Genre Comparison

Interesting video comparison of the classic Mary Poppins, great to use as a hook when teaching about genre.

Video 1:

Video 2:

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AAAWWUBBIS: A Grammar Acronym

AAAWWUBBIS

Dependent clause that starts with an AAAWWUBBIS word + comma + simple sentence= complex sentence
A….after
A….although
A….as
W…while
W…when
U….until
B….before
B….because
I……if
S….since
For example:
  • As the day ended, the family was gathered around the dinner table.
  • Although I tried to hurry, I didn’t make it to class before the bell.
Each sentence has a dependent clause + simple sentence

Reflection: Online Teaching

Reflection on the interviews with the eSchool teachers.

What did you learn?

I learned that there is a large population of students in Florida are taking online courses. I also learned that their are various situations a student may be in that would require them to go to an online school.

What surprised you?

What surprised me was that one of the speakers believed that through online classes there was much more one-on-one focus. I believe this is very untrue, I have taken multiple online classes that lack communication between the instructor and students. I feel that in an actually classroom setting getting one-on-one is much easier because even if there are many students in the class you have a better chance at a response with your hand raised than with an email.

Would you consider teaching online in this school setting?

I would consider using online tools like Canvas/Blackboard in my classroom as an aid but I do not plan on teaching online. If i went on to teach at the college level I would incoporate teaching online classes but I would make them less intense as a face to face course. I would definitely focus on breaking down my lessons and keeping up with grades and student concerns like in a regular classroom. The difference is I would shorten the workload some, online classes should not be overbearing and have the students sitting in front of a screen for an entire day nonstop. I’d want to create a system with my online class that really breaks up the time portions/workload so that my students could spend the equal time to the credit hours the course is while finding my class as acoomadating to them. Flexible and not overbearing but still providing them a fair education. I’m not the greatest fan of technology in classrooms yet, I really feel there is too much dependance on them. For example I was observing a second grade class that had access to Ipads. The students were in groups with there own Apple TV and to learn division they watched a video about it. The teacher did not go to the board abd actually teach it, she let the video teach it and let them do the work on their Ipads. It was shocking so I feel only online classes should be allowed at the high school and college level because this is moving on from just the basics. I’d only ever teach an online college class.

Here are the links to two files that are transcripts of videos pertaining to online teaching in Florida:

eme2040_hatten_virtual_teacher_primary-transcript

eme2040_virtual-teacher_final-transcript

Bloom’s Taxonomy of Learning Domains

Each level of Bloom’s Taxonomy is important to education. My content area would be Secondary English Education but with any subject this taxonomy is a good guideline for teaching lessons.

There are six levels in Bloom’s Taxonomy:

Image result for bloom's taxonomy

These levels signify cognitive objectives. In the classroom specifically teaching high school English there are many ways this can be implemented.

  • The base is knowledge, in this area I’d give the students the fundamentals. For example if we were about to read an excerpt of Mary Shelley’s Frankenstein, I’d provide them with background on the author and the time period it was written and some of the social dynamics that influenced her to create Dr. Frankenstein and his monster.
  • The second level is comprehension, I would have the class read an excerpt from Frankenstein as a group and take notes on specific questions. Such as.. How does Victor react when his creation comes to life? Explain your feelings about his reaction to his creation. Were you surprised? Why or why not? Depending which excerpt the class reads questions may change.
  • The third level in Bloom’s Taxonomy is application. I would have students take the time to apply the large themes of the literature to current times. Some of the themes are the dangers of ruthless pursuit of knowledge, the natural world and it’s influences on experiences, and monstrosity.
  • Analysis is the fourth level and let students analyze a scene between the monster and his creator Dr. Frankenstein. Specifically for an example now, Chapter 10 were the monster pleads with Frankenstein for a chance to explain his feelings of his creation. They would compare and contrast the two characters in the form of a chart or small written essay using textual evidence.
  • Synthesis is where you put things together, in the classroom this would be a final overview of the content. I’d pass out a notes page for students to fill out before continuing on to evaluate them.
  • Lastly there is evaluation. In this area of teaching Frankenstein I would have students tested. The test or assignment would require them to recall information on the author and text. Including a comprehension constructed response question on how in today’s time the story of Frankenstein still parallels with the views on science and other constructs. I would ask them to pull a current issue where science and society collides.

HOW TO FORM QUESTIONS TO ENSURE HIGHER ORDER THINKING http://svesd.net/files/DOK_Question_Stems.pdf

Image result for dok

It can be used as a teacher or as a student. I would pair this with Bloom’s Taxonomy.

SOURCES:

http://www.nwlink.com/~donclark/hrd/bloom.html

http://teachnology.pbworks.com/f/Bloom%5C’s+Taxonomy+Blooms+Digitally.pdf

http://literature.org/authors/shelley-mary/frankenstein/

A-Z Taxonomy: 26 Letters Getting Ideas Going

Recently in class I was shown the A-Z Taxonomy. This would be very helpful in the classroom setting because students occasionally have to deal with writer’s block. It begins with listing the letters A-Z and choosing a subject. An example of this would be if a student was writing a biography. The person which they are researching is Abraham Lincoln, he has many accomplishments, traits, and skills. In order to narrow down items, expand upon, or summarize Abraham Lincoln an A-Z Taxonomy could be used.

For example:

A- Affluential

B- Brave

C- Charismatic

Another example of using the A-Z Taxonomy is in reading assignments. Students usually must read certain works or novels at different grade levels. The A-Z Taxonomy could be used for quotes or finding relevant words in the writing and used in addition to a report on the book and as a study guide for any tests.