So far I have learned how fun and interesting incorporating real-world applications into my teaching. It is a blast when the students ask if this stuff really happens, or when they say, "I thought that math was just to frustrate us, but I can see that it has it uses." I also like how the applications give students a chance to recall math that was taught earlier in the year. As far as technology goes, I have learned that there is a lot of sources that I can look to acquire a lot of materials, so I won't have to worry myself there. The technology also allows me to model the situations that they are working with. The kids love animation no matter how simple it is, so technology is a gold mine in that area.
I am still working on trying to get more reflection involved in my classroom. I think I should start reflecting on my own actions, and then I think I will be able to incorporate it better since I would have my own experiences. I think this will also help me analyze the students reflections better, and it will allow me to provide better feedback.
After looking at the NETS_T Standards again, I think that another goal I would like to work on would be providing a better mixture of formative and summative assessments. Right now, I focus on summative and throw in a formative or two once in a while. I think I should try to incorporate at least one of each for each unit. The problem I am running into for that is getting bombarded with grading and reading along with the planning that I already do. I know that we all have that issue, so I guess I will have to suck it up and do the best that I can. In order to satisfy this goal, I plan on doing a lot of observations and hands-on learning. I learn better by doing than just reading. I will also ask others that I work with about how they incorporate a good mixture, and I will see if I can mimic or extend there practices.
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I have to say I think that the part of my game plan that is lacking is my reflections and notes on what I am finding most useful and what I can leave behind. I also agree that I could include more of a mixture of formative and summative assessments in the classroom. Somethings get more overlooked more than others.
ReplyDeleteErus,
ReplyDeleteHave you tried a reflection train? The last 5 minutes of class, I sometimes ask students to tell the class something they learned in class but they cannot mention something others have perviously stated.We work down the rows unitl all students have particpated. My students are also required to complete a WDYL what did you learn - statement in their journal notebooks everyday regardless if it is talked about in class. After the first notebook check, they seem to get the idea. Hope that helps a little.
Mark,
ReplyDeleteI really like your idea of the reflection train and I intend on using it this year. What a great idea. However, what happens when those students whom are the last ones left cannot think of anything to say? How do you handle this situation? Do you grade their journal notebooks in a particular way?
Erus,
You had mentioned that you find incorporating real-world applications more motivating for students. Are you currently teaching summer school or tutoring students? Is that how you have been able to determine this finding? I can imagine that students will find authentic instruction more engaging and motivating. As I have been taught in undergraduate work, if you let the students know the importance of why they are learning a particular topic or allow students to figure this out on their own, learning becomes more internal.
I too could work on incorporating more formative assessments, especially in writing. I always worry that I don't have enough evidence to support why a students is a C writer. My colleague and I are working on checklists and formative assessments that will help with this throughout the year.
Meghan
I too wrote about reflecting more on the lessons. In Connecticut, to become a certified teacher, all teachers must submit a BEST portfolio by the end of their second year of teaching. It is torture. It is a couple steps shy of doing the National Boards. However, in hindsight, I see how important it was to do. One of the major focus of the BEST Portfolio was to reflect. The scorers did not want to be dazzled by amazing lessons with amazing activities, they wanted to see the teaching practices and reflection. You had to always make your lessons better through your reflection. For an elementary teacher, I had 5 days of Language Arts lessons (consecutive) and the same for Math. I had to reflect on each lesson then the unit as a whole. It was a ton of work, but very meaningful. The issue is time. When I taught every subject in one day, it was difficult to reflect. Now that I teach Communications/Technology. Reflecting has become easier. I also find that students need that reflection time as well. Listening to them reflect, helps me tremendously.
ReplyDeleteMark,
ReplyDeleteThank you for the suggestion. I have the same question as meghan though. I like the last 5 minutes of journals though. I plan on doing some thing similar, but iam thinking about using blogs and the reflection will have to be done after school.
Meghan,
I am tutoring this summer and the students seem excited to see how I will link the math to the real world. However, right now I am on vacation, but I pick one of the few spots in the country where there aren't any free wifi spots, so right now my phone is getting a workout. As for assessing writing skills, I would develop a rubric that your students can understand, then stick to it. When giving feedback, refer to the rubric.
Sonia,
I don't envy you for having to build that portfolio. For me, I only teach 3 different types of math classes, so I hope reflecting won't be too time consuming, but I have to make sure I do them before I leave work or else they'll never get done.