Inquiry Plan 3rd Post! :)

Shewweee!! I'm done..... Needless to say once you see my video you will really get to see a very "limited" portion of my inquiry plan. Due to time constraints, I was really creative in ensuring that you got to see the "meat and potatoes" of my plan. In my video, you are able to see the first group of students that I worked with. Those student's, a majority of them, are on alternative assessment. These students have very limited recall and have difficulty comprehending the text read in class. When instructing to this group, I am more interested in the basics of the text. Do they know the main characters? Can they recall basic information from the text? You will be able to tell that I used error correction when guiding student's to the answers to questions. I did my best to ensure that the student's had an opportunity to be correct. Although the audio is very poor, I asked one student after we had discussed that the main character needed a hammer to fix the roof why the main character needed a hammer. Her reply, "to put a picture on the wall?"..As you can see there is a lot of repetition and basic recall.

When looking at group 2, you can see that we move at a much faster pace. We did very little recalling information from previous day's reading. Students answered guided notes with the help of the document camera for spelling correction. In the second part of this same video you can see that the student's are engaged in a reading group. I wanted to show the video how we normally conducted class before the implementation of this inquiry plan. We used small group instruction to read and student's answered questions. In the reading group, students volunteered to be the lead reader for the day. All students are not very strong readers but there has been a very positive environment created with these group of students and they are very comfortable around each other. You can see in the video when the student was not able to properly pronounce a word in the text that someone else would help them. However, there was only limited time to fit everything into the video.

This plan really turned out how I had hoped it would. This particular group was great to try something like this with. They are a very diverse group of student's and the plan really went well in the classroom. All students were very nervous to be videotaped and you can see when you watch the video that a couple of students are aspiring starts. They keep making eye contact with the camera (haha). This plan will continue to be used in my room, and I hope that through continued modification it can only enhance instruction in the room and hopefully incorporate those lower learners into the reading groups.

Inquiry Plan #2

Things are trucking along! I gave the kids their first test over the first 2 chapters on friday. They all did fairly well. There were a few who did not do well, and I feel that this was due to their lack of focus while I was reading and their lack of cooperation. Other than that, I'm really excited. We started off the week with a new chapter. I have started splitting the class into two groups. The first group goes to the computer lab for fast for word, while the second group stays down to read the novel. This is working out much better than I thought it would. I am able to break the book apart more with the individual groups. The higher ability group has more DOK 3 questions asked orally, I still read to them because they are not very strong readers, but they are filling out graphic organizers for each chapter, and they all do their guided notes individually. With the lower ability group, I spend more time reading the chapter. We focus more on characterization and vocabulary. With the second group, I stop after each question on their guided notes WS and help them answer the questions. The questions are projected on the document camera so they have the opportunity to see how to spell the word. This take a lot of time, and I'm considering giving less questions on the guided notes sheet. I'm not sure though. I still want to make sure they are following along and I feel that if I go ahead and give them the "notes" they will not be as attentive as I would like for them to be. The first group is getting ahead of the second group, but I'm ok because I feel that we are progressing and the students have more time to really focus on the material read and fill out their graphic organizers. This is really progressing and I'm really excited to see that students are learning about the characters in the novel because this is not an easy book for them to relate to.

Any suggestions for the notes situation... please let me know!

Inquiry Plan #1

This week has been a goofy week, we had Rebel Pride this week which is a team building activity day so I didn't get to see my students on wednesday. On monday and tuesday we really started to dive into the book "Where the Lilies Bloom". The kids are really enjoying listening to me read but we have not made a lot of progress with comprehension. We read 1 chapter on monday, but when I went back to assess the questions I had asked orally on monday they could not remember them on tuesday. FRUSTRATING!!!! I decided to switch things up and only do a half a chapter, and drill more on the questions. There are some really important things going on in the book right now. I had to spend my planning picking the chapter apart, looking for the questions that I felt my "higher level" students needed to be asked. I had a more challenging time coming up with these questions. However, I'm playing it by ear to see whether this modification helped at all.

