1) What is the best teaching method a first grade teacher can use?
2) What do you think of using Direct Instruction with first grade students?
3) In what subject or skill does Direct Instruction help with the most? How?
4) What do you think of using Differentiating Instruction with first grade students?
5) In what subject or skill does Differentiating Instruction help with the most? How?
6) What teaching method do you believe helps the most with first grade student’s reading comprehension skills? Why?
7) What important quality should a teaching method have, in order to help the majority of the students with their academic performance?
8) How can a teaching method be proven successful? What is successful in this situation?
9) What is a subject area first grade students need most help in nowadays, based on your experience and knowledge?
10) What teaching method do you believe helps ELL (English Language Learners) students learn the required grade one content more efficiently (as in quicker and knows the content well)?
11) What do you believe are some significant reasons that make an at risk student at risk?
12) What can you tell me about Total Physical Response? Give examples of how you used it in your first grade class?
13) In what areas is Total Physical Response more effective, with first grade students?
14) What do you know of Small Group Instruction? What are important features that distinguish it from other methods?
15) How often do you use Small Group Instruction? Why?
16) What teaching method (s) have you commonly used within your time teaching (not just with first graders)? Why?
17) How does the diversity of students affect the way you teach, your techniques, and such?
18) What has proven to be the best way to engage students and keep them motivated? Why do believe this is so?
19) How do you manage helping the students who are scoring below average within a class advance, while keeping the advanced students in their place?
20) What credible sources do you know of that may help me with my topic Teaching First Grade or specifically with teaching methods?
Thursday, February 23, 2012
Friday, February 17, 2012
Independent Component 2 Plan Approval
1) I'm not completely sure, but I'm stuck between two options. What I'm planning on doing for my second independent component is either to read a certain book or books that are about the same topic (teaching methods) or watch documentaries/videos on teaching and teaching methods.
2) If I decide to go with the reading plan, then I would have to split up the hours. If I only do weekdays, then I can have my deadline for having my hours completed be a day before the Independent Component 2's deadline (if I end earlier, it may be more hours of reading each weekday). I can include weekends, and take a break on one of the days of the week. I believe that it's about the same plan when it comes to watching documentaries. However, it would probably take more time to get hold of documentaries, depending where I go to look for them. If I do it every day of the week for one month, I would watch a documentary (ies) for at least an hour/day.
3) Both plans include sources that explain and talk about teaching methods. It may include information on other subject areas in teaching (such as student- teacher- behavior), but extra information would help me gain a deeper understanding and clarification on my EQ.
2) If I decide to go with the reading plan, then I would have to split up the hours. If I only do weekdays, then I can have my deadline for having my hours completed be a day before the Independent Component 2's deadline (if I end earlier, it may be more hours of reading each weekday). I can include weekends, and take a break on one of the days of the week. I believe that it's about the same plan when it comes to watching documentaries. However, it would probably take more time to get hold of documentaries, depending where I go to look for them. If I do it every day of the week for one month, I would watch a documentary (ies) for at least an hour/day.
3) Both plans include sources that explain and talk about teaching methods. It may include information on other subject areas in teaching (such as student- teacher- behavior), but extra information would help me gain a deeper understanding and clarification on my EQ.
Thursday, February 9, 2012
Independent Component 1
Here is my log of hours on a calender. Is from November 30, 2011- December 6, 2011 [This is for the first Calender]:
https://docs.google.com/spreadsheet/ccc?key=0AufLznWoxxvGdDFjQkNEVnBGVEczM0ZZNnU2QlUzdHc
Here is the 2012 calender. Is from January 10, 2012- January 31, 2012:
https://docs.google.com/spreadsheet/ccc?key=0AufLznWoxxvGdGpBQ0E2M2VrX2dDTkx4Q2Yzc1NTTnc
I don’t have any pictures available at the moment. However, I will post a picture of me working on my independent component by next week.
Here are a few of the notes that I have taken on my observations of the class:
Literal:
a) I, Diana Gutierrez, affirm that I have completed the independent component, which represents 30 hours of work.
b) I go to a kindergarten class (also two other first grade classrooms) for my independent component. I observe the class and at times, assist the students with homework or in any other area they need help wih. When I observe the class I take notes on the student’s behavior, the classroom’s environment, the teaching methods, the teacher’s behavior, the types of activities the students do, and so forth. When the teacher is working with a small group of students or testing each individually, I help the other students with their homework or what they are working on.
