Sept. 26-27
Sept. 26, 2006: 1:45 - 3 pm
In the large group area, students were introduced to a KWL form. Mrs. Seamons drew a K column, W column and L column on the board. She asked students if they knew what the letters meant and a discussion followed. She then asked students what they already knew about the planets of our solar system. She let each of the students that raised their hands tell something that they knew and then write it on the whiteboard in the K column. Not everything that was written on the board was correct. One boy wrote that the moon was made of cheese. She let it ride until the end. Some of the students asked questions during the discussion. She asked the student where the question belonged in the columns. Then students started asking lots of other questions and were excited talking among themselves. After 10 minutes, she concluded the discussion period by talking about whether all of the information in the K column was correct and suggested that some of the questions that students asked could be in response to the questionable material. She introduced the next activity, planet books. These books will be filled with information that the students search on the websites provided by her. She provided a list of minimum required information for each planet and the asteroid belt. However, once the books were started no more was mentioned about the KWL. I wonder how she will, if she does, tie the assignment back to it. It seems like a very effective teaching tool for helping students organize their thoughts and information. I wonder what kinds of studies have been done in this area of research.
Sept. 27, 2006: 1:45 - 2:45
Students were all independently working to fill their books with facts and information about the planets. I suspect that if students have the minimum required information that they will receive a “C” for the project and additional information will be rewarded with an “A”. I’m not sure how I feel about this method of grading. If a student completes an assignment as outlined shouldn’t they receive full credit. In my education classes a rubric is often provided, which is helpful for understanding a professors expectations, but in the process of fulfilling those expectations some of the spontaneity of learning is lost. The joy of discovering something on your own without promptings from a teacher is an incredible feeling. I have had “ah-ha” moments with a teacher figuratively breathing down my neck, but those moments are not as sweet as understanding something independently. Somehow, when the instructor expects you to perform at a certain level and you do, it is not as thrilling as working hard and performing at a level you never thought you could achieve. Grades stink. I wish there was a better system for motivating students. People use grades to get a picture of a student, but that picture is so incomplete.
In the large group area, students were introduced to a KWL form. Mrs. Seamons drew a K column, W column and L column on the board. She asked students if they knew what the letters meant and a discussion followed. She then asked students what they already knew about the planets of our solar system. She let each of the students that raised their hands tell something that they knew and then write it on the whiteboard in the K column. Not everything that was written on the board was correct. One boy wrote that the moon was made of cheese. She let it ride until the end. Some of the students asked questions during the discussion. She asked the student where the question belonged in the columns. Then students started asking lots of other questions and were excited talking among themselves. After 10 minutes, she concluded the discussion period by talking about whether all of the information in the K column was correct and suggested that some of the questions that students asked could be in response to the questionable material. She introduced the next activity, planet books. These books will be filled with information that the students search on the websites provided by her. She provided a list of minimum required information for each planet and the asteroid belt. However, once the books were started no more was mentioned about the KWL. I wonder how she will, if she does, tie the assignment back to it. It seems like a very effective teaching tool for helping students organize their thoughts and information. I wonder what kinds of studies have been done in this area of research.
Sept. 27, 2006: 1:45 - 2:45
Students were all independently working to fill their books with facts and information about the planets. I suspect that if students have the minimum required information that they will receive a “C” for the project and additional information will be rewarded with an “A”. I’m not sure how I feel about this method of grading. If a student completes an assignment as outlined shouldn’t they receive full credit. In my education classes a rubric is often provided, which is helpful for understanding a professors expectations, but in the process of fulfilling those expectations some of the spontaneity of learning is lost. The joy of discovering something on your own without promptings from a teacher is an incredible feeling. I have had “ah-ha” moments with a teacher figuratively breathing down my neck, but those moments are not as sweet as understanding something independently. Somehow, when the instructor expects you to perform at a certain level and you do, it is not as thrilling as working hard and performing at a level you never thought you could achieve. Grades stink. I wish there was a better system for motivating students. People use grades to get a picture of a student, but that picture is so incomplete.
posted by Anonymous | 4:29 PM
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