Wish me luck!

Inquiry Plan

I am ready to really kick this project into gear. Hopefully everybody had a spooky Halloween. Hopefully the kids aren't wired this week from all of the candy they ate this weekend :(

I will keep you updated on the inquiry plan progress.

Task 5: Domain 3 A

Article: Understanding How Adolescents Think

Movie: Big Thinkers. Howard Gardner on Multiple Intelligences

Blog: Just Plain Good Teaching: Part Two. Engage the Body and the Brain

How does this relate to the work you do in your classroom?

All three internet sources that I researched talked about student engagement and how important its effects are in the classroom. In the article, Raleigh Philp discusses the need for continued growth regarding active engagement. How do we know our students are being engaged? Do we really understand what it is that engages the students? Philp discusses really understanding the tween/teen brain. Not all parts of the adolescent brain is fully developed. Are they just being slow or non participative when they say I don't know? Or is this a true statement on their behalf. In my classroom, I often get frustrated with the kids, especially when they let their emotions gauge their participation/learning in the room. They are always upset about things, and I tend to get very frustrated when they can't "leave" those problems at the door. However, Philp mentions that often their emotions can guide their outcomes from an early age. He also talks about having several different activities that last no more than twenty minutes. I will continue to work on switching things up to keep students engaged. Both the movie and the blog touched on active engagement in terms of multiple learning intelligences. Are we teaching too much? Is what the kids are learning not enough to stay with them when they leave school? All these things really got me teaching. But as I have mentioned in previous blogs, there are timelines and content to cover. In the movie, the man stated that students are being taught too much. They have a miles worth of knowledge that is only an inch thick. How do we change this? Well, he calls for political backing. Legislators must make a commitment with education to try something new with the hope that it will be successful. Engagement is always my main focus. Without that, it would be a pretty boring 7.5 hours.

How does this deepen your thinking about this domain?

As I researched these sources, I really began to think in more detail as to the significance of active student engagement. Active engagement might take more creative thinking on the part of the teacher, but it can also mean that students are really enjoying themselves in the classroom. It has really got me thinking in more detail about the structure in my classroom. Is it too structured? Am I too worried that I am not letting "loose" so to speak with my activities. Students don't need to be sitting the whole time, they need to be up stretching enjoying themselves. The main thing I would like to work on is incorporating music into my classroom. Learning has many different faces and I think I have not met those other faces. I want my students to have fun, but I want them to learn in the process. I am really working towards getting to that "comfortable" place where I feel like I really know what I'm doing with confidence.

How could this fit into your inquiry plan?

As far as my inquiry plan goes, I would like to really focus on the types of activities I am doing. I always start out with a vocabulary word of the day and then a smartboard daily language activity. I am up for suggestions in terms of how to engage students with a 90 minute lesson regarding reading, since this is what I teach. I would like to focus on activities that get the kids out of their seats and moving. If you guys have any suggestions that would be great. I'm stuck!

Task Four: Domain 3

Domain 4

Which component from this domain are you most comfortable with?

3b-Communication with students. Teachers communicate with their students through language, sometimes verbal language but body language as well. I feel that in my classroom I really make an effort to talk to my students to get a feel with how they perceive the everyday activities in my classroom. I always make sure that I target several different modalities. Instructions are always given in a variety of different ways. I always verbally speak the directions to them, write it on the white board and put the directions on the Smartboard for those visually impaired students who need text enlarged. With the directions posted in a variety of ways, students are aware of the expectations and know that everyone is required to complete the task. Setting these high expectations and communicating with my students they are all aware of what I want to see from them during the day.

Which component from this domain do you believe most strongly ties to instruction?

3c-Engaging students in learning. Learning happens when students are engaged. When you are able to grab their attention there are endless possibilities to what can happen in the classroom. There is a flow to the classroom as well, there is less behavior problems as well when students are engaged. When students are not engaged, lots of distractions can happen. I see this everyday working in a Special Education setting with 75% of my students that have a diagnosis of ADHD. Keeping them engaged is a full time job in itself. However, I am getting more creative and instruction happens when they are engaged. Engagement is everything ultimately!

