Resources to Increase Engagement, Rigor, and Understanding

Listed below are online resources that can be used in the classroom that aid in increasing student engagement, rigor, and understanding.

Kahoot
Kahoot is a resource that can be used to not only keep students engaged but also aids in checking for understanding. A variety of games and quizzes can be used and tailored to meet the needs of your classroom. This is a fun way to ensure students are comprehending the information given within a unit.

Read 180
Read 180 is a resource that is interactive and builds as students successfully move through each zone. Read 180 helps build reading comprehension, use of vocabulary, as well as practice in spelling. As the students move throughout the zones, the rigor of the content begins to increase. Students are also able to monitor their own progress each time they log in.

YouTube
YouTube can be used for a variety of things in the classroom. Videos can be found on various content that can aid in helping students gain understanding. Using a video to model or demonstrate a certain topic gives students a visual interpretation that they are able to process by observing it being modeled.

My Teaching Style

My name is Pamela Perez and I am currently an intern teacher at an independent study charter school in the Central Valley of California. The school I work for caters to students who do not fit the mold of a traditional school setting. Our students deal with a variety of circumstances that prevent them from being successful in a traditional school setting. I was able to start my teaching career 2 years ago as a substitute teacher with my school and over the last year I was able to obtain my intern credential and now hold a teaching position. Working for an independent study program has given me the opportunity to really connect with my students and get to their story.
After taking the MMDI Personality Report, I was not very surprised with my results. I am pretty aware of my personality and the ranges that I fall within. Within the 4 areas tested I found that I am more extroverted, I use sensation more than intuition, I just feeling more than thinking, and I am right in the middle of judgement and perception. Below is the link to my actual results.
http://www.metarasa.link/qtim/
Just as my personality quiz results suggests, I really take pride in the relationships that I make with my students. In conversations with students I try to get to know them as person and show them I am a person just like them. Especially in working with teenage students, it is important to build trust with them. I have learned that students are more will to invest time in their learning if they feel that they can trust who they are working with.
I also took the teaching style survey and found that I ranked high in the personal model area and the facilitator area. This pinpoints the way I work with students when helping them learn concepts. I model the concept for them so they are able to take notes on how they can best understand. Students are then able to produce their interpretation with assistance if needed. I believe that giving students the option to note take or simply view the concept while I am modeling the steps gives them the opportunity to comprehend in the way that best fits for them.
In terms of differentiation, grouping, and technology use, I like to keep options for these as student led. Each of these aspects is dependent on interests and abilities of the student. I like to keep a variety of options available for students that are focused on their ability level, learning style, and interests. When it comes to demonstrating mastery of a concept, I like to leave the option open to students to demonstrate in a way that will allow them to reach their full potential. Some options would include a written response, multimedia presentations, a verbal presentation, or a performance production. By allowing students to communicate their knowledge in away that they are interested in or confident in will aid in conveying their knowledge of the content.

MAT 675- Using Multimedia/Digital Content in Instruction

Social media apps and websites can be found in nearly almost everyone’s cell phone. Regardless if you are in a classroom, at the doctor’s office, in a grocery store or at home, chances are some one is using social media around you. There are a variety of reasons people use social media. Most often it is to stay connected with others. How can social media be used to help students in the classroom? One trending tool that I see students on most often is Snapchat. At first, I did not think Snapchat could be used to incorporate within a classroom. The application is used to post videos and pictures on the user’s story for a 24-hour time period. After the 24 hours, the video or picture disappears. It can also be used to send messages to a single user. Once the message is opened by the user, it will then disappear. There is an option to view the message a second time but it cannot be reopened after that. This application also gives the user options of a variety of filters to apply to the picture or video. If I were to incorporate Snapchat in the classroom, I would use it as a tool for communicating information to students, like a bulletin board. I would create a group where I would post announcements regarding assignments, tests, or other information that may usually be sent home on a newsletter. I could also use it as a place for a discussion board. I would post a question and students would be able to submit a video responding to the question. I think this would be fun for students since they would be able to use the different filters within the app. Another activity I can use Snapchat for would be to have student create a video or a series of photos to give their interpretation of a specific section, chapter, or passage from a novel or literature piece we are working with. Students would have the freedom to act out or create a series of photos with stickers or captions that the app offers. This would also give students the freedom to use their imagination to create a 60 second presentation that would demonstrate their understanding of the reading. Although I think this would be a fun activity for students to complete especially since a lot of students are familiar with Snapchat, there would be some ironing out of specific issues regarding approval of the parents and monitoring student accounts since they would be used specifically for the classroom or assignment. I would have students create a Snapchat account specifically for school, using their school email addresses. Of course I would need the support of my administration to use Snapchat for assignments but at the very least I would use Snapchat as a resource for students to get information about the class, assignments, and other important announcements.

