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Component 4D- Involvement of Culture in Professional Inquiry 

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Component 4D- Involvement of Culture in Professional Inquiry 

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A section of my coursework revolved around familiarizing myself with other members of the teaching community via social media. I was assigned with searching for an Edchat on Twitter, participate on it, and display the sections of it that we found interesting. There was a specific teacher that called my attention and participated more in the discussion than any other member. I mention him on the padlet linked below, although we haven't personally communicated with one another, he offers tips and other resources about integrating technology into the classroom. There is not batter way to become a more proficient teacher than by learning about other great teachers.

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Reflection is the biggest part about teaching throughout this course I reflected a lot over my teaching and lessons. During the Book Creator portion of the course for example, after every iteration of our book we discussed what we learned for about 15 minutes. when we had our big presentation over our finalized book, we had an hour that was just used for reflection and the accuracy of our work. How accurately we met the guidelines given to us in the form of components.

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Component 4E- Enhancement of Content Knowledge and Pedagogical Skill

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Component 4E- Enhancement of Content Knowledge and Pedagogical Skill

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Another big portion of this course was the use of inquiries made by myself and my peers during the first week of class. throughout the three and half weeks we discussed all of these questions briefly during the first fifteen minutes of class. These questions led to more questions in some cases, but overall expanded our content knowledge relating to the questions. In most cases these sessions of information by my peers and the instructor revolved around pedagogical skills that I didn't even know about. The conversation below for example contains different ways to use technology for communication with parents and staff members. It also goes into different platforms that teachers can use to teach or reinforce teaching.

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Reflecting does not have to take an hour to accomplish, it can be done throughout the course of a lesson. I found myself doing his on my presentation over my book and art. With each presentation, I became a better and more confident speaker. with each brake I noted things that the audience didn't like and the things that the audience liked. I put more focus on certain things over other things based on the audience that I was speaking to as well. for example, one of the listeners had background knowledge over the art and artist of my work, so I chose to focus more in the lesson and activity portion of it rather than spending too much time with the artists and background of the photo. These little changes and adaptations made in my presentation, were more effective and valuable to my later teachings.

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AS I mentioned above I had a hard time coming up with a lesson because the lessons were not meant for children. There are not teacher standards on OPI, if my instructor did not provide us with a separate set of standards, I probably would have failed in this portion of the assignment. The website below contains seven categories in which standards fall into. These are national standards, and they are meant for teachers.

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The ISTE Educator Standards challenge educators to deepen their practice, empower students and rethink traditional approaches to education.

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Throughout this course we have not really had a chance to write structured lesson plans with all the components that make up lesson plans. The only assignment that I think best meets this element is the lesson plan I wrote on my inquiry issues teaching sessions. I had a really hard time working on this lesson plan since it was not designed for elementary schoolers, and it was built after the fact.

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All of my lessons posted on Medium contain instructional groups in the activities. I built them this way because I believe that students learn best when they are in groups, and the class is more student-centered .

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Standards

5th grade earth and space science standards. Obtain and combine information from various sources about ways individual communities use science ideas to protect the Earth's resources, environment, and systems and describe examples of how American Indians use scientific knowledge and practices to maintain relationships with the natural world 5-ESS3-1. NGSS Identifier

Article

NorthWestern Energy gets pass on Montana law requiring support of small renewable energy projects

The article discusses how Northwestern Energy has been neglecting the use of renewable energy projects. At first glance the students will look at the article and write down three misunderstandings their classmates might have about it (10 seconds of looking at the article). The students will exchange their misunderstandings with their classmates. Once the article has been read and explained by the teacher, the students will circle the misunderstandings that they are not confused about, highlight the misunderstandings that they are comfortable with, and write down two questions that they would like to know more about. These pieces of paper will serve the purpose of pre-assessments and post-assessments. they will also give me ideas on how to begin teaching the lesson as well as who will need the most assistance. The article will serve as an introduction to renewable forms of energy and as an outline for the project associates with renewable energy.

Lesson

The students will look into renewable sources of energy in their community and the state. To support the renewable energy movement, the students will get into groups, research different methods of renewable energy, and become specialists with on their product. The students will then create a model to represent their work and present it through different stations set up by the teacher. The teacher can bring into the classroom, different sources of information such as: college students, environmental scientists, and engineers. The speakers would reinforce the importance of searching for renewable energy and how they, as members of the community, are working to make a difference in the environment.

