Friday, August 13, 2010
Floods
The first great flood that washed the Earth involved Noah and the Ark.Recently we have seen on the local and international arena that floods are causing destruction. Families are being uprooted, animals, villages lost under mudslides are some of the effects of such floods. How do you think children your age feel about these dreadful disasters. How can you help? Y
Thursday, August 5, 2010
Vowels- Long and Short sounds
A E I O U
We are very little creatures,
All of different voices and features:
One of us in glass is set,
One of us you’ll find in jet.
T’other you may see in tin,
And the fourth a box within.
If the fifth you should pursue,
It can never fly from you.
Jonathan Swift
This lyrical poem describes quite simplistically the vowels in English grammar. This poem seems to have been written for oral delivery to aid children in the memorization of these vowels. An important element is the end rhymes that add to the singsong quality of the poem. From a linguistic point of view, to phonetically learn the vowels one must be aware of their long and short vowel sounds. Stressing on initial vowel sounds is a useful strategy for beginning readers.
This poem caters to a more mature student maybe around 8 / 9 years of age, who in appreciating the direct images of the poem may also come to appreciate the underlying lesson being highlighted.
We are very little creatures,
All of different voices and features:
One of us in glass is set,
One of us you’ll find in jet.
T’other you may see in tin,
And the fourth a box within.
If the fifth you should pursue,
It can never fly from you.
Jonathan Swift
This lyrical poem describes quite simplistically the vowels in English grammar. This poem seems to have been written for oral delivery to aid children in the memorization of these vowels. An important element is the end rhymes that add to the singsong quality of the poem. From a linguistic point of view, to phonetically learn the vowels one must be aware of their long and short vowel sounds. Stressing on initial vowel sounds is a useful strategy for beginning readers.
This poem caters to a more mature student maybe around 8 / 9 years of age, who in appreciating the direct images of the poem may also come to appreciate the underlying lesson being highlighted.
Let's take another look at dictionaries
Roe, Smith and Burns (2005) identify dictionaries as valuable tools that help in completing many kinds of reading tasks. They can help students determine pronunciation, meaning, derivations and parts of speech for words they encounter in reading activities.
They can also help with word spellings if children have some idea of how the words are spelled and need only to confirm the order of letters within the words.
Picture dictionaries are used primarily for sight word recognition and
spelling assistance. Children can be introduced to picture dictionaries as early as the first standard. They can learn how dictionaries are put together and how they function by making their own picture dictionaries.
As a study method technique children need to learn three important skills: alphabetic order, using guide words and locating variants and derivatives.
They can also help with word spellings if children have some idea of how the words are spelled and need only to confirm the order of letters within the words.
Picture dictionaries are used primarily for sight word recognition and
spelling assistance. Children can be introduced to picture dictionaries as early as the first standard. They can learn how dictionaries are put together and how they function by making their own picture dictionaries.
As a study method technique children need to learn three important skills: alphabetic order, using guide words and locating variants and derivatives.
Monday, August 2, 2010
Culture
Considerable interest in today’s society is placed upon differences in cultural identities. Socially their manifestation in our society seems inclusive. Divali, Eid-ul-fitr and Emancipation are all public holidays in our country. As one line of the National Anthem of Trinidad and Tobago declares, ‘Here every creed and race finds an equal place.’ Despite these aims the citizenry of our nation still operate in socially stratified circles that promote oppressive concepts of different ethnic groups within the society. These factors affect the ability of pupils to meaningfully participate in national issues.
The fact that different cultural perspectives offer its own unique problem places the school in an even more difficult situation. . The relationship between education, religious beliefs and practices can profoundly shape cognitive and affective aspects of individual behaviour of present and future generations of ‘ Trinbigonians’. Provided that an environment can be created where all students and staff feel equally valued. The issue here is how can teachers influence relationships between multicultural communities, the school and the wider society.
Happy Emancipation!
