Any feedback is much appreciated so feel free to leave comments below.
Question Everything, Learn Anything
"THE IMPORTANT THING IS NOT TO STOP QUESTIONING. CURIOSITY HAS ITS OWN REASON FOR EXISTING. ONE CANNOT HELP BUT BE IN AWE WHEN HE CONTEMPLATES THE MYSTERIES OF ETERNITY, OF LIFE, OF THE MARVELOUS STRUCTURE OF REALITY. IT IS ENOUGH IF ONE TRIES MERELY TO COMPREHEND A LITTLE OF THIS MYSTERY EVERY DAY. NEVER LOSE A HOLY CURIOSITY." ---ALBERT EINSTEIN
Wednesday, June 20, 2012
Let's Get Gaming!
My new summer project is creating interactive and interesting lesson plans that can be incorporated into a classroom. The first series I will be working on is the value of video games, the psychological and social benefits, and how to incorporate video games into a curriculum while adhering and assessing to the national standards. Here is a video discussing the psychological effects of video games on the brain. Let's get gaming! Thank you Psychologydegree.net :)
Any feedback is much appreciated so feel free to leave comments below.
Any feedback is much appreciated so feel free to leave comments below.
Let's Get Gaming! Embracing the Gamer Within.
My new summer project is creating interactive and interesting lesson plans that can be incorporated into a classroom. The first series I will be working on is the value of video games, the psychological and social benefits, and how to incorporate video games into a curriculum while adhering and assessing to the national standards.
I would love some feedback so please feel free to leave your comments below.
I would love some feedback so please feel free to leave your comments below.
Thursday, May 24, 2012
I Would Give This Post a 4
I have learned the difficulties of
grading. I have walked through the valley of empty red pens and
tossed away staples that glitter like metallic teeth. I have surveyed
the map of Rubric. I have reviewed and discussed with the scholars. I
have read into the mind of another. I have learned and pondered. I
have been buried under the dead trees. I have buckled with the camel
and the straw. I have risen with my decisions defined. I have
distributed my knowledge to others. I have created a better writer. I
have created an individual who is proud of themselves. I have created
something that was always there. I have found what needed to
flourish.
Teachers...
Though after completing my last semester of clinical practice, I have realized that the last picture should look very different. There may have been times where I struggled but there was never a time when I reflected on my own profession and expressed the defeat this individual feels. The picture depicts the teacher so defeated. I had never felt that way and always knew that I was on the right path. In times of uncertainty, I merely had to look at my own students and realize....
They stand up for me, so I stand for them.
Rants on a Rubric
Rubrics are a means of establishing
clear expectations for your students. Rubrics force you to fit into a
rigid grading bubble. Rubrics help maintain equitable grading
practices. Rubrics limit a student's creative choice and unique
written voice. Rubrics help identify the standards and skills needed
to be displayed. Rubrics emphasize the value of certain skills and
abilities while devaluing others. Rubrics help maintain a clear set
of criteria that could be shared throughout a department or
curriculum. Rubrics can be altered re-establishing expectations from
teacher-to-teacher. Rubrics don't provide feedback. Rubrics do
provide feedback. Rubrics, rubrics, rubrics, what to do with rubrics.
Rigid rubrics really wreck rambling rookie writers.
Keep Calm
Monitoring and adjusting. Monitoring
and adjusting. That's what I tell myself repeatedly when I stand in
front of my class realizing that the minutes are slowly ticking by
and I have yet to cover all of the material I had planned for today.
How am I going to cram all of this in? What if they don't know the
material yet? What if we don't get through everything we need to get
through? What do I do? I take a deep breath, smile, and crack a joke.
We laugh together as my brilliant distraction bides me enough time to
quickly think of a means to cover everything. Then it occurs to me.
Of course! It doesn't matter. It doesn't matter if the student didn't
fill in the appropriate graphic organizer. It doesn't matter if the
assessment I originally planned for today must be tweaked to fit the
unanticipated adjustment. It is more important that my students
understand and practice this new material and feel confident in their
abilities to tackle these new concepts before bombarding them with
more concepts. What matters the most is their abilities and their
skills. It is more important to adjust the lesson and adapt it to the
needs of my students. As a teacher, I need to be able to recognize
when to slow down and allow students the time to practice and develop
their new skills. Scaffolding they call it. What learning looks like,
I call it.
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