Monthly Archives: April 2012

First Podcast “Connections: Past and Present”

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Connections Curie Einstein Hubble2

 

Possible assignments with this podcast:  1) Choose one piece of information in this podcast for further research, then create your own podcast to share via blogging 2) Create a Venn diagram to compare/contrast one connection from this piece 3) Write a descriptive narrative providing a potential future story from one of the three connections

 

Okay, guys, go easy on the comments when you listen.  This is my first attempt at creating/editing a podcast.  I’ve decided to publish it as a baseline to showcase improvement over time.

The 4-1-1

Here’s the concept for classroom use: by using a broad title, the podcast can be utilized across the curriculum.  For fun, I chose Curie, Einstein, and the Hubble Telescope, then I provided current information relevant to the three topics.  Alternatively, I could have focused on connections in history, literature, or math.  The podcast will be used to generate interest, encourage analysis, plus further use of technical skills.  That’s all I have at this point.  More experimentation is required to develop application ideas and create more professional podcasts.  I was shocked how southern I sound!  Audacity was used for recording, voice editing, and converting to an MP3 with a download.  I look forward to hearing your thoughts on podcasting, plus integration of this tool in the classroom.

What Have I learned

Start smaller!  Beginning with a 5 minute podcast when first learning – not the best idea.  For classroom use two connections are plenty.  Intonation matters.  My first trial was too bubbly so I toned it down for the second trial.  After editing this piece, it’s obvious it needs more flow, particularly in the beginning.

Editing is tedious, but easy.  There’s still a learning curve on this one, but the process was easier than expected.  But WOW did it take time to examine the audio, second by second.

Scripting is probably the best option for me.  I chose to improv on this one which showed.  At least until I establish familiarity, then scripting may produce fewer mistakes and dead space.  At least that’s the current theory.

Eureka

Newsflash for all educators!  For a professional, must-have podcast, you really want to visit the Scientific American podcast page.  I was hooked from the moment the April 6, 2012 segment began:  Lent End Means Hyena Free Lunch.  Looking at science objectives, this particular podcast could be connected to ecosystems, food web, adaptations, global impact, religion, culture, or geography.  I’m sure there are many more topics, but this is what spun out of my fingers as I type.  I envision using this podcast feed to inspire writing, research, discussions, critical thinking, connections with TEKS, and interest in new topics.   I don’t believe technology should be used without (relevance), but it certainly opens of the doors of imagination more widely.

Teaching Philosophy

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Personal Philosophy Discussion Page

What are your personal beliefs concerning education?   Naturally, I find many changes evolve through experience, though there are some basic values which remain constant.  Please feel free to comment or critique my thoughts.  I’m always  willing to learn through others’ perspectives.  Here are some current opinions with the realization there is much to learn:

 

