First of all I made the mistake of printing off all three standards so that I could do a side-by-side comparison. Even with printing out only my assigned standards, I still had over thirty pieces of paper to compare. This made things a little confusing! The first thing I noticed was that the NCTM standards had a “data analysis and probability “ standard, the Common Core (CC) had a “statistics and probability” standard and the CMP also had a “data analysis and probability “ standard. This meant that none of the CMP and NCTM standards directly aligned with the CC standards. The second thing I noticed was that the NCTM had standards that covered several grades (3-5, 6-8, and 9-12) while the CC had separate standards for each grade level 6th, 7th, and 8th and then a high school standard. Meanwhile the CMP listed the standards and then wrote the grade level beside the standard (6th, 7th, or 8th or a combination of the three). The way these standards were set up made it confusing ad near impossible to compare. In the end I did find similarities amongst the standards, but I could not find two standards from different organizations that completely matched up. As a new teacher, I'm not sure how I'd create a lesson plan that completely conforms to all three standards.
Appropriate Use of Technology - Barbie Bungee
For my lesson for Data Analysis and Probability for grades 6-8 following the NCTM standards I chose Barbie Bungee. I have to admit that I chose the lesson plan because my six-year-old daughter was reading the lesson titles along with me and she loves Barbies. Then I reviewed the lesson plan and found that it was a great way to teach data collection and prediction. In this lesson, students model a bungee jump using a Barbie® doll and rubber bands. The distance to which the doll will fall is directly proportional to the number of rubber bands, so this context is used to examine linear functions. Fun! It gets students' interest by asking, "Do you think the length of the cord and the size of the person matters when bungee jumping? Would it be smart to lie about your height or weight?" I think the kids would love it! In this lesson technology can be used to create a graph. To create a graph of the data, you could manually do it or you may wish to have students use the Illuminations Line of Best Fit activity, which is also included in the lesson plan. This lesson plan reinforces/teaches the meaning of the slope and y intercept within the context of this problem.
To design the lesson plan, the teacher used the following steps:
1) Learning Objectives
2) Materials
3) Instructional Plan
4) Questions for Students
5) Assessment Options
6) Extensions
7) Teacher Reflections
8) Standards
This lesson plan is great for the kinesthetic learner in that this includes hands on activities. This gets the students directly involved in data collection. It involves critical thinking in that students predict how many rubber bands are needed for Barbie to safely jump from a given distance. It gives the students a chance to use math to solve a real world problem. The students use problem solving to determine the number of rubber bands needed for Barbie to jump safely and to determine the minimum height from which Barbie should jump. If I were to change anything in this lesson plan, I’d use Ken instead of Barbie. ☺ I honestly thought that it was a very through lesson plan that included assessment of students and reflection questions. It even included extensions to the lesson plan. I couldn't think of anything additional to add.
http://illuminations.nctm.org/LessonDetail.aspx?id=L646
NCTM Standards and Expectations
Algebra 6-8
1. Use graphs to analyze the nature of changes in quantities in linear relationships.
2. Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope.
Algebra 9-12
1. Use symbolic algebra to represent and explain mathematical relationships.
2. Approximate and interpret rates of change from graphical and numerical data.
Data Analysis & Probability 6-8
1. Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.
2. Make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit.
To design the lesson plan, the teacher used the following steps:
1) Learning Objectives
2) Materials
3) Instructional Plan
4) Questions for Students
5) Assessment Options
6) Extensions
7) Teacher Reflections
8) Standards
This lesson plan is great for the kinesthetic learner in that this includes hands on activities. This gets the students directly involved in data collection. It involves critical thinking in that students predict how many rubber bands are needed for Barbie to safely jump from a given distance. It gives the students a chance to use math to solve a real world problem. The students use problem solving to determine the number of rubber bands needed for Barbie to jump safely and to determine the minimum height from which Barbie should jump. If I were to change anything in this lesson plan, I’d use Ken instead of Barbie. ☺ I honestly thought that it was a very through lesson plan that included assessment of students and reflection questions. It even included extensions to the lesson plan. I couldn't think of anything additional to add.
http://illuminations.nctm.org/LessonDetail.aspx?id=L646
NCTM Standards and Expectations
Algebra 6-8
1. Use graphs to analyze the nature of changes in quantities in linear relationships.
2. Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope.
Algebra 9-12
1. Use symbolic algebra to represent and explain mathematical relationships.
2. Approximate and interpret rates of change from graphical and numerical data.
Data Analysis & Probability 6-8
1. Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.
2. Make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit.
Saturday, September 17, 2011
Best Practices in Instruction
Best Practices in Instruction
Surprisingly, I found that I obtained totally different results when I performed a search for “best practices in teaching” vs. when I performed a search for “best practices in instruction”. I have to admit that the number of sites that came up when I performed my search overwhelmed me. It seemed that every institution, school district, and teacher had his or her own set of “best practices”. After reading through these best practices in instruction, I can say that my favorites were the following:
•Encourage student- faculty contact in and out of class.
•Encourage cooperation among students through collaborative assignments and in- class, group exercises.
•Encourage active learning by having students apply course content to real-world situations.
•Provide prompt feedback throughout the term.
•Emphasize time on task by indicating how long students should spend on an assignment.
•Communicate high expectations.
•Respect diverse talents and ways of learning by providing a variety of learning modes (written, oral, visual) that are culturally relevant.
In searching for the “best practices in education” I felt I was provided with too many general ideas whereas the “best practices in instruction” seemed to include specifics on how to achieve the best practices. “Provide prompt feedback throughout the term” is a practice I can start using immediately in the classroom where as “teaching for understanding” seems much more broad. In the end, I thought both searches were useful, but that I came away for many more useful ideas for the classroom when I searched under best practices in instruction. I loved Marzano’s instructional strategies that outlined specifics on everything from summarizing and note taking to homework and practice. This website gave me specific, useful techniques rather than just ideas of best practices. I bookmarked this page and will definitely use it again.
