Children's Museum!

            I arrived at the children’s museum on Saturday, November 5^th at 9:45 AM sharp, mug in hand full of different facial expressions written on paper strips. I thought this would be the perfect experiment for children because they absolutely love making faces.  This experiment would also be especially good for children because they are going to be exposed to new and different faces as they grow up, so it is interesting to see how our faces differ from another.

            I was assigned to perform my experiment in the “library” of the children’s museum which was a warm and cozy sun-lit room filled with books, puppets, and a small puppet show structure. I knew before the kids even arrived, that since I was sitting in the library, my experiment would be competing with the puppet show, and would probably lose. Emily was also assigned to sit with me in the library, and coincidentally, she planned to also perform an experiment relating to facial expressions.

            I was not sure how many children I should have prepared for but I imagined about 7 or 8 kids in each room at a time. As soon as a bunch of kids entered the room, I planned to ask them how they’re feeling, and tell them that I could tell because of the look on their face.  Everyone that entered the library seemed excited and happy; however, everyone’s cheer was directed at the fact that there was a puppet show stage in the corner. Kids were usually accompanied by parents, and once they realized that Emily and I were present to teach some sort of lesson, they encouraged picking out a book to be read by one of us or put on a puppet show for us.

            While reading to a number of kids, I noticed that it was similar to my experiment because I was producing all different positive facial expressions. I was able to ask questions pertaining to the books and have kids point out different qualities on each page. They were enthralled to be asked about what was going on in the story and laughed at funny pictures while observing and pointing out certain things on their own. Several kids chose three or four books to be read, and had to be retrieved by their parents because they would have liked to have stayed the whole day.

            When it came to the puppet show, I noticed that kids matched their facial expression to the feeling that they were displaying through the puppet. That was a small but more involved way to carry out my experiment, so kids did actually learn about facial expressions while they were present in the library. Kids also took suggestions well such as “why don’t you add the pig to the puppet show?” There was a happy spirit once you entered the library because you saw the kids’ faces light up.

            I found the visit to the children’s museum to be very rewarding because not only was I fortunate enough to brighten a child’s day by reading to them, but they were able to brighten mine. I was able to interact with children of different age groups in the Cortland area, and observe their behavior and excitement to learn, but mostly to read. It was important because there may be several kids who do not get read to at home and definitely benefited from our time in the library.

Demo Lesson Reflection

            My science lesson involved predicting and observing the densities among three different liquids: water, oil, and vinegar. Students were expected to come up with a reasonable hypothesis that depicted the layers of densities. They were then expected to follow the instructions of the experiment and arrive at the outcome that I had previously created.

            I feel that my engagement went well with the class, where they were interested in hearing what I was presenting about. I felt I could have asked a better question in order to introduce density. For example, I asked “what is density?” when I could have asked a question where the answer in density, such as “what helps a ship stay afloat?” I believe I thoroughly explained what density is and in addition, how liquids, gases, and solids all contain density.

            I knew that my experiment required a great amount of materials, so I prepared ahead of time and brought in a bag of premade liquids for the class. I felt this was essential to staying organized, and making sure there were enough of all the materials. When I assigned the class to create a small chart showing their two predictions and two results, I expected to lay out all the materials for each table. However, it took more time than expected to designate five cups of different liquids to each table, and the class became a little rowdy. I noticed that if there is too much downtime, minds begin to wander and the task at hand is not focused on as much.

            The class became whole group again when we began the experiment. I had not planned on it, but I was glad that I decided to also mock the experiment from the front of the room for the students to use as a reference. Once the groups of students began working on their own experiments at their table, they seemed to be really intrigued by the color mixtures and basis of the lesson. The noise level continued to remain high during a majority of the lesson, and I felt I did a pretty good job at maintaining focus throughout the classroom. I could have maybe established my expectations with behavior a little better, which would probably be easier in an actual grade classroom rather than with my own classmates.

            The results of each group also threw the class off a little bit, so for future reference I would remember to choose a lesson where all results are identical so the point is proven easier and more clearly. From the feedback that I received, I was praised that I asked a fine amount of quality questions referring to what the students would predict would be the order of liquids based on densities. I also believe that I asked a good amount of questions that sparked the students’ ideas a little bit to make them question the possibilities of there being a difference in results if the order of liquids poured was changed, and similar questions such as that.