  • All children have value.  Students must be encouraged to realize their personal worth, while recognizing the merit of others, respecting that values/cultures often differ.  This matters most to me.  I don’t mean insincere praise, but rather strengthening a student’s capabilities, revealing potential and sharing an appreciation for the intrinsic value of all people.
  • Content matters.  However, the foundation of learning evolves through critical thinking.  During inquiry information is processed, sorted, and manipulated to stimulate critical thinking (predictions, inferences, comparisons/contrasts, searching for fallacies, analyzing data, then problem solving using newly constructed concepts/principles).  Each lesson is an opportunity to dig deeper whether it’s through questions, discussion, or the lesson itself.  What does this look like?  It appears in the classroom with independent/group examination to satisfying personal curiosity, then twist and probe the information for deeper understanding.  The teacher’s role is one of support, guidance, and solicitation.
  • Children need to experience a variety of technological tools to support ability to adapt with rapid changes in this area.  Success in tomorrow’s society requires technical agility; varied opportunity improves ability to transfer skill sets where needed.  This doesn’t mean throw in technology thoughtlessly, but where it fits the criteria.
  • Children need to manipulate and experiment.  Learning is a natural process when children interact with relevant concepts.  Vital to this idea is student-centered instruction to increase interest, retention, and authentic representation of adult collaboration in the workforce.    What does this look like?  It showcases as a classroom persuasive essay addressing observed campus issues.  Written to the appropriate audience,  it promotes a reasonable plan of action.  Classroom discussions/votes/team participation lead up to the essay.  This works best using an inquiry based approach.  Capitalizing on children’s innate curiosity, plus placing responsibility of the activities on the students inspires active learning.
  • Educators must recognize the whole child. A child walks into a classroom with his entire world carried in his heart, his education will be affected by all aspects of his life.  It is important to remember that information is not the sole tool of life; we share values, self-worth, work ethic, respect, and love.
  • Variety is important.  This has several facets: 1) a mix of  teacher, peer, and self directed activity 2) using multiple intelligence approaches within units 3) novel events- such as a guest author book discussion 4)and routine/chore assignment adjustment to provide children opportunities to serve in several roles.
  • Classroom management with respect fosters success.  People respond to respect and encouragement.  Believe in a child and he/she will prove you right.  This doesn’t mean a classroom without boundaries or structure.  It’s often as easy as “The Look” – I see what you are doing, you know what I expect, I’m waiting.  Wonderful, now let’s get back to learning.  No words – but an entire conversation which resumes productivity without controversy.
  • Educators must set high expectations for each child in a class room, then help each student reach those goals.  Children will work to the level of expectations set as long as the environment is one of respect, support, and encouragement.  What does this look like?  An educator working under this belief is willing to wait quietly for an answer rather than filling in an answer or directing a question to the student more likely to answer quickly.  This teacher returns to a student who didn’t earlier understand to ensure success because it is understood that success is possible.
  • Teaching is only for those who love children + teaching.  If this statement doesn’t hold true for someone, he/she should find a different job.  It’s the only fair choice for the children.

 

 

States of Matter Lesson Plan

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How is ice like music?  If you don’t C sharp, you will B flat.

Just a Note:  This post is primarily for personal reference.  However, you should really check the link for A Drop of Water: A Book of Science and Water if you are not familiar with this book.  It’s a science trade book written by Walter Wick, the photographer for the I Spy series.  The photographs are truly extraordinary.  I was introduced to the book at a literacy workshop which uses it as one of their mentor texts.  Subjects such as surface tension, evaporation, condensation, and states of matter are written in short paragraphs.  I dare you not to buy it once you discover this gem.

5-E lesson plan model : Solid, Liquid, and Gas

TEKS:  3.5 B

Objectives:  The students will: be able to describe and classify 3 states of matter, explaining the physical property of shape of each

Materials:  A Drop of Water by Walter Wick

For each group: 1 balloon full of frozen water labeled #1, 2 balloons – 1 with some water, labeled #2– the other full, labeled #3, 1 balloon full of air labeled #4

Science notebooks, Anchor charts: solid, liquid, gas; Venn Diagram

 

 

 

 

 

5-E Phases

Teacher

 

What the teacher will do

Process

 

Eliciting questions

 

Formative Assessment

Students

 

How will you know students have learned?

 

Student responses
Engage:_5__minutes

 

 Show pictures in A Drop of Waterbut don’t read 

Assess, and teach following vocabulary if  necessary: matter, property, states of matter, solid, liquid

 What do you notice about the water?Do we have anything in common with water? Students will make observations of pictures.

 

 

 

(teacher doesn’t give answers)
Explore:_20__minutes

 

 Observe and listen.Possibly ask open ended questions In small groups, children will record observations of their balloons in their science journal using their senses.The students will construct a simple table (TEKS 3.2 B) The children should collaborate with one another. 

There are no wrong answers at this point.
Explain:_15__minutes

 

 Lead children to explain what they did. Teacher and children discuss activity. 

 

 

 

 

 

 

 

  

Read pp. 21-23 A Drop of Water

vocabulary: gas, water vapor, evaporation

Concept: solid has a definite shape, liquid goes to the bottom and takes the shape of the container where it is, gas spreads out to take the shape of its container completely

 Students will analyze and communicate conclusions as a class. (TEKS 3.2 C,D) 

 

 

 

 

 

 

 

 

 
Elaborate:_20__minutes Share solid, liquid, gas poem on Anchor charts.  

 

 Children put correct pictures onto Anchor charts.
Evaluate:_20__minutes

 

 Provide students with tri-Venn diagram to put into science notebook. Compare/Contrast 3 states of matter.  Provide examples of each Fill out Venn Diagram.

