My mission statement reflects my values and beliefs about student learning, growth, and productivity. I think that those beliefs and values are reflected in both the bloc plan and the fleshed out lesson. I feel that learning should not hurt and that students should look forward to coming to class because the learning climate created there is one that encourages, supports, and challenges. What I have created supports this. By encourgaging students to explore and apply what they have learned helps to nurture a love of learning as well as life-long learning. My lessons include a lot of role-laying, group activities, brainstorming, and project work. These all lend to students applying what they have learned in real-life situations, to owning the knowledge, and to seeing its relavance in the application.
I think that I used the UBD format as it was intended but I found many of the templates redundent. I don't know that I would necessarily use this format in lesson or unit planning but it does give me another option. As I used the bloc format to plan the unit, it did force me to think about the activities and assessment. It showed me that I do a lot more formative assessment then I realized and that reflects my beliefs. I feel that is important to constantly assess and give students feedback. Once I had the bloc plan complete it was easier to see the whole picture which helps to assure in lesson planning that each links to the previous and the next lesson.
Overall, learning UBD gives me one more option when planning units and lessons. I am looking forward to sharing this approach with collegues in the fall and spring as I take part in the health curriculum re-write. It will be interesting to hear what they have to say about it and if we can use UBD as we design curriculum.
And now, let summer begin. School is out!
Thursday, July 31, 2008
Wednesday, July 30, 2008
This has been an interesting experience, using UBD to plan a unit and fleshed out lesson plans. I'm wondering how I can use this next year as part of the curriculum re-write. I can see some of the benefits, especially in the planning of a whole unit of study. Essential questions can provide a focus for planning; these can also be beneficial for students so that they can see the whole picture--what the focus is.
I would like to see other models as a basis for comparison. I'm wondering what else is out there and what the pros and cons are. I do know that I will share what I know about UBD with my collegues; I think that there are many aspects of UBD that will be beneficial to all of us. I think that we all needed more time with regard to the curriculum course. There was too much to learn and too much to do in too short a time.
I would like to see other models as a basis for comparison. I'm wondering what else is out there and what the pros and cons are. I do know that I will share what I know about UBD with my collegues; I think that there are many aspects of UBD that will be beneficial to all of us. I think that we all needed more time with regard to the curriculum course. There was too much to learn and too much to do in too short a time.
Saturday, July 26, 2008
Mission Statement: Final Product
To become a responsible and productive citizen in a diverse, multi-cultural society, each student will be given the opportunity to grow and flourish in a nurturing environment that:
Reflects the values of the community,
Encourages life-long learning,
Promotes healthy self-esteem,
Cultivates strong ethical values,
Develops an appreciation and respect for others.
This will be accomplished through the provision of a supportive environment that provides for the knowledge and skills necessary for intellectual, social, and emotional growth and allows for each child to reach his/her full potential.
Reflects the values of the community,
Encourages life-long learning,
Promotes healthy self-esteem,
Cultivates strong ethical values,
Develops an appreciation and respect for others.
This will be accomplished through the provision of a supportive environment that provides for the knowledge and skills necessary for intellectual, social, and emotional growth and allows for each child to reach his/her full potential.
Reflections: Showtime!
This was perhaps the most enjoyable part of the museum experience. The culmination of what we learned was the application of that information in the form of our own creation of an object-based display. It was also a collaborative effort and we all learned so much from each other. It all came together beautifully!
When I first started thinking about what I wanted to do for a table-top display, I wasn’t sure what direction I was headed in. Looking at the objects available, I saw that there were many objects that related to the whole body, the body systems. I began to wonder how I could use these to illustrate the concept of the parts making the whole, a tough concept for students to grasp.
The body systems work interdependently with one another even though each has a specific function. This concept is sometimes hard for students to comprehend. They don’t see the big picture, that is, how the parts work together to make the body function as a whole unit. The artifacts that have been included in this display are parts of the whole. The brain is the mastermind, so to speak, of all the body systems in that it coordinates and synthesizes all of the body functions. The thoracic model, which includes the heart and the lungs, supplies oxygenated blood to all of the organs because all organs need oxygen to function. The senses allow us to see, hear, feel, taste, and smell. These are all vital to our survival. For example, if we touch something that is too hot, we instinctively pull away so we don’t get burnt. However, this will not happen if our brain and central nervous system does not pick up this message. Everything works together.
