Blogging for Learning

Creating and maintaining a blog for this course has been interesting. I chose to use the Blogger platform, as I have used it in the past and thought I would be comfortable with it. I quickly learned that there have been many changes to the layout and functions of the site, and it was not nearly as user friendly as I remember. On more than one occasion I thought my post had published when in fact it was simply saved as a draft. If I were to create another blog I would most likely use a different platform. Reviewing the blogs of classmates using various platforms was very helpful in this sense.

Though I used this assignment to create a blog for professional development, I would likely create a classroom blog in the future. I would use it to communicate with parents, allow students to post work, and invite feedback. Having viewed several classmate's blogs set up in this style, I feel it can be a great tool.

Create Your Own Book

For our final project in MEDUC 532, we were tasked with creating an informational text on two reading levels. I chose to create a text for First Grade, at reading levels H and E. I determined H to be an appropriate level for the end of First Grade, and E to be an expected level earlier in the year. To make this determination, I reviewed guidelines by F&P, examined numerous examples of texts on these levels, and discussed with my mentor teacher who I observed this semester.

The topic for my book is water, specifically bodies of water. The book discusses both salt and fresh water sources, with descriptions and photos of an ocean, stream, pond, lake, and river. I did have some difficulty narrowing down the information that I wanted to include, as I found myself with more than necessary for this level. It was important to me to keep the information factual and relevant, without going over students' heads. I found this to be challenging, but a definite learning experience for me.

Throughout the book, I used red text to indicate words that were included in the glossary, which also used red text for key words and black text for descriptions. Sentance structure, number of words, and number of sentences were all modified for the two different levels.

I would use this book as a guided reading text, most likely in a small group setting. It would be read in conjunction with a science or geography lesson dealing with bodies of water. Discussion following reading may include students' experiences with various bodies of water, where we may find each of them (locally and globally). I would be interested in finding other books, both fiction and non-fiction, to use in subsequent lessons to build upon students' understanding and knowledge.

Developing Fine Motor Skills

For my field experience this semester I have been observing a Kindergarten classroom at a Washington County Elementary school. One of the students joined the class late, beginning in mid-October. His family had recently moved, and his entry into this classroom is his first school experience. Unfortunately, many of his developmental skills are behind where they should be, due to lack of exposure. While observing this student and his struggles to integrate into the classroom with a late start and skills that are not on level with the rest of his class, I begam looking into some activities that could be used to encourage his development. One area that I focused on was fine motor skills, as his lack of fine motor skills has significant impact on his ability to complete tasks with his class, such as drawing, writing, and cutting. These basic skills can be supported by a variety of activities to encourage muscle development in the shoulders, arms, and hands. Some of these activities could be used in the classroom, as whole group activities or independent work with an aid or classroom volunteer. Many could also be used at home, and should be provided to the parents to encourage working with him at home to strengthen his muscles and fine motor skills.

Particular focus should be placed on isolating the tripod fingers, which is necessary for proper pencil grip, handwriting, and scissor use. There are many resources on the web for activities to strengthen fine motor skills, links I'm including below include ideas and recommendations from teachers and Occupational Therapists.

http://www.ot-mom-learning-activities.com/kindergarten-hand-exercises.html

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/movement-coordination-issues/8-fun-ways-to-build-fine-motor-skills

http://theimaginationtree.com/2013/09/40-fine-motor-skills-activities-for-kids.html

https://families.naeyc.org/learning-and-development/child-development/help-your-child-build-fine-motor-skills

New Literacy

As educators we are responsible for preparing the next generations of students to participate in a world where technology continues to develop and change the way we communicate, learn, and express ourselves. Tracey Sanderson explores this concept in her article A Journey of Enacting New Literacies in an Early Education Classroom.  Though the author lives and teaches in Australia, the challenges she faces in educating her students using ever changing technology mirror our own here in the United States.  She begins with reflection on her own journey to understand and embrace new forms of literacy in order to better serve her students. One significant revelation was that we as teachers, and in turn our students, must learn to become not only consumers, but producers of information. This seems to be a greater challenge for adults, while children readily and eagerly embrace new forms of expression and creation through the use of technology.

As the article continues, Sanderson explores strategies for augmenting instruction to include new literacy activities such as use of video, audio, apps, and QR codes to access information and document their learning. Such activities include using QR codes to access videos with information on animals, then using an ipad app to create a video to share their findings. She also discusses the importance to teaching students boundaries and responsible use of technology. While incorporating technology into the classroom is a key component of new literacy, Sanderson discusses that simply using technology is not enough, but that lessons should be evolved to challenge students to explore all areas of learning. An example includes learning aspects of film making while creating videos to share and present their learning. Along with using technology in instruction, Sanderson shares ideas for engaging students with tactile, visual, and auditory activities to enhance their learning.An additional consideration that she explores is ensuring that activities using technology are also those that promote critical thinking skills and enhance student learning, and not simply mindless clicking.

Sanderson, Tracey. (2015). A journey of enacting new literacies in an early childhood education classroom. Practical Literacy: The Early & Primary Years, 20 (3), p17-20.

Professional Communities

My first class in the MAT program was MEDUC 504, Technology in Education. One of the greatest tools I gained from this course was the development of a Professional Learning Network. This included creating a Twitter account and identifying resources to follow, and creating other online communities. One of my favorite resource that I found during this time is EdWeb, which allows me to connect with colleagues and communities on various topics. The EdWeb community includes blogs, discussion boards, resource library, and webinars with research, tools, and connections to materials and ideas for every classroom. One of the communities I visit frequently is Arts & Music in Early Learning, which is sponsored by Music Together.

With a background in Music Education I know what an important role music plays in education. An upcoming webinar caught my interest, Supporting the Development of Children's Approaches to Learning with Music and Movement Activities, scheduled for September 27. Even if I am unable to watch the webinar live, EdWeb keeps archives so I can access it at any time. This webinar will explore how music making supports a variety of learning styles, and may help us as educators gain insight into how our students learn.

http://home.edweb.net/webinar/childrens-learning-music-movement/

Multiple Intelligences

In recent years I've become very interested in the concept of multiple intelligences, as most are familiar with through the research and writing of Howard Gardner. I certainly believe that there are areas of interest and strength that differ from person to person. What I find most fascinating is that depending on my mood or stress levels, I could be categorized differently. I also believe that areas of strength or interest may change over time, or depending on situations or environment. This adds another dimension, and makes me consider how much is true intelligence, or simply habits and behaviors that are developed based on setting or other outside factors. For example, my leadership and public speaking skills have developed over time as a result of being a supervisor and providing training for staff members.

I do believe being familiar with the different areas of intelligence is important when working with students in the classroom. By being able to identify specific areas which students either excel or struggle, I will be better able to connect and engage them, while also challenging them.

Feel free to check out this modified questionnaire for your own self assessment of your multiple intelligences!

http://www.edutopia.org/multiple-intelligences-assessment