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.
Reflection: My Discipline & the Use of Inquiry
Reflections: Why is My Particular Discipline Important in Life? How Can I Use Inquiry in My Discipline?
I teach health education to grades six through eight. I really enjoy what I do because I feel that if students have a good understanding of how the body works, the importance of good nutrition and a healthy life-style, the impact of the environment on health, and how medicine and medical technology impact us both short and long-term, then they will have the tools to hopefully make wise decisions about their health.
The health curriculum is very broad and there is a lot to cover within the school year. What makes it even more difficult is the fact that I see my students every other day. It’s hard to fit everything in that I am required to cover. This is a problem we all face today and we are ultimately forced to choose what we feel are the most important parts of the curriculum that we should spend more time on. Some of the various theories we have read about don’t necessarily lend well to classroom practice when we are dealing with time constraints. Inquiry based learning sounds great theoretically but I feel it takes a lot of time to use this form of teaching effectively. What I find does work is using inquiry based learning in interdisciplinary units. In fact, I like this approach because not only does it gives students a chance to explore on their own, it shows students how each subject is really a part of the whole.
This past year I worked with the eight grade team to develop an interdisciplinary unit that we titled, “Chemicals, The Environment, and You”. The inquiry part of this study dealt with students exploring various products that are used everyday, such as laundry detergent, dishwasher detergent, drain cleaner, bathroom and kitchen cleaners, pesticides, etc). Students worked in groups and came up with their own list of products. They then developed questions to explore relating to how these products affect the environment and our health. Students then conducted research about their products but were guided through the process in that they were asked to investigate some required information such as:
· Active ingredients in the product
· Are any of the ingredients toxic, corrosive, reactive, or ignitable? (chemistry)
· Calculate the weight of each active ingredient based on the % stated on the label (math)
· Laws regarding waste disposal of product; laws regarding information required on label including warning labels; what agencies create the laws and monitor enforcement (social studies)
· Hazards of the product—effects on the body/body systems if it is absorbed, ingested, inhaled (health)
The language arts component included the research and the written part of their final product. The above is just a snapshot of the total unit. Again, it did involve some inquiry but I think that this is more of an example of project based learning; I’m not really sure.
What I did find was that for those of us who planned this unit this experience definitely involved inquiry. We kept asking questions throughout the unit as we met to discuss and chart student progress. We also learned from the students as they worked on the unit. We have fined tuned the unit for next year and will include another element—students will come up with “green” alternatives to common products. This was suggested by the students! We will also expand the use of visual arts for student presentation to include I-movies and Podcasts.
I never thought to question the methods used in the classroom to facilitate learning. What I get from the readings is that there are many ways to teach our students. Each writer is a proponent of their own method, their philosophy. My discipline is important because we have to learn how to take care of ourselves if we want to live a long life. I can have students investigate how to do that but at some point I have to give them the “meat and potatoes”—the facts, the figures, the content. There is not time to explore everything.
I teach health education to grades six through eight. I really enjoy what I do because I feel that if students have a good understanding of how the body works, the importance of good nutrition and a healthy life-style, the impact of the environment on health, and how medicine and medical technology impact us both short and long-term, then they will have the tools to hopefully make wise decisions about their health.
The health curriculum is very broad and there is a lot to cover within the school year. What makes it even more difficult is the fact that I see my students every other day. It’s hard to fit everything in that I am required to cover. This is a problem we all face today and we are ultimately forced to choose what we feel are the most important parts of the curriculum that we should spend more time on. Some of the various theories we have read about don’t necessarily lend well to classroom practice when we are dealing with time constraints. Inquiry based learning sounds great theoretically but I feel it takes a lot of time to use this form of teaching effectively. What I find does work is using inquiry based learning in interdisciplinary units. In fact, I like this approach because not only does it gives students a chance to explore on their own, it shows students how each subject is really a part of the whole.
