Jones International University School of Education
Student Teaching Reflective Journal Matrix Tara Kunesh EDU 605A September 2010 Dr. Myers September 2010
The Reflective Journal Matrix
This journal is used in EDU605A and EDU605B (student teaching courses) to record: •
the hours and activities you spend working with students and collaborating with others in the school community
•
weekly observations or reflections demonstrating what you have learned
•
references to the specific standard(s) you address from the Performance-based Colorado Standards for Teachers.
Your journal is more than just a recitation of what occurs in the classroom. You must also actively reflect on what occurs and include your analyses, thoughts, concerns, lessons learned, surprises, successes, disappointments, etc. Start your journal on your first day in the school where you will be student teaching . It is advisable to maintain the journal daily so that you will not have to rely on your memory. Fill out each section (there are 3 sections) of the journal as completely as possible and append any supporting documents (lesson plans, correspondence, evaluations, letters, etc.) This practice will take little more than an hour per week and will be invaluable when you are finished. Periodically, you will present the journal to your professor. At the end of your first student teaching experience (EDU605A), your completed journal and any supporting documents becomes a required component of the portfolio project. You will continue to add to this journal in your second student teaching experience (EDU605B), and it will become a required component of that portfolio project as well. Since you will use this journal in both EDU605A and EDU605B, it is highly recommended that you save a copy to your Personal Workspace as a back-up. The Personal Workspace area resides on JIU’s servers and therefore would be available in case of technology issues you may experience.
Section 1: Hours and Activities On a daily basis, record the hours and activities you spend working with students and collaborating with others in the school community. Use the tab key to move between cells. On the last row, using the tab key will add another row. You must total your hours at the end of EDU605A and EDU605B.
Date
Hours
Activity
8/16/2010
7 hours (8.30 – 3.30)
High Quantum Training
school Learning
Purpose
Results
Quantum Learning Schoolwide training.
Completed Training. Will use Quantum Learning Techniques in the classroom and for lesson planning.
Listened to guest trainer, and participated in activities, skits and exercises. 8/23/2010
4hours (12pm – 4pm)
Observation. Observed three different English teachers/classrooms to learn about different rule/procedure setting techniques.
First day of school – observed rule and tone setting in English 9, Expository Writing and Contemporary Literature.
Useful for future reference. Took extensive notes on different rule setting and first day techniques.
8/24/2010
8 hours
Observed one block of English 9.
Observed three classes: English 9, Expository Writing and Contemporary Literature. In Planning, started to write first lesson plan for English 9 class.
Completed first lesson plan. Made plans to teach in second week of student teaching.
Observed classes and graded papers at home
Beginning to plan lessons
Observed Expository Writing Observed Contemporary Literature
9/7/2010
9 hours
Observed one block of English 9. Observed Expository
Writing Observed Contemporary Literature Grading: Graded expository writing vocabulary tests. 9/8/2010
8 hours
Observed one block of English 9.
Observed classes
Beginning to plan lessons
Observed classes
Beginning to plan lessons
Observed all classes. In planning period, stated writing a plan for Contemporary Literature.
Planned to teach “Bend It Like Beckham” for contemporary literature. Made photocopies of 3 chapters of the book. Ordered the movie and researched information on soccer, British and Indian Culture.
Observed all classes. In planning period, continued writing a plan for Contemporary Literature.
Continued research into British and Indian culture. Designed a Sikh religion quiz, and a “How to Cook” process essay assessment.
Observed Expository Writing Observed Contemporary Literature 9/9/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed Contemporary Literature
9/10/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed Contemporary Literature
9/11/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed Contempora
ry Literature Planned unit for Contempora ry Literature 9/13/2010
9.5 hours
Teaching, observing and lesson planning
Teaching a multicultural unit in Contemporary literature. Planning at night
Good lesson. Learnt a lot about giving visual as well as auditory instructions.
9/14/2010
9.5 hours
Teaching, observing and lesson planning
Teaching a multicultural unit in Contemporary literature. Planning at night
Good lesson. Learnt a lot about giving visual as well as auditory instructions.
9/15/2010
9.5 hours
Teaching, observing and lesson planning
Teaching a multicultural unit in Contemporary literature. Taught Short Story Unit. Planning at night
Great lesson. Improved as to classroom management
9/16/2010
9.5 hours
Teaching, observing and lesson planning
Teaching a multicultural unit in Contemporary literature. Planning at night
Great lessons
9/17/2010
4.5 hours
Teaching Observing
Finishing multicultural unit.
Mainly again
observing/helping
9/18/2010
3 hours
Grading papers and lesson planning
Grading essays from the multicultural unit taught, planning another short story elements lesson.
