Soooo I asked for some feedback from my students on what they thought about this excercise. I liked that they didn't hold back. I trey to reasure them that I wanted honest ansers and that this would only help in the future and I would nothing against them. I had them write it down as well as say it verbally. When it was said I really was engouraging and supportive.
What the students said about this task was :
Pros
repitition was good
liked working together
working with those they didn't know
liked standing and moving around
doing something different
Cons
loud
lack of variety
more time
mix it up
dumb questions
nervous
working with people they didn't know
Very good insight from those who are participating. I plan to use other questioning methods and compare and contrast.
Thursday, April 8, 2010
Monday, April 5, 2010
Questioning Part 1
Well I started to try new things in class.....QUESTIONING. I had the students write down questions. They were to come up with five questions total. Three of the questions were fill in the answer and two were true and false. They were to come up with a question per worksheet they had. Each worksheet went with one section of the chapter. I was hoping to use this as a little bit of a review prior to their test (I had other review plans as well). The students got 2 minutes to ask each other the 10 total questions. I had them alternate questions. This was to keep them in the same sections with there questions. Students were given 10 minutes to develop their questions and another 10 to ask. I stressed the importance of engaging with people they usually don't speak with. Some students always go to there friends and others are shy and won't go to anyone. While the students did the task they were engaged. I walked around and listened to questions and answers. I thought the time limit would keep them on track. The class really seemed to enjoy a new activity in which they could walk around talk. I followed the activity using the Collins Writing- Type One technique. Students write their thoughs while skipping lines. No points are taken off for grammer, punctuation, capitalization etc. If students run out of things to write about they ask questions pertaining to the material. The results from this excersise could have been better. I believe starting this with a chapter review was too much. I will do it with a section next time.
Sunday, February 28, 2010
Task Five
The article I read was entitled " The Right Way to Ask Questions in the Classroom." One of the the questions raised was the use of "Does everybody understand?" in classrooms on all educational levels. If I had a nickle everytime I have said this in the past 19 yrs. I would have my own island. When we say this we know and they know what is really being said-- "last chance." I try not to say it as much as I used to. I read faces and body language more as I question the class. I call on the poor soul who looks down, or that is thinking " he never calls on me... I am safe." I try and use the technique described by Mary Budd Rowe. What is her technique. . . ? "Jimmy?"...... That is it!!! Ask the question and pause for three seconds and let the students think of answer and then call on one by name. Some students will always raise their hand or try and yell something out. A way to make sure to take a class list of 3 x 5 cards with the students names on their own card and just go through the stack.
A video that I watched discussed the importance of using questioning to keep the class engaged. One aspect that I could really relate to was using this for class discipline. Instead of yelling, handing out DT's, sending students to the office etc. Using questions to engage those who are disruptive, not paying attention or trying to get the class off of subject can very positive and have successful results. It is not a cure all but it can be very effective. Also, it can be a way to dictate how the class will go and engage students or most classes before they have a chance to disrupt the entire class. This is very effective in my worst class. They like to talk and there are 22 students. They do not like doing work or taking notes. If we do diagrams with little writing and I ask questions that involve aspects of all of our lives and how they can relate to the time period I am talking about, the class goes much smoother, they are more engaged and they learn more.
This deepens my thinking about my domain in how questions can really engage students, aid in discipline and include all learners. Questions can have so many levels of thinking associated with them. A myriad of ideas, emotions, thoughts can be touched upon in one class bell. I think this could be used in my inquiry plan on how I use questioning to run my classroom and engage students.
A video that I watched discussed the importance of using questioning to keep the class engaged. One aspect that I could really relate to was using this for class discipline. Instead of yelling, handing out DT's, sending students to the office etc. Using questions to engage those who are disruptive, not paying attention or trying to get the class off of subject can very positive and have successful results. It is not a cure all but it can be very effective. Also, it can be a way to dictate how the class will go and engage students or most classes before they have a chance to disrupt the entire class. This is very effective in my worst class. They like to talk and there are 22 students. They do not like doing work or taking notes. If we do diagrams with little writing and I ask questions that involve aspects of all of our lives and how they can relate to the time period I am talking about, the class goes much smoother, they are more engaged and they learn more.
This deepens my thinking about my domain in how questions can really engage students, aid in discipline and include all learners. Questions can have so many levels of thinking associated with them. A myriad of ideas, emotions, thoughts can be touched upon in one class bell. I think this could be used in my inquiry plan on how I use questioning to run my classroom and engage students.
