Initially I moaned and groaned about this ICT class. I thought I deserved a break with the end of the academic term and all. I realised as time went on, it was my own myopic view of technology that led me astray.
These sessions have enlightened me on so many aspects of technology that I really thought was out of my reach ans ability. I feel now that I am truly preparing myself as an educator for the millenial child.
Although I wish I had more hands on experience with our tutors, this experience is definitely the catalyst for me seriously trying to master the wikis, blogs , digital storytelling and the e books.
I no longer am short-sighted as to the possibilities of technology uses in the classroom which is way beyond just powerpoint presentations.My daughter is proud of me and the long way I have come from learning how send an attachment on an email to creating blogs, e books and digital stories!
Thank you all!
Friday, August 6, 2010
Reading Diagnosis and Assessment
One of our assignments for Dr,Conrad's class was to do select a student who had reading problems and make our assessments and select the necessary intervention. I would like to share some of my experience working with my student.
We were introduced to several instruments to do the diagnosis, The concept and purpose of each was clear in theory but not fully grasped until it is applied. I discovered that if the selection of the instrument and application is inappropriate, it can be disatrous for both the teacher and the student. Using of of he instruments my student got all flustered and felt he was under too much scrutiny. That was a quick learning experience for me. I did not want to lose his confidence and trust and I immediately changed my approach.
After my unsettling initiation in using assessment instruments,I knew I had to find ways to keep his confidence level high. One of the the most enjoyable experiences for both of us was when I allowed to narrate stories and I wrote for him. He was eager to share something that his teacher did not know much about.
He felt proud of himself when I read the story back to him . i made a copy for him and included the caption, 'As told by KR'. He proudly placed it in his bag and eagerly asked about our next meeting.
I felt good as an educator, especially when I got feedback from his class teachers that he was more alert in class and actually raised his hands to volunteer answers, something he rarely did before.
We were introduced to several instruments to do the diagnosis, The concept and purpose of each was clear in theory but not fully grasped until it is applied. I discovered that if the selection of the instrument and application is inappropriate, it can be disatrous for both the teacher and the student. Using of of he instruments my student got all flustered and felt he was under too much scrutiny. That was a quick learning experience for me. I did not want to lose his confidence and trust and I immediately changed my approach.
After my unsettling initiation in using assessment instruments,I knew I had to find ways to keep his confidence level high. One of the the most enjoyable experiences for both of us was when I allowed to narrate stories and I wrote for him. He was eager to share something that his teacher did not know much about.
He felt proud of himself when I read the story back to him . i made a copy for him and included the caption, 'As told by KR'. He proudly placed it in his bag and eagerly asked about our next meeting.
I felt good as an educator, especially when I got feedback from his class teachers that he was more alert in class and actually raised his hands to volunteer answers, something he rarely did before.
Writing Development
Good instruction and assessment must deal not only with the products of writing but also its strategic processes (Barr 2007). If as teachers we want to carry out good assessment, we must understand the developmental stages of the process.Researchers suggest that 'learning to write in an environment that supports early learning, proceeds through three typical stages'(Barr 2007).
The stages are:
1. The Emergent Writer
2. The Beginner
3. The Developing Writer
It is important to note that the classroom should be a print-rich environment which promotes early writing development.Some of our students were not exposed to much print in their early development. These student can be helped with guidance and support from teachers who take the time to diagnose and assess their needs as readers and writers.
The stages are:
1. The Emergent Writer
2. The Beginner
3. The Developing Writer
It is important to note that the classroom should be a print-rich environment which promotes early writing development.Some of our students were not exposed to much print in their early development. These student can be helped with guidance and support from teachers who take the time to diagnose and assess their needs as readers and writers.
Digital Storytelling ..the way of the future
I have been totally awed by the technology we have been learning in our ICT sessions. There is so much potential for being creative in the classroom. I can just see my students' faces having the opportunity to use technology which intrigues them so much. I can see the potential for engaging our boys and girls who have so much energy that need channeling into positive directions.
I loved the e books and after being introduced to concept of digital storytelling I was intrigued once more. It is not confined to just the Language Arts but its uses span across the curriculum.The types of Digital Stories I have noted from reading are Personal Narratives,Stories for Historical Events and Stories that Inform or Instruct.
