This week we dived into the world of integration. We talked about three main models of integration. 1. The Interdisciplinary Model: incorporating what is going on in the different classes and try to match or just mention the same topics. 2. The Problem-Based Model: using problem solving skills. 3. The Theme-Based Model: using themes to plug in each subject. As a class we decided that we were planning problem-based integration in our lesson plans for the Halloween day October 31st, simply because the student were going to be using problem solving skills to make the different houses and to work with sequence of events.
In seminar we explored more about why and how we should use integration in our classrooms. The biggest take away that I got was the fact that integration should not only be a tool, but it should become apparent in all our lessons everyday. It should be seamless, smooth, and effortless. Although it takes practice and more planning on our part, the reward is great and the students in turn love to learn.
I look forward to planning lesson that have that smooth feel of integration. I think it is going to be fun to see what we can put into each lesson and see how we are covering several different concepts. In order for us to do this correctly we must know our standards front and back and that directly reflect NCTCS 3) teachers will know the content they teach, and also NCTCS 1) teachers demonstrate leadership, and NCTCS 4) teachers facilitate learning. If we are planning these well though out lessons we know the standards, we are being leaders in the way we present the material, and facilitator by presenting all this to our students.
Integration at first seems overwhelming so here is an article I found that has 5 quick tips to kickstart your future classroom and begin integrating day one!
http://www.gettingsmart.com/2016/05/5-tips-to-kickstart-your-classroom-technology-integration/
Is There a Proper Time to Assess?
Today during our seminar time we brought up some interesting points about formative assessment in the classroom. One of the articles that stuck out to me had a phrase, "minute to minute, day by day". One of the questions that Megan asked us was when or how often did we feel we should assess our students. We all came to the conclusion that formative assessment is made to be during learning, therefore we can assess almost every minute. It can be as simple as asking a probing question, or just looking around the room at the body language the students are portraying.
NCTCS 5: states that teachers should reflect on their practice and this is how we can do it. We can do quick formative assessments to catch those small assumptions that cause students to get confused about a topic, or start solving a problem incorrectly. It's a time saver in the long run. It helps limit our reteach time and helps the flow of learning. This particular question really got me thinking about my future classroom. I talked about in our discussion how I fear that I will get too excited about my lesson and continue teaching until the end and when I do my assessment I have lost students along the way with no time to fill the gap. I started brainstorming out loud about starting out in my teaching by marking my lesson plans with a special symbol to remember to STOP look around, or ask a question, or thumbs up or down if you're with me, or just to slow down some of the processes to ensure I don't loose anyone.
I do feel that this will soon become so natural in our teaching that we will have reached the goal of having a smooth lesson and the students will never know that I am assessing them. We just have to remember it can be done at any time. I found this very colorful image that are some quick ideas for formative assessment to make it fun and spontaneous.
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9vzY6Wr_Sm2xduiH1p8i20nWFFMZxyXlRSyYcckg4-SOBbkSt8t-GTSJ_G2u2CmJacAOuMEhlVaj8YI8eYDBtUiSXHIORug4W0LHmlG6EYAnNjWc9T1NxN3M-oWrza1QtdPdC-6kOsnOa/s1600/Check+for+understanding+PAGE+1.png
NCTCS 5: states that teachers should reflect on their practice and this is how we can do it. We can do quick formative assessments to catch those small assumptions that cause students to get confused about a topic, or start solving a problem incorrectly. It's a time saver in the long run. It helps limit our reteach time and helps the flow of learning. This particular question really got me thinking about my future classroom. I talked about in our discussion how I fear that I will get too excited about my lesson and continue teaching until the end and when I do my assessment I have lost students along the way with no time to fill the gap. I started brainstorming out loud about starting out in my teaching by marking my lesson plans with a special symbol to remember to STOP look around, or ask a question, or thumbs up or down if you're with me, or just to slow down some of the processes to ensure I don't loose anyone.
I do feel that this will soon become so natural in our teaching that we will have reached the goal of having a smooth lesson and the students will never know that I am assessing them. We just have to remember it can be done at any time. I found this very colorful image that are some quick ideas for formative assessment to make it fun and spontaneous.
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