The fact that different cultural perspectives offer its own unique problem places the school in an even more difficult situation. . The relationship between education, religious beliefs and practices can profoundly shape cognitive and affective aspects of individual behaviour of present and future generations of ‘ Trinbigonians’. Provided that an environment can be created where all students and staff feel equally valued. The issue here is how can teachers influence relationships between multicultural communities, the school and the wider society.
Happy Emancipation!
Excellent Reading Teachers
International Reading Association.(Jan, 2000)., A position statement of the international reading association., USA.
Excellent reading teachers affect children's reading achievement and their motivation to read. They are knowledgeable about the sequence of children's reading development. They assess student's progress using a variety of assessment tools e.g samples of student's writing, reading, inventories, anecdotal records, observation checklists etc. They also use this knowledge to plan instruction in response to children's needs.
Excellent reading teachers are familiar with children's literature and a variety of genres. They have supplement material and rich classroom libraries. They read to their students and provide time in class for children to read independently. Classroom schedules are predictable and children know what is required of them through the day.
Excellent reading teachers affect children's reading achievement and their motivation to read. They are knowledgeable about the sequence of children's reading development. They assess student's progress using a variety of assessment tools e.g samples of student's writing, reading, inventories, anecdotal records, observation checklists etc. They also use this knowledge to plan instruction in response to children's needs.
Excellent reading teachers are familiar with children's literature and a variety of genres. They have supplement material and rich classroom libraries. They read to their students and provide time in class for children to read independently. Classroom schedules are predictable and children know what is required of them through the day.
Wednesday, July 28, 2010
Classroom Management
"More than half the classroom management problems that occur in the educational system are teacher made" Do you agree or disagree?
Student behaviour does not occur in isolation from the ecosystem and conditions in your classroom. You can encourage or discourage misbehaviour from your students. Students as well as teachers live within several ecosystems including homes, classrooms, schools and communities. These systems influence life in your classroom.
Harry Wong (1998) suggests that classroom organization and management includes all the things that a teacher must do towards two ends.
1. To foster student involvement and cooperation in all classroom activities.
2. To establish a productive working environment.
Wong also believes that a well managed classroom is task oriented and predictable.
This takes us to a pertinent question. Should there be rules in the classroom? I say an affirmative YES.
Children develop a basic set of rules that they and the teacher can work within. Additional rules, guidelines or practices can be added or removed. All participants in the classroom must be aware that rules are to be followed. A behavioural contract can be done for a class, group or one student. These contracts aim at managing specific undesirable behaviour.
We all at times need to examine our approaches that we use in the classroom to create democracy . Did you look in the mirror today? What did you really see?
Student behaviour does not occur in isolation from the ecosystem and conditions in your classroom. You can encourage or discourage misbehaviour from your students. Students as well as teachers live within several ecosystems including homes, classrooms, schools and communities. These systems influence life in your classroom.
Harry Wong (1998) suggests that classroom organization and management includes all the things that a teacher must do towards two ends.
1. To foster student involvement and cooperation in all classroom activities.
2. To establish a productive working environment.
Wong also believes that a well managed classroom is task oriented and predictable.
This takes us to a pertinent question. Should there be rules in the classroom? I say an affirmative YES.
Children develop a basic set of rules that they and the teacher can work within. Additional rules, guidelines or practices can be added or removed. All participants in the classroom must be aware that rules are to be followed. A behavioural contract can be done for a class, group or one student. These contracts aim at managing specific undesirable behaviour.
We all at times need to examine our approaches that we use in the classroom to create democracy . Did you look in the mirror today? What did you really see?
Word Processors
Polin(1990) in her article Word Processing:Untapped Adventure sees the word processor as an instructional tool that people appreciate only on a superficial level. She further states that meaningful instruction can be created from a word processor.
In the Writing process, the stage of prewriting for novice writers, word processing software have automatic outline features that helps writers define audience, content or message.
During editing and revising, student revision in terms of modifications are encouraged to large pieces of texts, where sentences can be deleted,tone altered or style of writing completely changed.
Finding an audience also effects the choice of writing, as such good writers make decisions on organization and style of their writing.
