Monday, March 31, 2014
Monday, May 9, 2011
Saturday, March 13, 2010
TIE 575- 5th Blog Posting
Write a description of the most recent staff development you implemented and describe how it went (good and bad) and what you would do to change it (if needed).
The last PD I did was on the SMARTboard. We have already had a vendor come in to do a PD for the 4th grade teachers in the beginning of the year. I had a vendor come in and do it because I had NO experience with the SMARTboard. The PD went well and the 4th grade teachers began using the SMARTboards in their rooms. Then it came time to purchase more SMARTboards and spark interest in more teachers.
So because the boards were in the 4th grade classrooms all year I never took the chance to get to learn how to use them. This never sat well with me. It was the only technology peripheral we had that I didn't know how to use. I think part of me decided to do this PD on my own because it would force me to learn how to use the SMARTboard. By this time it had been so long since the beginning of the year professional development that I couldn't remember a thing.
So, I rented how to videos and got a few off of youtube. I also searched websites for more information and great lessons. I wanted to make sure that I had a specific lesson to show off it's great points for each grade level. For two weeks straight I was a SMARTboard fiend. At the end of the 2 weeks I felt like I was ready.
Overall, the PD went very well, probably one of my better ones. If I decide to do another SMARTboard PD next year I think the main thing I would change is if I'm going to be specific to grade level again, like I was this time, then I'll do the PD in smaller groups. If I'm just going to show off the cool things about the board then I think I can stick to mixing grade levels.
The last PD I did was on the SMARTboard. We have already had a vendor come in to do a PD for the 4th grade teachers in the beginning of the year. I had a vendor come in and do it because I had NO experience with the SMARTboard. The PD went well and the 4th grade teachers began using the SMARTboards in their rooms. Then it came time to purchase more SMARTboards and spark interest in more teachers.
So because the boards were in the 4th grade classrooms all year I never took the chance to get to learn how to use them. This never sat well with me. It was the only technology peripheral we had that I didn't know how to use. I think part of me decided to do this PD on my own because it would force me to learn how to use the SMARTboard. By this time it had been so long since the beginning of the year professional development that I couldn't remember a thing.
So, I rented how to videos and got a few off of youtube. I also searched websites for more information and great lessons. I wanted to make sure that I had a specific lesson to show off it's great points for each grade level. For two weeks straight I was a SMARTboard fiend. At the end of the 2 weeks I felt like I was ready.
Overall, the PD went very well, probably one of my better ones. If I decide to do another SMARTboard PD next year I think the main thing I would change is if I'm going to be specific to grade level again, like I was this time, then I'll do the PD in smaller groups. If I'm just going to show off the cool things about the board then I think I can stick to mixing grade levels.
Saturday, March 6, 2010
TIE 512- 5th Blog Posting
Reflect on the experience of creating and implementing a problem-based lesson, and on what you might do to improve the learning experience.
Well I just completed my problem based lesson, perfect timing! I decided to use the online interactive simulation called Gizmos, think virtual manipulatives. It's a web-based program through explorelearning.com. I signed up for a trial membership. Very worth it. They're fun and easy to use. They're challenging concepts done through inquiry and exploration.
I teach 3rd grade for Saturday School. I have a small group which gives me a great opportunity to find out which methods work and don't work for specific kids. I decided to focus on two different concepts in math that really give my kids trouble; graphing and function machines. Below are the learning objectives for both lessons
SMARTboard!
I added the SMARTboard into the lesson. It was a perfect way for the kids to interact with each other during the simulation. They ended up learning from each others comments and "mistakes". The use of the SMARTboard was a huge success. I actually did it mainly so I would have an easier time of getting it on video. This is the first time I've ever used it for something like this, to interact with a website, and I would definitely do it again. It was the first time these particular kids were able to use the board. They loved it.
Looking back on the lesson I know exactly what I would change. I may even go back and do it again next Saturday. I'm not sure if it was partly because this was the first time the kids had used the board and I thought I had to give more direction....or maybe that's just an excuse. I should have "stayed out of it" more. I should have let them explore more. I was way in the classroom mode and I didn't let the kids take full advantage of the experience. Don't get me wrong, it went well but I think that with the few kids I had, they could have had a much different experience with it if I would have shut up more.
