Friday, November 16, 2012

Teaching Through Inquiry

Group 2 Conducted an inquiry lesson on the Declaration of Independence for a 4th grade class

The teachers did an excellent job of using an inquiry lesson to deepen understanding of concepts.  The elements of inquiry process were used to frame lesson development.

Engage: Exploratory Introduction
A quick review was provided to students and the problem was introduced: Find clues to determine what person or event had a big impact on our country's history!

Explore: Students used the inquiry method
Students were guided through the development of a hypothesis for the problem.  Students moved through stations to complete activities and tasks and find clues.

Expand: Used IPod bar codes to find clues
Students found the clues to develop their own conclusions for the problem.

Closure: Shared conclusions
Students presented their conclusions and demonstrated meta-cognition in developing the problem solution.

Independent Practice: Students completed a worksheet
Students had the opportunity to summarize learning and analyze their results.

Group 2 did a wonderful job in preparing and planning an interactive lesson that used technology, learning and meta-cognitive strategies in a unique and exciting way.

"He who is best prepared can best serve his moment of inspiration."
                                                                      -Samuel Taylor Coleridge

Thursday, November 15, 2012

Yes, we are teachers!

Teacher Observation

My Research Methods in Teaching Social Studies class has begun to teach lessons on the American Revolution in a 4th grade classroom!

These experiences have truly allowed us the incredible opportunity to practice what we are learning in our classes.  

The class has broken up into 3 groups and each group is teaching a part of a unit.  It has been an extremely valuable to help develop proficiency as we develop lesson plans, teach and observe the teaching of other groups as well.

Each group has been give the task to develop three lessons
  • Direct Instruction
  • Inquiry
  • Cooperative Learning
Group 2 recently conducted a direct instruction lesson that was evident of the preparation, time and commitment the group put in.

Direct Instruction

The following elements of direct instruction were used when this group presented their lesson on the Declaration of Independence:

Introduction: The group provided a good introduction of themselves and let the class know what they were going to be doing today.

Review: the group administered a pre-assessment to check for prior knowledge and remind students what they have already learned.  Students then used yes/no cards to review their answers--good method to involve all learners!

Focuser:  the students were told what they were going to be learning about today, although there was not a rationale provided for why they were learning about this.

Development:  The teachers developed the lesson by connecting the events of the past with local historical landmarks

Explanation: was provided as the group highlighted the people and events that lead to the creation of the Declaration of Independence

Demonstration and modeling was conducted as all completed a graphic organizer of the reasons for the Declaration of Independence.

Visual Aids:  A powerpoint was used and the teachers completed the graphic organizer on the white board with students.

Monitoring:  Student performance was monitored while completing the activity.

Guided Practice: The students looked at the Declaration of Independence and inserted familiar synonyms for unfamiliar words in order to create understanding.

Closure:  Students completed an exit ticket on what they had learned and each group shared one idea with the class.

Assessment:  Was conducted throughout the lesson
Diagnostic: pre-assessment
Formative: check for understanding throughout the lesson
Summative: through the exit ticket at the end of the lesson

Student Teachers were able to observe the lesson and learned much through the experience

Observation




The teachers worked hard in preparing a meaningful lesson which could have been made even better by the following:
  • Less time spent on review
  • More time for teaching material
  • Involved more students in responding to the lesson
  • Remind students the meaning of the graphic organizer
  • Had more time for guided practice activities


Overall they did a great job and we all learned a lot from the experience!
What they did well:
  • Provided clear directions
  • Built on student's prior knowledge
  • Manged class and interactions well
  • Responded well to students
  • Communicated effectively


"No matter how good you get you can always get better, and that's the exciting part."
                                                               -Tiger Woods

Tuesday, November 6, 2012

Have you heard about UN-Schooling?


Is this the bus you want to be on?
I read an article recently about a parent's experience in unschooling their children...

As a future educator I thought...WHAT?!

I then began to look around, and this is a movement in homeschooling which is much more popular than I would have thought.

Unschooling rejects what they consider the belief of the traditional curriculum; that children must be pursued by knowledge because they won't pursue it themselves.

Unschoolers believe that children learn through natural experiences guided by their own interests and curiosity.  People who follow this way of learning trust that kids can learn on their own with minimum guidance.  This philosophy focuses on the following:
  • No classes with subjects
  • Students set own goals
  • No structure
  • Students think for selves and make own decisions
  • Based on individual interests
  • Learn at own pace
  • Happens all the time
The parent in the original article does not believe that future jobs can be predicted, teaching in schools consists of facts and skills they may not need in the future.  This parent believes if children teach themselves they are prepared for any future.


I believe children can and do learn important skills in school that will prepare them for the future.

A big focus of the recent common core standards is about learning through inquiry, it is about discovery and not just learning facts but how and why things happen--this does prepare our children for the future!

Schools provide skills and knowledge that go beyond the content areas; social skills, responsibility, time management, understanding, and tolerance, just to name a few....



Unschoolers state that students in traditional schools take parents out of  the learning process, that teachers take responsibility for learning; while unschooling allows parents to learn with their kids.

My questions:
Why can't unschooling happen simultaneously with traditional schooling?
Parents can still be active participants by working with teachers and being  a part of the school community.  Why can't learning through interests and curiosity happen at home still?  Successful education does not happen by teachers alone, but is the result of productive connections of school and home!

Whether children are schooled or unschooled there are still basic skills that all people must have in order in order to lead productive and successful lives.  A child who does not have interest in reading, still must learn to read--I think there has to be a level of structure and formal learning.  A child who is not curious about math must still achieve at least a basic skill level to make change or balance a checkbook.  I think the idea of unschooling is a falsehood.  There are skills that require teaching for all to interact with the world effectively.



I don't know that every student will learn necessary skills by unschooling, and may realize when it is too late that they are missing vital information and have limited their opportunities.


However it is done, there is no question of the importance of education--even unschooling must provide it.

"Education is the most powerful weapon which you can use to change the world."
                                                              -Nelson Mandela


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