Independent Component 2

Here is my Independent Component 2 hours log (starts on Feb):

https://docs.google.com/spreadsheet/ccc?key=0AufLznWoxxvGdERXM0d5MXlQejdmdzl0VHhuOVBSMFE

Here are pictures of some notes and one of the magazines I took notes on for my Independent Component 2:

Literal:

a) I, Diana Gutierrez, affirm that I completed my Independent Component which represents 30 hours of work.

b)  I completed 30 hours of reading, from magazines Ms.  Underwood (teacher from Independent Component 1) let me borrow and from a book called Methods for Effective Teaching.  I took notes on every section that I read, anything that I found helpful to my senior project and/or EQ.

Interpretive:

It took an average amount of 40 minutes to an 1 hour of reading and taking notes for about two months.  It's about 30+ pages of notes/research all together.  It was very useful since it was a book made for future teachers to study off of and prepare them for their careers (I checked out this book at the Cal Poly Pomona library), and so, had a lot of information from lesson planning, to grouping strategies, and handling misbehavior.  The magazines had various information on current issues within education, such as poverty affecting the academic performances of numerous students, start at a young age too, and colorblindess (not accepting diversity within classrooms).  I read about many issues/facts that I hadn't read before in my previous research.

Applied:

It definitely helped explain in greater detail all of my answers, since it talked about all the teaching methods I have as my answers; I got this information from Methods for Effective Teaching.  I read about different examples on how teachers may apply certain teaching methods within the class, and examples I probably hadn't seen in my service learning or first independent component.  Both the book and magazines talked about struggling and at- risk students.  There was information on the reasons why they may be in that position, especially at such a young age, and why certain teaching methods prove to be more effective with at- risk students (which my EQ is about teaching methods that can help increae academic gain of at-risk students in first grade).  The book actually helped me get my third answer and deepened my understanding towards that method, which was Direct Instruction.

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. 

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

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.  

Independent Component 1 Plan Approval

1)  For my independent component I plan on observing a Kindergarten class probably twice a week, the same time I go to volunteer with the first grade teachers.  Where I would volunteer is the same elementary school I already volunteer at. 

2)  I believe  that if I go twice a week to observe the Kindergarten class for at least an hour or so, I'd  be able to have the hourse finished by the given due date.  If I start noticing within the first week that I may not be able to achieve the full hours required, then I will stay after school to help the kindergarten teacher I decide to do my independent component with or maybe another kindergarten teacher who  may need more assistance. 

3)  My essential question is "What is the best teaching method a first grade teacher can use?" and my independent study is observing kindergarten classes, which allows me to observe the teaching methods they use then, and how they compare to the ones the first grade teachers use.  I'd be able to notice which methods are similar and hopefully discover why that is.