Reflections

May 26 Tonight, we discussed in small groups the standards for students. I enjoyed being able to work and discuss with other people in my group, instead or raising my hand and waiting for a turn surrounded by everyone in the whole class. Without using the pointing to text protocal in the small group, I don’t think I would have gotten as much out of it as I did. We were able to listen to each other, take the time to think about what was said, and then responding to it. We each had a turn to share and reflect, and we really listened to each other. I would use this by having a group of students that were reading the same science chapter in a text, get together, highlight two quotes or facts from the book that they felt really taught them something or they learned something from to share. I felt that the two main bullets that we talked about were self assessment strategies and dispositions in action. Dispositions need to be taught to students, as well as the self assessment strategies. These are not naturally ingrained in most students, and they need to be guided and taught. I feel that each class I attend really makes me stop and think about what my future students need to be learning, doing, showing, sharing and so on. I especially feel that I am getting a better understanding of the standards for the 21st learner in action.

6/3/10 After seeing a DBQ presentation, I am interested in creating my own DBQ. I was answering the questions in my head, so I decided to go home and try to make one. I generated a list of possible topics, chose 1, and started looking for resources. I actually enjoyed trying to find the resources to put it together and after all the work we've done with Bloom's Taxonomy and questioning, I spent a lot of time thinking up appropriate, ascending questions. I think this was a great practice to try out questioning. Also, the fairy tale practice was helpful as well.

6/7/10 I like the fact that class is almost a two hour think-aloud, share, try and reflect. I like how we stop to try styles of learning out, how as the professor speaks she stops to think aloud and share the process. Also, I am retaining more because I am interested, I am able to make connections and we are using different methods and styles of learning each class.

6/21/10 I feel like I have a solid grasp and understanding of a UbD, I just have to put it into action. That is the tougher part. I feel like without talking out my goals or questions to someone else, my UbD would never be great. I also feel that I have already been doing UbD's in my teaching the past few years, but I have never pushed myself or taken the thinking further. When I plan my units for each month, I always list the outcomes I want my students to have, and the essential questions I want my students to be able to answer,or atleast ponder. I also think about the goals and understandings I want them to leave me with. However, I have never put that into a "real format" or phrased dug deeper into the thinking process. I think after practice, it will be something that I use often, because it is so essential to our teaching and the students' learning.

6/23/2010 The UbD has not been progressing as well as I thought it would. I have hit a roadblock. I think my trouble is differentiating what students are to know, be able to do, and the enduring understandings. I have been enjoying the matrix assignment. I really like looking up these different learning styles/methods, and I like adding my own as well.