Mainly again
observing/helping
9/19/2010
3 hours
Grading papers and lesson planning
Grading essays from the multicultural unit
and
taught, planning another short story elements lesson. 9/20/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary Literature
9/21/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary Literature
9/22/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary Literature
9/23/2010
8 hours
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary
Observing Mystery literature unit and performance assessment. Planning to take over by next week.
Observing Mystery literature unit and performance assessment. Planning to take over by next week. Observing Expository Writing.
Mainly again
observing/helping
Observing Expository Writing, Contemporary Literature and English 9 short story unit
Mainly again
observing/helping
Observing Expository Writing, Contemporary Literature and English 9 short story unit
Mainly again
observing/helping
Literature 9/24/2010
4.5 hours
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary Literature
Observing Expository Writing, Contemporary Literature and English 9 short story unit
Expository Writing – Students read “Three Cups of Tea” and completed a Shelfari exercise. English 9 – Students read “The Scarlet Ibis” and discussed point of view in depth. Contemporary Literature -
9/26/2010
Sunday hours
-
4
Grading papers on a comparison between status in 19thC Europe and 21 st C USA.
Worked at home to complete an essay assignment that I had set the previous week.
Designed a new rubric based on the 6 traits of writing. Assessed essays using this rubric.
9/27/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
Observed one block of English 9.
Still observing some lessons in English 9 and Expository Writing to prepare for teaching next week.
Observed grammar lessons in Expository Writing.
Still observing some lessons in English 9 and Expository Writing to prepare for teaching next week.
Observed mentor teacher introduce descriptive writing unit in Expository Writing. Took notes, as taking over unit from end of week or Monday.
Assisted with Contemporary
Completed lesson plans for new short story in English 9.
Observed Expository Writing Observed and assisted with Contemporary Literature
9/28/2010
Missed a day- daughter sick.
9/29/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
Observed one block of English 9. Observed Expository Writing Observed and assisted with Contemporary Literature
Observed English 9 class and worked on lesson plan for Thursday during planning. Assisted with the organization of Performance assessments in Contemporary Literature. Put grades of “How to Cook…” essay on computer.
Observed during English 9.
Literature – students taking a performance assessment.
Will start teaching on Thurs 30 th . Assisted students with questions concerning their “flash draft” performance assessment in Contemporary Literature. Assisted students with the setting up of a Shelfari Account, for book discussion purposes.
9/30/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
Observed Expository Writing.
Expository Writing – Students took a vocab test, read and discussed grammar.
Taught English 9
Taught “The Gift of the Magi” in English 9. Recap of plot, theme, setting, characterization, point of view. Taught the concept of irony.
Observed Contemporary Literature – students discussed their novels in groups.
10/1/2010
8 – 12.30pm
Homecoming! 3 periods of 35 minute classes. One 35 minute planning period. Homecoming assembly.
10/4/2010
8 – 4pm (8 hours) 3
3 periods classes – one hour, forty
Observed Expository Writing. Taught English 9 – setting. Observed Contemporary Literature – students discussed their novels in groups. Observed Expository
Contemporary Literature – students read, took a vocab quiz and discussed their novels. Expository Students Shelfari exercise.
Writing – completed a book review
In English 9 used a web diagram to brainstorm and recap setting Continued assisting students in Contemporary Literature to set up Shelfari accounts.
Expository Writing – grammar lesson on pronouns
Classes – and one planning block.
10/5/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
minutes each.
Writing.
One period of planning – completed Mystery Unit worksheet for film “Murder By Numbers”
Taught English 9 – characterization. Observed Contemporary Literature – students discussed their novels in groups.
3 periods of classes – one hour, forty minutes each.
Observed Expository Writing.
1 planning period – also one hour, forty minutes.
Taught English 9 – point of view and theme. Taught Contemporary Literature – students watched a mystery film – “Murder by Numbers” and I gave them a worksheet to complete.
10/6/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each.
Observed Expository Writing.
1 planning period – also one hour, forty minutes.
Observed English 9. Taught Contemporary Literature
and antecedents indefinite pronouns.
and
English 9 – Taught characterization using a mind map. Asked students to get into pairs and write setting and characterization Haikus. Shared the Haikus using sidewalk chalk outside. Contemporary Literature – students read and discussed their mystery novels. Expository Writing – Expository Writing – students worked on a character essay assignment by creating a potato character (actually decorating a potato!) and writing about their character. English 9 – recapped point of view using 1 st person, 3 rd person ideas. Brainstormed theme and had students complete a journal entry on their most prized possession, why they wanted to keep it and why they would be prepared to give it up. Expository Writing – listened to potato character stories. Modeled descriptive character writing stories. English 9 –Students reviewed the short story unit and made “literary license plates” in order to recap the main idea of each of the stories read.