            Overall I believe my lesson ran smoothly, just a few minor things that need to be worked on and basic steps to strive for. I need to keep order of the classroom at all times and make sure everyone if fully attentive so all instructions are heard and understood. I also spent a lot of time on my lesson when I was given about a ten minute time frame to work with, so I need to be more conscious of the time so I can work quickly but efficiently with the class. I feel that my presentation was pretty clear and I do believe that I also summed up my lesson nicely at the end to create a nice strong conclusion for the class (that liquids have different densities and the higher the density the lower it sinks when in contact with lower density liquids.) One last thing to strive for is to not only mention what my extension is but actually pursue the extension I had assigned for the class. I know I had certain time constraints but I believe a lesson is best taught when it is taught to its fullest degree. I’ve learned that it is important to practice and plan these lessons because we want to make sure as teachers that the students are being presented the information in a lesson to the best of the teacher’s ability. Time is a very precious thing in a classroom and should not be wasted.  

How's Your Berger?

Chapter 3:

1. The big idea of this chapter is…

About building through work. Students need to be challenged and inspired in order to create the work that is expected from them. With the more effort put into their work, students not only begin to give their best, but receive a boost in self esteem for having accomplished something great. Berger likes to point out that although many teachers or schools would love to enrich their curriculum with powerful projects, they state that they simply do not have enough time because they must “focus on basic skills and literacy” (Berger 72). Berger realizes that his proposal is not clear to include all basic and high order skills in these projects throughout the year, and not to label projects as extra activities to complete after the real curriculum or instruction is done.

            One of the ways in which real valuable work can be conducted is through research. “There is almost nothing more exciting than being engaged in genuine research- research where the teacher and students are exploring new ground together” (75). Before arriving at this statement, Berger made great discoveries in his own classroom noticing that the kids who liked being involved in these researches and experiments were normally the kids who acted out, so he now had them engaged.

            This chapters is also heavily fond of working with the arts where students critique and publicly display their work. This way students learn to form an opinion about their own work, about others work, to constructively tell another what to work on, and to openly take suggestions from other students, as well as proudly show their work off simply because it was something they made.

2. A teaching strategy I gained from this chapter that I think I will use is…

Having the students share their work with not only the class but an additional audience. Berger states, “every final draft my students complete is done for an outside audience. It may be for a small audience of kindergarten children of for a national audience on educational television. Either way, my role as teacher is not as the sole judge of their work, but rather similar to that of a sports coach or a play director: I am helping them to get their work ready for the public eye” (99).

            I like this strategy because…

There is a reason to do your work well, and it is not just because the teacher wants it that way. Its very realistic that students are going to have to eventually show their efforts to an audience whether it’s for a job interview, in a play, or on a field. They are going to one way or another have to display their work or performance to more than one person, so why should I have the only view and say in what a student creates?

3. A passage that I found especially meaningful was…

“one of the first things a school or classroom can do to improve the quality of student work is to get off this treadmill. This doesn’t mean to an end to deadlines- the real world is full of deadlines- but rather a clear distinction between rough research, rough drafts, and finished, polished draft work. It means final drafts may take days or weeks to complete. It means a different type of pressure: not just pressure to turn in enough work but pressure to produce something of real value.”

            This passage was meaningful to me because…

I find myself procrastinating all the time, and I remember back in middle school when I had projects to do where drafts needed to be turned in, each draft would be just okay and then my final product would be good, but there was no proof or progress in how I got there. I did not understand how to take something good and turn it into something great. The world is full of deadlines and they are not necessarily going to change for anyone, but the most a teacher can do is fully support change and variation so that a student’s initial idea isn’t exactly the same as their final product. The deadlines of drafts is more like steps, and students should have a sufficient amount of time that fits their needs in order to complete that particular draft that allows them to the next step. This draft needs to be worthy of passing them onto the next step, and that is what I believe deadlines should be used for.

4. A question I have arising from this chapter is…

Berger makes it sound as if there is almost not a single misbehaving, out of line, or intelligently inept student in any of his classes. I know that his teaching is supposed to really affect students and bring out the best in their behavior, efforts, success, and accomplishments, but are there any students that slightly or even significantly fall out of the spectrum?

