For all you hiring principals out there... here is an example of me teaching a Bridges math lesson in May 2013. We start with a little BrainGym to get ourselves focused, then we move into a little math warm-up, then I roll out a new workplace game from Unit 5: Place Values.
Wednesday, June 5, 2013
Friday, May 17, 2013
Using art in academics helps IMPROVE learning!
Research Topic
My Teacher/Action Research project focused on art in the elementary classroom. I sought to understand how learning can be affected (if at all) by incorporating one or more creative elements in the lesson plan. In the classrooms I’ve visited so far, the creative time has been sacrificed in favor of more traditional academic subject matter. I feel like math, science, writing and other core topics can be taught as or MORE effectively through a more engaging medium.
As teacher candidates we are all want to bring our talents and passions to the classrooms in which we teach. For me, that means helping students learn through the utilization of creativity and the arts.
Research Question
How does incorporating art/music into my teaching methods affect student learning/engagement?
“I just don’t really feel like doing it. It’s kind of boring and I don’t know what to write.” – Recorded in my journal after asking a student why he hadn’t been working on his Pen Pal Letter 10 days after it was due.
“I wrote four pages today! He is so totally going to draw [my monster] right.” – Quote from the same student after the second day of the Monster Write project.
 |
| Simple Machines Final Assessment |
 |
| Area/Perimeter Final Assessment |
 |
| Descriptive Writing Final Assessment |
Findings
About halfway into the data collection process, I noticed a phenomenon in my class where many students could not complete assignments on time. The new units were introduced with all the students at the same time, they started out strong, then participation either stayed high or it dwindled. I started keeping an informal log of how many students were late turning in their assignments and how many days it took them to complete. Then I informally cross-referenced that list with the presence of an art component in the lesson. For the purposes of this observational study, I defined “arts” as anything with a drawing, coloring, collage, performance, musical, design, or sculptural element to it. There was a positive correlation between lessons with an art component and higher/faster completion rates.
The other significant finding from this research was related to student scores and their underlying achievement. For the amount of goofing off and off-topic conversation observed during the creative work place times, I almost expected the student comprehension to dip for these projects. The data collected from student work for art-based and straight-academic work did not reflect this fear. There was no discernible scoring advantage in the creative-based lessons, but there was no negative effect either. Scores were consistent no matter how the lessons were taught.
Given all of the data collected, here are two strong themes that emerged from my inquiry:
- You can incorporate art into normal lesson plans without compromising the academic quality of your lesson. In my time at Middleton I have taught four cross-subject units and art was a major component in all of them. In each one of these units the students’ achievement scores improved across the board. In my work sample unit the students were asked to create their own monster and write about it using descriptive language. A partner from the class was asked to draw the monster based on the author's written description. The lesson was inherently artistic/creative and the students saw an average of 74% increase in scores. Only the written portion and participation was graded.
- Student engagement increases when art is an integral part of the lesson being taught. The units I have taught and observed while with these students have been varied in their level of art integration, but the lessons that feel more like "art" and less like "work" are completed on average two days sooner than those without. Lessons without a hands-on, student-directed art component run over the planned time because of lack of comprehension, multiple behavioral interruptions, and/or students prioritizing that work below the creative lesson tasks. This has been most true among the mid- and low-learners.
Tuesday, May 7, 2013
Summer Reading List
One of the best parts of the student teaching experience is talking to a bunch of other teachers about what they are learning. In grad school we read a lot of books on classroom management and pedagogy, but the pace is so fast I'm finding my retention isn't 100%. And of course, the books we read area selected by our professors, not ourselves so the scope is limited. I've compiled a summer reading list for myself that include all kinds of recommendations I've collected this year. Have any to add?
Mind in the Making - Ellen Galinski
The Homework Myth - Alfie Kohn
Choice Words - Peter Johnston
Reading With Meaning - Debbie Miller
Mosiac of Thought - Keene/Zimmerman
Tools for Teaching - Fred Jones
Teach Like a Champion - Lemov/Atkins
All Lucy Caulkins and Reggie Routeman :)
Mind in the Making - Ellen Galinski
The Homework Myth - Alfie Kohn
Choice Words - Peter Johnston
Reading With Meaning - Debbie Miller
Mosiac of Thought - Keene/Zimmerman
Tools for Teaching - Fred Jones
Teach Like a Champion - Lemov/Atkins
All Lucy Caulkins and Reggie Routeman :)
Wednesday, October 20, 2010
Read your email - IT'STHE LAW!!
How might you explain the big picture of what these standards are trying to accomplish?