Contemporary Literature – finished watching “Murder By Numbers” and completed worksheet. Read two short mystery stories for students to solve. 10/7/2010
10/8/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
8 – 12.30pm 3 periods of 1 hour lessons, 1 one hour planning period.
3 periods of classes – one hour, forty minutes each.
Observed Expository Writing.
Expository Writing – students peer edited their character essay rough draft.
1 planning period – also one hour, forty minutes.
Observed English 9
English 9 – students took short story unit test.
Taught Contemporary Literature.
Contemporary Literature – Read another short mystery story. Used Freytag’s Pyramid to analyze story and used mystery elements handout to analyze particular mystery elements within the story.
3 periods of classes – one hour each.
Helped teach Expository Writing.
Expository Writing – Discussed object description. Played “What Am I” Game.
Observed English 9
English 9 – Students discussed “Outsider” research paper.
1 planning period – also one hour.
Taught Contemporary Literature
10/11/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
No School – Columbus Day
10/12/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each.
Taught Expository Writing
1 planning period –
Observed English
Contemporary Literature – Students worked on their mystery project.
Expository Writing – Continued object description: Students placed candies into a paper bag and described their candy on the
also one hour, forty minutes.
9 Taught Contemporary Literature
outside of the bag for a partner to guess. Began place description. English 9 – Observed how to write a research paper. Students were given information on citations and good research sites. Contemporary Literature – Gave students vocab words and definitions for a test on Friday. Students read and continued working on their mystery unit.
10/13/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each.
Taught Expository Writing
1 planning period – also one hour, forty minutes.
Taught and Observed English 9. Taught Contemporary Literature
Expository Writing – Continued place description: Students were given magazine pictures and asked a number of questions regarding sensory detail. Students were then asked to convert a TELLING sentence into a SHOWING paragraph. They shared their paragraphs with a partner who drew the scene. English 9 – Taught paraphrasing using a short Bio of Amelia Earhart. Students were able to successfully paraphrase a paragraph themselves. Contemporary Literature – Continued with Mystery unit – students worked on their presentations in groups.
10/14/2010
8 – 4pm (8 hours) 3 Classes – and one planning
First period: 8 – 9.40 – Watched “12 th Night”
First Period – Montana Shakespeare in the schools came and performed “12 th Night”.
block.
Second period: 9.45 – 11.40 watched Status and Bullying Workshop
In the second period two of the actors ran a “Status and Bullying” workshop, which I observed.
3 rd period –planning
Third period – planned for Contemporary Literature mystery unit (planned vocab test and peer review of mystery presentation)
4 th period – taught Contemporary Literature 10/15/2010
8 – 12.30pm 3 periods of 1 hour lessons, 1 one hour planning period.
3 periods of classes – one hour each. 1 planning period – also one hour.
First period observed Expository Writing
–
Second period – observed English 9. Third period planning
–
Fourth period – taught Contemporary Literature.
Expository Writing – Students worked on descriptive essay and were able to complete all pre writing tasks. English 9 – Students were taught how and when to use direct quotes, when to paraphrase and how to complete note card research. Students successfully began their research and understood how to complete their note cards.
Contemporary Literature – we continued peer review of mystery presentations and the students placed their presentations on Google Apps to be shared and graded 10/18/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each.
First period – taught Expository Writing
1 planning period – also one hour, forty minutes.
Second period – observed English 9. Third
period
–
In Expository Writing students learnt new vocabulary and completed LINCS cards. They also took a vocabulary test using previously given words. Most students score 85% or higher using the LINCS cards.
planning Fourth period – taught Contemporary Literature.
In English 9 students learnt how to access databases and how to conduct research using databases, with the result that they were all able to successfully discover at least one relevant article. In Contemporary Literature students began performing their mystery presentations. Students all scored “A” grades.
10/19/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each. 1 planning period – also one hour, forty minutes.
First period observed Expository Writing
–
Students completed grammar exercises and were able to achieve 100% on worksheets after being shown examples.
Second period – observed English 9.
In English 9 students continued with the research for their projects. They went to the library to check out books also. They were able to complete the research on databases during this period.
Third period planning
–
Fourth period – taught Contemporary Literature.
10/20/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each.
First period – taught Expository Writing
1 planning period – also one hour, forty minutes.
Second period – helped in English 9. Third period planning
–
Fourth period –
In Contemporary Literature the students continued performing their mystery presentations. All presentations were excellent and scored an A or B+. Students peer reviewed their descriptive writing rough drafts and were able to improve their writing and see my descriptive writing rubric. The students in English 9 were assisted with citations and were able to complete a correct “Works Cited” page by the end of the period.
taught Contemporary Literature.
