Reflection in Science

Description --> Feelings ---> Evaluation --> Analysis --> Conclusion --> Action Plan

What happened --> what were you thinking/feeling-->

Graduation Information

Print-off Transcript after graduation, May 5th

Make sure it says 'degree conferred'

Pass the Praxis to get certification

Middle School

Teacher Mentors

Beat shyness by giving shy students a 'heads up' on the next day

help organize the binder

how do you study.

go home, and go through your flashcards five times

take out the ones you know, and work through some of the ones you don't know

"do not deny of defend negative feelings toward you or your subject area, ask for specifics, listen to the complete list of complaints, summarize them back to the student and thank them for their feedback."

Are the problems student-owned, or teacher-owned

Peer Mediation

• Can be used to solve 80-85% of conflicts within a school
• Statistically much more affective than administration discipline
• student lef by respected and trusted members of the student body
• Usually 20-25 hours peer mediation training for peer mediators followed by ongoing support every two weeks to be successful

"I" Messages instead of "you" messages

"I get upset when you come to class late because it disrupts the lesson"

VS

"You should be here on time for class"

The Artisan Teacher Program

The Rutherford Learning Group

Talents VS Non-Talents

What are you good at doing, and how can you improve on it?

Mid-Course Corrections

The idea of a passive-interaction, where the students can have a kind of card on the wall and the students flip it up to reinforce a harder concept

Silly presentations -- ANYTHING to get the students HOOKED

FRANKY FRACTION

Project-Based Learning Handouts

Here is a handout that we were given to talk about Project-Based Learning. Which I think can be really amazing.

And my notes on a presentation:

We really need to read the standards, read, and take notes on them.

Ideally, planning should offer a three-pronged approach.

1) Digest the standards

Read them

Take notes on them

Brainstorm smaller-activities to help them digest the information

Find the essential ones and create large questions and project ideas based-off of them

2) Read the teachers-edition of the textbook.

Make notes on where the textbooks are aligned to the state standards

How can the project-ideas align to the textbooks (how can we build up to them)

track down the journals that we can do for every unit

3) Pacing

How can we break-down it into consistent class-chunks

How can we review and do homework

How can I pair it down to have a very simple lesson

How can I include smaller activities and journals every day.

Do number-sense review (85% test)

Reflection for 10/27/2011

This was a shorter class, mainly focused on talking about presentations from the previous week, and talking about ADHD. What really struck with me, that I’ve been trying to implement is the idea that a child with ADHD needs IMMEDIATE feedback/consequences. I had been giving a lot of feedback, but I had to do it too much and didn’t really have consequences.

Since the class, I have tried to find a way to give immediate consequences. I found some really great ways to do that, and have now settled on a way to handle-it:

No warning,

Initials on the board with checks:

1 check = 1 minute after class

2 checks = 2 minutes after class

3 checks = 3 minutes after class

LD = Lunch Detention

R = Referral

And then they would get kicked-out of class.

But this way I have FIVE interventions before a principal’s referral, and if necessary, it would be easy to document. Also, the first three have an IMMEDIATE consequence, so the student can understand what they’ve really done wrong.

But I also have tried to give positive immediate feedback, trying to give more praise than saying “that answer is right”, or “good job”, but trying to tailor it more to the student: pat on the back, high five, things like “I see Jess is working now, good job Jess.” Stuff like that. When I put it all together I have noticed a lot of improvement on the behavior of my students.

Reflection for 11/17/2011

Reflection for 11/17/2011

Two things that really struck me about today’s special guest was (a) the way that literacy could actually be used in a math class, and (b) the way that students can annotate a reading that they do.

We’re currently in the process of moving to a different algebra-instruction format, which allows for better implementation of group-work. I don’t like doing group work, until I feel that the students understand the basics of the material. Otherwise, the job divisions will be: recorder, timer, one who does the math. I also hate projects which are just ways to hide a math worksheet. I think that’s bullshit. When Rebecca showed us the graphical interpretations, I feel that it is a much better use of math projects. I guess I just saw a whole-other avenue for implementation of projects in class.

I also loved the idea of annotation in a reading. The students HATE, HATE, HATE, HATE word problems. I’m always looking for a consistent way to teach how to attack word problems, and the idea of a student-generated way is, I believe, an amazing idea. This allows you to give the students a key vocabulary, and allow them to use it and generate it. I think it could be really amazing if I can figure out an annotation system that COULD ACTUALLY WORK. That’ll be a fun Christmas project, I think.

