All Hands on Deck
All Hands On Deck
Week #6
10/16-10/20
This week was super exciting for me because I was able to take over the classroom for calendar time. Mrs. D needed to step out of the classroom to take care of a student who became ill. The students has just sat down to do the usual calendar activities. Because I have watched this part of the day many times, Mrs. D asked if I would like to take over. I was a little nervous, but excited to have a hands on experience so of course I said I would love to! I started by calling up students to put up the new date, weather of the day, and to change the number of how many days they have been in school. Mrs. D also has a student come up and write any number they want on the board. Then another student gets to come and draw a picture of any object they want as long is it coordinates with the number that was put up. This week I was also able to have my own math group. In my group we did an activity with dice. The students were given a dice and a laminated piece of paper with a dry erase marker. I then instructed the students to roll the dice twice and write the numbers they rolled and then
decide which number was smaller. I really enjoyed when I was able to help the couple students struggling with the activity and then see them be able to do the activity after I talked them through the process.
Common Core
This is such a broad term, however it is something that I have really noticed in my practicum. I am not going to talk about common core itself, but how I have seen it effect my practicum teacher and students thus far. I have noticed first hand the standards of common core. I have noticed that there are certain ways that the students need to write their numbers and letters in order to be ready for the standardized tests. There are so many little things that many do not realize are important teachings for the common core standards. Some examples of this are the way the students write their numbers and letters must be in a certain format in order for them to count when tested over them. Common Core standards are very particular and this is something I am nervous about and hope I can meet the requirements for all that common core asks of me.
Does your teacher require learning in the upper levels of Blooms Taxonomy (analyzing, evaluating, creating) or are most of the lessons geared within the three lower levels (remembering, understanding, applying)?
I feel that my practicum teacher has most of her lessons in the lower levels of blooms taxonomy because she is teaching kindergarteners, so it is more difficult for them to go in depth with their learning and explain what and why they are learning what is being taught. She does how ever want them to be able to remember and understand the material and then be able to apply what they have learned in assignments and such. An example I see of this is during math. They do math worksheets during their whole group math time. During this time Mrs. D starts by talking to them about what the students will be learning that day and how they will do it. Next she does a few problems with them and asks them if they are understanding it and she goes around and checks to make sure they are doing everything correctly. Last, she has them do some problems on their own to make sure they have learned and understand the material on their own. This would be the applying level of the blooms taxonomy chart.
10/16-10/20
This week was super exciting for me because I was able to take over the classroom for calendar time. Mrs. D needed to step out of the classroom to take care of a student who became ill. The students has just sat down to do the usual calendar activities. Because I have watched this part of the day many times, Mrs. D asked if I would like to take over. I was a little nervous, but excited to have a hands on experience so of course I said I would love to! I started by calling up students to put up the new date, weather of the day, and to change the number of how many days they have been in school. Mrs. D also has a student come up and write any number they want on the board. Then another student gets to come and draw a picture of any object they want as long is it coordinates with the number that was put up. This week I was also able to have my own math group. In my group we did an activity with dice. The students were given a dice and a laminated piece of paper with a dry erase marker. I then instructed the students to roll the dice twice and write the numbers they rolled and then
decide which number was smaller. I really enjoyed when I was able to help the couple students struggling with the activity and then see them be able to do the activity after I talked them through the process.
Common Core
This is such a broad term, however it is something that I have really noticed in my practicum. I am not going to talk about common core itself, but how I have seen it effect my practicum teacher and students thus far. I have noticed first hand the standards of common core. I have noticed that there are certain ways that the students need to write their numbers and letters in order to be ready for the standardized tests. There are so many little things that many do not realize are important teachings for the common core standards. Some examples of this are the way the students write their numbers and letters must be in a certain format in order for them to count when tested over them. Common Core standards are very particular and this is something I am nervous about and hope I can meet the requirements for all that common core asks of me.
Does your teacher require learning in the upper levels of Blooms Taxonomy (analyzing, evaluating, creating) or are most of the lessons geared within the three lower levels (remembering, understanding, applying)?
I feel that my practicum teacher has most of her lessons in the lower levels of blooms taxonomy because she is teaching kindergarteners, so it is more difficult for them to go in depth with their learning and explain what and why they are learning what is being taught. She does how ever want them to be able to remember and understand the material and then be able to apply what they have learned in assignments and such. An example I see of this is during math. They do math worksheets during their whole group math time. During this time Mrs. D starts by talking to them about what the students will be learning that day and how they will do it. Next she does a few problems with them and asks them if they are understanding it and she goes around and checks to make sure they are doing everything correctly. Last, she has them do some problems on their own to make sure they have learned and understand the material on their own. This would be the applying level of the blooms taxonomy chart.
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