Today at 8.30, PPSE group met for tuning protocol. Mrs. Sumi Waren and Mrs. Anusuya Roy, was our guides.
I had brought a piece of work which was given in the class to assess the child's creative thinking and writing; reading and comprehension.
This was in the form of a worsheet from write time. The child had to read a the story and answer the questions, in fill in the blanks form. An other was the child has to read the story and complete the story.
The questions that I out forward was:
How well the child is able to read, comprehend and complete a piece of creative writing.
The piece of work was shown to the group and was given for a protocol and a discussion happened. I told them that the child needs one to one support, has difficulty in reading and writing and putting thoughts in paper.
The guides, Archana and Aparjita were there.
They gave their inputs in their discussions, where I was a silent listener.
The discussions that came out:
They thought it was a good activity and apt worksheet.
The rubrics was also apt.
The assessment rubrics showed that the child was still in Novice.
They were discussing as why the child had novice.
If that was so, then the assessment could have been different.
It could have been done orally, ( completing the story ) like asking the child to eloborate and then helped in putting the thoughts in a paper.The child could have enacted the remaining part of the story or narrated. this could have been a good assessment for assessing the creative thinking process.
Aprarjita, suggested that I should have given them pictures and ask them to sequence or organise it in a right order.
My reply:
I liked the way the discussions happened. It allowed me to think differently.
I thought yes, they were right. I should have thought the other way also. I was happy with there suggestions. I even felt that I should have atleast asked the child to draw or I should have given pictures to identuify.
I thanked for their valuable inputs and I shall incorporate them in my teaching and learning process. A different way and approach to assess, a child with learning difficulties.
Bhagya.
Monday, February 8, 2010
Saturday, January 30, 2010
null curriculum!
Hi! All PPSE4 !
It is so difficult to identify a null curiculum ! Have anyone of you found one? !
I have my first meeting with Mrs. Kannan on the Feb 8th !
Please let me know your status now and then.
I am planning on India Focus ! or something connected to bangalore heritage, so children can relate to the place they are living or should I take up some thing on waste management !
I still wonder.
Please help me out and post your comments.
I wish u all the best !
Thank you.
It is so difficult to identify a null curiculum ! Have anyone of you found one? !
I have my first meeting with Mrs. Kannan on the Feb 8th !
Please let me know your status now and then.
I am planning on India Focus ! or something connected to bangalore heritage, so children can relate to the place they are living or should I take up some thing on waste management !
I still wonder.
Please help me out and post your comments.
I wish u all the best !
Thank you.
wackylesson
One wacky lesson that I did with Class 01, was in LAR.
I drew two pictures or three pictures on the board and asked them to give the title of the books, they have read.Eg. Dr. Suess, A cat on a hat ; Jack in the box ; Monkey and a Capseller.
Later the pictures were drawn, for the children to describe the picture, make a sentence also. I used this for a grammar lesson, for naming words, and adjectives too.
I drew two pictures or three pictures on the board and asked them to give the title of the books, they have read.Eg. Dr. Suess, A cat on a hat ; Jack in the box ; Monkey and a Capseller.
Later the pictures were drawn, for the children to describe the picture, make a sentence also. I used this for a grammar lesson, for naming words, and adjectives too.
Sunday, January 17, 2010
Teacher 1: grow baby plant grow! NOW!
Our gardening group – Guerilla Garders – had been together for about a week last December, when we teachers planned to bring in a wacky lesson. We chose to role play. What was wacky? Children had not seen us doing that, and so we thought we could use that tool.
Background:
As a part of the learning camps that are organised by Project Vision, we were working with about 11 children in a gardening process. The process was physically challenging, where children both boys and girls had to set up plant beds, by mixing sand, and planting little seeds and sapplings. The process was also mentally challenging as children set about building for the group an outdoor classroom, and a pergola which they could use to spring creepers on.
We built a Pergola, and set up three beds and were basking in the happiness of seeing tomato, spinach and marigold shoots. We also had just then planted creepers such as beans, pepper, grapes and passion fruit. Wow. We had laughed all through the week. And we had kept track of our thoughts and the growth of each plant – we had documented every process that we took up during gardening. One of the things that we had planned to do was also to get the children to use art to express themselves using art. And so to introduce the session, we planned a wacky session. A session to be introduced with role - playing of children in the group (by me) and of a seed they had planted by another teacher.
We walked into the class, and I began by saying… “I want to plant a little seed” and went on to put a chair, and pull another teacher (who was acting as the seed) and planted her on the chair. As the planter, I behaved impatiently with my seed, asking it to grow the very next day, I said “grow grow grow”. What ensued was a roleplay of how the seed reacted by saying no no.. and going back into the ground, and me wanting it to grow. After more baby talking and coaxing the seed to grow, it plant began to respond.
Histrionics of this kind not only tickled the kids nerves bring forth a lot of laughter, it kind of made for a great hook – towards a process of play creation by children around their learning from the gardening process.
Background:
As a part of the learning camps that are organised by Project Vision, we were working with about 11 children in a gardening process. The process was physically challenging, where children both boys and girls had to set up plant beds, by mixing sand, and planting little seeds and sapplings. The process was also mentally challenging as children set about building for the group an outdoor classroom, and a pergola which they could use to spring creepers on.
