Assignemnt 1B - 21st Century Skills

Teachers Level I Self-Assessment 

In the first section of the Teachers Level 1 Self-Assessment,  I realized that there are only a couple areas where I need to brush up on which I felt little proud of myself.  The two areas are in the Windows Operating Systems, 4k: I can run and know when to run an anti-virus software program and 4l: I can add or remove programs from my computer.  I have no idea how to do either of these things.  I am adept at all the skills in the Word Processing section. These are the skills necessary to complete papers and assignments when in school where I have definitely spent many years of my life doing. I learned that I am also adept at the Internet skills set.  I feel these skills have become basic skills in our everyday life. I am also very skilled In the Communications (E-mail) section. Another basic skill in our everyday life.  I have been using the internet for multiple decades and don’t know how I would live without it.

Teachers Level II Self-Assessment

This section covers Computer Network, Computer Terminology, Hardware & Software, and Windows Operating System/Basic Operation. I was unpleasantly surprised at how much I did not know in this area of technology.  Whereas in Level 1 I felt very comfortable with the skills, I feel very inept in the Level II’s skills set in this area.  In the section Internet,  Word Processing, Presentation Software and Spreadsheets, I feel strong in the Internet and Word Processing areas, but fall short in the Presentation Software and Spreadsheet areas. Being a first grade teacher, I don’t really know how necessary it is for me to create spreadsheets and presentations.  I may wrong but I feel that is more for upper grade teachers. I am very familiar and comfortable with the skills in Productivity and Professional Practice and Social, ethical, and human issues. However, there is one skill, 1g: I can explain the purpose of AUPs to students and teachers, that I have no idea about.  I don’t even know what the acronym AUP stands for so this is a skill that I am lacking.

Teachers Level III Self-Assessment

There are many ways that I integrate technology in the classroom; such as, I design student learning centers on my computers. There are programs that focus on first grade math standards and reading standards that I use regularly. I also use my computer stations for children to conduct simple basic research. This occurs more at the second half of the year when most students have the ability to read. The area I am working to improve is creating units that incorporate technology that help students address real-world problems and issues.  I really believe in Project Based Learning as I have learned more and more about it in my Masters classes at National University.  It is not an easy shift in the way of teaching, but it is something I am working hard to try and implement into my teaching. Lastly, I feel quite comfortable in the Network and Internet, Social, Ethical, and Human Issues skills. 

Assignment 1A - Digital Literacy

I would describe myself as a limited 21st Century learner. Although I think technology, problem solving, creativity, communication, and critical thinking are all crucial skills, especially in this rapidly changing world we live in, I have a hard time with implementing these skills.  It is, often times, challenging for me to change my mindset in this “new” way of teaching, going from “The Sage on the Stage” to a facilitator.  My school is trying to become an IB school and I am truly trying to help create our PYP units but it is a completely different way of thinking. I am hoping with more trainings and experience with these types of units that it will become second nature eventually.  

I was definitely born before 1982 which makes me a digital immigrant.  I feel comfortable with many digital devices , such as the computer, phone, document camera, and tablet. However, I still do not utilize all that each has to offer.  I am a bit apprehensive when it comes to teaching with technology when it goes beyond the use of the Elmo, Youtube, computer programs and apps. I don’t really know if much more than that is appropriate for first graders anyway.  

Students are all so different and come into the classroom with a variety of background knowledge and experiences. It is important that we differentiate teaching for all types of learners and a great way to do this is by utilizing technology. 21st century teaching is about making a learner centered classroom where the students are intrinsically motivated to learn. 

I may not have my first graders blog, make movies, create a power point presentations etc., but I do utilize technology and devices that I feel is helpful for students success.  I research new apps and websites regularly as new ones are created all the time. If its is Common Core Aligned and engages students I incorporate it into my teaching right away.  As I review the apps and websites, I realize there are MANY ones that are either boring, not challenging enough, or doesn’t cover the standards. This is where a teacher needs to use critical thinking when reviewing technology for her students.

