Monday, June 23, 2014


Problem Based Learning - this is an approach that challenges each student to learn through engagement through a real problem.

Cognitive Apprenticeship - A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert. (Educational Psychology glossary)

I think one are that I could use cognitive apprenticeship is in the reading area. During the story, you ask questions, but not everyone is receiving the content. If the case of ELL learners, we have to take into consideration that they do not have command of the English language. After the story I would do a narrative pantomime, which would bring the story to life and the child would be a part of that story. Students can articulate their knowledge of the story and do a turn and talk with a partner. I would ask the children questions of "what does this story remind you of?" I will then be able to see the connections that the children have with the story. The students will then be able to reflect on the story and the connections that they made or different ones they have heard form others.
Some of the challenges that we may face is the language barrier. We will speak slowly and with a friendly tone.
I actually have done this with the class and it was a real hit. I was amazed at the connections and the knowledge they had prior to the story.
We all want our children to do well and if we think of things for them outside of the box and to always make connections, we will be steering them in the right direction.




                      




Cluster 11 C-E-R



adventuresofmssmith.blogspot.com
candokinders.blogspot.com
adamsbook.com
teachersnotebook.com

I chose Pinterest as my site to help assist students with developing appropriate academic goals.
I found some great ideas which would appeal to children from different age groups. A lot of the tools that I found would help students set their academic goals. I listed them above. The site can be adapted for my own teaching as there were some great ideas that could be used.

 Constructivism - knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge.

http://www.youtube.com/watch?v=HvGx64MlWTM

http://www.youtube.com/watch?v=uwSeZNltIH4

I enjoyed watching these videos on sailing and you can see how knowledge and meaning was formed from their experiences and interactions. The children are learning something meaningful through their sailing experience.







Cluster 2 C-E-R

Differences between Piaget and Vygotsky:

Here is a concept map that I did on the differences between on Piaget and Vygotsky.


https://bubbl.us/?h=20ea24/42db97/219dCO0.1r58I&r=2115332418

According to Vygotsky, much important learning by the child occurs through social interaction with a skillful adult. The behaviors that this adult models, whether a parent or teacher, provides verbal instructions for the child. The child then internalizes this information.

The age range that I chose was 3-6 years old. Montessori called this the sensitive periods. This is a great age where the children enjoy activity. The balance beam, carrying objects and movement games. I also noticed at this age that the children have a great sense of concentration, coordination, order and independence. The sense of order would be the child putting away his work on the shelf he took it from. Children like their environment to be orderly. You can see each child concentration on their work. The independence is challenging yourself and doing the work for yourself and by yourself.

I chose to look at bilingual education. Because I work in a school with high Hispanic population, it is important to me to have the tools I need to help communicate with the children. For many, it is there first school experience. These were the websites that I found for ESL/ELL learners.

www.nabe.org/BilingualEdu.
sitemaker.umich.edu/370blinged/home
www.bilingualeducation.org/
www.bei.edu/


Cluster 4

Different diagnosis I may see in my classroom could be learning disabled, ADHD, OHI (other health impaired), speech and language impairment, visual and hearing impaired.
  1. The three primary characteristics of ADD/ADHD are inattention, hyperactivity, and impulsivity. The signs and symptoms a child with attention deficit disorder has depends on which characteristicspredominate. Children with ADD/ADHD may be: Inattentive, but not hyperactive or impulsive.
  2. With learning disabilities you may see these characteristics: confusion of similar words, difficulty using phonics, problems reading multi syllable words. Slow reading rate and difficulty with comprehension and retention of material that is read, but not with material presented orally. These are just a few examples.
With respect to speech and language disorders you may see these characteristics: 
  • Noticeably behind other students in speech and/or language skills development
  • May have a learning disability (difficulties with reading or written language) with average intelligence
  • Improper use of words and their meanings
  • Inability to express ideas
  • Inappropriate use of grammar when talking or writing
  • Inability to follow directions
  • Difficulties in understanding and/or using words in context, both verbally and nonverbally
  • May hear or see a word but not be able to understand its meaning
  • May have trouble getting others to understand what they are trying to communicate
  • Has difficulty remembering and using specific words during conversation, or when answering a question.
Accommodations for the ADHD child may be:
  • provide reassurance and encouragement
  • frequently compliment positive behavior and work product
  • speak softly in non-threatening manner if student shows nervousness
  • review instructions when giving new assignments to make sure student comprehends directions
  • look for opportunities for student to display leadership role in class
  • conference frequently with parents to learn about student's interests and achievements outside of school
  • send positive notes home
  • make time to talk alone with student
  • encourage social interactions with classmates if student is withdrawn or excessively shy.
Accommodations for the Speech and Language child: 

