My experience in
junior high and high school was typical of most students who pass through the
public school system. I did well in my classes, but I still felt like I was a
part of the faceless crowd until I reached my senior year. During this year I
had an amazing English teacher who saw me as an individual with a voice. She
helped me see that I had potential and then gave me the tools to accomplish dreams
that I did not think were possible. I want to follow in my teacher’s footsteps
to help students to realize that they are important individuals with great
potential. I also want to provide my students with the tools they will need to
be successful both in and out of the classroom.
Tuesday, February 26, 2013
Saturday, February 23, 2013
Vocabulary and History
I remember my own experiences with vocabulary in History classes. This mostly consisted of copying definitions from the textbook that I was "supposed" to memorize. What really happened was I put some words on a piece of paper which I forgot after the test. As an aspiring History teacher I was stumped as to how to make vocabulary meaningful for students. I searched online and found this video from Colorin Colorado, a website to designed to help English Language Learners.
I learned that the best way to teach vocabulary is through multiple exposure in many different forms. I was able to observe one such experience during my clinicals. I was in an 8th grade History class, and the teacher had her students copy vocabulary from the book in preparation for their next unit. I thought to myself how boring this must be for the students. However, the teacher did a couple things to make it more interesting and meaningful. She had students draw a picture along with their definition to help the word stick. She also had the students work together in groups to discuss the vocabulary which allowed them to practice using the words. My cooperating teacher's justification for this activity was multiple exposure so that when these words were used in future lessons the students would have a foundation to build upon.
In my own classroom, I want to incorporate these same ideas into my own teaching. I especially liked the ideas of using images and discussion to teach vocabulary. I am a very visual learner and images stick in my mind more than words. I would have my students convert the vocabulary into images maybe even having them create vocabulary picture books for future students or students in lower grades. I would also provide my students with many opportunities to use the vocabulary when speaking with each other preferably while working out problems together that are of interest to them.
I learned that the best way to teach vocabulary is through multiple exposure in many different forms. I was able to observe one such experience during my clinicals. I was in an 8th grade History class, and the teacher had her students copy vocabulary from the book in preparation for their next unit. I thought to myself how boring this must be for the students. However, the teacher did a couple things to make it more interesting and meaningful. She had students draw a picture along with their definition to help the word stick. She also had the students work together in groups to discuss the vocabulary which allowed them to practice using the words. My cooperating teacher's justification for this activity was multiple exposure so that when these words were used in future lessons the students would have a foundation to build upon.
In my own classroom, I want to incorporate these same ideas into my own teaching. I especially liked the ideas of using images and discussion to teach vocabulary. I am a very visual learner and images stick in my mind more than words. I would have my students convert the vocabulary into images maybe even having them create vocabulary picture books for future students or students in lower grades. I would also provide my students with many opportunities to use the vocabulary when speaking with each other preferably while working out problems together that are of interest to them.
Wednesday, February 13, 2013
Discipline-Specific Writing and Assessment
In both English and History, I did a lot of writing mostly in the form of essays. This was especially the case in my AP and concurrent classes where the final assessments revolved around writing essays. There were other types of writing as well such as journals and short paragraphs, but the variety ended there.
One of the most creative assessments that I participated in was teaching. In English, I was given a creation story from a different culture that I taught to my class. In History, I created and taught an elementary level lesson on a historical figure. I learned so much from these experiences. I felt like an expert and became much more invested in my learning. My teachers also assessed through posters, art projects, 3D models, powerpoint presentations, and movies.
Having most of my assessments come in the form of writing was limiting. I developed strengths in only one area, but, as I have come to find out, life requires a whole variety of skills. Writing is also a very individual activity and limits how much students are able to work together. This means that students miss out on the insights and ideas of their classmates which might expand their own.
I feel that students are most excited and invested in learning when they feel like they are the experts and have something important to say. It is important as well to play off of a student's strengths and how they best learn. Taking all of this into account I would create assessments that revolved around student interests and had application in the real world. This would include a variety of writing with a variety of audiences both in and out of school. Students would also have the freedom to express their ideas in a variety of formats from powerpoints, drawings, collages, to oral presentations.
One of the most creative assessments that I participated in was teaching. In English, I was given a creation story from a different culture that I taught to my class. In History, I created and taught an elementary level lesson on a historical figure. I learned so much from these experiences. I felt like an expert and became much more invested in my learning. My teachers also assessed through posters, art projects, 3D models, powerpoint presentations, and movies.
This picture comes from a presentation I did about parks and conservation
Having most of my assessments come in the form of writing was limiting. I developed strengths in only one area, but, as I have come to find out, life requires a whole variety of skills. Writing is also a very individual activity and limits how much students are able to work together. This means that students miss out on the insights and ideas of their classmates which might expand their own.
I feel that students are most excited and invested in learning when they feel like they are the experts and have something important to say. It is important as well to play off of a student's strengths and how they best learn. Taking all of this into account I would create assessments that revolved around student interests and had application in the real world. This would include a variety of writing with a variety of audiences both in and out of school. Students would also have the freedom to express their ideas in a variety of formats from powerpoints, drawings, collages, to oral presentations.
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