The artifacts that I chose are interactive. The viewer can take apart the thoracic cavity to see how it works. Likewise, the viewer can take the brain out of its support system, the skull, to see the different parts. Each organ system that was used for this display has accompanying questions to peak the viewer’s interest, as well as some basic facts, called “factoids” to draw them into the display. There is just enough information to arouse interest so that each viewer can form questions about what he/she want to know more about with regard to the body systems. This display also affords the viewer the opportunity to see how the parts of the body systems relate to life; hearing a song, the feel of fabric, what an item of clothing looks like before it is put together; it all relates to everyday life.
Working in collaboration with Sura and Debbie brought the concept of the “parts of the whole” to a whole new level. As we discussed this concept, we realized that we could relate it to our individual disciplines so that students could see a relationship. This opened my eyes to other possibilities with regard to collaboration between disciplines to enhance student learning. I feel that this type of collaboration also enriches the learning experience, not only for the student but for the teachers involved as well. The “parts of the whole” with regard to this type of endeavor can also demonstrate to students that all subject areas inter-relate. This has been a wonderful learning experience for me, as a teacher. I am so proud of the final product that our group produced. This was a painless learning experience and, as we’ve been taught, learning should be a pleasant experience, not a painful one!
This was perhaps the most enjoyable part of the museum experience. The culmination of what we learned was the application of that information in the form of our own creation of an object-based display. It was also a collaborative effort and we all learned so much from each other. It all came together beautifully!
When I first started thinking about what I wanted to do for a table-top display, I wasn’t sure what direction I was headed in. Looking at the objects available, I saw that there were many objects that related to the whole body, the body systems. I began to wonder how I could use these to illustrate the concept of the parts making the whole, a tough concept for students to grasp.
The body systems work interdependently with one another even though each has a specific function. This concept is sometimes hard for students to comprehend. They don’t see the big picture, that is, how the parts work together to make the body function as a whole unit. The artifacts that have been included in this display are parts of the whole. The brain is the mastermind, so to speak, of all the body systems in that it coordinates and synthesizes all of the body functions. The thoracic model, which includes the heart and the lungs, supplies oxygenated blood to all of the organs because all organs need oxygen to function. The senses allow us to see, hear, feel, taste, and smell. These are all vital to our survival. For example, if we touch something that is too hot, we instinctively pull away so we don’t get burnt. However, this will not happen if our brain and central nervous system does not pick up this message. Everything works together.
The artifacts that I chose are interactive. The viewer can take apart the thoracic cavity to see how it works. Likewise, the viewer can take the brain out of its support system, the skull, to see the different parts. Each organ system that was used for this display has accompanying questions to peak the viewer’s interest, as well as some basic facts, called “factoids” to draw them into the display. There is just enough information to arouse interest so that each viewer can form questions about what he/she want to know more about with regard to the body systems. This display also affords the viewer the opportunity to see how the parts of the body systems relate to life; hearing a song, the feel of fabric, what an item of clothing looks like before it is put together; it all relates to everyday life.
Working in collaboration with Sura and Debbie brought the concept of the “parts of the whole” to a whole new level. As we discussed this concept, we realized that we could relate it to our individual disciplines so that students could see a relationship. This opened my eyes to other possibilities with regard to collaboration between disciplines to enhance student learning. I feel that this type of collaboration also enriches the learning experience, not only for the student but for the teachers involved as well. The “parts of the whole” with regard to this type of endeavor can also demonstrate to students that all subject areas inter-relate. This has been a wonderful learning experience for me, as a teacher. I am so proud of the final product that our group produced. This was a painless learning experience and, as we’ve been taught, learning should be a pleasant experience, not a painful one!
Reflections: How Can I Provide a Meaningful Museum Experience for My Students
My experience at the Newark Museum has been one of enlightenment. I have learned so much about art, history, science, and the cultures of various civilizations. This has made me question how I can use the arts to enhance the health curriculum. I had been contemplating taking the seventh grade to view the Bodies Exhibit because it ties in with content area in both health and science for that grade level. There is so much to see in this exhibit, as there is a separate room for the displays of each body system. I wanted to ensure that students would get the most out of the experience. What I have learned about the use of the arts as a learning tool and object-based learning will really help me to plan an enriching experience.