The author notes that far too often students only display academic skill, knowledge or mechanics in the writing process. Teachers are often the audience and they already know the right answers. Motivation is often lacking on the students part. However, desktop publishing software(DPT) as an outcome product can be used to produce books, newspapers, brochures and pamphlets. DPT software also allows for "importing" text files created in the word processor.
As an instructional tool the capabilities of a word processor extends beyond its basic use as a typewriter.
In the Writing process, the stage of prewriting for novice writers, word processing software have automatic outline features that helps writers define audience, content or message.
During editing and revising, student revision in terms of modifications are encouraged to large pieces of texts, where sentences can be deleted,tone altered or style of writing completely changed.
Finding an audience also effects the choice of writing, as such good writers make decisions on organization and style of their writing.
The author notes that far too often students only display academic skill, knowledge or mechanics in the writing process. Teachers are often the audience and they already know the right answers. Motivation is often lacking on the students part. However, desktop publishing software(DPT) as an outcome product can be used to produce books, newspapers, brochures and pamphlets. DPT software also allows for "importing" text files created in the word processor.
As an instructional tool the capabilities of a word processor extends beyond its basic use as a typewriter.
Friday, July 23, 2010
Here's a TIP- Technology Integration Model
A Technology Integration Model for Teachers(TIP)
This technology integration model is adapted and taken from Roblyer(2006) Integrating Technology into Teaching. He states that teachers need a general approach in addressing and integrating technology into teaching.
His model outlines five stages
* Phase 1 - Why should I use a technology-based method?
People resist change if they do not clearly see the benefits of a new method over an old one.
* Phase 2-How will I know students have learned?
Teachers need to design different ways to assess how well the activities were carried out by students (rubrics)
*Phase 3- What teaching strategies and activities will work best?
A careful consideration of characteristics of your topic and the needs of your students.
*Phase 4- Are essential conditions in place to support technology integration?
Is there adequate hardware, software and technical support ( a real tech savy member of staff)
*Phase 5- What worked well? What could be improved?
Collection of data, formal interviews with students, daily notes or logs.
I hope that some of these ideas will assist you in preperation and development of your units.
This technology integration model is adapted and taken from Roblyer(2006) Integrating Technology into Teaching. He states that teachers need a general approach in addressing and integrating technology into teaching.
His model outlines five stages
* Phase 1 - Why should I use a technology-based method?
People resist change if they do not clearly see the benefits of a new method over an old one.
* Phase 2-How will I know students have learned?
Teachers need to design different ways to assess how well the activities were carried out by students (rubrics)
*Phase 3- What teaching strategies and activities will work best?
A careful consideration of characteristics of your topic and the needs of your students.
*Phase 4- Are essential conditions in place to support technology integration?
Is there adequate hardware, software and technical support ( a real tech savy member of staff)
*Phase 5- What worked well? What could be improved?
Collection of data, formal interviews with students, daily notes or logs.
I hope that some of these ideas will assist you in preperation and development of your units.
Spreadsheets
A friend of mine recently participated in a Train the Trainer course facilitated by the Ministry of Education. She showed me her tutorials and the end product that she had to produce, which was a piece of educational software that the learner could use. However when she showed me the spreadsheet using the "If" function to correct a spelling list with only two choices of either correct or wrong I was impressed. Yes my friends, a spreadsheet using Microsoft Excel even the older versions.
To me a spreadsheet was only used to create calculations by manipulating data or to create charts.
I hope to find the time for her to adequately show me the possibilites of the spreadsheet and would have hoped that something so practical and basic would have been added to our course. No I'm not asking Mrs. Woods-Jackson to add another aspect of the course for you to learn. But I can share some lesson bytes for spreadsheets taken from Morrison& Lowter (2002) Integrating computer technology into the classroom p.242.
They state that a variety of different problems can be derived from a spreadsheet e.g length of jumps of plastic frogs, number of paragraphs read, height of bounce of ping-pong balls, heart rate by minutes of exercise and a traditional favourite plant growth in different soils.
To me a spreadsheet was only used to create calculations by manipulating data or to create charts.
