tag:blogger.com,1999:blog-10382954045922233192023-11-15T22:10:06.617-08:00Reflections of a Middle School TeacherAmy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-1038295404592223319.post-91265203662034494782012-04-23T09:52:00.000-07:002012-04-23T09:52:14.254-07:00Technology Integration<!--StartFragment--> <br />
<div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="color: #262626; font-family: Georgia; font-size: 18.0pt; mso-bidi-font-family: Georgia; mso-bidi-font-size: 14.0pt;">Technology Thoughts…<o:p></o:p></span></b></div><div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="color: #262626; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">Over the last several months, I have learned that when it comes to technology I don’t know very much!....and there is much I haven’t tried!<span style="mso-spacerun: yes;"> </span>I also have one thing I didn’t have before--<span style="mso-spacerun: yes;"> </span>an increased curiosity in technology for the classroom.<span style="mso-spacerun: yes;"> </span>Because of the NGNOW course I took through the teaching center, I now <i>want </i>to learn how to do things with technology, and I’m willing to try, even if I don’t know how.<span style="mso-spacerun: yes;"> </span>I also want to continue to learn more about how other teachers are integrating technology as well as keep up with technological news and trends.<span style="mso-spacerun: yes;"> </span>I actually like learning in general a great deal.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="color: #262626; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">I have learned that good teachers who integrate technology seek out opportunities to learn.<span style="mso-spacerun: yes;"> </span>It doesn’t do to wait for other teachers to come up with their own ideas for using technology, although my colleagues do come up with some pretty great ideas!<span style="mso-spacerun: yes;"> </span>I believe schools need to support teachers and students to understand the importance and relevance of using technology.<span style="mso-spacerun: yes;"> </span>Technology will never replace teachers; however, teachers who know how to use technology effectively to help the students connect, collaborate, and think critically will replace those who don’t.<span style="mso-spacerun: yes;"> </span>Technology is not a fad but an important part of how students learn and work, and students as well as teachers need to be able to learn how to use it effectively!<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="color: #262626; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">It is critical for teachers to be active participants in a variety of networks, including Twitter, Facebook, communities, and professional organizations like ISTE.<span style="mso-spacerun: yes;"> </span>Teachers need to be active online.<span style="mso-spacerun: yes;"> </span>Furthermore, it is important for teachers to regularly reflect and think out loud about technology integration. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="color: #262626; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">I have never been what I would call a tech savvy teacher.<span style="mso-spacerun: yes;"> </span>I feel a little bit tech savvy now but I do need to be willing to continue to teach myself things!<span style="mso-spacerun: yes;"> </span>I need to have a willingness to try out new technological tools.<span style="mso-spacerun: yes;"> </span>The NGNOW course awakened a technological curiosity within me that I am certain will endure.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 23.0pt; margin-bottom: 21.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="color: #262626; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">Prior to the technology course, I was not passionate about the possibilities of technology in education.<span style="mso-spacerun: yes;"> </span>I wasn’t willing to seek out opportunities to learn about technology and use it in my classroom.<span style="mso-spacerun: yes;"> </span>Passion tends to tie everything together.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>It is perhaps the most important quality for any teacher for that matter.<span style="mso-spacerun: yes;"> I need to t</span>hank NGNOW for awakening a passion within me!<o:p></o:p></span></div><!--EndFragment-->Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-27228365792783896922012-04-17T09:31:00.000-07:002012-04-17T09:31:00.506-07:00Prezi<span class="Apple-style-span" style="color: #444444; 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<b><div style="display: inline !important;"><div style="display: inline !important;"><span style="color: black; font-family: arial, helvetica, sans-serif; line-height: 22px;"><span style="font-size: small;"><span style="font-weight: normal;"><span style="font-family: verdana, sans-serif;">Recently, I've been playing with an online presentation tool called Prezi. It is similar in notion to Powerpoint but there are several benefits to a Prezi over a Powerpoint. First of all, the “movement” between Prezi frames is more captivating to an audience and make for an interesting presentation. Prezi has a big visual impact as the transitions are animated. Second, video clips are embedded into a Prezi. To show a video clip from youtube in Powerpoint, you actually leave the powerpoint. Finally, the ability to save a Prezi online is nice. You don’t have to worry about “losing it. </span></span></span></span></div></div></b><br />
