Goal+1

Related Program Goal: Recognize Learning as Valuing and Constructing // By this we mean: // The program strives to prepare educators who appreciate learning as processes of valuing (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.) I remind them how much time they have on their project and how they have recieved already. I think a few students are not listening though as they seem to be a bit behind. I do go around to each student several times so that they know I'm interested in what they are doing and allow them a chance to ask questions if they need to. Sept.19/11 Unit 2 for Chemistry was handed out and their project was explained to them. The students were allowed to pick partners and randomly recieved a number to choose their elements. Sept.14/11 All students were continuing to work on the graph assignment. I made my way around the room and helped students individually. I also went to each student to make sure they understood the graphing concept. There were a few students who were done so they stayed in the classroom where upon they worked on another assignment. I was able to answer any questions they had regarding the other assignments. Sept.8/11 I tried to call upon each student to go up to the board and answer questions on sig figs, scientific notation, standard notation and the like. This way I could see if their were difficulties and it didn't matter who wrote it up their and if they got it right or wrong but it allowed me to see if their were any areas in which they struggled. I also tried to wander the classroom and glance to see where they were and if I could see any problems. Sept.6/11 In Chem Jesse was leading the class but it was a lab so the students were to start understanding how to do a lab. Since this was going on I too became more involved as I went around and helped kids as best as I could. I ensured students who were new to the class joined a group so that no one was left out. I made my way around to all groups to help with their lab. Dec.3/10(Langham student teaching) In Math 7 and 9 classes I gave individual attention to whom I thought was struggling and I would work them till I felt that they had mastered the concept. There were a few times when Doug asked me to take a few students aside and work with them specifically. We would go into the room next door and I would ask which question they were at and we would work as a team to figure out the answers together. This way the students could help one another and once they felt confident and understood the material I would send them back in the room with Doug. This way if they got it they could continue on with their class but if they were still struggling we could work on the concept as they needed an understanding of fractions to move forward. || Nov.22/11 Since I circulate the room quite well and the students know this they usually have a question or two when I get to them. They also realize that I'm checking up on them and try to get a bit more done each time. This doesn't always happen but they are getting better at it. Sept.19/11 All students were given the outline and chance to ask questions about anything they didn't understand. The format of the project outline could be changed so that they can clearly identify what they have left to do and what they have accomplished. More of a checklist style versus the paragraph style in which it was given to them. Sept.14/11 By allowing my students to work on other assignments they have in my class if they are done ensures that they will continue to do well. For those students who were struggling with concepts I was able to work with them one-on-one. As some need just a little extra attention or a different way of explaining the concept. I feel that trying to work one-on-one will benefit those students. Though this is not always an effective practice as I may not be able to spend time with each individual student. Sept.8/11 I really think this went over well. I believe I had every student go up to the board at least once and participate. Their was movement. They were able to answer questions on their own and than go up and choose which one they wanted to answer and each question was done. We than went through them as a group and we discussed any problems that arose. Sept.6/11 Although I helped everyone join a group and helped wherever I could I also wasn't as familiar with the lab as I could have been. I sometimes had to ask Jesse for clarification on certain aspects. Although this wasn't really a large problem it just helped me to make note that I should make sure that I understand the lab prior to it taking place even if I'm not teaching the lab but am simply assisting if/when needed. I knew this was a good idea previously to understand the content but it just was made clearer as I felt I was a bit lost. The idea of being prepared is definetly a good idea! Dec.3/10(Langham student teaching) Doug came into the room when I was working with the 4 girls in grade 7 whom were having trouble with fractions. He gave assistance as well and asked how they were doing. He also showed a few different approaches to the students which I found particularly helpful as it helped me expand on interpreting or showing the girls a different way to answer the question. A way in which made sense to them and they would get the concept. It just proved to me the number of different ways you can reach the student with the same problem. Because before Doug came in I was trying to figure out a different way to explain what to do as I could see that for a couple of the girls the way I was approaching the problem was not something they understood. Thus seeing a different method helped trigger more ideas for myself. || Chem 