Parents,
The students and I have been having so much fun learning about properties in Kindergarten these past few weeks! This week, we will learn that we can sort objects according to its length. Therefore, students will be asking to measure your feet Monday night by tracing one of your shoes. We will then use this measurement on Tuesday to compare different lengths. So, don't be surprised when your child asks to trace your shoe!
If you have any questions, please feel free to reply back. Thanks for helping us have fun hands-on, minds-on activities for science.
~ Mrs. Uniacke
Sunday, October 17, 2010
Tuesday, August 3, 2010
Lessons Learned
I started this blog six weeks ago as a requirement for my Social Studies class. Although this is the last official blog posting that I have to do, I hope it won’t be my last. I was asked to reflect on if using this blog has enhanced or hindered my learning. At first I didn’t think it had either affect on me, but the more I thought about it, the more I decided I’ve learned from blogging. At the beginning of the semester when I heard that I had to post a blog each week, I was not thrilled. I was nervous about the fact that what I wrote, anyone could read. However, the more I posted, the less frightening it became. This is a valuable lesson. I will have my students peer editing and publishing their work, so reflecting on a blog puts me in their shoes and reminds me how they may feel. I can now share my experience and empathize with them, but also stress the growth that I saw through the process.
I was also asked to think how my view of teaching social studies has changed since the beginning of this course. Man, has it ever! Thinking back to my high school years of social studies, I don’t remember much except for reading chapters from textbooks and answering questions at the end. My social studies classroom will be much different. I recently read a chapter about integrating social studies in the classroom (Chapter 1 in Lindquist’s book Seeing the Whole Through Social Studies) and it is amazing how this teacher has made social studies “the core of the day—the essential integrator”. For example, for reading, she will have students read different types of stories (legends, folktales, etc); in social studies, she will teach geography and what part of the world these folktales are from; in science, she may talk about environmental aspects of these parts of the world; in language arts, she will have students create a book of their own folktale; and in art, the students will illustrate their books. This, to me, is a fun social studies class! I look forward to these days.
I was also asked to think how my view of teaching social studies has changed since the beginning of this course. Man, has it ever! Thinking back to my high school years of social studies, I don’t remember much except for reading chapters from textbooks and answering questions at the end. My social studies classroom will be much different. I recently read a chapter about integrating social studies in the classroom (Chapter 1 in Lindquist’s book Seeing the Whole Through Social Studies) and it is amazing how this teacher has made social studies “the core of the day—the essential integrator”. For example, for reading, she will have students read different types of stories (legends, folktales, etc); in social studies, she will teach geography and what part of the world these folktales are from; in science, she may talk about environmental aspects of these parts of the world; in language arts, she will have students create a book of their own folktale; and in art, the students will illustrate their books. This, to me, is a fun social studies class! I look forward to these days.
Monday, August 2, 2010
Point-of-View in History
As a student growing up, I took for granted the point-of-view in which I learned about history. When I read my textbook about historical events, I thought all information was exactly the way the event happened. However, I now know from living in another country, meeting people from other countries and reading about issues in another country's perspective, that there are several viewpoints about historical events and they are not all the same.
Exposing students to several viewpoints is something that I am going to be consciously aware of and implement. It is especially important to do this with a class that includes ELL students. ELL students may have already learned about the topic in the country where they lived prior to the US. Therefore, it is important that we discuss that country's point-of-view, the United States' point-of-view and other country's point-of-view. By studying each of these viewpoints, students will be more educated and will be able to make their own informed opinion about the topic. Students may also want to perform further research on the topic. Therefore, as a teacher, it is important that I provide resources that portray events from different points-of-view.
One thing I will keep in mind is that different viewpoints and perspectives do not only need to be about historical facts. I will encourage my students to think from other perspectives or points-of-view in other areas as well, including literature. One project I am looking forward to implementing in my class is having students write letters or stories from another point-of-view other than the main characters. To give the students an example, I will share with them Jon Scieszka’s book The True Story of the Three Little Pigs, which is written from the wolf's perspective. Reading this book will help students realize that the story may be different depending on the perspective or point-of-view of who is telling the story or talking about an event.