Which component from this domain would you like to zero in on in your own instruction?

3d-Using assessment in instruction. Assessment has always been an important part of education and the more we use assessment the more we begin to see how assessment can play an even larger role that it already is. I often will assess students for knowledge of comprehension, but I have difficulty knowing what to do with those results. I may be targeting a specific skill, and when I am doing this I often do not know how to assess that skill in a non-traditional way. Assessment is something that I struggle with overall. I hope that the more I use assessments in the classroom and the more data that I collect, the easier it will be for me to transform that into hard data that shows learning happening.

Domain

I am interested in Domain #3

Task Three: Instructional Practice

Do all students have a capacity to learn?

YES YES YES!! Would I be a special education teacher if I did not truly believe this? Students like mine throughout history were put into the "non learning" category where they were stuck in a room basically to be out of the way. Thankfully times and attitudes have changed and they are now being included with the "learners" and results are showing that they too can learn. Every student has the capacity to learn, however as an educator, it is my job to figure out how it is that they learn best. Do they do better with hands on activities? Are they auditory learners? It all is individualized on the student, and this honestly is my favorite part of the job. I find it so rewarding to see that lightbulb go off when a student finally realizes and idea or concept.

What shapes this capacity?

This is the tricky part! There are so many factors that can stand between a child and their learning. Environmental factors seem to be the most difficult part of the learning process for most of my students. Did they have food to eat at their house over the weekend? Were their parents fighting? Did they forget to take their medicine? Although there are others factors that shape the capacity to which a student learns. What is their IQ score? Are they in a classroom that promotes their style of learning? So many factors play into how much the student retains or grasps through initial contact. As an educator it is extremely important to be in tune with how all of these factors may or may not affect our students in the classroom. I love the look my students give when they walk into my classroom. A teacher's assistant actually commented today that my classroom was like "home" for the kids. When in collaboration, I feel that my students can be very overwhelmed at times. They try to keep up with the mainstream population and in the process lose a sense of their self respect. When in my room I give them the opportunity to be themselves and I ask for their input and guidance in their education. I want to know what truly works for them!

However, I cannot control what happens when they leave school. It's not fun to worry about whether or not your student will be safe while at home or whether they will be fed. This is the part of the job I enjoy the least :(

How much influence do you have upon this capacity?

I can only control and improve what goes on in my classroom. I can be a support system for my students while at school but beyond this my hands are tied. However, I do feel that I can encourage and promote a higher level of thinking while they are in my room. I engage students and try my best to focus my lessons on learning outcomes that promote their specific style of learning. Am I saying that I only teach to their specific learning style? NO. But I do give my students strategies to help them if they do have difficulty with a certain style of teaching. I had a student that was having difficulty keeping up in U.S. History with the teacher's guided notes. She had trouble keeping up and finding the answers as the teacher lectured. I encouraged the student to speak to the teacher and with my help we were able to get those notes to her in advance so she could look at them and be familiar so that when she read the text she would know what she was looking for.

How do these assumptions about learning shape our instruction?

The population of students that I work with do have a great deal of difficulty following the rules, curriculum and overall social aspects of school. I feel that it is my duty while teaching in my classroom that things not be the same as they are in the gen. ed. classes. I am still following core content and modifying to meet their needs, however I try my best to engage and target my students learning. I want them to get excited about english! Ha Ha, I know that's a difficult beast to tackle, but in a perfect world they would be :) However, I still feel that there is learning to be done and they still need to get the information in several different ways. I feel that this better prepares them for life after high school. Once I get my students, I really only have three years at best to get them ready for life in the "real world". I want them to be actively engaged and I try my best to shape my instruction so that this happens on a daily basis.