20 1 & 2. They both had a compound naming race where they could work individually or as partners to complete a sheet with formula writing and naming. They had to hand them in and I corrected them if they got even one tiny part wrong they had to go back and correct it. I gave prizes to the top 5 teams/individuals. Sept.20/11 Allowing the students to pair up on their own allowed them to socialize with people they felt comfortable with. The questions were vague so they could take it how they wanted. Some students went into depth with the answers they gave others just glossed over it. Dec.3/10(Langham student teaching) Upon working with the Grade 7s in Math I discovered different weaknesses that the students had I than attempted to change my instruction in order to help them understand. One girl in particular basically just wanted the answers but by going slowly over the steps and making sure she understood each one she soon caught on to the mistake she was making (within her multiplication). || Oct.21/11 I allowed them to make their own teams. Some of the really strong students joined up which was fine. Some of them made silly mistakes and since I was being very picky they had to repeat several of the questions. they still had fun doing this. I had the students line up and I would take that person first. Since some students were better at taking their time they completed more accurately than the ones who were racing through it. They all seemed to enjoy it and participated with lots of enthusiasm. Sept.20/11 I realized that this worked well for some students as they are very strong academic students and were able to come up with ideas right away. Some students who are academically strong seemed to struggle understanding what I wanted they had trouble just taking it and running with their ideas. Some of the weaker academic students really struggled at first but when I made it to them to discuss they started to understand it a bit more by giving them a bit more guidance. I found it difficult at times to just give them guiding questions or answers. Dec.3/10(Langham student teaching) I realized that I wasn't getting across to a couple girls through the example I was showing thus I tried to show them a different way and when Doug entered the room and helped one student I saw him also show a different way of explaining the method. This helped give me ideas on how to show fractions in a different manner. || Bio 20 they got a clam dissection to work on and work through. We worked on it a bit together. Than we allowed them to look at the crayfish. I asked them a few questions to make connections with the earlier grasshopper they did. Oct.25/11 Bio 20 Ecosystem Drawing assignment. I gave them the option of using the computers to use for pictures instead of drawing. They can either use the computers or draw by hand. Their choice of how to show the information they gather as long as they have all that is required. Oct. 24/11 Chem 20 1 & 2 I described 6 terms to students these terms were put on a sticky note and they got into groups of 6. They had to make connections between these terms and write them down on a piece of paper. When they made a connection between 2 terms they had to hold hands. Since everyone had to make 2 different connections they created a knot. Thus they got to untangle their knot afterwards as an activity. Sept.29/11 Having the students create their own concept maps have allowed them to make their own connections and to talk them out with a group of people. When they go to explain these to the class this will be really good as they can show others different ways to think about the same concept. Sept.15/11 I had the students do an experiment where they were expanding on the information they had been given in a previous lesson--chemical and physical changes. They were to follow safety instructions. As well as to write a correct lab report. Dec.2/10(Langham student teaching) I observed Math Makes Sense program in the Math 7 and 9 classes and thus constructivist principles. || Nov.7/11 Bio 20 The clam dissection was not as well directed as I could have done but I also think it's important that the students can work through and understand how to dissect something by reading the directions. Oct.25/11 Bio 20 The students seem to appreciate that they are able to show their knowledge by drawing it or gathering pictures. I'm looking forward to having them hand in their work. Oct.24/11 Chem 20 1 & 2 The kids were a bit lost at first in what I wanted but we managed to work past that. They had a blast with the knot. Several struggled with how to make a connection between certain words. Some made them simple connections and others did more of a complex reason. I got them to write them down so that they could explain them. In Chem 1 I had them write it in their journals where I than read them and repeated them to the class. This allowed them to see how everybody does make different connections and if there were any serious misconnections I was able to address these. Sept.29/11 The students really took to this assignment. They were actively working on it and had a number of different ideas. Some were gathered by their notes and others they made connections themselves. Somethings I tried to guide them to think about. For instance none had really touched on the theoretical aspect such as all the students and how we obtained the knowledge we have today about atoms. Sept.15/11 The experiment was a success in regards to the fact that the students were able to try to make "slime" by following instructions. There were no safety problems thus everyone did well on that front. As for the lab they had had one previously and for those who had handed