Interpretive:
I went about once a week for only an hour or so (still go, but not to complete my Ind. Comp. 1; it's a great learning experience). I've gained a lot of knowledge and experience. I do not only get to observe the class and see how both the teacher and students work together and individually, but also, I get to work with the students and experience the difference of working with kindergarten students to working with first grade students (which I do for my service learning). Having a few teaching methods in mind already, it’s important for me to make the connections and see how they are put to work with the students. The teacher that teaches the class I work with for my Independent Component, gave me examples of how she uses certain methods in her class, helping me get a clearer idea of the teaching methods I’m researching. As I help the students, I learn what catches their attention and keeps them enganged, what qualities a teacher or anyone must have to teach a child.
Applied:
My independent component did not exactly give me exact teaching methods, it was Ms. Underwood who did in my third interview. However, my independent has helped me see how the teaching methods (the teaching methods I know of at the moment) work. For example, I was able to see Ms. Underwood use TPR (Total Physical Response) with the kindergarten students one time I went. She did a sort of activity that required physical movement from the kids and quick thinking. TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) ac- tivity (Widodo, Handoyo Puji, 2005). As I mentioned before, Ms Underwood did an activity in order to teach the students adding. She created two lines. The two students at the front were against each other, and the one who answered the right answer first got to go to the back of the line while the others stay, until they win. She had them stand up once they got to the front of the line and knew the right answer. Once they stood up, they knew they had to answer quick and think clearly. This is just an example of what I observe and take notes of. In all, my independent component helped me and is helping me give detail and examples to the answers of my essential question.
https://docs.google.com/spreadsheet/ccc?key=0AufLznWoxxvGdDFjQkNEVnBGVEczM0ZZNnU2QlUzdHc
Here is the 2012 calender. Is from January 10, 2012- January 31, 2012:
https://docs.google.com/spreadsheet/ccc?key=0AufLznWoxxvGdGpBQ0E2M2VrX2dDTkx4Q2Yzc1NTTnc
Evidence
I don’t have any pictures available at the moment. However, I will post a picture of me working on my independent component by next week.
Here are a few of the notes that I have taken on my observations of the class:
LIA:
Literal:
a) I, Diana Gutierrez, affirm that I have completed the independent component, which represents 30 hours of work.
b) I go to a kindergarten class (also two other first grade classrooms) for my independent component. I observe the class and at times, assist the students with homework or in any other area they need help wih. When I observe the class I take notes on the student’s behavior, the classroom’s environment, the teaching methods, the teacher’s behavior, the types of activities the students do, and so forth. When the teacher is working with a small group of students or testing each individually, I help the other students with their homework or what they are working on.
Interpretive:
I went about once a week for only an hour or so (still go, but not to complete my Ind. Comp. 1; it's a great learning experience). I've gained a lot of knowledge and experience. I do not only get to observe the class and see how both the teacher and students work together and individually, but also, I get to work with the students and experience the difference of working with kindergarten students to working with first grade students (which I do for my service learning). Having a few teaching methods in mind already, it’s important for me to make the connections and see how they are put to work with the students. The teacher that teaches the class I work with for my Independent Component, gave me examples of how she uses certain methods in her class, helping me get a clearer idea of the teaching methods I’m researching. As I help the students, I learn what catches their attention and keeps them enganged, what qualities a teacher or anyone must have to teach a child.
Applied:
My independent component did not exactly give me exact teaching methods, it was Ms. Underwood who did in my third interview. However, my independent has helped me see how the teaching methods (the teaching methods I know of at the moment) work. For example, I was able to see Ms. Underwood use TPR (Total Physical Response) with the kindergarten students one time I went. She did a sort of activity that required physical movement from the kids and quick thinking. TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) ac- tivity (Widodo, Handoyo Puji, 2005). As I mentioned before, Ms Underwood did an activity in order to teach the students adding. She created two lines. The two students at the front were against each other, and the one who answered the right answer first got to go to the back of the line while the others stay, until they win. She had them stand up once they got to the front of the line and knew the right answer. Once they stood up, they knew they had to answer quick and think clearly. This is just an example of what I observe and take notes of. In all, my independent component helped me and is helping me give detail and examples to the answers of my essential question.
Monday, February 6, 2012
Presentation 2 Rough Draft
Here is the link to my 20 minute Lesson Plan:
https://docs.google.com/document/d/1W3Qw0OiPSooRN7NbT8I3-dAy3hoqDiNs5H7wP8ntdBs/edit
https://docs.google.com/document/d/1W3Qw0OiPSooRN7NbT8I3-dAy3hoqDiNs5H7wP8ntdBs/edit
Subscribe to:
Posts (Atom)