I feel that I am a 21st Century teacher in that I enjoy collaborating and working with my grade level team.  I feel if this is a skill we are trying to teach our students for their future success at the work place, then I need to exemplify this skill. There are so many rapid changes education is undergoing, it is more effective when I can share ideas and knowledge with colleagues.  Sharing your expertise and experience, communicating and learning from others, and being able to self-reflect is an important part of the learning and teaching process.

4A - Differentiating Content, Delivery and Assessment

I designed a lesson for the Common Core Standard 1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.  This can be a challenging standard for little first graders to understand.  Therefore, it is important that children get as much concrete, hands-on experiences with this skill.

The first thing I do before teaching this standard is PRE-ASSESS!  I need to know what my learners know about this standard.  I flashed up a number on my Elmo and ask the students what is one more, one less, ten more, or ten less than this number?  I did this with a couple more numbers and then collected their formative assessments.  This data showed me who knows what and will enable me to group my students accordingly.  I will make 3 leveled groups based on skill level.

I got my students excited about this lesson by giving them an activity that is fun and engaging.  The students put together a 100’s chart puzzle with a partner!  I was able to differentiate the puzzles by cutting up the puzzle in pieces of 4 - 15.  This activity helped my lower skilled students understand the patterning of the 100’s chart by working with a higher skilled student.

After the warm up, the students played a game. The children had a number chart and a place value mat with a one’s side and a ten’s side.  We used a random number generator to give the class a random number between 10 - 100.  The students worked with a partner to find the number on their 100’s chart and then show the number on the place value board using base 10 blocks. Then they rolled a +1, -1, +10, -10 die and showed the number they rolled on the number chart and with the base 10 blocks.

The students will now be split up into their leveled groups: 

Group 1 - The lower skilled students continued to play the warm up game with me at the front table using base ten blocks/place value mat and marker boards to show their work. We focus on -1 and +1 first and then practice -10 and +10.

Group 2 - These students are progressing towards grade level standards but needed more practice in order to master it.  I noticed this group of students had mastered identifying what was -1 and +1 than a number, but they had some difficulty with -10 and +10. They played a game called 10 more and 10 less roll. You can play this game with number cards & dice labeled -10 and +10.

3A - Cooperative Learning

There are many ways I can use grouping patterns to teach writing standards to my first graders. Here is an example of a lesson I did that addresses the Common Core ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.  The topic was, “Do you think our school is a safe place?”   

I would start this lesson by reading aloud Arthur’s Fire Drill by Marc Brown whole group.  We will discuss the purpose of fire drills in school. I will guide the students to think about what makes a school safe and what makes a school unsafe for children. I will ask the students to share their ideas with their elbow partner and then I will call on students to share it with the class as I write the ideas down on the whiteboard This is an example of heterogenous and partner groupings. 

After our brainstorm, I will ask the question “Do you think our school is safe for children?”  I will call on random students to share their opinion. I will then group students together by what their opinion is heterogeneously.  If they feel that our school is safe, then I will group them together in groups of 3-4. If they feel that our school is unsafe, then I will group those students together in groups of 3-4.  We will all go walk around the entire school campus so that the students can make observations on anything they view as safe or unsafe around our school.  They will work together in their groups to observe, discuss and make notes on their group paper.

When we come back into our class, I will homogeneously group students in partners by ability.  This is for me to be able to challenge my advanced writers to write more in depth with more detailed reasons that support their opinion and also for me to be able to assist my struggling writers. This would allow me to modify the objective for each partnership as I would allow my lower achieving students to write simple supporting sentences.  I will ask the peer partnerships to share with each other their findings from walking around the campus. They will then write a 5 sentence opinion piece using the “hamburger” graphic organizer beginning with a topic sentence which states their opinion, 3 reasons and a conclusion.  

Each grouping pattern will facilitate meeting the content area standard because each grouping pattern encourages thinking, creativity, listening to different perspectives, etc.  The various groups the children work in will help to scaffold the objective so that all learners can be successful in writing an opinion piece about the topic.

Cooperative learning is great for differentiation because children are more active in this type of activity which creates a high motivation for the learner. Many students do not enjoy or respond well to being passive learners. This allows them to interact with other students and enjoy the process of learning.  If students are engaged in the learning activity then the obvious result would be higher student performance.  Cooperative learning also allows the teacher to homogeneously group the students which allows her to work with the advanced groups together and the struggling groups together. This is helpful because the teacher can focus on the needed skills for each group.  