Provide the student with information on topics prior to going over them in class.
 Minimize classroom noise/distractions 
 Provide copy of class notes 
 Give assignments orally and written 
 Give simple one step directions 
 Help students find study partners 
 Provide peer tutor 
 Allow extended time for assignments and test 
 Modify the length of assignments 
 Private location for testing 
 Allow adaptive technology (spell checker)

Accommodations for the hearing and visual impaired learner:

hearing - Preferential seating; visual information is a hearing impaired student's primary means of receiving information, the use of visual aids are helpful. Also a note taker and have the teacher slow down his/her content so may be easier to catch up. Many hearing impaired students lip read, so the slower you speak, the easier it is to read your lips.

For the visual impaired learner - I would use large block text, preferential seating, verbalize what you are writing, books on tape, speak "to" the class so you do not sound muffled. The same modification would apply to the hearing impaired student as well.
A teaching strategy for a child with learning disabilities or ADHD might be:

Use specific language. Instead of saying, "do quality work," state the specific expectations. For example, in a writing assignment, a teacher might grade based on correct punctuation, spelling, and inclusion of specific points. If your child does not understand what his teachers expect of him, contact the teacher and ask for details you need to help your child. Suggest the teacher may want to begin posting that information on a school web site so others can use it as well.

Some speech and language teaching strategies may be:
Focus on interactive communication and use active listening.
Incorporate the student’s interests into speech. 
Always ensure that the student has a way to appropriately express their wants and needs. 
Reinforce communication attempts (e.g. their gestures, partial verbalizations) 

When I typed in IEP in a google search, I found ncld.org, iepdirect awww.ncld.org/LearningDisabilities‎nd education.com
SLD I found http://www.cde.state.co.us/cdesped/sd-sld www.ncld.org/LearningDisabilities‎


June 20, 2014

My community and why it is important too me. I grew up in Kingston, New York and have lived here all of my life. I raised my family here and lived next door to my parents. My community is important to me because I grew up with these people and they were a big part of my life. My children went to school with my friends children and it was nice to see them all play together.

I think that being part of a community is very important. I have taught my children that it is very important to give back to your community. If you are able to volunteer at the shelter, join a board or society, anything that will help make your community better.

To be a part of your community, I believe that you need to know the people who are the driving forces behind a lot of the special events that your community holds. If you are a part of the solution, that is beneficial to all.

Hooley on the Hudson takes over Kingston (video, schedule ...Traditions in my community is the July 4th celebration on the Hudson River, the Hooley, which is an Irish festival held on Labor Day, the Italian festival which is held in the fall down by the river and the local farmers market in uptown Kingston. There are many things that are wonderful city is known for and that bring tourists here. I am very fortunate to live in a wonderful city.
Members of the St. Liberata Committee with the 2013 Italian-American ...Kingston, New York Farmers' Market



james keivom new york daily news fireworks light up the new york city ...





C-E-R Cluster 4


Lesson Topic

Pull and Push

Goals:  The students will learn that every magnet has a North and South pole; which can attract or repel each other.

