Curriculum Competency: 2. Explore the components of living systems. (L)
Big Idea: Plants make food through photosynthesis.
Objective: The students will recall the steps in the photosynthesis process.
Preparation
1. Introduce the term photosynthesis.
2. Explain to the students photosynthesis is the process by which plants make food using light.
3. Read and discuss photosynthesis through the story The Magic School Bus Gets Planted.
4. Teacher stops and asks questions throughout story to check for student comprehension.
5. Teacher explains each step of photosynthesis in detail to the students.
Guidance:
1. Students reflect on the photosynthesis process by completing a concept map.
2. Students use concept map to write a paragraph explaining photosynthesis.
3. The teacher walks around and monitor, providing help and feedback to students.
Application:
1. Students draw and label a plant and tell how each part function in the photosynthesis process.
Assessment: The students will compose a paragraph containing each step in photosynthesis.
Wednesday, February 25, 2009
Wednesday, February 11, 2009
Chapter 5
A part of this chapter that captured my attention was the the section on choosing texts. The book states that, "Before selecting texts of any kind, it is important to think about, map out, or list the knowledge students need to learn." Teachers should be familiar with the texts they choose for thier students to read. They should also know what they want to accomplish with each lesson. The text they choose should support the objectives and the assessments that will follow.
Another section that captured my attention was the section entitled UsingTexts with Students With Special Needs and English Language Learners. It says that a teacher should "Demonstrate and model for students how to meet high expectations." This should be done for all students, not just for ELL students and students with special needs. All students can get confussed. It is through modeling that many students gain a thorough understanding of a subject. I need new concepts modeled for me sometimes. Modeling is an effective concept that should be practiced in every classroom and for all students.
Another section that captured my attention was the section entitled UsingTexts with Students With Special Needs and English Language Learners. It says that a teacher should "Demonstrate and model for students how to meet high expectations." This should be done for all students, not just for ELL students and students with special needs. All students can get confussed. It is through modeling that many students gain a thorough understanding of a subject. I need new concepts modeled for me sometimes. Modeling is an effective concept that should be practiced in every classroom and for all students.
Teacher Blog
Chech out this blog which can be of assistance to teachers and students as well. It has a website listed on it that can enhance both teacher and student presentations. There was also a rap video posted on this site to help students learn how to do fractions. The topics the teacher explore are interesting too.
interesting teacher blog
interesting teacher blog
Sunday, February 1, 2009
Chapter 4
The term 'ongoing assessment' implies that the assessment process is like the energizer bunny that keeps going and going. It continuously happens. There are basically two types of assessments. Classroom assessments are those designed to help teachers plan instruction and evaluate student learning. High-stakes assessments determine if teachers, students, and schools are meeting standards and penalize them if they are not. Why is there so much emphasis on penalties for failing state tests and so little on rewards for passing them?
There are many types of assessments that measure the same goal in different ways. The goal is to measure student learning. Personal assessments like interviews, conversations, and observation, as well as critical thinking questions/responses allow the administrator to analyze a student's thought process. Content assessments allow teachers to see how well students are understanding information. I especially favor portfolios because they allow students to evaluate themselves as well as collect and exhibit their work. There are also mandated assessments which include state and standardized tests. I particulary do not favor these because they place more pressure on top of the pressure that is already there on teachers, students, and school districts alike.
An assessment is not useful if a teacher does not understand how to interpret it. Through conversation and observation, teachers can determine students viewpoints towards subjects and make the necessary adjustments to make them more appealing to students. Teachers can determine which skills have been mastered and which skills need work through students' reading and writing. They can also help students to share what they know through communication. When teachers can interpret assessments, they know when to move on or reteach a skill. This is good in that they want to make sure all of their students are learning, but if a teacher constantly has to reteach subjects and skills, how is it possible to cover all of the materials necessary to pass state tests?
There are many types of assessments that measure the same goal in different ways. The goal is to measure student learning. Personal assessments like interviews, conversations, and observation, as well as critical thinking questions/responses allow the administrator to analyze a student's thought process. Content assessments allow teachers to see how well students are understanding information. I especially favor portfolios because they allow students to evaluate themselves as well as collect and exhibit their work. There are also mandated assessments which include state and standardized tests. I particulary do not favor these because they place more pressure on top of the pressure that is already there on teachers, students, and school districts alike.
An assessment is not useful if a teacher does not understand how to interpret it. Through conversation and observation, teachers can determine students viewpoints towards subjects and make the necessary adjustments to make them more appealing to students. Teachers can determine which skills have been mastered and which skills need work through students' reading and writing. They can also help students to share what they know through communication. When teachers can interpret assessments, they know when to move on or reteach a skill. This is good in that they want to make sure all of their students are learning, but if a teacher constantly has to reteach subjects and skills, how is it possible to cover all of the materials necessary to pass state tests?
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