We built a Pergola, and set up three beds and were basking in the happiness of seeing tomato, spinach and marigold shoots. We also had just then planted creepers such as beans, pepper, grapes and passion fruit. Wow. We had laughed all through the week. And we had kept track of our thoughts and the growth of each plant – we had documented every process that we took up during gardening. One of the things that we had planned to do was also to get the children to use art to express themselves using art. And so to introduce the session, we planned a wacky session. A session to be introduced with role - playing of children in the group (by me) and of a seed they had planted by another teacher.
We walked into the class, and I began by saying… “I want to plant a little seed” and went on to put a chair, and pull another teacher (who was acting as the seed) and planted her on the chair. As the planter, I behaved impatiently with my seed, asking it to grow the very next day, I said “grow grow grow”. What ensued was a roleplay of how the seed reacted by saying no no.. and going back into the ground, and me wanting it to grow. After more baby talking and coaxing the seed to grow, it plant began to respond.
Histrionics of this kind not only tickled the kids nerves bring forth a lot of laughter, it kind of made for a great hook – towards a process of play creation by children around their learning from the gardening process.
Sunday, November 1, 2009
Wacky Lesson
I wanted to teach the students the therapeutic techniques and the focus was on learning the technical terms and understanding the concepts. The students were in no mood for any serious study and wanted me to teach them through hangman. It was in class that I had to immediately think of a way to proceed and go about the lesson. I must say that it turned out to be the most interesting class which we all enjoyed.
Every time I wanted to introduce a term I called two students randomly and gave them the word and briefly explained the meaning so that they knew how to create an image of the word. The class was divided into 5 groups and 4 groups had 5 members and the last group had 4 members. The two students discussed how to portray the word on the board. What was surprising was that the students learnt faster and remained involved through out the class. The drawings or the images helped them to pick up the new words and learn their usage. Of course some explanation was required every now and then but the students thought much more than they usually do. What I also realized was that every student got an opportunity to participate.
Every time I wanted to introduce a term I called two students randomly and gave them the word and briefly explained the meaning so that they knew how to create an image of the word. The class was divided into 5 groups and 4 groups had 5 members and the last group had 4 members. The two students discussed how to portray the word on the board. What was surprising was that the students learnt faster and remained involved through out the class. The drawings or the images helped them to pick up the new words and learn their usage. Of course some explanation was required every now and then but the students thought much more than they usually do. What I also realized was that every student got an opportunity to participate.
Saturday, October 24, 2009
Hi all,
I was under the impression that the 20 hour on-line course could be spread according to our time availability. But talking to Deepthy and then Bhagya told me that this course has to be completed by 31st October. There is hardly any time. I haven't found any such completion date on the course pages. Now I'll really have to fast about it.
Wednesday, September 2, 2009
CASW
22nd Aug 2009.
I took a piece of a student’s work for the CASW discussion meeting. Ms Raji, Ms Sumi, Archana, Aparajita, Bhagya, Deepthi and myself were present.
The material I took was a short printed question paper, and a loose sheet of paper with the student’s answers (calculations and rough work) on it. This was from class 9-C.
The background: Students were taught various concepts since the beginning of this year. Practice of solving problems was done in class as well as at home. The piece of work was a kind of review. It was to be done independently by them, in class during a single block. This was to be assessed as class work. The criteria were neat writing of steps/calculations leading to the correct answers, and a reasonable amount of work for the 40 minutes or so.
The key question was – was this strategy successful for assessing understanding of concepts taught over a period of time? And did it help students work in an uninterrupted fashion for about 40-45 minutes. The output from this particular student as well as from most of the class was positive. As this was not a ‘test’, the students worked without the fear factor. The sample work showed steps written out clearly with the correct answers. This particular student till now did not bother to write steps. Some calculations were shown in a haphazard way in his notebook; the answers had to be found out by the teacher.
After all the discussions were over, it was felt that one would need a considerable chunk of time to prepare such material. I too would have found it difficult if my day was too full of teaching classes. The practice of assessing class work this way was felt useful.
I took a piece of a student’s work for the CASW discussion meeting. Ms Raji, Ms Sumi, Archana, Aparajita, Bhagya, Deepthi and myself were present.
The material I took was a short printed question paper, and a loose sheet of paper with the student’s answers (calculations and rough work) on it. This was from class 9-C.
The background: Students were taught various concepts since the beginning of this year. Practice of solving problems was done in class as well as at home. The piece of work was a kind of review. It was to be done independently by them, in class during a single block. This was to be assessed as class work. The criteria were neat writing of steps/calculations leading to the correct answers, and a reasonable amount of work for the 40 minutes or so.
The key question was – was this strategy successful for assessing understanding of concepts taught over a period of time? And did it help students work in an uninterrupted fashion for about 40-45 minutes. The output from this particular student as well as from most of the class was positive. As this was not a ‘test’, the students worked without the fear factor. The sample work showed steps written out clearly with the correct answers. This particular student till now did not bother to write steps. Some calculations were shown in a haphazard way in his notebook; the answers had to be found out by the teacher.
After all the discussions were over, it was felt that one would need a considerable chunk of time to prepare such material. I too would have found it difficult if my day was too full of teaching classes. The practice of assessing class work this way was felt useful.
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