Okay, the TRAIL’s assessment took me back in time when I remember the nerves high stakes brought to my heart. My palms were sweating, my heart started to beat faster and I started to recall all I knew about test taking. As I took the test my mind went to my students and what they must feel like taking tests. Some of the words in the questions tripped me up and it made me think about how the reading teachers in my building are looking at how students approach questions.
I also found resources that I had no idea were available to me as a teacher. Barb was so knowledgeable and able to show us some great sites that I have already accessed to help improve my instruction. I also believe that core teachers, myself included, need to have more staff development on teaching kids how to research. We all need to be a part of this and with the level of thinking that we must push kids to we must all work we need to push information fluency.
Tuesday, November 30, 2010
Monday, November 15, 2010
Pifalls or Paradise?
I have always joked that I “steal” my best ideas from other teachers. Many parts of this chapter made me think about how I have come across a project or idea created by someone else and it had so many steps, layers, and the timeline seemed to take a big part of instruction only to hit a few learning outcomes.
Chapter 4 was a good reminder for me to be a critical thinker and take the time to examine what the project is asking of students. Looking at student work is powerful and I completely agree with the authors that this should be a standard to look at to gauge projects for the depth and quality.
The list of pitfalls are a good list to keep handy when searching all the many projects available.
Chapter 4 was a good reminder for me to be a critical thinker and take the time to examine what the project is asking of students. Looking at student work is powerful and I completely agree with the authors that this should be a standard to look at to gauge projects for the depth and quality.
The list of pitfalls are a good list to keep handy when searching all the many projects available.
Learning in the Sandbox
Today I really enjoyed the amount of time we got to play in the technological sandbox if you will. I played with voice threads. I can see so many possibilities for this tool. One instructional strategy that has been very successful in my classroom is the use of written conversations.
Written conversations are a variation of dialogue journaling. Unlike class discussions that feature one person talking with the rest of the students waiting for a possible turn to add their comments, written conversations are silent but ongoing discussions that involve every student in the entire process as a communicator.
I started thinking about how to use voice threads with the written conversation. This tool has the capability for students to not only respond in written format but by recording their voice as well.
I appreciate the time in the sandbox and it has help to spur on some more creative thinking to reach students in a different and engaging way.
Written conversations are a variation of dialogue journaling. Unlike class discussions that feature one person talking with the rest of the students waiting for a possible turn to add their comments, written conversations are silent but ongoing discussions that involve every student in the entire process as a communicator.
I started thinking about how to use voice threads with the written conversation. This tool has the capability for students to not only respond in written format but by recording their voice as well.
I appreciate the time in the sandbox and it has help to spur on some more creative thinking to reach students in a different and engaging way.
Golden Lines
Here are a collection of quotes and passages that I consider “golden lines” or part that stick out to me as important, meaningful or stick out for some reason. These “golden lines” have been collected from our E2T2 class and our text, Reinventing Project-Based Learning by Suzie Boss and Jane Krauss
"It's NEVER about the TOOL- it's about YOUR curriculum." Jason Douglass
On Professional Learning Communities:
“Working together didn’t cost us anything other than time, but it makes a huge difference in our classrooms. This was nourishment for us. It changed my worldview.”
“How often do you have time to learn together?”
“Belonging to a community of practice can make your professional life more productive and satisfying. But to really reap the benefits of partnerships, don’t stop there. Professional learning communities focus on the threee big, student-centered ideas: ensure that students learn, create a culture of collaboration for school improvement, and focus on results.”
Rigor and 21st Century Skills:
“A well-designed project causes students to stretch their intellectual muscles in ways traditional learning activities may not.”
Projects and Pitfalls:
“Let the buyer beware. With a multitude of projects to choose from, you need to be aware that quality varies widely. Be selective.”
“Long on activity, short on learning outcomes.”
“Technology layered over traditional practice.”
“Trivial thematic units”
“Overly scripted with many steps.”
“They were wise enough to let student’s interests and curiousity drive the learning experience.”
“Good projects are everywhere.”
"It's NEVER about the TOOL- it's about YOUR curriculum." Jason Douglass
On Professional Learning Communities:
“Working together didn’t cost us anything other than time, but it makes a huge difference in our classrooms. This was nourishment for us. It changed my worldview.”
“How often do you have time to learn together?”
“Belonging to a community of practice can make your professional life more productive and satisfying. But to really reap the benefits of partnerships, don’t stop there. Professional learning communities focus on the threee big, student-centered ideas: ensure that students learn, create a culture of collaboration for school improvement, and focus on results.”
Rigor and 21st Century Skills:
“A well-designed project causes students to stretch their intellectual muscles in ways traditional learning activities may not.”
Projects and Pitfalls:
“Let the buyer beware. With a multitude of projects to choose from, you need to be aware that quality varies widely. Be selective.”
“Long on activity, short on learning outcomes.”
“Technology layered over traditional practice.”
“Trivial thematic units”
“Overly scripted with many steps.”
“They were wise enough to let student’s interests and curiousity drive the learning experience.”
“Good projects are everywhere.”
Thursday, November 4, 2010
Authenticity
Out of the many excellent points and ideas “Reinventing Project-Based Learning” brings up I can not second loudly enough the idea of creating authentic projects for an authentic audience. When teachers focus on big ideas, compelling topics, and connect learners to the real world amazing things can happen in the classroom. I know that all learning can’t be completely authentic but the closer we can get to making learning relevant the more engaged and motivated our students will be. I have always been fascinated in learning about how other teachers do this.
One goal I have this year is to be able to use what I am learning in this cohort to as the book puts it “design projects that cause students to stretch their intellectual muscles in way traditional learning activities may not.” I know that this starts with being intentional in my planning and by analyzing my learning targets to check for the deeper levels of Blooms
As much as possible I want my classroom to be one in which kids hardly ever have to ask, why are we learning this?
One goal I have this year is to be able to use what I am learning in this cohort to as the book puts it “design projects that cause students to stretch their intellectual muscles in way traditional learning activities may not.” I know that this starts with being intentional in my planning and by analyzing my learning targets to check for the deeper levels of Blooms
As much as possible I want my classroom to be one in which kids hardly ever have to ask, why are we learning this?
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