Figurative Language for 4th Graders – Final Project

Figurative Lang 4th graders Final

Creating online instruction and assessment for fourth grader learning in literacy was challenging.  The process was long and arduous, although if I’m honest with myself, I learned a great deal about the various tools I plan to use in my online instruction. I’m certain there are many more advantages and disadvantages that I did not consider while preparing my instruction, but I believe that will come with time, practice and experience.  I have learned most of all, that safety and security are my two main concerns when instructing young students utilizing online resources.  I have also concluded, that I really need to practice and start creating the classroom, online environment to really know if things will work as I hope they do.

Module 6 Cybercoaching

Cybercoaching is specifically intended for personalized feedback appropriate for higher levels of thinking (Bloom’s Taxonomy). As I continue to reflect upon this concept, I fear we have lost this element in face to face instruction. I can try to go by someone’s desk, and support them, but many students are hesitant, in a public arena, to let others know they’re struggling. It’s hard to get privacy in a room of 30+ students, whereas in online classrooms, there are options for privacy and more one –to-one with the instructor.

Cybercoaching allows for goal oriented feedback with an opportunity to revise before summative evaluation. I know that I do this when students are working on projects, but unfortunately, in a math classroom where you are trying to “get through” the workbook, or through the curriculum, it’s very difficult to take the time to assist students in learning, at various levels, in a face to face situation to give them personalized attention. How can you do it as an online instructor without spending all your time on the computer?

Part of cybercoaching is to aid students in becoming independent, progressing with “confidence”, and support “student centered learning”. The reading curriculum I used this past year allowed for more student centered learning, but it was very difficult for these young students to vocalize their learning. They were still developing oral language skills, and it also took them time to process the questions asked of them. They were so used to giving answers they thought I expected, it took them at least half the school year to realize I valued their thinking. As a cybercoach, I too am trying to get at student thinking and guide them through analysis.

Module 5 – Bloom and More

In using Bloom’s Taxonomy as applied to Casey’s Journalism class, I discovered it was easy to get at higher order activities with all the activities she had selected for her class. I also discovered that much of what she was offering could easily go online, and we had a good discussion about “virtual field trips.

Bloom’s Table

We are supposed to post an update regarding our final project.  I’m not exactly sure what I’m posting.  I’m revamping my Learning Objectives.  I’m still a little confused by having to write 4 of them, but then I keep hearing they should be written in one sentence.  Can you write on clear and concise sentence using the three elements required to write a learning objective to include four objectives?

I have decided to try to prepare online instruction for fourth grade learners teaching figurative language through literacy using a variety of activities and online assessment tools to meet learning objectives.

Reflections on Midterm Module 4 Cooperative Project Virtual Collaboration

I found that because my teammates have more experience in using a variety of tools (wiki, blogs) the team project experience seemed to go smoothly.  We all had our strengths and put them together to make the project a whole.  We did a great deal of discussion at the beginning making sure we interpreted the requirements of the project.  We used a wiki to discuss and prepare pages.  I am grateful to my colleagues who have taught me something new about the use of a wiki and virtual collaboration.  My colleagues shared some sound advice which helped strengthen the objective.

It was difficult finding information on LiveJournal, in particular how it is used for assessment, which is the tool I had selected to research.  It would be a good collaborative tool, for high school and college leveled students, but I would not use it for anyone younger due to the risk of security if the settings are set appropriately by the user when you first start using the tool.  My teammates on the other hand seem to think it would be a good tool for younger users because of its social compatibility. It wasn’t until after I completed my page, that in my E-Learning class, I learned more about researching online and how to find reliable, valid information.

You can find the Assessment toolbox in the sidebar under blogroll entitled Assessment Toolbox Module 4.

Module 4 Reading Reflections – Assessment as a Way of Life, An Introduction to Comprehensive Assessments

Time and again I get so angry and frustrated at the practice of standardized tests. What about all those kids who just can’t pass them? Are we really saying these kids can’t be productive members of society? Long before we had standardized tests, we, our parents, and their parents, graduated from schools and still became productive members in society where solving real – world problems was respected and rewarded.

I know it takes time to prepare performance based assessments that allow students to apply what they know. In the long run, that’s what they’ll do on the job, and in life.  Does it always have to be quantity over quality because it’s easier for the instructor?

The districts in which I have worked have been revamping all their assessments, and continue to do so, based upon performance of tests. In our PLCs this year, all we talked about was “data” and “data driven results”. Although we can use this information to find gaps in learning, we don’t change our instruction to allow for MI or differentiation. In fact, even our curriculum has become so dry, so standardized, we can’t step out of the box. Our students are missing out on so much learning, so few reasoning activities, and how to show what they’ve learned. With the standardized tests, we’ve lowered the self-esteem of our students, and foisted a great deal of anxiety and stress upon them to perform (for a test). In the grand scheme of life, will it really matter what your scores were? Or – will it matter that you can apply what you’ve learned to the real world?

