Logbook part II
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Number 11 12 13 14 15
Date May 20th May 27th June 3th June 10th June 17th
16
June 24th
May 21st and May 22nd were bank holidays
University Chart Rubric Miss Paulina Alternative assessment Alternative assessment (group activity) Microteaching “assessment”
Date
School
May29 th June 5th June 11th June 18th
Supervision Listening activity Listening activity Should/shouldn’t
June 25th
Project
Name: Andrea Cuevas Date: May 20th Title: Chart: Practicality, reliability, validity, impact, authenticity Number: 11 University
On May 20th, we continued working on a chart related to assessments' examples in which we had to complete it, in order to, make a reflection about each example, if they fulfill the objective of the principles of assessments (practicality, reliability, validity, impact, and authenticity) or not. With this exercise I realized how important is to know the context and the environment in which the assessment was applied, in order to have a good analysis. When we were working on the chart we noticed that we couldn't analysis each example.
As a conclusion, some factors are important and almost crucial to understand and analysis, if an assessment was a good tool or it wasn't well prepared or created.
Name: Andrea Cuevas Date: May 27th Title: Rubrics Number: 12 University On May 27th, we work on different types of rubrics. Holistic and analytic are the types of rubrics that we saw that day. Most of the years that I was at school I never knew what a rubric was, I remember seen a rubric once or twice at my school. However, now that I'm in the university I realized how important is to assess or evaluate through a rubric. As a matter of fact, using a rubric as an assessment or evaluation makes the process more objective. Nevertheless, on May 27th, we learned that there are different kinds of rubrics. These two kinds of rubrics have different levels of objectivity. (1) "A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale." This type of rubric is consider less objective than then analytic rubrics (2) " An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags." Both rubrics are well known by me and my classmates, but I think I need to work more on how to create a good tool (rubic) to assess student in a fair way. As a conclusion, both rubrics are great tools to use in an assessment or evaluation, it will dependent on the criterion that teachers will want to use and what kind of activity will evaluate. (1) http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/types-of-rubrics.html#holistic
(2) http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/types-of-rubrics.html#analytic
Name: Andrea Cuevas Date: May 29th Title: Supervision Number: 12 School
th On May 29 , it was my supervision. However, it wasn't the first time that I had practiced my supervision. As I wrote on essay number 10 (May 15th) I had the opportunity to practice my supervision, due to a problem that Miss Paulina had.
When I was doing my supervision’s class I realized that I had some problems related to giving instructions, which Miss Paulina agree with me. Most of the times, I have problems at the moment of giving instructions. On the one hand, I have all well prepared, even the instructions. On the other hand when I am giving them I don't know how to explain myself well. As a result, students get confused and I end up giving instructions in Spanish. Miss Paulina gave me some tips to work on this, which I think that were good piece of advice.
As a conclusion, my biggest weakness is giving instructions. In the following classes, I will apply the suggestions that Miss Paulina gave me, in order to improve the instructions that I give to my students.
Name: Andrea Cuevas Date: June 13th Title: Miss Paulina Number: 13 University
On May 13th, Miss Paulina when to our class because according to what she had seen in our supervision she needed to gave us some tips. In my opinion, it was an interesting class. She started the class by making us reflect about our voice projection, the clothes that we wear to schools, how to give instructions and responsibility. As a matter of fact, she saw us only once (in our supervision) and I noticed that she could see our weaknesses only by seeing us once; I agree with all her points because I see them in our microteachings and every day. As I said in my previous reflection I wrote about the problem that I have giving instructions. Nevertheless, one of my strengths is voice projection. Years ago I took a course related to this; I learn how to project my voice and how to use my vocal chords in order to not damage my voice. She finished her class giving us some daily problems in a classroom, which were real problems, for example, no respect from the students to the teachers, the use of phones in the classroom, among others. From my experience, these problems are always in the classroom and as student teacher I have learned how to control or solve these problems, which has been helpful for my performance in schools
Name: Andrea Cuevas Date: June 5th Title: Listening activity Number: 13 school
On June 5th, second graders worked on an listening activity; they had to listen to four songs and fill the blank spaces in a handout while they heard the song. I had problems managing the time of the activity.
I couldn't start at 8:10 o’clock; technical problems delay my class which had as a result that students couldn't finish the activity. I should have thought about future problems that can happen in the classroom.
As a result, I have to think in problems that may occur by making a plan B in case I need it, I think is a good idea to include this in my lesson plan in order to make good use of the time that I have to do an activity.
Name: Andrea Cuevas Date: June 10th Title: Alternative assessment Number: 14 University
On June 10th, we were introduced another kind of assessment, which is the alternative assessment. We learned about the characteristics, its advantages, examples, among other.