Objectives: To illustrate that every magnet has a North pole and South pole; unlike poles attract each other; like poles repel each other.

Standards:

Performance Indicator 5.1e Magnetism is a force that may attract or repel certain materials.

Materials Needed:

v Pair of bar magnets
v String
v Large magnet

Introduction

Motivate: Tell the student’s “today we will be discussing what happens when two magnets are brought near each other.”

Activate Prior Knowledge: Review the North and South poles of the magnet.

Introduce: Make an introductory statement such as “What happens when the two magnets are brought together?”

Development
Direct Instruction

1.    Students can experiment with the magnets for a few minutes.

2.    Students should answer the questions: What happens when two magnets are brought together? They should also be able to describe how the magnet looks, feels and sounds like.


3.  Tie the string around the center of one of the bar magnets. Hold the string in the air, so that the magnet dangles below.

4.    Have your partner take the other bar magnet and move the North Pole towards the north pole of the dangling magnet. What happens?

5.    Tell the students to experiment in this way; also trying the unlike poles, putting together a south pole and a north pole.

6.    Today this was put on a presentation board. Normally the students would be grouped with a partner for this lesson.

Follow-Up work: The students can conduct a search for other objects to test both at home and at school. The students can record their predictions and whether the object was attracted or not.

Differentiation: Since this lesson strikes so many different modalities and styles it should easily adapt to any particular student(s).

Assessment: Depending on age and ability the record for this could vary.


I would have to go with the counterpoint that retention is not effective. I definitely would use this model. I know that in order to retain a child, the classroom teacher has to go through many hoops for this too happen. There seems to be a lot of red tape associated with retention.
I am not a big fan of retention and it is always the last straw and the last option. A very difficult issue for teachers and parents.



Sunday, June 22, 2014





 This was a very intense five weeks, but I challenged myself and I am happy to say I completed this class and I am a better person for it.  It was a very rewarding experience for me and I would like to thank my classmates and Dr. Smirnova for always being supportive and helpful.

I was a little skeptical at first with all of the technology in this class, but I really wanted to learn and show myself that I could do it. My colleagues at school were quite impressed with my ability to do a prezi. I have to admit, I was too, because when I started this class I didn't even know what a prezi was. I definitely was out of my comfort zone, but glad that I took on the challenge.

Along with the use of technology, I have learned a great deal about the theorists we studied as well. What I took away from this class was that my educational philosophy is very similar to the constructivists that we learned about during the semester. Many of this information will be helpful to me with my daily work with children in the classroom. I also learned how beneficial reflection is for the teacher and the student.

There were a couple of things that I really enjoyed during my educational journey in this class. One was that I really enjoyed having Dr. Smirnova as the Professor. She is just lovely and always there to answer any questions. The second would be that I was part of a wonderful class. We just meshed and got along really well. I felt that we were there for each other and that was a very nice feeling.

If you are considering going into education, I must recommend this class. You will learn so much about the theorists and technology which plays such an important role too.

Go and inspire your students with pleasure!
Make them creative, caring, smart.
May you feel in the end – Accomplished and Happy!
It will be the connection --- I was at the START.

I will never forget that you were at the start!

June 20, 2014

Podcast #2

Cultural Diversity

This was one of my favorite podcasts from Anita. I teach in a culturally diverse school and have to be cognizant of the many factors that she discussed in her podcast.

Students are more likely to feel a sense of belonging if you respect their culture. It is very difficult for the student when they come to school and they do not speak our language. It is up to us to help them the best that we can. Anita told us that 18% of students speak a language other than English at home. Many of our students are Hispanic, but I did have a child from India who only spoke Bengali. Although she was very smart, it was difficult for her to communicate. I found an app for my I phone that was a Bengali translator. She thought this was great and it helped with ordering lunch everyday and with simple English phrases.

