Today's class started at Bishop Dunn school for fieldwork. The students took a test on chapter 11. We were able sit next to our fifth grade buddy during the test. The test was open-book. We were also able to assist the student if the student had a question about a question on the test. We were also able to explain parts of a question to the student. It was an interesting test about mixtures and solutions.
It was nice to see what a fifth grade test looks like. I think that it was a great idea for the students to have an open-book test. By having an open-book test it creates less pressure of anxiety that some kids get before tests because the student knows if they don't know the answer or are not sure of the answer the student can go look it up in their notebook and there is no panic. Open-book tests can help students feel more comfortable about a test and more ready for the test. Open-book tests are great for students to take and I am a fan of open-book tests. In the future when I am a teacher, I may try to use open-book tests in my class with my students.
Sunday, April 17, 2011
Class 28 - March 30, 2011
Today's class started with discussing about things that need to be discussed. First on the list was fieldwork requirements. Second the list was the Inquiry LP design. We talked about how language arts and math are direct instruction lesson plans. Math lessons based on problem solving could be taught as an inquiry lesson. The three types of lesson instruction are direct, inquiry, and collaborate learning. Fieldwork was 8 hours. For those 8 hours we have to observe three times and write three reflections and one of the reflections has to be based on the lesson that you taught. The reflections have to be based on the MSMC format which mentions about what know, what did, and what you observed. Three reflections are going to be graded using the MSMC format. After we finished discussing about the requirements for fieldwork. We went back to talking about inquiry 5 E lesson plan. We as a class went over Jessica Wood's 5 E lesson plan on the Smart Board with my classmates asking questions. This was a great idea because it gave pointers, feedback, and guidance on how to write the different components of the 5 E lesson plan. I wrote notes as we were going over the 5 E lesson plan on each part of the 5 E lesson plan to help and guide me when I write my 5 E lesson plan.
It is important as a teacher to go over what is required in the class and also for the assignments like Dr. Smirnova did with this 5 E lesson plan. It is important for students to ask questions when they don't understand something. It is also very important that teachers answer questions that the students ask. It also is a good idea to go over the rubric with the students so there is not confusion about the assignment and the criteria for that assignment. It is a good idea to write down notes of what the teacher wants for an assignment because that can give you a better idea of what the teacher is looking for and can help you plan what your assignment should be about. This is what I learned from this class.
It is important as a teacher to go over what is required in the class and also for the assignments like Dr. Smirnova did with this 5 E lesson plan. It is important for students to ask questions when they don't understand something. It is also very important that teachers answer questions that the students ask. It also is a good idea to go over the rubric with the students so there is not confusion about the assignment and the criteria for that assignment. It is a good idea to write down notes of what the teacher wants for an assignment because that can give you a better idea of what the teacher is looking for and can help you plan what your assignment should be about. This is what I learned from this class.
Class 27 - March 28, 2011
Today's class took place in the fieldwork at Bishop Dunn. We learned about matter and buoyancy. Buoyancy means depends on how something floats and it depends on its mass and density. Mrs. Benfer told the students to read the directions, write up information on the worksheet, and design a boat. The students were suppose to write in their science worksheet chart the length, width, and height of the boat. The students were also suppose to predict how many pennies would fit in the boat before putting the water and then there is a column for how many the boat held after put in the water. My materials to make the two boats out of were clay and aluminium foil. Mrs. Benfer said that one penny equals 2.5 grams. I helped Matthew make both his boats. Matthew made the boat out of aluminum basically on his own I just gave him some help with the measurements. I made the clay boat and did the measurements. Matthew put both boats in the water and the pennies in the boat to see how much cargo or pennies the boat will hold. We did a second attempt with both material of clay and aluminum foil. Matthew and I made some changes to our boats. While we were making changes to the clay boat, the boat got a few small holes that we did not notice until we put the boat in the water. The clay boat held less pennies the second time we put this boat in the water. When Matthew put the aluminum boat in the water after making the changes the aluminum boat held a few more pennies then it did the first time. As we ran out of time in our session to finish all the questions, the next time Matthew told me about his answers to the questions about his boats. Then we had to answer some questions.