Notes for 11/17/2011

Standardized Test

Criterion-referenced (for objective ranking)

ACT

EOC

High School Graduation Tests

Professional Licensing Exams

Norm-Referenced Test (for relative ranking)

Norm-Referenced Test

SAT

GRE

IQ Tests

Discovery Test

Four Areas of Literacy

Reading

• Vocab
• Te

Writing

Daily Journal

Enter/Exit Ticket

Not Taking

Annotating in the margins

creating a plan for problem solving

Speaking and Listening

Think/Pair Share

Responding to Questions

Sharing Annotations

Reciprocal Teaching

Viewing

BEFORE

determine what to read

determine what is irrelevant

set a purpose fo rreading

DURING

coding the text to monitor thinking

annotate in the margins-make notes

have students pay attentino to what is going through the mind while reading

KWHL

What I know

What I want to know

How I can find out

What I learned

What's relevant informaiton and what's irrelevant information?

KNOW? DO? PLAN!

know (_______ what you know)

do (circle the verbs)

rubistar

rebecca.searfoss@mnps.org

11/03/2011

Behavior Management

Well this was an eye-opener.

I created a system of procedures, but I thought I didn't need to build a consequence system. So over the next week, I need to reinforce my procedures but then build a system of consequences and rewards that the students will by into.

Because these past two weeks have been HORRIBLE, behavior-wise. I have new kids added to the class, and I need to come down on them HARD, but I really have no idea how to come down hard on them. The beginning of the year (and first nine weeks) started so well, it just PISSES ME OFF that I've let everything fall so badly.

I like teaching, but I hate disciplining. But it doesn't matter what I like/don't like to do, and more what the kids NEED. And right now, they NEED discipline. And as a teacher, I need to provide that, and a positive behavior reward system for them. I just don't know what that might be.

One of the teachers at Hunters Lane puts a name on the board, and then puts a line next to it, which gives a consequence. What if I use my overhead projecter, and then have my roll of students always projected. I can put a mark, positively/negatively which allows me to reward/punish individuals and groups.

I'm going to see what i can do about that.

Thanks for listening!

10/27/2011

Notes for Class

For kids with ADHD

• Give the child more immediate feedback/consequences
• Give the child more frequent feedback

------------------------------

Constructivism

Group-based learning

Students work in groups

Reflection on Darius Goes West Project

There was a lot of problems, not with the map measuring (though there was issues with that), but with the third page.

I didn't prepare them enough throughout the week for them to be able to solve the third page without guessing.

I am starting to think that I really do need to write my assessment first, and then plan backwards.

Monday: ratios / proportions using cross-multiplication
Introduce finding scales and proportions (maps)

Tuesday: Unit Conversion (one-step)

Wednesday: Unit Conversion (two-step)

Thursday: Darius Lab with Questions where they put it all together

Friday: Darius / Map Assessment // Alternative Assessment for those who couldn't work on Thursday

That's how the week should have gone.

Reflection for 09/29

Dr. Whalen-Jennings,

Today's class made me very frustrated, because it made me question the reasons that I'm teaching.

It's like I can see the future of what we have to do, and I have no comprehension of it. Like I'm a caveman looking at a credit card machine.

Not only do I not understand how to implement in a SERIOUS way the strategies to extend student memory and retention of information, but I really don't know how to overhaul the way I think about teaching math to accomplish it. I keep running-against the same hurdles: what about the ones who are absent? What about the ones who don't like work and I have to make second-level work for them?

And then the assessment is one DIFFERENT way. What the heck am I supposed to do about having to teach how to take a test? Why can't I just teach what they'll be needing to know?

I just hit a wall when I need to not only teach new material, but also teach RULES to play a game to teach that new information and THEN have them practice it. But I want them to have a way to LOOK BACK and review. Where do notes fit in?

I don't remember any labs or activities I did as a kid. I don't think I did activities. My mind doesn't work that way yet. I'm trying, but it's... It's just so frustrating and I feel like I need PD time JUST to re-work how I teach and present the information.

I don't know how to CONSISTENTLY implement best practices. I have an old bridge and I don't want to patch it up, I want to tear it down and build a better one. But I only know how to patch-up.

