Response to The New Face of Education

   This website is a link to a blog that the New Face of Education response is from. 

     After reading the posted blog, I thought about how my teachers taught me and how teachers must actually teach their students but what a lot of teachers don't know is that students learn through during activities and sometimes remember the information more than when a teacher stands in front of the classroom and lectures. Students learn in different ways. The teacher has to find a way to have the lesson reach each and every student in the classroom. It is okay to lecture or recite facts sometimes but activities as demonstrated by the blog I read called A New Math Lesson are important.

      Instead of reciting information to a class this teacher gave the students directions of what needed to be done and had them (the students) figure it (the activity) out for themselves. The teacher wanted the students to search for the information. When students have to look up something for themselves, they are more likely to remember the information then if the information was recited to them. It is not always the case that students always learn from doing something themselves because all students learn in different ways.

      Teaching is changing and becoming more hands-on than before when a teacher would hand out a worksheet or stand up and lecture in front of the classroom. The teacher now has children work in groups or pairs and do work on their own and the teacher goes around to each group and gives them (the students) guidance and feedback but the students are learning the information. The teacher is acting as more of the mediator. I like hands-on activities, projects, or work, but I also think that sometimes there is a need for a teacher to lecture. I think there needs to be a balance between hands-on activities and lecture.  

Nature Observation- March 7 ,2011

Today while driving in the van with the team, some of my teammates and me spotted turtles and alligators in Hilton Head Island, SC team near the condo complex where we are staying. There are a lot of pond areas when you first come into the condo complex but the turtles and alligators are not near where we (the tennis team) are staying. There are big alligators and many turtles. Some turtles were in the water while others where on the grass by the water. There was also a bird in the water and another bird eating a fish in the water. That is my nature observation.

Fact

70% of your immune system is in your stomach





This video is filled with a lot of information about the digestive system. This video would be great to use when talking about the digestive system. I would use this video with fifth grade and older. This video has pictures to show what the immune and digestive system. The video explains about the immune system and tells what foods affect immunity and overall longetivity. The video would help explain the immune system and the digestive system. It is an educational video and filled with a lot knowledge. As a teacher I would use this video with older students and show the video after we as a class discussed about digestive and immune system which are part of the human body. It is helpful to know about the immune and digestive system. 

Week 7 Assignments

All these assignments are listed under module Week 7: 

The assignments due this week are: 

under forum cloud:Objectives Self-Check Practice Packet: Exercises 1-4 and Exercises 5-6 

under the forum cloud: Learning to Teach: formulating objectives

under the forum cloud: Exploration of Living Things and 5 Kingdoms: work with the people from your kingdom on Google docs
under the forum cloud: Practice Makes Perfect: Objectives Part 1& 2

response to New Face of Education

Class 20- March 4, 2011

This is the last day before Spring Break. We as a class voted to not have class but we still have work to do.During class time, the class was suppose to be working on exercise 1-4 and exercise 5-6 under objective 1& 2. I worked on exercise 1-4 and then started my kingdom Monera project.

Have a fun Spring Break everyone. Do work for Science Methods. I know I will be doing Science Methods work over Spring Break.

As a teacher you are the person in charge of the class and it is important for you to be in charge of your class at all times. There needs to be respect in the classroom. As a teacher you don't have to be strict all the time you can give the children a little bit of freedom to say something and to voice their opinion on things. The question is as a teacher how much freedom do you give your students. In the younger grades like first and second grade I would say to give less freedom to then third or fourth graders. If you as the teacher have to be absent for the day you as the teacher should tell the students to behave for the sub. You as the teacher should tell your students to treat the sub as well as you treat me as your teacher. You should tell your students to listen to the sub and to do the assignments that I have left with the sub. It is important for students to behave and do the work that I had left for the substitute. It is important for a teacher to have control the class and to set a good example of good behavior for her students to follow. 

Class 19- March 2, 2011

  Today's class started with a microteaching by Nicole Setter and Dana Sloup. Nicole started the class with asking about what is on module for the week. The answer to this question was non-living and living things. Nicole and Dana used the Smart Board notebook to make a graphic organizer. Nicole asked what the qualities are for living things. Some of the answers for living are: takes in oxygen, heart, can move, food and water that Nicole wrote on the Smart Board. Then Dana did the nonliving are: don't move or immobile,don't need food or water, does not breath, and doesn't talk. There was one page that had a living and nonliving vartexts and Nicole called on my classmates who raised their hands and then started call on people to come up to the board and use the magic pen to drag the object to either living or non-living but if you guess wrong the image gets through back into the board. 

Living: dog, flower, snail, tree, butterfly, fingernail, starfish, and clams

Nonliving: clock, computer, sandcastle, seashell, rock, fire, cloud, and water

Seashell could be living if a crab is living inside

   Dr. Smirnova looked over the objectives that some of my classmates wrote. 

  We took a vote about having class on Friday. Dr. Smirnova asked about if someone had travel. It was an unanimous vote that we are not going to have class on Friday. Dr. Smirnova said she is always on our side and if you need to talk to her about due dates and you can always talk to her. Dr. Smirnova is always there to help you. 


  The lesson plan need to include: question and field response. 