10/21/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each. 1 planning period – also one hour, forty minutes.
First period observed Expository Writing
In Contemporary Literature students completed the mystery unit and handed in their reading journals. –
Second period – helped in English 9. Third period planning
–
Fourth period – taught Contemporary Literature.
10/22/2010
8 – 12.30pm 3 periods of 1 hour lessons, 1 one hour planning period.
3 periods of classes – one hour each. 1 planning period – also one hour.
First period observed Expository Writing
–
Second period – taught English 9. Third period planning
–
Fourth period – taught Contemporary Literature.
Expository Writing – students completed grammar exercises and were able to successfully complete verb/noun matching sentences correctly. English 9 – Students saw an example of a correct college standard essay with citations and were introduced to the concept of in-text citations and parenthetical citations. Contemporary Literature – One group of students who had been absent completed their mystery presentation. The students performed very successfully. We began the “Adventure” unit and students discussed the adventure genre and chose books to read. Expository Writing –students handed in object or place description essays. Students completed a Shelfari exercise and were able to successfully review “3 Cups of Tea” English 9 – Students completed a citation exercise on their computers, demonstrating that they are able to understand the art of citations. Contemporary Literature – Students took a vocabulary
test and were able to score a minimum of 75% on the test. Students continued with reading their adventure novels and keeping their adventure reading logs.
10/25/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
7 week total
278 hours
3 periods of classes – one hour, forty minutes each.
Expository Writing – Observed. Students were taught how to write a correct resume for themselves and for a fairytale character as part of their business portfolio performance assessment.
Expository Writing, English 9 and Contemporary Literature 1 planning period – also one hour, forty minutes.
English 9 – Students completed their research paper rough draft and peer edited each others’ papers. Planning – started a worksheet for “The Sandlot” for Contemporary literature. Contemporary Literature – Two groups of students needed to complete their mystery presentations
Expository Writing – Students brainstormed items for their resume and printed a Grimm’s fairy tale and highlighted information concerning their chosen fairytale character. Students were able to decide what they wanted to include in their resume and in the resume of their fairytale character. English 9 - Students were able to successfully spot errors in their own and the papers of their peers. They were able to complete their works cited page and in-text citations successfully. Planning – Completed half the movie and the worksheet. Contemporary Literature – Students completed their mystery presentations and all received an A or B grade. I completed the rubrics and scores and placed them on Google Apps for the students to view.
from last week. Students continued to read and create their reading logs. 10/26/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each. Expository Writing, English 9 and Contemporary Literature
1 planning period – also one hour, forty minutes.
Expository Writing – Observed. Students completed a resume for themselves and for their fairy tale character. English 9 (taught and observed) – Read “Sneetches” by Dr. Seuss and carried out a discrimination exercise where students with blue eyes were favored over students with a different eye color. Both were anticipatory sets for “To Kill a Mockingbird”. Contemporary Literature (taught) – Students watched “The Sandlot” for 50 minutes and completed a questionnaire. Students also continued to read their adventure novels and write their reading logs
Expository Writing – Students were able to complete the two resumes using the school online system (Kuder) or by using word templates. They successfully learnt the correct formatting and what to include in both their resumes. English 9 – Students learnt about discrimination and what it feels like to be discriminated against because of differences that are beyond their control. Contemporary Literature – Students were able to answer questions on “The Sandlot”, enhancing their understanding of the adventure genre.
in preparation for their performance assessment. 10/27/2010
8 – 4pm (8 hours) 3 Classes – and one planning block.
3 periods of classes – one hour, forty minutes each. Expository Writing, English 9 and Contemporary Literature
1 planning period – also one hour, forty minutes.
Expository Writing (Observed) – Students learnt how to create an application letter for their fairy tale character. English 9 (Observed) – Students were taught background informationsetting – for “To Kill a Mockingbird” and we began reading the story. Planning – Began planning for a Contemporary Literature “Lord of the Rings” unit.
Expository Writing – Students successfully created their fairy tale character application letter. English 9 – Students successfully identified Alabama on a U.S. map and discussed historical events that were significant during the time “To Kill a Mockingbird” was set. Planning –Brainstormed ideas and began creating a unit planner for “Lord of the Rings” Contemporary Literature – Students finished watching “The Sandlot” and identified adventurous aspects of the movie correctly. Following questioning, they also demonstrated that they could identify a theme within their own reading material.
Contemporary Literature – Students finished watching “The Sandlot” and saw examples of literary analysis and personal narrative 10/28/2010
8 – 4pm (8 hours) 3 Classes – and
3 periods of classes – one hour, forty minutes each.
Expository Writing (observed
and
Expository Writing – Students completed their entire performance
one planning block.
