My Thoughts on Backwards Design
April 23, 2013
This past week I have been working hard on finishing up a Backwards Design Unit on the concept of Living/Non-Living Things. I think that I (along with many other elementary teachers) do this type of lesson planning naturally. We think of the "Big Idea" and work our way towards an end goal of understanding specific essential questions. This has been a fun project for me because I am combining my love for creating hands-on activities with my love for teaching. I have been working on making station activities & assessments that go along with this unit. Stay posted as I will share my ideas on the "My Life As A Teacher" section of my blog as soon as I try it out in my class.
What are your Big Rocks?
April 21, 2013
For class last weekend we watched a video from Steven Covey on YouTube called "The Big Rocks of Life". Click
HERE to watch this old school clip that has a timeless message. This clip couldn't have come at a better moment in my life. Between finding time to be a Mom, Wife, Teacher & Student (not to mention a Friend, Daughter, Tutor, Referee, Chef, Cheerleader, Housekeeper, Chauffeur, Event Planner, Nurse, Therapist, Mediator, Financial Planner, Investigator, Stylist, Dog Trainer, Tooth Fairy, Easter Bunny and any other jobs I may have missed...) I am finding it difficult to keep my head above water long enough to breathe. However, the week before our last class I had to sit down and write up a "Priority List". I had to figure out what things in my life held the most importance and sort through and/or let go of the things that I didn't have time for and that weren't as important. It was very ironic (maybe even some sort of sign) that the theme of our last weekend together was "Fitting it all in". What I came to realize after looking at my list is that I need to relax! I need to step back and keep my perspective positive. I have a GREAT life...an aMaZiNg husband, 3
sweet kids who are for the most part pretty healthy, a supportive family, dependable friends, a nice place to live, a stable job, a decent education and just a plain.old.good.life! I thank the Lord each night for blessing me with such a wonderful life! It's all about perspective.
Gratitude
April 6, 2013
Good Article
March 24, 2013
One of the many articles that I read for my Review of Literature (ROL) is 11 Practical Ways to Guide Teachers Toward Differentiation by Carolyn Chapman & Rita King. This article gives rationale & justification for administrators to motivate and encourage teachers to differentiate learning in their classrooms. Administrators and teachers get ideas on how to introduce this concept to their staff and colleagues, so that everyone recognizes what differentiation looks like and feels like. This is a good springboard for schools to start with if interested in differentiating their classrooms. Click on the link below to read this great article if you are wanting to know more about Differentiated Instruction.
My Beliefs About Teaching...
March 22, 2013
My current AR topic revolves around differentiation in the classroom. This is not a new concept or idea for me. In fact, I think that I was differentiating my instruction before I even knew what the term Differentiated Instruction truly meant. Eight years ago when I began teaching, I quickly learned that all students do not learn at the same pace. I also quickly experienced that feeling of panic when not all of my Littles were learning what I was teaching during whole group instruction. At that moment I realized how difficult and dynamic teaching and learning really is. In order for my Littles to learn, I discovered that I needed to go back for some and reteach to fill in the missing concepts, while for other students; I didn’t need to teach quite in depth on an idea or concept. Since then, I have been working on perfecting the craft of differentiation in my classroom. Which leads me to the questions: “Why is implementing more differentiation important to what I believe about teaching?” and “How do I see these beliefs aligning with my teaching practices?”
Well the answer to my first question is pretty well summed up in the paragraph above...all kids learn differently. The problem that I am facing is that I have so many materials to help me differentiate my instruction that I am finding it difficult to organize them so that when I need them I can easily access them. My hope is to find a way to file them in a manner so that when I am looking to teach (or reteach) a concept that I can easily access them. The answer to my second question complements the first. I believe that it is important for me to differentiate my instruction so that all of my Littles have the same opportunities of success in their learning. I’m usually pretty good at teaching my students and scaffolding their learning; however, sometimes it takes me longer to find a way to teach my Littles when I am looking for a specific game/activity that focuses on a particular skill.
CBI & BD...What it Means to Me!
March 22, 2013
CBI & BD...What it means to ME! {Say it like a cheer and this post might be more fun to read!} I bet you are wondering what all the letters are about? Well, they are acronyms-CBI means Concept-Based Instruction and BD means Backward Design. For my grad class we were asked to read two articles: Concept-Based Teaching and Learning by H Lynn Erickson and Understanding by Design by Wiggins and McTighle. After reading both of these articles, explicit connections can be made between the two as they accurately complement each other. Here are some of the connections that I made between the two articles:
Questioning- Both CBI & BD focus on the importance of using essential questions to lead units.
CBI- starts by developing a concept based unit around the central question. (p.4)
BD- starts by asking an essential based question before designing a unit.
Student Lead- Both CBI & BD are student lead.
CBI- stresses that understanding comes from within the student rather than telling them what to understand. (p. 8)
BD- stresses that students understand what they are learning by encouraging student lead questions, not just teaching facts.