I hope to find the time for her to adequately show me the possibilites of the spreadsheet and would have hoped that something so practical and basic would have been added to our course. No I'm not asking Mrs. Woods-Jackson to add another aspect of the course for you to learn. But I can share some lesson bytes for spreadsheets taken from Morrison& Lowter (2002) Integrating computer technology into the classroom p.242.
They state that a variety of different problems can be derived from a spreadsheet e.g length of jumps of plastic frogs, number of paragraphs read, height of bounce of ping-pong balls, heart rate by minutes of exercise and a traditional favourite plant growth in different soils.
Thursday, July 22, 2010
Portfolios an Assessment Tool
Assessments are evaluations or judgments about something based on an understanding of the situation. In this case the situation being that of teaching and learning in the school system.
Assessment approaches often include Achievement Assessment, which is an umbrella term for all other forms or methods to determine the extent to which the learner is performing. One such type of assessment is Performance Assessment.
Performance Assessment involves standardized lists, an examination paper, assessment schedules drawn up by an external body. Normally written statements about how the assessment must be carried out, laying down how much time is available, what questions must be addressed and where scripts and projects are to be sent afterwards.
In the elementary school there are two major forms of Performance Assessment the National Test , as well as the Secondary School Entrance Examination .
Similarly Alternative Assessment is the title for performance assessments that emphasize assessment methods that provide an alternative to traditional paper-and-pencil testing. Oral questioning is a useful tool to check pupil’s prior knowledge and offers the opportunity to link teacher assessment and pupil learning. Similarly observations about individual pupils, events and interactions in the classroom can yield a great deal about student’s learning. Also the use of monitoring enables all children to benefit from the teacher’s help. Anecdotal records used when observing pupils in their natural setting direct attention to the performance to be observed.
Portfolios where students work has been selected and organized to show student learning progress can be either developmental or showcase. In developmental portfolios students select entries and maintain their portfolios. The learner can reflect upon such things as why the entry was chosen, what it illustrates, what was learned and what might be done to improve performance. Showcase portfolios only show samples of the student’s best work. Portfolio Assessment includes various types of independent work as well as assessment results; written comments, checklists, rating scales, test scores and conference reports made by the teacher.
The electronic portfolio (e-portfolio) develops autonomy, initiative and voice to students (2008, Belgard, Burke & Forgaty). These user friendly solutions allow teachers to meet the varied needs of students as well as develop their pedagogical knowledge. These digital portfolios are important ways to provide students with opportunities to showcase their achievements to teachers, administrators, parents and others.
Assessments are evaluations or judgments about something based on an understanding of the situation. In this case the situation being that of teaching and learning in the school system.
Assessment approaches often include Achievement Assessment, which is an umbrella term for all other forms or methods to determine the extent to which the learner is performing. One such type of assessment is Performance Assessment.
Performance Assessment involves standardized lists, an examination paper, assessment schedules drawn up by an external body. Normally written statements about how the assessment must be carried out, laying down how much time is available, what questions must be addressed and where scripts and projects are to be sent afterwards.
In the elementary school there are two major forms of Performance Assessment the National Test , as well as the Secondary School Entrance Examination .
Similarly Alternative Assessment is the title for performance assessments that emphasize assessment methods that provide an alternative to traditional paper-and-pencil testing. Oral questioning is a useful tool to check pupil’s prior knowledge and offers the opportunity to link teacher assessment and pupil learning. Similarly observations about individual pupils, events and interactions in the classroom can yield a great deal about student’s learning. Also the use of monitoring enables all children to benefit from the teacher’s help. Anecdotal records used when observing pupils in their natural setting direct attention to the performance to be observed.
Portfolios where students work has been selected and organized to show student learning progress can be either developmental or showcase. In developmental portfolios students select entries and maintain their portfolios. The learner can reflect upon such things as why the entry was chosen, what it illustrates, what was learned and what might be done to improve performance. Showcase portfolios only show samples of the student’s best work. Portfolio Assessment includes various types of independent work as well as assessment results; written comments, checklists, rating scales, test scores and conference reports made by the teacher.