Task Two: ENACTING CURRICULUM

WHAT IS THE PURPOSE OF CURRICULUM AND WHAT ROLE DO WE HAVE AS TEACHERS IN THIS PURPOSE?

THE PURPOSE OF CURRICULUM IS TO ENSURE THAT AS EDUCATORS WE ARE TEACHING WHAT IS NECESSARY FOR STUDENTS TO HAVE A HIGHER LEVEL OF THINKING AND BE SUCCESSFUL POST GRADUATION. EVERY STATE AS WELL AS DISTRICT HAS THEIR OWN IDEA AS TO WHAT CURRICULUM IS AND HOW IT WILL BE PRESENTED TO STUDENTS. AS AN EDUCATOR I SEE THE NEED AND IMPORTANCE FOR CURRICULUM, IT IS WHAT KEEPS MY CLASSROOM IN A CONSTANT FLOW FROM ONE UNIT TO THE NEXT WITH SKILLS BEING MASTERED AND ON TO THE NEXT NEW SKILL. IN THE ARTICLE "BACKWARD DESIGN" IT WAS STATED THAT CHILDREN NEED THE OPPORTUNITY TO CONNECT WHAT THEY ALREADY KNOW WITH NEW INFORMATION DONE THROUGH THEIR OWN THOUGHT PROCESSES. SCAFFOLDING IS VERY IMPORTANT TO CURRICULUM, IT IS THE IDEA THAT THERE IS A GRADUAL BUILDING OF SKILLS AND KNOWLEDGE AND STUDENTS CAN BE SUPPORTED TO MOVE BEYOND ROTE KNOWLEDGE AND DEVELOP DEPTH AND UNDERSTANDING.

AS AN EDUCATOR I REALIZE THE IMPORTANT OF EFFECTIVE CURRICULUM. MY DISTRICT SENDS OUT MANDATED CURRICULUM THAT MUST BE COVERED IN MY ROOM. I HAVE BEEN VERY FORTUNATE IN THE FACT THAT I HAVE BEEN GIVEN THE CREATIVE ABILITIES AS A SPECIAL EDUCATION TEACHER IN MY BUILDING TO MODIFY CURRICULUM AND PRESENT IT TO MY STUDENTS IN AN "INDIVIDUAL" MANNER THAT FITS THEIR LEARNING STYLE. I LOVE MY JOB IN THE FACT THAT EVEN AS DIFFICULT AS IT MAY BE TO FOLLOW THE CURRICULUM IN A SPECIAL EDUCATION RESOURCE CLASSROOM, THE CURRICULUM HAS BEEN SET AND I KNOW WHAT I MUST COVER AND WILL BE HELD ACCOUNTABLE FOR MY STUDENTS KNOWING THAT MATERIAL.

HOW MUCH CONTROL DO WE HAVE IN THE DESIGNING OF CURRICULUM?

CURRICULUM DESIGN VARIES FROM DISTRICT TO DISTRICT. THE STATE OF KENTUCKY HAS ESTABLISHED CORE CONTENT. THIS INCLUDES SKILLS AS WELL AS CONCEPTS THAT STUDENTS MUST KNOW AND IS DIVIDED BY GRADE LEVEL. DISTRICTS VARY IN TERMS OF THEIR DESIGN OF THE CURRICULUM. IN MY SCHOOL DISTRICT, WE ARE GIVEN A CURRICULUM MAP FROM THE BOARD AND THEN AS A DEPARTMENT WE ARE TO SIT DOWN AND MAKE DECISIONS AND DECIDE AS A TEAM WHAT THE RESPONSIBILITIES ARE OF EACH TEAM MEMBER IN IMPLEMENTING THE CURRICULUM. AS FAR AS DESIGN, THERE IS LITTLE GOING ON AT THE SCHOOL LEVEL, MOST CURRICULUM DESIGN IS OCCURRING AT THE DISTRICT LEVEL. HOWEVER, IN MY BUILDING THE SPECIAL EDUCATION DEPARTMENT HAS BEEN DIVIDED AND WE ARE ASSIGNED TO INDIVIDUAL DEPARTMENTS TO HAVE AN INPUT INTO WHAT WILL WORK FOR STUDENTS WITH DISABILITIES. THIS HAS BEEN VERY SUCCESSFUL AND WE ARE SHARING APPROPRIATE ACCOMMODATIONS TO THE GENERAL EDUCATION STAFF (THIS MAKES MY JOB A LOT EASIER ;) EVERYONE IS INVOLVED IN THE LEARNING PROCESS, WE MAY NOT BE DESIGNING THE CURRICULUM BUT AT BCHS WE ARE MODIFYING AND MEETING OUR STUDENTS NEEDS.

