Ipods in the Classroom - Part 3 (My Final Post)

Although I’m still unsure of the exact place in the classroom for an iPod Touch…..I know they do have a place, especially after working with my little buddy in first grade at Juanita Elementary. Below is an account of my experience with him this fall……

Today, I witnessed first-hand the amazing tool an iTouch can be for an emergent reader.  Jessica and I were working together with Avery (not his real name).  We had determined that he was most probably in the very early stages of being partially alphabetic (as described by Barbara J. fox in her book, Word Identification Strategies).  He was a struggling reader.

Per instructions, we were told to bring in a “just right” book for Avery.  I could see his excitement about reading when I laid out twelve different books for him to choose from.  He initially wanted to read, Bear Stays up for Christmas but when he looked at the pages and words he said, “No, I can’t read that, but will you read it to me, please?”  Jessica and I agreed, but only after he read a book to us.  He then got very excited about a Halloween book, Ten Timid Ghosts, by Jennifer O’Connell.  It was a counting book and it had great pictures, ones that had a lot of clues as to what was going on in the story.  But after he had a chance to look through the pages, he said, “Oh, I don’t know a lot of these words” as he pointed to “timid” and “haunted” on one of the pages.  Finally, he chose an easy reader book entitled, The Best Mud Pie, by Lin Quinn.  He worked hard to read each page.  We gave him tips to sound out words and look for clues in the pictures.  He improved as he read, as he applied these strategies, but it was a very difficult process.  Finally, two pages before the end of the story, he asked if he could stop.  We told him what a great job he had done and then Jessica finished reading the book to him. We then kept our promise and read, The Bear Stays Up For Christmas.  He absolutely loved it and listened  attentively. 

Additionally, we had planned a couple of “paper” phonic activities but we thought this would be a great opportunity to use our iTouch instead.  We decided Avery should try the Clifford Be Big app.  He initially had trouble dragging the letters in the “paint” to the “canvas” (it takes dexterity.) but he eventually got it.  He was so determined.  He worked hard and when he spelled his first word correctly, he was absolutely thrilled!!  The game guarantees success, because regardless of the letter chosen (to be placed on the easel), the remaining letters change accordingly (to form a word).  The first word he spelled was “air”.   When he did this he got a huge smile on his face and said, “And I didn’t even know how to spell that!”  He was incredulous!!    His reaction was priceless.

I believe Avery would benefit so much from using this type of “game” to increase his phonemic awareness. He was very motivated to learn and this activity didn’t make him “struggle” as much (as was witnessed when he attempted to read the books we had brought for him).  He immediately felt successful, spelling a word he had never even thought to spell before.  The only problem Jessica and I had after he had played this app was not having the stickers on hand when the voice on the game promised them.

As this class progresses into winter quarter and my learning continues, I’m sure I’ll find more ways to use iTouches in the classroom.

What Teachers Make

What I've Learned.......

Final Math Post

As I reviewed my prior math blogs, I realized how much I’ve learned this quarter.  One of the main things I’ve learned is the importance of letting students “experience” math for themselves.  This lesson was reinforced during every class as we were given different types of manipulatives  and/or spreadsheets to use and explore.   

Another lesson I learned was the importance of giving kids problems they care about.  A great example of this was when we were taught the lesson on probability.   Instead of just introducing the subject and showing us different methods of teaching it, we were shown a dice game where knowing how to figure probability would be useful, when choosing to be player A or B.  When students play a game, they each want an equal chance of winning.  They have a “stake” in whether the game is fair, because they’re playing it (and they want to win)!

Yet another lesson I learned was the importance of integrating math with literature.  This integration helps students make connections as well as help them build higher level thinking skills.  Integrated lessons provide a more balanced learning approach to teaching and they more closely resemble real life, where all subject areas are interconnected.  This, I believe will help students remember a lesson long after it is taught.  One of my greatest finds this quarter was a book about tangram puzzles called Grandfather Tang’s Story.  I’ve always loved solving these puzzles and this book provides a great way to introduce them into a geometry unit. I would definitely use this type of integrated lesson plan in my future classroom.  I believe reading a story about a subject to be covered provides valuable insight into the subject being taught.  It also sparks interest among students. 