Exposing students to several viewpoints is something that I am going to be consciously aware of and implement. It is especially important to do this with a class that includes ELL students. ELL students may have already learned about the topic in the country where they lived prior to the US. Therefore, it is important that we discuss that country's point-of-view, the United States' point-of-view and other country's point-of-view. By studying each of these viewpoints, students will be more educated and will be able to make their own informed opinion about the topic. Students may also want to perform further research on the topic. Therefore, as a teacher, it is important that I provide resources that portray events from different points-of-view.
One thing I will keep in mind is that different viewpoints and perspectives do not only need to be about historical facts. I will encourage my students to think from other perspectives or points-of-view in other areas as well, including literature. One project I am looking forward to implementing in my class is having students write letters or stories from another point-of-view other than the main characters. To give the students an example, I will share with them Jon Scieszka’s book The True Story of the Three Little Pigs, which is written from the wolf's perspective. Reading this book will help students realize that the story may be different depending on the perspective or point-of-view of who is telling the story or talking about an event.
Thursday, July 29, 2010
Wake County Schools in the news...
Wake County Schools was recently a topic of conversation on national news- http://www.cnn.com/2010/US/07/21/north.carolina.schools.protests/index.html, http://www.cnn.com/2010/US/07/19/ncschools.resegregation.rally/index.html
The topic, as some of us know, is “to end ‘forced busing,’ a method initiated in the 1970s to promote diversity in public schools.” Since I have not yet taught in schools and I am not yet a parent, I do not have enough “real-world experience” to have a strong opinion either way about the issue. What I do know is diversity is a key ingredient in schools. Along with several other benefits, diversity promotes an understanding and an acceptance of differences among students.
The school board is saying that schools in Wake County are already diverse without having to bus students. I can see how this could be true by looking at my neighborhood. I live in an area where several cultural backgrounds are represented and where apartment communities, townhomes, and single-family homes are intertwined. However, I know this is just the view point from my neighborhood, not all of Wake County.
When I do have a more informed opinion on the matter, I will do my civic duty and will stand up and take action for what’s best for the students.
The topic, as some of us know, is “to end ‘forced busing,’ a method initiated in the 1970s to promote diversity in public schools.” Since I have not yet taught in schools and I am not yet a parent, I do not have enough “real-world experience” to have a strong opinion either way about the issue. What I do know is diversity is a key ingredient in schools. Along with several other benefits, diversity promotes an understanding and an acceptance of differences among students.
The school board is saying that schools in Wake County are already diverse without having to bus students. I can see how this could be true by looking at my neighborhood. I live in an area where several cultural backgrounds are represented and where apartment communities, townhomes, and single-family homes are intertwined. However, I know this is just the view point from my neighborhood, not all of Wake County.
When I do have a more informed opinion on the matter, I will do my civic duty and will stand up and take action for what’s best for the students.
Monday, July 19, 2010
Lesson 1 Reflection
I taught my first 4th grade social studies lesson today and it was fun. I enjoyed having so many different options on how to teach the lesson. When I first asked my teacher what topic to teach on, she was going to have me and my Meredith classmate both teach about maps, since that was what her students were working on in Social Studies. However, I noticed that in the student's reading period, they were reading about how mail was being delivered (from a train). I had just heard a great mini-lesson on the Pony Express, so I decided to teach the kids an interdisciplinary lesson about how the mail delivery system has changed over time.
I packed a lot of things into the lesson; so much that I thought I may have had too much information for one lesson. However, I was being observed by a Meredith peer. Having this peer's feedback was very helpful. She not only was able to observe me, but she also heard what the classroom teacher was saying. The classroom teacher said that one student who answered a question of mine correctly was a level 1 student. The classroom teacher showed excitement when she saw this student answering questions. This was a self-esteem booster because I think it is very important to have all students connect to the lesson and answer questions about it, especially the students who do not usually volunteer answers.