Participation in creating and designing stories using this method,allows for a range of literacy skills to be used. These skills used would be research,writing,organization,technology,presentation,interpersonal problem-solving and assessment skills.
Therefore, with so many skills being used and students love for technology, why not harness it and use it as a way of learning?
I loved the e books and after being introduced to concept of digital storytelling I was intrigued once more. It is not confined to just the Language Arts but its uses span across the curriculum.The types of Digital Stories I have noted from reading are Personal Narratives,Stories for Historical Events and Stories that Inform or Instruct.
Participation in creating and designing stories using this method,allows for a range of literacy skills to be used. These skills used would be research,writing,organization,technology,presentation,interpersonal problem-solving and assessment skills.
Therefore, with so many skills being used and students love for technology, why not harness it and use it as a way of learning?
Thursday, August 5, 2010
Let the singing begin!
My mother's side of the family recently held its tenth family reunion over a twenty year span beginning in 1990. My mother comes from a family of fifteen siblings and she was the last child.She is now seventy years old.I had cousins I had never met or really never had any real connection the way it should have been.the thing is that some were practically strangers and conversations may have been initially stilted but... as soon the chutney and soca music began, we all became one on the dance floor! That is the power of music!
When another brought out his guitar, all inhibitions were gone when everyone joined in a medley of kaiso from Jean and Dinah to Teacher Mildred.The bottle and spoons came out and we had our own rhythm section.
That is the power of singing!
So how does this relate to our educational blogging? Immediately my mind reflected on an article 'Singing across the curriculum' by William P. Bintz(again). In his article he shares his attempt to use singing to help students learn across the curriculum.He particularly felt that this strategy would engage the boys who tend to lose interest in reading and writing if they not actively engaged.
I think as far back as we can remember we have been using singing as an educational tool without our children realising it. How many times have we sung 'The wheels on the bus' The incy wincy spider' or Ten green bottles'? Fountas and Pinnell(1999) recognized the long term effects of singing and recommend having students 'sing songs of such delight that the lyrics remain in the memory forever'
'Singing across the curriculum' is an instructional strategy designed to use reading, writing and singing as tools to learn across the curiculum. The aim is to support literacy and promote content area learning.
The article can be accessed from 'The Reading Teacher' Vol. 63,(8),May 2010.
Let the singing begin!
When another brought out his guitar, all inhibitions were gone when everyone joined in a medley of kaiso from Jean and Dinah to Teacher Mildred.The bottle and spoons came out and we had our own rhythm section.
That is the power of singing!
So how does this relate to our educational blogging? Immediately my mind reflected on an article 'Singing across the curriculum' by William P. Bintz(again). In his article he shares his attempt to use singing to help students learn across the curriculum.He particularly felt that this strategy would engage the boys who tend to lose interest in reading and writing if they not actively engaged.
I think as far back as we can remember we have been using singing as an educational tool without our children realising it. How many times have we sung 'The wheels on the bus' The incy wincy spider' or Ten green bottles'? Fountas and Pinnell(1999) recognized the long term effects of singing and recommend having students 'sing songs of such delight that the lyrics remain in the memory forever'
'Singing across the curriculum' is an instructional strategy designed to use reading, writing and singing as tools to learn across the curiculum. The aim is to support literacy and promote content area learning.
The article can be accessed from 'The Reading Teacher' Vol. 63,(8),May 2010.
Let the singing begin!
How do you feel about 'Fibbin'?
I was going through a publication of 'The Reading Teacher' and came across an article which caught my attention because of the title. The title was 'Fibbin with poems across the curriculum' written by William P. Bintz.I would like to share with you some ideas from the article and who knows? You might just be fibbin too!
Fibbin refers to a number sequence in Mathematics and a recurring pattern in Science.Did you know that? I did not.'Fibbin' is short for the name Fibonacci who was an influential mathematician in the Middle Ages.Today he is famous for a number sequence in mathemathics.It is known as the Fibonacci sequence.The sequence goes like this:Each number is the sum of the two preceding numbers,fro example,2+3=5,3+5=8.Apparently, what is amazing about this sequence is that it appears often in Mathematics and Science concepts.
