Category Archives: 1.4 Prof. Commitment

Bloom’s Taxonomy

Tricia asked us as part of our questioning and discussion to come prepared to the second workshop with a context and questions to follow this context.  When looking at this I felt extremely nervous as it looked a lot more difficult than she had explained.  However as I got started it was such a straight forward, helpful aid to use which allowed me to think of very in depth questions that would make the children think and learn in a wider context than just the topic.  For this I chose children of primary 4/5 and a book called Wonder by R.J.Palacio which can link in with a variety of curricular areas.  I think this would be a wonderful class book to read together as a class as there are so many different learning points within the book.  This book can link to; language, health and wellbeing, religious and moral education, drama and art and design.  I used the Bloom’s Taxonomy to aid me in thinking of my questions and I found this the most helpful process for questioning.  It allows you to start off with simple, easy questions which you can come up with on the spot which you then take and explore deeper with the questions linking.

PBWorks (no date) Bloom’s Taxonomy (Revised) [online]. Available at: http://pcs2ndgrade.pbworks.com/f/1318607148/RBT.PNG (accessed 23/02/15)

RBT

Remembering – Ask the children;

  • Do they remember the key points in the chapter?
  • Do  they remember a time they felt the same way as some of the characters at these key points?
  • Do they remember ever experiencing anything that the similar to the key points?

Understanding – Do the children understand;

  • Bullying?
  • Exclusion?
  • That people are different i.e look different, have different personalities etc
  • That bullying etc. have an effect on other people as well not just the individual who is being bullied
  • Friendships and relationships- can be good and bad…

Applying – The children could put themselves in the position of either the main character or another character from the book, they could write a short story or produce a comic book strip (or something similar) which can show what is happening and how they are feeling about the situation as that person.

Analysing – The children could have a discussion where they can explore the reasons why certain people act/react differently.  Is it possible they’re doing so because their home life and experiences or because peer pressure from friends etc..

Evaluating – The children could put themselves in one of the characters positions and defend their actions which could bring a debate into their discussions.

Creating – The children could create; a comic book strip, story, piece of art, pivot animation or a range of other things which expresses their feelings and point of view of the book.  The children could then work in pairs to have 10 minutes to look and jot down questions they have.  They could then ask those questions and have a discussion with their partner exploring their thoughts and feelings.

 

Excited…

In the technology workshop with Richard we discussed the crossing of curricular areas.  This was something that I hadn’t put much thought into in terms of lesson planning however after this workshop I can’t wait to try this more often.  We discussed food textiles and how one of the experiences and outcomes could be chosen and then applied with another of our choice.  For this task Danielle, Erin and myself all worked on picking two experiences and outcomes and designed a lesson which would fit these.  We chose a food textiles E&O and paired it with a mathematics E&O.  When looking at these we had multiple different ideas which we thought may work.  We decided that there would have been previous lesson which would have introduced the mathematics more and possibly a lesson after this one to discuss and go over what was actually learnt within this lesson.  This made me very excited as the school I’ll be in for my placement has a cooking room which I could book out for a whole afternoon to spend with the children therefore this may actually be possible depending on their stage of mathematics.  Here’s our lesson plan without the timing and assessment as we found some flaws with them and I’m working on improving them.

Individual Lesson Plan Format (Primary)

 

Class/Group: P3…………………      Lesson: …………………………        Date: ………..…

 

Previous Experience

 

Introduced to foods and be exposed to different foods, had their lessons on measuring before hand i.e been introduced to measuring different materials etc.  

 

Working towards outcomes of a Curriculum for Excellence

 

· I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.

 

· I experience a sense of enjoyment and achievement when preparing simple healthy foods and drinks.

 

·        

Literacy/Numeracy/ICT/HWB (where appropriate):

 

Numeracy, HWB

Learning Intentions

Success Criteria

·       We are learning to use standard measure and non standard measure to investigate and compare the different cakes.

  • ·       I understand how to use non standard measure and standard measure
  • ·       I can follow instructions carefully and successfully
  • ·       I can compare the different cakes

 

Resources  

Flour, caster sugar, eggs, milk, butter, bowls, spoons, whisk, cake tins, oven, baking sheets, power point of each step on a separate slide

 

 

We Need More!

Health and Wellbeing.

This is a subject which I strongly, strongly believe should be introduced more throughout every single year spent within school.  I understand that a lot will be covered within this as it is a main focus within the curriculum however personally I find that many teachers are too shy or uncomfortable with exploring some topics which arise in this area of the curriculum.  As a teacher I will ensure I’m a positive figure that children know they can approach when they have difficult questions or problems that they possibly don’t feel comfortable with taking to their friends or family.

