PS1 Professional Goals
School: Canyon Elementary
Practicum Dates: November 7 to December 13
Teacher Associate: Susan Milligan
University Consultant: Brian Walker
Goal 1:
I want to ask at least six questions in each lesson. I want each question to reflect one of the six levels of Blooms Taxonomy.
Although I like asking a lot of questions, I feel that I only ask questions on the remembering and understanding levels of Blooms taxonomy. As a Science Major, I strongly believe that the best way to learn something is to ask the right questions. If I do not model this belief, I feel that my students will not learn to apply and use the knowledge I am teaching and they will not learn how to ask good questions themselves. Of course I believe in asking more than six questions, but I want to address the six levels in my questions.
I am going to achieve this goal by creating good lessons plans that outlines the questions I would like to ask. When I am making my lesson, I am going to look back at Blooms taxonomy and make a question that meets the six levels: understanding, remembering, applying, analyzing, evaluating and creating.
I will know that I am accomplishing this goal when I actually ask my students questions from each level on Blooms Taxonomy. Even if I have made the six questions in my lesson plan, I feel that I have not accomplished this goal until I actually ask the questions. I will need help from my Teacher Associate or University Consultant to help me keep track of how many good questions I use in my lessons.
I would like to accomplish this goal by the end of my PS1 practicum.
Summary:
December 14, 2011
I found this goal was much more challenging that I had anticipated. Near the end of my practicum I feel that I had accomplished this goal in the sense that I could ask higher order questions in my lessons. However, I had trouble seeking clarification and elaboration from students; when students would give responses to my questions I would often move on to the next question or activity. Instead, I should have asked the students to better explain what they are describing or ask another question to clarify the answer. Additionally, sometimes the students would be very engaged in a class discussion and I would change the activity to continue with my lesson plan. I need to be more flexible and adapt to the student’s needs.
For PS2 I feel that I could continue to work on this goal, while especially focusing on elaborating student responses.
Goal 2:
In each lesson, I would like to teach the subject in three different ways or use three different learning styles to teach the same thing.
Every child learns differently and therfore I cannot teach the concept only one way. If I can teach the information in three different ways, I feel that every child has a better opportunity to learn. Additionally, children remember things by doing it a few times; if information is repeated in different forms students will hopefully remember it better.
I am going to achieve this goal by planning three different strategies in each lesson. For instance, I will use three different strategies such as: visual aids, hands on teaching, brainstorming, demonstrating, learning games, individual work, small group activities and whole class discussions.
I will know that I have achieved this goal when I can plan a lesson with three different learning strategies and follow through with that lesson in the classroom.
I would like to accomplish this goal by the end of my PS1 practicum.
Summary:
December 14, 2011
I feel that this goal is not appropriate for a Grade Three classroom. In the elementary grades, the class times are short and it takes a longer time to transition from activity to activity. I simply did not have time to teach the lesson in three differentways in 40 minutes. Additionally, I taught a lot of introductory lessons, and the students had trouble grasping the subject. If I were to try and teach the students that new topic in three different ways the student’s would be confused. For instance, when I was teaching division, I first taught the concept using pictures; in the same lesson if I were to them teach division in word sentences, the students would be very confused.
I feel that this goal would be more appropriate in a junior or senior high level. For my PS2 practicum I hope to be teaching Grades 7, 8 or 9, and in this case I feel that this goal would be much more appropriate.
Practicum Dates: November 7 to December 13
Teacher Associate: Susan Milligan
University Consultant: Brian Walker
Goal 1:
I want to ask at least six questions in each lesson. I want each question to reflect one of the six levels of Blooms Taxonomy.
Although I like asking a lot of questions, I feel that I only ask questions on the remembering and understanding levels of Blooms taxonomy. As a Science Major, I strongly believe that the best way to learn something is to ask the right questions. If I do not model this belief, I feel that my students will not learn to apply and use the knowledge I am teaching and they will not learn how to ask good questions themselves. Of course I believe in asking more than six questions, but I want to address the six levels in my questions.
I am going to achieve this goal by creating good lessons plans that outlines the questions I would like to ask. When I am making my lesson, I am going to look back at Blooms taxonomy and make a question that meets the six levels: understanding, remembering, applying, analyzing, evaluating and creating.
I will know that I am accomplishing this goal when I actually ask my students questions from each level on Blooms Taxonomy. Even if I have made the six questions in my lesson plan, I feel that I have not accomplished this goal until I actually ask the questions. I will need help from my Teacher Associate or University Consultant to help me keep track of how many good questions I use in my lessons.
I would like to accomplish this goal by the end of my PS1 practicum.
Summary:
December 14, 2011
I found this goal was much more challenging that I had anticipated. Near the end of my practicum I feel that I had accomplished this goal in the sense that I could ask higher order questions in my lessons. However, I had trouble seeking clarification and elaboration from students; when students would give responses to my questions I would often move on to the next question or activity. Instead, I should have asked the students to better explain what they are describing or ask another question to clarify the answer. Additionally, sometimes the students would be very engaged in a class discussion and I would change the activity to continue with my lesson plan. I need to be more flexible and adapt to the student’s needs.
For PS2 I feel that I could continue to work on this goal, while especially focusing on elaborating student responses.
Goal 2:
In each lesson, I would like to teach the subject in three different ways or use three different learning styles to teach the same thing.
Every child learns differently and therfore I cannot teach the concept only one way. If I can teach the information in three different ways, I feel that every child has a better opportunity to learn. Additionally, children remember things by doing it a few times; if information is repeated in different forms students will hopefully remember it better.
I am going to achieve this goal by planning three different strategies in each lesson. For instance, I will use three different strategies such as: visual aids, hands on teaching, brainstorming, demonstrating, learning games, individual work, small group activities and whole class discussions.
I will know that I have achieved this goal when I can plan a lesson with three different learning strategies and follow through with that lesson in the classroom.
I would like to accomplish this goal by the end of my PS1 practicum.
Summary:
December 14, 2011
I feel that this goal is not appropriate for a Grade Three classroom. In the elementary grades, the class times are short and it takes a longer time to transition from activity to activity. I simply did not have time to teach the lesson in three differentways in 40 minutes. Additionally, I taught a lot of introductory lessons, and the students had trouble grasping the subject. If I were to try and teach the students that new topic in three different ways the student’s would be confused. For instance, when I was teaching division, I first taught the concept using pictures; in the same lesson if I were to them teach division in word sentences, the students would be very confused.
I feel that this goal would be more appropriate in a junior or senior high level. For my PS2 practicum I hope to be teaching Grades 7, 8 or 9, and in this case I feel that this goal would be much more appropriate.