Going into my third year of teaching my own classroom, I decided it was time to be officially credentialed. Due to my M.Ed. and Praxis scores, I'm considered highly qualified and am able to teach in most DC schools, but I feel as if taking classes toward a teaching credential would cement my claim as a full fledged teacher. Also, learning is always fun.
The posts you'll see are for my classes through TeachNow, so forgive me for my lack of eloquence and precision in writing. I'm anticipating rushing through many as I balance WORK, FAMILY, CLASSES, and everything else life throws my way. Thanks! -Victor
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The following are observations from the three videos I viewed on setting high expectations. Each video was created in a different context, but there are strategies from each that I see reflected in my classroom or that I can incorporate.
Roller coaster physics Roller coaster physics was a video that shows teaching physics through project based learning. Project based learning provides opportunities for high performance expectations because it a more engaging way students can learn and apply content standards. In this example, the teacher models using key vocabulary words, in particular how to use them in the contexts of the project. The modeling leads students to use the vocabulary words in their conversations with peers and in their writing. Behavior expectations are high because students are politely collaborating with each other when building the roller coaster. Every student was on-task throughout the duration of the class. This was in large part due to the high level of interest the project brings to the teaching of the content standards. Also, each student had a role within each team which made them accountable to others. The norms and procedures were necessary to keep students engaged. There were many clear procedures students needed to accomplish before engaging with materials. Each student was expected to contribute to the learning in a variety of ways. First, the “chimer” protocol is a structured way to have students participate in a conversation. Each student has to listen to what others have to say to then respond. Before moving on to build the roller coaster, each student had to do an individual sketch which then is discussed with their groups. Chinese Classroom Based on the video, it seems that lessons are taught whole group on the rug. All students were following along. They were choral reading the math problem and the teacher did not move on to the next one until all students said the problem correctly. This showed very high expectations because in that the teacher expected every student to participate. Another way students stay engaged, is that the teacher cold calls students. This motivates students to follow along and not engage in disruptive behavior. In older grades, competition is very strong among students. Students have to test into honors and have to continuously test to stay in the honors classes- this is a norms/procedure that students seem to respond to well. There is a lot of homework that students do at home. Another procedure is that students are tracked into science or liberal arts, this allows students have deeper knowledge about their area of study. But this limits students ability to understand other areas of life. This can also limit students’ motivation if they are tracked into an area they are not interested in. Whole Brain In whole brain teaching, there are movements and words associated with teaching points. The teacher does the movement and students repeat the movements and words. Every student was repeating them. There are two protocols students follow when learning material, including “crazy professor”. In this protocol, students review work while doing the movements taught. In “super speed reading” students practice reading sight words as fast as they can to a partner. This style of teaching incorporates kinesthetics, which can help students remember information and lends itself to high academic expectations. Behavior expectations are high because students spend time reviewing the rules by repeating them with movements. Students also stay engaged because they have to repeat the instructions out loud as a class. Although, repetition may be needed for some students, I question whether the students are asked to repeat the rules and instructions out loud as a way to show compliance or if this is meant to further academic learning. Summary I teach in third grade in an urban setting, where 30% of my students are Latino, 40% White, 20% Black, 10% of other races. Thirty to 40 percent of my students are on free and reduced lunch. The learning environment that I would create would incorporate some kinesthetics similar to whole brain teaching. I would ensure to incorporate movements that can help student remember a concept. The more comprehensible input I provide the more opportunities students will have to understand. Incorporating the standards within a project, like in the roller coaster physics video, is something I will continue to do. Projects will more likely engage students because it is more authentic and hands-on. The protocols for conversations and job roles are things that are important to have, so that students are successful throughout the project. Modeling vocabulary and requiring students to use vocabulary in their work is something I would also incorporate. My classroom would be less like the classrooms in China because I wouldn’t want students to view education as a competition- this may disengage my students who are already having academic difficulties. I would focus on having a growth mindset, which is contradictory to the tracking of students model that China has. |
AuthorDon't judge me for these blog entries. I find these topics important, but teaching and going to school is hard. Archives
February 2018
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