M8 bportfolio Meta-reflection

Carmen Reid

EDU6978 Introduction to Science, Technology, Engineering, and Mathematics (STEM) Education Research

What are some of your biggest take-aways from this class?

     The biggest take aways for me have centered around Project Based Learning (PBL) and incorporating this teaching technique in an interdisciplinary way into my classroom.  What I find fascinating about the basis of PBL is that students must have a real-world NEED to learn information (something other than a good grade) as the basis for making the projects work.  It is now apparent to me, that students will experience more positive learning outcomes with direct correlation to the number of PBL experience that they encounter. 

     The real-world scenarios of with small groups endeavoring to conduct long term collaboration projects is something I personally love.  My goal as a teacher is to help grow citizen who are well equipped to contribute and participate in the world where which we live.  As a science teacher, I see no better way to do that then through PBL. 

One major misconception about PBL that I carried was the idea that PBL is merely a “project.”  This of course is false, with PBL acting as the “unit” not the conclusion of it.  I had to rethink my teaching style and look closer at the presentation of a challenging problem and or question as the focus of the project as opposed to an actual hands on activity/physical artifact which may or may not be a part of the PBL at all.

     According to the Buck Institute of Education, “Once teachers feel comfortable with PBL, they usually say they’d “never go back.” (p. 7, Starter Kit).”  The role of a PBL teacher is one that I personally feel much more comfortable taking on.  That of a facilitator or coach.  As a teacher, I appreciate the idea of overseeing the logistical maneuvering of the project, while simultaneously assessing student learning with an occasional lecture to further understanding (and boost my own ego 😊). 

What are some important resources both written and/or from your peers? 

The two biggest resources that I plan to hold onto from this course are as follows. 

1.      Successful STEM Education web site.  This site is loaded with programs that work with students directly, both school or non-formal education programs.   These programs and projects are said to be “Exemplary Programs in Successful STEM Education.”  Many of them are funded by the National Science Foundation (like the one I chose to evaluate for my final project Foundations in Science) and are aligned with the recommendations of the National Research Council reports, Successful K-12 STEM Education and Monitoring Progress Toward Successful K-12 STEM Education.  The selection is quite vast and one thing in particular I liked about the site is that I can locate both age appropriate projects as well as programs that are geared toward specific groups of students (i.e. underrepresented minorities or female students).

http://successfulstemeducation.org/programs

2.      The Buck Institute for Education (BIE), has truly inspired me to want to be a better teacher.  Through the use of the starter kit and the videos that I found online (and those recommended in the class) I felt they helped me to get a pretty nice grasp on how to use Project Based Learning.  I bought the book for secondary teaching (before I learned I will be teaching 5^th grade next year).  I feel adequately prepared to make the necessary adaptations though and find the PBL is wonderful for all grade levels and subjects.  It is my hope to participate in some of the BIE professional development seminars on how to design, assess, and manage projects.  There is nothing better than a classroom full of engaged and motivated students and I am convinced that PBL is the way to make this happen. For me this is a resource that I am looking forward to sharing with my teaching community and hence, it is one I recommended to everyone else.

https://www.bie.org/resources  which offers more advice on what it means to be a PBL teacher.

PBL Starter Kit or PBL Handbook (both secondary and elementary are great).

     Note:  I spent a great deal of time studying the Project Based Learning Toolkit Series -Starter Kit 2^nd Edition:  To-the Point Advice, Tools and Tips for Your First Project in Middle or High School, compiled by the Buck Institute for Education.  This book caters to those of us with no PBL experience in the classroom or from professional development classes.  It is written for a teacher to use as they read, meaning to be planning a project simultaneously. 

EDSP6644 -Reflection on an Artifact Submission Format

Carmen Reid

08/13/2017

EDSP6644  Educating Exceptional Students

Blog Submission -Reflection on an Artifact Submission Format

I have chosen to reflect on my Peer Review Paper.  My paper was entitled, “What is “Best Practice” for Adolescents of Somali Immigrant Parents?  Practical tips for secondary educators.”  I found this work relevant because I work among a community that is composed of a significant percentage of refugee and other English Language Learners (ELL).  As I stated in my original piece, it is an ardent desire of mine to acquire the skills necessary to guide my students and support their families through their academic journey; one that often includes special education services (in the said mentioned case those related to English as a Second Language).  