Example

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Understanding and Sustaining a Biodiverse Planet- Renewable Sources of Energy

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Standards 5th grade earth and space science standards. Obtain and combine information from various sources about ways individual communities use science ideas to protect the Earth's resources, environment, and systems and describe examples of how American Indians use scientific knowledge and practices to maintain relationships with the natural world 5-ESS3-1.

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As previously mentioned I used a variety of different resources to make my postings on Medium as meaningful and engaging for the reader as I could. some of those resources are Soundcloud, GinkoApp, and even Book Creator.

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Component 1C- Suitability for Diverse Learners

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Component 1C- Suitability for Diverse Learners

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another activity that meets this component is the blended learning article and worksheet that I did in class. I learned how to modify my lessons to better met my students' needs. I was struggling a little with the difference between student- centered and student-led lessons.

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Component 1C-Value, Sequence, and Alignment 

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Component 1C-Value, Sequence, and Alignment 

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All of the medium posts I had made show mastery of value, sequence and alignment. In terms of sequence, value, and alignment, this post is the one that displays it better than the other three. The use of tobacco in teenagers is a real problem. I have known fourteen year old smoking cigarettes. having the students research tobacco products and teaching the dangers to their peers is a great way to teach awareness in this topic. The Montana standards I used n this post clearly aligns with this article and this topic. The structure, I believe is clear and easy to follow.

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This article is about the taxation of tobacco products in the state of Montana. This article can be used for health or even politics lesson in history. The students can learn more about the effects of tobacco. I would have the students write on a piece of paper two roses and a thorn after reading the article. This activity will show me how much the students know and how much they don't know. It will also be a great tool to introduce a lesson on tobacco products and why they should not use them. There is a large population of teens and adults that use tobacco in Montana. Maybe if we educate the children better they won't be tempted to use them too.
Standard
Explain how appropriate health care can promote personal health, including the unique issues regarding American Indians and health care benefits.
Objective
The students understand the different types of tobacco products and understand the harm tobacco products have on the human body.
The lesson
Given a brief lecture on tobacco and its history in Montana and the US, the students will group themselves into groups of three and work together to come up with different centers for tobacco products that they will teach their peers about. The students will use online articles, medical records and primary sources to make a center about their product. Each center will contain the products history, value, and dangers that come from using it. The students will have several class periods to prepare their centers, then at the gym, they will present their information. The centers could have posters, pictures, flyers, videos, and even models to best display their work. This lesson should be student-centered. The teacher would be there for support and maybe even provide speakers to help the students with data gathering.

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Health and Tobacco - Grand Challenges in Education - Medium

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This article is about the taxation of tobacco products in the state of Montana. This article can be used for health or even politics lesson in history. The students can learn more about the effects of tobacco. I would have the students write on a piece of paper two roses and a thorn after reading the article.

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Our outcomes need to be clear in order for our students to meet our standards. My professor gave me an ideology tree, it did not make much sense to me but through continuous reinforcement, the objectives for the tree became more and more clear. AN example of this form of reinforcement is the  I believe statements we made in class. the goal for the activity was to see where our beliefs fall on the tree.

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Component 1D- To extend Content Knowledge 

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Component 1D- To extend Content Knowledge 

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The same resources from above were used to extend my content knowledge. Through peer review and reflection we were able to make our posts on Medium as relevant as it could be for our readers.

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Content knowledge was met through a variety of tools including the search for standards as part of our medium posts. I looked through a variety of different standards and grade levels to find the perfect standard to meet my chosen article as shown below.

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Standards

5th grade earth and space science standards. Obtain and combine information from various sources about ways individual communities use science ideas to protect the Earth's resources, environment, and systems and describe examples of how American Indians use scientific knowledge and practices to maintain relationships with the natural world 5-ESS3-1. NGSS Identifier

Article
Judge says 'horsefeathers!' to government's cancellation of Montana oil-gas lease
The article talks about the protection of Badger-two Medicine area against oil-gas lease. The Native Americans of the region consider the area put up for lease 29 years ago, sacred to their people. After environmental movements and opposition of oil drilling, the place is now considered a national monument and is being protected.