We learned that object-based learning and museum displays should have an entry point. I think that the Bodies Exhibit would be a good entry point for a unit on the body systems. My thought is to have students in small groups with a group leader (teacher) in charge of each group. The leader would ensure that students viewed all exhibits in each room so that they get the most out of the experience. I would also have students record their thoughts and questions in a journal as they toured each display. A follow-up classroom activity could be the sharing of those thoughts and questions from the journal entries with the class. This would serve two purposes. First, it would give me an idea of what they know already, what they are curious to learn more about, and what they need to know with regard to the core curriculum standards. Secondly, based on this information, I can then design a meaningful unit based on student interests and needs. While I could assess this information using a KWL chart, I think I can get a better picture their learning needs by providing a meaningful experience through an exhibit such as the Bodies Exhibit. I also feel that this would be a great way to excite and engage students in a vital part of the curriculum.
The possibilities are endless. This experience is showing me that there are so many choices when it comes to delivering the curriculum. From what I have learned in the first semester classes, it is important to assess what the student already knows, what the students wants to know, and what the cultural aspects of their lives are that affect what they know or how they view things. It is also important to address all learning styles. The use of visual arts, object-based learning, and inquiry are just some of the tools that can be used to address those aspects of learning
My experience at the Newark Museum has been one of enlightenment. I have learned so much about art, history, science, and the cultures of various civilizations. This has made me question how I can use the arts to enhance the health curriculum. I had been contemplating taking the seventh grade to view the Bodies Exhibit because it ties in with content area in both health and science for that grade level. There is so much to see in this exhibit, as there is a separate room for the displays of each body system. I wanted to ensure that students would get the most out of the experience. What I have learned about the use of the arts as a learning tool and object-based learning will really help me to plan an enriching experience.
We learned that object-based learning and museum displays should have an entry point. I think that the Bodies Exhibit would be a good entry point for a unit on the body systems. My thought is to have students in small groups with a group leader (teacher) in charge of each group. The leader would ensure that students viewed all exhibits in each room so that they get the most out of the experience. I would also have students record their thoughts and questions in a journal as they toured each display. A follow-up classroom activity could be the sharing of those thoughts and questions from the journal entries with the class. This would serve two purposes. First, it would give me an idea of what they know already, what they are curious to learn more about, and what they need to know with regard to the core curriculum standards. Secondly, based on this information, I can then design a meaningful unit based on student interests and needs. While I could assess this information using a KWL chart, I think I can get a better picture their learning needs by providing a meaningful experience through an exhibit such as the Bodies Exhibit. I also feel that this would be a great way to excite and engage students in a vital part of the curriculum.
The possibilities are endless. This experience is showing me that there are so many choices when it comes to delivering the curriculum. From what I have learned in the first semester classes, it is important to assess what the student already knows, what the students wants to know, and what the cultural aspects of their lives are that affect what they know or how they view things. It is also important to address all learning styles. The use of visual arts, object-based learning, and inquiry are just some of the tools that can be used to address those aspects of learning
Reflections: Museum Experience—Science Exhibit
Wow! This was powerful. I could totally relate to the whole exhibit. The experience was enjoyable and educational from the beginning to the end. It was a good example of object- based learning but what put it over the top was how the creator of the exhibit connected the exhibit objects to learning. His presentation helped the observer to see how it all relates.
What I also enjoyed about this presentation was that the narrator connected to his audience. He knew that we were teachers and as he walked us through this exhibit he brought to life the related philosophies that we have studied and talked about, particularly constructivism. His rational for the exhibit was to have the observer learn from what they were viewing and pose questions that related to what they were seeing and experiencing. He explained this as it connects to constructivism in that the student or the observer engages in reasoning through this type of setting. As the student observes and learns pieces of information that support a particular concept, curiosity is peaked and students begin to ask questions. These questions hopefully entice the student to want to learn more about the topic. I am beginning to see the connection. Do I have this right? My take on this is that object-based learning is a form of inquiry, which is a constructivist approach to learning.
I also learned from this presentation that it is possible to take an object(s) and use it to teach a concept. In my discipline, the brain and central nervous system could be used to illustrate how the brain is the central control of all the body systems and therefore all body functions. If the brain ceases to function, so does the body. Put in that context, a context that helps students understand the function, they can see big picture, how it all relates together.
While object-based learning may not work or be appropriate for every facet within the curriculum of each discipline, it is a great way to engage students and to introduce them to material within the context of the curriculum. It is a good entry point and one that certainly can turn students on to learning.
Wow! This was powerful. I could totally relate to the whole exhibit. The experience was enjoyable and educational from the beginning to the end. It was a good example of object- based learning but what put it over the top was how the creator of the exhibit connected the exhibit objects to learning. His presentation helped the observer to see how it all relates.