it in they were given pointers. I also gave feedback to the whole class in areas they needed to work on such as "RERUN" for the conclusion. Dec.2/10(Langham student teaching) Upon watching Math Makes Sense program I wonder how well the students understand it from the smartboard? I do believe when they are actively involved they definitely learn it but what's the difference with reading notes off of a slide or off a smartboard if you are not going to allow for different ways in which to learn concepts. || Bio 20 I realized and a request from some of the students to watch a movie on the different phylums. It was a good change from soil. Oct. 4/11 I had thought I booked the computer lab in actuality I booked the library. This caused a bit of a problem. But after a bit of rearranging and such was able to make it work. Since the students were working on a project in pairs they only needed one computer to work on. Thus a few minor adjustments occurred. Sept.8/11 When I first started the class I merely was lecturing and I realized I needed to move around and have more class involvement. I had thought of having a few students go up and answer questions but I soon realized if I had them all go perhaps not to answer the same type of questions but a variety I could gather information and see where some people were having trouble. i also noticed a difference with the students themselves. At first they were unsure when they went up to the board about what I wanted or what they should do but as time went on they quickly showed enthusiasm and participated. Dec.3/10(Langham student teaching) There were 5 Grade 7 students who were experiencing difficulties in math. We moved to a different room and I paid them individual attention. Thus they were able to obtain the individual attention they needed. Two girls in particular reached what I felt was concept attainment and thus I allowed them to rejoin the class. || Nov.4/11 Bio 20 I think it was a good change to do another phylum video as well as they were able to than have a bit of a break from soil and also they won't have a ton of videos and dissections at one spot. Andrea made the suggestion as well so that was nice to discuss it with another colleague. Oct.4/11 Once i got the students arranged although they ended up being a bit spread out we managed to get through a lot. It was a learning experience if you misbook something or what you need to do in order to make things work. Some were able to work on their poster part and thus didn't use a computer, others I told to work at computers in pairs. They ended up completely a fair bit for the confusion that started the class. Sept.8/11 The class just proved to me that you need to be flexible and be able to change what you have planned or how you have it planned by a bit or that you may need to change it drastically. In the case it was a small adjustment but it made the class alot better in my opinion. Dec.3/10(Langham student teaching) I adjusted by bringing them into a different environment but once I assessed and reflected on what they could show and that they understood 2 girls rejoined the class. The other three continued to work with me in the room. It made me realzed that this one method was easy to catch on for 2 girls but that a different method was needed to help the other 3 girls. || The class is starting their partner labs and independent research projects. I'm very excited to see where and what they plan on doing. The kids themselves are excited to be doing labs again. Oct.21/11 Sci 10 The students are given an assignement to show motion. They will be videotaping whatever, wherever they see motion. With this they will than narrate what they've found on the video with certain physics terms. They will than describe what these terms mean. Oct.14/11 They presented their concept map and element presentation. The kids were a bit nervous but they did a great job. Oct. 12/11 BIO 20 I had the students fill in and exit slip with 5 facts they learnt about DIRT from the movie. They also had to give me a question that they had about dirt after watching the movie. Sept.29/11 I had Chem 20 show their understanding of using the periodic table (elements and symbols) by playing Element Bingo. They also read a certain section of a periodic table reading and did a jigsaw with their group members. This allowed them to give each other the knowledge they obtained and able to show their understanding of that area and to ask one another about the other sections they didn't read. The rest of the class they worked on a concept map to show their understanding of atoms. They made very unique connections. Sept.15/11 The students showed their understanding of physical and chemical changes of matter within a lab experiment. Sept.8/11 I had the students answer a few questions orally, they wrote down their answers in their own books, write answers up on the board. In this way I could see their reasoning behind some of the problems--whether it was because I hadn't explained something well enough or just that they saw it a different way. We were able to work through these problems. Dec.2/10(Langham student teaching) I had the oppurtunity to watch Doug use the smartboard to demonstrate certain math concepts and how he got the kids to show their understanding by using the program. I taught Bio 30 reproduction for the third day and because I had certain questions that had been asked that I didn't know the answer to on the previous day I had looked into them..."how does a miscarriage occur?" "what happens if you take the abortion pill?" Dec.1/10(Langham student teaching) I taught Bio 30 reproduction. I used admin slips again with KWL so I coud assess what they understood