Mental and Emotional Wellbeing is a subject I find isn’t explained as much as it should be in the primary school.  Children must understand that what they feel can take over their mental health if they don’t talk about it.  They must understand that it’s okay to feel a range of emotions but they should learn to overcome feelings which make them upset and unhappy to allow their mental health to stay strong.  They must be aware that support is available for them and that they are not alone!grass  Children must understand that building strong relationships impacts their mental health as I feel some children and even myself forget this/find this difficult to understand until things get tough.  Many children and adults think that being alone is what they need however it’s hard to understand how this affects your mental health until you experience it.  I think that this may be the case because it’s not explained enough by some teachers and parents which is why I’m excited to cover this area with the children in my classroom so I am able to make a change to their lives in the long run!

 

Social Wellbeing is something I wasn’t actually familiar with until this semester.  I think this is an area which is so important within the classroom as all pupils will be able to understand each other and communicate with each other and myself in respectful manners where they can explore opinions and views without causing distress to anyone.  This is so important for children to build and gain confidence within themselves which will strength their self worth.  Children will be able to gain a true sense of belonging as they will understand how important and special they are within their school and community.mind  I think this is one of the most important factors for young individuals as many of them won’t experience this in their home life where their confidence and self worth may be very low and due to this they will struggle to build strong relationships with others therefore it is essential they experience this and understand this through school.  I’m thrilled to be introducing/explaining this area within my own classroom as I will be making a huge change to each individual allowing them to feel good about themselves.

Physical Wellbeing is an area which I was so nervous to learn about as I felt it would be centred around physical exercise which I personally struggle with.  However learning and reading about physical wellbeing has made me more confident as there’s so much more to it than exercise.  It’s very important that children understand what is good/bad for their body and how this actually affects them.  When speaking to children and being surrounded by them I find that yes they understand what foods and drinks are good/bad however they don’t care.  I find that they don’t care because they don’t fully understand the consequences of them – which is why I’m looking forward to teaching them about this as it will inform them on areas which their family members or peers don’t know about.  It’s also so important for children to fully understand how to be safe and how to keep others safe when possible.

3 takes responsibility!

This is a prime example of why children need to understand how to be safe and what to do in a serious, unfortunate accident.  Most of the time children will be surrounded by one or more adults therefore if anything happens usually there’s someone to help.  However in the case of an extreme emergency where the responsibility falls upon the child they must have an understanding of what to do to allow their mental and emotional wellbeing remaining stable throughout the aftermath.

Overall I am looking forward to making a positive difference in many young individuals lives when teaching health and wellbeing.

Control, control, control…

As a pupil and a sibling I feel as though it’s often portrayed that teachers must be in control of the classroom and the children.  I always remember being in certain classes where my peers would have commented on the fact the teacher couldn’t control them therefore they would play up and misbehave.  I also remember my parents commenting on how certain teachers just have no control because they have no discipline within their classroom.  However this semester has really opened my mind to all these comments which I’ve been surrounded by.  As a teacher I am not controlling children therefore I’m not controlling the class.  As a teacher I will be (from day one) building positive, strong relationships with all the pupils in my class where we will gain mutual respect.  Yes there will be set out rules within the classroom however they will not be set in stone by myself as the classroom isn’t mine, it’s ours – mine and the pupils.  Boundaries must be set my myself as I am the teacher however in my experience children understand this and they actually want the teacher to have those set boundaries so they have a clear understanding of their expectations within the classroom which sets a positive atmosphere.  Children/pupils need a certain level of strictness within the classroom to allow them to feel safe and secure, this will allow positive attitudes from both myself and the pupils which then leads to positive behaviour.  Being a teacher isn’t about controlling your classroom, it’s about setting fair rules and boundaries with the pupils to allow; clear understanding, mutual respect, positive attitudes and positive behaviours which ultimately leads to a fantastic running classroom with a brilliant classroom ethos set by everyone within it.

Technology Lesson

During technology input myself, Danielle, Erin, Katie, Ailsa and Lucy worked collaboratively to come up with a lesson plan that involved an area which we weren’t too confident about.  By the end of this workshop I realised that planning a technology lesson wasn’t as daunting as I first thought and it’s something I would love to experiment with in the classroom.  

Here’s our lesson plan:

Individual Lesson Plan Format (Primary)

 

Class/Group: P4/5………………      Lesson: …………………………        Date: ………..…

 

Previous ExperienceLesson on how to safely cut wood using a saw and how to handle scissors carefully.

 

Working towards outcomes of a Curriculum for Excellence 

I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts.