What I also enjoyed about this presentation was that the narrator connected to his audience. He knew that we were teachers and as he walked us through this exhibit he brought to life the related philosophies that we have studied and talked about, particularly constructivism. His rational for the exhibit was to have the observer learn from what they were viewing and pose questions that related to what they were seeing and experiencing. He explained this as it connects to constructivism in that the student or the observer engages in reasoning through this type of setting. As the student observes and learns pieces of information that support a particular concept, curiosity is peaked and students begin to ask questions. These questions hopefully entice the student to want to learn more about the topic. I am beginning to see the connection. Do I have this right? My take on this is that object-based learning is a form of inquiry, which is a constructivist approach to learning.
I also learned from this presentation that it is possible to take an object(s) and use it to teach a concept. In my discipline, the brain and central nervous system could be used to illustrate how the brain is the central control of all the body systems and therefore all body functions. If the brain ceases to function, so does the body. Put in that context, a context that helps students understand the function, they can see big picture, how it all relates together.
While object-based learning may not work or be appropriate for every facet within the curriculum of each discipline, it is a great way to engage students and to introduce them to material within the context of the curriculum. It is a good entry point and one that certainly can turn students on to learning.
Saturday, July 19, 2008
The Newark Museum Experience
Reflections: The Newark Museum Experience
I just read an article in Newsweek titled, Danger! Mosquitoes! Sex! The picture accompanying the article shows a sultry looking female with a cigarette hanging out of her mouth. The words surrounding the picture, “She may be…a bag of trouble…syphilis-gonorrhea,” are intended to send a message to the observer. Of course, the picture and title of the article caught my eye and I had to read the article. Interestingly, the article was about a collection of posters dating back to the 1900’s that were used to deliver public health information in the form of what we would call today a public service announcement. This collection, all part of an exhibit called, “An Iconography of Contagion”, is currently being shown at the National Academy of Sciences in Washington, D.C. The writer calls this collection not only art form but also history, politics, and medicine. After reading the article two thoughts came to mind. One, what a great experience this would be for students to view this collection in conjunction with a health unit on disease. Second, how could I use something similar to this in my classroom as an educational tool?
We have read numerous articles relating to the relevance of visual arts as a medium in education. I think that the Newsweek article about this exhibit and the power of visual arts to deliver a message, to educate, is a great example of this. This particular article also shows that the use of visual arts can help make a connection to various types of subject matter. We have learned that it important for students to know the “why”, why are we learning this, how is this relevant? The use of visual arts as a medium can be used to connect the learner to the why. I look forward to sharing this article with my students. I think that doing some type of activity related to this idea could be a great starting point for a unit.
What I am also learning as we do the various museum tours is that the use of visual arts can be a great tool for students to explore subject matter and create a learning experience for themselves. This can be in the form of inquiry based, project based, interdisciplinary, and/or cooperative. While this approach would not work for every unit, it is a good way to offer variation and address different learning styles. This experience shows yet another way to approach meeting the needs of all learners.
I just read an article in Newsweek titled, Danger! Mosquitoes! Sex! The picture accompanying the article shows a sultry looking female with a cigarette hanging out of her mouth. The words surrounding the picture, “She may be…a bag of trouble…syphilis-gonorrhea,” are intended to send a message to the observer. Of course, the picture and title of the article caught my eye and I had to read the article. Interestingly, the article was about a collection of posters dating back to the 1900’s that were used to deliver public health information in the form of what we would call today a public service announcement. This collection, all part of an exhibit called, “An Iconography of Contagion”, is currently being shown at the National Academy of Sciences in Washington, D.C. The writer calls this collection not only art form but also history, politics, and medicine. After reading the article two thoughts came to mind. One, what a great experience this would be for students to view this collection in conjunction with a health unit on disease. Second, how could I use something similar to this in my classroom as an educational tool?
We have read numerous articles relating to the relevance of visual arts as a medium in education. I think that the Newsweek article about this exhibit and the power of visual arts to deliver a message, to educate, is a great example of this. This particular article also shows that the use of visual arts can help make a connection to various types of subject matter. We have learned that it important for students to know the “why”, why are we learning this, how is this relevant? The use of visual arts as a medium can be used to connect the learner to the why. I look forward to sharing this article with my students. I think that doing some type of activity related to this idea could be a great starting point for a unit.
What I am also learning as we do the various museum tours is that the use of visual arts can be a great tool for students to explore subject matter and create a learning experience for themselves. This can be in the form of inquiry based, project based, interdisciplinary, and/or cooperative. While this approach would not work for every unit, it is a good way to offer variation and address different learning styles. This experience shows yet another way to approach meeting the needs of all learners.
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