As educators, we are constantly learning as teachers. We have to be cognizant of the tone and speed of our voice for the children who don't speak our language. It is very difficult to process language if it is at a rapid speed. I found that vocabulary cards and pictures are a great resource. For the older children graphic organizers work well. I also try to have books in their native language available to them as well. This really helps them connect to the story. I have also had them build a vocabulary book from the story with pictures they draw or pictures that I provided.

Having an author's tea and having the ELL students prepare the invitations and the food is important too. They were involved in every aspect of the event. The students read their animal habitat project to their family and friends with pride.

One day I brought in a story about Gabriella Mistrel. It was in English and Spanish. I invited one of our monitors who is from Chile to read with me. She was thrilled with the opportunity to do so. She sounded very melodic when she read and the children were very engaged. You could see that the story in their native language made a difference. Afterwards we had a turn and talk and I asked what did this story remind you of? Some of them made connections with Mexico, others just loved the way it sounded. It was a great experience and I certainly would do it again.










June 20, 2014

Podcast #7

Self Esteem

In this podcast Anita spoke to us about the difference between self esteem and self efficacy.
She began with speaking about "selves" in psychology. We hear many words with the word "self" in it. Self reflection, self starter, self-absorbed, self centered and self confident. I found it very interesting that 35 years ago there was 1 in 20 articles in psychology that were related to self. Today there is 1 in 7 articles related to one's self.

She spoke about self concept and its meaning. Self concept is the knowledge and belief you have about yourself. Self Efficacy is a personal evaluation of yourself. If you are feeling good, proud, happy about yourself. This is how you feel about successes and failures. Low self efficacy is seen in low achievement in school. With self efficacy you have confidence in your own abilities to do your own things. Mainly something specific in the future. This affects the choices you make in college and the effort you put forth.

I know that I have high self efficacy as I work towards my goal in college. I know that if I work hard and try my best that there is light at the end of the tunnel. I am mainly doing this for myself and it is a good feeling.




June 20, 2014

Podcast #3

In this podcast I learned the importance of the No Child Left Behind act which was enacted in 2001.

Anita spoke about what would happen at our first staff meeting. What would be the first thing that came up? At the first teachers meeting in September all of us are always concerned about the test scores of the students in our building. We discuss these scores and find out who is achieving where and to identify the areas of help. As educators, we try to come up with a yearly plan that may help the students. These standardized tests are given to children in grades 3-8, plus one in high school grades every year. Schools are judged on how their students perform in reading and math.

There could be severe consequences for the school if it does not do well 3 years in a row. It could cause it to close. How can schools help? As educators, we can think outside of the box to help our students achieve these goals. By coming together as a staff, we can implement plans and strategies to help each and every one of our students.

There are also many positives that go along with NCLB. The teacher is able to see the achievement on every child. Our lowest students who are struggling are now getting special attention to help them succeed. This has forced many teachers to come up with ways to engage and teach in interesting ways.






Sunday, June 15, 2014

          Pre and Posttest results from Cluster 1-15
                                 and Reflection
                                    By Deanne Bradley

                            



Cluster 1

Pretest

Date Taken:
Thursday, May 29, 2014
Time Spent:
3min 37secs
# of Questions:
12
91.7 %
11 / 12 pts
Posttest

Date Taken:
Friday, May 30, 2014
Time Spent:
1min 31secs
# of Questions:
12
91.7 %
11 / 12 pts

Cluster 2
Pretest
Summary
Date Taken:
Friday, May 30, 2014
Time Spent:
1min 6secs
# of Questions:
10
100 %
10 / 10 pt
Posttest
Summary
Date Taken:
Friday, May 30, 2014
Time Spent:
1min 27secs
# of Questions:
10
100 %
10 / 10 pts

Cluster 3
Pretest
Summary
Date Taken:
Friday, May 30, 2014
Time Spent:
1min 31secs
# of Questions:
12
100 %
12 / 12 pts