One of the observations I have made in my teaching experience thus far has been that many (if not most) ELL were actually born in the United States.  This can often lead to assumptions on the part of the teacher regarding language expectations that are unrealistic and detrimental to academic success.  I now see the importance of communicating with parents directly and encouraging the parental relationship in a mindful manner, using special care through interpreters when need be.  A couple of the primary take aways for me has been to NEVER use students as interpreters and to encourage the use of the parents native language in the home.

This literature review has acted as a jumping board for me as an educator.  I was able to attain some of the prerequisite background knowledge regarding the Somali culture, for me the largest cultural group currently represented in my school.  It has spurred me to further my research of the historical happenings that have led to immigration as well as the religious and cultural innuendos that I may be overlooking but that may allow me to better support my students. 

In Somali culture, the educator is to the students as a mother is to her child, she is a second parent.  I humbly accept this responsibility.

M6 bportfolio Reflection

EDU6978 Introduction to STEM Research

What do you view as some of the challenges associated with implementing an effective STEM model given your current teaching context? 

·       I currently teach at a small private religious school located East of Seattle.  My 2016-2017 assignment is for 5^th grade, as a contained all subjects classroom, this will be a change from my solely science middle school curriculum last year.  Honestly, one of the greatest challenges I am grappling with is just being a new teacher and balancing all subjects!  While I desire to teach with an innovative approach, using problem based learning (PBL) models and including lots of hands on STEM work, I am also a little hesitant to stray from the current curriculum as this is my first go at it. 

·       Another challenge that I foresee is a bit of administrative resistance.  As a new teacher, I have found that one has to be careful not to step on too many peoples toes.  I worked cooperatively with my middle school team last year but, it required a lot of checking in before making decisions.  As a single 5^th grade teachers I may have a bit more latitude in this regard, however, I am not sure how to present my PBL ideas to the administration (or if I even need to for that matter).  Many of the teachers at our school are veterans and teaching methods are often quite traditional.  I am a parent of the school as well and from that perspective I know change is needed.  As a teacher, I am trying to figure out the best way to work these changes into the current school model.  That said, I have certainly been playing around with many ideas of how to incorporate my love of science into the classroom, without getting myself in over my head!

·       One final obstacle I face is a physical one.  I work in a very small facility.  My classroom is not big and I will have 20 students next year.  My ideas regarding STEM and PBL often surround stations and modules.  I like to give my students freedom to progress or hang back as needed to facilitate best practice learning.  The lack of space (and equipment at times) can be challenging to work around.  I plan to go into the building in the next week or two and get a better feel for what my options are in this regard.

What are some potential solutions and/or innovations you can create to eliminate some of these challenges? Feel free to modify prompt as applicable.

·        One resource that has proved to be invaluable has been the Buck Institute for Education (BIE), web site (http://www.bie.org/resources).  As a teacher, new to PBL they have the resources and support available to help me prepare my students for success.   They have shown me how to use Project Based Learning in my grade level and across the subject areas. I am looking forward to participating sin some of their in person professional development sessions on how to design, assess, and manage projects that engage and motivate students.   One of the challenges I thought about had to do with getting y school on board.  One of my solutions has been to share this resource with my middle school administrator.  She really fell in love with the Buck Institute and has taken it to the principle and the board.  I think this will bring coherence to PBL practices throughout our school, and support the creation of a school-wide processes with structures to support this learning model.

·        Another idea that has come to mind, of which I feel confident I will get the support of my administrators is to spend some time in other PBL focused classrooms.  My daughter will be attending Bellevue Big Picture school in the fall.  This is a public choice school that uses PBL and I am looking into visiting the Seattle Girls school as well.  Both schools should offer me an upfront look at how STEM and PBL can come together in an actual classroom.

M3 bportfolio Reflection Submission Link

             

Respond to the following: Now that you have had a few weeks to think about and analyze STEM models as well as ways to implement, what are some new ideas you have acquired? How can some of these ideas apply to your current practice? Feel free to add/modify this prompt as you see applicable for your context. 