Lesson

The lesson would be designed for 5th grade students. The article could be used as a source of relevance to the Montana community, and the students will learn that there are many articles just like it around the US and world. The students will study the role of human beings and environment preservation as well as the current issues we are facing today. The students will select one of the given global environmental issues. The students will search for sources and apply research-based solutions to their issue. The students will work on groups of three and create a digital portfolio over their issues, the steps man kind has taken to solve their issue, and a local/national/global movements designed to solve the issue. The students will then present their work to their community electronically or in person. The project can extend through a matter of weeks. The issues chosen by the teacher can align with the chapter book being used. I can see this project becoming more students oriented as it moves forward. The teacher can also bring in speakers working to preserve natural resources in their community or state.

The goals

I will learn more about my students creativity and research abilities. the students will learn that their voice matters, and that they can make a difference in their community and the world.

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The Grand Challenge-Environmental Science project - Grand Challenges in Education - Medium

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Standards 5th grade earth and space science standards. Obtain and combine information from various sources about ways individual communities use science ideas to protect the Earth's resources, environment, and systems and describe examples of how American Indians use scientific knowledge and practices to maintain relationships with the natural world 5-ESS3-1.

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Prior to making the medium post on the left. I was introduced to a variety of different tools. To begin with, I was tasked with finding the article and posting the article on social media (Twitter). Once I had posted the article my job was to come up with a lesson to use the article in a classroom. I was to familiarize myself with the article and come up with a lesson on how to either teach the article or come up with a lesson inspired by the article. For this particular article I came up with a lesson I came up with a lesson overview (draft) here in padlet.

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Part of being an educator is using different resources and information to make a lesson more engaging and valuable. There might be a specific method you familiarize yourself with and enjoy working with it, but it does not mean it is the best method to apply to a lesson or your students. In the previous block I mentioned using a variety of different resources to come up with fun and engaging lessons. One of the tools that I used in class were the assessment cards given to me at the beginning of class. I would not have thought that there would be so many forms of assessment. Each card on the deck describes the assessment and the way to use it.

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During our peer review lesson we used variety of different tools to display our work online. I learned how to turn a form of media into a shortened link, and how to turn a link into a QR code.

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One of the elements from my Book Creator book was the learning activities pulled from a simple or complex piece of art. My activities much like our activities from this class, are open to the students. I searched for activities that were more than just mere structured activities. That makes for a better, more meaningful assessment of the students' knowledge.

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Component 4E- Receptivity to Feedback from Colleagues 

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Component 4E- Receptivity to Feedback from Colleagues 

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I love feedback on my work, if there are ways to tweak it to make it better, then why shouldn't I be receptive to it. There were 12 other great teachers in training, with wonderful ideas. The feedback sessions we had before polishing and posting our Medium posts was very helpful and useful. The feedback we received from my course professor during our inquiry issues lessons shaped our work. For example letting us that we took too long on our first lesson, and that our don't was too small were changes that we considered prior to making our next two lessons. The timing of it was hard to keep track of. There were many opportunities to expand our content knowledge to our students and to clarify things for them. In my opinion, it would have been unprofessional to stop them from asking question to meet a timeline. It was those questions that the students asked that allowed us to build better lessons than we originally thought of.

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Preventing Cyberbullying and Cyberstalking | Lesson Observations  

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Component 4E- Service to the Profession 

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Component 4E- Service to the Profession 

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I didn't realize it until the last day of my course the impact that I was having in the teaching profession. My book from the Book Creator assignment is a good example of service to the profession. I created a lesson revolving around a piece of art. A guide on how a teacher might use art in a classroom setting. At first, I took it as an assignment  necessary to pass a class, but it evolved into something bigger than something made for myself. By publishing it it became a resource for teachers and maybe even teachers in training to use.

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Component 4D- Relationships with Colleagues 

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Component 4D- Relationships with Colleagues 

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As I slightly touched up before I was given a group of colleagues to co teach with based on a subject we wanted to teach about. This unit was build on cyberstalking and cyberbullying. I must admit, I was a little skeptical about working with three different people to come up with a unit in which all four of us had to teach during each lesson. I was afraid that my opinion would go unnoticed by the others and to some level, it was during our first lesson. I believe that there were too many ideas and ways to approach the subject. During the other two lessons though, we build a relationship of equal understanding. Once that relationship was built, we worked evenly and built off each other's ideas better. Our portfolio on the link below contains our presentations, activities, formative assessments, and other components relating to our work together.