I also enjoyed having my peer evaluate me on my lesson because she gave great recommendations on how to improve the lesson next time I teach it. The three items I will change next time I teach the lesson are:
I packed a lot of things into the lesson; so much that I thought I may have had too much information for one lesson. However, I was being observed by a Meredith peer. Having this peer's feedback was very helpful. She not only was able to observe me, but she also heard what the classroom teacher was saying. The classroom teacher said that one student who answered a question of mine correctly was a level 1 student. The classroom teacher showed excitement when she saw this student answering questions. This was a self-esteem booster because I think it is very important to have all students connect to the lesson and answer questions about it, especially the students who do not usually volunteer answers.
I also enjoyed having my peer evaluate me on my lesson because she gave great recommendations on how to improve the lesson next time I teach it. The three items I will change next time I teach the lesson are:
- having a timeline
- including a video clip
- allowing time to view the posters
I drew a timeline for the students to see when 1800, 1860, 1914, and 2010 was, but next time I will have one already made with pictures next to the dates. For example, I will have a picture of a boat by 1800, a picture of a train and horse by 1860, a picture of a train by 1914 and a picture of a USPS truck or a computer by today's date. This will help show students how the mail system has changed over time.
Even though books were read and pictures and posters were looked at to show how the mail system used to run, I will add a video clip next time I teach this lesson. The video clips will show how mail was delivered during the different time periods to help students really see what it was like during that time.
I allowed students to look at Pony Express posters that were borrowed from my Meredith peer, but I read a book while the students were looking at the posters. Next time I teach this lesson, I will allow time for the students to just look at the posters. I felt for time management purposes I should read while they looked, but I noticed that students were not listening while they were looking.
Overall, I was pleased with the lesson and am looking forward to the next one.
Friday, July 16, 2010
Questions
I have been asked to think about the following quote: "If the textbook contains the answers, then what are the questions?"
When I was in school, my social studies teachers had us read the chapters and then answer the questions at the end of the chapter. I do remember my teacher saying, "The answers are within the chapter". If I had just read the answers, then what are the questions?
Students need to be asked questions about big ideas so that they can transfer information they know about one topic and relate it to other topics. This can be accomplished by asking students essential questions. Essential questions are those that make students look at the big picture. The goal of essential questions is to think about it and discuss it instead of finding the one right answer, since they typically have no resolution. These questions are generally covered throughout several subject areas and help students make connections to the real-world. They are thought provoking and fun to discuss. So, instead of having teachers ask their students to answer the questions at the end of the chapter, ask them why studying this particular topic is important and how it connects to the real-world and to other subjects. Asking them these essential questions will allow students to make these connections.
So, my question for you is, why does learning about history really matter?
When I was in school, my social studies teachers had us read the chapters and then answer the questions at the end of the chapter. I do remember my teacher saying, "The answers are within the chapter". If I had just read the answers, then what are the questions?
Students need to be asked questions about big ideas so that they can transfer information they know about one topic and relate it to other topics. This can be accomplished by asking students essential questions. Essential questions are those that make students look at the big picture. The goal of essential questions is to think about it and discuss it instead of finding the one right answer, since they typically have no resolution. These questions are generally covered throughout several subject areas and help students make connections to the real-world. They are thought provoking and fun to discuss. So, instead of having teachers ask their students to answer the questions at the end of the chapter, ask them why studying this particular topic is important and how it connects to the real-world and to other subjects. Asking them these essential questions will allow students to make these connections.
So, my question for you is, why does learning about history really matter?
Thursday, July 8, 2010
A Quote I'd Like to Remember
I found a quote the other day that inspired me. It's by Dan Seufert, but was found in The First Days of School by Harry & Rosemary Wong.
"Ours is not the business of producing doctors, or lawyers, or teachers, or nurses, or scientists, or policemen, or sales people, or factory workers-- or higher test scores.
Ours is the business of producing smiles on young faces, happiness in young hearts, and dreams in young minds.
The rest will take care of itself."
Our Business
"Ours is not the business of producing doctors, or lawyers, or teachers, or nurses, or scientists, or policemen, or sales people, or factory workers-- or higher test scores.
Ours is the business of producing smiles on young faces, happiness in young hearts, and dreams in young minds.
The rest will take care of itself."
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