Expository Writing, English 9 and Contemporary Literature
1 planning period – also one hour, forty minutes.
helped) – Students studied how to write a correct inquiry letter. English 9 – Students continued reading To Kill a Mockingbird. Received vocab. Words and were placed into groups to discuss related poetry and find out their own vocab. Words. Contemporary Literature – Students discussed their adventure novels in themed groups. They continued to read.
10/29/2010
assessment package – resume, application letter and enquiry letter. English 9 – Students created 10 LINCS cards using vocabulary from “To Kill a Mockingbird” and formed their poetry/vocab groups. Group members assigned numbers 1 through 3 to themselves and number ones were told to have a poem ready for Tuesday. Contemporary Literature – Students were able to answer questions on theme, characterization and setting within their groups and were also able to continue with their reading and reading logs.
No School Total hours for EDU605A
310
EDU605B – Using planning hours and school hours from Friday 10/29/2010 10/29/2010
No School
Planning
Planning for Lord of the Rings Contemporary Literature Unit
Don’t forget to total your hours!
Section 2: Weekly Observations and Reflections On at least a weekly basis, list your observations or reflections demonstrating what you have learned as a result of your activities. Actively reflect on what occurred and include your analyses, thoughts, concerns, lessons learned, surprises, successes, disappointments, etc. This area of the reflective journal matrix is free-form, but you are encouraged to maintain it chronologically. Use the tab key to move between cells.
Observations and Reflections Week 1
Spent the first week observing lessons, listening to how the teachers set assignments and how many they set. Also noted how the teachers organize their lessons, units and their day. Observed another English teacher (as well as my mentors) to see different styles. I am going to start teaching next week, and although I have planned lessons already realize that I need to be far more specific and logical to present my lessons smoothly and successfully. I am concerned that I am not ready for the next step yet but I will give it my best shot!
Week 2
This week I continued to observe, and also started teaching. I learned some new techniques for teaching grammar, such as asking the students to write poetry using specific parts of speech. I also learned a new planning technique using a unit organizer and map that provides students with a pictorial representation of the unit and the semester, as well as providing information on individual assignments. I taught a short story unit and was able to observe parts of my plan that worked and parts that did not work so well. I feel that I learned a lot this week. I also taught a multicultural unit in another class and have realized just how much grading is necessary in teaching!
Week 3
This week was mainly spent finishing off the short story unit and tying up loose ends. I set a prewriting exercise for the class to complete, then gave them class time to complete a rough draft of their essay and peer edit their rough draft. The essay was due at the end of the week and I will be grading their efforts using a rubric that is based on the six traits of writing. I mainly observed in the other classes – I watched how a performance assessment was set up and observed more masterfully conducted grammar lessons. I watched how my mentor introduced a descriptive writing unit, which I will be teaching next week. It has been a more relaxing week than last week although I have a great deal of planning and grading to complete at the weekend!
Week 4
This week I felt like life had calmed down – slightly! I did not teach any classes until Thursday, so was able to observe quite a bit. My daughter was sick on Tuesday so I was not able to get to classes but managed to catch up on homework while she was sleeping! It was homecoming week so very enjoyable. The students were more hyped up than normal! The lesson I taught in English 9 on Thursday and Friday went well, even though trying to video it with a webcam was challenging and nervewracking! So far, the lesson has gone according to plan and the students seem engaged and happy. Friday was interesting – I took part in a “newbies” skit where I performed as the Cody Bronc! I didn’t totally want to do this but actually felt more included with the other teachers because of it. Nice week!
Week 5
Colorado Performance Standard One: Literacy – (Integrating literacy into content area) This has been a fun week. Teaching in an English class means that I am luckily always integrating literacy into the content area. In particular, this week, I finished teaching a short story unit – “The Gift of the Magi” and discussed, as a recap, the five main literary elements of plot, setting, theme, point of view, and characterization. Using the story as a guide and focusing on setting and characterization, I had the students write Haiku poetry. Therefore, as well as focusing on the story elements, I was able to recap poetry, adjectives and syllables. The students were also asked to complete two assignments – one – a plot summary in groups and two – a personal narrative essay which focused on theme. The students completed their prewriting activities this week. They drew a diagram focusing on their prized possessions and the circumstances in which they would sacrifice them. They then wrote a half page journal entry focusing on their MOST prized possession. The students were also invited to share their writing with the rest of the class. The prized possessions ranged from cell phones to X-boxes to horses to livers!! In this way I tried to connect the theme of “The Gift of the Magi” to the students’ lives: “Have I given them purposes for reading and writing by connecting these skills to the real world in which they live?” (Goethals, Howard & Sanders, 2004, p.183). I am also working on a mystery unit for contemporary literature and a descriptive writing unit for expository writing. These are both senior level classes so I am a bit nervous about teaching to the correct level. All in all it has been a really good week
Week 6
This week I taught my first lesson in Expository writing – the class I was most nervous about. I taught Descriptive writing and concentrated both on object and place. I started with a simple “What Am I?” object description game and then had the students hide a candy in a paper bag and write a description of the candy on the outside for a partner to guess. For place description I gave the students magazine pictures to describe. I guided their writing using specific questions such as “what do you think you would hear if you were in this place?” Finally, I taught a “Show not Tell” lesson. I read the students an example from George Orwell and gave them three starter telling statements and asked them to turn the telling statements into showing paragraphs. In English 9 I also helped teach as we began a research paper this week. I taught paraphrasing and helped with other activities. In Contemporary Literature we continued with the mystery unit which has been really fun. The students peer evaluated their presentations at the end of the week and got ready for their performances next week. I am really looking forward to seeing those!