5. An experience from my practicum that relates to this chapter is…

All the students in the fifth grade classes were assigned to complete a “bucket filler” assignment where they draw the superhero they wish they could be and why. Every student drew a picture and explained it in a few sentences on a separate page. All of these projects are hanging on the wall in the hallway outside the two classes, and for everyone who is passing through to see. It’s a great way for students to feel proud for having their work hung up, and to see all the work done by your class and how successful your class is.

Field Observation Update!

Field Observation: I have been learning more and more about my school with every visit. The students also seem to be improving with their studies, and I am glad to be of help. Most recently, the students were introduced to PEMDAS: the order of operations in mathematics. Although I was not present for the actual lesson plan, I was of great assistance yesterday by simply constructing random equations for those who needed some help. I've learned that, especially in my placement classroom, repetition is key. By establishing steps in order to solve a problem, students will eventually solidify their knowledge of how to do it and then it will almost become second nature. 

Hows your Berger?

1. The big idea of this chapter is… Actually three ideas: the value of culture, the positivity of peer pressure, and the value of community. We are too worried about test scores that we forget about the importance and impact that culture has on a school. Berger explains how “students adjust their attitudes and efforts in order to fit into culture. If the peer culture ridicules academic effort and achievement… this is a powerful force.” The most stressed way that he defines culture is how students or communities accept others and allow them to fit in. The primary obstacle seems to be about fitting in and what the most efficient way kids think that they can do that.
2. Berger adds the second idea of positive peer pressure. Peer pressure is often seen as something negative and to be avoided, but the fact of the matter is that the constructive criticism that a classroom has for everyone included is what makes that classroom a safe, supportive learning environment. Students that work hard to create products that they are proud of also receive compliments and pride from other students in class. Positive feedback creates for more understanding of criticism at later times. Berger exemplifies this idea when he speaks about a student, Jason: “At first when he turned in careless papers he said he didn’t care. When I edited his work with him he argues. Later, when he began to enjoy some positive feedback from classmates, he grew less resistant to my suggestions.”
3. Lastly, Berger identifies the value of community as being a key component of a well functioning school. He states “one thing clear to me through is that the power of the culture rests in community.” Building a strong community means eliminating the trend of a bigger everything. In a small school setting, teachers are more accountable and the web of personal relationships both supports and pushed students and faculty. Communication is constant and trust is largely demonstrated and accountable as well. When everyone is familiar with everyone, where the local community, families, and businesses, all involve themselves with a school because they believe is a good one and that it is a positive learning environments, that could only make students want to try and want to achieve.

2. A teaching strategy I gained from this chapter that I think I will use is…A specific project where a character is invented and a file and book are created documenting this character’s life. The project also includes a portrait of the character, personality, family, and career descriptions, and life history, as well as can include realistic artifacts from their life such as birth certificate, diploma, etc.

I like this strategy because…
It really allows for a student to help relate themselves to a specific character in a book or even simply create their very own character. Either way, maybe they want to be like this character and display the same traits that this character demonstrates. They could even use the character as a model for how they should continue to behave so that they can someday hope to achieve the same qualities as that character. This project incorporates some intensive writing, analyzing literature, and artistic virtues. As well as the other aspects of the project, I think it is so important for students to be able to express their ideas and release some creativity while they are in school.

3. A passage that I found especially meaningful was…“Schools need to consciously shape their cultures to be places where it’s safe to care, where it’s cool to care. They need to reach out to family and neighborhood cultures to support this.”

 This passage was meaningful to me because…
I know in my own middle school and high school that if you showed that you stressed over a test or a subject too much and spent a lot of your time studying it meant that you were a “smart kid” and you were nerdy and weren’t cool. It was fine to do well which is what a lot of student hoped for, but when a lot of effort was demonstrated by a student, I experienced other students calling that student an “overachiever” in a negative way. Although this wasn’t always the case, it definitely was a feeling that a lot of other students had that did not achieve as greatly. From my own witnessing of this type of situation, I feel that this same state of affairs occurs in many schools, and it’s a shame that many student simply don’t live up to their main potential because of how they think others will perceive them if they do extraordinarily or even ordinarily well in school.