 

Monitoring Comprehension Lesson Plan with Stellaluna

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Monitoring Comprehension – Making Tracks of our Inner Voice when Reading, Grade 2

Anonymous Classmate

Darlene Achee

 

Introduction

FollowingStrategies that Work: Teaching Comprehension for Understanding and Engagement  by Stephanie Harvey and Anne Goudvis, the lesson will teach students how to track their thinking when reading.  Students will develop strategies to connect to their reading, improving understanding and construction of meaning.  Knowledge of the book is not necessary to follow this lesson.

Pre-requisite Knowledge

The students will have learned expectations of how to turn and speak with their neighbor, while staying on task.  There are no other prerequisites.  If children cannot write, they can draw pictures to illustrate their thoughts or discuss their thinking with others.  If students cannot read, he/she can listen to a teacher, audiotape, peer, or other person capable of reading.  The alternatives to writing and reading serve as accommodations as well.

TEKS

2.3  Students comprehend a variety of texts drawing on useful strategies as needed.  Students are expected to:

C.  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Objectives

At the end of the lesson, students will be able to:

  • Use  strategy “leave  tracks of  thinking”  to build reading comprehension
  • Engage with a story through connections and questions
  • Communicate ideas about text
  • More effectively monitor comprehension

Materials

Stellaluna big book

Clipboards with blank sheet of paper on it

Post-its for students

Large post-its for teacher

Small poster for teacher’s post-its

Pencils for students

Pre-assessment/Introduction

The teacher will ask questions eliciting background knowledge of students concerning bats and listening to their inner voice when reading.  Examples include: “What do you know about bats?”  “Do you ever hear your voice talking to you while reading a story?”  “What kind of thoughts do you have when reading?”  We are going to learn to take short notes of what we are thinking: questions that may pop into our heads, events or other books the story reminds us that are similar to the story, and our feelings and reactions to what we are reading.

 

Activity 1

Accomodations:  large book for ELL students or visually impaired, large post-its for the same reason, flexible open-ended learning activity for gifted and talented, separate carpet squares for each student to provide structure and distinct space for 504 students in group time area

  1.  Teacher begins reading story, stopping every page or two to model how she is thinking as she reads the story, jotting key words on a large post-it.  Post-its will be placed on small poster to serve as an example to the students when they use post-its later.  Example:  page 1 “This reminds me when we went to Congress Bridge to see the bats with my daughters’ Girl Scout troops.”
  2. Teacher continues modeling how to jot thoughts down on post-its as she reads.  After page 4 or 5, students will “Turn and Talk” to their neighbor to verbalize their own thoughts about the story so far.  Teacher allows plenty of time for students to share, while eliciting deeper thinking through open-ended questioning (Questions vary according to student responses).

Formative assessment:  Observe and listen to students.  Measure how well students understand how to connect to the story by listening to their inner thoughts.  Analyze student’s ability to communicate their ideas.  Decide whether to continue to next activity or continue working on current ability to personally connect with story.

 

Activity 2

 

Accomodations:  large book for ELL students or visually impaired, large post-its for the same reason, flexible open ended learning activity for gifted and talented students, separate carpet squares for each student to provide structure and distinct space for 504students in group time area, extra independent time to complete student assignment for SPED students

 

  1. Teacher continues reading story, stopping every page or two to model how she is thinking as she reads the story, jotting key words on large post-it to display on small poster.  Example: “Have you ever gone somewhere with your family and become lost?”
  2. Teacher continues modeling.  After approximately page 10, teacher stops.  Teacher gives instructions, then passes out clipboards and post-its. “Remember, write your name on your paper.” Students will write their responses to the story on post-its.

Extension:  If there is extra time, students will share and discuss their written thoughts with one another.  Otherwise, it will be covered in the next lesson.

Formative assessment:  Teacher will review papers to determine if students have achieved objectives.  Whether students have mastered this concept will determine if the remainder of Stellaluna will be used to teach organization of thoughts (labeling post-its as ?, Text –to –self, text-to-text, R = reminds me as taught in Strategies that Work: Teaching Comprehension for Understanding and Engagement) or remain on this concept longer.