The reason that I enjoyed the online classes was because it was an alternative, more independent way of thinking and learning. I have taken one online class in my program and I did not feel that I got as much out of it because it lacked the dialogue that can be created in a live classroom. With only three online classes, it created a change of pace that was refreshing and dynamic. I enjoy our discussions in class and I think we all benefit from sitting down together and talking. I would not increase the number of online classes, but I think three, with a conventional class in between each, was perfect.
Being able to complete my assignments from home or from work was a welcome change as well. I think that some students can share ideas and reactions easier in an online environment that is less confrontational. It is difficult for me to check in to the online environment several times during the week. I much rather prefer being able to do my work in one sitting. I might only suggest that reactions to other students’ work be made in the following week. I know that I, for one, often wait until the last minute to make my posts and so what I produce does not help the dialogue of the class.
Thursday, October 25, 2007
Implementing the UbD Lesson
Implementing the UbD Lesson
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Reflection on UbD Lesson
Reflection on UbD Lesson
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Monday, October 22, 2007
UbD Lesson
The Ten Commandments
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
Thursday, October 18, 2007
Schmoker
After reading Schmoker, I am left feeling torn between two opposing ideas. On one side, I can see in my own practice and in my own school how the lack of collegiality and the “buffers” that have been erected have created atrophy in the professional development of our faculty. On the other, I am skeptical of how our school day could be restructured to allow for better cooperation and communication between teachers. Token attempts have been made in the past, but have only been successful in reinforcing the “island” mentality of our staff.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
Thursday, October 11, 2007
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