Pre-Assessment: Week 2

• The thing that surprised me the most this week was reading other's posts and realizing how all the differentiation I actually do in my class without being cognizant of it.  Differentiating instruction is not just the big planned out things you do for individual students but also the many little things a teacher does throughout the entire day that helps student gain access to content and feel successful.  Differentiation can begin with small things incorporated into the day.

• The most challenging thing for me this week were the assignment instructions.  They seem to be a little vague, keeping it very open. I'm sure it is for the purpose of creativity, but it leaves me feeling a little unsure about my finished product.  Also, as many other students, I did not realize that the Pre-Assessments were to be posted in our blog. Therefore, after reading posts on the Virtual Office and reading someone's post about this, I had a little panic attack and quickly went to post my Pre-Assessments.  I posted my blog link to my DB 2B but not sure if this is right as I do not see anyone else posting their blog link on their DB.  

Pre-Assessment: Week 1

• Looking back to my early childhood education, I don't think there was very much differentiation going on.  I grew up in a very homogeneous community where the majority of the students were white and came from an affluent family.  It was very long time ago and my memory is fuzzy, but I remember a lot of dittos! There was little to no collaborative grouping and instruction was always whole group.  Differentiation was better in high school as the classes were grouped by levels; advanced, regular, and remedial. 

• My experience with differentiating instruction as a teacher has been very positive. I have been fortunate enough to work in districts where this has been a focus and there have been plenty of trainings on various ways to implement strategies for differentiating instruction.  This class has opened my eyes to so many things that I actually do that is differentiating instruction.  After so many years, many of these strategies become second nature, not even realizing I am differentiating my teaching.

Introduction

All About Me

Hello! My name is Angela Stringer and I have been teaching for 17 years! In the 17 years I have been teaching, I took 3 years leave of absence. So...I began teaching a loooonnnng time ago when class size reduction was first implemented (20:1). I have seen and experienced a huge change in how teachers are expected to teach and the types of children we see in our classes today. The good thing is, I still LOVE teaching and I am embracing all the new changes that we are experiencing. I am currently teaching a first grade class. I am married and have a daughter (12) and a son (9). We live in Murrieta where there is very little traffic, very little crime, and a strong sense of community. With teaching full time, running my kids to baseball and softball practices/games, helping my kids' homework and going back to school to get my Masters in Teaching has been challenging to say the least. I know it will all be worth it in the end!

Differentiated Teaching and Learning Activities

Differentiating instruction is the most effective thing we can do to reach more students and help them become successful in school.

Homogeneous/Flexible Groups:

First of all, I feel the simplest and most effective strategy to differentiate instruction is using homogeneous groups.  A big chunk of our daily schedule is spent on our center rotations (1 hour, 45 minutes). My students are strategically grouped by their reading ability with 5 in each group. These groups are flexible and change monthly throughout the year depending on each individual student's progress. 

Learning Centers:

Learning centers are stations where a variety of activities are set up. I design centers with different levels of complexity. Each center can be differentiated by challenging advanced students with more rigorous work and struggling students with reteaching activities. With that said, I spend a lot of time on lesson planning as each center has 2 or 3 different levels of activities.  The good thing is, 2 out of my 5 centers are computer stations which do not need differentiating from me, as the programs we use automatically do that!

Using Various Modalities:

I try and implement a variety of modalities throughout the day as all children learn differently using different modalities: auditory, kinesthetic, tactile, and visual. For my visual learners, I use a lot of graphic organizers (circle map, bubble map, double bubble, tree map, flow map, and the hamburger) to help my students visually organize their ideas. My auditory learners enjoy the strategy, Think-Pair-Share, as this allows them to listen to other's ideas. These learners also learn well with direct instruction. For my kinesthetic learners, I incorporate a lot of different games and movement. For example, my students spell the week's words with their body. Of course, I almost always use math manipulatives when teaching math concepts. Lastly, for my tactile learners I allow my students to draw or paint to help them express their ideas. I also have salt boxes, where my students trace the letters of the words for the week.