Blogging is a questionable thing for many people. Should you do it? Well, that is something you need to weigh, just like everything else. These are my pros and cons:
Pros: Great way to express feelings, keeps a record of your thoughts, allows you to explore new ideas and practices, allows for collaboration, one avenue to meet other educators, you can reflect on various activities
Cons: Parents and administration could strongly oppose my views, time consuming
Solution: I will definitely continue to blog, because I think it is personally and professionally beneficial!
Thursday, April 30, 2009
Wednesday, April 29, 2009
How long is too long?
Sometimes I question myself when assigning something and requiring a specific length. For example, I might give a five paragraph essay to my students. After giving assignments with length requirements, I ponder, "Why?" What if the assignment is filled with fluff? What if less is more? On the other hand I know that some students would take the easy way out if I didn't have a preset minimum/maximum length.
Then I think about essays that I write for graduate school. Set lengths really agitate me. I believe that as an adult as long as you fulfill the requirements of the assignment, there should be no set length. Often, less is more!!
Therefore I've come to the conclusion that for most young individuals having a set length is beneficial, but once a student reaches the college level, he/she should be permitted to be succinct.
Then I think about essays that I write for graduate school. Set lengths really agitate me. I believe that as an adult as long as you fulfill the requirements of the assignment, there should be no set length. Often, less is more!!
Therefore I've come to the conclusion that for most young individuals having a set length is beneficial, but once a student reaches the college level, he/she should be permitted to be succinct.
Thursday, April 16, 2009
Exit Card
Three things I learned: DFG's are a socieconomic grouping of schools in each district using a statistical technique called principal components analysis, the state of NJ requires curriculum to have pacing, different levels of materials, benchmark assessments, and modifications, and I learned that curriculum should not be set in stone, but always a work in progress.
Two things I found interesting: the impact of digital fingerprints and the push for 21st century skills
One question: who decide's whether a curriculum is good or not, and what qualifications does that person need to have?
Comment on Erin's question: How do you make it all work? How do you teach every subject, address all of the NJCCCS, and get it all in within a 10 month time period? With pullouts, differentiated lessons, and constant distractions to your schedule, how do you get it all in and make sure you're reaching every child?
The answer to that question is simple: Life happens, you adjust, you shift, and you modify plans. Integrate content as much as possible- and that's the way life works. In school educators typically isolate subject matter, but in actuality it is intertwined. Every subject impacts the other or plays a part. For example, in social studies I can combine reading a book about colonial life with writing a paper about the time period and talk about currency (Math) and discuss the importance of agriculture on the colonies (Science).
Two things I found interesting: the impact of digital fingerprints and the push for 21st century skills
One question: who decide's whether a curriculum is good or not, and what qualifications does that person need to have?
Comment on Erin's question: How do you make it all work? How do you teach every subject, address all of the NJCCCS, and get it all in within a 10 month time period? With pullouts, differentiated lessons, and constant distractions to your schedule, how do you get it all in and make sure you're reaching every child?
The answer to that question is simple: Life happens, you adjust, you shift, and you modify plans. Integrate content as much as possible- and that's the way life works. In school educators typically isolate subject matter, but in actuality it is intertwined. Every subject impacts the other or plays a part. For example, in social studies I can combine reading a book about colonial life with writing a paper about the time period and talk about currency (Math) and discuss the importance of agriculture on the colonies (Science).
Curriculum Model
http://ged550.wikispaces.com/Stufflebeam%27s+CIPP+Model
The above link is a site for the curriculum model known as CIPP. It has a logical and well organized framework, but is very overwhelming. I know that certain elements can be altered, and that the model can become tailored to my specific needs when evaluating curriculum. That is why I like this model and chose to research more about how to utilize the model.
However, the one huge downside to this approach is that it is very objective. The approach does not allow for "wiggle room" which to me is important. Subjectiveness is vital in school situations, because sometimes alterations are necessary when creating something for education.
The main reason I like this model is because the creator's mantra is, "the purpose of this model is not to prove, but to improve!"
