Curriculum Standard:
MS Frameworks
2. Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary sources, charts, etc.). (C, H, E)
h. Analyze information using social studies tools (e.g., graphs, maps, charts, tables, political cartoons, etc.).
Big Idea: Students will compare and contrast population growth in areas that may affect them in their own cultures.
Preparation:
1. The teacher will review bar graphs.
2. The teacher will tell students what bar graphs are used for.
3. The teacher will show the students an example of a bar graph.
4. The teacher will discuss the important parts of a bar graph.
Guidance:
1. The teacher will tell students that they have to compile data to create a bar graph.
2. The teacher will take a quick survey and ask students to raise their hand for their favorite kind of ice cream.
3. The teacher will use the information to create a bar graph.
4. The teacher will have the students to label the bar graph as she or he puts it on the board.
Application:
1. The teacher will pass out bar graphs and have the students read the information about the population increase in South America and North America.
2. The students will compare the population of residents in North and South America from 1990 to the current year, 2009.
3. The teacher will tell students that they will have to create two bar graphs and compare the population of the two continents.
Assessment:
After the students create the two bar graphs and compare the population of the two continents, the students will receive a rubric that will help them to insert all parts of the bar graph which is the x axis label, y axis label, title, bars that represent each year, and units in the y and x axis. After the students receive the rubric, they will complete a survey expressing how clearly they feel the rubric is.
Wednesday, February 25, 2009
Monday, February 9, 2009
Engaging Learners Teacher Blog
Engaging Learners blog
This blog is a collection of different responses from other teachers that interact on the blog page. There is a discussion on the site of six teachers that describes why they teach. The blog also contains videos that help teachers with particular issues that might occur in their classroom.
http://falconms.typepad.com/
This blog is a collection of different responses from other teachers that interact on the blog page. There is a discussion on the site of six teachers that describes why they teach. The blog also contains videos that help teachers with particular issues that might occur in their classroom.
http://falconms.typepad.com/
Chapter 5 Text
As I read chapter five, I realized the importance of understanding and using text. In my experience with different types of text, I have realized that each one has it’s own role and can be quite complex. There are three main types of texts that were mentioned in Chapter 5. They were informational, narrative, and digital text. Informational is documents, forms, and books that give particular information. These are some what easy to understand because the message is quite apparent. However, narrative and digital text are more complex. Narratives tell a story and the message is sometimes hidden within the text. Digital text have a profit obligation and are often geared towards business motives. In my opinion, narrative text are the most fun kinds of text someone can encounter. I have the opportunity to add what I think about the story and compare it to the author’s thoughts.
It is essential for teachers to express the different types of text and consider which one motivates their students more. In experience I have noticed that the more complex text is, the more motivation students have about the information. I feel that if a student is more motivated about the resources of information, they will be more willing to want to learn the content. In all, the types of materials used has a very strong influence on what a teacher is using.
Text affects how we feel about subjects. As I have found out, that the text needs to be engaging to the students. I think we should have supplements that help them to develop critical thinking skills by asking questions in the reading. This could allow students to continue the hierarchy of thinking. This will help students to become motivated and curious about what subject is being presented to them.
It is essential for teachers to express the different types of text and consider which one motivates their students more. In experience I have noticed that the more complex text is, the more motivation students have about the information. I feel that if a student is more motivated about the resources of information, they will be more willing to want to learn the content. In all, the types of materials used has a very strong influence on what a teacher is using.
Text affects how we feel about subjects. As I have found out, that the text needs to be engaging to the students. I think we should have supplements that help them to develop critical thinking skills by asking questions in the reading. This could allow students to continue the hierarchy of thinking. This will help students to become motivated and curious about what subject is being presented to them.
