Social Media can be an important tool for educators. It is where we can get/give advice and encouragement as well as resources and ideas.
1. Twitter
https://twitter.com/ConsciousD
Conscious Discipline - I chose to follow CD because I went to a professional development this past summer given by Dr. Becky Bailey, the author of CD. It was a phenomenal experience where I learned a lot about myself as an educator.
Conscious Discipline empowers adults to create safe, connected, problem-solving schools and homes. This twitter allows you to follow them for implementation ideas and resources. Videos, tips, and/or resources are posted daily to give classroom teachers what they need to create a safe environment for their students. My favorite thing is to see the videos of other educators and how they use CD in their classrooms. It is an inspiration and encouragement to know we are not alone.
2. Twitter
https://twitter.com/PBLWorks
Project Based Learning - I chose to follow PBL because I teach at a project based learning school where we focus on students mastering the standards in ways that best benefits their needs.
What I really love about this twitter is that I can watch videos that help me implement PBL into my classroom. There are videos that show projects from start to finish so a teacher can see what it looks like from beginning to end. Projects can be scary to teachers as they seem to involve into chaos at times. This is because kids are up, moving around and noisy. However, this account gives us daily advice of implementation, ideas, and encouragement from other educators. It has changed my mindset on PBL and I love to watch my students explore and create. This is a great learning tool for all educators on the basics of PBL.
3. Facebook
https://www.facebook.com/joyinteaching/
Joy in Teaching - As an educator, there are many times I feel burned out and defeated. I found this facebook page a while back, and it is such an inspiration. I often share what I read as I feel it could as well benefit others. It is a daily reminder of why I love to teach. The author used research based material within her posts/blog to encourage teachers. She gives tips and advice to stay organized, focused, and not burnout. She is an author and provides PD courses, Professional Development, and resources.
Friday, November 1, 2019
Friday, October 11, 2019
Digital Equity
This module has helped me understand how digital equity has or will impact my teaching in the following ways:
Digital Equity is such an important part of the classroom and/or teaching. It is vital that we meet all students' needs. While I feel I do a good job with my low/special needs students, I often neglect the gifted and talented students. Teaching at a project based school we focus on mastery. My GT students often master standards quickly and don't need a lot of reteaching in small groups. Therefore, they sit reading or drawing while I work with my lower groups. This is not fair to them!!!
After reading the assigned articles and watching the videos, I play to do the following with my GTs. (This will allow them to continue the learning process with extension projects. )
Goals of mine for GT students:
1. Have them teach/work with lower groups
2. Create project-based assessments
3. Use technology to enhance their learning on certain standards
4. Present digital projects to other classes and/or parent nights
5. Explore their own interests and create presentations
One thing I never considered is that GT students sometimes don't feel comfortable working in groups where they may have to take on more responsibilities. And others thrive on it. It is my responsibility to know these students we enough and give them the opportunities to do what is best for them. While they do need to learn to collaborate successfully with others, sometimes, they need to do their own thing.
Another group of learners are my ELL babies. I have made the mistake of putting them all together so they can communicate easier. However, this only enables them to not learn the English language. I have a sweet Hispanic this year who has made leaps and bounds with his language because he is with a group of only English speaking students. They encourage him and help him daily. His is provided with a Spanish/English dictionary and notebook to help him grow in his vocabulary skills and he listens to books online instead of reading them. But, he is learning and growing and speaking more English each day.
I accommodate his assessments at times. Instead of a five paragraph narrative, I may have him write a two or three paragraph narrative and make sure he has the components. I use graphic organizers with him and my other ELLs to help break down the standards.
The group I work with the most of course are my special needs. I always try to pair a really low learner with a high learner who is willing to guide. Building their self-esteem is so important and giving them the same projects/assessments is needed for that. However, they usually can't "do" what is expected from a higher learner. Other then IEP/504 accommodations, I plan to do the following after reading the articles/watching the videos.
