Joyce+K.

//__ April 14,2011 __// //__ Teaching Tremendously __//

I taught my science lesson I found it really helpful having my classmates behave like the students in my class, especially when we were filling out the chart to describe the different foods they had in front of them. It made me realize all the things that could potentially go wrong and the crazy things that kindergarteners would say when asked to just simply asking them to describe something. Upon thinking about that my classmates helped me come up with more questions to ask the students in order to guide the discussion and prevent them from going off on tangents. What I liked the most about teaching my science lesson to my peers was that they were able to provide me with their honest feedback on how to make the lesson more engaging and how to prevent awkward pauses in between switching activities. Also, I got great advice from my classmates on how to make the instructions for the activity I am ending the lesson with clearer.

I thought my math lesson went much more smoothly than my science lesson did because doing the science one gave me a chance to practice. One thing that I have always been very reluctant about is using mobile technology like iPads with kids as young as kindergarten so it was refreshing to hear that my peers thought that the application I found was definitely suitable for my class. Just like they did for my science lesson, my peers were able to think of ways to make my math lesson more interesting. For instance, instead of using unifix cubes to make patterns, we decided that I could have students make patterns out of colored goldfish. All in all I thought that Teaching Tremendously was really helpful. I cannot imagine how difficult it would be to get up in front of my class and teach a lesson without having done this before hand.

MARCH 28, 2011

FORMATIVE ASSESSMENT I learned from the Stiggins article the damage that summative assessment can have on students’ attitudes toward learning. For a long time summative assessment was used to motivate students by causing anxiety; however anxiety does not have a positive effect on most students. The thought process was that anxiety would motivate students to work harder and they would do better on assessments. But some students just naturally learn more quickly than others and receive higher grades than their classmates which while it had a positive emotional effect on them, had a negative emotional effect on students who did not score as well. The students who scored lowly would become embarrassed by their failure and would not try at all because it was better than trying and failing. This is why many teachers have turned to formative assessment. Formative assessment allows teachers to recognize trouble students are having before the big end of the year assessments, that way they can help their students improve. I really liked how the article said that formative assessment is a way to “enhance” learning. I think this statement is extremely important for teachers to remember. Formative assessment is a tool that I think should be used to help students. It allows you to see how your students are progressing and decide what should be done next rather than summative assessment at which point it is almost too late to fix any misconceptions your students may have.

** 3 Ways of Formative Assessment ** 1. In one of my my science lesson, in order to engage students, I am reading them a book about the different senses and while I read them the book I will be asking students questions about what they know about their five senses and I will also be asking them to describe objects using their five senses. Asking these questions is a way of using formative assessment to find out my students’ prior knowledge.

2. Also, during this science lesson the class will be filling out a table using words to describe objects that I give them based on their senses. While students are raising their hands to fill in the chart I will make sure to pay close attention to whether or not students are pairing their senses such as taste and sound with the proper words like bitter and loud. I will also pay attention to which students are not volunteering to fill in the chart to make sure they understand what is going on.

3. During one of my math lesson I will formatively assessing students by asking them to tell me what they know about recycling. This will provide time for them to talk about anything they may know about recycling and it will allow me to correct any misconceptions they have about recycling. This way at the end of the lesson when we discuss recycling I can be sure each student knows what it is

The information I receive when I am collecting information on my students’ understanding can be documented in numerous ways. I can simply just take notes on each child’s understanding or I can have a check list with different categories and if a child understands one category I can put either a ranking on their level of understanding by the category or just a check. The information I collect from formative assessments should be used in order to make sure students are on the right path and if they are not I should use this information to guide them in the right direction. Also, formative assessment can be used to modify my future lessons. If the information I collect during formative assessments shows that students do not understand the material in a lesson I will know that I need to go back and change that lesson for the future. Teachers can use smartphones to take pictures of students work or just to quickly type notes about a student’s progress. Also, there are apps on smartphones that have games or activities that depending on whether or not they fit your lesson can be used for formative assessment.

**Formative Assessment Resources**: [] [] []


 * March 24, 2011**

I think that a trip to the solar farm would be a good way to address the kindergarten math NCSCOS competency goal 3 that states “the learner will explore concepts of geometry.” The objectives that would be relevant to this trip would be : **3.01 ** Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.

**3.02 ** Compare geometric shapes (identify likenesses and differences).

To build off of these objectives, the student outcomes for this trip would be : TSWBAT accurately describe the shape and sizes of the solar panels that they see. TSWBAT explain the benefits of solar energy.

Learning how to describe objects and their properties is a major part of what students learn in kindergarten and I think that a solar farm is a great place to come in contact with different shapes and other objects the students have probably never seen before.

However, before students go on this trip I think it is important to give them background information on what exactly a solar farm is and how solar energy works. This [|video] explains how solar power works. It may be a little complicated for students to understand at some parts however I can show them just the simple parts that display the main idea of how solar power works. Also, I would ask students why they think people use solar energy and take note of how they respond. After they explain why they think solar power is good to use I would explain to them that they should think about why solar power is good to use while we are at the solar farm.