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<span style="color: black; font-family: arial, helvetica, sans-serif; line-height: 22px;"> <span style="font-size: small;"><span style="font-weight: normal;"><span style="font-family: verdana, sans-serif;">Despite the significant advantages to Prezi over Powerpoint, there are also several drawbacks. First of all, if you can’t access the internet for some reason you are out of luck with your Prezi. Second, the presentation template can get a little confusing. Everything is on one screen-- there are arrows going every which way, pictures, words, clips, etc. It can be a little visually overwhelming to work on. Finally, in my opinion, the biggest drawback to Prezi is that it takes a significant amount of time to learn and master. It is not as user friendly as Powerpoint. It took me several hours to create my simple Prezi. </span></span></span><br />
<span style="font-family: Arial; font-size: 16pt;"><span style="font-size: small;"><span style="font-weight: normal;"><span style="font-family: verdana, sans-serif;">I’m not sure I would take the time to have students create a Prezi. The Prezi learning curve is significant and it would require a great deal of time in the computer lab. The periods at JDMS are only 35 minutes and it would take several class periods just to learn how to use the Prezi tool. </span></span></span></span></span><br />
<span style="color: black; font-family: arial, helvetica, sans-serif; line-height: 22px;"><span style="font-family: Arial; font-size: 16pt;"><span style="font-size: small;"><span style="font-weight: normal;"><span style="font-family: verdana, sans-serif;"><br />
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<span style="color: black; font-family: arial, helvetica, sans-serif; line-height: 22px;"><span style="font-family: Arial; font-size: 16pt;"><span style="font-size: small;"><span style="font-weight: normal;"><span style="font-family: verdana, sans-serif;">However, I’m certain I will create Prezis in the future. My students seemed to enjoy the Prezi I made on the Underground Railroad. It was new and novel to them which kept their attention. It was also a nice change to Powerpoint. Nonetheless, I think the novelty would wear off quickly and students would get bored if I use Prezi all the time. Just like in with food, moderation is key. :)</span></span></span> </span><br />
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</span></div></span></div></b>Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-18329070068741074282012-03-28T06:59:00.000-07:002012-03-28T06:59:55.662-07:00The InternetI have been thinking a lot about the internet as I am taking a course on technology integration. Recently, I was asked to read about the history of the internet and was certainly surprised at what I learned. <br />
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It is important to understand the history of the internet because we are all “digital citizens.” It is important to have a basic understanding of internet milestones because of the impact those milestones have had on communication as well as on the world as a whole.<br />
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I was surprised to learn through my study of the internet that the first computers were linked in 1969. I now think maybe I am a digital native and not an immigrant! From the year after my birth to the current day, technology has been transforming. Yes, I was surprised learn that I may in fact be a native as well as surprised at the fact that I don’t think Al Gore was mentioned any where!<br />
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One of the most powerful learning tools available to students is the internet. Within seconds students can have a country thousands of miles away on their desktop. Questions that used to take hours to answer are answered with great detail in a short amount of time. The internet is an exciting educational tool.<br />
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In order to use the internet responsibly students need to learn how to navigate it as well as “manage” the large amounts of information they find. There’s lots of good information on the internet but there are also many misconceptions, inaccuracies and well as opinions. Students must learn to judge the quality of internet resources in order to use it responsibly.<br />
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As an educator, I believe I play a vital role in not only helping my students to navigate the internet but also to understand its dangers. I also believe those lessons on internet safety must begin with young children and built upon each year. I have taken my students through an activity mentioned in one of the articles I read-- “Spotting a Fake”. The activity was completed at the end of our unit on explorers. Students had some knowledge of the subject I was asking them to research and became alarmed as they completed their project because they knew that the information was false. The activity was meaningful and memorable because the students figured out the site was inaccurate all their own, based on the knowledge they had acquired from me.<br />