Goals for Special Needs:
1. Jigsaw activities where these students can become experts
2. More modeling of skills
3. Activate their prior knowledge - ask them to contribute more to discussions
4. Alternative Assessments other than pencil/paper - verbal, drawings, etc.
My ultimate goal is to be available to ALL my learners in they way they need me. Meeting every need, every day is hard. But getting to know them, communicating with them daily, and understanding their learning style with help me. One of my favorite tips is Show, don't just tell. In a world full of technology, this is so vital.
Digital Equity is such an important part of the classroom and/or teaching. It is vital that we meet all students' needs. While I feel I do a good job with my low/special needs students, I often neglect the gifted and talented students. Teaching at a project based school we focus on mastery. My GT students often master standards quickly and don't need a lot of reteaching in small groups. Therefore, they sit reading or drawing while I work with my lower groups. This is not fair to them!!!
After reading the assigned articles and watching the videos, I play to do the following with my GTs. (This will allow them to continue the learning process with extension projects. )
Goals of mine for GT students:
1. Have them teach/work with lower groups
2. Create project-based assessments
3. Use technology to enhance their learning on certain standards
4. Present digital projects to other classes and/or parent nights
5. Explore their own interests and create presentations
One thing I never considered is that GT students sometimes don't feel comfortable working in groups where they may have to take on more responsibilities. And others thrive on it. It is my responsibility to know these students we enough and give them the opportunities to do what is best for them. While they do need to learn to collaborate successfully with others, sometimes, they need to do their own thing.
Another group of learners are my ELL babies. I have made the mistake of putting them all together so they can communicate easier. However, this only enables them to not learn the English language. I have a sweet Hispanic this year who has made leaps and bounds with his language because he is with a group of only English speaking students. They encourage him and help him daily. His is provided with a Spanish/English dictionary and notebook to help him grow in his vocabulary skills and he listens to books online instead of reading them. But, he is learning and growing and speaking more English each day.
I accommodate his assessments at times. Instead of a five paragraph narrative, I may have him write a two or three paragraph narrative and make sure he has the components. I use graphic organizers with him and my other ELLs to help break down the standards.
The group I work with the most of course are my special needs. I always try to pair a really low learner with a high learner who is willing to guide. Building their self-esteem is so important and giving them the same projects/assessments is needed for that. However, they usually can't "do" what is expected from a higher learner. Other then IEP/504 accommodations, I plan to do the following after reading the articles/watching the videos.
Goals for Special Needs:
1. Jigsaw activities where these students can become experts
2. More modeling of skills
3. Activate their prior knowledge - ask them to contribute more to discussions
4. Alternative Assessments other than pencil/paper - verbal, drawings, etc.
My ultimate goal is to be available to ALL my learners in they way they need me. Meeting every need, every day is hard. But getting to know them, communicating with them daily, and understanding their learning style with help me. One of my favorite tips is Show, don't just tell. In a world full of technology, this is so vital.
Saturday, September 28, 2019
Student Assessment
As a "seasoned" teacher, I have had to really step out of my comfort zone of pencil and paper assessments. I remember thinking that tests had to be at least 25 questions with a variety of type: multiple choice, matching, true/false, short answer...the list goes on. However, in recent years I have come to accept that tests do not have a certain look or formula. In fact, with those types of assessments, students seem to learn the material only for the test and then forget. But when we provide a variety to types of assessments and allow students to even chose, their learning is retained.
This module has helped me think about student-centered assessment in the following ways:
1. I found article on Know Students Better: A Visual Guide to Student Assessment very valuable. "When teachers know their students well, they can build strong connections that lead to better learning. Knowing students’ interests, strengths, and weaknesses help teachers tailor learning experiences for their students. Formative assessment involves the teacher collecting information about what students know, don’t know, and want to learn. This information takes many forms, including observations, exit tickets, discussions, games, and quizzes. These kinds of informal assessments can also help teachers get to know their students as learners and as people."
This first paragraph in the article hit home and really made me assess the how I "test" my learners. Observations in small groups is something I never thought about in assessing my learners. However, I can see mastery in a certain standard by observing my students, listening to them explain/reason, and giving them an opportunity to present the material in their "own" way.