HOW MUCH SHOULD WE HAVE?

AS A NEWBIE TO EDUCATION I DO NOT FEEL THAT I HAVE THE EXPERIENCE NOR KNOWLEDGE TO BE MAKING DISTRICT WIDE CURRICULUM DECISIONS. I THINK KEEPING THE CURRICULUM DESIGN AT THE DISTRICT LEVEL ALLOWS TEACHERS TO BE CREATIVE, THERE IS THE OPPORTUNITY TO MODIFY AND BE CREATIVE IN THE IMPLEMENTATION OF THE CURRICULUM WITHOUT ALL THE EXTRA LEGWORK OF DESIGNING THE CURRICULUM.

HOW DOES THE CURRICULUM THAT YOU HAVE LOOK LIKE IN YOUR CLASSROOM IN A DAY TO DAY ENVIRONMENT?

WORKING WITH STUDENTS WITH DISABILITIES IT IS VERY IMPORTANT THAT MY CLASSROOM ENVIRONMENT IS CONSISTENT AND ROUTINE, MY STUDENTS ROCK WHEN THEY HAVE THEIR ROUTINE DOWN!! I WRITE STUDENT FRIENDLY OBJECTIVES ON THE WHITE BOARD EVERYDAY. WE GO OVER WHAT SKILL WE WILL BE WORKING ON FOR THE DAY AND WHAT THEY WILL KNOW WHEN THEY WALK OUT OF MY ROOM 90 MINUTES LATER. THE CURRICULUM METHOD THAT I MOST FOLLOW IN MY ROOM IS BACKWARD DESIGN. I AM CONSTANTLY USING SCAFFOLDING FOR STUDENTS TO BUILD OFF ONE SKILL TO AQUIRE THE NEXT. WHEN I AM MODIFYING UNITS I ALWAYS START WITH THE FINAL ASSESSMENT AND WORK MY WAY BACK. THE BACKWARD DESIGN ARTICLE MENTIONED WHAT HAPPENS IN THE CLASSROOM WHEN YOU ENGAGE STUDENTS AND RESPOND TO THEIR SPECIFIC NEEDS.... FEWERE DISCIPLINE PROBLEMS AMONG THE SPECIAL EDUCATION POPULATION. I FIND THIS TO BE VERY TRUE. ENGAGING MY STUDENTS IS KEY TO THEIR SUCCESS, IF I STAND IN THE FRONT OF THE ROOM WITH VERY LITTLE ENGAGEMENT I HAVE LOST MY STUDENTS BEFORE I EVEN BEGIN. WIGGINS ARGUES THAT YOU CANNOT PLAN HOW YOU'RE GOING TO TEACH UNTIL YOU KNOW WHAT IT IS THAT YOU WANT YOUR STUDENTS TO KNOW. THAT IS WHY I FIND IT MAKES THE MOST SENSE TO USE THE BACKWARD DESIGN IDEA OF KNOWING WHAT WILL BE ASSESSED AND THEN TEACH ACCORDING TO WHAT IT IS YOU WANT THEM TO KNOW.

Task One: Curriculum Design Question #3

Wiggins talks about the need for a "modern" curriculum-what could this look like?  Do you buy that we need a new approach to curriculum?  Why or why not?