I enjoyed this activity. It was fun to do this project with a student. I like this buoyancy activity. I think that it is a great idea to make two boats one out of aluminum foil and the other out of clay. I think that it is good to compare which material would hold the most cargo or pennies. I like the idea of the worksheet to have the students prediction of pennies and do the measurements in regard to the length, width, and height in mm. I think that it is also a good idea to include on the worksheet what students do next time with the boat or how to improve the boat. The worksheet should also include what elements worked or did not work for the buoyancy on the boat. The worksheet should include what the student could do different next time for the boat. The worksheet should include a chart where the student can write down their measurements and prediction of pennies and what actually happened. This is important for students to do. Students will learn a lot from this activity about buoyancy. Buoyancy is important for students to know and it is great science experiment. I would use this activity in my classroom but I would have the students work in pairs so that the students can compare their answers and come up with answers together to the questions. Two students can can put their heads together and come up even more answers than one student working alone.
I think that the experiment today that the students performed would be great to use in my own classroom.I like the idea of teaching the students about buoyancy through using two different materials. I liked the idea that Mrs. Benfer told the students how much a penny was in terms of grams. I like how Mrs. Benfer let the students be creative when making their boat and gave the students instructions. In my classroom I will give the students freedom to make their boat any dimensions that the students want the boat to be. I think that the project could have gone smoother if the students worked in groups of four or five. In my classroom I will also have a worksheet for the students and not have the students make up their own worksheet based off a textbook page. It would have also run smoothly if there were more bowls to put the boats in. When I do the experiment in my classroom I will make sure to have enough bowls for the boats. In my classroom I may try to use a third material for the buoyancy project/ activity. I had a fun time working with Matthew on this activity. I would definitely have the students work in groups. I would have the students try the same experiment with the clay boat, the aluminum boat and quarters or dollar coins and see what happens. I really liked this experiment and will use it in my classroom.
I think that the experiment today that the students performed would be great to use in my own classroom.I like the idea of teaching the students about buoyancy through using two different materials. I liked the idea that Mrs. Benfer told the students how much a penny was in terms of grams. I like how Mrs. Benfer let the students be creative when making their boat and gave the students instructions. In my classroom I will give the students freedom to make their boat any dimensions that the students want the boat to be. I think that the project could have gone smoother if the students worked in groups of four or five. In my classroom I will also have a worksheet for the students and not have the students make up their own worksheet based off a textbook page. It would have also run smoothly if there were more bowls to put the boats in. When I do the experiment in my classroom I will make sure to have enough bowls for the boats. In my classroom I may try to use a third material for the buoyancy project/ activity. I had a fun time working with Matthew on this activity. I would definitely have the students work in groups. I would have the students try the same experiment with the clay boat, the aluminum boat and quarters or dollar coins and see what happens. I really liked this experiment and will use it in my classroom.
Class 26- March 25, 2011
Fieldwork at Bishop Dunn. Dr.Smirnova talked to us to contact Mrs. Benfer if we need materials or help with the lesson. Mrs. Benfer told us how we could contact her through the Bishop Dunn website under fourth grade teacher. If we have any questions we can contact her through this website that lists her email. Dr. Smirnova explained that the lesson needs to include an introduction, teaching, and closure. The lesson will be taught twice in Mrs. Benfer's room to groups A, B,and C and also in Miss O'Leary's room to groups D, E, and F. Mrs. Benfer talked about lemon juice and tarnished pennies and about technology changes as an overview of what is happening in chapter 12 the next chapter the students are going to be reading. Matthew and I worked on his test prep from the textbook. I was helping Matthew come up with the answers to the questions on the worksheet. If we were not sure on an answer to one of the questions Matthew and I would look back in the textbook for the answer. If we were still not sure about the answer I would look at the answer sheet and guide Matthew to the answer. Matthew and I did not get to finish all of the test prep we got up to question number 14. We finished all the fill ins which were the definition questions which were questions 1 to 9. Then Matthew and I moved onto the explain concepts. For the explain concepts question 10 to 12 Matthew and I looked back in the book to find the answer to these questions and discussed our answer before Matthew wrote down his answers. For question 13 Matthew and I discussed this question. Then we started to talk about question 14 but time ran out. See worksheet below for what the test prep looked like.
My response to lesson is as follows. I would help the students in my class anyway I could with in the legal right of being a teacher. I want all my students to succeed. Whether it be giving a student extra practice like worksheets. As a teacher I could use a different way to approach a topic. It is important for students to look back in the textbook to help the students remember the information and find the information while doing the test prep. It is important as teachers to give a lot of examples based on a topic so that the students understand the topic. As a teacher it is sometimes better to facilitate a lesson than to lead the lesson. It is better to have a discussion than to have a lecture from the teacher. It is a good idea to have a lecture note taking lesson before having a discussion lesson. By having a discussion students can have more of an input into the lesson and teachers can see what students know. Students learn in different ways so it is the teachers job to figure out ways to teach students as individuals and to also have students learn and obtain the knowledge.