2. Using digital games and quizzes is another tool that can be used to assess in an informal or formal way. Learners use technology and digital tools on a daily basis now, and allowing them to use forms of assessment on their devices meets their needs more than pencil and paper. I have recently discovered Quizizz.com. I am able to create quizzes and use already made quizzes to assess knowledge of a certain skill. The results are then sent to me in Google Classroom and I can see what learners have mastered the standard or those that still need assistance. I can base my small group teaching off of these results.
3. Because Project Based Learning is a big part of Pike Road Schools, I do all allow my learners to present information in a variety of ways following a rubric. Sometimes this is hard for me to allow and the room seems to be in chaos, but I find my learners value owning their learning and really put for effort in getting the task done.
4. RUBRICS - I often use them to grade the assessment, but have learned that the students need the rubric before the completion of the assessment. Learners must know what is expected of them and be able to follow the instructions. Even in a learner centered project where they are allowed to create on their own, they must know what the guidelines are to be able to understand how to complete the assignment. Student friendly language is essential.
5. Assessment does not mean testing. I have to remember that. I want to make my assessments more intentional and base them off my students passions and learning styles; not what is easy for me.
6. I also want to give my students more feedback and not just a grade. Allowing them to reflect on their work and provide glows and grows for areas of improvement. Conferencing with students and creating data journals/notebooks is a goal of mine this year.
This module has helped me think about student-centered assessment in the following ways:
1. I found article on Know Students Better: A Visual Guide to Student Assessment very valuable. "When teachers know their students well, they can build strong connections that lead to better learning. Knowing students’ interests, strengths, and weaknesses help teachers tailor learning experiences for their students. Formative assessment involves the teacher collecting information about what students know, don’t know, and want to learn. This information takes many forms, including observations, exit tickets, discussions, games, and quizzes. These kinds of informal assessments can also help teachers get to know their students as learners and as people."
This first paragraph in the article hit home and really made me assess the how I "test" my learners. Observations in small groups is something I never thought about in assessing my learners. However, I can see mastery in a certain standard by observing my students, listening to them explain/reason, and giving them an opportunity to present the material in their "own" way.
2. Using digital games and quizzes is another tool that can be used to assess in an informal or formal way. Learners use technology and digital tools on a daily basis now, and allowing them to use forms of assessment on their devices meets their needs more than pencil and paper. I have recently discovered Quizizz.com. I am able to create quizzes and use already made quizzes to assess knowledge of a certain skill. The results are then sent to me in Google Classroom and I can see what learners have mastered the standard or those that still need assistance. I can base my small group teaching off of these results.
3. Because Project Based Learning is a big part of Pike Road Schools, I do all allow my learners to present information in a variety of ways following a rubric. Sometimes this is hard for me to allow and the room seems to be in chaos, but I find my learners value owning their learning and really put for effort in getting the task done.
4. RUBRICS - I often use them to grade the assessment, but have learned that the students need the rubric before the completion of the assessment. Learners must know what is expected of them and be able to follow the instructions. Even in a learner centered project where they are allowed to create on their own, they must know what the guidelines are to be able to understand how to complete the assignment. Student friendly language is essential.
5. Assessment does not mean testing. I have to remember that. I want to make my assessments more intentional and base them off my students passions and learning styles; not what is easy for me.
6. I also want to give my students more feedback and not just a grade. Allowing them to reflect on their work and provide glows and grows for areas of improvement. Conferencing with students and creating data journals/notebooks is a goal of mine this year.
Friday, September 13, 2019
Integrating Technology
"How can I make the delivery of content more interactive and engaging for my students by integrating technology?"
Module 4 has probably been the most challenging module yet!! However, I have enjoyed it the most and have really learned some new fun things. I sometimes find myself teaching whole group in lecture style. It is easier to plan whole group lessons and make copies of old school worksheets. Because of this style, my students are bored and learn the material only for the assessment. Then I feel defeated. I have realized that when I take the time to plan interactive and engaging lessons, my students take ownership of their learning and are truly having fun. And I must admit, I enjoy monitoring them and have fun myself.
Integrating technology in the classroom requires devices. At PRES, we have 1:1 iPads. Therefore, it will be easier for me to provide more interactive lessons.
