Extending The Conversation

As an educator, it is our responsibility to ensure that our students are 21st century learners. However, the training must be offered by our school districts. The new technology and new literacies are constantly changing our lives and the way we think. If we have access to technology, then we can help to better prepare our students.

Blogs, Wikis, and Word Processors

As teachers, digital writing tools are a way for us to begin to build relationships or make some kind of personal connection with our students. Using these tools as a way to give feedback may even help students to evaluate their own progress. Digital writing tools such as blogs and wikis can help to improve a students writing because they are doing most of the talking. Conferencing with  students also improves the relationship between teacher and student, although, we often feel there is little or no time. Students can develop their own blog post and respond to their peers. However, modeling the kind of response you want them to make may be a good idea. This may be a way to help students become better writers and readers.   

Educator Critique

Laura Candler is the author of Laura's Voice. Laura is a classroom teacher and has spent years writing books and developing online lessons and printables. Her resources may appeal to upper elementary and middle school teachers. Candler's blog is mostly on educational issues and her readers are encouraged to respond to each message. She regularly uses her facebook account and twitter account to collaborate with her colleagues. She finds powerful teaching strategies and makes them easy to implement in a classroom. She includes active engagement strategies, interactive whiteboard use, and learning centers. all of these are "buzz" words in my district at this time.

Faculty Art Exhibition

The art exhibit was interesting. However, I was expecting more art and a larger variety. Also, I would have like to known more about the artist and maybe even why the created their art. The art I chose to focus my attention on was The Wishing Tree by Jennifer Groves (2011).This art was a tree that had shed all its leaves. This reminded me of my favorite season, Fall. It was an acrylic painting. The mini field trip was nice. I would like to tour more parts of the university.

Digital Native or Digital Immigrant

Wow, our students today have never lived without the internet! Our educational system must change to teach this new generation of students. Technology has always been a part of their lives. Therefore, students today think and process information differently. I find it quite interesting that as a digital immigrant, my brain may be different from my students' brains as a result of how differently we grew up. Since digital natives were born into a digital world, they speak a digital language. As a digital immigrant, I must learn their language. Digital natives prefer graphics to learn while digital immigrants prefer slow, step by step learning. This is so true! As digital immigrant teachers we have to realize that students today learn differently and as digital immigrant educators we must learn the new and even let our students help us learn.

Semiotic Representations

Literacy has been defined as the ability to read and write but researchers have found that students today need experiences to build or connect meaning across sign systems that are called semiotic representations. As teachers, we must now consider integrating the arts, drama, and even movement into our English Language Arts instruction. However, in order for teachers to teach this way, they must first believe that sign systems are essential in developing good readers and also writers.

Infographics

The information Kathy Schrock presented in her video was new to me. It seem that infographics are becoming popular, especially with the interest today on social media, like Facebook and Twitter. Infographics, which are visual representations of information, appear to make information clearer to students that might otherwise be complicated.They seem to be great for engaging students and also require a whole new way of thinking. Infographics can be used in language arts to tell stories or help make connections. In science or social studies infographics could be used to introduce new concepts or to begin a research project. Infographics might just catch students' attention and spark interest. 

Task 1 Responding to Tragic Events / Hurricanes

There are no "right" or "wrong" ways to talk with children about any natural disasters, however, these are still important conversations to have. I really don't think you should force children to talk about such disasters as Hurricane Irene unless they are ready. All children may not want to talk. They may feel more comfortable drawing pictures. We should give children can't honest answers and information, as well as, use words they can understand. While discussing disasters, let children know they are safe at school but also let them know you can't promise that there wont be another natural disaster. The following sites I found could be the most useful ad appropriate for my grade level and would help to address teaching children about hurricanes.
 

• http://bit.ly/ooStuF
• http://bit.ly/qq9mFA

What Do We Mean By Literacy Now?

What I found most interesting from this week's readings was the explanation of multiple literacies. This article could really change the way you think about literacy. It makes sense to me now to say that different cultural groups have different ways of making meaning. Therefore, different cultural groups teach literacy in different ways to their children. Literacy has come to mean different things to different groups of people. So, my student's parents may define literacy totally different from how I now define literacy. After all, I use to think of literacy as simply being able to read and write.