The experience of working with Matthew has taught me a lot. It has taught me that it is important to explain information to students and to give students a lot of examples so that each student in the class will remember one of the examples I said and be able to understand the concept or topic. By sitting next to Matthew, I learned that the lesson has to be to the whole class but it also has to be geared to each individual student. I was thinking that I teach a lesson and then have the students work on a worksheet and I would go around and see how the students are doing. If a student is not doing so well or not understanding I would go and explain the concept to the student or I could let that student work with another peer or classmate that understands the concept. I also learned and was thinking for my own classroom to have a science corner where to store my science supplies. I was also thinking that in my own classroom I would make sure to incorporate to the best of my ability all types of learning whether it be visual or audio, etc.I feel like every child should be able to understand the concept. In my classroom I was thinking of having students do more hands-on activities then worksheets. I would engage the students with questions or a puzzle or an educational game to get the lesson started so the students are motivated to learn. When asking questions I will pick on a student to answer and then ask the students if they all agree with that being the correct answer and if not all the students agree I will either explain the concept to those students after I give the rest of the class to do the experiment or I will explain in front of the whole class. I think that if students ask questions about not understanding something or the students wants to know more about a topic or concept is important. As the teacher it is important to make sure that each student in the class understands the concepts you are teaching.
My response to lesson is as follows. I would help the students in my class anyway I could with in the legal right of being a teacher. I want all my students to succeed. Whether it be giving a student extra practice like worksheets. As a teacher I could use a different way to approach a topic. It is important for students to look back in the textbook to help the students remember the information and find the information while doing the test prep. It is important as teachers to give a lot of examples based on a topic so that the students understand the topic. As a teacher it is sometimes better to facilitate a lesson than to lead the lesson. It is better to have a discussion than to have a lecture from the teacher. It is a good idea to have a lecture note taking lesson before having a discussion lesson. By having a discussion students can have more of an input into the lesson and teachers can see what students know. Students learn in different ways so it is the teachers job to figure out ways to teach students as individuals and to also have students learn and obtain the knowledge.
The experience of working with Matthew has taught me a lot. It has taught me that it is important to explain information to students and to give students a lot of examples so that each student in the class will remember one of the examples I said and be able to understand the concept or topic. By sitting next to Matthew, I learned that the lesson has to be to the whole class but it also has to be geared to each individual student. I was thinking that I teach a lesson and then have the students work on a worksheet and I would go around and see how the students are doing. If a student is not doing so well or not understanding I would go and explain the concept to the student or I could let that student work with another peer or classmate that understands the concept. I also learned and was thinking for my own classroom to have a science corner where to store my science supplies. I was also thinking that in my own classroom I would make sure to incorporate to the best of my ability all types of learning whether it be visual or audio, etc.I feel like every child should be able to understand the concept. In my classroom I was thinking of having students do more hands-on activities then worksheets. I would engage the students with questions or a puzzle or an educational game to get the lesson started so the students are motivated to learn. When asking questions I will pick on a student to answer and then ask the students if they all agree with that being the correct answer and if not all the students agree I will either explain the concept to those students after I give the rest of the class to do the experiment or I will explain in front of the whole class. I think that if students ask questions about not understanding something or the students wants to know more about a topic or concept is important. As the teacher it is important to make sure that each student in the class understands the concepts you are teaching.
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atomWeek 12 and Week 8
Week 8: was Spring Break. I got a lot of work done.
Week 12: was at fieldwork. Each group taught a lesson and the other two days your group was observing.
Week 12: was at fieldwork. Each group taught a lesson and the other two days your group was observing.
- Monday, Apr. 4 Visit # 6
- Fieldwork observation/teaching/reflecting
- Wednesday, Apr. 6 Visit # 7
- Fieldwork observation/teaching/reflecting
- Friday, Apr.8 Visit # 8
- Fieldwork observation/teaching/reflection.
Objective Exercise
These were suppose to be done over Spring Break. These objective exercise helped me to know to write objectives for the future. This exercise also helped me to identify what goes into an objective. Condition, criteria, and behavior have to all be included in an objective. I also learned what words should not be used for goals or objectives because these words can not be measured. I learned that it is important to have the objectives be only one sentences. This activity was good practice for me and helped me understand how to write goals and objectives.
Class 25 - March 23, 2011
Fieldwork session two at Bishop Dunn Memorial School was cancelled. Due to the message below we are not having our second session of fieldwork today at Bishop Dunn instead we are going to meet in our college classroom.