Also, during the graphing lesson I could/should have asked some of the questions differently. I saw this as I was watching it back. I could have explored the analyzing part more in depth and I think I could have given them a different perspective on it.
There were some things that went well. At first they didn't seem to really understand the concept of the pie chart but once they were actually able to begin manipulating it themselves according to the data, they really had an "ah ha" moment. I love those. The same thing happened with the plotted point graph. This is the one graph where I felt they were beginning to understand analyzing a little better.
All in all it was a well worth it experience.
Well I just completed my problem based lesson, perfect timing! I decided to use the online interactive simulation called Gizmos, think virtual manipulatives. It's a web-based program through explorelearning.com. I signed up for a trial membership. Very worth it. They're fun and easy to use. They're challenging concepts done through inquiry and exploration.
I teach 3rd grade for Saturday School. I have a small group which gives me a great opportunity to find out which methods work and don't work for specific kids. I decided to focus on two different concepts in math that really give my kids trouble; graphing and function machines. Below are the learning objectives for both lessons
Function Machines:
- Write a function rule based on an input-output table.
- Create an input-output table for a given function.
- Find input and output values based on a function and/or an input-output table.
- Identify bar graphs, line graphs, pie charts and scatter plots.
- Learn to title and label graphs properly.
- Plot bars, points, or regions accurately on a graph.
- Interpret what is shown on a graph.
- Recognize positive and negative relationships from scatter plots.
SMARTboard!
I added the SMARTboard into the lesson. It was a perfect way for the kids to interact with each other during the simulation. They ended up learning from each others comments and "mistakes". The use of the SMARTboard was a huge success. I actually did it mainly so I would have an easier time of getting it on video. This is the first time I've ever used it for something like this, to interact with a website, and I would definitely do it again. It was the first time these particular kids were able to use the board. They loved it.
Looking back on the lesson I know exactly what I would change. I may even go back and do it again next Saturday. I'm not sure if it was partly because this was the first time the kids had used the board and I thought I had to give more direction....or maybe that's just an excuse. I should have "stayed out of it" more. I should have let them explore more. I was way in the classroom mode and I didn't let the kids take full advantage of the experience. Don't get me wrong, it went well but I think that with the few kids I had, they could have had a much different experience with it if I would have shut up more.
Also, during the graphing lesson I could/should have asked some of the questions differently. I saw this as I was watching it back. I could have explored the analyzing part more in depth and I think I could have given them a different perspective on it.
There were some things that went well. At first they didn't seem to really understand the concept of the pie chart but once they were actually able to begin manipulating it themselves according to the data, they really had an "ah ha" moment. I love those. The same thing happened with the plotted point graph. This is the one graph where I felt they were beginning to understand analyzing a little better.
All in all it was a well worth it experience.
Friday, March 5, 2010
TIE 575- 4th Blog Posting
Write your opinion of this definition of Professional Development.
NSDC's definition of professional development: The term "professional development" means a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement.
They then break it down into smaller specific areas like courses, workshops, institutes, networks, and conferences.
Section 3(iv) states that it should provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom
I can't tell you how many times I have been to a professional development, specifically one on technology, and during the middle of it I hear, "this is great, but if I don't go home and practice it right away....I'll never remember how to use it." And let's face it, we may have the best of intentions to go home, sit down and keep it fresh but do we? Well, I don't.
As I read through the main part of this definition it sounds exactly like what professional developments should consist of. However, there are so many different kinds of people who give them; current classroom teachers, principals, vendors, "professional" professional developers. I think this gives so much room for personal style and commitment to come into play that this definition gets translated into many different languages.
I have a friend who works in a charter school. They stay longer one day of each week for professional development. When she took the job this was the one part she dreaded. She couldn't imagine sitting through a professional development every week. She's been at the school for 3 years now and says that it has become the greatest advantages to her students and to her as a teacher. Each PD has a specific purpose and carries over into the next week's PD. They also have continued support following the professional development in the classroom during the week. I asked her if at anytime she felt like it was just too much every week. She said since it is all based on their specific needs, they attend very few sometimes no PD's outside of the school, that it's never overwhelming because they don't ever feel like yet another thing is being added. They have actually now hired someone who's job is to schedule and evaluate the PD's at her school
In my opinion this situation is how professional development is most effective. I'm not suggesting that it can't be effective if done outside the school but it seems that if we're going to take professional development seriously, which sometimes we can't, then we need to be committed to comprehensive, sustained, and intensive.