Goal Setting

My goal this year is to implement more engaging strategies in my classroom  as well as putting more rigor into my lessons across all content areas. I would like to teach so that each student achieves the grade level objectives. Engaging students in learning makes school more interesting and connects learning to the real world. Hopefully, if I can include more activities that engage students, it will help them to think on a higher level and even change the way they process information.

"What I Have Learned"

This summer I have learned that my personality, experiences, and what I learned as a student affects the way I teach. The common core standards are moving us as educators away from traditional schooling. Traditional ways are not wrong, but they need to balanced with other ways. Best Practices allows a teacher to make their classroom student centered. The kids who need Best Practice teaching the most are not getting it mainly because of standardized testing. As reading teachers we must teach thinking and no longer depend on the basal. We must provide students with text worth thinking about, help them think, and give them others with whom to think. Reading is interactive and strategic. Time often interferes with social studies instruction.Therefore, we must teach social studies content in reading / language arts. Through careful planning, teachers can integrate social studies across the curriculum. Integrated units is how teachers pull it all together. These units are student centered and the teacher is a model, and manages the inquiry process. This kind of learning requires big blocks of time. Students do not see the picture when subjects are are  departmentalized.     

Student Achievement and Assessment / Schell & Fisher

Effective assessments measure student knowledge and skills as well as helping a teacher evaluate their instructional practices. Formal assessments should not be the primary goal for teaching social studies. Formal assessments are important but informal assessments are just as important. As an educator, we must decide when and how we will assess  students, but a lot of times it is out of our control. Feedback must be immediate and specific if we want students to learn. we must develop test after we have taught and make sure it is based on what we taught. This helps you and your students see progress.

Assessments / Daniels and Bizar

Standardized test scores correlate with socioeconomic status. Most all schools on probation serve poor children. The economically advantaged kids do better and usually one factor is that they are the kids of the parents who make the test. Teachers are expected to teach in creative ways, however, students will be tested differently. Standardized test results place pressure on teachers and they are hesitate to take risks. In all schools, to effectively evaluate student growth and learning there should be a balance of assessments. Therefore, this may help avoid teachers only teaching to standardized tests.

Exploring with the Red Capes

Today while meeting with the Red Capes on our integrated unit, we had an opportunity to explore the grounds of the John Wheeler House in historic Murfreesboro. Kudos to Susan for setting up the mini exploration. Susan's neighbor showed us around the grounds at the Wheeler House. The grounds were beautiful and he was very knowledgeable about the area. He shared some interesting facts with us. The Wheeler house used to be a hardware store and later transformed into living quarters. Mr. Wheeler was married three times and the father of nineteen children. Another fact I found interesting was that the kitchen and dining area were separated, so if there was a fire it would not destroy the whole house. The cooks had to whistle when they brought the food to the dining area. This way they knew they did  not eat any of the food. We were able to look in the windows but were not allowed to enter the house. It was still a great experience.  

Task 3: North Carolina's Three Regions

I like the idea of a lesson revolving around the three regions of North Carolina. I teach fourth grade. The artwork to be used would be John Beerman, Three Trees, Two Clouds; Claude Howell, Ocracoke Harbor; and Elizabeth Matheson, North Wilkesboro, North Carolina, 1982.

• Background information on Three Trees, Two Clouds http://www.ncartmuseum.org/artnc/object.php?themeid=5&objectid=41
• Background information on Ocracoke Harbor

http://www.ncartmuseum.org/artnc/artifact.php?artifactid=55

• Background information on North Wilkesboro, North Carolina 1982

http://www.ncartmuseum.org/artnc/artifact.php?artifactid=56

This lesson is for grade 4 and the content areas are art, language arts, and social studies. In this lesson the students will examine 3 sample works of art. They will discuss the artists use of color and how it relates to the  characteristics of their region. As I introduce the regions, students will guess what part of the state each picture represents and why.  Each student will do independent research on on an assigned region and also work in small groups to create a game to help learn and review key vocabulary, famous places, and other information about the region. I will divide the students into groups of three or four and assign each group a region. The students will research their region using books, internet, etc. Students will create a game to review key vocabulary. The game board must be in the shape of their assigned region. The game cards must be based on information from their research, The questions asked must address climate, landforms, bodies of water, natural resources, major cities, recreation, industry, farming, and cultural interest. Students must include directions with their game. The group will present the game to the class. For language arts, students will create a travel brochure for their assigned region. They must include facts and at least one special attraction. Also students will be asked to write a haiku poem. Projects will be evaluated using a class rubric.        

