About Me

My photo
I am currently 3rd grade teacher at West Burlington Elementary School in West Burlington, Iowa. I'm in my ninth year of teaching at the same school I attended from K-12. I pursuing my Master's degree in Instructional Technology through the University of Northern Iowa and I am so excited about this adventure.

Tuesday, November 1, 2011

Welcome to the 21st Century

Jami’s MNW Walkthrough Form and Technology Infusion Data

Characteristics of Core Instruction: The following topics and items were taken from Iowa Core Curriculum sessions and reflect the Characteristics of Effective Instruction outlined by the Iowa Core.

Course/Classroom Being Analyzed:  
3rd grade classroom

Image: Creative Commons

Student-Centered Classroom
  • Students at center of learning, teacher facilitating process
  • Cooperative or collaborative learning taking place
  • Teacher leading students to the answer not giving it out
  • Students have choices
  • Students are engaged in challenging work
  • Teacher questions and probes
  • Not visible during walkthrough
Specific comments about the Student-Centered Classroom:
Our training and focus on the Gradual Release of Responsibility framework and more specifically with productive group work and inquiry this past year has helped to move my classroom towards being much more student centered.  We’ve really been working on what productive group work looks like for the students through modeling and specific expectations. Through inquiry, students are engaged in thinking and sharing fostered by prompts and probes from the teacher.

Teaching for Understanding:
  • Problem or project based learning
  • Hands on, minds on
  • Students think and demonstrate understanding
  • Visual learning (conceptual models, graphic organizers, webs, etc.)
  • Factual knowledge is transferred to usable knowledge
  • Students involved in designing, problem solving, decision making, and investigating
  • Summarize targeted concepts and skills
  • Multiple means of presenting information
  • Not visible during walkthrough
Specific comments about Teaching for Understanding:
We definitely do alot of problem and project based learning tasks, especially through math.  Students are continually demonstrating their understanding and creating and completing visual models.

Assessment for Learning
  • Formative assessment is used as a tool to adjust teaching
  • Essential concept and skill is clear and evident to the students
  • Teacher provides criteria of quality work
  • Teacher provides examples of both high and low quality work
  • Self or peer assessment is evident
  • A collaborative classroom environment
  • Assessment for learning takes place DURING instruction
  • Variety of feeback to students (web, tapes, oral, written, video, etc)
  • Not visible during walkthrough
Specific comments about Assessment for Learning:
I definitely use formative assessments to adjust teaching according to what the students’ needs are.  I also have students self-evaluate and peer-evaluate.

Rigor and Relevance (We have not studied this so you do not need to include this section if you don’t know about the Rigor and Relevance concept.)
  • Quadrant A
  • Quadrant B
  • Quadrant C
  • Quadrant D
  • Opportunity to set goals
  • Expands on prior knowledge
  • Not visible during walkthrough
Specific comments about Rigor and Relevance:
Iowa Core urges tasks and activities to be in Quadrant D, these types of tasks seem to require significant planning out side of the box.  As I continue my teaching I hope to move closer to having more tasks closer to Quadrant D.

Teaching for Learner Differences
  • Plans for variance in learning
  • Assesses the interests and needs of individual students
  • Learning goals are clearly stated
  • Flexible grouping (supplemental and intensive)
  • Engages students in self reflection, collaboration, and learning choices
  • Works in variety of settings (large group, small group, individual)
  • Engages students in self reflection
  • Not visible during walkthrough
Specific comments about Teaching for Learner Differences:
As part of our school’s differentiated instruction committee, I’ve learned to incorporate many strategies to reach learners where they are.  We also give interest surveys and “interviews” to students and assess where they are numerous times throughout the year with summative evaluations and daily through formative evaluations.  

Technology Infusion
  • Web 2.0 tools being used
  • Technology used as a reference
  • Technology used as a textbook
  • Technology used to differentiate learning
  • Technology used for collaboration or communication
  • Using technology to create a "product" or "project"
  • Technology was not being used during the walkthrough
  • Other
Specific comments about Technology Infusion:
I try to incorporate technology as frequently as possible to simply get the students using it.  By the time students have reached third grade I would love for them to have more experience with using technology so that we can start focusing more on using technology for learning, but reality is they just aren’t there. So within the restraints of our classroom and school, we do as much as we can with the limited resources.

** In order to create a better 21st century environment in my classroom, I will begin by definitely pushing for more technology resources within the classroom and in the lab. Steve Hargadon stated "You can’t ask teachers to teach 21st century skills if they aren’t in a 21st century environment themselves." I hope that administrators can see that teachers do need more control over the technology that is available to them in the classroom and invest in ways to enrich the resources as well. Second, I will focus more on assessments for learning and the feedback that students need to be more successful. Finally, I will invest the time in moving tasks from Quadrant A towards Quadrant D for stronger rigor and relevance.

No comments:

Post a Comment