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I love to learn how others have taught students about the internet in a meaningful way.Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-50010435285451115252012-03-16T09:05:00.001-07:002012-03-16T09:55:11.159-07:00Beyond Cool: Meaningful Technology Integration“Technology” has always impacted education. Take the printing press of the 1400s-- it allowed for the development of textbooks! Technology has quietly changed the way we work, play, and think. Today’s technology is transforming curriculum globally. The “research” shows that technology integration in schools positively affects the learning process-- both achievement and academic performance. Consequently, it is incumbent upon educators to embrace technology. <br />
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The learning styles of digital natives are different than those of immigrants. Traditional instructional methods do not meet the needs of the 21st Century learner. The 21st Century learner thrives on and craves technology. Thus, technology must be integrated into the classroom because digital natives pervade our classrooms! But can technology be used to support higher level learning? <br />
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Certainly technology can be used to support higher level learning!!! It can be used to support all of Gardner’s intelligences. For example, a musically “intelligent” person can be supported technologically through CDs, DVDs, interactive books that have audio elements, digitized singing and instruments, music composition software, etc. The “naturalist” benefits from online dissections as well as virtual field trips to national parks and landmarks. Technology supports Gardner’s intelligences as well as allows learners to use higher level thinking skills (think Bloom’s Taxonomy). The higher-level thinking skills require students to “synthesize,” “evaluate,” and “create.” Technology most definitely allows for such higher level skills through blogging, publishing, video casting, podcasting, moderating a blog, etc.<br />
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Over the last several weeks I have been reading all I can about technology so as to best integrate technology into my classroom. I have been scouring the internet for ideas. This week I taught myself how to use two Web 2 services- Voki and Blabberize. I enjoyed learning about them as well as creating "avatars" to motivate my students and improve their comprehension. Both services can be used to do a quick review or introduce a topic. I see how they grab the students' attention. I also believe both can be used for higher level thinking skills. For example, students could create their own avators to present an analysis or evaluation of a text.<br />
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If you're looking for something new try Voki and Blabberize (see the links below) <br />
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http://www.voki.com/<br />
http://blabberize.com/Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-35871897021467335132012-03-06T09:03:00.000-08:002012-03-06T09:03:14.163-08:00APPR vs. TechnologyTechnology is pervading education. SMARTBoards, projectors, elmos, flip video cameras, iPods and iPads are commonplace in many classrooms! I am being asked to integrate technology and often feel like I'm being thrown to the wolves! What exactly does it mean to integrate technology? Does the fact that my students are using pencils every day count as integrating technology? I feel tremendous pressure to not only integrate technology but also make sure students "use" technology and even learn technology in my Social Studies classroom. But what does that mean? If a I ask students to put a document under the Elmo, is that student "using" technology and learning how to use the Elmo? <br />
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I use technology everyday, but getting my students to use it daily seems to be difficult for me. I wish I could allow my students to communicate using technology, whether it be on facebook or through their smartphones. However, students can't use phones or access facebook during the school day. I assign an assignment here or there requiring students the internet for information. I teach the students how to search appropriately. However, I haven't a clue what the difference between web 1 and web 2.0. I also learned a while ago that devoting class time to work on a "technology" project is not the best use time. It seems as though too many problems are encountered and students squander the time. <br />
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With the pressures of APPR, where does technology integration fit into the equation? How is technology integration going to be measured? Is it even an issue anymore in light of APPR? I feel as if APPR and technology integration are in conflict. <br />
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I am interesting in your thoughts......do you have any?????Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-52472691062244039502012-01-31T06:26:00.000-08:002012-01-31T06:26:00.293-08:00Written Comments<b>Written Comments on Student Work </b><br />