Monday, February 2, 2009
Ch.4 Ongoing Assessment
Chapter 4 expresses the importance of ongoing assessments. Nowadays teachers are learning how to perform classroom assessments to meet the needs of all their students through interviews, observations, and classroom conversations. Another way teachers are determining what a student needs is by administering surveys. This could tell a teacher how the student feels about the subject and let the teacher know what motivate the student to learn. In my experience, each child has different interest and have their own pace. A good example of how to create questions for a classroom survey is Figure 4.5 on page 93. Thus teachers and administers have realized that assessments should be “diverse and happening all the time” as stated on page 85. One experience I had is that I was not motivated about the subject I was learning about. The teacher did not take my interest into consideration. As a result, I did what I had to do just to pass the class. Knowing how I felt in this situation, I realized that assessments should be diverse and motivate all students.
The most important thing about assessing students is to know if they understand the content area they have learned about. One of the best ways to do so is perform a content area reading inventory. This way the teacher can observe and monitor what the students are doing. These is essential important because proficient readers often “ignore large chunks of important text information to the detriment of the meaning” as stated on page 100. However, your other students may not be engaged in the content area. In another attempt to find out if students are grasping the information is by teachers giving classroom tests. In order for a test to be well designed, it must be measurable and reliable. However, some teachers make the learning authentic which means that they connect their students’ everyday lives with the content that they are learning. Tips to creating good test are stated on page 100-102. When I was in grade school, when a teacher made my learning authentic, I would remember that piece of information. It became very usual information for me. I can remember using the information to perform certain task and actually enjoyed showing others what I learned in class. One of the most popular ways to assess content area now is the grading of portfolios. I like portfolios because it can give the students’ an opportunity to monitor their own learning. They can also refer back to the portfolio and add additional experiences. However, from experience I have noticed that many teachers do not grade portfolios correctly and often have students compile a bunch of their work and the teachers will grade them on neatness. On page 107, I think it is a really good idea to have students write a small summary on why that piece of classroom work was important in their learning process. This will make learning authentic and have the students to use their critical thinking skills.
Some very controversial assessments in schools are mandated test. These test do not meet the needs of all students. Many students are held behind because they are exit examinations for them to complete school. In my opinion, I think that this is somewhat wrong. For instance, what if you have a student that has made all A’s all the way through school. The student has test anxiety and completely fails the test. Should this determine if the student knows the information? As the book states “state assessments tell only a partial story.” Unfortunately, they have to been given and it is up to teachers to motivate students about these exams with practice questions and items from the test.
The most important thing about assessing students is to know if they understand the content area they have learned about. One of the best ways to do so is perform a content area reading inventory. This way the teacher can observe and monitor what the students are doing. These is essential important because proficient readers often “ignore large chunks of important text information to the detriment of the meaning” as stated on page 100. However, your other students may not be engaged in the content area. In another attempt to find out if students are grasping the information is by teachers giving classroom tests. In order for a test to be well designed, it must be measurable and reliable. However, some teachers make the learning authentic which means that they connect their students’ everyday lives with the content that they are learning. Tips to creating good test are stated on page 100-102. When I was in grade school, when a teacher made my learning authentic, I would remember that piece of information. It became very usual information for me. I can remember using the information to perform certain task and actually enjoyed showing others what I learned in class. One of the most popular ways to assess content area now is the grading of portfolios. I like portfolios because it can give the students’ an opportunity to monitor their own learning. They can also refer back to the portfolio and add additional experiences. However, from experience I have noticed that many teachers do not grade portfolios correctly and often have students compile a bunch of their work and the teachers will grade them on neatness. On page 107, I think it is a really good idea to have students write a small summary on why that piece of classroom work was important in their learning process. This will make learning authentic and have the students to use their critical thinking skills.
Some very controversial assessments in schools are mandated test. These test do not meet the needs of all students. Many students are held behind because they are exit examinations for them to complete school. In my opinion, I think that this is somewhat wrong. For instance, what if you have a student that has made all A’s all the way through school. The student has test anxiety and completely fails the test. Should this determine if the student knows the information? As the book states “state assessments tell only a partial story.” Unfortunately, they have to been given and it is up to teachers to motivate students about these exams with practice questions and items from the test.
Subscribe to:
Posts (Atom)