Posttest
Summary
Date Taken:
Friday, May 30, 2014
Time Spent:
1min 15secs
# of Questions:
12
100 %
12 / 12 pts



Cluster 4
Pretest
Summary
Date Taken:
Friday, May 30, 2014
Time Spent:
2min 9secs
# of Questions:
18
100 %
18 / 18 pts
Posttest
Summary
Date Taken:
Friday, June 13, 2014
Time Spent:
2min 9secs
# of Questions:
16
93.8 %
15 / 16 pts

Cluster 5
Pretest
Summary
Date Taken:
Saturday, June 7, 2014
Time Spent:
4min 14secs
# of Questions:
14
71.4 %
10 / 14 pts
Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 40secs
# of Questions:
14
100 %
14 / 14 pts
Cluster 6
Pretest
Summary
Date Taken:
Saturday, May 31, 2014
Time Spent:
1min 37secs
# of Questions:
9
100 %
9 / 9 pts



Posttest
Summary
Date Taken:
Saturday, May 31, 2014
Time Spent:
1min 3secs
# of Questions:
11
100 %
11 / 11 pts
Cluster 7
Pretest
Summary
Date Taken:
Saturday, June 7, 2014
Time Spent:
1min 51secs
# of Questions:
15
93.3 %
14 / 15 pts
Posttest
Summary
Date Taken:
Saturday, June 7, 2014
Time Spent:
1min 39secs
# of Questions:
14
100 %
14 / 14 pts




Cluster 8
Pretest
Summary
Date Taken:
Saturday, June 7, 2014
Time Spent:
1min 4secs
# of Questions:
12
100 %
12 / 12 pts
Posttest
Summary
Date Taken:
Saturday, June 7, 2014
Time Spent:
1min 8secs
# of Questions:
12
100 %
12 / 12 pts
Cluster 9
Pretest
Summary
Date Taken:
Sunday, June 8, 2014
Time Spent:
1min 47secs
# of Questions:
12
100 %
12 / 12 pts



Posttest
Summary
Date Taken:
Sunday, June 8, 2014
Time Spent:
1min 42secs
# of Questions:
12
100 %
12 / 12 pts
Cluster 10
Pretest
Summary
Date Taken:
Friday, June 13, 2014
Time Spent:
8min 9secs
# of Questions:
12
33.3 %
4 / 12 pts
Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 13secs
# of Questions:
12
100 %
12 / 12 pts




Chapter 11
Pretest
Summary
Date Taken:
Friday, June 13, 2014
Time Spent:
1min 14secs
# of Questions:
11
100 %
11 / 11 pts

Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
3min 34secs
# of Questions:
9
88.9 %
8 / 9 pts
Cluster 12
Pretest
Summary
Date Taken:
Saturday, June 14, 2014
Time Spent:
18min 7secs
# of Questions:
18
44.4 %
8 / 18 pts



Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
2min 15secs
# of Questions:
17
94.1 %
16 / 17 pts
Cluster 13
Pretest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
50secs
# of Questions:
10
100 %
10 / 10 pts
Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 4secs
# of Questions:
10
100 %
10 / 10 pts




Cluster 14
Pretest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 54secs
# of Questions:
12
100 %
12 / 12 pts
Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 20secs
# of Questions:
12
100 %
12 / 12 pts
Cluster 15
Pretest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
1min 47secs
# of Questions:
20
100 %
20 / 20 pts



Posttest
Summary
Date Taken:
Sunday, June 15, 2014
Time Spent:
2min 20secs
# of Questions:
21
100 %
21 / 21 pts







                                          Reflection

When I reflect back on all of the testing, I think that I put too much pressure on myself to do well with all of the pretests. Some of the tests were easier than others. 

The chapters that were tricky for me were Chapter 5, 10 and 12. I took these tests numerous times and was very relieved when I did well on the posttests.

What I liked about the pretests and the posttests was the fact that if you didn’t do well on the pretest, and you did much better on the posttest, that was reflected and you could see growth.