Haley Knowlton, Practicum 2018

Welcome back everyone! This post is going to be about the book we just finished for EDU 223, Embedded Formative Assessment. This book was all about ways to get your students engaged in their assessments and numerous new ways on how to give them these formative assessments. It talks about not only teacher given formative assessments, but formative assessments that promote peer learning. In the first two chapters discussed how important teaching is in society and the quality/effectiveness of the teachers we are currently employing. The future of our nation and its economy relies on the future workforce we are currently training and having enrolled in schools. The author also discussed replacing our entire workforce of teachers with newer freshly trained teachers will take too long, so we need to invest in equipping our current teachers with newer better tools to promote students' learning and their engagement. These tools are based around the concept of formative assessments wher

Hey All! Took a little break during my placement time, but now I'm back and here to talk about all of the amazing resources I got from the earlier stages of my Three Wise Teachers project.      For my first resource I looked over the templates that were given to me by one of my #WiseTeachers I reached out to, Mr.Theriault from Edward Little HS. He first found this information from Jim Burke, who puts out a lot of education material for educators. According to Theriault he leans pretty heavily on the curriculum and instructional material Burke has out for use, and he isn't the only teacher I've talked with that has had the same sentiments. If you follow the next link you can find both pdf documents uploaded to a google drive folder, since the attachments are so large.  https://drive.google.com/drive/folders/1q4b9jZW-eIuBZLoYeLh19Vf9QaCH_ddR The first attachment in the folder is more literacy graphic organizers for people to use. I say literacy because I could see myself u

Welcome Back!! Last week in EDU 222 we discussed what makes a rubric good and have structure without being overbearing or so long/intense that it covers everything. To start off I want to look at what makes for a bad rubric. To me a bad rubric would be one that tries to cover every possible outcome of what you might get for student work, in lots of detail. Don't get me wrong I think it's important to cover for student outcomes, however if you make the categories broader it gives you more wiggle room. What might be considered level three work could be considered a level two for another student because you're expectations and possible accommodations are going to be different based on their knowledge level. The below rubric has lots of in depth detail about aspects of the assignment. However, if the point of the rubric is for a student to know what they are going to be graded on they potentially won't read all of your expectations because it looks like an overwhelming am

     Last Tuesday in my EDU 222 class we learned about lesson planning and being sure to recognize that your students all learn in different ways- So you can't go into creating a lesson plan and having a teaching style that caters to how you might learn best or how you feel your students learn best.      This was simulated with a card game. Our first card we did an in depth activity with where we created a tool to specifically help that student get through their day. Then when we really learned a lot about that student Dan gave us three more cards, where we couldn't learn as much in depth about these students- we really had to guess at their learning styles and what they would need as far as support. These were our four students for which we had to create a lesson/activity that all of the students would be able to do.      This lead to the realization that the students you will get in your classroom will be a diverse selection. It also led to the realization that just becau