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Something new. What do you
think?
At the end of this module I attached
one group’s composite responses to
module 4. Give it a look.
Chapter 5 module a
SINGLE!
Remember this slide is your “gut” response to the question. Answer in a
conversational tone
“…
What is the main idea of this chapter?
Basically this chapter is about confidence and how it ties into the ability of the student to learn.
Having confidence in a certain subject allows the student to feel comfortable, which allows
information more easily to enter the student’s brain and stay there.
Chapter 5 module part b
DOUBLE!
“Use a conversational tone to explain
how the following concepts from this
chapter relate to each other and
learning: self-efficacy, social context,
student choice, motivation, relevance
I think confidence may be strongly related to motivation because if a student is more confident in a certain
field, he is more motivated to pay attention in class and do the assigned work. The student thinks about
the subject outside of class, thinking about what he can do in future projects. He takes learning into his
own hands and reads books related to the subject. He begins to understand the inter-workings of the
subject and how it came to be. He learns about other opinions towards the class, which may make it
harder for me since he may argue with my points in class, but overall is good for the student. The ability for
the student to think for themselves and look at a certain topic with an objective eye allows the student to
be successful in other topics as well. It shapes them as a better learner.
Chapter 5 module part c TRIPLE!
Consider your experience as a student both
in college and high school. Which, if any, of
these concepts describe your performance,
grades, engagement, etc.? What teachers
had an approach that worked for you? What
approaches would have worked for you?
In my own experience my best teachers were the ones that incorporated multiple types of
teaching as well as having a sense of humor. I was in nearly all honor classes, so I had a certain
level of diversity, but I think teachers with these qualities would be successful in any type of class.
Being able to adapt to the class that you are teaching is something that isn’t thought about too
much but it really should be. One really important aspect was my perception of the difference in
the amount of work between college and high school and how that work was valued. In high
school, there was multiple types of homework and quizzes, allowing for a certain degree of
mistakes. In college, the work isn’t worth much until the main exams are handed out that are
worth 30% of the class each. It forces the students, like myself, to cram all the information we
learned into the few exams, which may or may not, depending on who you ask, make the student
less likely to retain the information. This does however allow the professor to put a huge amount
of information into the class, for better or for worse.
Chapter 5
Part d HOMERUN!
The demands placed on you to engage your students during
the age of 3D gaming and movies, multimedia everything,
and increasingly shorter attention spans, etc. is a daunting
challenge. What are going to be your 3 hooks? How will you
make your instructional time relevant and engaging for all of
your students AND YOURSELF?
One idea, tool, or concept for engagement that has me interested is Youtube. It’s easy to use. It
has intellectual information available, but still has fun to watch videos that make the classroom
more relaxed. Allowing students to feel comfortable, and yet still give them the opportunity to
learn outside of what I can do through lectures and other forms of teaching is something to be
taken advantage of. A point that should be considered though, is that it should not be used as a
crutch. It is a supplementary tool used in conjunction with the lecture or group learning activity.
Also, picking the videos to be watched is important. Showing videos that are too long and don’t
have any interesting visuals aren’t going to be effective. The challenge of using Youtube is tying it
back into the material you are teaching, and this is why it should be used as a supplementary
tool.
I just added this to the module because this group put together a
really interesting composite of all of their answers. I just thought
this was great! What do you think?
MODULE 4: This is an actual quote from a recent meeting of math teachers.
“I just don’t know what to do. No one in any of my geometry classes is
making above a “C”. Later during the lunch break there was a lively discussion
about the statement. Half empathized with the teacher. Half did not.
What is your reaction?
I believe that this is the teachers fault. It seems to me that the teacher is blaming the
students for not getting good grades in his/her class, when this could be the case but
with an entire class it is more likely not the reason. With none of the kids in his/her
class not making any higher grade then a C, then I think the way of teaching is what
needs to be evaluated. I do not know if the teacher is angry with the classes or if
he/she sees that it may be their fault and is just wanting some input on what to do. I
think that by expressing his/her concerns to other teachers, this teacher may get some
input for what he/she can do better to help her students understand. But overall I
believe that the teaching is the main concern in this situation.
Chapter 4 module part B
SINGLE!
Remember this slide is your “gut” response to the question. Answer in a
conversational tone
“…
What did you get out of this chapter?