NSDC's definition of professional development: The term "professional development" means a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement.
They then break it down into smaller specific areas like courses, workshops, institutes, networks, and conferences.
Section 3(iv) states that it should provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom
I can't tell you how many times I have been to a professional development, specifically one on technology, and during the middle of it I hear, "this is great, but if I don't go home and practice it right away....I'll never remember how to use it." And let's face it, we may have the best of intentions to go home, sit down and keep it fresh but do we? Well, I don't.
As I read through the main part of this definition it sounds exactly like what professional developments should consist of. However, there are so many different kinds of people who give them; current classroom teachers, principals, vendors, "professional" professional developers. I think this gives so much room for personal style and commitment to come into play that this definition gets translated into many different languages.
I have a friend who works in a charter school. They stay longer one day of each week for professional development. When she took the job this was the one part she dreaded. She couldn't imagine sitting through a professional development every week. She's been at the school for 3 years now and says that it has become the greatest advantages to her students and to her as a teacher. Each PD has a specific purpose and carries over into the next week's PD. They also have continued support following the professional development in the classroom during the week. I asked her if at anytime she felt like it was just too much every week. She said since it is all based on their specific needs, they attend very few sometimes no PD's outside of the school, that it's never overwhelming because they don't ever feel like yet another thing is being added. They have actually now hired someone who's job is to schedule and evaluate the PD's at her school
In my opinion this situation is how professional development is most effective. I'm not suggesting that it can't be effective if done outside the school but it seems that if we're going to take professional development seriously, which sometimes we can't, then we need to be committed to comprehensive, sustained, and intensive.
TIE 512- 4th Blog Posting
What is the best way to get others at your school to use more technology in their teaching and in the students' learning?
Nothing beats seeing it work, from a teacher's perspective that is. Last year, my first year in the position, I had equipment in my office that teacher's were able to check out and use and it ended up sitting in my office all year long. This year I changed two things to try to make this less of an issue.
I started a grade level tech pilot. I took into consideration my conversations with the teachers during grade level meetings and the sub test analysis to target certain areas in each grade level that I thought could benefit from the introduction and integration of a certain technology. For example: We targeted fluency for 3rd grade. Teachers find it extremely difficult to motivate their kids to reread .... or read at all for that matter. Since there is really no other way to become more fluent then practice reading we decided to purchase digital recorders for the kids to use. We are now slowly changing this to using ipods. It has been pretty amazing to see motivation rise along with actually wanting to practice reading. I did this with each grade level. My goal is to have each grade level become "skilled" with that specific piece of equipment or software and then give their own professional development on it during the year. So far, I've had three teachers give a professional development on the technology that they're using this year. It has in fact encouraged other teachers to start using it. They're able to see first hand how it can be effective.
Nothing beats seeing it work, from a teacher's perspective that is. Last year, my first year in the position, I had equipment in my office that teacher's were able to check out and use and it ended up sitting in my office all year long. This year I changed two things to try to make this less of an issue.
I started a grade level tech pilot. I took into consideration my conversations with the teachers during grade level meetings and the sub test analysis to target certain areas in each grade level that I thought could benefit from the introduction and integration of a certain technology. For example: We targeted fluency for 3rd grade. Teachers find it extremely difficult to motivate their kids to reread .... or read at all for that matter. Since there is really no other way to become more fluent then practice reading we decided to purchase digital recorders for the kids to use. We are now slowly changing this to using ipods. It has been pretty amazing to see motivation rise along with actually wanting to practice reading. I did this with each grade level. My goal is to have each grade level become "skilled" with that specific piece of equipment or software and then give their own professional development on it during the year. So far, I've had three teachers give a professional development on the technology that they're using this year. It has in fact encouraged other teachers to start using it. They're able to see first hand how it can be effective.
Subscribe to:
Posts (Atom)