I can't believe the semester is coming to an end, both graduate school and elementary school. I am looking forward to starting the final semester of graduate school, am really going to miss all of the great ideas and wonderful conversation that I get every week. As for elementary school, I am looking forward to my third graders returning as third graders, rather than the second graders that they seem to be up until this point.
Happy Holidays All!
Thursday, December 1, 2011
Thursday, September 22, 2011
Our Digital World
I, for one, love technology. I am not proclaiming to use it to its full advantage---I have could have been heard saying more than once that I don't get my money's worth out of my smart phone! But I still love it! It is hard for me to imagine having to plan even one lesson without being able to go to the internet and search unitedstreaming.com or prometheanplanet.com for fun and exciting ideas that are sure to keep my students engaged. I only wish my school had more funding to spend on our digital natives- in regards to teacher training and devices. I think its amazing that many 'veteran' teachers are so willing to step into the world of the unknown in an attempt to offer than students exactly what they need. With all of this said I still have one question on my mind.......What about handwriting??
Wednesday, September 14, 2011
Teaching Patriotism to 3rd Graders
I really considered the idea of teaching my 8 and 9 year old students about 9/11. In the end I actually let myself down because I watched the ten year anniversary of 9/11 pass feeling like I didn't do my part to globally educate my class. Truth is, I was terrified and totally unsure of how to approach the subject. I loved the site http://www.pbs.org/americaresponds/theamericanflag.html it gives exactly what an educator needs to approach this subject with younger students. This site suggests that the teacher begin with a more simple approach to the 9/11 anniversary: patriotism. I wish I would have utilized this site to help my students learn about patriotism and the symbolic representation of the flag. Pbs.org also offers some great hands-on activities to help reach the kinesthetic learners in the classroom.
As I reflected on 9/11/2001 I was left feeling like at 19 years old I was unable to truly understand the horrible acts of terrorism that were taking place right in front of my face. This is one of the reasons I bypassed discussing it with my students. I decided that if at 19 it was hard for my to understand and I witnessed it on live television it would be much harder for my students to understand- students who weren't even alive in 2001. Another reason I opted out of teaching the subject is because the school year is just beginning and I do not 'know' my students therefore I didn't know how they would process such a heavy subject.
These are all reasons why the pbs.org website would be an excellent resource for students in lower elementary grades. I will definitely revisit this site next year.
As I reflected on 9/11/2001 I was left feeling like at 19 years old I was unable to truly understand the horrible acts of terrorism that were taking place right in front of my face. This is one of the reasons I bypassed discussing it with my students. I decided that if at 19 it was hard for my to understand and I witnessed it on live television it would be much harder for my students to understand- students who weren't even alive in 2001. Another reason I opted out of teaching the subject is because the school year is just beginning and I do not 'know' my students therefore I didn't know how they would process such a heavy subject.
These are all reasons why the pbs.org website would be an excellent resource for students in lower elementary grades. I will definitely revisit this site next year.
Thursday, September 1, 2011
Another year
I am super excited about my kids this year! They all seemed ready and enthusiastic to be coming to 3rd grade. The parents were awesome and I expect to have some extrmely supportive, involved families. Going into my 2nd year I am ready and prepared to give these kids exactly what they need in order to become better readers, learners and citizens! Have a great year everyone!
Wednesday, June 22, 2011
Authentic Experiences
Reading about authentic experiences in the classroom really got me reflecting on this past year. I think I there were times when the students definitely has some authentic experiences, but there were also some times where I failed them in this area. I am still trying to figure out a way to turn learning multiplication into an authentic learning experience! Still have quite a lot of thinking to do on this one!
Monday, June 13, 2011
Greek Art in the Classroom
Third graders in Virginia study 3 ancient civilizations: Greece, Rome and Mali. From my one experience of teaching these topics the students really love to learn about the Olympics, the gladiators and the gold. But one aspect that they sort of struggle with is the art. Mainly the different types of art and architecture that the different civilizations contributed. With that said, I have chosen a piece of art from Ancient Greece that I believe will help engage the students in the art lesson and leave them with a better understanding and respect for not only ancient art, but art in general.
http://www.metmuseum.org/toah/works-of-art/14.30.9
Prior to the lesson being taught the teacher should display a picture of the ancient Greece pitcher and allow students to have time to brainstorm what it is and what it may have been used for. After a lesson on ancient Greece and the students have a better understanding of the culture the teacher should display the picture again and have the students discuss what they think the pitcher was used for. The responses this time around should include more intelligent responses such as used for pouring wine, pouring olive oil, mixing spices, etc.
The 'big idea' behind this lesson is that through helping the students see how they are better able to analyze art after they have a better grasp on the history of the civilization they will be more interested in the art that will be presented later in lessons to follow. By inviting the students to make a connection to the art they will be apt to use critical thinking skills later when analyzing future pieces.
http://www.metmuseum.org/toah/works-of-art/14.30.9
Prior to the lesson being taught the teacher should display a picture of the ancient Greece pitcher and allow students to have time to brainstorm what it is and what it may have been used for. After a lesson on ancient Greece and the students have a better understanding of the culture the teacher should display the picture again and have the students discuss what they think the pitcher was used for. The responses this time around should include more intelligent responses such as used for pouring wine, pouring olive oil, mixing spices, etc.
The 'big idea' behind this lesson is that through helping the students see how they are better able to analyze art after they have a better grasp on the history of the civilization they will be more interested in the art that will be presented later in lessons to follow. By inviting the students to make a connection to the art they will be apt to use critical thinking skills later when analyzing future pieces.
Teaching map skills across the curriculum
The following information was obtained based on a lesson from:
Melber & Hunter (2010) Integrating language arts and social studies (48-54)
Map skills are one part of the social studies standards in Virginia. There are many ways to teach such a lesson, but one way that I never considered was to integrate the lesson with language arts. The lesson could start in language arts with a read aloud about maps and then continue with the students manipulating an Atlas, globe, map, etc. The teacher could have the students compare and contrast the different manipulatives and then create a writing piece that discussed which object would be the most helpful in planning a trip. During the social studies portion of the lesson the teacher may choose to take the students on a walk around the community or school grounds. At this time the student would be responsible for creating a map of the area around which they are walking. Accomodations for special needs children would be a map template that they would fill in with the objects of their choice. As a challenge the students would use a compass rose to label the cardinal directions of the map. For ESL students the teacher could go prior to the walk and label the objects in thier native language. ESL and special needs students would also need to be provided with a copy of the read aloud.
Melber & Hunter (2010) Integrating language arts and social studies (48-54)
Map skills are one part of the social studies standards in Virginia. There are many ways to teach such a lesson, but one way that I never considered was to integrate the lesson with language arts. The lesson could start in language arts with a read aloud about maps and then continue with the students manipulating an Atlas, globe, map, etc. The teacher could have the students compare and contrast the different manipulatives and then create a writing piece that discussed which object would be the most helpful in planning a trip. During the social studies portion of the lesson the teacher may choose to take the students on a walk around the community or school grounds. At this time the student would be responsible for creating a map of the area around which they are walking. Accomodations for special needs children would be a map template that they would fill in with the objects of their choice. As a challenge the students would use a compass rose to label the cardinal directions of the map. For ESL students the teacher could go prior to the walk and label the objects in thier native language. ESL and special needs students would also need to be provided with a copy of the read aloud.
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