One thing I really want to begin incorporating with my students is Flipgrid. I really learned about this tool when I created my CoolTool Presentation. I had heard of Flipgrid before through a coworker, but was scared of it. I was new to the 1:1 iPad integration and I wanted to keep my classroom simple. My goal is to use Flipgrid for reading response during literature circles and reading workshop. I am sure my kids will love it and it will be a great tool for them to use to share their thoughts and respond to others.
Another tool I plan to use is Nearpod. I enjoyed creating my interactive presentation using Nearpod. After showing my students the work I was proud of, they begged for me to create more for them to do. I want to create another activity with my students so they can see the process. After much practice, I will begin to allow them to create presentations on Nearpod for assessment purposes.
My students also enjoy playing Kahoot, an interactive game where students answer questions on their device and it shows the leaders on my screen. They really get into this and works great for reviews.
I use Google Drive on a daily basis in my classroom for students to see the "Game Plan" for the day. I create my station rotations with expectations in a doc for them to see and keep open so they know what is expected next. It works so well for organization during transitions. I can also use this for collaborative sharing in response to various questions and/or activities.
At the end of the week, we have a special Makerspace time. We spend the afternoon creating any type of presentation as an extension of our learning. Students choose what they want to continue to learn about or what they are curious about. They then create any type of presentation to share with the class their findings.
While whole group teaching has a place in the classroom, society has brought us to a time where students need to be active in order to learn and retain information. Students must be engaged and take ownership of their learning for it to be meaningful. I am excited about the future of my classroom and I can't wait to share with my coworkers.
Module 4 has probably been the most challenging module yet!! However, I have enjoyed it the most and have really learned some new fun things. I sometimes find myself teaching whole group in lecture style. It is easier to plan whole group lessons and make copies of old school worksheets. Because of this style, my students are bored and learn the material only for the assessment. Then I feel defeated. I have realized that when I take the time to plan interactive and engaging lessons, my students take ownership of their learning and are truly having fun. And I must admit, I enjoy monitoring them and have fun myself.
Integrating technology in the classroom requires devices. At PRES, we have 1:1 iPads. Therefore, it will be easier for me to provide more interactive lessons.
One thing I really want to begin incorporating with my students is Flipgrid. I really learned about this tool when I created my CoolTool Presentation. I had heard of Flipgrid before through a coworker, but was scared of it. I was new to the 1:1 iPad integration and I wanted to keep my classroom simple. My goal is to use Flipgrid for reading response during literature circles and reading workshop. I am sure my kids will love it and it will be a great tool for them to use to share their thoughts and respond to others.
Another tool I plan to use is Nearpod. I enjoyed creating my interactive presentation using Nearpod. After showing my students the work I was proud of, they begged for me to create more for them to do. I want to create another activity with my students so they can see the process. After much practice, I will begin to allow them to create presentations on Nearpod for assessment purposes.
My students also enjoy playing Kahoot, an interactive game where students answer questions on their device and it shows the leaders on my screen. They really get into this and works great for reviews.
I use Google Drive on a daily basis in my classroom for students to see the "Game Plan" for the day. I create my station rotations with expectations in a doc for them to see and keep open so they know what is expected next. It works so well for organization during transitions. I can also use this for collaborative sharing in response to various questions and/or activities.
At the end of the week, we have a special Makerspace time. We spend the afternoon creating any type of presentation as an extension of our learning. Students choose what they want to continue to learn about or what they are curious about. They then create any type of presentation to share with the class their findings.
While whole group teaching has a place in the classroom, society has brought us to a time where students need to be active in order to learn and retain information. Students must be engaged and take ownership of their learning for it to be meaningful. I am excited about the future of my classroom and I can't wait to share with my coworkers.
Friday, September 6, 2019
Bloom's Taxonomy in the 21st Century
I enjoyed this module and learned quite a lot about myself as a teacher. As an experienced teacher, I often use the "old" model of Bloom's. I planned lessons based on the original terms. However, as society changes we must also change our approaches in the classroom.
I found the video on Digital Taxonomy very enlightening. I noticed that Create was moved to the top and is also the center of the cognitive process. One profound statement I heard and will embrace is, "Digital tools are vehicles used to transform student thinking".
This module has helped me connect Bloom's Taxonomy to 21st-century skills in the following ways...