4. A question I have arising from this chapter is…

That Berger explains how a strong and close community functions well because there is a close bond with the small number of inhabitants in that community. Schools  can’t help if they are big, especially if they don’t have the funding to create a few smaller schools, so how can larger schools create the same great sense of community as these successful small schools that have teacher accountability, spirit, and positive culture?

5. An experience from my practicum that relates to this chapter is…

My practicum school consists of grades ranging from kindergarten through sixth grade. There are only two classes from each grade in the school, therefore making this entire elementary school smaller than my graduating class in high school. This community is very close where every faculty member in the school knows every student that walks down the hallway. They know their first name, last name, siblings, learning disabilities, hobbies, just about everything. Everyone’s brother or sister is in someone else’s brother or sister’s class or everyone’s neighbor is someone they go to school with. The clearest demonstration of this close community bond is during the school’s morning meeting in the beginning of the school day. From eight thirty to nine o’clock, all students are permitted to play games and run around in the gym. At about nine o’clock, the whole school gathers in the gym and a morning message is shared. The principal speaks for a moment to tell the school how great they’ve been, and some events that are happening. Birthdays are shared and celebrated, and the pledge is said by all. The meeting concludes with morning movements where all the students do small exercises to warm up for the day. Since the whole school is taking part in this session, it is a positive and efficient learning environment for the whole school.

    

How's Your Berger?

Introduction and Chapter 1

The big idea of this chapter is…

How quality is more important than quantity. Berger explains how he realized one day while working on a playhouse after school that “there was a spirit, an ethic in the air that day.” It partly included the kids, the teaching, the curriculum, and the community, but most importantly, it was about all of these things at once. How they all worked together to create this culture that was full and rich of encouragement and motivation helped these kids to volunteer, work together, and care deeply about the quality of what they built. Berger adds how the newspaper these days includes articles about the “crisis” in education and how a new quick fix will help things. The only way to help the crisis is to establish a new ethic he explains. “Some schools are good; some are not. Those that are good have an ethic, a culture, which supports and compels students to try and to succeed.” The biggest concern seems to be centered around testing students and ranking them, when we should really be focused on bring out their best quality instead of the quantity of high percentiles on standardized tests.

            When Berger presents the work of his students to other schools across the country, they are in disbelief that a young student could live up to such high standards. The students are not overwhelmed by pressure, they simply know what is expected of them and know that quality is key and they need to do their best, so they do.

A teaching strategy I gained from this chapter that I think I will use is…

A project that incorporates all classes to create something together that can be seen or used by, or even benefit the community. (Berger’s example of building the playhouse)

I like this strategy because…

It integrates the use of a hands-on project where classes and students have to work together for a common goal that will be seen by everyone. They want their parents and their neighbor’s and their brothers and sisters to see what they’ve done and tell them that they’ve done a good job, so they will strive to do their best and give it their all so  they can create something that both they and everyone can be proud of.

A passage that I found especially meaningful was…

“In the classroom or on the building site my passion is the same: If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.”

This passage was meaningful to me because…

I think it’s extremely vital that especially at a young age; you should begin working to the best of your known ability. Kids don’t know how well they can do until they are motivated to push themselves and try and create something or complete something that they are proud of. That is why, like Berger explains, we should establish an ethic; a culture in which students feel they are a part of and want to learn and want to pass on knowledge and want to create and build great things.

1. A question I have arising from this chapter is…

That I feel that creating a close community that everyone benefits from and creates motivation and encouragement for students is easier said than done. How can it be ensured that any poor school with poor standards and community can be transformed into one of these model schools? Berger explains how this should be a goal of the nation; to create an ethic or culture in all schools.

Another question I have is that since all student’s work is set at extremely high standards, doesn’t this create high competition in classrooms and in the school? When students are expected to do their best, do they ever believe that their best is not better than a classmates, become discouraged and cause problems to arise?

An experience from my practicum that relates to this chapter is…

The school where I attend my practicum is small and holds eight different grade levels. Everyone in the school knows everyone, and in the morning, all the grades gather in the gym to release some energy in the gymnasium. After they get their fix of running around and playing games, the whole school assembles in lines across the gym to take part in the school wide “morning meeting.” This is where the Pledge is said, birthdays are announced, a new greeting in another language is introduced, and upcoming events in the community are shared. The whole school: students, teachers, and the principal all gather together in order to share all this information with one another. This get together ensures a culture among the school; a sense of safety and community, and even an ethic that the students know and feel that they are part of.