The trip would include a guided tour of the solar farm on which I would encourage students to questions. Also I would be sure to ask them questions about how they would describe the things they see around them. After the tour I would be sure to come together as a group to discuss what they saw on the farm. For an activity at the end of the trip I would show the students pictures of different shapes like triangles, circles and rectangles and ask them which shapes they saw throughout the day at the solar farm and where they saw them on the farm. Also, students could draw pictures of one thing they saw on the solar farm that is either a square, rectangle, triangle, or circle. This way students can make practice identifying and drawing shapes and examining the differences in the objects that are different shapes.


 * FEBRUARY 24th, 2011**
 * "Connecting Music and Math"**
 * How can music help you teach math?**

Music can be integrated into math lessons in a few different ways. The first way that comes to my mind to use music in math is to help students remember math concepts through songs. In the kindergarten classroom that I am observing at Meadowlark, they use songs to help them learn all different math concepts like counting change and counting by twos. This [|video] is a great example of using music in the classroom to teach math. Another way to use math in the classroom is by using music as sort of a manipulative. The students can count the beats and divide them in half. Noticing that when you divide the beat in half it makes it shorter or faster, because when you divide something you make it smaller by separating it into groups.
 * CONTENT**

Music is great to use in the classroom because it is out of the norm. Music engages students and allows them to explore new techniques for learning. Music is most beneficial for students who are auditory learners because they can listen to the music and recognize patterns and rhythms to connect with what they are learning and it is also helpful for bodily kinesthetic learners. Bodily kinesthetic learners can benefit from music being incorporated to any lesson not just math because they can get out of their seats and move to the music and use their motions to remember different concepts. At Meadowlark the class I observe uses a video that is a great example of how bodily kinesthetic learners use motions to remember concepts. While watching this video in the kindergarten class I observe, the students have a motion that goes along with each letter. This [|activity] is a great example for how students can create their own music which would be very beneficial for the more creative students.
 * PEDAGOGY**

When using music to teach math technology will nearly always be incorporates in the lessons. In order to play music you can use the computer or devises such as an ipod. Also, videos are really helpful because they provide the students with a visual aid if the auditory impact of the music is not enough for them. Technology can also be used when trying to create your own music. For example, here is an [|application]that can be used by teachers and students to create their own music.
 * TECHNOLOGY**

Sustainability, math and music are difficult tie into one when planning a lesson however sustainability and music can easily be connected. Students can learn all sorts of songs and dances about recycling and reducing pollution. These songs that students learn or even create that revolve around sustainability can then be incorporated into math. For example, students can count the beats in the songs.
 * SUSTAINABILITY?**


 * Identify (One each):**
 * Assessment:** One way music can be used to assess math concepts is by having students create songs about math concepts in groups and then displaying their songs on a poster in the classroom. It should be stressed that even though most songs rhyme students will not be graded on rhyming but whether or not their song demonstrates an understanding of the concept they are supposed to convey.


 * Mobile Apps:**
 * [|FlashToPass Math Flash Cards]** is a great application to help students practice simple math drills like addition, subtraction, multiplication, and division.

This[|video] is great for students to watch when learning addition and subtraction. The video tells a story while also using math to count.
 * Other Media:**

//**"Counting on Estimation..." **// //**Question: How many cars are parked at school? **//

//**Content: **// <span style="font-family: Arial,Helvetica,sans-serif;">This question could be covered across numerous subjects. For instance, in math students can estimate how many cars in in the parking lot outside school after glancing outside at the parking lot, and then students can actually go out into the parking lot and count the cars. Students can practice subtraction by calculating the difference between their estimate and the actual number of cars. This can be done over multiple days so students can get the hang of estimating. Also, for further practice students can count the number of red cars compared to blue cars and make a graph about it chart. Here is a great [|video] to show students about how to make tally charts and bar graphs. To tie this question into a science lesson you can count the amount of cars in the lot on two different days and try and figure out what variables impact the number of cars in the lot. For example, on a colder day there may be fewer cars because the change in weather caused more people to be sick and stay home. This could also be a starting point to discuss health. To incorporate this question into social studies, you can discuss the different modes of transportation that were created throughout history and the time period in which the car was invented along with other life changing inventors. This [|book] is a great way to get kids interested in learning about inventors because it is about how they can be inventors and as we know kids are always interested in things that revolve around themselves.

//**<span style="font-family: Arial,Helvetica,sans-serif;">Pedagogy: **// <span style="font-family: Arial,Helvetica,sans-serif;">Addressing this question in class is great because it allows for students to get out of their seats and be active. Going outside keeps students engaged in the lesson and helps them get out some energy out so they will pay attention in the class room. Getting out of the class room is also a way for students to understand what they are doing is important and can be applied in the real world. The use of technology through videos during this lesson is also great because it aids those children who are visual learners.