The author saw that this sequence offered the possibilty of linking reading, writing and mathematics and other content areas. Similarly to haiku and other structured forms of poetry, this offered a convenient structure to organize poems across content areas.
The lessons learned from use of this strategy were: 1.students experienced reading and writing as tools for learning through the interdisciplinary engagements, students were able to count syllables while learning content and that fibbin can also be used for assessment.
I thought this mathematical approach would cater for those students who are so inclined to working with numbers. It is definitely a strategy I would want to try with my classes and reach the ones who don't particularly like reading but like Mathematics, It would certainly be a beginning to bridge the gap between reading and writing in content areas using our students strengths in their maths area.
If you would like to read the article, you can access it: The Reading Teacher,63(6),pp509-513.
Fibbin refers to a number sequence in Mathematics and a recurring pattern in Science.Did you know that? I did not.'Fibbin' is short for the name Fibonacci who was an influential mathematician in the Middle Ages.Today he is famous for a number sequence in mathemathics.It is known as the Fibonacci sequence.The sequence goes like this:Each number is the sum of the two preceding numbers,fro example,2+3=5,3+5=8.Apparently, what is amazing about this sequence is that it appears often in Mathematics and Science concepts.
The author saw that this sequence offered the possibilty of linking reading, writing and mathematics and other content areas. Similarly to haiku and other structured forms of poetry, this offered a convenient structure to organize poems across content areas.
The lessons learned from use of this strategy were: 1.students experienced reading and writing as tools for learning through the interdisciplinary engagements, students were able to count syllables while learning content and that fibbin can also be used for assessment.
I thought this mathematical approach would cater for those students who are so inclined to working with numbers. It is definitely a strategy I would want to try with my classes and reach the ones who don't particularly like reading but like Mathematics, It would certainly be a beginning to bridge the gap between reading and writing in content areas using our students strengths in their maths area.
If you would like to read the article, you can access it: The Reading Teacher,63(6),pp509-513.
Wednesday, August 4, 2010
Deans of Discipline and their role in improving literacy and managing school violence
Are our Deans of Discipline ready to take on the important task to assist in improving literacy and managing violence in secondary schools? Does the job require just 'strong armed' tactics and a working knowledge of the legal framework in which to operate?
Deans must be involved in curriculum planning and a developing documented programmes to assist students to achieve their full potential.How many Deans are aware of the curriculum for students at all year levels? How many Deans take the time to interact with Subject teachers to see how both parties can work in the best interest of a child who may be disruptive in class?
Deans of Discipline need to see themselves as professionals and work with a professional demeanour when taking on their responsibilities at schools. They must have the emotional intelligence to know how to deal with students in a humane way.Children must not leave a Dean's room feeling a failure. They must exit with the thought that there is a consequence to every action but I better and make more informed choices the next time I am faced with a crisis'.
Our Ministry of Education must make it compulsory for Deans of Discipline to receive ongoing training, not just a two day workshop and feel that will do. No! Not all all! They need to see themselves in the bigger picture and the need for collaboration among subject teachers, parents, students and guidance officers. It is only then we can say as educators we are on the right track to giving our charges a better chance in this world when we work as a team.
Deans must be involved in curriculum planning and a developing documented programmes to assist students to achieve their full potential.How many Deans are aware of the curriculum for students at all year levels? How many Deans take the time to interact with Subject teachers to see how both parties can work in the best interest of a child who may be disruptive in class?
Deans of Discipline need to see themselves as professionals and work with a professional demeanour when taking on their responsibilities at schools. They must have the emotional intelligence to know how to deal with students in a humane way.Children must not leave a Dean's room feeling a failure. They must exit with the thought that there is a consequence to every action but I better and make more informed choices the next time I am faced with a crisis'.
Our Ministry of Education must make it compulsory for Deans of Discipline to receive ongoing training, not just a two day workshop and feel that will do. No! Not all all! They need to see themselves in the bigger picture and the need for collaboration among subject teachers, parents, students and guidance officers. It is only then we can say as educators we are on the right track to giving our charges a better chance in this world when we work as a team.
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