Sources:
http://www.ttms.org/best_practice/best_practice.htm
“Rethinking High School: Best Practice in Teaching, Learning, and Leadership.”
http://ritter.tea.state.tx.us/bestprac/bpc_instruction.html
http://www.ideapartnership.org/index.php?option=com_content&view=category&id=289&Itemid=141
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html
Surprisingly, I found that I obtained totally different results when I performed a search for “best practices in teaching” vs. when I performed a search for “best practices in instruction”. I have to admit that the number of sites that came up when I performed my search overwhelmed me. It seemed that every institution, school district, and teacher had his or her own set of “best practices”. After reading through these best practices in instruction, I can say that my favorites were the following:
•Encourage student- faculty contact in and out of class.
•Encourage cooperation among students through collaborative assignments and in- class, group exercises.
•Encourage active learning by having students apply course content to real-world situations.
•Provide prompt feedback throughout the term.
•Emphasize time on task by indicating how long students should spend on an assignment.
•Communicate high expectations.
•Respect diverse talents and ways of learning by providing a variety of learning modes (written, oral, visual) that are culturally relevant.
In searching for the “best practices in education” I felt I was provided with too many general ideas whereas the “best practices in instruction” seemed to include specifics on how to achieve the best practices. “Provide prompt feedback throughout the term” is a practice I can start using immediately in the classroom where as “teaching for understanding” seems much more broad. In the end, I thought both searches were useful, but that I came away for many more useful ideas for the classroom when I searched under best practices in instruction. I loved Marzano’s instructional strategies that outlined specifics on everything from summarizing and note taking to homework and practice. This website gave me specific, useful techniques rather than just ideas of best practices. I bookmarked this page and will definitely use it again.
Sources:
http://www.ttms.org/best_practice/best_practice.htm
“Rethinking High School: Best Practice in Teaching, Learning, and Leadership.”
http://ritter.tea.state.tx.us/bestprac/bpc_instruction.html
http://www.ideapartnership.org/index.php?option=com_content&view=category&id=289&Itemid=141
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html
Thursday, September 15, 2011
Comments on Best Practices in Education
I reviewed several “best practices in education” websites and the best practices I related to the most were the following:
1) Teaching for Understanding. I loved this as a best practice because it encompasses activities oriented toward higher-order thinking skills. Teaching for understanding requires a greater use of interdisciplinary curriculum and cooperative learning.
2) Use of Technology. I think it is a best practice to use technology. Technology is something all students will use in their future workplace and is an important skill
3) Educating All Students. I love this best practice because it emphasizes the fact that teachers need to change how they present material to reach all types of learners.
4) Integrated Services. I think this is an important “best practice” because it emphasizes team teaching and integrating services outside the school with the school system.
1) Teaching for Understanding. I loved this as a best practice because it encompasses activities oriented toward higher-order thinking skills. Teaching for understanding requires a greater use of interdisciplinary curriculum and cooperative learning.
2) Use of Technology. I think it is a best practice to use technology. Technology is something all students will use in their future workplace and is an important skill
3) Educating All Students. I love this best practice because it emphasizes the fact that teachers need to change how they present material to reach all types of learners.
4) Integrated Services. I think this is an important “best practice” because it emphasizes team teaching and integrating services outside the school with the school system.
Wednesday, May 4, 2011
Kathleen's 1st Blog
Hi and welcome to my blog.
Here's a little background information about me: Five years ago my husband and I decided to make a life change and move to the west coast. He sold his practice and I gave my resignation at my pharmaceutical company and we packed our bags. The plan was that we would move out here and I would go back to school and become a teacher (which has always been my dream). Then my company informed me that I could keep my job and telecommute from the west coast. Since my husband was just opening a new practice, we decided that it would be a good idea for me to stay with my company.
Five years and four kids later I'm now ready to follow my dream and this past January I decided to quit my job (after 17 years in the pharmaceutical industry) and I enrolled in the MAT Program at Willamette. So far I love the MAT program and I look forward to positively impacting the lives of hopefully countless children. I'm hoping to teach upper elementary (4th or 5th grade) or middle school science and I am hoping that my background in science and the pharmaceutical industry will help me become a great teacher.
Currently I live in Camas, WA with my husband and four children. I have three girls ages 7, 6, and 6 weeks old and a little boy who is 3. I also love to run and the great outdoors. Asa family we love to hike and camp and one of our favorite places to go is Mt. St. Helen.
Here's a little background information about me: Five years ago my husband and I decided to make a life change and move to the west coast. He sold his practice and I gave my resignation at my pharmaceutical company and we packed our bags. The plan was that we would move out here and I would go back to school and become a teacher (which has always been my dream). Then my company informed me that I could keep my job and telecommute from the west coast. Since my husband was just opening a new practice, we decided that it would be a good idea for me to stay with my company.
Five years and four kids later I'm now ready to follow my dream and this past January I decided to quit my job (after 17 years in the pharmaceutical industry) and I enrolled in the MAT Program at Willamette. So far I love the MAT program and I look forward to positively impacting the lives of hopefully countless children. I'm hoping to teach upper elementary (4th or 5th grade) or middle school science and I am hoping that my background in science and the pharmaceutical industry will help me become a great teacher.
Currently I live in Camas, WA with my husband and four children. I have three girls ages 7, 6, and 6 weeks old and a little boy who is 3. I also love to run and the great outdoors. Asa family we love to hike and camp and one of our favorite places to go is Mt. St. Helen.
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