I have spent the last year teaching both science and social studies to middle schoolers at a small private school located east of Seattle.  This middle school is in its infancy and I came to teach during its third active year.   The schools goal has always been to follow the Seattle Girl’s School problem based learning model (PBL).  I entered with the full intension of being one of three STEM instructors.  I now see that I am really just a science teacher although, my aspiration is still to eventually gain a complete STEM curricular model to follow and teach.  My school seems to follow more of a SteM model with Science and Math acting as the most important components.  That said, the science curriculum that we follow is hands on  and problem based with, albeit a lesser, amount of engineering and technology incorporated into student learning.

            One of the topics that has really hit home for me during these first few weeks of study has been the idea of having clear learning targets.  Targets that are clear to our students and easy to assess.  As a first year science teacher, I followed the pre-bound curriculum almost to a “T” last year.  I was a bit fearful to deviate from it, in case I left out something important!  Foss Science is great about giving students plenty of hands on experiments and each unit starts with a “Focus Question.”  The problem I found was that sometimes the focus questions were very broad and other times we just never fully answered them by the time we finished the unit.  When I began to contemplate over the need for clear learning targets, I realized that I had done quite a disservice to both my students and myself.  Williams states quite eloquently that, “This is why good teaching is so extraordinarily difficult.  It is relatively easy to think up cool stuff for students to do in classrooms, but the problem with such an activity-based approach is that too often, it is not clear what students are going to learn (p.63).” 

            So I guess my biggest take away thus far has been that as a teacher I need to be more clear with regards to my learning objectives.  This is really important as I want my students to not only enjoy the problems that I present but to actually reach the learning goals that I have intended and aligned with the NGSS standards.  Having clearly denoted learning targets (I like the I can statements) written ahead of time on the whiteboard will help keep everyone on track.  I plan to continue to pose those important and interesting problems for my students to solve but with the addition of clear learning expectations.  Those that integrate all STEM content areas with equal rigor being upheld.

Reference

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree.

https://www.fossweb.com/

Internship Blog Portfolio #4

Internship Blog Portfolio #4

4. Content Knowledge - The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

Designing a coherent lesson plan depends heavily on clear learning targets and well organized student activities. Along with this, during internship, I have come to understand that appropriate pedagogy focused instruction involves numerous opportunities for high student engagement and positive student learning outcomes. 

For example, my mentor teacher has demonstrated a method of writing a lesson plan that starts with specific learning targets and ends with a recap of these objectives.  Sometimes, the instruction is unable to cover all of the originally presented classroom objectives.  The recap allows for students and the teacher to get a clear understanding of what was covered and what needs to be looked at again in the future.  As I put together my own lessons, I keep these learning objectives in mind and try to place a time frame for each activity that supports these goals, ending with a five minute period for returning to the “focus questions” presented at the start of class.

During my third trimester of teaching, middle school students I knew that I needed to start a unit that would get my students excited about science and at the same time cover the life science curriculum that fits my content objectives for this year. To do this, I assigned small groups of students specific organ systems and began calling them my the doctors title that specializes in this region of the body (i.e. neurologist).  I used a number of interactive activities that allowed students to not only research their assigned system but to find the interconnections between organ systems.  We concluded with organ system posters covered in sticky notes that each group used to write the connection of their body system to the others. I used this engaging group work method to move my class of academically burnt out middle schoolers to become actively participating learners.

The image shows the organ system posters both before and after the activity. An interesting feature of this example is that the students spent two class periods, 1 researching their own organ systems and the other researching the connections of their organ systems to the whole.   The learning target where met in an organized fashion allowing students to use of group-learning to make connections to the world through human system interactions. This activity also provided information so I could strategically plan the next lesson, where which I will allow students the opportunity to demonstrate their organ system knowledge through identifying symptoms that indicate a diseased state in a given body part.

Organ system board following research and connections.

Instructions for students of what to include on the sticky notes.

Focus Question, learning target

Organ System Posters prior to group additions.

Through this experience, I learned that it is important to get students moving (literally) and to get content specific objectives through student research and group discussion.  Both of these activities are necessary for improving achievement. 