I realized that in my experience as a student in the school I didn't see much alternative assessments, which in my opinion my experience related to test and assessment should have been different. Moreover, know that I am not a student; I am a future teacher that understand the importance of applying these type of test. Nevertheless, I can understand why I never did a portfolio, journals, drafts, etc. when I was in school. In order to correct an alternative assessment, a teacher needs a lot of time, patience, appropriate tools (rubrics and checklist).
As a conclusion, I think alternative assessments are good tools to work with students, in order to create a better and meaningful learning. Lastly, I hope I have the chance in the future to work with portfolios which despite the time that I spent on them I think they are important in our learning process.
Name: Andrea Cuevas Date: June 11th Title: Listening activity Number: 14 School
On June 5th, students from 7th grade worked on a listening activity, which they had to listen three times a recording related to the Simpsons family and answered questions related to the recording. At the end of it, I read the script one more time slowly; this way the students that had problems with the recording had the opportunity to understand it.
I have experienced classes where it is difficult to explain instructions or work with activities, but that day was difficult to develop the listening activity. I never thought that it was going to be such chaos on the classroom that day, where nobody listened to me or even show any respect for us (my guide teacher and me). It took me more time that I had planned because I had to ask repeatedly silence. They knew the episodes and they laugh about what the characters said. I remember one class where we talked about some factors that can be obstacles, for example, the classroom, the activity may have been too stimulant, the time of the day, etc.
As a conclusion, it wasn't the best class that I had done but it was an experience to consider, in order to learn other methodologies that can be used in classes like this.
Name: Andrea Cuevas Date: June 17th Title: Alternative Assessment (Group activity) Number: 15 university
On June 17th, we worked on different examples related to alternative assessment ( nonverbal assessment strategies, K-W-L chart, portfolios, oral performance, etc). We worked in groups, first we gather the ones we had the same letter and then we gather according to the numbers we had. I think the way we worked was a good technique; it’s a little hard for me to be sit and quiet so was meaningful for me to move through the class in order join parts of a text.
As I said in previous reflections, teachers are not used to working with alternative assessments, maybe because it takes too much time correcting them. That day we saw three examples, in my opinion is a good idea applying it because students like to work in new and creative ways to be assessed.
Name: Andrea Cuevas Date: June 18th Title: Should/ shouldn’t (objective: To work and apply the modal verbs should) Number: 15 School On June 11th (reflection number 14), 7th grade worked on a listening activity which was a disaster (alternative assessment- index). Despite being one of the worst classes I have ever had, I learnt from these. On June 18th, the objective of the class was to learn and apply the modal verb should.
As I know that the students from 7th grade are a little difficult to work with, I used different materials where they could move around the classroom; I used flashcards related how to form the grammatical structure of the modal verb, I stick them on the whiteboard and they had to move them. Then, they had to work in groups and give advice to different characters from different movies (The Simpsons, how to train your dragon, despicable me, ice age and monster Inc). I noticed they really liked the activity, they draw the pictures I gave them and really apply what I thought them. At the end of the class, one person from each group had to go to the whiteboard and write the sentences that they created.
As a conclusion, it was a good way to keep their attention while they had a good time
Name: Andrea Cuevas Date: June 24th Title: Microteaching “assessment� Number: 16 University
On June 24th, we were presented the way that is going to be one of our last evaluations, which is through a microteaching. The microteaching consist in explain the different assessment that exist to assess speaking, writing, reading and listening ( the four skills).
My group chose "how to assess speaking"; we thought it was going to be the easiest one. As we read information related to this, we realized that teachers have problems assessing this skill because they don't know what they have to concentrate themselves, what criteria use, etc. I didn't know that it can be so difficult to assess speaking; there are different kinds of rubrics and checklist
As a conclusion, now I have good tools to apply an assessment speaking.
Name: Andrea Cuevas Date: June 25th Title: Project Number: 16 School Last week my guide teacher asked me to create an evaluated project for 7th grade, where students can apply should/shouldn't and comparative/superlative while she was evaluated them outside the classroom simultaneously one by one. She told me that it has to be a speaking project and individual. On June 25th had the opportunity to evaluate a speaking assessment and also practice my group manage.
I was all weekend thinking about how could I assess speaking individually (37 rubrics). So I created a game (stairs and snakes) where according to the number they took they had taken the card with the number (material-index). I gave them 15 minutes to play the game, in order to familiarize with the game, and then I will start with my assessment group by group. I know that in a previous reflection I wrote about a horrible behavior they had, but this time was much worse than that time. Nobody wanted to play, nobody cared about been evaluated or even pay attention. I reached a point when I doubt about my desires to become a teacher.
As a conclusion, I had to deal with a bad day, a bad activity, bad support, and bad behavior, but I realized how hard was to assess speaking and the importance of not giving up in moments like this.