One of the biggest challenges I’ll face as a teacher will be to think of new and exciting ways to engage my students in math and this class has given me many ideas on how to do that.  Motivation is such a key part of learning.  My hope is to prevent kids from thinking that they’re, “just not good at math”.  I will make it my goal to look for ways to relate the concepts I’m teaching to the everyday lives of my students.  I want to broaden their views about the nature of math and help them see its value in many different activities and professions.  To do this, I’ll need to present the lessons I’m teaching in a variety of different ways to appeal to students of varying learning styles (which is what we’ve been learning to do in class).

One aspect of our class that I especially liked was the method in which groups were designated, by using cards.  This gave us the opportunity to sit with different members of our cohort because, being creatures of habit, we generally sat at the same table each week.  Using these cards to “call on us” was another good use of them.  It was an effective method of keeping us focused and “on task”   Although it made me feel uncomfortable at times (when I didn’t think I knew the answer and might get called on)  it definitely kept me more attentive (which is something I’d like my future students to be).  

Another aspect of the class that worked especially well was the assignment of specific jobs to individuals within a group when we were assigned specific problems to solve (facilitator, resource monitor, product monitor and equity monitor).   This strategy was also another great way to keep us focused and “on task” throughout the assignment and is another method I plan to adopt in my future classroom.

Robin, thanks for a great class.  I really enjoyed it.  You made math fun! J

Show, Don't Tell

I now realize how important it is to make writing a daily part of work in the classroom. Many of the students in my fifth grade dyad placement were struggling the other day, when asked to write an “I Am From” poem.  The poem was scripted, each line containing a prompt, yet the students still had difficulty.  Many almost seemed afraid to write, in fear of “getting it wrong”.  Several of them approached me, individually for assistance.  Generally, I helped the students by asking them a series of questions.  If the line said, “I am from (name something you like to do)” I’d start by asking, “Do you play any sports?  Do you like to dance?  Do you like to bake?  Ride bikes? etc.”  Sometimes it took awhile, but I was eventually able to find a question that “sparked” the students into action (writing).  This made me realize how important it would have been to “brainstorm” with them before sending them "off on their own".  It would have been helpful if I had gone through the poem instructions, line by line, and had the students “brainstorm” together.  This, I believe, would have made the assignment much easier.  I could have, for example, asked a series of questions (the prompts in the poem) to help them come up with ideas.  I know, from personal experience that I also write much better after doing this. 

I also realized the importance of “showing” students rather than merely “telling” them how to do an assignment.  I believe the fifth graders in my dyad would have benefited greatly if I had shown them an “I AM From” poem that I had written myself.  But, Regie Routman actually takes this idea of modeling one step further.  She writes in her book, Writing Essentials, page 47, “Many teachers do their demonstration writing behind the scenes.  They want to do their modeled writing ahead of time, to be prepared.  Then, they show students the finished writing as part of their demonstration.  This robs students of the opportunity to see real-life writing in process and diminishes the learning possibilities.”  She makes the point that students need to see the work being modeled.  They need to see the process of writing an assignment on demand, within a set time frame.   Both of these strategies, brainstorming and “real time” modeling would have, I believe, helped these fifth graders write their poems. 

IPods in the Classroom - An Update

Is it practical to use the iPod Touch in the classroom as an educational tool? 

I’m still struggling with the practicality of giving every student in the classroom their own iTouch.   My main concern is monitoring their usage by students.  How can a teacher ensure that 20+ students are staying “on task” while using an iTouch?  Can a first grader (or 10^th grader, for that matter) really be expected to ignore its other features during class time?   Won’t they be distracted by its other apps?  Is there a way for a teacher to restrict its use? 