Because of an unexpected "spring" snowfall, and forecasts for more bad weather through the rest of today, Wednesday, March 23rd, Bishop Dunn and all Newburgh schools will be dismissing students beginning at 11:15 a.m.
Today's class started with Dr. Smirnova giving us the books that the 5th graders use for science. She started a list and asked each group to pick a lesson to do for the 5th graders. Dr. Smirnova gave us the website for the online link to the textbook that the 5th graders use. The website needs a username and password and Dr. Smirnova gave us the password and username. As a class we talked about 5 E lesson plan format because some of my classmates were confused. A lesson plan always has an introduction, development, and closure. The 5 E lesson plan differs from a regular lesson plan in many ways. The 5 E lesson plan is more hands on and the introduction is suppose to include asking questions, engaging the prior knowledge that the students have and to focus and motivate the students. The introduce should have share experience. You can use the Smart Board, KWL chart but the best way for inquiry is a puzzle, or ask a question to make the children think. It is important to start an inquiry lesson with a puzzle in the beginning and to teach inquiry after teaching the direct instruction lesson.
My group picked Chemical Technology which was Lesson 4 in the 5th graders textbook.
While the groups are teaching, the other groups are observing. You should be able to use videos and games.
Direct instruction Overview: This lesson is going to be about chemical changes. We will be introducing the chemical lesson. This is why I chose this lesson. Direct Instruction is based off basic knowledge. Direct: one goal
Inquiry Instruction Overview: This will be a lesson in which students learn about chemical changes. This lesson will be taught by inquiry. Inquiry: develop a skill
Inquiry involves: process skills, critical observation, thinking, inferring, and evaluating
In my opinion it was important to take this class to go over the difference between direct and inquiry. I think that it was also important for each group to chose a lesson plan. I also think that it is important to go over the different introductions, overviews, developments, and closures for direct and inquiry instruction. These concepts are critical for future teachers to know. It is important to know what lesson as a future teacher you are doing in order to be able to plan the lesson and to have the materials ready for that lesson. It is important for future teachers to know the difference between direct and inquiry. It is also important to know the format of 5 E lesson. This is what I took from this class. I learned a lot about the different lesson plans and what each includes so I know to write these lesson plans when I become a future teacher. This class was very important for me to know and learn today.
Because of an unexpected "spring" snowfall, and forecasts for more bad weather through the rest of today, Wednesday, March 23rd, Bishop Dunn and all Newburgh schools will be dismissing students beginning at 11:15 a.m.
Today's class started with Dr. Smirnova giving us the books that the 5th graders use for science. She started a list and asked each group to pick a lesson to do for the 5th graders. Dr. Smirnova gave us the website for the online link to the textbook that the 5th graders use. The website needs a username and password and Dr. Smirnova gave us the password and username. As a class we talked about 5 E lesson plan format because some of my classmates were confused. A lesson plan always has an introduction, development, and closure. The 5 E lesson plan differs from a regular lesson plan in many ways. The 5 E lesson plan is more hands on and the introduction is suppose to include asking questions, engaging the prior knowledge that the students have and to focus and motivate the students. The introduce should have share experience. You can use the Smart Board, KWL chart but the best way for inquiry is a puzzle, or ask a question to make the children think. It is important to start an inquiry lesson with a puzzle in the beginning and to teach inquiry after teaching the direct instruction lesson.
My group picked Chemical Technology which was Lesson 4 in the 5th graders textbook.
While the groups are teaching, the other groups are observing. You should be able to use videos and games.
Direct instruction Overview: This lesson is going to be about chemical changes. We will be introducing the chemical lesson. This is why I chose this lesson. Direct Instruction is based off basic knowledge. Direct: one goal
Inquiry Instruction Overview: This will be a lesson in which students learn about chemical changes. This lesson will be taught by inquiry. Inquiry: develop a skill
Inquiry involves: process skills, critical observation, thinking, inferring, and evaluating
In my opinion it was important to take this class to go over the difference between direct and inquiry. I think that it was also important for each group to chose a lesson plan. I also think that it is important to go over the different introductions, overviews, developments, and closures for direct and inquiry instruction. These concepts are critical for future teachers to know. It is important to know what lesson as a future teacher you are doing in order to be able to plan the lesson and to have the materials ready for that lesson. It is important for future teachers to know the difference between direct and inquiry. It is also important to know the format of 5 E lesson. This is what I took from this class. I learned a lot about the different lesson plans and what each includes so I know to write these lesson plans when I become a future teacher. This class was very important for me to know and learn today.
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