Reflections for Module 3 – Crystal Clear or Clear as Mud

Making the concept map was fairly easy once I knew what I wanted to teach.  Turning it around to be sure this lesson could work in an online environment is possible, but I’m sure right now there are many things I haven’t yet considered.  I am certain there are many more things I could play with in Inspiration, but with limited time one can only do so much.

As to our midterm – I spoken with four different people, and they and I seem to be interpreting the midterm expectations differently.  Perhaps because of our various experiences, we interpret what we read differently.  However, I just read an article in my other online class.  I’ve posted a link to the article http://jolt.merlot.org/vol6no2/bronson_0610.htm

I would also like to share a quote from this article:  ” The final advice we would like to offer is clear attention to detail, a laser-like focus on the minutia of what you are trying to communicate.”  It’s so vital that we communicate clearly and concisely, but even more so as online instructors.  What I think makes sense to me, may not make sense to the reader.  Do we all get editors when we start teaching online?  I for one could use one.

Concept Map, Learning Objectives and Assesssment

LEARNING OBJECTIVES
Students Will:
1. Distinguish between idiom, personification, and onomatopoeia
2. Be able to categorize each as they read poetry

ASSESSMENT
Assessment would be done through the use of a wiki. Students would work in groups of 3-4. Each would have a different poem to read. As a group, in their wiki, they would list by category: idiom, onomatopoeia, or personification- write the sentence or phrase beneath they found in the poem they are read , highlight the word or words that help you distinguish what it is, and explain what each means.

Concept Map AHA!

As I looked at others maps, I admired the way they turned out.  It was driving me crazy trying to figure out how others turned out so differently from mine and then I found it – I had selected the template or design version in Inspiration, while it seems as if others chose the map option in Inspiration.  So I went and played around in the mapping option, and it allowed me to do so much more, place text in there much more easily than in the version I tried.  So here’s my AHA – stick to the map option rather than template or design of your own – way so much easier!

Reading Reflection Module 1

One of the uses of assessment that really struck a cord with me was,  assessment for learning – assessment which promotes student learning and addresses the present needs of students.

I read an article about a year ago which I found on the National Council of Teachers of English newsletter, which seemed to say something similar and made the same connection. Unfortunately, I cannot find the article, but it struck a cord in me because it required teachers to reconfigure the way we’re teaching so as to be less teacher directed, and get at student thinking.

In this way, I would say that assessment for learning is connected with especially the surveys and interviews because they ask pointed questions that get at the heart of the student and their needs, and help assess the present student needs.

I have to say, being new to this type of learning, I wouldn’t have even thought of these as assessments, but rather, getting to know you activities.  It sure beats taking a test, and I believe is more open ended and honest.

Module 2 Reading Discussion

What really grabbed my attention this week was found in the article:  Relevant Assessment Strategies for Online Colleges and Universities.  It was the alternative Assessment Method of journal writing that reminded me when I first went through my teaching courses, the importance of journal writing, not just for the sake of a writing course, but to better understand myself and my students.  Yet, with such limited time constraints in face to face classroom instruction, there seems to be such little time to journal or reflect.  I especially like that fact that you can reread what you’ve written, and see how far you’ve progressed from beginning to the end of a course, or school year.

Being able to journal also “enhances critical thinking skills” which is what we keep trying to get at as educators.  The fact that journaling should be a part of both classrooms, online and face to face, reinforces what I’ve believed in since I began teaching.

Blogs are a tremendous tool for journaling.   Given that this past year I taught primary aged students, I don’t know that I would ask them to blog, as they don’t necessarily have the computer skills to share their thoughts.  I would however, use it with 4th, 5th, 6th, and perhaps even 3rd grades, depending upon what we’re working on.  I would like students to be able to share their thinking on a math unit and let me know what they feel they’re struggling with and where they might need more help.  I can assess that all I want from homework, but that doesn’t necessarily mean the student did the homework themself, and I would hope that blogging would offer an opporunity for self-reflection and honesty.

Partner Interview

Barb Jacobson is an excellent example of a person who, when life gives her lemons, she makes lemonade. Her K-4 teaching position was recently eliminated due to budget cuts.  She saw this as an opportunity to take not only this class, but also E-learning for Educators in hopes that this will provide her with more career options. She loves the challenging job of teaching, and keeps busy raising her three children, one who is in university studying PE. Her two sons are currently in high school. Upon reflection she feels that ” the terrible twos are much easier than the teenage years”.