Now that I’ve had the opportunity to review several applications I can see their usefulness as a learning tool, BUT, how do I, as a teacher, make sure my students ONLY use the applications they’re assigned to use?   A teacher cannot “see” what his or her students are doing, while working on an iTouch, because  its screen size is so small. 

In my earlier post, I also talked, in particular, about the appropriateness of iTouches for the younger grades.  It still makes me a little uneasy to put such expensive devices in the hands of a five or six year old.  I know the key is setting up expectations for their use, but I’m still leaning toward offering them to students in the upper grades (and possibly on more of an individual basis for the younger ones).  I know iTouches  are somewhat durable, but there is still the issue of whether a child is developmentally ready to use one.  For example, does a six year old understand that the screen could be scratched if placed next to a sharp object?  Do they have the dexterity to plug in the earphones?  Again, my concerns center on whether it’s appropriate to give an iTouch to a young child, without close supervision.

I have no doubt that an iPod Touch is an amazing learning tool; I’m just not sure they have a place in the hand of every student in every classroom, as least not until a system is in place to monitor student use.   

A Roll of the Dice

What did I learn?

I learned a great way to teach about probability in our math class this week.  Instead of merely going through a step by step lesson on probability, students can learn by “experiencing” it for themselves, when playing a dice game.  If two players are awarded chips, based on a certain roll, each player will want to know if they have an equal chance of winning.  Each student playing the game will want it to be fair, so this is a great way to introduce them to probability.  They have a “stake” in whether or not it’s a fair game, because they’re playing it!

At first glance at the rules of the game presented in class, it looked like Player 1 had an advantage over player 2 because he or she was given 7 “sums” compared to player 2, who was given only 4.   But, after closer scrutiny, it became apparent that the “sums” given to player 2 had a greater probability of being rolled. This could be shown mathematically by creating a chart that showed the 36 different combinations of rolled dice.  As it turned out, a sum of 6, 7, 8, or 9 had a 10% greater chance of being rolled than a 2, 3, 4, 5, 10, 11, or 12. This “increased chance” of winning became apparent in our class when player 2 won almost every game (by collecting 5 counters before player 1.) This type of problem will show students the value of being able to solve a probability problem, even if this knowledge is only used to evaluate whether the rules of a card game are fair.  It empowers them to learn to evaluate the various probabilities in their everyday lives.

What do I have questions about? 

How will I be able to constantly think of new and exciting ways to present the different concepts in math to my students, to keep them engaged?  How do I make my students realize that they will encounter math in their everyday lives?

What are the implications for classroom practice?

This exercise, of playing a dice game, clearly shows the value of giving problems to kids that they’ll care about.  If students are given a game to play they’ll want to know if its rules are fair so they’ll spend time evaluating them.   Math becomes fun when students are allowed to creatively solve problems, like determining whether the rules in a card game are fair.  Making math fun can be as simple as having a competition among students in the classroom.  I witnessed this first hand in my dyad placement last week.  The students were working on double digit multiplication math problems.  In past classes, I had watched the students do their “daily check” problems at their desk with limited enthusiasm.  They all seemed to know the various steps, but at times, made careless errors.  Many couldn’t even get through the assigned problems in the allotted time during class.  This all changed on the day they were given the “Turkey Team Challenge”.  Four teams were formed, each competing to construct a turkey on the active board.  The rules were simple.  The correct solution of each problem was worth a particular body part on their turkey; the head, body, right wing, left wing, right leg, left leg, face, and various colored feathers.  To earn the privilege of placing a body part on their turkey, however, each member of the team had to solve a particular problem correctly.   The room was “a buzz” with excitement.  Every member of every group was “on task” as the competed to complete the turkey.   This was an excellent way to keep the students focused on math.  It was educational, as well as fun.  This is a game I will definitely play in my future classroom

What is your Mathematical Identity?

