Chapters 8-10 of Ferrall's book - Select one activity to introduce to teachers and implement the activity. Write a reflective analysis of how the activitiy met the learning goal. Rate yourself using the rubric.
- (Relate to section 2 of rubric) Prepare and coach teachers in understanding and implementing a reflective activity (dialogue journal, classroom observation, or teaching portfolio) for deepening understanding in a literacy-related area. Write a reflective analysis of how the activity met the learning goal.
One way that I found to reflect on my teaching was through the use of a journal. Every day I kept an index card on my desk that I would use to make notes either during or immediately following class. The notes were simply phrases that were used to jog my memory when I had more time to reflect on my teaching and the student learning. An example of a phrase may be “include a problem about 4-wheeling”. This phrase would jog my memory at the end of the day to add some relativity to my word problems in math. When I had time to go back and use my reflective cards, I would think about what each phrase meant and write in more detail on the comments into my journal. I kept my journals that I had categorized my work by topics into from year to year and pulled them out periodically to help we develop a better lesson plan.
ReplyDeleteI have shared this idea with several teachers who have begun using it. They bring their reflective logs to our post-observations where we are able to use it to help them realize how reflection can help them become better teachers. The teacher can see what changes need to take place in their teaching, what if anything they should continue to do or change, or if they obtained the desired results from the students.
Angela, I also have used similar reflection practices over the years. I would keep a notebook for each unit I taught. This notebook would contain my lesson plans and other resources. Upon completing the lesson I would record my reflections as a reminder of strategies used to help students make connections. Before beginning a new unit I would pull out the notebook and look back at my successes and failures. This self reflection helped me to improve my teaching over the years.
ReplyDeleteIt says on page 73, "By writing down our thoughts about a topic, we come to know ourselves better, allowing us to shape and reshape ourselves." This practice over the years has helped me to grow professionally.
ReplyDeleteIs anyone else out there?? Are we supposed to be posting today???
ReplyDeleteGenerating Topics for Reflection allows teachers to come up with their own topics for reflection. This requires teachers who engage in the activity and to be honest and open-minded when reflecting on the results. Individual teachers can participate in this reflective practice or a group of teachers can work together and give each other feedback. “The purpose of this activity is to show teachers that they can certainly come up with their own topics (in the form of teaching dilemmas or teaching successes), and they can also become more aware of what these topics mean in the bigger picture of their teaching beliefs and practices.” (page 89)
ReplyDeleteLack of student motivation is a huge problem in the middle school classroom. I observed a lesson in a 6th grade science classroom where the teacher wanted to increase student motivation as well as build relevance to her students’ lives and experiences. She designed her lesson so that groups of students worked cooperatively on a project to create a lesson about a concept dealing with the Earth/Sun/Moon relationship. She dressed up like a “mad scientist” and gave each group of students a letter upon entering the room. The letters referred to the students as “gifted Astronomers” who must save our moon from the Xerxeans who were threatening to take our moon from us. Students were challenged to research, create, and share a convincing presentation for why we must keep our moon. She also asked them to generate two higher level thinking questions to prove that they understood how necessary it is for Earth to have the moon.
Upon reflection, we both agreed that her lesson was highly motivational. She gave her students a purpose for learning, a goal to be achieved, and group members to collaborate with during the learning process. There were some minor changes that she wanted to make before she taught the lesson again, but she felt like the student motivation in her class had increased sharply.
RaeAnn and Cindy, I'm glad to see that we all recognize the difference in elementary and middle school reflection. I am focusing alot of my time on the difference in reading for pleasure and reading for content. It is difficult to give a middle school student a choice of 3 books to prioritize. We must focus on texts, books of knowledge rather than learning to read books. Therefore, I feel we are on the right track with MAX. Like the elementary teachers, we must stress the importance of previewing the text which is essential to developing motivation. Cindy, I like the Science lesson you wrote about. We need to help develop the need for this type of "thinking outside the box" with our middle school teachers. Sometimes the teachers feel so burdened with test scores they don't realize the effect this type of teaching can have on a lesson. The teacher that did that lesson put extra time and effort into the lesson but I'm sure her students will remember the skills and concepts taught. When teachers don't take this kind of time and energy to teach lessons the students are not motivated nor interested in the lesson. Alot of time, the lesson could not have even been taught and the students would have had the same effect from the lesson.