 

Literacy/Numeracy/ICT/HWB (where appropriate):Numeracy: measuring –  Literacy: following instructions and communicating
Learning Intentions Success Criteria
 We are able to cut different materials using different tools safely to create a 3D object  ·       I am able to cut paper using scissors smoothly

·       I am able to cut wood using a junior hack saw

·       I can use a ruler to measure the cuts

·       I can follow instructions appropriately to make a windmill

·       I can compare the different resources used

 

Resources Paper, scissors, wood, hacksaw, desk clam, ruler, glue gun, pencil, split pin
 

15 mins

 

5 mins

 

 

 

 

5 mins

 

30 mins

 

10 mins

 

30 mins

 

15 mins

 

 

 

20 mins

10 mins

Setting the context/Beginning the lesson (Introduction) 

Recap on different tools and skills already learnt

 

Share and explain L.I’s and S.C split into groups

 

 

Teaching the learning intentions (Development)

 

Use instructions sheets to divide up roles

 

Create the paper part of the windmill

 

Measure the wood

 

Sawing wood

 

Tidy up while teacher glues

 

Ending the lesson (Plenary)

 

Reflect on the materials and tools used and compare

Use success criteria to evaluate performance

 

 

Discussion

Check for understanding

 

 

 

 

Observation

 

 

 

 

 

 

 

 

 

 

Discussion and observation

Peer Assessment

Building Confidence and Competence…

4 blog posts which are different and unique but fantastic in their own ways;

  1. https://blogs.glowscotland.org.uk/glowblogs/cebeportfolio/2016/01/06/180/
  2. https://blogs.glowscotland.org.uk/glowblogs/myunieportfoliorb/2015/11/18/children-are-the-real-teachers/
  3. https://blogs.glowscotland.org.uk/glowblogs/uodeportfoliommackie/2016/01/17/problematic-problems/
  4. https://blogs.glowscotland.org.uk/glowblogs/myuniversityeportfoliolayla/2015/11/03/fear-of-feedback/

These blogs have really inspired me to do some more work here on my blog and to allow my work to vary.  From reading these blogs it occurred to me that they aren’t all TDT’s but they’re posts about topics which have arose in lectures or posts on interesting topics which have came from social media.  Yes some are TDT’s but they’re not just answering the question which is proposed to us, they’re posts which explore the question linking wider reading and personal thoughts and feelings.  I have noticed when reflecting on my own blog posts that I do not do a lot of this.  I feel personally that I could put a lot more work into my blog I just need to alter the way I’m currently posting.  Personally it takes me a very long time when working on a post, time which I usually spend doing written work and reading, often I forget about my blog when doing other work.  As I am someone who writes with pen and paper, all my TDT’s are done in my notebook where I link the pages together with my notes I’ve written from books I’ve read.  However I’ve realised that my blog posts do not have to be big essay like posts which are all TDT’s.  I always new I could write about any news articles or videos I watch which link with anything in this course or if something arose which I found interesting and others may find interesting however I was never confident enough to post my opinions on topics which weren’t TDT’s.  I am now going to attempt to build my confidence with writing more posts on varying topics which I find interesting and important.  I have also realised that I do not have to wait until I’ve fully formed my view on a topic.  I can have multiple posts which link together showing my journey through the topic, this would ensure I’m reflecting on my progress as I can have an overall post which reflects back on my first thought and feeling of an area and where it has developed to.  I’m setting personal goals for myself and for this blog in my diary which I can work towards and ensure I’m taking the opportunity to use my blog to advance my overall confidence and competence.

Here is a video which I related to a lot and have given me a few ideas which I can use to help me with this blog.  Some of these tips don’t relate to this blog but others really do and have helped me greatly.

3 actions for Social Studies

To develop my knowledge and skills in social studies I will have at least 3 actions which I can work on this semester and throughout my time in this course.

  1. I will ensure I get into the habit of being up to date with current news and weathnews-woodn-dice-depicting-letters-bundle-small-newspapers-leaning-left-dice-34802664er disasters to make sure I am prepared for any questions children in my class may have on current news and weather disasters.  If anything arises which I don’t fully understand or know much background in I can do a little research on the subject so I am prepared for discussions within the classroom.
  2. I will focus-history-book-words-45473373do more research on past events which are important topics within school as there are many which I will have forgotten or have never touched on throughout my own time in school.  I can keep a log of topics and research I do in this semester which I can then continue throughout my years in this course and as a teacher.
  3. I will research and find out more about the climate changes and the environmental differences in different countries which will give me a good foundation to start my research and learning on the area of people, place and environment.

climate-change-word-cloud-12343620

http://www.dreamstime.com/photos-images/news.html