This past year I worked with the eight grade team to develop an interdisciplinary unit that we titled, “Chemicals, The Environment, and You”. The inquiry part of this study dealt with students exploring various products that are used everyday, such as laundry detergent, dishwasher detergent, drain cleaner, bathroom and kitchen cleaners, pesticides, etc). Students worked in groups and came up with their own list of products. They then developed questions to explore relating to how these products affect the environment and our health. Students then conducted research about their products but were guided through the process in that they were asked to investigate some required information such as:
· Active ingredients in the product
· Are any of the ingredients toxic, corrosive, reactive, or ignitable? (chemistry)
· Calculate the weight of each active ingredient based on the % stated on the label (math)
· Laws regarding waste disposal of product; laws regarding information required on label including warning labels; what agencies create the laws and monitor enforcement (social studies)
· Hazards of the product—effects on the body/body systems if it is absorbed, ingested, inhaled (health)
The language arts component included the research and the written part of their final product. The above is just a snapshot of the total unit. Again, it did involve some inquiry but I think that this is more of an example of project based learning; I’m not really sure.
What I did find was that for those of us who planned this unit this experience definitely involved inquiry. We kept asking questions throughout the unit as we met to discuss and chart student progress. We also learned from the students as they worked on the unit. We have fined tuned the unit for next year and will include another element—students will come up with “green” alternatives to common products. This was suggested by the students! We will also expand the use of visual arts for student presentation to include I-movies and Podcasts.
I never thought to question the methods used in the classroom to facilitate learning. What I get from the readings is that there are many ways to teach our students. Each writer is a proponent of their own method, their philosophy. My discipline is important because we have to learn how to take care of ourselves if we want to live a long life. I can have students investigate how to do that but at some point I have to give them the “meat and potatoes”—the facts, the figures, the content. There is not time to explore everything.
Reflections on: Arts as Epistemology
Arts as Epistemology: Enabling Children to Know What They Know
By Karen Gallas
Reflections:
Reading this article gave me a whole new perspective about creative arts and the use of this medium to enhance learning. I think that most teachers use some form of creative or visual arts as part of the learning process but probable not to the degree that Gallas does in her first grade classroom. As I read the descriptions of the different phases of her unit on life cycles, I could envision the learning that was taking place—very powerful! I see this as a tool to help students learn, understand, and show that they grasp what is being taught. Should this be the only tool we use? I don’t think so. Like the mechanic or the carpenter, we must use many tools to get the job done, to make learning happen.
Gallas states that “true knowing involves transformation and change, rather than memorization and regurgitation” (Gallas, 1991, p. 293). She uses the art mediums such as drama, poetry, movement, music, and visual arts to allow students to learn and express what they are learning. This allows for all students to learn according to their learning styles. I have never thought of addressing learning styles in this manner even though I have used various forms of creative arts in my classroom. So often we do things with our students that impact learning in a positive way and we don’t fully realize the extent of that impact. This past year, as part of the 6th grade health curriculum, students were required to revisit the body systems. As part of the learning process, I broke students into groups and had each group explore one body system. Their task was to be able to explain to classmates how that body system works and how it is interdependent with all the other systems of the body. I guided each group as they explored and investigated. The end product of this project was a presentation by each group. These presentations were in the form of rap songs, pictures, drawings, charts, and three dimensional models. One group acted out their presentation as they became that body system. Each group got the whole class involved. Their presentations were great and they had fun doing this. More importantly, I saw that they really understood the information. I also discovered that as they involved the whole class everyone was learning. It made me realize that this is a good part of learning and understanding. This type of activity wouldn’t work for every aspect of the curriculum to be taught but it is a good tool. I think that this is the message the Gallas is trying to convey.Gallas takes us through the whole process that evolves in her classroom as her students learn about life cycles. This is a good introduction to what we will be experiencing as we create our own units of study using the arts as a medium. She expresses the opinion that the “arts make it possible for all children to participate fully in the process of education” (Gallas, 1991, p. 303). Although I’m not sure what lies ahead with regard to our own projects, I think this will be a great learning experience.
By Karen Gallas
Reflections:
Reading this article gave me a whole new perspective about creative arts and the use of this medium to enhance learning. I think that most teachers use some form of creative or visual arts as part of the learning process but probable not to the degree that Gallas does in her first grade classroom. As I read the descriptions of the different phases of her unit on life cycles, I could envision the learning that was taking place—very powerful! I see this as a tool to help students learn, understand, and show that they grasp what is being taught. Should this be the only tool we use? I don’t think so. Like the mechanic or the carpenter, we must use many tools to get the job done, to make learning happen.