The electronic portfolio (e-portfolio) develops autonomy, initiative and voice to students (2008, Belgard, Burke & Forgaty). These user friendly solutions allow teachers to meet the varied needs of students as well as develop their pedagogical knowledge. These digital portfolios are important ways to provide students with opportunities to showcase their achievements to teachers, administrators, parents and others.
Smartboards are they useful to the reading specialist?
(2010, June 14). Smartboards enhancing education. The Trinidad and Tobago Newsday .Section C.p.7
Smartboards
I first saw a smartborad in the computer lab at the School of Education’s orientation session conducted by Mrs. Woods-Jackson’s tutorial on myelearning.
To borrow her favourite word it was awesome, I’d never seen technology like that before.
The article states that,” Research has shown that these interactive whiteboards benefit student engagement, learner motivation and knowledge retention. It is also beneficial in teaching a variety of learning styles (Multiple Intelligences) and those with special needs.
What are smartboards? The author states that a smartboard is a chalkboard, Power Point Presentation, overhead projector, notebook and computer all in one tool. It is useful before, during and even after in lesson planning and development. The article states that students love the technology but first teachers must go through SMARTboard training.
In the Yankton School District in the United States smartboards are installed for core curriculum grades, junior-kindergarten through eight grades.
How useful this technology could be in our educational system at the primary and secondary level. What a possibility if our Prime Minister had promised one to each school instead of laptops to SEA children. Don’t we seem very ancient when in the primary school we are still transitioning from blackboards to white boards. Don’t forget the Ministry of Education does not supply schools with whiteboard markers. If they do those sent don’t filter down to the classroom teacher.
Smartboards
I first saw a smartborad in the computer lab at the School of Education’s orientation session conducted by Mrs. Woods-Jackson’s tutorial on myelearning.
To borrow her favourite word it was awesome, I’d never seen technology like that before.
The article states that,” Research has shown that these interactive whiteboards benefit student engagement, learner motivation and knowledge retention. It is also beneficial in teaching a variety of learning styles (Multiple Intelligences) and those with special needs.
What are smartboards? The author states that a smartboard is a chalkboard, Power Point Presentation, overhead projector, notebook and computer all in one tool. It is useful before, during and even after in lesson planning and development. The article states that students love the technology but first teachers must go through SMARTboard training.
In the Yankton School District in the United States smartboards are installed for core curriculum grades, junior-kindergarten through eight grades.
How useful this technology could be in our educational system at the primary and secondary level. What a possibility if our Prime Minister had promised one to each school instead of laptops to SEA children. Don’t we seem very ancient when in the primary school we are still transitioning from blackboards to white boards. Don’t forget the Ministry of Education does not supply schools with whiteboard markers. If they do those sent don’t filter down to the classroom teacher.
Literacy Coaches/ Reading Coaches
Many of the programs implemented in the Reading Classroom rely heavily upon teacher-directed instruction. Therefore, literacy coaches help teachers implement the emphasized strategies and
Natasha Patterson
programs. In 2005, IRA surveyed reading/literacy coaches to determine what qualifications they were required to have for their positions and their duties and responsibilities. The survey was conducted on Zoomerang using a list of reading coaches and other reading professionals obtained from Market Data Retrieval. The survey went to 1053 individuals and 140 completed surveys were returned for a 13.2% return rate. A Bachelor of Arts (BA) and a teaching certificate are the only clear requirements that the coaches must have. Fewer than half the respondents indicated that a Masters (MA) in Literacy or any other related area were required. In addition excellent written and oral communication along with years of successful classroom experience were required.
The IRA recommended that the roles of the reading specialist should include:
· Instruction - The reading specialist supports classroom teaching and work collaboratively to implement a quality reading program.
· Leadership – The reading specialist is a resource to other educators, parents and the community.
· Assessment- The reading specialist evaluates the literacy program in general and can assess the reading strengths and needs of students and communicate these to the classroom teacher, parent and specialized personnel such as psychologists and special educators.