I don’t know if I ever thought about assessing literacy. Since I have entered the field as a biology teacher I never really gave
thought to assessing how well my students can read but did give a little thought to assessing how well my students write. I always
understood that if a student of mine was unable to read the material I was teaching, that they would not understand the
concepts. However in biology, lots of focus can be put on writing skills, for things like lab write-ups and reports. So, in those ways I
have given thought on how to assess my students writing abilities. I understand that there are ideals about assessment like how
many teachers just use multiple choice tests and use the book test generators to give tests.Realistically this is not the greatest
thing to do. By doing this it adds a gap between the way in which the teacher teaches the material in the book and the way that a
teacher may usually word questions. There are pressures to teach to standards and to the standardized tests, and teachers feel an
obligation to simply teach these things. Not in any way would teaching to the tests in biology involve assessing my students
literacy. Also, traditional perceptions about grades tend to lean towards the A meaning excellent work and F meaning failing work,
but when has there ever been a system to help the students understand material. Many students can cram before a test and pass
it with an A but how many of those students actually understand the material and will be able to use it again there life.I have
questions about how to have my students gain more from assessment and not feel so stressed to just get the grade.
Chapter 3 module part C DOUBLE!
“Use a conversational tone to explain
the difference between assessment
and evaluation… also explain how
both are recorded” (or if they are both recorded)
“I think the assessment is a students individual work on recalling information from what the teacher has
taught previously. I think evaluation is seeing if the student understands the material and can relate the
concepts to real world situations. As a teacher of biology in the 6-12 grade level I think that understanding
concepts and using them to be able to connect these concepts to real world experiences and real world
situations is what is important for my students. My observations and experiences lead me to believe that
assessment and tests just stress kids out and tend to make them cram and just recall information, never
fully understand. I also feel that to much pressure is put on students to do good on assessments. From
experience, I am not a good test taker and tend to have a little bit of anxiety when taking tests and many
times blank on questions. Fro this reason I would like to make my classroom one that is not centered
around tests but centered on actually understanding the material and being able to use that information to
solve problems in society and other aspects of life.
Chapter 4 module part D TRIPLE!
How can kid watching, kid
listening, and observational
checklists be used to improve
instruction?
One way I could use kid watching-listening would be listening and watching a student of mine
solve a problem using the scientific method. Through watching and listening to the ideas of the
students working through a real-world problem using this important method shows me that they
truly understand the material and how to use it to solve problems. I can also offer guided
assistance to help lead them to the correct answer or also lead them to figuring out another way
should they fail in their first attempt. Also, I think that rubrics if written correctly give kids just
the right amount of guidance but also the opportunity to be creative in their own way and still
receive and understand the information that is being observed and measured.
Chapter 4
module part F
HOMERUN! Part One
The idea of assessment driven instruction can fly in the face
of standards, the use of a syllabus, my planning, and grade
book. How do you reconcile the need for assessment driven
instruction with these other pressures?
Ideally assessment would show that the students learned the information and understand the
concepts presented. Ideally assessment would improve the students’ learning, and my teaching.
The reality is that many students learn the information but only for the time of the test and after
the test forget the information. The reality is it is very time consuming to assess everything you
teach. A syllabus is hard to follow, because if you are trying to assess everything after it is taught,
it is hard to stay on schedule. It seems impossible to make a syllabus at the beginning of the year
when you don’t even know how your students will respond to the information. For that matter,
you don’t even know how they will get along with each other, and the classroom environment is
important to their learning. If the students need more time to fully understand a concept then
the appropriate amount of time should be focused on learning that material, just as my plan book
is a schedule of the things that need to be covered and understood by the students, it should also
be flexible in time with the students and how long it takes them to fully understand a topic.
Planning is all relative. It, like the syllabus, is nearly impossible to do accurately. Some topics will
need more time, while others will need less. Some topics will be more interesting, but you don’t
know that until you get to know your students. The expectation of what a grade book is supposed
to look like is a book with lots of grades that show your teaching skills and the understanding of
your students.
Chapter 4
module part F
HOMERUN! Part two
The idea of assessment driven instruction can fly in the face
of standards, the use of a syllabus, my planning, and grade
book. How do you reconcile the need for assessment driven
instruction with these other pressures?
Even with all of the challenges I think I can still help my students learn the material and
understand the material so that they can use it many years down the road. I hope to take the
pressures of good grades off of my students and just set expectations for their understanding of
the material and the knowledge to solve real world situations. Grades should not be the main
focus in the classroom. The students should be proud for accomplishing their own goals, not
yours. Some examples are: When I plan lessons I must leave time for concepts that they may have
problems understanding, and different ways of assessing their knowledge of the material instead
of just giving tests to show that they can recall information for the time being. I also hope to plan
activities to help show me that they understand the concepts instead of just giving them activities
that they follow a recipe and never truly understand the concept behind the activity. When I
record grades I want to record actual information that shows that my students understand not
just letters for how well they recall information and forget it. If a kid bombs a quiz I can talk with
them to see if they really understand the concept and just did not understand what was being
asked of them. Should the student really not understand the material, then I would take the time
to see where the problems stand and try to clear up concepts and information for them. When it
comes to the course schedule of dates I will be flexible and understand that some information
may come easy to the students while others may take longer for the students to understand.