Community Student Profile Part 2

Section II: Classroom Description

Every aspect of my host classroom at Walker Elementary school is well utilized. Upon first entering the room, you are greeted with a mailbox on the left. This is where an assigned student will distribute the mail in the morning and the students will pick up at the end of class.

Further right is a long counter with a sink. The sink is utilized for washing hands, as well as collecting a cup of water during snack time or an appropriate time to take a drink. Above and below the counter are cabinets containing supplies such as scissors, construction paper, and other tools that can be used for projects. This area can most likely be labeled as the craft area.

 Just above the sink are three washable posters that contain the homework for the day that students are told to copy down. Next to this area is the bathroom that students are permitted to use whenever necessary, as long as they respect it and keep it in a tidy condition.

Along the back wall are three large bookcases containing a seemingly endless amount of children’s series. Every student greatly utilizes this area because whenever they are given free time between assignments or whatever it may be, they find a book on the shelf or even head to the long table in front of the bookshelves to read quietly and independently. There are six chairs at this table, and although there is usually always at least one student at the table, there is hardly ever a problem where more than six students want to sit at the table at once.

Next to the book shelves is a computer in the corner of the classroom. The computer desk sits in front of one chair, because this space is only utilized by students who are completing a reading exam about a book that they have just recently finished reading.

Along the side of the room are three large windows that peer out to the side of the school and just across the street to the surrounding neighborhood.

Located in the front far corner of the room is the teacher’s “corner” where there is his desk, and a few surrounding tables that store his files, papers, computer, and printer. Students have no problem approaching the teacher at his desk when they are having difficulties with their assignment or whatever the case may be. Above his desk is a TV which I have not yet seen utilized.

Next to his desk is a Smart Board which is cleverly utilized each and every day in order to tally which student is buying or bring lunch, and what item. The board is also used to show work by the teacher for a specific lesson that is being learned.

Adjacent to the Smart Board is the chalkboard which is seldom used, but when it is, it is used to also show work for math problems and focusing on a particular aspect of what is being learned that day. Below the chalkboard is a lab table that is used to instruct where papers should be turned into or to pick papers up from. There is also a small washable board on the table which shows what book each reading group should be reading and up until what chapter.

Throughout the middle of the classroom are twenty two desks that are arranged in two pairs, one set of four, one set of five, one set of eight, and one desk in front of the teacher’s desk. Children spend a lot of time at their desk while doing assignments, but they freely get up to search for a book, read a book independently at the back table, go to the bathroom, get a drink of water, or ask the teacher a question whenever necessary.

Each of these areas in the classroom are constantly being utilized which is always a positive thing because this way, students will not get restless for being in the same area for too long. This is also a good sign that the classroom is not too teacher-oriented because students are conveniently able to access a majority of what is offered in the room. 

Community Student Profile Part 1

Walker Elementary School is located right in the middle of the college neighborhood of Stateland. It is surrounded by rows of suburban homes lining the parallel and perpendicular streets running off of a heavily used road. These regal homes have mostly been built in the earlier decades of the nineteenth century, some being newly renovated and updated to a slightly more modern look, while others look like they have not been closely well kept. Across from the school is a large park including a baseball and football field, as well as small area accomadating younger children towards the back of the fields. Of course, completely adjacent to the school is a large blacktop area where kids can play hopscotch, jump rope, and other fun activities while further from the school is a swing set and playground. Just up the road is where the hospital is located, providing a comforting feeling for parents in the community if they ever have concerns about their child or children. In the opposite direction, up the hill is the University of Stateland which is a well honored university, especially to those in the surrounding area. East of the college is Main Street where local shops and restaurants are located, which mostly survive off of college consumers.