Gallas states that “true knowing involves transformation and change, rather than memorization and regurgitation” (Gallas, 1991, p. 293). She uses the art mediums such as drama, poetry, movement, music, and visual arts to allow students to learn and express what they are learning. This allows for all students to learn according to their learning styles. I have never thought of addressing learning styles in this manner even though I have used various forms of creative arts in my classroom. So often we do things with our students that impact learning in a positive way and we don’t fully realize the extent of that impact. This past year, as part of the 6th grade health curriculum, students were required to revisit the body systems. As part of the learning process, I broke students into groups and had each group explore one body system. Their task was to be able to explain to classmates how that body system works and how it is interdependent with all the other systems of the body. I guided each group as they explored and investigated. The end product of this project was a presentation by each group. These presentations were in the form of rap songs, pictures, drawings, charts, and three dimensional models. One group acted out their presentation as they became that body system. Each group got the whole class involved. Their presentations were great and they had fun doing this. More importantly, I saw that they really understood the information. I also discovered that as they involved the whole class everyone was learning. It made me realize that this is a good part of learning and understanding. This type of activity wouldn’t work for every aspect of the curriculum to be taught but it is a good tool. I think that this is the message the Gallas is trying to convey.Gallas takes us through the whole process that evolves in her classroom as her students learn about life cycles. This is a good introduction to what we will be experiencing as we create our own units of study using the arts as a medium. She expresses the opinion that the “arts make it possible for all children to participate fully in the process of education” (Gallas, 1991, p. 303). Although I’m not sure what lies ahead with regard to our own projects, I think this will be a great learning experience.
Thursday, July 10, 2008
My Mission Statement: A Work in Progress
My Mission Statement:
Each student shall be given the opportunity to grow and flourish in a nurturing environment that encourages life-long learning, healthy self-esteem, strong ethical values, and an appreciation and respect for others so that he/she can become a responsible and productive citizen in society. This will be accomplished through the provision of a supportive learning environment that provides the knowledge and skills necessary for intellectual, social, and emotional growth and allows each student to reach his/her full potential.
Each student shall be given the opportunity to grow and flourish in a nurturing environment that encourages life-long learning, healthy self-esteem, strong ethical values, and an appreciation and respect for others so that he/she can become a responsible and productive citizen in society. This will be accomplished through the provision of a supportive learning environment that provides the knowledge and skills necessary for intellectual, social, and emotional growth and allows each student to reach his/her full potential.
Wednesday, July 9, 2008
About Me
I am a middle school health & physical education teacher. I teach mostly health education to grades 6 through 8 and I really enjoy it. I especially enjoy the curriculum for grades 6 and 8 and also enjoy the age range. I find middle schoolers predictably unpredictable--that is, you never know what they will say or what kind of mood they will be in--hormones play such a big part of what they are like at this age.
I enjoy teaching health because there is so much in the curriculum that lends to life long skills and knowledge. I also enjoy the physcial edcuation part, even though I only teach two P.E. classes per day, in that there is so much cross over with regard to health and fitness (the two go hand in hand). This schedule allows me to see my students in a different venue.
I am very family oriented and I am also a "people person". I enjoy the daily interaction with both students and faculty. I really feel that raising two children through every developmental stage has given me a better understanding of kids. When people ask me what age I teach and I tell them that I teach middle school- aged children, they ask me why? My response is, why not? I love that age and I truly enjoyed my own children as they moved through that stage of development.
While my family is and always will be my passion, my kids are grown now and have their own lives. That said, my husband and I are now able to enjoy so many things that we didn't have time to do earlier in our lives because our kids were our focus. We now enjoy traveling, especially international traveling! So--travel has now become my passion. I really enjoy experiencing other cultures. There is so much to learn and experience--both in this country and abroad. Our plans for the future include trips to Ireland, Italy, and Greece. Can't wait!
On the horizon--my son just got engaged this May (2008) and our family looks forward to his wedding in 2009.
I enjoy teaching health because there is so much in the curriculum that lends to life long skills and knowledge. I also enjoy the physcial edcuation part, even though I only teach two P.E. classes per day, in that there is so much cross over with regard to health and fitness (the two go hand in hand). This schedule allows me to see my students in a different venue.
I am very family oriented and I am also a "people person". I enjoy the daily interaction with both students and faculty. I really feel that raising two children through every developmental stage has given me a better understanding of kids. When people ask me what age I teach and I tell them that I teach middle school- aged children, they ask me why? My response is, why not? I love that age and I truly enjoyed my own children as they moved through that stage of development.