Week 7
Colorado Performance Standard Seven: Knowledge of Technology This week has been very tough! In Contemporary Literature we have begun a new unit and are setting a performance assessment. I have been also increasing my technological skills this week. The school has begun using Google Apps and I requested that the students post their mystery presentations on this site for me to view. Using this application, they were able to collaborate on the assignment with their peers and even use instant messaging to communicate with their group members when apart. I then placed my rubric onto the site, shared it with the appropriate students, and hopefully saved a few trees! The students have also been using Shelfari.com this week. I set up a discussion group to complete the review of the mystery novels and requested that the students also placed their books on their “shelves” and summarized. We used Netflix to view “The Pelican Brief” movie. In English 9 the students were working on their first research paper and we were therefore spending a reasonable amount of time online searching through databases for the information that they needed. It has been very intense! I have found that integrating technology into my lessons is definitely a double edged sword. I have been surprised to discover that some of the students, even though they have all been given computers, are often still uncomfortable with learning new technologies: “Choosing the appropriate tool is an ongoing decision in your instructional planning, and requires that you consider a number of factors” (Goethals, Howard & Sanders, 2004, p. 61).
Week 8
This has been a fun, calm week. Through assisting the expository writing class with their resumes, application and inquiry letters, I have been learning about the correct, American way to approach these types of writings. I have been team teaching “To Kill a Mockingbird” with my mentor in the English 9 class and am very much enjoying this approach. I am learning to step in more with activities when my mentor is suddenly called away or needs to talk to someone else. In Contemporary literature I have been working on refining my approach to two or three week units and feel that I am beginning to understand this large scale planning. After the last two months, I feel like I know the students quite well – especially in the English 9 and Contemporary Literature classes – and feel that this helps me to be a better teacher. I am looking forwards to the next 8 weeks.
Section 3: Performance-Based Standards for Colorado Teachers Record references to the specific standard(s) you are addressing. Remember, we will use these standards which are very similar to those adopted in other states. Though all standards are listed, you will likely address only a few each week. You are encouraged to maintain this section chronologically adding new entries each week.
Standard One: Knowledge of Literacy The teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing and listening. Indicators for Standard One: 1.1 Plan and organize reading instruction based on ongoing assessment. What I did:
Wrote lesson plan on Guy de Maupassant’s “The Necklace” and “Bend it Like Beckham” by Narinder Dhami. In particular the lesson on The Necklace included elements such as characterization which are a literature element that is continually assessed. The students were given an informal assessment on characterization and were set an essay on status – comparing status in the q9th century to status today.
1.2 Develop phonological and linguistic skills related to reading including: • Phonemic awareness • Concepts about print • Systematic, explicit phonics • Other word identification strategies • Spelling instruction What I did:
Vocabulary is specifically taught using LINCS: LISTEN to the word, IDENTIFY the reminding word, NAME the linking work, CREATE a picture and SHAPE a sentence. Students write the vocabulary word on an index card, create their own reminding word, draw a reminding picture and write an appropriate sentence. This way, the students are encouraged to use the word at least seven times. “Learning a word is a gradual process that depend on multiple exposures to the word over time” (Peregoy & Boyle, 2008). Used LINCS cards () to encourage students with new vocabulary and word recognition. Offered extra points for students who discovered weekly vocabulary words in their personal reading. At high school level, the emphasis is not on phonics or spelling but on increasing vocabulary and grammar, and understanding literature.
1.3 Develop reading comprehension and promotion of independent reading including: • Comprehension strategies for a variety of genre • Literary response and analysis • Content area literacy • Student independent reading What I did:
Students are able to have independent reading at the beginning of every lesson period. I have taught a short story unit that analyzes characterization in literature and have written a lesson plan designed to teach multicultural literature. I will be designing others to teach mystery, fantasy, science fiction and historical fiction. I will also be teaching a short story unit that sums up all elements of a story – plot, setting, point of view, characterization and theme.
