Reflection for February
Procedure and Routines
I have been working on developing a consistent routine for the beginning of a class with a presentation on the SMART board and how I address the class. Students need the routine of starting a class to minimize confusion and limit the number of questions at the beginning of class (Erwin, 2004, p. 33)
The reason I bring this up again is that I was gone a couple of days this week and the substitute teacher didn’t or forgot to turn on the projector. The substitute mentioned that the students had a difficult time getting started!
Change the beginning of class routine has worked so well that I am now thinking how can I add this to other in class.
Scientist Research Project
This month we started our scientist and invention research project. The goal of this project is for students to explore scientists who have made contributions and inventions that have made an impact on humankind. To introduce the project, we presented a slideshow that listed 80 scientists and their contributions to their field of study. I told the students that this list is only a starting point to get them thinking. They could do any scientist or inventor they deemed significant.
The students were required to do the following for the scientists:
- Two slides per scientist or inventor
- Picture of scientist or inventor
- Where the scientist or inventor is from
- Birthdate and death date if applicable
- Three interesting facts
- Why are they famous?
Next, the students needed to
The students were required to do the following for the invention:
- Picture of invention
- Who invented or discovered it
- How has this invention or discovery impacted or changed the world? Positively or negatively?
The final two slides the students had to answer these questions:
- First slide, from your list of scientists who have had the greatest impact? Why do you think that? How have their ideas changed or impacted the world? Your Life? Society?
- Second slide, in your opinion which invention from your list has had the greatest impact? Support your opinion with facts from our research.
After completion of the rubric to self-assess. Next, students need to present their presentation to another student and explain the last two slides. Engaging students in dialogue and reflection (Brooks & Brooks, 2001, p. 108) allows the students to gain a deeper understanding of their research. Finally, the students are required to present to the class the facts they have learned from their research. It is at this point the teacher fills out the rubric for the project. As Brooks & Brooks (2001), states “students need opportunities to ponder the question, form their own responses, and accept the risk of sharing their thoughts with others” (p. 38).
How is your curiosity sparked?
When I look at something that someone has done, I think to myself; I can do this! I try, I fail or succeed, l then look at the result and try again. I have learned more from the failures than I have ever learned from my successes.
How did I become a beekeeper? Why? It was my curiosity! I wanted to know more about how bee could help my fruit orchard and my garden. So I took a class from UNL, watched several YouTube videos on beekeeping and setting up hives. Then I ordered my bees.
I have always been a person who asks if there was a better way? I use this every day in my class. I ask myself what could I have done better today?
Supporting our Value of Motivation
Our learning community goal on Motivation: Inspiring other professionals to avoid complacency and assure continued student learning.Brooks & Brooks (2001), states “students need opportunities to ponder the question, form their own responses, and accept the risk of sharing their thoughts with others” (p. 38). job of modeling how we learn from individuals and groups with whom we can with which we identify. (Smith, 1998, p. 10)
Professional Development Goals
My four professional development plan goals are as follows:
- First, we will evaluate the effectiveness of individual lessons and units by discussing the results of quizzes and tests.
- Second, we will develop students’ engagement for each lesson by using academic games to increase student engagement and cooperation. We will use the following website to promote this goal. Quizlet Live, Kahoot and Quizizz.
- Third, we will use physical movement and art to engage students.
- Finally, we will provide clear learning goals and scales for students using standards
Brooks, J. G., & Brooks, M. G. (2001). In Search of Understanding. The Case for Constructivist Classrooms. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Erwin, J. C. (2004). The Classroom of Choice: Giving Students What They Need and Getting What You Want. (J. Houtz, Ed.) Alexandria, VA, USA: Association for Supervision and Curriculum Development.
Gelb, M. J. (1998). How to Think Like Leonardo da Vinci: Seven Steps to Genius Every Day. New York, NY: Bantam Dell.
Littky, D., & Grabelle, S. (2004). The Big Picture: Education Is Everyone’s Business. (J. Houtz, Ed.) Alexandria, VA, USA: Association for Supervision and Curriculum Development.
Smith, F. (1998). The Book of Learning and Forgetting. New York, New York: Teacher College Press.