Task 2: Melber & Hunter / Strategy 8

Connecting With Cultural Institutions

Learning through field trips (strategy 8) is the task I chose to modify for use in my classroom. I teach fourth grade and each year we are required to attend an Animal Ag. Day sponsored by our county. All fourth grades in  the county are invited. Students visit several stations were volunteers discuss crops, livestock, forestry, 4H, aquaculture,etc. Strategy 8 gives me an idea of how I can make the experience more meaningful for my students. I can tie the trip to a theme. Students are required to take a pretest before the trip. Therefore, they can be required to take notes as they participate. I could use clipboards with pencils attached or maybe ziplock bags.may have to teach students to take notes or students could draw what they learn at each station. Students can listen for the correct answers to post test questions. The post test is given once students return to school. They could use their notes to help with the test.     

Teaching Social Studies / Schell & Fisher Chapter 4 / Task 1

After reading chapter 4, it is obvious that thoughtful planning is necessary for successful teaching. Experiences we had in the past as students and teachers effect the way we teach.The strategies that we choose or any decisions that we make all reflect on our appreciation and understanding of social studies. I do not remember any social studies from elementary school and from high school I can only remember memorizing facts.

Units may be based on topics, themes, concepts, or big ideas.Topics, themes, concepts, and big ideas will be helpful when trying to put together facts  and skills so students will find social studies meaningful. Topics help students make connections. Themes allow us to integrate social studies into other content areas. Concepts focus student learning on social studies. 

I like the idea of presenting the big idea at the beginning of the school year and adding information over time in a graphic organizer. The strategies for generating interest that I particularly like are storytelling using your own personal anecdotes to engage student interest and mysterious artifacts to help students pay more attention to detail. A cooperative learning activity I plan to use is jigsaw reading. This activity provides students An opportunity to practice social skills like listening, taking turns, and sharing. We must not only know what to teach but also the best way to teach if our students are to be successful. 
  

End of Year Reflection

As I approach the end of another school year, my thoughts are about the many challenges we have faced this school year. However, the good days I do believe have outweighed the bad, and I wont complain. We have learned a lot about each other. We both are looking forward to our summer vacation. We still have a few days left and staying focused has really become a difficult task for us all, but we will make it. I do not know what the  new year will bring , but I am sure it will be a rewarding experience.   

Memorial Day Reflection

The United States has set aside a day to remember people who have died while serving their country in the armed services: the Navy, Army, Air Force, Marines, or Coast Guard. Their job is to protect our country and many of them died in wars. This holiday was meant for us to honor those people. However, as a child, I can remember Memorial Day as a day we took fresh flowers to the cemetery and cleaned around all the family graves. As Memorial Day day approached I knew it was near the end of the school year and the beginning of summer vacation.

Meeting Standards Through Integrated Curriculum By: Drake and Burns

Know / Do / Be Bridge Framework

Chapter 3

As teachers, our goal is to make sure our students understand what is important for them to know and be able to do.The framework consist of two triangles and one rectangle. One triangle is the Know and includes facts, topics, and concepts. It is usually the easiest to measure. The other triangle, the Do, includes higher order skills from Bloom's taxonomy. The rectangle is the Be and includes attitudes, beliefs, and actions that we expect students to demonstrate, for example, character education. The Be is the most controversial. Some educators believe that it is not up to the school to teach values. The Be connects the two triangles. So what exactly does this framework mean? Some may still ask the question what do we want our students to know, do, and be? Therefore, building the know / do / be bridge can and will help us to integrate curriculum.       

Welcome to My Educational Blog

I have created this blog as a requirement for a graduate class (Integrating Language Arts and Social Studies) at Chowan University. I will be reflecting each week on assigned readings. Please feel free to comment on my posts.

Meeting Standards Through Integrated Curriculum By: Drake and Burns

Integrated Curriculum

Integrated curriculum is about making connections. As teachers, we must encourage students to make connections between what they learn at school and in their everyday lives. Accountability is another big issue today. Are students learning what they are supposed to learn? Integration can help make this happen. The different integration approaches can serve all learners including the at risk students. Obviously, a classroom that uses integration is fun. Integrating the curriculum helps students learn by making connections and the more connections they make, the more they learn.