Notes for 09/29/2011

If you want to visit Scott's school...

scottje@ensworth.com

Teaching Students' Vocabulary

Building Background Knowledge by Robert Marzano

0871209721

Learning is

social process

active

collaboration

personal

On First Day

Involve Students Quickly

Identify the Value and Importance of the Subject

Set Expectations

Establish Rapport

Reveal Something About Yourself

Establish Your Own Credibility

Establish the Climate For the Class

Introduce the Subject Matter

Use Time Effectively. Everyday.

Use Old Maid (??)

Rise from our Chair, and run to the door.

Rise / Run

To do this, we need to set clear goals from the get-go.

http://keystoteachingsuccess.blogspot.com/

Post Zones on the Board

Have a real worksheet available if not working (alternative assignment)

Alternative Assignment on the Board

Algebra Facebook Page

Review The Lab Rules and PRACTICE talking at appropriate views

Summary of Notes (09/22/2011)

-Self efficacy is knowing you have the skills.

-Meichenbaum = self-regulated learning

-shaping = use of cues, signals, or information

-Premack principle = reward if you do something hard. “Grandma’s Rule”

-classical conditioning = Pavlov

Classical

Operant

Pavlov Unconditional stumuli – food and respond by salivating. Conditional Stimuli – bell – salivate Must pair reinforcement with “food” to get them used to conditional stimuli

Skinner, Watson Little Albert experiment – rabbit experiment, scared of white things after he dropped cymbal (instigated fear response). Skinner box – push the bar and get a pellet. How do you know if something is reinforcing? – it is very personal to the individual. POSITIVE REINFORCEMENT: It’s a good thing! Giving something. Types - tangible - attention - avoidance - sensory input NEGATIVE REINFORCEMENT: Not punishment. Getting rid of something yucky. Ex.) You get an F until you bring in a folder. If you bring in folder you don’t get an F.

Consequences vs. Punishment

Psychodynamic = Freud, Jung, Adler (power is driving factor behind decisions)

Cognitive:

Social Learning Theory

Meichenbaum – self-regulated kids

Albert and Ellis and Aaron Beck à Rational Emotive Behavior Theory

BEHAVIORISM

fixed = happens regulary

variable = random

measure through : intervals or ratios

Intervals = time ratio = number of times

fixed ratio à variable ratio

extinction burst:

Reflection for 09/15

I feel like I'm partly confused about this information.

It seems interesting, and it may seem to be true, but I don't really know what to do with it. I know that there are different stages to moral, character, and individual development... But what do I do with it? How can I use this in a classroom? How can I use what my students are going through to my advantage?

I think I may be looking at it wrong, but I want to manipulate where they are in their developmental stages to succeed in my class. If my job is to raise the students academically as high as possible, why not also raise them developmentally as high as possible?

Garret

Notes for 09/15/2011

PIAGET

Moral Development

· Young – constraint

o POV

§ Absolute point of view

o Rules

§ Inflexible

o Intention

§ Damage most significant

· If I break the lamp… The outcome is more important than the reason

o Punishment

§ It’s just wrong

· Old – cooperation

o POV

§ Differing Viewpoints

o Rules

§ Ambiguous

o Intention

§ Intention factors in

o Punishment

§ “Why is it wrong”

Four Stages

Pre-operational

Concrete Operational

Formal Operations

James Marcia

Identity Theory

For It Definitely Makes it Awesome

For

It Definitely

Makes

It Awesome

Forclosure NEVER EXPLORE ALTERNATIVE

Identity Diffusion INABILITY TO DEVELOP A CLEAR DIRECTION

Moratorium UNDECIDED, EXPLORING MANY ALTERNATIVES

Identity Achievement CLEAR-CUT, DECISIONS ON OCCUPATION AND IDEALOGY (18-22 year olds)

Erik Erikson

We go through 8 stages of life. Each stage is marked by a conflict

1^st Stage Trust V Mistrust (birth to 18 months)

2^nd Stage Autonomy V Doubt

3^rd Stage Initiative V Guilt

4^th Stage Industry V inferiority

5^th Stage Identity V Role Confusion

FITS IN WITH MARCIA

6^th Stage Intimacy V Isolation

7^th Stage Generativity V Self-Absorption

8^th Stage Integerity V Dispair

Karol Gilligan

The female Kohlberg