1. I need to provide my students with specific goals, however let them own their learning by being creative.
2. I want to use the 4Cs in my daily instruction/activities: critical thinking, communication, collaboration, and creativity.
3. I will allow my students to assess in a variety of ways, not just paper and pencil. Students will embrace their learning when they are allowed to be creativity. I really took in the new terminology: design - blog; invent - remix; construct - program. I also want to incorporate the 4Cs within assessments.
4. I plan to use data journals with my learners so they can take ownership of their learning. I would like to hold Learner, Parent, and Teacher conferences and have the learner lead the conference using their journal.
5. I want to make my lessons purposeful and meaningful to engage my leaners. While preparing to teach a standard, I want to focus on the literary terms and backwards design.
I found the video on Digital Taxonomy very enlightening. I noticed that Create was moved to the top and is also the center of the cognitive process. One profound statement I heard and will embrace is, "Digital tools are vehicles used to transform student thinking".
This module has helped me connect Bloom's Taxonomy to 21st-century skills in the following ways...
1. I need to provide my students with specific goals, however let them own their learning by being creative.
2. I want to use the 4Cs in my daily instruction/activities: critical thinking, communication, collaboration, and creativity.
3. I will allow my students to assess in a variety of ways, not just paper and pencil. Students will embrace their learning when they are allowed to be creativity. I really took in the new terminology: design - blog; invent - remix; construct - program. I also want to incorporate the 4Cs within assessments.
4. I plan to use data journals with my learners so they can take ownership of their learning. I would like to hold Learner, Parent, and Teacher conferences and have the learner lead the conference using their journal.
5. I want to make my lessons purposeful and meaningful to engage my leaners. While preparing to teach a standard, I want to focus on the literary terms and backwards design.
Thursday, August 29, 2019
This module was very informative. I enjoyed reading through the Alabama Digital Literacy and Computer Science Course of Study. I was not familiar with this document as I don't plan my lessons using these standards. However, that will change. As I integrate technology in my lessons, it is imperative that I use these standards so my lessons with be more beneficial. This module has helped me understand how the various technology integration frameworks apply to the lessons I will present in the future.
At Pike Road Elementary we use the SMAR model to evaluate our our lessons. Our students use Seesaw to post their classwork and assessments. It is important to use the SMAR model for meaningful instruction. Anyone can post a picture and type in a comment that relates to the work. I have my students video or voice record themselves explaining the assignment, what they did well, how they can improve next time, and a way they could extend the learning. This goes so much deeper for them as they are using critical thinking skills. Mom and dad then see the posts and are able to understand the assignment and ask their student specific questions at home. It opens the door for more communication with parent and child.
As I learned about the TPACK model, I understood how important I am in the role teacher with integrating technology. I am guilty of assigning tasks without throughly diving into what it is I want from students. When I do this, the outcome is usually sloppy and now what I want. By using TPACK, I have to evaluate what I know before I can present the "how" and then use the correct technology tools that benefit the quality of the content.
Standard for lesson
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3],
At Pike Road Elementary we use the SMAR model to evaluate our our lessons. Our students use Seesaw to post their classwork and assessments. It is important to use the SMAR model for meaningful instruction. Anyone can post a picture and type in a comment that relates to the work. I have my students video or voice record themselves explaining the assignment, what they did well, how they can improve next time, and a way they could extend the learning. This goes so much deeper for them as they are using critical thinking skills. Mom and dad then see the posts and are able to understand the assignment and ask their student specific questions at home. It opens the door for more communication with parent and child.
As I learned about the TPACK model, I understood how important I am in the role teacher with integrating technology. I am guilty of assigning tasks without throughly diving into what it is I want from students. When I do this, the outcome is usually sloppy and now what I want. By using TPACK, I have to evaluate what I know before I can present the "how" and then use the correct technology tools that benefit the quality of the content.
Standard for lesson
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3],
S The assessment on this standard will include students writing/creating a story on https://www.abcya.com/games/story_maker . Students will include a problem that the character encounters and how the character changes from beginning to end. On completion, students will voice record themselves explaining the story and the character's thoughts, words, and actions.
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