I had a lot of fun teaching this unit with my class. My collaborating partner enjoyed it as well. We did find some of the scheduling was difficult because a lot of the lessons required technology. Our school only has one laptop cart, which meant we couldn't be doing two lessons that used technology at the same time. I did find that some of the lessons were difficult for students because the students were just beginning first grade, as opposed to ending. This can make a big difference.
I had not typically done a perception survey with students after a unit. My partner and I found it interesting to look at each student's survey afterward. Because we know the students well, their personalities seemed to fit with their survey. For instance, some students have a fairly negative outlook on things whereas others would always say that they loved everything. It did impact how or what I may teach the unit next time.
My first grade colleague and I usually plan many lessons together. Being able to discuss how each lesson goes is helpful. Also, if one of us teaches it a day ahead we can give each other tips or tricks that may help the lesson go more smoothly. Overall, I think that planning and teaching a unit together is a good idea. I'm not sure as though I would go through every step that we did last semester, but the BIG IDEA is a good one.
Showing posts with label collaboration. Show all posts
Showing posts with label collaboration. Show all posts
Wednesday, December 2, 2009
Monday, May 11, 2009
Collaboration- Stage 3
Collaboration
My partner and I found it difficult to complete the assignment of stage three because of the technology and the more difficult facets. It is difficult to have our students type a lot, especially in the fall. So, many of her tasks consist of short pieces of writing accompanied by a picture on the computer. We also found that some of her ideas overlapped with my ideas. I guess it shows that we are used to integrating without putting too much thought into it!
My partner did think that meeting the seven types of learning was hard to do. I agreed with her. It seemed as though we were stretching things so far that it was not really an accurate use of the learning style. As I have felt with the technology pieces, it felt like we were doing things just to stick them in and fulfill the requirements. I am not sure that they all are a beneficial use of my student’s time.
When leading my partner through the process I almost thought we were duplicating a lot of the thinking I had already done. She had a lot of the same lesson ideas! However, her goals were more related to the reading and writing aspect of the work, whereas mine focused on the health issues. My partner asked a lot of questions. I seemed to be able to answer most, except for the justification for using technology at some points. Also, we added some things just to fulfill the seven learning styles requirement. I think it was easier to do this process with my partner than it was myself because I had seen the whole process through. The guidance I gave my partner was not as much as in the previous stages. It seemed like this was the easier stage for us. This stage really showed us how much elementary teachers truly integrate already.
Honestly, I don’t think I will be truly sold on this whole concept until we see the lesson through in the fall. I understand the backwards concept, but don’t agree with all the technology I placed in it. However, I will not say it doesn’t work until I see it fail with my own eyes! My partner and I plan to go into the unit with a positive attitude, regardless of our skepticism.
I am glad to hear that the schedule of the master’s program will be revisited. It would be much easier to plan a lesson knowing the group you have and the level of skills they will have. Luckily, I will remain at the same grade level for next year. That would have thrown a big curve at me!
My partner and I found it difficult to complete the assignment of stage three because of the technology and the more difficult facets. It is difficult to have our students type a lot, especially in the fall. So, many of her tasks consist of short pieces of writing accompanied by a picture on the computer. We also found that some of her ideas overlapped with my ideas. I guess it shows that we are used to integrating without putting too much thought into it!
My partner did think that meeting the seven types of learning was hard to do. I agreed with her. It seemed as though we were stretching things so far that it was not really an accurate use of the learning style. As I have felt with the technology pieces, it felt like we were doing things just to stick them in and fulfill the requirements. I am not sure that they all are a beneficial use of my student’s time.
When leading my partner through the process I almost thought we were duplicating a lot of the thinking I had already done. She had a lot of the same lesson ideas! However, her goals were more related to the reading and writing aspect of the work, whereas mine focused on the health issues. My partner asked a lot of questions. I seemed to be able to answer most, except for the justification for using technology at some points. Also, we added some things just to fulfill the seven learning styles requirement. I think it was easier to do this process with my partner than it was myself because I had seen the whole process through. The guidance I gave my partner was not as much as in the previous stages. It seemed like this was the easier stage for us. This stage really showed us how much elementary teachers truly integrate already.
Honestly, I don’t think I will be truly sold on this whole concept until we see the lesson through in the fall. I understand the backwards concept, but don’t agree with all the technology I placed in it. However, I will not say it doesn’t work until I see it fail with my own eyes! My partner and I plan to go into the unit with a positive attitude, regardless of our skepticism.
I am glad to hear that the schedule of the master’s program will be revisited. It would be much easier to plan a lesson knowing the group you have and the level of skills they will have. Luckily, I will remain at the same grade level for next year. That would have thrown a big curve at me!
Sunday, March 8, 2009
Partner Meeting Reflection
Meeting with my Partner Reflection
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
Subscribe to:
Posts (Atom)