Modern curriculum would allow for students to be actively engaged in their learning.  Lots of hands on activities as well as a thirst of knowledge and the will to find the answers on their own.  The knowledge they absorb should then provide a quest for further answers.  Individual ownership as well as hands on experiences would give further inquiry for a continued learning encounter.  To sum it up best, Wiggins statess "Take nobody's word for it, see for yourself."

Personally I do buy into the idea that we need a new approach to curriculum.  I don't feel that we need to completely throw away the years of progress but rather maybe the way we go about presenting the information.  Learning should be interesting and fun, there is still an essential need for the information but maybe a new approach to it. 

 Wiggins states that students need to know what is important.  If students constantly listen to their teachers and everything that we say is essentially important then how will they know what is and isn't important?  This is why there is a need to a new approach to curriculum as a whole.  For students receiving special education services this idea to a new approach would be extremely beneficial to their learning experience.  There are certain approaches and ideas that could be revamped to incorporate their learning styles.  

Task One: Curriculum Design Question #2

What model of curriculum do you feel best fits your current role?  What model are you most attracted to?  What would be your preference?

The model of curriculum that best fits my current role is integrative core curriculum.  I feel this model most relates to the needs of my classroom due to its interests in providing students the opportunity to collaborate with their peers.  As a Special Education teacher I understand the importance for allowing my students different means to retaining information presented to them.  Often in writing activities students in my classroom have the opportunity to reflect upon their own personal experiences and work together as a team.  Lecturing to student's in my classroom has not been very successful considering the learning process and their struggles with attention, etc.  When my students are given the opportunity to "think outside the box" so to speak, I feel that they have then been given the rights to their learning.  They are able to connect and then respond and take ownership to their learning.  The article mentions that this approach is difficult to facilitate in a high school setting, however I feel given my population of students its very beneficial in my classroom.  Integrative curriculum focuses on common personal and social problems and gives them the opportunity to reflect and then use it in their own lives.  Wraga states that " students tend to learn better when they perceive a connection between their concerns and what they are asked to learn."  Although it 

Task One: Curriculum Design Question #1

Why do we need to consider curriculum?

For someone who struggles to follow a sequential order with anything.  I appreciate the value of curriculum.  Curriculum serves as a "check" so to speak to ensure that as educators we are teaching our students the MOST important things that they will learn given their grade level.  Curriculum maps have become a major staple in the learning process in my district.  We have met as departments to discuss exactly what it is that we should be teaching as well as a timeline for teaching it.  Strategies and ideas may change over time but the guiding principles as to what to teach are solid on their own foundation with generations of learners.  Curriculum is what we are supposed to be teaching to our students and what we are accountable for.  It is the very bread and butter of our job!  There is a lot to be taught in thirteen years and it is vital that we have a plan so to speak as to what is the most important.  In Wiggins article it was mentioned that although we have this time to prep our students for the future we will not teach them everything.  However if we leave them with a desire to learn as well as a way to absorb and retain information then they will be a generation of lifetime learners.  

Welcome fellow bloggers!

I'm Jessica Moore and this whole idea of blogging is very new to me!  I'm a Special Education teacher at Boone County High School.  I teach resource english and everyday is interesting to say the least!  I took the alternate route to teaching.  I was headed to law school and then decided that wasn't what I wanted out of life.  So I started the Alternative Certification Program for Special Education at NKU and have been going to school full time since the summer of 2007.  I'll be finishing my Master's and Rank 1 at the same time. 

This is my second year at Boone but third year teaching.  I spent my first year at Simon Kenton High School (my alma mater).  It was weird teaching where I went to school so I packed my bags and moved up the road a few miles :)  I'm really looking forward to learning a lot about how to incorporate technology more in my classroom.  I have found that using technology what little bit I have in my classroom my students love it!  They are more actively engaged and eager to participate.  That's why this class is very exciting to me.   

I love to camp and hope to get away somewhere for fall break.  I'm also in the market for an old Volkswagen bus to camp in, keep your eye out for me!