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<div class="MsoNormal" style="line-height: normal; margin-bottom: 0pt;">I recently read an article about written comments versus grades on student work. Written comments refer to those annotated notes that we teachers make on work that a student has turned in. The article discussed the importance of these written comments to growth and basically argued that ALONE they are powerful. It also suggested that when paired with a letter grade or score serve virtually no purpose. If done properly written comments can give good feedback on what a student is doing well and where growth needs to occur. Of course, the problem with written feedback is it is time consuming to provide and it is also highly subjective. Written feedback can also be taken out of context or be misinterpreted. The article suggested to try writing comments on a students work and not actually providing students with the letter grade. If students are provided with both written comments and a grade, they tend to only look at the grade and not thoughtfully read the comments. </div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0pt;"></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0pt;"><br />
I decided to try as the article suggested and only write comments on the most recent DBQs students completed as well as give them an opportunity to re-write the DBQ based on those comments. When I handed back the DBQs I told students to read all the comments over carefully and that their grade would become clear as they read the comments. This seemed to motivate the students to carefully read over all the comments. I then handed out a rubric with student's grade. As I handed out the rubric with a grade I asked them to predict what grade will be on the rubric based on the comments they read. <br />
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The written feedback separated out from the grade served as a great tool. The rewritten DBQs were the best I have ever received. In the past, when students have rewritten DBQs it seems very few changes are ever made or the DBQ doesn't change at all. <br />
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Certainly, key to written comments being successful is making sure they are straight forward and honest without being judgmental. </div>Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-28211973518894039312012-01-09T10:45:00.000-08:002012-01-09T10:45:44.989-08:00Grades<div style="font-family: Arial,Helvetica,sans-serif;">I've spent a lot of time thinking about "grades" as I "graded" 130 personal Declarations of Independence. I thought I would take a moment to reflect upon grades and what I've learned about them. For me, grades are simply one of a number of tools used to provide feedback.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;">As a teacher, I am familiar with grades as a form of feedback. Grades give students an indication of where they stand. Grades are a concrete placeholder based on predetermined grading scale. However, whether grades motivate students to do better or learn more is something with which I struggle. I know some students are motivated by "grades" but is it for the right reasons? I wonder sometimes if grades are more an indication of behavior than learning. It seems the most well-behaved kids are getting the higher grades. When grades are given it is often the end of learning. I am realistic to know that my students need grades to prove their learning to parents, colleges, etc. Getting rid of grades isn't possible, but looking at how, what, and when I grade would be a good idea. </div>Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-65923346321279886132011-12-22T06:42:00.000-08:002011-12-22T06:42:56.474-08:00Rest in Peace Last week I was told that a former student was killed in Iraq. Alex was a student who entered my classroom some 16 years ago with a monstrous chip on his shoulder. However, by the time he left my class he had started to turn things around and over the years that followed was able to recover and graduate high school. He gave me part of the credit for helping him in a letter he wrote to me some years later. He told me it was that I didn’t give up on him, didn’t just throw him out class when he said something ridiculous, and that I made US History fun. Ultimately it was a single assignment that affected him, a poem I asked him to write from the perspective of a soldier in the Vietnam War. <br />
When Alex graduated high school, he joined the Army. He visited me whenever he was home on leave. One of his Iraq tours was cut short when he nearly was killed when his unit came under enemy fire. He told me on the day his unit was ambushed he thought of that poem he wrote in 11th grade: <em>But in the end I shall fall like the rest.</em><br />
