Melissa asks "Blog: As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well."
Much of today's society has taught that perfection is the key when being assessed. If you are not perfect, you have failed. Many of today's students have severe test anxiety because they are afraid that if they make a significant amount of mistakes, they are not good students and will always fail. It I beieve that it is somewhat ingrained in our society's heads. Speaking from experiences within my own class, many students get dwon upon themselves if they do not do well. I think that it is important that teachers reiterate that an assessment tells a teacher how well the concepts were taught and what concepts the student needs to be retaught. I think this is a common mistake, that even I have made regarding assessments. I think what scares kids the most is that these formal assessments are reflected on their report cards.
OMET has combated this fallacy very well. In each of my classes I have felt comfortable with the way all of the professors have assessed our learning. They use various mediums to determine how well we have met their goals and objectives. These mediums include blackboard, TI, blogs, SecondLife, weekly discussions and group projects. I think that by not having the "test" limitations I feel that I have been able to grow more as a person and fully learn about each of the concepts taught. My severe test anxiety has been subdued this year. I think that OMET is a model program that illustrates effective assessment strategies without testing.
One last note about OMET: Professors of OMET ask us to assess ourselves. Oftentimes, that is the best form of assessment. Students are more critical of themselves than teachers are.
Finally, while some people are good test takers, they may not comprehend the material in its entirity. I think that it is important to look at the other side of the situtation.
Saturday, February 16, 2008
Asynchronous vs Synchronous
Well, as you can see in the title, I will be discussing the differences that I have noticed between my asynchronous and synchronous classes.
Last semester we had less synchronous class ans more asynchronous classes. Having he Asynchronous classes allowed us to complete the classes on more of our own schedule and work as a we go. I really enjoyed this because I was quite busy at work with a variety of extra curricular activities that I am involved in.
On the contrary, this semester has proved to be a little more challenging. I don't know if I am just overwhelmed between work and school. This past week I was unmotivated in both my work environment and school as well. I actually took a "few days off" from BB to really let my mind settle down, but I think that overwhelmed me as well. Taking a mental break is very important so that way you can feel rejuvenated and ready to start up again with a new mindset.
After much reflection, I feel that having 3-4 synchronous classes a week as well as
BB discussions, blogging, and group projects, has been very challenging. Making sure that I am available to meet at the certain times and be able to drop what I am working on is very challenging at this time. This is all while trying to balance my outside life as well. This past week many friends and colleagues came to me asking for assistance, and I am always there to help, but I think immersing myself in these matters has just added to my list of things to do. At what point am I spreading myself too thin? I really do not know. Trying to be a good student and a good teacher has been quite challenging.
The one thing my principal told me about a week ago was that I am doing a great job as a team leader, even though I have a lot on my plate. She asked me, would I do this again and serve as grade level chair if I was put in the same situation, and I said I would. I have been given a great opportunity and seen myself grow as a person. I know this will help me out in years to come!
Last semester we had less synchronous class ans more asynchronous classes. Having he Asynchronous classes allowed us to complete the classes on more of our own schedule and work as a we go. I really enjoyed this because I was quite busy at work with a variety of extra curricular activities that I am involved in.
On the contrary, this semester has proved to be a little more challenging. I don't know if I am just overwhelmed between work and school. This past week I was unmotivated in both my work environment and school as well. I actually took a "few days off" from BB to really let my mind settle down, but I think that overwhelmed me as well. Taking a mental break is very important so that way you can feel rejuvenated and ready to start up again with a new mindset.
After much reflection, I feel that having 3-4 synchronous classes a week as well as
BB discussions, blogging, and group projects, has been very challenging. Making sure that I am available to meet at the certain times and be able to drop what I am working on is very challenging at this time. This is all while trying to balance my outside life as well. This past week many friends and colleagues came to me asking for assistance, and I am always there to help, but I think immersing myself in these matters has just added to my list of things to do. At what point am I spreading myself too thin? I really do not know. Trying to be a good student and a good teacher has been quite challenging.
The one thing my principal told me about a week ago was that I am doing a great job as a team leader, even though I have a lot on my plate. She asked me, would I do this again and serve as grade level chair if I was put in the same situation, and I said I would. I have been given a great opportunity and seen myself grow as a person. I know this will help me out in years to come!
Sunday, February 10, 2008
Same Texts different Masters
I spoke with a really good college friend of mine that went through the education program with me in undergrad. This year we are both working on our masters programs, but at different schools and with an entirely different emphasis. Upon completion of my program I will have a degree in Educational Technology and my friend will have a degree in Curriculum and Instruction.
We have been each others support system for the past year and helped each other out in our times of need. While we are taking very different classes, we have found much similarity in what we are learning. Out of the many books each of us has read, we have read about six of the same books. It is nice to be able to talk with her about these books and gain insight into each others thoughts on the texts.
I am looking forward to discussing with her how she is applying what she has learned from the texts and how her professors are using them in relation to our classes.
We have been each others support system for the past year and helped each other out in our times of need. While we are taking very different classes, we have found much similarity in what we are learning. Out of the many books each of us has read, we have read about six of the same books. It is nice to be able to talk with her about these books and gain insight into each others thoughts on the texts.
I am looking forward to discussing with her how she is applying what she has learned from the texts and how her professors are using them in relation to our classes.
Sunday, February 3, 2008
EDC 665--Blog 5
Melissa asks "Blog: Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning."
My work environment is surrounded by standards, especially state standards.
One standard that I am focusing on in my classroom this week is (4th grade):
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.2 Write responses to literature:
1. Demonstrate an understanding of the literary work.
2. Support judgments through references to both the text and prior knowledge.
Writing is a huge component in fourth grade because the students are assessed on their ability to write a composition for the CA STAR test (Writing competencies are given to 4th and 7th graders in CA)
My students have to know a variety of genres and are given a prompt that will focus on one during the test.
I chose this standard for two reasons:
1. it is something that I am currently working on
2. it is an important standard for children to know (in life)
Value of the Standard
Writing a response to literature is an important part of writing that is used throughout school career through college and possibly beyond. Being able to analyze literature and the meaning behind the author's purpose is very challenging and so giving your own judgment to the author's meaning.
Intended affect of student learning
This standard will require students to dig deeper and really analyze what they have read. It forces the student to critically think and use higher order thinking skills. Some teachers use and only assess basic knowledge and regurgitate information, but this standard forces students to think deeper and become analytical. I think that it is important that the students know that there is no one right answer and that as long as they defend their thoughts, they will be okay.
My work environment is surrounded by standards, especially state standards.
One standard that I am focusing on in my classroom this week is (4th grade):
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.2 Write responses to literature:
1. Demonstrate an understanding of the literary work.
2. Support judgments through references to both the text and prior knowledge.
Writing is a huge component in fourth grade because the students are assessed on their ability to write a composition for the CA STAR test (Writing competencies are given to 4th and 7th graders in CA)
My students have to know a variety of genres and are given a prompt that will focus on one during the test.
I chose this standard for two reasons:
1. it is something that I am currently working on
2. it is an important standard for children to know (in life)
Value of the Standard
Writing a response to literature is an important part of writing that is used throughout school career through college and possibly beyond. Being able to analyze literature and the meaning behind the author's purpose is very challenging and so giving your own judgment to the author's meaning.
Intended affect of student learning
This standard will require students to dig deeper and really analyze what they have read. It forces the student to critically think and use higher order thinking skills. Some teachers use and only assess basic knowledge and regurgitate information, but this standard forces students to think deeper and become analytical. I think that it is important that the students know that there is no one right answer and that as long as they defend their thoughts, they will be okay.
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