While my family is and always will be my passion, my kids are grown now and have their own lives. That said, my husband and I are now able to enjoy so many things that we didn't have time to do earlier in our lives because our kids were our focus. We now enjoy traveling, especially international traveling! So--travel has now become my passion. I really enjoy experiencing other cultures. There is so much to learn and experience--both in this country and abroad. Our plans for the future include trips to Ireland, Italy, and Greece. Can't wait!
On the horizon--my son just got engaged this May (2008) and our family looks forward to his wedding in 2009.
My Thoughts: What is the Mission of Schooling (Chapt. 1)
As I read the first chapter in Schooling by Design, I began to wonder how many teachers actually read their district's mission statement. It does make sense to know what the expectations are and what we as teachers need to do in the classroom and school community to help all students achieve their full potential. I revisited my own school district's mission statement and beliefs and I feel that both express in clear and concise language what the district's expectations are. Some of the examples cited in this chapter did not compare favorably as, in my opinion, they were too vague or general. For example, West Windsor-Plainsboro Regional District--too vague; LaVace Stewart Elementary School--good but maybe too general. The most important point that I learned about a mission statement is that it should "summarize what an education is meant to help the learner achieve" (Wiggens & McTigue, 2007, p. 12) throughout his or her schooling. I think this will help as we form our own mission statements!
Another important point that I learned from this chapter is that when one is planning a unit or designing curriculum, it is helpful to begin with an essential question(s). Wiggins and McTigue also suggest that a unit should be disigned around "a culminating assessment task requiring transfer (Wiggens & McTigue, 2007, p. 16). That makes sense in that it necessitates that students apply what they have learned to situations which can help them make sense of what they have learned as well as see the information or content as meaningful. It also makes sense that from this point we should then design our lessons to ensure that students get what they need to master the task at hand. I can see the value in this approach.
Starting this fall, I will be involved in the re-writing of the health curriculum according to the new state (New Jersey) standards. This committee, which I am part of, has already met once to view and discuss the new standards and to begin to plan what has to be done during the 2008-09 school year regarding this re-write. I am excited about applying some of the things I have already learned about curriculum planning. I also look forward to sharing this information with my collegues. I find that I now have a different view of this process. Wiggens and McTigue state that "making content the focus of all teaching, learning, and assessing gets the matter backward" (Wiggens & McTigue, 2007, p. 20). I will keep this in mind during the next school year as I help design the new health curriculum for the Northern Valley.
Another important point that I learned from this chapter is that when one is planning a unit or designing curriculum, it is helpful to begin with an essential question(s). Wiggins and McTigue also suggest that a unit should be disigned around "a culminating assessment task requiring transfer (Wiggens & McTigue, 2007, p. 16). That makes sense in that it necessitates that students apply what they have learned to situations which can help them make sense of what they have learned as well as see the information or content as meaningful. It also makes sense that from this point we should then design our lessons to ensure that students get what they need to master the task at hand. I can see the value in this approach.
Starting this fall, I will be involved in the re-writing of the health curriculum according to the new state (New Jersey) standards. This committee, which I am part of, has already met once to view and discuss the new standards and to begin to plan what has to be done during the 2008-09 school year regarding this re-write. I am excited about applying some of the things I have already learned about curriculum planning. I also look forward to sharing this information with my collegues. I find that I now have a different view of this process. Wiggens and McTigue state that "making content the focus of all teaching, learning, and assessing gets the matter backward" (Wiggens & McTigue, 2007, p. 20). I will keep this in mind during the next school year as I help design the new health curriculum for the Northern Valley.
Tuesday, July 8, 2008
What Makes a Person Educated?
A person is educated when they have the knowledge and/or know-how to access the information necessary to function in society.
A person is educated if they know how to apply the skills/knowledge they have acquired so that they can lead a productive life and contribute to society.
Education is ongoing. An individual is always learning and acquiring new skills and knowledge because society and the world we live in today is changing constantly.
A person is educated if they know how to apply the skills/knowledge they have acquired so that they can lead a productive life and contribute to society.
Education is ongoing. An individual is always learning and acquiring new skills and knowledge because society and the world we live in today is changing constantly.
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