Goal #6
Demonstrate the capacity for collegiality, reflective practice and professional growth in regard to science teaching
Demonstrate the capacity for collegiality, reflective practice and professional growth in regard to science teaching
Artifact 1 - Collaborative Planning
Before this semester, as the UTRPP, we had never had time given to us to grade-level plan. It seemed stressful at first because within the third grade, we were all at different spots on the curriculum map. For some of us, science was happening in the room and some rooms did not have science occurring. So, we just decided to go ahead and plan far in advance with a skeleton lesson. This way we could present it to our CTs and they could add in their own input.
There were other times where another resident and her CT met up with me to work on science planning. It was nice to get some fresh ideas from the residents, but also the wonderful ideas that the CT brought to the table, with much more experience. This showed me how a true PLC or planning periods could operate within the school day. I liked that we made plans that were detailed enough, but yet were flexible because we were in two different classrooms.
Collaborative planning allows me to get new ideas from people who have much more experience than I do. I get not only ideas but other resources as well, such as Picture Perfect Science and Page Keeley Probes. When collaboratively planning we all bring what we know and resources we have to the table. I love when I find something I think my students would benefit more from and when others think that what I have brought to the table is a good idea. The more brains, the better!
Before this semester, as the UTRPP, we had never had time given to us to grade-level plan. It seemed stressful at first because within the third grade, we were all at different spots on the curriculum map. For some of us, science was happening in the room and some rooms did not have science occurring. So, we just decided to go ahead and plan far in advance with a skeleton lesson. This way we could present it to our CTs and they could add in their own input.
There were other times where another resident and her CT met up with me to work on science planning. It was nice to get some fresh ideas from the residents, but also the wonderful ideas that the CT brought to the table, with much more experience. This showed me how a true PLC or planning periods could operate within the school day. I liked that we made plans that were detailed enough, but yet were flexible because we were in two different classrooms.
Collaborative planning allows me to get new ideas from people who have much more experience than I do. I get not only ideas but other resources as well, such as Picture Perfect Science and Page Keeley Probes. When collaboratively planning we all bring what we know and resources we have to the table. I love when I find something I think my students would benefit more from and when others think that what I have brought to the table is a good idea. The more brains, the better!
Artifact 2 - MACRO Lesson Video Coding
Taking video of yourself, coding it, and reflecting on it is one of the most important tools a teacher can use. Do I do this nearly enough? Absolutely not! I wish I did and I am making a promise to myself (and you) that next year, in my own room, I am investing in some type of video camera, probably a flip camera, and a tripod. I am so sick of not knowing where to put my laptop, phone, iPad in order to record and get what I want to inquire about on film. While coding my MACRO lesson, I realized the student-teacher interactions as well as student-to-student interactions that I sometime miss otherwise.
This video coding made me really reflect upon my teaching practices and I feel like it showed through how unprepared I was for this lesson (as a side note I did not know I was teaching science that day, until lunch). But, I still believe that I was excited and enthusiastic which transferred over to my students. They seemed very engaged throughout the lesson, even with some major distractions.
This technique of recording and reflecting serves as such a strong tool to help teachers make changes in their classroom and reflect upon how well or maybe not well something went. “How can you change it? Why would you change it to that instead?” When we are asking ourselves these questions continuously, we are becoming better and better. I put the time and effort into reflecting upon my lessons because I want to make them better and better each and every time.
Taking video of yourself, coding it, and reflecting on it is one of the most important tools a teacher can use. Do I do this nearly enough? Absolutely not! I wish I did and I am making a promise to myself (and you) that next year, in my own room, I am investing in some type of video camera, probably a flip camera, and a tripod. I am so sick of not knowing where to put my laptop, phone, iPad in order to record and get what I want to inquire about on film. While coding my MACRO lesson, I realized the student-teacher interactions as well as student-to-student interactions that I sometime miss otherwise.
This video coding made me really reflect upon my teaching practices and I feel like it showed through how unprepared I was for this lesson (as a side note I did not know I was teaching science that day, until lunch). But, I still believe that I was excited and enthusiastic which transferred over to my students. They seemed very engaged throughout the lesson, even with some major distractions.
This technique of recording and reflecting serves as such a strong tool to help teachers make changes in their classroom and reflect upon how well or maybe not well something went. “How can you change it? Why would you change it to that instead?” When we are asking ourselves these questions continuously, we are becoming better and better. I put the time and effort into reflecting upon my lessons because I want to make them better and better each and every time.