Entry 9
From your experience in OMET thus far, what design practice has resonated with you the most? Why?
I think Margaret's class made me reflect on what changes I need to make to teach my students. The action research process requires me to think about the steps I need to take, the desired outcomes and the results. I appreciate the knowledge I am acquiring from her class and after reading Ubd, the pieces are finally becoming clear.
Gary's class gave me to the opportunity to see things from the role as a learner and a teacher. I appreciated the adventures of problem solving, reflecting on the experiences and making connections to my own practices as a teacher.
Entry 8
In your ARP, are your learners engaged in their learning ? Why or why not?
My students are engaged in learning but are frustrated with time constraints. The biggest problem is the school's scheduling. In February we've had several assemblies and programs which interrupted our investigations. In cycle 2 I will make allowances for time constraints.
Entry 7
For your ARP, how did you select the technologies that you are utilizing? How have your learners responded thus far?
I selected the technologies based on what was available to my classroom. The technologies that I am utilizing are at my fingertips. I am using a variety of technologies such as Virtual Field Trips, Mp3 player for audio taping, digital camera, and digital video camera. My students are engaged in learning with all of the technologies but I must admit that they love hearing their own voice on the Mp3 player.
Entry 6
As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course-- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well.
Honestly, I do not know if I've overcome this. I feel like blogging is a chore. I'm trying to acquire the outcome indicated by the course but find I simply like paper and pen. I spoke to a cadre mate about my feelings and she told me to think about how your students feel when you give them an assignment because you feel they will soar from it. Thanks cadre mate you were my teacher at that moment and you handled my situation well. I'm transferring all of my thoughts that are on paper to my blog :)
Entry 5
Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning.
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
I teach second grade and I find that students who read fluently and accurately comprehend what they've read. Students that do not read fluently typically do not comprehend what they've read because they are focusing on decoding. The value of the standard is to target students that do not read fluently and give them more opportunities to practice reading at their current level and build fluency to reach grade level standards.
Entry 4
Using the same learning experience you reflected on last week, did each activity explicitly map to a goal? Implicitly? Did this impact your learning during the activities?
The activities explicitly mapped to the goals. Prior to our professional development, teachers were asked to look at the data from the last reading assessments and strategically group students for small group instruction. During the professional development the facilitator addressed the value of analyzing data, demonstrated how to use data to increase knowledge building in classroom instruction, and gave time for teachers to look at their grouping before the meeting and make necessary changes to benefit all learners. The activities helped me to analyze data not by red robin groups of high achievers, proficient, and below proficient levels instead it helped me think about looking at data and strategically plan based on performance standards.
Entry 3
Thinking back now to a learning experience you have recently had-were the goals explicitly stated? If not, here they still clear? Were you aware of them as a learning during the learning experience?
My school had a professional development regarding assessing data to group students that have similar needs. The goals were explicitly stated aloud, written on the board, and teachers were given the opportunity to clarify the goals. The facilitator browsed the room while teachers were in small groups of 5, answering questions, listening to statements, and making connections to the value of why analyzing data can benefit learners. I was aware of the the goals through before, during and after the process
Entry 2
Using the same learning experience, what were your desired results? Why did you choose these results?
My desire was for my students to be able to measure using standard and non standard measuring tools. It was also my desire for all learners to engage in an activity that promoted autonomy, problem solving and critical thinking skills.
I chose these results because I understand that these are skills people need as a life long learners. I also chose these results because it has been proven that students who problem solve and critically think achieve higher scores on standardized testing.