Many of the programs implemented in the Reading Classroom rely heavily upon teacher-directed instruction. Therefore, literacy coaches help teachers implement the emphasized strategies and
Natasha Patterson
programs. In 2005, IRA surveyed reading/literacy coaches to determine what qualifications they were required to have for their positions and their duties and responsibilities. The survey was conducted on Zoomerang using a list of reading coaches and other reading professionals obtained from Market Data Retrieval. The survey went to 1053 individuals and 140 completed surveys were returned for a 13.2% return rate. A Bachelor of Arts (BA) and a teaching certificate are the only clear requirements that the coaches must have. Fewer than half the respondents indicated that a Masters (MA) in Literacy or any other related area were required. In addition excellent written and oral communication along with years of successful classroom experience were required.
The IRA recommended that the roles of the reading specialist should include:
· Instruction - The reading specialist supports classroom teaching and work collaboratively to implement a quality reading program.
· Leadership – The reading specialist is a resource to other educators, parents and the community.
· Assessment- The reading specialist evaluates the literacy program in general and can assess the reading strengths and needs of students and communicate these to the classroom teacher, parent and specialized personnel such as psychologists and special educators.
Facebook
Schwartz, H. L (2001, Jan). Facebook: The new classroom commons? The Education Digest, pp.39-42.
Recently I found the above stated article in the School of Education library. The author Professor Harriet Schwartz outlined some of my concerns on the use of this social networking service. Her central idea was, “Is Facebook worth considering as a communal space, albeit one that requires discretion” secondly “Are my students my friends?”
The author states that with an increasing student culture that posts to and expect responses from others are posts in Facebook private or public. She states that some students use the service as a semi-public diary. Students share their frustrations with peers, courses etc. She postulates that Facebook is truly an extension of the classroom where connections take place, some being routine while others are substantial.
Professor Schwartz delves into the developmental capacity of Facebook as an opportunity to “mentor” based on the research of Fletcher and Ragins (no date given) both these individuals have postulated a theory. This relational – cultural theory where mentoring episodes suggests growth in relationships once they have met these five criteria; increased energy and well being, increased knowledge of self and others, a boost of self esteem, interest in more connections and the potential to take action.
She questions that all interactions with students on Facebook don’t meet the criteria but most include most of these five good things. There is still a preference for in person meetings to Facebook and e-mail.
In conclusion the availability of inter-personal relationships with students via Facebook, texting, instant messaging, e-mail requires boundaries to be set. She sees Facebook contrasting with the potential for real time, face to face conversations rich with connection, depth, risk taking and growth.
(Disclaimer) My critique of this article should in no way to be coloured by the fact that I don’t use the service or subscribe to Facebook.
Schwartz, H. L (2001, Jan). Facebook: The new classroom commons? The Education Digest, pp.39-42.
Recently I found the above stated article in the School of Education library. The author Professor Harriet Schwartz outlined some of my concerns on the use of this social networking service. Her central idea was, “Is Facebook worth considering as a communal space, albeit one that requires discretion” secondly “Are my students my friends?”
The author states that with an increasing student culture that posts to and expect responses from others are posts in Facebook private or public. She states that some students use the service as a semi-public diary. Students share their frustrations with peers, courses etc. She postulates that Facebook is truly an extension of the classroom where connections take place, some being routine while others are substantial.
Professor Schwartz delves into the developmental capacity of Facebook as an opportunity to “mentor” based on the research of Fletcher and Ragins (no date given) both these individuals have postulated a theory. This relational – cultural theory where mentoring episodes suggests growth in relationships once they have met these five criteria; increased energy and well being, increased knowledge of self and others, a boost of self esteem, interest in more connections and the potential to take action.
She questions that all interactions with students on Facebook don’t meet the criteria but most include most of these five good things. There is still a preference for in person meetings to Facebook and e-mail.
In conclusion the availability of inter-personal relationships with students via Facebook, texting, instant messaging, e-mail requires boundaries to be set. She sees Facebook contrasting with the potential for real time, face to face conversations rich with connection, depth, risk taking and growth.
(Disclaimer) My critique of this article should in no way to be coloured by the fact that I don’t use the service or subscribe to Facebook.
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