The school itself contains large hallways that are fit to accommodate several rows of children to conveniently pass by. If needed, the main office can be a helpful resource in guiding a visitor or teacher where to go, any messages that need to be relayed, or an update on the school’s status of activities. In the actual classroom that I have been observing in, the most useful resources are the large bookshelves located at the back of the classroom. These are great because they contain numerous series of books that the class can partake in reading, and provide a great environment for wanting to read. Kids in the class have already become accustomed to constantly using this resource and it is positively affecting the way they utilize their free time. There is also a bathroom located in the classroom which is convenient for children, instead of leaving the room to wander down the hall which can cause further distractions. The bathroom also serves as an additional responsibility in the room, and the children have to learn that it is a privilege to have such a resource in the room, and if it is not taken care of it, they can no longer make use of it during class time. Another resource that could be used would be part of the Stateland’s campus where teachers can receive an extra degree, enroll in an extra class, or have children tutored in a particular subject.

Walker Elementary is made up of eight grades ranging from kindergarten to sixth grade. Each grade contains two classes, except for pre-k which only has one class. In addition to each of these classes’ teachers there are a number of specialty teachers for subjects such as music, art, physical education, etc. Since the school is so small, the entire faculty knows almost every student, and it is clear that it is a very close-knit community. Many of the children live in the immediate surrounding area, while others have to travel ten to fifteen minutes to commute to school. Out of those that live close by, they for the most part live in similarly furnished homes. I have come to find that among the students, it is not that common for their parents to be divorced or live in another state. Almost all of the students also live with at least one sibling and occasionally a grandparent. The students that attend Walker Elementary school play a variety of sports and their interests range from drawing to writing to dancing to athletically performing. In my classroom, the number one similarity between all of the students is their high level of interest in reading, most likely because it is so heavily enforced. 

Digital Age vs. Actual Age?

               More than half of children ages 5-8 have used a mobile device such as a smart phone, iPod touch, or iPad. The Teacher Preparation Council finds that research-based training is key for early childhood educators in order to achieve high-quality early learning programs. Fewer than half of all early learning programs in the U.S. are considered high quality and promote significant learning among underserved students. In light of recent reports—such as Common Sense Media’s “Zero to Eight: Children’s Media Use in America“—revealing that today’s children consume up to 7 hours of media daily. Some organizations, including the National Association for the Education of Young Children, are updating their professional practices to guide learning and development for today’s digital-age children. It also recommends that early learning programs take more advantage of free digital assets created by public media (such as PBS) to reach a new generation of digital-savvy learners. In the report, the council identifies several goals for the nation to meet by 2020 to integrate digital media into early learning programs and help the nation’s underserved students become current with 21st-century skills. 

Those goals include:

• Advance technology integration and infrastructure: The Digital Age Teacher Preparation Council recommends that President Obama and Congress expand broadband policies and technology integration efforts to cover publicly supported preschool programs.
• Modernize professional learning programs and models: The report urges states, local districts, Head Start programs, and other early learning programs to develop curricula and training resources for teachers and parents on the appropriate use of technologies with young children. It also recommends specific reforms to the Elementary and Secondary Education Act to integrate the use of technology in both preparation and ongoing training programs for early childhood educators.
• Expand public media use as a cost-effective asset for teachers: Given the low cost, research-based development, but currently limited use of public media assets in early childhood education settings, the council recommends the creation of more public-private partnerships to create and distribute public media assets more widely.
• Create a Digital Teacher Corps: The council recommends a new public-private partnership be designed to support a corps of teachers whose goal is to integrate digital learning, modern technologies, and best teaching practices to address the “fourth grade reading slump” that afflicts over one million young children annually. The challenges facing education today mean that teachers must come up with new and creative approaches to engage their students, especially younger students, Darling-Hammond said. “Quality early learning programs in our digital age will be led by highly prepared, flexible teachers who can effectively integrate what they know about healthy child development with the resources of an always-connected, thoroughly modern environment,” she said, noting that the report demonstrates how educators can design new pathways for their youngest students. The report also highlights current best practices in integrating technology into early learning programs, including online professional development courses, statewide technology innovations such as the Maine One-to-One Laptop program, and technology integration through applications such as Building Blocks software and university-based programs introduced by Tufts University. If teachers of children ages 3-8 can integrate emerging digital technology into their own professional development, the nation can move toward “a cost-effective and productive pathway for learning in the 21st century,” the authors wrote.

Week 7!