1.4 Support reading through oral and written language development including: • Development of oral English proficiency in students • Development of sound writing practices in students including language usage, punctuation, capitalization, sentence structure, and spelling. • Showing the relationships among reading, writing, and oral language • Development of vocabulary • The structure of standard English What I did:
In Expository writing the emphasis is very much on correct writing. To achieve this aim I have prepared lessons on punctuation, given lists of vocabulary to be learnt, which the students will be tested on, and taught grammar using poetry. The students will also be expected to present their poetry to the class – developing their oral proficiency. In later units the students will be asked to present persuasive essays orally to the class also, and engage in a debate. “Reading and writing …play vitally important roles in our lives, but oral language interactions account for the bulk of our day-to-day communications” (Peregoy & Boyle, 2008).
1.5 Utilize Colorado Model Content Standards or other state standards in Reading and Writing o for the improvement of instruction: • Help students one-on-one to address weaknesses apparent in their reading/writing skills • Assess student’s reading/writing assignments with formative and summative assessments • Plan and lead effective reading/writing lessons • Utilize various content materials to teach literacy • Prepare lessons or units designed to encourage critical thinking What I did:
Students are given vocabulary lists on a weekly basis and take a test based on the words. They are then asked to include at least three vocabulary words in an essay and also write sentences to prove that they understand the meaning of the words. This is a formative assessment however, and the students are given a second chance to complete the sentences after they have received feedback. To teach short stories or novels we use a variety of materials – including film, hands-on activities and research. Students are given one-on-one support to address particular weaknesses. They are invited to come after school, during planning time or lunch to seek assistance. All the lessons that I am teaching/observing are reading or writing lessons.
Standard Two: Knowledge of Mathematics The teacher shall be knowledgeable about mathematics and mathematics instruction. Indicators for Standard Two: 2.1 Develop in students an understanding and use of: • Number systems and number sense • Computation • Geometry • Measurement • Statistics and probability • Functions and use of variables • Problem-solving What I did:
2.2 Utilize Colorado Model Content Standards or other state standards in mathematics for the improvement of instruction by: • Showing awareness of how to integrate math in a content lesson • Preparing a lesson that uses appropriate standards-based math curriculum • Working one-on-one with students showing weaknesses in math proficiencies • Demonstrating how students use math in everyday life • Designing a lesson to encourage problem solving • Assessing student’s math assignments with formative and summative assessments • Showing awareness of school math curriculum and assessments What I did:
Standard Three: Knowledge of Assessment The teacher shall be knowledgeable about strategies, planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum. Indicators for Standard Three: 3.1 Design short and long range standards-based instructional plans What I did:
3.2 Develop valid and reliable assessment tools for the classroom What I did:
3.3 Develop and utilize a variety of informal and formal assessments, including rubrics What I did:
I have designed several different rubrics to assess essays. I have also developed a peer evaluation rubric so that the students are able to assess each other’s work and provide valuable feedback before the final drafts are prepared.
3.4 Assess, compare and contrast the effects of various teaching strategies on individual student performance relative to content standards What I did:
3.5 Use assessment data as a basis for standards-based instruction What I did:
3.6 Provide effective verbal and written feedback that shape improvement in student performance on content standards including • Grading student work • Participating in progress reporting • Using electronic grading or reporting systems
• Proctoring exams • Having a plan for evaluating student learning What I did:
3.7 Prepare students for the Colorado Student Assessment Program (CSAP) or other state or national assessments of educational achievement What I did:
3.8 Ensure that instruction is consistent with school district priorities, the Colorado Model Content Standards, and the 1999 Colorado Accreditation Program or other state assessment programs What I did:
Standard Four: Knowledge of Content The elementary teacher is knowledgeable in addition to literacy and mathematics in the following content areas: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education. Middle school and secondary content teachers shall be knowledgeable in literacy and mathematics and expert in their content endorsement area(s). Indicators for Standard Four: 4.1 Utilize content knowledge to ensure student learning What I did:
4.2 Enhance content instruction through a thorough understanding of all Colorado model content standards or the content standards in your own state What I did:
4.3 Apply expert content knowledge to enrich and extend student learning by: • Articulating clear learning objectives • Using standards-based instruction in lesson planning • Displaying pedagogical and content knowledge • Demonstrating knowledge of resources to enhance learning What I did:
4.4 Integrate literacy and mathematics into content area instruction What I did:
Standard Five: Knowledge of Classroom and Instructional Management The teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning. Indicators for Standard Five: 5.1 Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills and understanding What I did:
5.2 Apply sound disciplinary practices in the classroom What I did:
5.3 Apply appropriate intervention strategies and practices to ensure a successful learning environment What I did:
5.4 Raise the academic performance level of a group of students, over time, to a higher level through the use of effective instructional practices: • Using multiple learning styles • Using a variety of teaching models (direct instruction, cooperative learning, inquiry) • Overseeing independent projects • Utilizing appropriate content materials What I did:
5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, intervention, memorization and recall) and ensure attention to these learning processes so that students can master content standards What I did:
5.6 Work in cooperation with library media and other resource specialists in providing student instruction on how to access, retrieve, analyze, synthesize and evaluate information, and integrate these information literacy skills into the curriculum to accomplish standards-based learning activities. What I did:
5.7 Accurately document and report ongoing student achievement What I did:
5.8 Communicate with parents and guardians effectively in order to involve them as participants and partners in student learning What I did:
5.9 Communicate a variety of assessment results, and their implications to students, parents, guardians, professionals, administrators, and the community What I did:
Standard Six: Knowledge of Individualization of Instruction The teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher
is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners. Indicators for Standard Six: 6.1 Employ a wide range of teaching techniques to match the intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes What I did:
6.2 Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners What I did:
6.3 Utilize his/her understanding of educational disabilities and giftedness and their effects on student learning in order to individualize instruction for these students. What I did:
6.4 Teach students within the scope of a teacher’s legal responsibilities and students’ educational rights, and follow procedures as specified in state, federal and local statutes. What I did:
6.5 Develop and/or apply individualized education plans. What I did:
6.6 Collect data on individual student achievement and be accountable for each child’s learning. What I did:
6.7 Use specific knowledge of student medical conditions and medications and their possible effects on student learning and behavior. What I did:
Standard Seven: Knowledge of Technology The teacher is skilled in technology and is knowledgeable about using technology to support instruction and enhance student learning. Indicators for Standard Seven: 7.1 Apply technology to the delivery of standards-based instruction. What I did:
I used a citation exercise from teacherweb.com to consolidate my 9 th grade class understanding of different types of citations and when to use them. I have also used Shelfari.com (a book discussion site) several times in all three classes. Students place books on their “shelves”, answer discussion questions and review their books online.
7.2 Use technology to increase student achievement. What I did:
I have used technology to share computer-based information and exercises with the whole class at once, in order that visual learners can most benefit from the instruction.
7.3 Utilize technology to manage and communicate information. What I did:
I use Google Apps to communicate assignments and rubrics to students in the Contemporary Literature class. The students are able to place their assignments on the same site, collaborate with peers or other teachers, instant message peers and see corrections and grades in real time.
7.4 Apply technology to data-driven assessments of learning. What I did:
I have placed rubrics online on Google Apps and have completed the rubrics online and provided the students with a scored grade, all using the same site.
7.5 Instruct students in basic technology skills. What I did:
During the research paper unit in English 9 I have given students technological instruction in how to search online, how to use databases and have used online resources to teach them how to cite correctly.
Standard Eight: Democracy, Educational Governance and Careers in Teaching The teacher recognizes the school’s role in teaching and perpetuating our democratic system. The teacher knows the relationships among the various governmental entities that create laws, rules, regulations, and policies that determine educational practices. Indicators for Standard Eight: 8.1 Model and articulate the democratic ideal to students, including: The school’s role in developing productive citizens. The school’s role in teaching and perpetuating the principles of a democratic republic. What I did:
8.2 Model, and develop on the part of students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family and community well-being. • Collaborate with families, other teachers and administrators • Use community resources to enhance student learning • Work effectively in teams • Develop good communication between school and home • Demonstrate leadership skills in school and after school activities What I did:
8.3 Understand and respond to influences on educational practice including: • Federal and state constitutional provisions. • Federal executive, legislative and legal influences. • State roles of the governor, legislature and State Board of Education. • Local school districts, boards of education and boards of cooperative educational services. • Non-traditional and non-public schools, including: charter schools, religious schools and home schooling. • Public sector input from business, advocacy groups, and the public. What I did:
8.4 Promote teaching as a worthy career and describe various career paths in education, including local, state, national, and international options, higher education, public and private education. What I did:
8.5 Evaluate his/her own performance and access the professional development options necessary to improve that performance.
What I did:
References: Peregoy, S. F. & Boyle, O. F. (2008). Reading, writing, and learning in ESL. Boston, MA: Pearson . Goethals, M. S., Howard R. A., & Sanders, M. M. (2004). Student teaching: A process approach to reflective practice. Columbus, Ohio: Pearson Merrill Prentice Hall.