I went back and read Alex's poem when I heard of his passing. I was struck by these lines-- <em>Looking at pictures of my wife and kids. Leaving them will be the hardest thing I ever did.</em> Alex left behind a wife and two children. He was one of those students who helped me grow as a young teacher. While I have seen students turn their lives around, he was my first. I am honored to have been part of his life and am deeply saddened by his loss.Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-17103659601139565562011-12-09T10:04:00.000-08:002011-12-09T10:16:59.917-08:00WordFoto<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">In the past, I have used Wordle in class but recently have been playing at home with a "WordFoto" app on an I-pad I borrowed from a friend. WordFoto isn't meant to reconfigure an entire speech or paragraph like Wordle. Bascially, WordFoto allows you to add words to a photo....hence, "WordFoto." </span><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">At home, I have enjoyed taking photos of my kids and turning them into cards and posters. One night when I was working on one I got to thinking that the program had some potential to make images of historical figures and places more interesting. Below is a WordFoto made of a Mount Vernon photo. The original photo is beneath to allow you to compare the two. </span><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGM7SQoczXztoEi6a0BVl8qyMSwGPNSrxnyk0VKhkmF4SKpQYtz1QpW3eCAi04XNHPAvcxzGQOgPDRBZRbCBwAvaRqj265kT8ImUEg5Rm6lX9xzcMCzB9VR6Skg2Fj-HlITD8uiGAdADo/s1600/mountvernon.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGM7SQoczXztoEi6a0BVl8qyMSwGPNSrxnyk0VKhkmF4SKpQYtz1QpW3eCAi04XNHPAvcxzGQOgPDRBZRbCBwAvaRqj265kT8ImUEg5Rm6lX9xzcMCzB9VR6Skg2Fj-HlITD8uiGAdADo/s400/mountvernon.jpg" width="400" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiylrFNigWpiHg43ieCCVtOauGxJOTXu4AnD22A5VWjRCMaRNownqd43WTyESek6ILKhzJVxkeCUw-uE3rWKDpWR51iPoukWtU5k8fv596U-rgzmcQEUU4XjpmR0qpUOSvRB9jXOoDVfsY/s1600/4743962407_beeaa7a841_o.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiylrFNigWpiHg43ieCCVtOauGxJOTXu4AnD22A5VWjRCMaRNownqd43WTyESek6ILKhzJVxkeCUw-uE3rWKDpWR51iPoukWtU5k8fv596U-rgzmcQEUU4XjpmR0qpUOSvRB9jXOoDVfsY/s400/4743962407_beeaa7a841_o.jpg" width="400" /></a></div><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I used a "WordFoto" I created to grab students attention when we started our unit on the Revolutionary War and they seemed to respond well to it. I will certainly consider using it again. </span>Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-9849262789910545482011-11-03T10:15:00.000-07:002011-11-03T10:21:09.279-07:00Wow! It's Already November...It's hard to believe that we've completed 2 months of school and it's already November. The year seems like a blur. My biggest challenge is the large class size. I have four classes with at least 25 kids and one with 21. I can't think of a year when I have ever had so many kids.<br />
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Grading the work of so many students is definitely the most time-consuming aspect of my job. However, there aren't many other ways to hold students accountable for their learning. Plus, the information I gather when I grade papers helps me gauge my effectiveness as a teacher. I have a few strategies I use to make sure the time and effort I put into evaluating my students' work is meaningful to them<b>.</b><br />
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<b>When correcting papers, I use green ink instead of red.</b> Some where I read that the color red is often associated with negative feelings and may have an impact on the students' perception of feedback.<br />
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<b>I have a code to use in the margins of papers to signal errors in paragraph style or grammar.</b> I once read that students learn more when they must locate an error themselves than if I circle their misspelled words or insert correct punctuation for them. The code for the error must be on the line in which the error occurs. This year I made a list of my codes and distributed it to each student. Here are some of my sample codes:<br />
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<ul><li><b>sp - </b>spelling error<br />
</li>
<li><b>p - </b>punctuation error<br />
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<li><b>ss - </b>sentence structure (confusing, poorly constructed)</li>
</ul><br />
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<b>I try to return papers within 2-3 days this year. </b>Research shows that the more time that elapses between completing an assignment and receiving feedback on that task, the less meaningful the feedback becomes. The biggest challenge here is with DBQs!<br />
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<b>When I return graded assignments, I give a brief overview of the positive aspects of the assignment as well as areas that need improvement.</b> I think this gives students a better idea of what I was thinking and looking for when grading their papers.<br />
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<b>To save time I've discovered that grading papers as a class (with the exception of tests and subjective essays) can save hours of time. </b>This helps students more because it allows them to review the material another time. Students are also able to receive prompt feedback. I make sure the names of students are not visible on papers that will be graded by peers. I use student numbers to protect the privacy of my students. Having students sign the papers they correct helps make them more responsible. I let students know that I will be checking papers to ensure they are being graded accurately. <br />