Sunday, February 21, 2010
Task 3 - Domain 3
After reading Domain three, the aspect I feel most comfortable with is......Component 3B: Using Questioning and Discussion Techniques. I question my students all of the time. Some questioning I use is quick and fast responses and other times I want them to think about their feelings and emotions. Other times I want them to be analytical. There are many factors that lead in to the style of questioning I am using. Who makes up the class?What can they handle? What is the pace of the class? How will discipline and the focus of the class be affected? Will they stay on task? How long will they stay on task? You get the drift. I feel strongly that I can really do a lot with the class through questions/discussions and answers.
The component from this domain that I believe most strongly ties to instruction is......Component 3C: Engaging Students in Learning. Surprise. This is key for students to learning. When they are engaged the more they will learn. I know ....bold statement. This is not an easy task. You can not make everyone happy all the time or engaged for that matter. Students are very different and what engages them is very different. Some learn visually, auditory, hands on etc. I think one of the keys is changing it up to engage all learners. Sometimes we will use our vision/auditory/hands on styles for learning. We must use a myriad of methods in order to make sure that all students will have their learning style incorporated to keep them engaged. A bored mind is a dangerous mind!
The component from this domain that I would like to zero in on in my instruction is.......3B: Student Engagement
This domain can be all over the place in my classroom. Many variables contribute: age of students,what ime of day I see them, how many in the class, who is in the class, what the class is, interest level to start with, academic ability and so on. Sometimes I need to use questions and answers for one class. This gives them an opportunity to talk (with one another), keeps them engaged and out of trouble ( because they would talk to each other anyway). They can discuss relative material and cut up when appropriate. This works very well for this class in particular. My first bell of the day I have to get them out of their seats and move around to get them awake so they will be an active participant. I also must play devils advocaate in order to illicit a response out of them. Upperclassmen first bell.... uugghh. The younger the better the earlier! Another class we had a project that they had to draw what the "World's Fair" would look like in 1900. We had a planner, artist, a writer and a spokesperson to create and discuss their fair.
Question to the group: How do you engage an uruly/unmotivated class?
The component from this domain that I believe most strongly ties to instruction is......Component 3C: Engaging Students in Learning. Surprise. This is key for students to learning. When they are engaged the more they will learn. I know ....bold statement. This is not an easy task. You can not make everyone happy all the time or engaged for that matter. Students are very different and what engages them is very different. Some learn visually, auditory, hands on etc. I think one of the keys is changing it up to engage all learners. Sometimes we will use our vision/auditory/hands on styles for learning. We must use a myriad of methods in order to make sure that all students will have their learning style incorporated to keep them engaged. A bored mind is a dangerous mind!
The component from this domain that I would like to zero in on in my instruction is.......3B: Student Engagement
This domain can be all over the place in my classroom. Many variables contribute: age of students,what ime of day I see them, how many in the class, who is in the class, what the class is, interest level to start with, academic ability and so on. Sometimes I need to use questions and answers for one class. This gives them an opportunity to talk (with one another), keeps them engaged and out of trouble ( because they would talk to each other anyway). They can discuss relative material and cut up when appropriate. This works very well for this class in particular. My first bell of the day I have to get them out of their seats and move around to get them awake so they will be an active participant. I also must play devils advocaate in order to illicit a response out of them. Upperclassmen first bell.... uugghh. The younger the better the earlier! Another class we had a project that they had to draw what the "World's Fair" would look like in 1900. We had a planner, artist, a writer and a spokesperson to create and discuss their fair.
Question to the group: How do you engage an uruly/unmotivated class?
Sunday, February 7, 2010
Task 2
The purpose of curriculum in modern times is to keep learning uniform. In order to cover what is on the OGT we have to follow the course of curriculum that the state has mandated. I feel that where I teach, there is an importance placed on not only the OGT but also making sure that we meet the 12 standards on the state report card in order to stay "EXCELLENT." The district I teach in is on the lower end of the socioeconomic scale. This makes it more difficult to "hang" with other schools in our league (Wyoming, Indian Hill, Mariemont etc.). Therefore there is an emphasis placed on scores and numbers that I think in those districts may come more easily.
The role we have in this purpose is to follow what has been handed down from the state. It is our duty to make sure that the student is getting the required standards and benchmarks. Students will need certain skills (writing, graph reading, problem solving etc.) Our resposobility is to do our best that all students are being taught what we are required to educate them on. From the readings I liked all three. I beleieve all had good ideas that are doable, realistic and successful. I believe that they all can work. A quote from "For whom do we write the curriculum" Eisner states "Nothing is as transparent as the attitude of another learning." This for for us as teachers is very important, as students will be inspired, interested or in some cases staying awake due to our love for what we teach.