What did I learn?

I learned about a geometric tool called a Mira.  I had never seen or heard of one before.  A Mira has a reflective quality much like a mirror.  By placing it on any shape, children will be able to grasp the concepts of symmetry and congruence more easily.  The exercise we were given in class, to trace a child on a swing, using a Mira, would be one that school children would enjoy.  Making math fun is one of the best ways to ensure that what is being taught is actually learned.

Using pattern blocks for fraction addition and subtraction is also something I learned.  When teaching math classes in my son’s elementary school I had often used pattern blocks to teach about geometric shapes and patterns, but I had never thought to use them in this way.   This was a great lesson and I plan to use these manipulatives to teach fractions in the future.

I also learned, from the assigned reading by Leatham and Hill, that we all have a mathematical identity.   The authors’ assert that everyone has a system of dispositions about math that have nothing to do with their ability to understand it.  For example, if someone views math as a subject where they must be an avid “rule follower,” which has a negative connotation,  the person embracing this idea will be less likely to want to continue on in math, even if they had been successful in their classes in the past.    

What do I have questions about? 

How can we, as teachers, prevent our students from saying they’re “just not good at math”?  How can we show them that everyone encounters math in their everyday lives (when they draw maps, place tiles, solve a scheduling problem, etc.) and that they’re most probably good at it?

What are the implications for classroom practice?

The challenge in the classroom will be to determine the relationship my future students have with math.    It will be my job as a teacher to help them become more aware of their mathematical identities to help them realize that one bad experience in math shouldn’t warrant discarding the entire subject.  I will need to learn how to broaden their views about the nature of math, to help them see its value in many different activities and professions.

Many Approaches to Problem Solving

What did I learn?

In class on October 27^th, I learned that there are multiple ways to approach a problem.  I was truly amazed at the number of ways that the members of our cohort came up with when we were given the task of determining which park location would have the largest blacktop area.  I also learned how useful diagrams can be when solving these types of problems.   After hearing about the two possible park locations on the video presented, I immediately set up a math formula to determine which one would have the largest blacktop area.  It never occurred to me to draw a picture of the two options and then compare them visually. These pictures, however, brought clarity to the solution because, as it turned out, both locations ended up having the same area of blacktop.   When I first looked at my answers, I thought I must have made a mistake.  It took me a minute to realize that taking a smaller fraction (2/5) of a larger area (3/4) of Carroll Park was the same as taking a larger fraction (3/4) of a smaller area (2/5) of Flatbed Park, even though I knew the commutative property of multiplication.

What do I have questions about?  To ensure the success of this type of problem solving session with our future students would it be wise to select groups based on math ability or possibly set up roles within the group to ensure that each member understands the various ways to approach the problem?   

What are the implications for classroom practice?

I see the value of ordering the solutions that are presented to a class of various student groups during a problem-solving exercise.  By doing this strategically, I can advance the students’ understanding of the mathematical ideas presented.  As I teacher, I must take on the role of a facilitator.   It’s important that I monitor the student groups, listen to their strategies and then decide which groups will share with the class and in which order.

Another important implication is the importance of having students solve real problems, ones that they will care about, similar to the one in the video, about two local parks.  If this is done, the students will be more engaged in finding solutions. 

The Clarity of the Venn

What did I learn?

I learned the benefit of using Venn diagrams this week.  They are very helpful when showing the relationships among quadrilaterals.  This visual helped me “see” the relationships among parallelograms, rectangles, squares and rhombuses.    When I learned the properties of quadrilaterals, years ago in geometry class, we made grids similar to those passed out in class on Wednesday……which are very helpful, but the “picture” of a Venn diagram was even more helpful, at least to me.  The “family tree” of quadrilaterals was also a visual representation that helped me understand the relationships among these shapes.  Both are useful tools when teaching math.  

What do I have questions about?