The world as we know it, business and otherwise, is now so deeply reliant on computers and other technology that it is irresponsible to send a student out in the world without some kind of core competency. At this point one could argue that technology is as important in the global workforce as reading, writing and math. Students will either need to use it in their jobs or perhaps they will have a job DEVELOPING the next bleeding edge technology! In my experience it is only the limitations of teachers that inhibit the development of these skills in school. These standards, is seems to me, are an effort to make sure students get what they need in terms of technology preparation regardless of how little interest the teachers have in the skill. Hats off.
Describe some strategies you could implement at your grade levels in order to accomplish this huge task?
The early grade are a terrific time to introduce students to technology. It is almost like learning a language for them. They are experiencing everything else in the world, why not ask them to experience keyboards, windows, search engines and google drawings as well? Children at that age a naturally curious and easily entertained by media. I will have blogs, photo galleries, smartboards and computer learning games in my classroom. I might even have an iPod and YouTube for song time as well. Their parents will get updates on the school website and/or an email list. I will make sure that every student has computer access in my class and will make every effort to get them access at home as well. If we don't get them well versed in the tools we are cutting them off at the knees in the workforce and greater world.
{me stepping off my soapbox}
The world as we know it, business and otherwise, is now so deeply reliant on computers and other technology that it is irresponsible to send a student out in the world without some kind of core competency. At this point one could argue that technology is as important in the global workforce as reading, writing and math. Students will either need to use it in their jobs or perhaps they will have a job DEVELOPING the next bleeding edge technology! In my experience it is only the limitations of teachers that inhibit the development of these skills in school. These standards, is seems to me, are an effort to make sure students get what they need in terms of technology preparation regardless of how little interest the teachers have in the skill. Hats off.
Describe some strategies you could implement at your grade levels in order to accomplish this huge task?
The early grade are a terrific time to introduce students to technology. It is almost like learning a language for them. They are experiencing everything else in the world, why not ask them to experience keyboards, windows, search engines and google drawings as well? Children at that age a naturally curious and easily entertained by media. I will have blogs, photo galleries, smartboards and computer learning games in my classroom. I might even have an iPod and YouTube for song time as well. Their parents will get updates on the school website and/or an email list. I will make sure that every student has computer access in my class and will make every effort to get them access at home as well. If we don't get them well versed in the tools we are cutting them off at the knees in the workforce and greater world.
{me stepping off my soapbox}
Multimedia Project
Used VoiceThread to add video,audio voiceover, comments and scribbles to a PPT presentation. Created the PowerPoint on my computer, uploaded the file, then used a variety of different mediums to add commentary: cell phone, embedded mic, webcam, text. Very cool technology and I will DEFINITELY use again!
Monday, October 18, 2010
Get a JOB vs. Get a LIFE
In the Sept 29th edition of EdWeek, the very last article really struck me. http://www.edweek.org/ew/articles/2010/09/29/05haas.h30.html
The question Jim Haas discusses is "Are we putting too much emphasis on the employment part of adulthood in schools?" His concern appears to be that my focusing on making students job/career-ready in school we are drawing attention away from helping students become better PEOPLE.
I guess I don't see how those things can be so easily separated. In my experience it is the most interesting, well-rounded people that have the most earning potential in their adult lives. Now, some of those very interesting, well-rounded people choose careers that are not well paid (like teaching!!) but some of us have demonstrated an ability to get influential jobs, advance within our career and earn loads of money.
As an employer I have never hired someone because they tested highest in their class or had all the state capitals memorized. I hire people who I want to have conversations with, people who can think analytically & creatively, and people who are independent yet strategic thinkers. The rest of the world can have the automatons.
The question Jim Haas discusses is "Are we putting too much emphasis on the employment part of adulthood in schools?" His concern appears to be that my focusing on making students job/career-ready in school we are drawing attention away from helping students become better PEOPLE.
I guess I don't see how those things can be so easily separated. In my experience it is the most interesting, well-rounded people that have the most earning potential in their adult lives. Now, some of those very interesting, well-rounded people choose careers that are not well paid (like teaching!!) but some of us have demonstrated an ability to get influential jobs, advance within our career and earn loads of money.
As an employer I have never hired someone because they tested highest in their class or had all the state capitals memorized. I hire people who I want to have conversations with, people who can think analytically & creatively, and people who are independent yet strategic thinkers. The rest of the world can have the automatons.
Facebook can get you FIRED?!
Catching up on my EdWeek reading this weekend I learned that teachers are held to am impossibly high standard in our society. And that facebook can get you fired. http://www.edweek.org/ew/articles/2010/09/20/05mct_ohteacherfacebook.h30.html?r=1050170269
September 20th article called "Educators cautioned to use common sense on Facebook" reports that the Ohio revised social media advisory includes this warning: "...school employees do not have the same free-speech rights as the general public."