Weekly Reading
http://www.eschoolnews.com/2011/10/06/steve-jobs-apple-co-founder-who-transformed-computers-and-culture-dies-at-56/

I read an article from eschoolnews.com. I thought it was a sad topic but at the same time one that would be relative to our class. This article was about the death of Steve Jobs. For those that don't know who Steve Jobs is, he was an important man for technology to this day. He was the creator and inventor of Apple Incorporation. These products include the Mac Computers in our class to Iphones that some people use frequently each and every day. He co-founded this product back in 1973 and these products have come a long way to being arguably the top product on the market. Steve Jobs always spoke about wanting to "make a dent in the universe." He certainly has achieved his goal. I'm sure even though Steve Jobs has passed, people of the company will always try their best to keep Apple Products to be the best that they could possibly be.

Technical Skills

This week I put my standards on for Project 1: Come to the Edge. I didn't know how to do it but got some help from one of my peers. She showed me how to do it. It was good knowing that my peers are there for my help and of course I would help hem with the knowledge that I know. I found it to be very convenient that the link was automatically posted and all you had to do was just click which standard you wanted.

Field Observation
Today was my second field observation and technology was completely disregarded. Technology can't be used too much because teachers need to go back to the basics of teaching certain lessons at times which I found to be very understandable and reasonable. Since I observe twice a week, there is a possibility that they try not to incorporate technology too much when I am present, so that I can interact more with the class. I'm sure they use technology daily because my host teacher does think it is a helpful resource for students to use to advance their learning abilities. My favorite activity using technology that the class uses is tallying what everyone is eating for lunch on the SMART Board. Its very clever and creative and the kids love it.

Field Experience #1

Low and behold, I had my first field experience today! But after six exhausting hours of my fifth grade class, I can't wait to go back! It was amazing to see how much fifth grade had changed since my day, but also how many similarities there were. Technology was definitely promoted more in this classroom, where students were instructed to take out their literacy textbooks, listen to a recording based on artists, and answer a set of questions. There was also a designated computer in the back of the classroom, and after students finished their assigned reading, they were to proceed to the computer to a complete an online quiz relating to what they had just read. This action ensures students to comprehend what has been read. One of the most intriguing or original ideas that I saw in the room was the way in which the students signed up for lunch. On the SmartBoard, there were pictures of different lunch options, and students were instructed to drag their name to which lunch they wanted that day. It was very quick, easy, and hands-on for the kids, not to mention fun. I also noticed that the students had a lot of freedom, where they would sporadically wander throughout the classroom at any time during the day. I recall that in my fifth grade classroom, we usually had to be somewhere, and that was either in our seats, on the rug, or lined up somewhere. Another aspect that I really loved about this room was all the books. There were at least three, huge bookshelves of every childhood book series. It was very appealing to me, so I imagine it must be greatly as appealing for curious young readers.

Hope everyone else is enjoying their field placements!

Cheers!

Bloggin' ?

When I was first introduced to the blogging experience years ago, I thought it was nothing more than another forum to strictly organize full comments on whatever topic one wished. Now, in our very classroom, it has been proven to be so much more than that! Kids are the future, and technology is the future, so if we combine the two, will we get to the future... faster? Who knows but its a great way to incorporate several different mediums of expression for kids to use. some kids like to run around, some like to draw, some like to write, paint, play music, whatever it is... but now kids are able to virtually explore education and express the ways in which it effects them. 

As a teacher in the classroom, I would utilize blogs very similarly to how Principal Mario Asselin of Insitut St. Joseph in Quebec City uses it in his school everyday. He refers to it as "an extension of the classroom" which I believe is a great way to think of it as. This virtual space is composed of three sets of blogs; a classroom Web space, where announcements are displayed and common interest work is posted; a public, personal communication zone, where students post their work and reflect upon it; and a private personal space, reserved for students’ thoughts and guidance from the teacher. 

"I think it’s the most beautiful tool of the world and it allows us the most magic thing..."

—Florence Dassylva-Simard, fifth-grade student

Blogging is like a virtual diary and what kid would not love to include pictures, stories, assignments, music, and even drawings in their very own blog? Its a new fun way to express the information that they know and have learned in a safe and educational way in the virtual world.

Educational Blog!

This week's reading pertained to the UDL - Universal Design for Learning. 

