Teaching properties of matter with 2 substances: snow & water.
The class was divided into 2. Each group observed one substance. I recorded what each group saw, thought, and wondered.
Students enjoyed the story for it's humor.
-----------------------------------------------------------
Banyan Tree (Heart of the Village) in India.
Other locales can also make their heart of the village near this tree like the photo of the Court House in Ft. Meyers, Florida which was located next to a Banyan Tree. What was there first??
I drew a heart and put a tree inside the heart. I wrote responses in the heart that the students had talked to their partner about.
----------------------------------------------------------
Big Mama's by Donald Crews.
I set out a display of his other books. I observed one student looking through the pile after class. I also received remarks about seeing one of the other books that I was not reading in their classroom; therefore, connections were made before I began reading.
Students were successful in identifying things they did that were different from what he did on his summer vacation by thinking of what they did on theirs. I lead a whip around pass for everyone telling something that they did that was different than what Donald did.
It was a biography and this concept was too high for them to grasp. When I asked if they ever heard of biology or the prefix bio, I did not obtain a response. They did understand Marine Biologist though, but that was too far removed from understanding what a biography is for the class as a whole.
I just checked with a first grade teacher and she said to just repeat the word Biography and tell the students "we are going to read a book about a real person".
And no more or else I will lose them.
Tuesday, February 26, 2008
Thursday, February 14, 2008
Erosion, books, student shelving, Map, digital pics, technology support, Garageband
Went outside with students to help monitor and see where they can locate digital pictures taken by their teacher where erosion was occuring.
I stayed in their classroom to hear about their reponses to the questions. The teacher allowed the students to speak and scaffolded or summarized their thoughts to another thinking level, such as aesthetics.
I asked if the students can help shelve books when they were using their library time to sit at a table and not really doing anything. Students became excited when asked to help. They also might find a good book by shelving.
I was asked to locate a school map.
I went to the school website's About section and found the mapquest link/map helpful--better than Google Earth.
Garageband is being explored as well as copyright infringement as the students are going to be reading a story aloud and then burning it onto a CDRom. They will be then distributing the books to underprivledged children.
I stayed in their classroom to hear about their reponses to the questions. The teacher allowed the students to speak and scaffolded or summarized their thoughts to another thinking level, such as aesthetics.
I asked if the students can help shelve books when they were using their library time to sit at a table and not really doing anything. Students became excited when asked to help. They also might find a good book by shelving.
I was asked to locate a school map.
I went to the school website's About section and found the mapquest link/map helpful--better than Google Earth.
Garageband is being explored as well as copyright infringement as the students are going to be reading a story aloud and then burning it onto a CDRom. They will be then distributing the books to underprivledged children.
Thursday, February 7, 2008
Power Point
Ideas for this are listed in my notebook and I will resume soon.
I observed 2 fifth grade classes report on PowerPoint. Their teacher emphasized requirements by posting them in the lab and still students failed to use the technology correctly.
However, hopefully, they will continue to use it and learn from their mistakes and create better presentations later.
I have also observed another teacher tell the students how extremely disappointed she was because the slides did not connect to the major theme.
I ended up observing since I went to help with a connector issue they were having in the classroom.
I observed 2 fifth grade classes report on PowerPoint. Their teacher emphasized requirements by posting them in the lab and still students failed to use the technology correctly.
However, hopefully, they will continue to use it and learn from their mistakes and create better presentations later.
I have also observed another teacher tell the students how extremely disappointed she was because the slides did not connect to the major theme.
I ended up observing since I went to help with a connector issue they were having in the classroom.
Nely to the Rescue and Kindergarten Rules for White Board
The two lessons I taught yesterday were planned. I knew much of the subject matter for the 1st grade World Religions Lesson. I reviewed my thoughts for a plan with Nely but was needing help instructing my idea for a lesson in an extreme IB (inquiry-based) way.
She gave me the idea to create a See-Think-Wonder regarding a page of the book where the students can then develop their own ideas for what they see, then what they THINK they see, and finally what they then WONDER about the Sacred Place.
The lesson began by having the students try to read the title, Sacred Places. They were having a hard time reading that word and were saying "scared" and were coming very close to conquering it, but they needed me to affirm it.
We then moved on and read the text. All but 1 child was engaged. She was seated near me and playing with objects within reach. Her behaviors were touched with my cooperating teacher and suggestions were made for next meeting with her.
I announced that we would have an activity but I did not tell the students what it would be.
We then TRIED to gather into 2 semi circles. This was very challenging for them to do. It is almost that I would have to get masking tape and tape it to the floor where I would want them to sit!
Nely came to the rescue and made them count off by 2's. This can be done before they come up the 3 stairs to save time.
The Kindergarten class went well except for the fact that we did not finish the book because they were drawing. This took up time as did the rules regarding not to draw when I was reading. They had a bit of a challenging time thinking of their own pictures to draw. I saw many copies my ideas (not what I wanted).
I saw a handful create their own.
Perhaps a way to alternately solve this is to read a page and ask if any one has any ideas of a picture that they can draw for that subject heading. If a student raises their hand, then they can draw that picture. Perhaps this will create incentive for the other students to come up with a visual.
She gave me the idea to create a See-Think-Wonder regarding a page of the book where the students can then develop their own ideas for what they see, then what they THINK they see, and finally what they then WONDER about the Sacred Place.
The lesson began by having the students try to read the title, Sacred Places. They were having a hard time reading that word and were saying "scared" and were coming very close to conquering it, but they needed me to affirm it.
We then moved on and read the text. All but 1 child was engaged. She was seated near me and playing with objects within reach. Her behaviors were touched with my cooperating teacher and suggestions were made for next meeting with her.
I announced that we would have an activity but I did not tell the students what it would be.
We then TRIED to gather into 2 semi circles. This was very challenging for them to do. It is almost that I would have to get masking tape and tape it to the floor where I would want them to sit!
Nely came to the rescue and made them count off by 2's. This can be done before they come up the 3 stairs to save time.
The Kindergarten class went well except for the fact that we did not finish the book because they were drawing. This took up time as did the rules regarding not to draw when I was reading. They had a bit of a challenging time thinking of their own pictures to draw. I saw many copies my ideas (not what I wanted).
I saw a handful create their own.
Perhaps a way to alternately solve this is to read a page and ask if any one has any ideas of a picture that they can draw for that subject heading. If a student raises their hand, then they can draw that picture. Perhaps this will create incentive for the other students to come up with a visual.
Friday, February 1, 2008
Alternative Titles, Shakers, and Different than Animals
I reflected with Kris today. I feel that I need to set time parameters. Perhaps to use a timer or stopwatch.
I feel that students have achieved objectives as well as other learning that was not planned.
For the book about the Shakers, I thought that technology can be added by showing a clip of Shakers doing a dance.
I would like a projector set up with my read aloud area so that if there is a movie clip, say from, Discovery Learning then I would like to show that to students.
A chart paper pad with markers is also essential.
I feel that students have achieved objectives as well as other learning that was not planned.
For the book about the Shakers, I thought that technology can be added by showing a clip of Shakers doing a dance.
I would like a projector set up with my read aloud area so that if there is a movie clip, say from, Discovery Learning then I would like to show that to students.
A chart paper pad with markers is also essential.
Subscribe to:
Comments (Atom)