When introducing new material to a class, how does a teacher know (when they see puzzling looks on the faces of their students) when they should stop for a question to clarify a point or to continue the lesson without interruptions (hoping that, by the end, the questions of those who didn’t understand are now answered)?  One of my favorite teachers in high school taught geometry.  She always did a complete lesson on the overhead (I’m dating myself) before taking any questions.  She would methodically go through a problem and ask us to write it in our notebooks, and then she’d work through lots of problems and let us ask questions.  This method worked well for me but I know I’m not representative of all students and that sometimes, if a student is “lost,” they just “stop listening”.

What are the implications for classroom practice?

The implications for our classrooms are clear.  In class on Wednesday, as I was struggling to learn the different properties of quadrilaterals, I realized that the Venn diagram really helped me “see” the relationship among the shapes we were studying.  The importance of presenting a lesson in multiple ways, to appeal to the many different learning styles of my future students, was again demonstrated.

Blog by Blog

I've been enjoying reading Anne Lamott's book, Bird by Bird because I can relate to so many things she writes about.  I struggle with creative writing......which is why "blogging" doesn't come naturally for me.  I'd much rather reflect through discussion with others than write what I think on a blog or paper.  I'm hopeful that this book will help me with my many writing struggles.  On page 37 Anne writes, "When students ask me for the best practical advice I know, I always pick up a piece of paper and pantomime scribbling away".  So, in other words, Anne says the only way to improve one's writing, is to write.  Although, this statement seems so simple, yet so wise, this advise hasn't seemed to work too well for me.  Over the last year I've been writing more than I ever have, and the process just doesn't seem to get any easier.  I realize now that, looking back, I never wrote too much in college.  Both my undergraduate and graduate degrees are in Business and writing was never emphasized in this field........so with that reflection, Anne's advice, of writing often, makes me realize the importance of having children (my future students) write often.  I also see the importance of having kids write for a particular audience and with a particular purpose.  In other words, I need to help them care about their writing.  I think if I had been "trained" differently at a younger age I would have less "writer's block" today.

A passage of Anne's book that I especially liked was  the part where she writes about her dad's advice to her older brother as he sits at the kitchen table. Her brother had a huge report to do on birds and he was feeling completely overwhelmed.......a feeling I can certainly relate to over the last couple of months.  Her dad, "put his arm around her brother's shoulder, and said, 'bird by bird, buddy, just take it bird by bird.'"  I, of course, took this advice and immediately applied it to my own situation,  If I'm going to make it through the teaching certification program......I'm just going to have to take it blog by blog.........

Reading and Math - An Integrated Lesson Plan

What did I learn? 

I’ve learned this quarter about the importance of integrating math lessons with literature, whenever possible.  This integration will help students make connections as well as help them build higher level thinking skills. Integrated lessons provide a more balanced learning approach to teaching and they more closely resemble real life, where all subject areas are interconnected.  This, I believe, will help students remember a lesson long after it is taught. 

What do I have questions about? 

My questions about where to find the various resources to use when looking for a book that is related to a particular subject in Math, has been answered by visiting the recommended link that was provided in our Intermediate Mathematics Methods class.  There is a wealth of information on this site;

http://sci.tamucc.edu/%7Eeyoung/literature.html,

I never realized how many books were available to teach from.  The possibilities are endless.  For example, The Greedy Triangle by Marilyn Burns can be used when teaching about geometric shapes, Bats on Parade by Kathi Appelt can be used to teach counting and number sense, etc.

What are the implications for classroom practice? 

I now know to consult the various sources available before teaching a particular lesson.  For example, I had been teaching classes on tangrams for several years and yet I had never before read Grandfather Tang’s Story.  After reading it,  I decided it would be  a great way to introduce tangrams into a geometry unit.  By doing this, I would be able to integrate a reading lesson with a math lesson.  The students would learn that a tangram is an ancient Chinese puzzle consisting of a square cut into five triangles, a square and a parallelogram.  The students would also learn that tangrams are not just puzzles.  They would learn that storytelling, using tangrams, is an integral part of Chinese culture.  The story told in Grandfather Tang’s Story is a folktale so, as a part of this lesson, the elements of a folktale could also be reviewed, as well as the message of the story being told.  Learning about folktales wouldn’t be one of the main objectives of this lesson, but because I’ve read the story, it would be an appropriate time to review these elements.  Reading this story would add both a multicultural and historical dimension to this lesson.   

