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Week 10 Assignment 2: Teaching Philosophy

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T he purpose of my teaching is to give children higher thinking skills so they can figure out complex problems to solve on their own. I view myself as a facilitator in the classroom, where most of the learning material comes from the students. It’s amazing to see how, if you step aside, there’s so much that children figure out on their own. Our role as teachers, is to guide their thinking process in the right direction. Integrating the ISTE standards in my classroom helps me achieve this goal of imparting information to my students in the most effective manner. However, when incorporating this, I believe that we must ensure that computers are not taking over the role of teachers; students are not learning from technology, rather they are learning with technology, using it as a mind extension to reach new heights. The focus of technology in the classroom must be on the content matter as opposed to the technology itself. Teaching students how to research information properly can he...
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Week 4 Assignment 2: Design in Action- Stage 2

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View my presentation on Backward Design Stage 2 here .
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Week 4 Assignment 1: Stage 1 Desired Results

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Based on the standards for the lesson and the established goals, I identify my desired results. I work with Wiggin’s theory of backward design- only once I decide what my goal or focus is, I backtrack to determine the understandings desired. I think- what knowledge is worthy and requiring of understanding to achieve these goals? When I am clear with this part, I think of which essential questions will lead to these understandings. Which questions will get my students to think, discuss, and then arrive to the desired conclusions? Keeping my long-term goal in mind all the time, I wrap up by ensuring that the skills and knowledge that my students acquired will help them apply these skills to reach greater levels and ultimately aid them in workforce and college readiness.
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Week 3 Assignment 2: Stage 1 Design- Writing

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Stage 1- Desired Results Established Goals: W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Understandings: Students will understand that… ·      Informative/explanatory texts must begin with a good introduction ·      A good introduction will grab the reader’s interest ·      Introductions must relate to all parts of the topic being written about ·      Using a graphic organizer can help shape thesis writing Essential Questions: ·      How can I begin so that the reader should want to continue reading? ·      Does my introductory paragraph give the reader an understanding of what they will be reading? ·      Does the content of my text properly relate to m...
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Week 3 Assignment 1: Stage 1 Design- Reading

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Stage 1- Desired Results Established Goals: RI.6.4 Students will be able to determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.6 Students will be able to determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Understandings: Students will understand that… ·       Words and phrases can have different meanings depending on the context ·      Words, events and phrases can provide us with the author’s point of view ·      The way a story is comprehended by the reader, depends on the angle / point of view of which it is presented Essential Questions: ·      What strategies can we use to understand the meaning of this word/phrase? ·       What are some context clues used here? ·       What is a poi...
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Week 2 Assignment 2: Learning Theory

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View my presentation on Learning Theory at  http://www.screencast.com/t/9CxGo3Tvsu
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Week 2 Assignment 3: Backward Design

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Grant Wiggins clearly explains the process of which a teacher is meant to prepare her lessons, using the method known as Backward Design. According to the concept of backward design, a teacher must remain goal-oriented throughout her teaching and embed short-term plans to reach these objectives. Teachers need to give students the correct blend of context and performance in order for students to be able to perform the desired results. Once a teacher identified the anticipated results, she will design activities that enable her to reach this goal, while keeping in check all the time that her lessons are aimed toward that purpose. So when preparing a lesson, we must be sure that in the short-term plan, we are meeting and including our long-term goals.
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