  Dr. Smirnova asked us to look at living and nonliving things and how 1st graders would describe nonliving and living things. Nonliving vs. living things: breath, move or not move, living: blood, living: give to environment and take from environment 

Objectives: most specific statement and what the student will learn or be able to do

  Dr. Smirnova told us (the class) for our objectives to use verbs that are measurable. Dr. Smirnova showed us a document that on Module is called: "Objective: Forbidden Verbs". This document included verbs such as: appreciate, believe, comprehend, enjoy, familiarize, grasp, indicate, know, learn, like, realize, and understand.  

  Then Dr. Smirnova went over exercise one and showed us exercise two, exercise three, exercise four, exercise five, and exercise six. 

  After going over the different exercises, Dr. Smirnova said that we are going to get into groups of five and count off numbers so we work with different people. My number was 2. The people in your group are you base group and have to be assigned a different kingdom for each person. The people in my group could not decide on and did not care what kingdom they got. So I assigned each person a kingdom. Animalia- Jessica W, Plantae- Veronica, Protista- Joyce, Fungi- Jackie, Monera- me. Then Dr. Smirnova told us (the class) what the task was for this project. She said that we could memorize the word, how to pronounce the word, where the word comes from, def of the word, characteristics of the kingdom, examples, and create a handout could be a graphic organizer. After we (the class) got our instructions for the project and people asked questions. Then it was time to get into our expert groups: we exchanged names and examples so that we can work on Google docs together. In my expert group is Nicole P., Katharine T., Bridget F., Alica C., and myself. 




It is important for students to learn about non-living and living organisms. It could be a great unit to teach to the class. I great way to show the students this unit is through the Smart Board and vortex game. The two categories would be non-living and living and to have picks of different things and have the students decide which objects or things are living and non-living. As a teacher it is important for the students to know the ideas of non-living and living organisms so I can have a tow graphic organizers one  for non-living and the other for living organisms and ask the students to write down characteristics for both to see how much student know about non-living and living organisms. I would explain non-living and living organisms to students through examples or pictures and ask students what we as humans have to do to survive vs what a rock has to do to survive. Students will be able to say that humans need water, food,  and shelter survive. While a rock does not need water, food, or shelter to survive. That is how non-living and living are different and explained. I would do this concept with third graders. 

Class 18- February 28, 2011

  Today's class started with a microteaching by Catharine Lipsky and Jessica Wood. Jessica started the microteaching by asking the class what we are studying this week if anyone looked on module. I said that this week on module was kingdom and taxonomy. Module was on Plantae. Jessica likes flowers. Their Smart Board presentation was on:
 How does a flower grow? Some answers from my classmates are: water, sunlight, photosynthesis, and start with a seed. 
First plant a: seed
Give the seed some: water 
Up comes a: sprout 
The sprout will grow many: leaves 
Then a bloom will grow for a: flower
One slide said: Move these pictures around in order: seed, water, sprout, leaves, flower


  Catharine asked about plant vs. germentation: plant: put in ground and germentation: grows out of shell until sprout. Planting then germentation. 


 After the microteaching, Dr.Smirnova told us that each group was getting a pack of seeds. Each group member was suppose to get 4 seeds that were placed on a wet paper towel and then put in a bag. My group got hybrid cauliflower  seeds.


  We as a class talked about standards.Standards are: state standards, what to teach kids, have  criteria, guidelines, benchmark for instruction about what student should learn &  be able to do, and knowledge and skills. Standards: what student should be learning 


Process skills are: observation, experimenting, analyze, collect data, inferences, formulate questions,  and inquiry. 


good to know national and state standards


why state & national have to be allied? : see how you line up with other states, have some base knowledge, and won't live here for whole live may move 


We talked about aims, goals, and objectives. Aims are the most broad and used in the national standards. Goals are less broad and used for state or district. Objectives are the most specific. Objectives: most specific statement of what student doing. Goals (no measurable) show mental image for semester or year. 
Goal: Students will learn to see big picture by end unit or year. 


What make objective specific: CBC (condition behavior criteria)   


What is the condition? : everything need to teach lesson and get across 


setting: materials and resources or task or materials 


What will be the behavior: observe, record, draw a picture, and journal


behavior: Given a task: the student will create a diagram of a plant 


criteria: how they will reflect on their work:
           rubric is the best way 
           has to be measured what they will reflect how well use materials at least 5 observations or essay that includes: introduction, body paragraphs, and conclusion


Objective: Given a task to observe the seeds during the week and materials (seed, plastic bag, water, and  paper towel) students will write a reflective entry based on observations following the criteria of a rubric and falling or scoring a 3 or 4.  




It important to talk about different aspects of science. In the younger grades like first, second, and third  it is not a bad idea to do plants. It is a good idea to explain the parts of the plant like roots, leaves, stem before having the students plant a real seed that will sprout into a plant. It is not a bad idea to have students learn about the process of a plant and how a plant goes from a seed to the end which is a plant. It would not be a bad idea for students to learn about what to do to make the seed grow like water the seed. 


It is important for future teachers to know criteria, behavior, and condition. These elements are suppose to be in the lesson plan. It is part of the lesson plan that is under the objective.