from my previous class. I also used the I used the projector in this class for the menstruation cycle Nov.30/10(Langham student teaching) Upon my first time teaching a lesson I used the KWL as admin slips for reproduction--parts & function of male & female. || Nov.17/11 Some students excel and quickly find an experiment that is suitable others have more difficulty. By having Shak there to help it was wonderful as I could ask him if he had any ideas to suggest to the students. Also the librarian Mrs. Kenny was amazing as she supplied a few different books so that the students could try looking through them for experiments. All in all I would do this again. Oct.21/11 Sci 10 This is a great way for the students to show me that they understand motion by allowing them to move around and videotape it. Allowing them to use any motion they see as an answer. They than get to describe motion using the physics terms given and tell me what those mean. This allows the students to show and explain their understanding of these terms. Oct.14/11 The kids did their presentation and also handed in a self and peer evaluation on the element presentation which both the students and myself found very useful. They were very honest in their marking of themselves and each other. How they marked themselves also went into their overall mark. Oct. 12/11 BIO 20 This was a great way to get an idea of what the students thought was interesting in the movie. It also showed them what they knew from the movie and what things they wondered about. Those questions i hope to look at some of them in the unit and will try and find items to help answer those questions. Sept.29/11 These 3 activites were great for the students as the element bingo is a great way for them to show that they understand how to use the periodic table and what the symbols and element names are. They have a blast and have asked about this game a few more times thus I believe it's been a hit. The Jigsaw reading was also good for them as they had to work with other classmates perhaps ones that they normally don't work with. This allowed a classroom environment to be changed and to perhaps change the routine and comfort level of the students. The concept map they did a good job on and have presented theirs to their peers. This allowed them to show different connections they had. As well as if there were any incorrect connections they could be addressed. Sept.15/11 The class was given the lab to do the experiment. I went around as well as Jesse and we conversed with the students so they understood what was happening. They also have to hand in their lab report for this lab and thus they will be graded on it. The 3 main sections that I mark on is observations, analysis, and conclusion. Therefore they have the chance of taking the knowledge they gained by written and oral skills in a previous class on physical/chemical changes and put it to use in the lab and finally in a written lab report. Sept.8/11 This was great for me to try and get the participation up and by using Jesse's ideas from our conference the day before by getting the students to write some of their own ideas down first and than I would be able to get more answers out of them. It was rewarding to take an idea discussed the previous day where I was having trouble and apply it to this class and see the results that it showed--having more student involvement and a better connection with the students. Dec.2/10(Langham student teaching) By observing how students responded to the smartboard it caused me to wonder and reflect if and how Smartboard programs could be used in other classes. Though I have not searched or found many lessons I have looked and try to find different lessons on the smartboard such as Jeporardy. Bio 30 reproduction on the third day was a great way to show the kids that even though you don't know something you can always learn about it. I believe I showed them that I do have an interest in their questions and that even though I may not know the answers I am willing to take the time and try and discover them. Even though I believe that it shouldn't fall only on my shoulders. That in some cases the students themselves should look into the questions they are asking so that they can build on that knowledge as well as learn how to inquire on their own. Dec.1/10(Langham student teaching) Upon doing the KWL again I found that most students participated more or had more answers the second time arount. This made me excited as I believe they learnt something from the previous class that I had got through to them. But I also reflected and wondered how much they knew previously but didn't understand what I wanted as a KWL? Perhaps they did know as much already but I was unclear in my instructions. I believe it would be beneficial to do the lesson again the same way and see if the reults are the same. Using the projector was another tool to show the students that they can learn in a variety of ways:listening, writing down notes, answering/asking questions, labelling, drawing diagrams. Nov.30/10(Langham student teaching) I used KWL admin slips so that I could obtain an idea of what the students carried in as previous knowledge and my plan was to have them do KWL admin slips the next day as well and compare the findings. ||
 * Goal 1: Support broad areas of student growth by providing varied and **
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || Nov.22/11
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || Oct.21/11
 * 1.3 Uses constructivist principles to guide student learning. || Nov.7/11
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || Nov.4/11
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. || Nov. 17/11