Class Reflection

While completing the final week of this course, there is a ton of information I have gained and am able to reflect on. It was nice to see that some of the practices discussed are those that I have been exposed to through the coaching from my intern provider, professional development workshops, discussions with my peers, as well as through the required observations of other classrooms from previous courses. There has been an abundance of information I am able to take away and incorporate in the teaching of my students.

Within the first week and the readings required, it was very interesting to learn about the educational philosophies that have evolved. Although I was able to pinpoint specific characteristics that I have identified within my own teaching philosophy, it was evident to me that I can see a mixture of Essentialism and Progressivism philosophies within my beliefs. While I believe it is essential for all students to understand and know the basic concepts of the core subject, I also believe what we should teach students should be based off their interests and abilities. If we are able to teach the core basics while maintaining student interest and elaborating on student abilities, I believe we will create a culture of education where students are not asking, “Why do I have to learn this?”. Maintaining a culture of education that is sparks student interest and keeps them motivated to learn is one I would hope to establish with my students.

Perhaps the information that stood out for me the most was in week three, discussing Whole Brain Teaching and Learning. The second I started watching the videos, it was evident that I had seen Power Teaching being put into action in a classroom I had observed previously. I remember how well the students responded to the cues given and wondering how long it took them to become conditioned to this practice. The teacher I was observing was very animated and used a variety of hand gestures with her students. The students knew exactly the gestures to respond back with as well. This is a practice I would love to use with my students and will research how it can be used within an independent study setting. I love how interactive and engaged the students are and my hope is to create this type of active and engaged learning in my setting.

A practice that I am able to use within my school setting is cooperative learning. I find that this is a practice I use with my students whenever I am able to. Since it is an independent study setting, getting students to collaborate with others is a key aspect in keeping them engaged in school. While they battle with all of the non-school barriers they face at home, coming to school and collaborating with their peers is something I can see keeps them motivated and wanting to comet to school. The cooperative learning practices are those I will continue to seek information on and continue to use with my students.

While we use cooperative learning in our classroom, it is important that we are able to collaborate with classmates as teachers. I enjoyed creating the blog and reading through everyone’s journey within their posts as well. I think this is a great opportunity to collaborate as teacher and share information that works for each of us in our own classrooms. Reading comprehension is one of the most important, basic needs in education. All content areas require reading comprehension and it is essential that students are able to understand what they are reading. Having the ability to not only research but also share various strategies through our websites is also a tool I will continue to use throughout my teaching career. One of the most powerful resources a teacher has are their peers. Bouncing ideas and strategies off one another is yet another tool we can not only use for ourselves but also teach our students to do.

Although there has been a variety of knowledge gained from this course, I know there is much more information still needed to gain. Keeping each of the practices and theories I have learned about in mind, I will continue to seek the tools needed to become an effective teacher that is able to bring out the most of each student throughout their educational career. With the mindset that an educator continues to be a life long learner, the tools gained through each week will be a pivotal tool in the success of each student that crosses my path.

Five Strategies for Reading Comprehension

There are a variety of strategies that aid in the development and strengthening of reading comprehension. While not all strategies are identically effective for every student in our classroom, it is essential to be knowledgeable in a variety of strategies to use with students. Below are five strategies I have found to be useful when focusing on reading comprehension.

Activate Prior Knowledge

When giving students a specific passage or book to read, it is important to discuss information about the book that will help students understanding what they are reading. These types of discussions can help students think of their own experiences they may have had with the topic. While the students are able to pull from their own experience, they are able to gain an understanding about what the character is going through based off the feelings the student felt. We are also able to observe the knowledge student’s already have about a topic and fill in gaps on essential information that would be relevant to understanding the reading. When students have knowledge of the topic or they are able to relate to the topic, they will become more invested in the reading and have a better understanding of what they are reading.

Story Maps and Graphic Organizers

The use of story maps and graphic organizers gives students a visual aid of sequences or how certain aspects connect to one another. A story map allows students to identify the main story elements such as setting, characters, theme, plot, resolution, and other specific details that are important in the reading. These can be used with both independent practice or group practice. There are a variety of graphic organizers that can be used based off the need of the students. The graphic organizers I use most with my students relate to main idea and supporting details. Students use these to identify the main idea of the reading and list specific details that support the idea. I encourage students to cite exactly from the book when giving their supporting details so they are aware of where they found the details.