I would most definitely use this type of integrated lesson plan in my future classroom.  I believe reading a story about a subject to be covered provides valuable insight into the subject being taught. It also sparks interest among students.  Grandfather Tang’s Story gives context to the lesson on tangrams. 

Redmond Jr. Mustangs Video

Never Say Anything a Kid Can Say!

What did I learn?
I learned several good teaching strategies in my math class last week after reading, Never Say Anything a Kid Can Say! article.   One of the most important messages of the article was to let students talk!  The author, Steven Reinhart, mentioned that whenever he's tempted to tell his students something, he asks a question instead.   This gets the students actively participating in their learning.  Facilitating these group discussions, however, to maximize the learning (and thus the participation) sounds somewhat daunting to me.  As a future teacher, I know I'll need to refrain from my judgmental responses of "good point" or "absolutely".  The author points out that by affirming the answers of some of your students, you may  actually be discouraging the participation of others. I'll need to learn how to give more nonjudgmental responses to the comments or answers that are offered by my students.  Another strategy that I hope to remember to impliment is allowing "wait time" of at least 5 seconds after asking questions to ensure that all my students have an opportunity to think about the answer.    


What do I have questions about?
I understand the importance of letting students work in groups but how do I, as a teacher, ensure that all the members in these groups are actively participating in solving the problem?  In other words, how do I avoid one student dominating a group, while others "sit back"?   


What are the implications for classroom practice?

When working on the Sneaky Snake problem last Wednesday, I learned that there are many different ways to approach a math problem and it will be important to listen carefully to my future students to work with "their way" of solving a problem and not just "my way".  I need to relate to my students so I can find the most effective way to teach them.  Technology seems to be a way to reach out to them which will be challenging for me.  I have much to learn.

Literature, Mathematics and Manipulatives

What did I learn?

In the article, Math and Literature in Middle School, Cara Halpern talked about motivating students by connecting literature and mathematics. This sounded like a great idea but it wasn't until I read about a project she gave to her students, called The Polygon Story that I was really able to see how valuable this could be. The example that was provided in the article showed how one student's story reinforced the mathematical rule that a rectangle and a trapezoid have the same total interior angle degree measure, even though they are different types of quadrilaterals. Not only was this story fun to read, it was very clever! It will now be hard for me to forget this rule because I have a visual picture in my head of a cartoon of two squares stuck together, one with a bow, and then another cartoon, a square with a bow attached to a right triangle. This assignment, in my opinion, would definitely help students learn and remember math rules/concepts. The "Shape of Love" story will definitely help me remember this rule!

The other article we were assigned to read, The Rationale for Using Manipulatives in the Middle Grades, also talked about providing students with a way to make connections in math. This is another great idea. As a child I never used them, but I saw firsthand how much the kids loved them when I taught a lesson about area and perimeter during a Math Adventures session in my daughter's second grade classroom. One of their favorite lessons involved using geoboards. I was able to teach math concepts while they were having fun.

What do I have questions about?

Will teachers still get through the required curriculum if they take additional class time to bring literature into their math lessons? I see the value of doing this but I know there is a great deal of pressure put upon teachers to cover a specific amount of material during the year.


What are the implications for classroom practice?

