Implementing a project

I would need to arrange time in a computer lab, or access to a laptop cart. I would also need to purchase the wood, glue, boxcutters, wax-paper etc before hand. We would need access to a lab or area to leave the bridges to dry. It all comes down to knowing the project well enough to plan ahead so there are no surprises or down times for the kids.

Self-directed learners and the role of differentiation

How ironic that this is the topic I am blogging on after I attended training this week on response to intervention which stresses the need for differentiation. When I went back to school this week and spoke to some other teachers they all have their input on how time consuming it is, etc. But a thought struck me this week and I am still thinking about it this weekend. Each and every day I hear teachers, including myself, talk about the way students have changed over the last however many years. All of our students are on different levels, come from different economic situations, and have a variety of learning problems. How then are we to meet the needs of all of our learners? DIFFERENTIATION!!!! It sounds like a lot of work and effort, but I once took a staff development session called "Start small, don't just stand still" and I believe that says it all. Even though it seems time-consuming and difficult, take one step at a time and eventually you will build a variety of lessons and strategies to pull it off. It is better to a little, than to not do anything at all. I became a teacher to educate and enrich the lives of the students I teach. It is my job and my responsibility to make sure that everyone has the opportunity to learn no matter what level they are on.

Student Assessments

I think the key to having students assess themselves is to teach them how to do that. We can't just present them with an assessment or rubric and trust that they will be able to accurately complete it. Especially in the elementary levels, students will base the value of a project on what looks nice rather than the quality of the work. We recently finished food chain stackers and I had my students help me pick some projects to hang in the hallway. Several students picked a project that had awesome illustrations and coloring, but the organisms in the food chain were out of order and were not labeled properly. They never even considered that. They immediately chose the one that looked the best. Before I turn over a self-assessment to my students, I will need to go through each section and explain what they are looking for and maybe give them examples of what would fall in to each category. It is not impossible, but will take some extra effort to get a true response.

Student Centered Assess

It's hard for me to let go of "the old ways"...where everything is---was---teacher centered.

Now, I'm learning to let go and give the students more responsibilities. Assessing oneself or peer assess...really can take a load off a teacher....And, to tell ya the truth isn't that when we learn the most....looking back and reflecting upon it all. All this has been a real learning experience!

Choosing Technology

Technology enhances learning for students. The decision to use a particular technology should rest in the content and learning objectives. In the case of second language learners, the choice of technology also connects to the desired language learning objectives. (These are defined in Texas curriculum as English Language Proficiency Standards.) How does the technology you chose for your student sample satisfy your content, learning, and language objectives for your students?