Connections- Both CBI & BD believe it is crucial for students to make connections to their learning.
CBI-Intercultural understanding depends on the ability to see the commonalities and differences in terms of concepts... (p.6)
BD-Along with deeper understanding the same is for making connections: BD stresses students should be able to use knowledge in authentic situations as well as to understand the background of that knowledge. (p.5)
Deeper Understanding- Both CBI & BD stress for deeper understanding.
CBI-The focus shifts from memorization-or a lower form of mental engagement- to deeper, personal inquiry as students consider connections between the facts and the key concepts. (p.6)
BD- stresses students should be able to use knowledge in authentic situations as well as to understand the background of that knowledge. (p.5)
Motivation- Both CBI & BD believe that student engagement promotes student motivation.
CBI- Recognizes that intellectual and emotional engagement is essential to the motivation for learning. (p.7)
BD- The need to understand is heightened when an idea, fact, argument, or experiences goes against our expectations or is counter intuitive. (p.1)
Time Sensitivity- Both CBI & BD believe that time management is important.
CBI- Key concepts facilitate the transfer of knowledge through time... (p.6)
BD- Stresses making wise choices and sticking with priorities based on time available. (p.4)
Curriculum- Both CBI & BD stress that quality curriculum is important.
CBI- Quality teaching is supported by quality curriculum. And be concept-based. (p.10)
BD-Only by clarifying their priorities can teachers construct the most effective and efficient curriculum. (p.4)
Cliff, Cliffette & Intention
March 16, 2013
With last weeks personal connection {or revelation, if you will} with Cliff & Cliffette as being my own children, I though it to only be fair to find a Cliff/Cliffette within my own classroom. It didn't take long for one student to come to mind as I was able to easily think of who needed that personal connection with a teacher now, not later! My Cliff is the only student in all of my 43 students who seems to not enjoy school. He is always tired, complains of stomach aches, absent on a regular basis, seeks any type of attention-positive or negative, and doesn't easily make & keep friends. Another teacher described him as a kid who just won't like school. That makes me sad, because one of my principles for teaching Kindergarten is that the teacher sets the tone for his/her students' educational path. I want to make a difference for him and I want my Cliff to enjoy school. So, for the rest of the year I am going to be very intentional in my thoughts and actions for making the rest of the year successful and enjoyable as possible for my "Cliff".
My Very Own Cliff & Cliffette...Literally
March 13, 2013
One of our assignments a few weeks ago was to view a film on YouTube.com called Cipher in the Snow
Part 1 &
Part 2, which is a short film about the fears that teachers face of letting at-risk children slip through the cracks in their classrooms. {See Reflecting on Intention post below.} This short film not only made me understand my intentions as an educator, but also as a parent. With this being the first year in a new school for my children (3rd & 4th grades) we have come across some major struggles. Not only did my kids need to make new friends and learn new routines in a new setting with new teachers, they were also both faced with getting used to new curriculum and academics. The school that they were at previously {which was also the only school they have ever known in their educational career} did not have very high academic standards or a very good system for identifying at-risk students. My kids drifted from one grade/teacher to the next without any "red flags". Essentially, they were Cliff & Cliffette-the main character in the film who goes through school unnoticed by any teachers. Not one single connection was made between teacher & student for Cliff. I would ask my kids about their day the second I saw them and their reply was usually "fine" or "good". It felt like "pulling teeth" to get any information out of them. In their last year there, I noticed that they were beginning to really struggle with academics so I confronted each of their teachers and they said not to worry. But I did. I know that the school that I teach at has higher standards and does not tell parents "not to worry". It was kind of like hearing the "fine" that my kids were telling me. Anyway, to make a looooooong story very short, they are adjusting well to their new normal. At the beginning of the year they were both below grade-level in reading and math. Now, both of them are making great gains through some intensive interventions. The second that I see them after school I ask how their day was and they can't stop talking about it! It is amazing to see them so enthusiastic about learning. I owe it to the great teachers & support staff that work with my children and make their days meaningful and enjoyable! Each of their teachers have made personal and meaningful connections with them and have been very intentional not to view them as just another student or a "Cliff" & "Cliffette".
The Perfect Classroom & my Emerging Action Research {AR} Ideas
March 13, 2013
Imagine the perfect classroom...students enter school with the same academic level, learn at the same pace and be taught using the same methods. Wouldn't it be nice to teach one lesson and move on to the next without having to re-teach specific concepts? In our ever evolving world, that idea seems to be nonexistent. Therefore, I have decided to research differentiated instruction more in depth. I know that each teacher differentiates to some extent, but I would like to know how to become more efficient at differentiating my instruction.
Reflecting on Intention
March 5, 2013
I love teaching. I love each child who enters room 244. I love the school setting. I love the energy of 5 & 6 year olds. I love creating routines. I love all the different ways kids learn. I love figuring out how to teach the difficult learners. I love trying to figure out the causes for certain behaviors & what makes students “tick”. I love to get my students excited about learning! I love my students like they are my own flesh & blood. I just love my job! I love the kids who make my job-my passion!