The above link is a site for the curriculum model known as CIPP. It has a logical and well organized framework, but is very overwhelming. I know that certain elements can be altered, and that the model can become tailored to my specific needs when evaluating curriculum. That is why I like this model and chose to research more about how to utilize the model.
However, the one huge downside to this approach is that it is very objective. The approach does not allow for "wiggle room" which to me is important. Subjectiveness is vital in school situations, because sometimes alterations are necessary when creating something for education.
The main reason I like this model is because the creator's mantra is, "the purpose of this model is not to prove, but to improve!"
Wednesday, April 8, 2009
Assessing Curriculum
Assessing curriculum is not an exact science. There is no one specific clear cut way to assess curriculum and determine its effectiveness. During this week's class I learned a lot about investigating curriculum:
The state of NJ requires that curriculum includes a pacing guide, core instructional materials (different text levels), benchmark assessments, and modifications (Special ed, ELL, gifted).
I also learned that Marzano states in Classroom Instruction that Works curriculum has to be viable and guaranteed.
A few questions remain: Will we ever have a universal assessment for curriculum? How can schools create a viable and guaranteed curriculum? Who should be in charge of creating and implementing curriculum assessment?
The state of NJ requires that curriculum includes a pacing guide, core instructional materials (different text levels), benchmark assessments, and modifications (Special ed, ELL, gifted).
I also learned that Marzano states in Classroom Instruction that Works curriculum has to be viable and guaranteed.
A few questions remain: Will we ever have a universal assessment for curriculum? How can schools create a viable and guaranteed curriculum? Who should be in charge of creating and implementing curriculum assessment?
Wednesday, April 1, 2009
Peer Reflection
This is in response to Susan's blog post on March 7 "Teach to the Test??? Sure, why not?"
This post struck a chord with me, because I can understand both views to the argument of teaching to the test. On the one side, I believe like Susan stated, that teachers are already teaching to the test, we just don't call it that. On the opposing view, I think if I cover the curriculum, and teach to the best of my ability, then my students will do well on the NJASK regardless of me teaching specifically to the test.
The one thing that I definitely concur with Susan on is teaching students the vocabulary of the test. I think that it is important to teach the vocabulary, so that when the kids take the test, they will be able to comprehend the directions and complete the test to the best of their ability. For example, just this week, I introduced the word "speculate" to my class. They need to know and understand this term for the NJASK writing prompt. Hopefully, when the test date arrives they will understand the word and be able to produce a well written document.
This post struck a chord with me, because I can understand both views to the argument of teaching to the test. On the one side, I believe like Susan stated, that teachers are already teaching to the test, we just don't call it that. On the opposing view, I think if I cover the curriculum, and teach to the best of my ability, then my students will do well on the NJASK regardless of me teaching specifically to the test.
The one thing that I definitely concur with Susan on is teaching students the vocabulary of the test. I think that it is important to teach the vocabulary, so that when the kids take the test, they will be able to comprehend the directions and complete the test to the best of their ability. For example, just this week, I introduced the word "speculate" to my class. They need to know and understand this term for the NJASK writing prompt. Hopefully, when the test date arrives they will understand the word and be able to produce a well written document.
Skills My Pupils Need
In today's society and environment students need a variety of skills: multitasking, information literacy, and technological skills are three that definitely top the list. My students also need to be optimistic information seekers that can be collegial and collaborative with students, even with those that they do not get along with well.
As an educator, I'm trying my best to prepare my students for the middle school. That is my goal and one that I aggressively pursue each time I step foot into my classroom. One of the ways I do that is, I model how my students should react and interact in a variety of situations. I specifically show them that I'm not perfect, nor do I claim to be, and that I too, often have to search (look up) the answers. I believe I'm doing a good job due to my love of education, thirst for knowledge, and strong rapport with my students.
As an educator, I'm trying my best to prepare my students for the middle school. That is my goal and one that I aggressively pursue each time I step foot into my classroom. One of the ways I do that is, I model how my students should react and interact in a variety of situations. I specifically show them that I'm not perfect, nor do I claim to be, and that I too, often have to search (look up) the answers. I believe I'm doing a good job due to my love of education, thirst for knowledge, and strong rapport with my students.
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