KWL Charts

KWL Charts are a three-step process that help students look for the information they want to know while using information they already know. This tool not only helps students gain understanding of the reading but also allows them to reflect on the things they have learned. In the first step students will list items they already know about. In the second section, students will list items they want to know about. Finally, students will reflect on the things they have learned throughout the reading by listing them. Students are able to see if the questions they asked have been answered and if they haven’t, they are able to ask more questions for clarification. I find this strategy to be useful throughout all subject areas. Using this tool allows students to further investigate items they did not get answered which will aid in comprehension of the topic.

Questioning

Giving students the opportunity to ask questions about a specific content or reading gives them a sense of purpose of their reading. One of the most common questions I get from students is, “Why?”. Promoting students to ask and think about questions like “where” and “why”, will promote active reading. Students will read with the intent to answer the questions they have about the book. Asking questions also aids in students making connections through their reading. They are able to answer why a specific event happened based off details they have read about.

Story Retell

The use of story retell is a strategy I use not only with my students but also at home with my own child. By having students reflect and also be able to tell specific events about the book will also promote active reading. This can be done in different ways as students progress through each grade level. In younger grade levels students can be prompted to give a story retell buy saying, “First, Next, and Finally”. Students will understand not only the sequence of events but also what happens in each event and how they connect to the next event. As students get older, we have can students give a summary of the book through various ways. We can ask students to create performance tasks that allows them to be creative while displaying their knowledge of the book or section they have read.

References

Read Naturally.com/Comprehension. (2018, November). Retrieved from Read Naturally.com: https://www.readnaturally.com/research/5-components-of-reading/comprehension

The Key to Comprehension: Teaching Reading Strategies. (2017, January 25). Retrieved from Southeastern University Online Learning: https://online.seu.edu/teaching-reading-strategies/

MAT670- Week 1 Introduction

Hello!
My name is Pamela Perez and this is my first course towards completing my masters program. I am also in the process of completing my multiple subject credential from National. I just completed all my course work for my credential and will finish my last 4 months of my clinical practice once I return from maternity leave in January. I received my BA in Liberal Studies from Brandman University. I am completing my internship at Crescent View West, which is an independent study program located in the Central Valley. I have worked for Crescent View West for almost 12 years in many capacities. Over the last 2 years I transitioned from the operations department to the education department. Currently I work with 7th and 8th grade students as well as students who receive special education services.
I am currently engaged and we just welcomed a baby boy in September. We also have an 8 year old son who is very active and loves being a big brother. We are a very active family and enjoy spending as much time as we can with each other. We have very hectic schedules both working full time, going to school, and keeping up with our son's activities. I look forward to collaborating with you and continuing my educational career.

-Pamela Perez

Let's Meet the Shapes

Let's Meet the Shapes Web Scavenger Hunt

 

Subject Matter: Mathematics

Grade Level: Kindergarten

Lesson Objective:

Learners will demonstrate knowledge and ability to correctly name various shapes. Students will be able to name the properties of each shape. They will also draw the connection of shapes to the world around them.

Common Core State Standard and/or Academic Content Standard: (http://www.cde.ca.gov/be/st/ss/index.asp).

K.G.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind,

and next to.

K.G.2

Correctly name shapes regardless of their orientations or overall size.

Technology Standard: NETS for Students: (http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm)  

1-    Empowered learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Website Addresses Used as Resources:  

1. https://www.ixl.com/math/kindergarten

2. https://www.abcmouse.com/

3. http://interactivesites.weebly.com/geometry-shapes.html

Student Research Questions:

Essential Question:

1. Where are shapes seen and used in our everyday lives?

Subsidiary Questions:

2. How are shapes the same as each other?
3. How are the shapes different from each other?
4. How can shapes be combined to make a different shape?
5. What are vertices?
6. How do vertices relate to sides?
7. What are the most common shapes around the classroom?
8. What are common shapes at the playground?

Assessment: 

In this exercise, student learning is being promoted through practice of concepts learned. With the use of interactive games on this topic, students are able to gain as much practice desired through the games provided through ABC Mouse as well as Weebly.com. Students will be assessed through their practice on these applications as well as though the learning activity presented at the end of the lesson. After discovering shapes both inside and outside of the classroom, students will have the opportunity to share out their findings in groups as well as constructing a poster together of their findings. The poster will include the various shapes found around them in the classroom, the name of the shape, and the number of sides and vertices. Students will not only be evaluated through their group project but also individually through their assessments on the computer software.