This course has been filled with many ideas and
concepts that are fairly new to my current teaching practices. This week’s blog post will give me a bird’s
eye view of how I will approach inquiry and fluency not only in my upcoming
mini-lesson but also into my current teaching practices.
Authenticity—assigning
coursework that gives them to opportunity to take ownership. Creating
authentic, real world assignments almost immediately engage the students.
Assignments should be tailored to foster the dynamic of the classroom while
teaching to the standards.
Deep
understanding-contrary to popular belief, students
like to learn. They like to be challenged but they don’t like to be set up to
fail. They want rigor and a deep understanding but step by step.
Performances
of understanding-this relates to the article by Tina
Barseghian-we have to allow for failure so that we can determine if students are
understanding content. In my mini-lesson, I will use guided practices to ensure
that students are understanding.
Assessment-
in my mini lesson I will tailor my assessment in a rotation that will include
both graded and practice assessments so that I will have the opportunity to
revise my teaching strategies.
Appropriate
use of technology- since the implementation of BYOD-bring
your own device-our school district has done a fair job blocking inappropriate
websites. But we all know that kids are
so advance when it comes to technology. I will allow BYOD only an individual
basis since I have a computer lab. I will use technology to enhance the
instructional assignment. For example, if I’m teaching MS Excel, I may have the
students to research a Forbes 500 company.
Connecting
with experts-I will have students to research a
person who is currently working in the career they want to pursue. I could have
them to FaceTime that person while they are working and perhaps get a virtual
tour of their work.
Student
success is measured
in many ways. Most teachers view student success by test scores but I will also
measure student success by their overall development and attitude toward
learning and the process of learning.
Ethical
citizenship-This is a great lesson to incorporate
because it’s something that goes with the students even when the grades are no
longer an issue. I will incorporate a lesson on plagiarism and copyright to
teach ethical citizenship.
I want to apologize first and foremost for not commenting on your blog posts. I know there was a change with the groups but for some reason I didn't have a chance to add you to the Feedly mix like I had meant to. With that being said though we have had some good conversations through Twitter and thankful for those. The words you have used in your word cloud are really to the point of what we have been talking about lately. One of the words that really stand out to me is (yeah it is the first one on the left, but seriously) RIGOR. For the last couple of years at my school we have discussed how to be more rigorous in the classroom. We have had book studies on it, we have had meetings about it, we have gone on and on about it. If nothing else, during this class we (the participants) have learned how to describe what rigor looks like. The many books and conversations I have had with others in my school don't do justice to the way your cloud describes what rigor looks like. It isn't a bunch of definitions but simple words that all line up under the main word RIGOR.
ReplyDeleteI agree with Lee on the rigor. Rigor has been a major "buzzword" at my school this past year and with the TKES evaluation. I think that any inquiry approach to learning has rigor innately built into it. So does this mean if we consistently teach inquiry lessons then we get a level 4?? HA!
ReplyDeleteI also like the word use of collaboration in your word cloud. I referred to collaboration in my blog post this week. I am a big fan of small groups and students working together. There are so many benefits and you can reach your students at the level they are on as well as push them to their limits while they are working amongst their peers on other centers or groups.
Hi Tonya,
ReplyDeleteYour Word Cloud looksgreat! I must agree with Lee and Kayla Inquiry Learning is on the rise. Much of our professional learning for TKES and LKES consist of some type of Inquiry Learning process. I think it is a great approach. It allows educators to learn the information, practice the skills, evaluate, and reflect. I think it is GREAT! At my school we have at least 1/3 of our teachers who are veterans and they are setting in their ways, but hopefully they will embrace the changes and get on the bandwagon.
Hi Tonya,
ReplyDeleteYour Word Cloud looksgreat! I must agree with Lee and Kayla Inquiry Learning is on the rise. Much of our professional learning for TKES and LKES consist of some type of Inquiry Learning process. I think it is a great approach. It allows educators to learn the information, practice the skills, evaluate, and reflect. I think it is GREAT! At my school we have at least 1/3 of our teachers who are veterans and they are setting in their ways, but hopefully they will embrace the changes and get on the bandwagon.
Hi Tonya,
ReplyDeleteYour Word Cloud looks great! I must agree with Lee and Kayla Inquiry Learning is on the rise. Much of our professional learning for TKES and LKES consist of some type of Inquiry Learning process. I think it is a great approach. It allows educators to learn the information, practice the skills, evaluate, and reflect. I think it is GREAT! At my school we have at least 1/3 of our teachers who are veterans and they are setting in their ways, but hopefully they will embrace the changes and get on the bandwagon. Education is an evolving process and we must embrace change so we can continue to make a difference.