A next step for me would be to incorporate some specific student presentation and demonstration of knowledge acquisition into the lesson plan.  This would allow me to formally assess that appropriate learning targets were met.  I could also add a student self-reflection of learning target understanding.  This might be even more important as this was a group activity and

Reference
Delta Education. Foss Science Resource, Human System Interactions. 2016

Internship Blog Portfolio #3

Internship Blog Portfolio #3

Expected outcomes are expressed as program standards derived from RCW 28A.405.100, which are aligned with State-designated teacher preparation approval standards shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Log

In the following blog entry I have chosen to reflect upon this program standard 3. Differentiation. As an instructor, I feel it is my responsibility to expect all of my students to learn at high levels and I believe that it is my responsibility to assure that all students learn.  Differentiation is the process by which I make this happen.  It is the ability of an instructor to adjust her lesson plan in a way that allows all students to meet the objective.  I try to approach knowledge and the acquisition there to as a fluid process, a flexible one.  My goal is to encourage my students to question and contemplate.  Rigidity in a curriculum prevents this outcome. 

Program standard à

3. Differentiation - The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

States the background by which I as a teacher may achieve this goal of inculcating intellectual thought.  As a teacher, I have the ability to present information in a number of ways.  By utilizing the cultural understanding that I poses as well as the individual background I have on my students, I have the power to transform the learning process into a successful cataclysm!

This entry will focus on Standard à

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

I recently had the opportunity to put this standard into practice.  I was teaching a unit on Human System Interactions.  The beginning of this table was then projected on the white board.  This was not a complete table but rather an example so students could know how to get started.  I then asked my students to create a comprehensive table and fill it in as they read through the 6 associated text book pages. 

I soon learned that this task was too much for several of my students. I needed to print a copy of my table for some students that were having difficulty completing the design on their own.  The creation of the table itself was either taking way too long or the precision of the tables draw were inadequate for a proper data analysis.

This was a great opportunity for me to put Bloom’s Taxonomy (Bloom, 1956) into action!  My goal was to move all of my students toward higher levels of thinking, processing, and questioning.  We spent the prior classes focused on knowledge and comprehension of the disease states and the associated symptoms.  We observed video footage of a patients with numerous symptoms and we were now at the point of differential diagnosis.  Most students had at this point become competent with these basic skills.  Hence the goal was to move all students to this slightly more complex tasks.  I was now requiring my students to think at a higher level, to compare, contrast, and develop a degree of argumentation through the use of collected evidence.  This table was not simply a more difficult task that needed to require a lot of energy or time.  Rather, the goal was to make the data readily available for conclusions to be drawn.

As the lesson progressed I learned that numerous students were unclear how to complete this table on their own.  They did not seem to understand how to fill it out.  This gave me an opportunity to adjust the lesson further by the class completing the table together as opposed to the individual assignment.  These minor adjustments allowed for all students to understand the goal, which was to see what particular symptoms different disease shared.  The outcome was thus successful although the route to attaining it was adjusted from my original plan.

            My next steps will involve some reflection with the students on the assignment.  I have a passion for human physiology and sometimes lose track of myself in the subject matter.  My hope in having students self-reflect on this unit is to better understand their level of comprehension and to see if they found the flow of presentation adequate.  Below is a list of the key concepts I am hooping my students took away.  I will be able to better evaluate that these goals were met after I review their self-reflections.

References

Anderson, L. W. (2009). A taxonomy for learning, teaching and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman.

Wong, H. K., Wong, R. T., & Seroyer, C. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

Internship Blog Portfolio Entry #2.

Internship Blog Portfolio Entry #2.

“8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning…

8.2 Growing and Developing Professionally 

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.” 

         For my 2^nd Internship Blog Portfolio Entry I have chosen to dig deeper into program standard 8.2.  This evaluation was precipitated by an opportunity I had to attend a Teaching Tolerance conference in Seattle with a few of my colleagues this last month.  As a new teacher, I believe that I can bring a new set of eyes to the educational environment in my school as well as on a broader level.  At the same time, I understand with confidence that my predecessors have a lot to offer me on a professional level; wisdom often follows experience.  In my opinion, this program standard is paramount for success and growth in the field of academia both now as a novice and hopefully 20 years from now as a veteran.