The great state of Ohio has dictated to us our curriculum. I have a choice of how I deliever it. Do I use the Paideia method? I have at the Paideia School at Hughes> I haven't in many years. However, I do like it and may go back to it shortly. The article Backward Design had many of the ideas I have used in the past and I need to get back to. Maybe you have guessed... I am in a little bit of a rut. I feel a little trapped by the OGT and by a difficult class that I have. What can I do to get them to pass? Not only the class but the OGT. The questions continue.... how much homework? quizzes, tests? Notes,videos,worksheets,group projects.... You get the idea. Or is it one of those classes where nothing works? For example do I use the Paideia style with them? How many will read the document? How many will write their questions? How many can answer questions? Or Backward Design says in step 4: create learning activities. Having the students switch up every 15 minutes or so could be good. Problem is will that 15 minutes be knocked down to 10 minutes after they settle back down. I do use Type 1 Collins writing which is good and consistent. Also, this helps prepare for the OGT. I believe as the teacher of the class it should be somewhat mixed, the control we have on designing the curriculum.. I think that some areas of curriculum should be mandated to make sure students are being taught similar specifics, while the teacher should be given some freedoms in how they will implement their curriculum instruction.
The curriculum that I have a in my class on a day to day is a wide spectrum of high school social studies. I teach two bells of 9th grade general World History. I have two bells of 10th grade general American History. And I have two bells of an elective Law class to 11th and 12th graders. We do many things.... we take notes, worksheets, homework, I relay stories tying the time we are learning about to another time period and to today. Hopefully the student will see how history can repeat itself. I have students make quizzes to learn the material better. I have them chose what they don't understand as well as maybe some other items. This way they get to know the material better and see what the wrong answers are as well see in to the mind and process a test maker goes through. I play some games for review. We do some Type 1 writings and have discussions. I try and use Differntiated Instrucion to incorporate all learning styles.
The role we have in this purpose is to follow what has been handed down from the state. It is our duty to make sure that the student is getting the required standards and benchmarks. Students will need certain skills (writing, graph reading, problem solving etc.) Our resposobility is to do our best that all students are being taught what we are required to educate them on. From the readings I liked all three. I beleieve all had good ideas that are doable, realistic and successful. I believe that they all can work. A quote from "For whom do we write the curriculum" Eisner states "Nothing is as transparent as the attitude of another learning." This for for us as teachers is very important, as students will be inspired, interested or in some cases staying awake due to our love for what we teach.
The great state of Ohio has dictated to us our curriculum. I have a choice of how I deliever it. Do I use the Paideia method? I have at the Paideia School at Hughes> I haven't in many years. However, I do like it and may go back to it shortly. The article Backward Design had many of the ideas I have used in the past and I need to get back to. Maybe you have guessed... I am in a little bit of a rut. I feel a little trapped by the OGT and by a difficult class that I have. What can I do to get them to pass? Not only the class but the OGT. The questions continue.... how much homework? quizzes, tests? Notes,videos,worksheets,group projects.... You get the idea. Or is it one of those classes where nothing works? For example do I use the Paideia style with them? How many will read the document? How many will write their questions? How many can answer questions? Or Backward Design says in step 4: create learning activities. Having the students switch up every 15 minutes or so could be good. Problem is will that 15 minutes be knocked down to 10 minutes after they settle back down. I do use Type 1 Collins writing which is good and consistent. Also, this helps prepare for the OGT. I believe as the teacher of the class it should be somewhat mixed, the control we have on designing the curriculum.. I think that some areas of curriculum should be mandated to make sure students are being taught similar specifics, while the teacher should be given some freedoms in how they will implement their curriculum instruction.
The curriculum that I have a in my class on a day to day is a wide spectrum of high school social studies. I teach two bells of 9th grade general World History. I have two bells of 10th grade general American History. And I have two bells of an elective Law class to 11th and 12th graders. We do many things.... we take notes, worksheets, homework, I relay stories tying the time we are learning about to another time period and to today. Hopefully the student will see how history can repeat itself. I have students make quizzes to learn the material better. I have them chose what they don't understand as well as maybe some other items. This way they get to know the material better and see what the wrong answers are as well see in to the mind and process a test maker goes through. I play some games for review. We do some Type 1 writings and have discussions. I try and use Differntiated Instrucion to incorporate all learning styles.
Sunday, January 31, 2010
Alright, lets get this party started!!!