ReplyDeleteWe must open discussion with our teachers about innovative type teaching rather than just text lessons. This excites me, finally something...
Thanks Angela. I really enjoyed the lesson when I observed her. It made me want to be a student in her class! Which brings me to my next point. What makes you enjoy a lesson and actually learn from it? My principal and I just had this discussion. We talked about several different aspects of effective instruction, but essentially we decided that we needed to be in a safe environment and immersed in relevant learning. It is important to encourage teachers to reflect on their own classrooms and decide for themselves if this type of learning is taking place.
ReplyDeleteIt's interesting Cindy that you asked, what makes you enjoy a lesson and actually learn from it. After reading the chapters on Differentiated Coaching I think it has to do with a teacher addressing different learning styles. Which begins with really knowing you're students and finding a way to make it relative. I just had that thought when I read it. It made me think back to the most memorable lessons and the teacher had found a way to make it fun and relevant.
ReplyDeleteAs I reflect on Chapter 10 in Farrell's book I began to reminience about the good old days. There have been many aspects of my own early experiences, family life, religious background socioeconomic background, etc. (See Break 77) that have influenced my conception of teaching. In my self-assessment on my conceptions of teaching, my practices are based on science/research. This model contends that if teachers learn specific acts of teaching such as effective questioning and effective wait time, they will be good teachers. I do interpret high test scores as an indication of effective teaching. When I was in the classroom, I now see that I made many mistakes and will coach the teachers at NWMS not to make the same.
ReplyDeleteIn my last reflection, I mentioned my plan for Reading Recovery teachers and observations, discussions, and journaling (via email). We have done 3 of these cycles so far, and they have involved Reflection Break 59 "journaling with a critical friend" p. 76, and Reflection Break 61, "Responding to Journals'...
ReplyDeleteThe group of 4 all journal to one another after the experience and discussion. Then, I compile the reflections from each group and write my own reflection into theirs. I can only participate in one of the cluster visits, so this kind of communicating keeps me in the loop with the teachers. I can read the reflections of all members and then type in my own thoughts and comments. Often, i will ask a question to push the thinking of the teachers, or I will refer them to a page in Literacy Lessons to read and think about. In one group recently, there was this whole conversation about teaching short vowel sounds. I referred the group to a section in LLI where Marie Clay cautions teachers in asking questions like "What sound does that letter make?". I am hoping that helped them think through some of their ideas.
I have been checking in with the teachers about how this process is going. I am getting positive feedback from them, particularly about the combined comments from all group members. I do think it is helping the teachers be reflective in a different way. Because there are different venues for interaction, the teachers feel like there is a place for them all to participate - in discussion, in teaching the child and talking about him or her, or in the journal reflections with everyone.
I had never written a reflection journal until last year when Renita required me to provide her with my activites for the week. I don't think it was her intention for it to be 'reflective', but it resulted in me scripting my thinking about my successes, failures, responses from teachers, etc. One of my reflections on the process was that I would have liked to have some response to my thoughts.
ReplyDeleteI have two teachers who are writing their reflections weekly. One young teacher is so 'techy' she chooses to reflect on a computer. I've assured them that these are for their personal use. One teacher shares frequently with me about what her thinking is. She is quick to 'notice' students struggling and quickly reteaches, clarifies, etc. She reflects upon which students need add'l support and pulls together flexible groups. She questions her pace, and how long to 'beat a dead horse'. I'm thankful for her openness, and her desire to get input/advice from a more experienced other (me). So even though I'm not reading her reflections, I know this is a strength for her.
I've checked in with the other teacher, but havent' gotten too much response from her. I believe her to be one who will say she will participate (probably to help me out), then she struggles to complete the assignment because she personally doesn't see the 'good' in it. I'm not convinced that many teachers think they have the time to reflect, but after a good experience, some may consider trying it.
I have used a journal with 2 of my teachers who work in the same grade level. We journal through emails and focus our writing on guided reading groups. We discuss where the children are in the gradient of levels, the behaviors they are exhibiting at that level and preview behaviors for the next level they will encounter. Next they look at running records and what sources of information the students are using and neglectings. We then discuss what strategies, prompts, texts, etc. that they could use to move the students' learning in a particular group. This has been very helpful to both teachers because they are both first year teachers and were struggling to move their readers.
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