This technique, of using literature to motivate kids and to help them remember and reinforce math concepts is a great idea, one I hope to adapt in my own classroom. As a teacher, I believe it's important to bring in literature whenever possible. Manipulatives are also a great tool that I plan to use in my future classroom. I did, however, find the following quote from the Weiss article about manipultives interesting, "The students must be familiar enough with the manipulative materials that the use of them does not create an additional layer of frustration in the learning process. If the student does not easily identify the purpose of the manipulative, it is no longer a tool but a distraction". I have to admit, I initially was confused when my math instructor brought out some algebraic tiles in class to solve an equation. I had never used them before, and had never had a problem solving algbraic equations, so the tiles, at first, brought confustion, instead of clarity (but that was just me). I know that a successful teacher will use various teaching methods to appeal to a variety of students with different learning styles.

IPods in the Classroom

Is it practical to use the iPod Touch in the classroom as an educational tool? Can the cost of these devices be justified?

I know iPods have great apps and kids (and adults) love them but I honestly don't see them in the elementary school classrooms, at least not one for every student, in the immediate future. I struggle with their practicality, especially for the younger grades. They're expensive and much time would have to be expended re their maintenance (downloading apps, charging them, etc.) Also, I'm not sure it's wise to give kindergartners and first graders such expensive tools to use independently, unless closely supervised, (and I don't think it's realistic to think that a first grade teacher could possibly watch 20 students that closely.) This age of children shouldn't be expected to understand the grave consequences if one of these devices is "accidently" dropped and damaged. (My opinion might be skewed slightly after my main placement with first graders.) To explain my point, a certain memory comes to mind of a past Thanksgiving at my mom's house. She insisted on giving my 3 year old son (at the time) some milk to drink, from one of her beautiful Waterford crystal glasses. I remember warning her that, although my son was usually very careful and didn't spill often, the thought of him drinking from her crystal glass made me extremely nervous. She told me not to worry.....and within 10 minutes, the glass was broken. (The stem got caught as he was placing it back up on the table - even though I was right there watching him!) Developmentally, it may be wise to offer these devies to older children, only after explicit instructions re their proper care and handling. Although many kids already have these skills, because they own their own, what about the kids from inner city schools who can't afford to buy them?

Another issue that comes to mind for me is the cost of these devices. They're very expensive. Can their cost be justified if a child can learn just as easily from a computer? I know iPods are more versatile, don't take up as much space and they're easy to use (for some more than others) but who will maintain them? Who will load all the apps? How will the teacher monitor their use? How can the teacher ensure that his or her students are "on task" and not distracted by its other features?

I'd like to think of myself as forward thinking but I believe there are a lot of issues to be addressed before iPods can be used in classrooms "across the board". I do, however, see their value on a case by case basis, if their use can be closely monitored. I know, for example, that there are great apps on an iPod to help autistic children improve their ability to make eye contact.

I know iPods are powerful tools and I realize that younger generations are very tech savvy and that they may learn more readily by using them (I have 3 kids!) but, it may be up to these "younger" generations (as they become involved in the educational system) to figure out how to implement these tools into the classroom effectively and to justify their cost.

Analyzing Children's Books for Stereotypes

The article we were asked to read for our literacy class, "10 Quick Ways to Analyze Children's Books for Racism and Sexism" is quite eye-opening. After reading it, I decided to go through the many children's bookds I have at home to check for possible stereotypes and it didn't take long before I had many examples. In the book, Harry the Dirty Dog by Gene Zion, I noticed that in the illustrations, the mother in the story is always wearing an apron and is often holding a mop and/or a broom, implying that woman do all the cleaning around the house. The father, on the other hand, is shown wearing a suit and tie (the copyright date of the book is 1956!). Also, in the illustrations showing the town, of the many workers on the street (those driving trucks, building houses, workers paving the streets, flaggers, etc.) are all men. These illustrations seem to imply that only men occupy these types of professions.

The Big Red Bus by Ethel and Leonard Kessler is also guilty of showing men and women in stereotypical roles. This is a story about a boy taking a bus with his mother to buy a new pair of shoes. The illustrations show that the bus driver is a man, the crossing guard is a man, the butcher is a man, etc. Also, the men on the bus are reading newspapers (not the women) implying that only men care about current events?