I'm not opposed to using common sense on facebook (or whatever SM/N site), incindeary or provocative statements might distract the students. But to actually have the balls to tell teachers that they don't have the SAME FIRST AMENDMENT RIGHTS as other people boils my blood. Teachers are looked on to be good examples, but everyone has a social life, everyone makes stupid decisions sometimes. Maybe the people criticizing should get off their soap boxes and demonstrate some of the same patience for diversity that teachers have to do every day. ARGH!!!!
September 20th article called "Educators cautioned to use common sense on Facebook" reports that the Ohio revised social media advisory includes this warning: "...school employees do not have the same free-speech rights as the general public."
I'm not opposed to using common sense on facebook (or whatever SM/N site), incindeary or provocative statements might distract the students. But to actually have the balls to tell teachers that they don't have the SAME FIRST AMENDMENT RIGHTS as other people boils my blood. Teachers are looked on to be good examples, but everyone has a social life, everyone makes stupid decisions sometimes. Maybe the people criticizing should get off their soap boxes and demonstrate some of the same patience for diversity that teachers have to do every day. ARGH!!!!
Saturday, October 9, 2010
SuperQuest/TechStart Conference (Yodio)
I wasn't able to attend the 2010 OTEN conference (sorry!) so arranged to attend the 2010 Fall SuperQuest conference instead. It was a little different qualitatively (I believe the OTEN conference had more variety in topics and might have had classes that would have been more applicable to my work in elementary school), but this conference was good exposure as well. I have been struggling a bit with whether I should consider teaching technology in the upper levels *instead* of elementary... my decision isn't any clearer, but it was nice to spend some time with upper-grade teachers.
Tuesday, October 5, 2010
Analyzing Student Data in a Spreadsheet.
Raw Data Chart
Data Charting
Analysis
Upon analysis of lower-performing students' test scores (tests six through ten), it appears that although these students are scoring lower than the class average, they are improving individually over time. The only notable exception is "Katherine" who showed a dramatic improvement in test seven, but dipped below her achievement curve on weeks eight. She returned to the average, steady increace in overall score in week nine so follow up is likely warranted (i.e.: what was the cause of her exceptional test score in week seven, and can it be replicated to bring her above the class average in the long run?)
Data Charting
Upon analysis of lower-performing students' test scores (tests six through ten), it appears that although these students are scoring lower than the class average, they are improving individually over time. The only notable exception is "Katherine" who showed a dramatic improvement in test seven, but dipped below her achievement curve on weeks eight. She returned to the average, steady increace in overall score in week nine so follow up is likely warranted (i.e.: what was the cause of her exceptional test score in week seven, and can it be replicated to bring her above the class average in the long run?)
My Favorite Web2.0 Tools
What is Web2.0?
Interactivity. Access. User-centered. The shift from the first generation of websites (static, informational, uni-directional) to using the power of the web to create a dynamic, global toolset. The web is no longer a series of connected brochures. It has morphed into a useful, community-based, informational tool that we are all contributing to and rely upon.
DropBox - a service that embodies beautifully 'cloud computing'. Rather than dance and dink around with flash drives and emailing files to yourself, this service automatically synchs your local computer files with the dropbox server (and/or another computer). The files can be accessed using any browser. Setup was simple and everything is drag-and-drop once setup was complete.
VoiceThread - a website that easily and quickly helps connect audio narration to PowerPoint slides. There is a small charge for the service, but I can see it being extremely useful. The audio can be recorded in advance and uploaded to each slide, it can be recorded from your pc or from your phone as you are constructing the presentation.
Connecting narration to static slides has been a HUGE technical obstacle for years in my work as a web developer. This is a super-easy solution to a difficult problem. I could use it in the classroom for homework assignments, substitute lesson plans, distance learning - anything!
Interactivity. Access. User-centered. The shift from the first generation of websites (static, informational, uni-directional) to using the power of the web to create a dynamic, global toolset. The web is no longer a series of connected brochures. It has morphed into a useful, community-based, informational tool that we are all contributing to and rely upon.
DropBox - a service that embodies beautifully 'cloud computing'. Rather than dance and dink around with flash drives and emailing files to yourself, this service automatically synchs your local computer files with the dropbox server (and/or another computer). The files can be accessed using any browser. Setup was simple and everything is drag-and-drop once setup was complete.
VoiceThread - a website that easily and quickly helps connect audio narration to PowerPoint slides. There is a small charge for the service, but I can see it being extremely useful. The audio can be recorded in advance and uploaded to each slide, it can be recorded from your pc or from your phone as you are constructing the presentation.
Connecting narration to static slides has been a HUGE technical obstacle for years in my work as a web developer. This is a super-easy solution to a difficult problem. I could use it in the classroom for homework assignments, substitute lesson plans, distance learning - anything!
Subscribe to:
Posts (Atom)