       According to the UDL Center, "the goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process." This is why Universal Design for Learning is about helping teachers meet their goal by providing a navigational curriculum which can be adapted by all different types of learners. UDL guidelines can help teachers recognize barriers within the system, as well as how to reduce these barriers and optimize levels of challenges and support. It is very vital that a curriculum is able to be grasped by all the learners of a classroom and not a particular group. The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. These three principles provide structure for the guidelines.

       The first principle is representation. Even further broken down, it is perception. It is impossible to learn something if the material is unable to be perceived by the learner, and is often challenging when it is presented in ways that required extra effort or assistance. Presenting the information in a way that can be manipulated by the learner to fit the learner's needs is the way to go (ex: sounds, size of text). It is important to have alternative strategies. When showing a picture, image or graph to children, it can be interpreted in many different ways. The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into usable knowledge.

       The second principle is providing multiple meanings of expression and action. This can best be  exemplified by how a child with dyslexia may excel in story telling exercises, but may suffer when that same story is in written form. It is important to provide different canvases for expression, not only to level the playing field, but to make ensure that knowledge, concepts, and ideas are appropriately expressed in the learning environment. 

       The final principle is providing multiple means of engagement. This principle encourages teachers to create lessons that are openly inviting for students to interact with one another, as well as independently when needed. Key ideas would be to minimize distractions in the learning environment, vary demands to optimize challenges, and encourage collaboration and group effort at appropriate times. 

Wait a tick.. About Me!

I nearly forgot to tell you about the most important part of this blog! ME! As you know, my name is Amanda LePera, but as soon as I went away to college, I became Amanda La. I was born on the twenty first of October in the year of 1991, making me nineteen years young. I hale from East Northport, Long Island where I have lived my entire life. Among my family, I am the middle daughter, and I have an older sister, Kristin, who is twenty three years old, and I have a younger sister, Lisa, who is fourteen years old. Technically, I also have a brother, Winston, but he's really small and hairy. Ok he's my dog, but consider yourself warned that he will be making many appearances on this blog, yes sir. I have loved sports my whole life and I've played many of them ranging from gymnastics, to soccer, to field hockey, to lacrosse, to softball, to basketball. My favorite would have to be field hockey because I've played it the longest and have developed the closest relationships with teammates. When I'm not dragging my hockey stick across the field, you could probably find me running (for leisure only, competition? blech) or hanging out with my friends. I absolutely love being around people and being in a warm, exciting atmosphere. There is nothing better than laughing until your stomach hurts with a group of people that you love. At the same time, there are times where I love being on my own. Times where I am my own company and I enjoy it. Its funny, because when I'm not being active, I'm being exactly the opposite. I can sit and watch movies for days. Any of my friends can tell you that I can recite a movie line with the drop of a hat. I will openly admit that I am weird, where I can't remember what tech assignment was due today, but I can recite every line Ben Stiller has said in the movie Heavyweights. This would definitely be a trait I learned from my dad; a song will playing on the radio, and he can tell you the name, artist, album, year, gross profit, etc. of it without hesitation. So thanks, Daddy. But more about me. =) I love to write. If there are three lines provided to answer a question, I'll fill out at least twenty. From a young age I have always enjoyed writing and drawing, and even still to this day. I considered a profession in either field, but felt that after it became my occupation, I would lose my passion for it. So I'm on to be a teacher, something I feel I couldn't be happier doing. Lastly, I work at IHOP and I've been happily serving pancakes for six years. I feel its something I just have to say because it always gets a reaction. So theres a little dose of me, if you read the whole thing, more power to ya.

Cheers!

Blog Numero Uno

Aloha!

Amanda La here, and this is my very first blog (surprise)!

Hopefully, in the near future, I'll become a blogging queen

and be able to navigate my way around with ease.

But for now, please bare with the random, short, and possibly uninteresting posts,

because pretty soon I'll be as tech savvy as Dr Shi!

 I'm anticipating many pictures, quotes, stories, videos, and--oh right assignments

 to be posted up here throughout the length of the semester.

So please enjoy!

As a final thought, I would like to leave everyone with a quote.

In the midst of confusion, anger, frustration and insanity,

 your mood is up to, and you can choose your own happiness.

So always remember:

"if you want to be happy, be."

cheers!