I am now looking at children's books through a different lens. As a teacher, it will be important that I carefully review the books I read to my students to ensure they don't perpetuate these types of stereotypes.

Group Worthy Tasks

What did I learn?

I learned why some of my group projects have been more successful than others. After reading "Group-Worthy Tasks" by Rachel Lotan I began to reflect on the many group projects I've been involved in over the past year. My experiences, for the most part, have been good, but a project in particular, in an art class (an academic breadth requirement) seemed to go exceptionally well. The assignment was to choose a creation story (a story detailing how a particular culture believed the world began) and create a visual narrative to portray it. My group chose to report on ancient Egypt. Our completed project was truly a collaborative effort - with each member contributing his or her unique talents. I believe we, as a group, were able to produce a higher quality finished product, by working together, than any one of us could have produced, if we had worked individually. The factors that lead to the sucess of this group were many. First, the instructor gave us an early deadline to report back to her regarding the artwork we planned to produce. She wanted to know, specifically, what each member was going to do to contribute to this project. This ensured that we had a clear vision of our project and that we had divided the work among us. Second, she asked us each to write up a group assessment that detailed our group process which included our specific contribution as well as our perception of the contribution of each group member. Thirdly, although no one explicitly took on the roles of facilitator, resource monitor, product monitor and equity manager, various members of my group stepped up to do these tasks.

What do I have questions about?

I have questions about the assessment process for group projects/tasks. Should the teacher assign only a group grade or should there be an individual component to it? My art teacher gave a group grade, but she also allotted a certain number of points for our individual contribution. When we were assigned this project we were told that we would be asked to write an assessment of our own performance as well as an assessment for our peers. This, I believe, was an effetive method of keeping us "on track" and accountable for our contributions to the project.

What are the implications for classroom practice?

The implications for classroom practice are clear. A teacher that assigns group work in math or any other subject must, "deliberately and carefully craft learning tasks that are group-worthy" (Lotan) and that takes effort. It is also important that students are given clear evaluation criteria. Ensuring that each member of a group assumes a particular role; facilitator, resource monitor, product monitor, equity monitor, is also critical for success.

Read Alouds

It's not surprising to me that an overwhelming 62% of sixth grade students indicated a preference for teacher read-alouds as their best reading experiences in school when surveyed (Ivey). I have many fond memories of my teachers reading to me in elementary school. I can stilll remember many of the books that were read to me; On the Banks of Plum Creek in 2nd grade, Caddie Woodlawn in 4th grade and Rifles for Watie in 8th. Another very fond memory I have of elementary school, that revolves around reading, was "The Reading Center". This was a portable that had been converted into a reading "lounge". All the desks in the classroom had been removed and replaced with couches and comfortable chairs and racks and racks of books. Unlike the library, it was a comfortable place to read. An entire class period was devoted to reading. This idea was fairly revolutionary in its time. Now, however, many schools see the importance of integrating the love of reading into the curriculum and provide time during the school day for children to read. In the Lake Washington School District, my daughter, who's in junior high, participates in a program called NIB (Nose in Book). Every day (with the exception of Wednesday) she is expected to drop every thing and read at a predetermined time.

In my main placement at Rosa Parks, I've often had the opportunity to read to my students during story time. My mentor teacher mentioned that I could choose books from her library or bring in my own, so of course, I was anxious to share my favorite books with "my" first graders. Initially, when I started reading to them, I didn't pay much attention to their reactions to my books because I was so focused on reading with fluency and expression. It wasn't until about my 3rd time reading that I actually relaxed more and really looked at my "audience". I was amazed to see all eighteen faces looking at the book with such interest. They were totally engaged listeners! And, of course, it was awesome to think that I was possibly passing on my passion for books to them.

FirstBlogAttempt

This is my first attempt at blogging.