Even though I love my students, I don’t always verbalize it as much as I should. My intentions are good and sincere. However, I know that I can do a better job at slowing down and digging into the “little moments”. What’s that quote? “Don’t count the moments, make the moments count”... or something like that. Sometimes I get so caught up in “the list”. You know what I’m talking about...we all have one. It’s usually written on an elongated tablet of paper, the kind where we can turn the page and keep writing key words of things that we need to get accomplished by the end of the
year,
month,
week, I mean- ahem-day. {Sometimes, “the list” can meander itself in the form of neon post-it notes too!} You get that sense of accomplishment when you can cross off an item...I think you know exactly what I am talking about! Anyway, like I said earlier, I NEED to slooooooow down and take advantage of the wonderful opportunity and privilege that I have as an educator.
I need to take the time to make deeper connections with each of my Littles. I need to make sure that I don’t overlook any important details that may seem minute to me, but enormous to a 5 year old. I just very well could be the only one in their life that truly cares. That might seem like an exaggerated statement, but think about it... {No really, think some more if you still don't get it!} Point made! My intentions are sincere and heartfelt. I love my students and I want only the best for each of them!
I'm a Monkey Collector!
February 26, 2013
This week for class, one of our assignments was to read The Principle of Intention chapter from the Spiritual Dimensions of Leadership book by Houston & Sokolow. I do have to say that this is a great book, not just to read for an assignment, but to dig deeper into one's personal being. Every time that I read a chapter from this book I always feel so good about life and what it has to offer. It makes you appreciate and reflect on your daily life on so many different levels, I like it! It gives me the warm fuzzies!
Intentions are a powerful force that help ones ideas, thoughts or actions become successful. Before anyone can make a plan, they need to have an intention {reason} to make something happen or to achieve a particular goal. From there you can make a plan on how to make your intention work. The more that an intention benefits others, the more forceful and successful it will be. When you have an intention or a plan, more people will benefit. If you don't have a specific intention or plan, the chances of it being accomplished are less likely. Furthermore, when an intention is written down or spoken about it helps with the overall clarity of the original thought. "Intention is about creating dreams and possibilities that you want to see manifest in physical reality." Organization of your thoughts helps clarify, which in turn is easier to communicate to others. When others see your intention and energy, they are willing to help make dreams come true. Think positive energy-it attracts others.
I bet you are probably wondering how the title of this entry relates to intention?!? Well, I learned that I am a monkey collector! In this chapter there was a funny analogy where people bring you their monkeys {a.k.a. problems} throughout the day.
"What a good leader should do is pet the monkey, admire the monkey, and feed the monkey, but make sure the monkey leaves with the person who brought it. If you don't, at the end of the day you've got a desk full of monkeys, and you've allowed people to delegate upward, giving all their problems to you." (p. 18)
I totally have this problem...I cannot say "no"! I learned that I can focus my energy by avoiding upward delegation. I need to remind others that I don't mind hearing about their monkeys and I will be supportive in helping them "train" their monkeys, but they need to take their monkeys back with them...I have my own monkeys to deal with!
Got Your Popcorn?
February 21st, 2013
Well, today felt GREAT! I finally got through benchmarking (for the second time this year) my whole class to see where their current reading levels are at...all 42 of them! Granted, I started this process over 3 weeks ago. Don't you judge me...I only see them for 1/2 of the day, technically after they get their winter gear off, shoes on, tied and ready to learn I only have 2 hours of teaching time left...don't forget 15 minutes for snack and several bathroom breaks!!! Anyway, it was exciting to see their progress nonetheless. This time of year always amazes me as they finally start making some major connections. I was surprised with a few of them and how much they have grown since November. Our goal for kindergarten is having the students read at a level C or higher. I have 7 reading at a B or lower, 6 reading at a C & the rest are reading at level D or beyond! I even have 3 kids who are reading at a level J...YAY!!! What way to end the day, it always feels so great to reassemble new reading groups and celebrate progress!
February 17th, 2013
This past fall I decided to take a leap of faith and sign myself up
and join the Circus to get my Masters Degree...
Ugh, is the first word that pops into my head. Never in a million years did I think that I would find myself stretched this thin! I do have to say that it
has been still is a balancing act. I feel that I am constantly prioritizing my time between being a Mom, a Wife, a Teacher & a Student. I feel like I belong in a Four-Ring-Circus, with me being the Ringmaster directing every one's attention on all four rings-at the same time! There have been days where I have really struggled and have to think about how & why I am actually taking time for myself to become a better teacher. I can't help but think that after all is said and done, that I will feel better about who I am as an educator and how I have an impact on my students each and every day! Until then, you are welcome to join me on my journey as I juggle my way through my Masters program. Feel free to bring your own popcorn & enjoy the show as there is definitely more to come!