//**<span style="font-family: Arial,Helvetica,sans-serif;">Technology: **// <span style="font-family: Arial,Helvetica,sans-serif;">Technology can be incorporated when addressing this question in many ways besides using videos. For example, when we went around campus to answer the questions given to us in class last week we brought our smartphones with us to either count time or take pictures. In this scenario, students can use cameras to document the number of cars in the parking lot. This would also be useful for students when they need to know the different colors of the cars.

//**<span style="font-family: Arial,Helvetica,sans-serif;">Sustainability: **// <span style="font-family: Arial,Helvetica,sans-serif;">Sustainability can be addressed during lessons connected to this question because cars a very large source of pollution. You can discuss with students the impact that pollution has on our environment and also jot down ideas on how to reduce pollution, specifically air pollution, in our neighborhoods. Here is a [|lesson plan] with a great activity on comparing invisible pollutants and visible pollutants.

<span style="font-family: Arial,Helvetica,sans-serif;">In order to assess students’ ability to estimate you can have a jar of candy, like gummy bears, and have students write down how many candies they think are in the jar. This could be a helpful process to do before and after teaching about estimation because you can see how much students’ ability to estimate have improved.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: //**

//**<span style="font-family: Arial,Helvetica,sans-serif;">Mobile App: **// <span style="font-family: Arial,Helvetica,sans-serif;">[|Math Drills Lite] is a great iPhone and iPad application that is for practicing basic addition and subtraction. The best part of this application is that underneath each problem there is a picture of manipulative like fingers or blocks.

//**<span style="font-family: Arial,Helvetica,sans-serif;">Other Media: **// <span style="font-family: Arial,Helvetica,sans-serif;">This [|nintendo game] is a great tool for learning more about pollution and how to help eliminate the damage that pollution has on our planet. In the game students can rescue wild animals by cleaning areas of pollution and recycling the waste they find.

<span style="font-family: Arial,Helvetica,sans-serif;">Walking around campus we asked a bunch of students what they thought we had too much or two little of here at Wake and nearly every person response was about the lack of parking and seats in the Pit. These responses could easily be taken into consideration when doing math work. For example, you could compare the number of students living on campus to the number of seats in the Pit, which would clearly show that there are many more students than seats available. Also, you could compare the number of parking spots to the number of commuter students and students on campus with cards. The over population at the Pit could also tie into lessons in science and social studies when discussing population growth and the scientific and historic reasons behind it. Here is a link to a children’s book about immigration which definitely ties into population growth and the lack of diversity that some students feel is present here at Wake: [] <span style="font-family: Arial,Helvetica,sans-serif;">This lesson was definitely taught in a manner that would hold students attention. There was a mixture of activities and discussion which is very helpful so students do not get bored. Also, going out onto campus and interviewing people helps students connect what they are learning to the real world. Students then can recognize that what they are doing is not only useful in the classroom but it applies to everyday life. <span style="font-family: Arial,Helvetica,sans-serif;">Technology was very helpful throughout this lesson. Usually I think of technology as more of a distraction, but in this case it enhanced the lesson. We used our smartphones and iPhones to record what people were saying through audio recordings and videos. Also, we used cameras on our phones to find evidence of what there was too much or too little of on campus. Another thing that was allowed technology to be really helpful was the screenshot tool on the iPhone that Dr. Bennett taught us. This allowed us to stand somewhere on campus and pull up our location on a map, which can be incorporated into lessons on map skills. National geographic has an example of a lesson plan that can be used to help students understand using maps: [] <span style="font-family: Arial,Helvetica,sans-serif;">Integrating sustainability into the lesson would be fairly easy because when walking around campus we took pictures of trash bags in the road, which clearly means that there is too much garbage and not enough places for it to be put and safely disposed of. This relates directly to sustainability because pollution has a negative impact on the maintenance of our environment. Also, we noticed in our pictures of the garbage that there was very little recycling going on which is a necessary step in sustaining our planet. Here’s a video for teachers to watch that shows creative ways to get kids involved in recycling: [] //**<span style="font-family: Arial,Helvetica,sans-serif;">Identify (One each): Assessment, Mobile Apps, Other Media **// //**<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: **// <span style="font-family: Arial,Helvetica,sans-serif;">A method of assessment for this lesson could be a group project since most people went around campus in groups of three anyway. The students could present their findings, playing the videos and audio recordings they took and they could use graphs and charts to display frequency of certain results. <span style="font-family: Arial,Helvetica,sans-serif;">Here is the link to an iPhone and iPad application that can be used to practice students’ math skills like adding and subtracting: [|http://itunes.apple.com/us/app/math-][|magic/id291478690?mt=8]. The useful thing about this application is that there is a preferences page so you can set the skill level you want the problems to be. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 10pt;">Also, I found this webpage about the oil spill which can help students understand more about sustainability and pollution in today’s environment: []
 * //<span style="font-family: Arial,Helvetica,sans-serif;">JANUARY 20th, 2011 "Less than, More than, Scarcity, Abundance" //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">What do we have too much of on our campus? What do we have too little of on our campus? //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Content (Math, Science, Literacy, Social Studies): //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Pedagogy: //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Technology: //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Sustainability: //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Mobile Apps: //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Other media: //**