Julien's dad and I went to his elementary school to attend this semester's SST meeting. Not only did we hear how DES is attending to his needs, but I saw many lovely examples of differentiated lessons. Perhaps I'm learning that it still doesn't come naturally to me, although it looks so effortless. Here's an example from the bulletin board display of fifth grade new year resolutions:
"New Year, New Me!
"Write about your goal and resolution for the New Year. Describe the steps you will take to achieve your goal."
Now, this is very different from what I tried for the New Year. Right away, I tasked my students to quantify a specific kind of improvement they wanted to see, and to create a plan. Am I killing all natural impulses and love of learning? My tendency is to expect too much too soon.
In contrast, I can appreciate the simpler and clearer design of the posted writing exercise/formative assessment. The apparent expectation was that the students would demonstrate their understanding of goal and be able to write steps in a process to achieve that goal. The resolution was the real-world connection, although secondary to the process-writing in order to reach a goal.
It is also delightful to see a variety of responses based on the students' ability levels and interests.
Thursday, February 28, 2013
Tuesday, February 26, 2013
February 23-24, 2013
I'm so proud of my daughter. She is in the seventh grade at the zone-middle school and she and I have been working on completing her Confirmation requirements for her final year at the Saturday religious education program thru Sacred Heart of Mary School of Religion.
This has involved going to Mass each week and volunteering for Catholic agencies. This weekend she started her work at an assisted living facility. The coordinator and workers there have been so supportive of her efforts. I get to look on as chaperone, only stepping in once and awhile to give Grace some pointers. She is really the right age for learning job skills and the the value of devoting your time, energies, and gifts to service. I really liked the way that she was mindful of the needs and abilities of the senior citizens there. She has instincts! Yay!
This has involved going to Mass each week and volunteering for Catholic agencies. This weekend she started her work at an assisted living facility. The coordinator and workers there have been so supportive of her efforts. I get to look on as chaperone, only stepping in once and awhile to give Grace some pointers. She is really the right age for learning job skills and the the value of devoting your time, energies, and gifts to service. I really liked the way that she was mindful of the needs and abilities of the senior citizens there. She has instincts! Yay!
February 22, 2013
After the previous long post, I was plagued with insecurities...I really need to adjust to becoming more outward directed in order to meet the needs of my students. I need to be responsive and prepared. It's a waste of time especially now to worry about what other people think. Just do my job.
As for instructional and curricular focus, the principal at School B advised me keep an eye in the K-12 standards, and I think the Articulated Instructional Modules publicly available on the school system's website is consistent with that. My Race to the Top mentor and I have discussed attending to the AIM standards. I can benefit from the guidance and advice of my various mentors to think more effectively as a teacher.
As for instructional and curricular focus, the principal at School B advised me keep an eye in the K-12 standards, and I think the Articulated Instructional Modules publicly available on the school system's website is consistent with that. My Race to the Top mentor and I have discussed attending to the AIM standards. I can benefit from the guidance and advice of my various mentors to think more effectively as a teacher.
Friday, February 22, 2013
February 21, 2013
Follow-through:
Well, I was able to pick up where I left off after my January 31 observation. It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.
This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing." I also wanted my students to be able to articulate their thinking. I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative. For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods. (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color). An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after. In these respects, story sequence also required a sense of process required in explaining science or natural processes.
The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.
The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own. The students were given their books and encouraged to use the text and pictures to help them sort their assigned process. Hector (with Carlos as partner) sorted the butterfly migration sequence correctly. On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence. Sorting the pictures appropriately required an ability to explain why they were ordered in that manner. The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too? But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.
The response by the students was positive (despite their anxiety about being late for gym). David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time! I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home. Then, they could share and perform for their family at home (an elaborate make & take)!!
Well, I was able to pick up where I left off after my January 31 observation. It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.
This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing." I also wanted my students to be able to articulate their thinking. I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative. For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods. (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color). An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after. In these respects, story sequence also required a sense of process required in explaining science or natural processes.
The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.
The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own. The students were given their books and encouraged to use the text and pictures to help them sort their assigned process. Hector (with Carlos as partner) sorted the butterfly migration sequence correctly. On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence. Sorting the pictures appropriately required an ability to explain why they were ordered in that manner. The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too? But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.
The response by the students was positive (despite their anxiety about being late for gym). David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time! I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home. Then, they could share and perform for their family at home (an elaborate make & take)!!
February 20, 2013
The birthday cake that my son chose for the family was very yummy.
I had a minor panic attack today because my assigned days at the two schools had been adjusted to accommodate a make-up day for a transferring student...and he didn't show up! The AP had driven across town the day before to pick up the testing booklet, and it turns out that this child has been out sick Tuesday, today Wednesday, and (because I am recording this journal entry retroactively) tomorrow, Thursday. The testing window closes for good on Friday. The nurse left a message on his mother's phone inquiring about his absence.
I had a minor panic attack today because my assigned days at the two schools had been adjusted to accommodate a make-up day for a transferring student...and he didn't show up! The AP had driven across town the day before to pick up the testing booklet, and it turns out that this child has been out sick Tuesday, today Wednesday, and (because I am recording this journal entry retroactively) tomorrow, Thursday. The testing window closes for good on Friday. The nurse left a message on his mother's phone inquiring about his absence.
February 19, 2013
By the way, my smartphone has been extremely helpful for 1) enabling me to keep this Blogger journal going and 2) being an Internet backup for the family when our limited data plan expires each month. At least we can access important messages and not totally feel in the dark (unconnected) while we wait for the next NetZero cycle ;)
February 16-18, 2013
It was a blessed long weekend, including Presidents' Day. My husband and children have been so sympathetic and supportive during this time of change, reassessment, and personal growth. It helps, too, that we are in the birthday season and at the start of Lent...there is much to celebrate and be glad about in our family of four.
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