This standard is a key element in the multicultural growth that must occur in order for any of us to attain an effective stance at teaching in a culturally competent way.  We have to begin with an open dialogue.  We have to accept people for where they are in the moment and personally we have to be willing to transform our own methods for the better.  In reading Gloria Ladson-Billings (1995) article, But that's just good teaching! The case for culturally relevant pedagogy, I was struck by how frank she was about the current state of education in our predominantly African American public schools.  She states, “Given the dismal academic performance of so many African American students…,” for me these few words are all in takes to bring the urgency of reevaluating the current k-12 institution into the forefront.  As an African American woman, who has tread water on both sides of the train track, I am all aware of the necessity for change.  The most beneficial aspect of researching cultural competence is the awareness that comes with this work and the hope that is highlighted by the few individuals who have dedicated their lives to fixing this innately broken system.

The cultural conversation is sometimes a touchy one.  No one wants to step on anyone else’s toes.  While there are many ways in which one can raise awareness of their own culture and experience to reduce misunderstandings, I have found reading and researching on this topic to be profoundly helpful in my quest to becoming an effective and culturally competent teacher.  According to the Teach for America team (2011), “Dynamics of difference and sameness” is a phrase we use to refer to the complex—often unspoken or even unrealized—dynamics of power or bias that can arise in any human interaction. (p.49).”

As individuals, we all come from different places, ethnically, socioeconomically, academically, and psychologically, to name a few.  We all have our own individual experiences and perceptions of life that have helped to define our thinking and interpretation of our very place in the world.  Chapter 4 in Diversity, Community, & Achievement by Teach for America (2011) addresses the issue of Dynamics of Difference through a vast compilation of Teachers’ Reflections on Diversity in Their Classrooms.  As a new teacher, these uncensored quotes were invaluable for me to gain an understanding of the multitude of perspectives that surround the very nature of a what it means to be culturally aware.  It pushed me to reexamine my own idea of a multicultural classroom. 

The Teaching Tolerance conference held on

Saturday, March 11, in Seattle's historic Washington Hall offered a symposium on teaching about immigration and migration. As we all know, immigration has recently taken center stage in our national conversation.  In my current population of students and families, these immigration policies have hit very close to home.  We have had first hand experiences of individuals being held at the borders and airports.  There has been a real fear associated with the current climate.  My school administrator recommended we attend this conference.  Learning Specialist Lauryn Mascarenes walked us through the  a curriculum entitled “Viva La Causa” and shared with us ideas about how teaching About César Chávez can engage students and create a more inclusive classroom environment.
 

          As teachers it may not be within our reach to generate reform the entire educational infrastructure, however, we do have the power to make change within in our own spheres.  We can start by incorporating culturally relevant pedagogy into our classrooms.  In my next steps toward professional development I intend to teach the Viva La Causa curriculum to my middle school students.  In addition, my mentor teacher has scheduled a middle school cultural awareness meeting, with the intension of beginning the dialogue at a personal level.  Our students come from a diverse background as do we.  We collectively understand that we may not know all of the intricacies of all cultures.  That said, we are committed to teaching in a manner that is inclusive and accepting.  One great suggestions comes from Ladson-Billing (2001), who encouraged teachers “to utilize students’ culture for learning.  This culturally relevant pedagogy is an important tool for teachers to master.  By following this culturally applicable technique, we are able to instantly empower our students and thus encourage academic participation and engagement. The road is not always an easy one to navigate, however, it is our duty to ourselves, our students, and our democratic society at large, to try and do our job in a socially responsible and advantageous way.  In a way that is beneficial to ALL of our members.

References

Beaudoin, B. B. (n.d.). Culturally Responsive Pedagogy/Culturally Relevant Teaching. Multicultural America: A Multimedia Encyclopedia. doi:10.4135/9781452276274.n236

Cross, Terry L., Marva P. Benjamin, and Mareasa R. Isaacs. Towards a Culturally Competent System of Care. Washington, D.C.: CASSP Technical Assistance Center, Georgetown U Child Development Center, 1989. Print.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. doi:10.1080/00405849509543675

Nieto, S. (2002). Profoundly Multicultural Questions. Educational Leadership,, 60(4), 6-10. doi:10.1093/019829610x.001.0001

Teach America.   Diversity, community, & achievement: 2010. (2010). Retrieved August 10, 2016, from http://www.teachingasleadership.org/node/404