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<b>I try to keep in mind when I grade that the written comments mean a lot to students, often more than the grade at the top.</b> I try to always be positive and constructive. Here are a couple of examples of encouraging comments on students' essays:<br />
<ul><li>Your first sentence grabbed my attention!<br />
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<li>You support your argument with very strong evidence.</li>
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<b>The other day the student observer in my classroom asked....</b><br />
What do I say when students ask, "Does this assignment count?" It's a loaded question. If I say, "Not really, it's just practice to prepare you for the test, which does count," some students will not make their best effort. They may interpret my well-meant response to mean "No, this does not count, so don't worry about doing it." In my opinion, even if the activity will not be graded, students need to know that their full participation is expected.Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-29892825452295675442011-10-11T07:58:00.000-07:002011-10-11T07:58:10.096-07:00Columbus DayOver the summer I took a class on improving the instruction of history. One of the many things I learned was how to engage students in historical "creative" writing. I tried the "your story" activity with students this past week. We were finishing up our unit on Native Americans. I displayed a picture of the Plains People hunting buffalo and asked students to write a short story inspired by the image using at least 10 of 15 displayed vocabulary words. <span style="color: black; font-family: "Century Schoolbook"; font-size: 25pt;"></span> I was pleasantly surprised with the student work. Students who are not normally excited about history wrote some of the most creative work. They were able to bring the history they learned alive in a novel manner. I was able to assess how well students had learned specific vocabulary and definitely will use the "your story" activity again. Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-55933556701756588852011-09-16T11:31:00.000-07:002011-09-16T11:31:05.538-07:00Week TwoWow! I can't believe how exhausted I am after the first full week. Working after 10 weeks off is definitely a shocker to the system. Nonetheless, this was a great week! We have finished all the team-building as well as class-building activities and are definitely bonded. :) Although my classes are bigger than ever, the kids are better than ever. I couldn't be happier. <br />
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This week, I tried something new. I wrote student names on popsicle sticks. I now pull a stick to call on on a student to answer a question or respond to a comment. It seems like the same kids are always raising their hands and it is often difficult to avoid calling on them. The popsicle stick method is working quite well and has definitely made a difference on the focus of students-- for fear of their stick being pulled. Also, more kids are now involved in the classroom. Of course, I do fudge it every now and again. For example, when I ask a question and pull the stick of a student I know won't be able to answer, I often will call on someone else and simply pretend that was the name pulled. Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0tag:blogger.com,1999:blog-1038295404592223319.post-24535708593913396232011-09-08T11:38:00.000-07:002011-09-08T11:38:40.814-07:00Week One My professional development plan for the 2011-2012 calls for me to reflect each week on my teaching via a blog. I am committed to this endeavor as well as to trying something new in my classroom each week. <br />
The first week of school is always crazy-- learning names, going over procedures, schedule changes, etc. etc. This year is no different than any other year. Despite the chaos I did try something new. Over the summer I reread a book by Harry Wong etitled <u>The First Days of School</u>. I had read it years ago when I first began teaching and decided to revisit it this summer. It is based on the premise that what you do as a teacher on the first days of school will determine success or failure for the rest of the school year. It is an easy read and I got as much out of it the second time around as I did the first. Many of the things mentioned in the book I already do. However, one little thing caught my attention. It is in a chapter devoted to how to have students follow classroom procedures. Do your students seem to take forever to pass their papers in? When they turn papers in do they punch each other in the back as the papers are passed forward? The book says that students should pass their papers across rows, not up rows. Wong says there are a number of problems with passing papers up to the front of the room-- you can't see what is happening behind each students back as you stand in the front of the front of the room and some students tap, poke, shove, as well as hit the back of the student in front to get their attention. He suggests that issues are eliminated when students pass papers across rows. Well, I tried it and would you believe it does seem to be a better use of time and much less disruptive? The difference is noticeable and the procedure much easier to manage. Thank you Harry Wong!Amy Bissettahttp://www.blogger.com/profile/08879315656424276877noreply@blogger.com0