Why do we need to consider curriculum?
What a loaded question! Well, I teach in Ohio. For those who don't we have the Ohio Graduation Test (OGT) in which I will make MANY references to. A high school sophomore must pass five two hour tests in five days on top of his/her schools requirements to graduate from high school. Thanks to No Child Left Behind we now must "teach the test." I do not like Standardized Tests! However, the hand we have been dealt dictates to us what is seen as important. So, curriculum is important to us so that we are covering the material that we will need in order to be successful on "The Test." Last year my school had its best outing --91% passed! The likely hood for us to do much better is not likely. To help continue this we now are using common assessment through out the year. Does anyone else use this?
What model of curriculum do you feel best fits my current role? What model are you most attracted to? what would be my preference?
I can answer all of these questions with one of three we read about. William G. Wraga's "Toward a Connected Core Curriculum." This format made the most logical sense to me. Years ago I team taught a Hughes High School. I am a history teacher and to team with the english teacher when we were studying WWI and they could read "All Quiet on the Western Front." This leads to a much more deep understanding of the material. They stay on the topic longer. It is not all chopped up and we can use differentiated instruction to help the students learn. This will also help with content knowledge, state benchmarks and indicators being addressed. I believe when students are exposed with differentiated instruction they will be more likely to learn whether they are kinesthtic, tactual, auditory or visual learners they would learn more with the connected core curriculum. With the article written by Grant Wiggins and having the students dictate the curriculum do to there interests. What about standardized tests (OGT) that are here to stay! I do not see how you can cover what is required if you did it this way. Also, what if you do not teach intrinsic learners? Many of us do not. As for Applebee's article on conversation curriculum. Again, we summon the mighty OGT. Students must have test taking and writing skills.
"Modern" Curriculum-
First and foremost it must deal with.... you guessed it! Standardized Tests! I think they way that could best fit this is the Connected Core Curriculum (CCC). It makes the most sense. Students will have a deeper understanding of the material being presented. I do buy into the new approach to curriculum. Understanding the material will lead to deeper understanding and the ability to "read" in to problems and develop problem solving skills. Now, kids can take tests better. We as teachers are held back. However, if you know you are using the CCC you can try and mix it up a little more. This could lead to some new and exciting lessons.
Why do we need to consider curriculum?
What a loaded question! Well, I teach in Ohio. For those who don't we have the Ohio Graduation Test (OGT) in which I will make MANY references to. A high school sophomore must pass five two hour tests in five days on top of his/her schools requirements to graduate from high school. Thanks to No Child Left Behind we now must "teach the test." I do not like Standardized Tests! However, the hand we have been dealt dictates to us what is seen as important. So, curriculum is important to us so that we are covering the material that we will need in order to be successful on "The Test." Last year my school had its best outing --91% passed! The likely hood for us to do much better is not likely. To help continue this we now are using common assessment through out the year. Does anyone else use this?
What model of curriculum do you feel best fits my current role? What model are you most attracted to? what would be my preference?
I can answer all of these questions with one of three we read about. William G. Wraga's "Toward a Connected Core Curriculum." This format made the most logical sense to me. Years ago I team taught a Hughes High School. I am a history teacher and to team with the english teacher when we were studying WWI and they could read "All Quiet on the Western Front." This leads to a much more deep understanding of the material. They stay on the topic longer. It is not all chopped up and we can use differentiated instruction to help the students learn. This will also help with content knowledge, state benchmarks and indicators being addressed. I believe when students are exposed with differentiated instruction they will be more likely to learn whether they are kinesthtic, tactual, auditory or visual learners they would learn more with the connected core curriculum. With the article written by Grant Wiggins and having the students dictate the curriculum do to there interests. What about standardized tests (OGT) that are here to stay! I do not see how you can cover what is required if you did it this way. Also, what if you do not teach intrinsic learners? Many of us do not. As for Applebee's article on conversation curriculum. Again, we summon the mighty OGT. Students must have test taking and writing skills.
"Modern" Curriculum-
First and foremost it must deal with.... you guessed it! Standardized Tests! I think they way that could best fit this is the Connected Core Curriculum (CCC). It makes the most sense. Students will have a deeper understanding of the material being presented. I do buy into the new approach to curriculum. Understanding the material will lead to deeper understanding and the ability to "read" in to problems and develop problem solving skills. Now, kids can take tests better. We as teachers are held back. However, if you know you are using the CCC you can try and mix it up a little more. This could lead to some new and exciting lessons.
Tuesday, January 19, 2010
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