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Faith Smith

PL
9-11-2017
file:///C:/Users/Faith/Downloads/Writing%20and%20Using%20Content%20and%20Language%20Object
ives.pdf

https://www.teachingchannel.org/videos/structure-learning-essential-questions

https://www.teachingchannel.org/videos/making-lesson-objectives-clear

 Competency #1: How does literacy develop in students?


o Physical Education
 Has a unique language that the student's need to understand?
 More skills related language and sport related
 Learn more by doing rather than hearing
 Many ways to say certain things
 Building off previous year
 Language becomes more extensive as students reach higher grade levels
o History Education:
 Discussion on current events relating to the past
 Use of different source material
 Group work can bring in different viewpoints
o Music Education:
 Learning musical terms
 Learning note names and note values
 Being able to accurately count and play rhythms
 Building off of previous knowledge
 Being able to accurately notate notes and rhythms
o FACS Education:
 Students develop literacy by speaking, writing, interpreting, and reading
 Hands-on learning must be translated to literacy understanding?
 Students must think critically about the material
 Form opinions on subject matters
 Example: in child development, form opinions on parenting.
o FACS:
 Utilize vocabulary by using the vocab
 Example: students learn the names of all the utensils in the kitchen
o History Education
 When it is individualized we focus on the student needs
 When it is group work we must focus on the group aspect
 We also must provide students with the proper materials and direction for development
o Music Education:
 Individual music lessons
 Individual assessments such as playing exams, note naming/writing, listening reflections
 Group lessons
 Ensemble rehearsals
 Group assessments such as playing in a group, composing a melody, listening reflections
 Competency #2: How do we support both individual and group literacy development?
o Physical Education
 Individual skill development
 Team games
 Group interaction
 FACS:
 Utilize vocabulary by using the vocab
 Example: students learn the names of all the utensils in the kitchen
 History Education
 When it is individualized we focus on the student needs
 When it is group work we must focus on the group aspect
 We also must provide students with the proper materials and direction for
development
 Music Education:
 Individual music lessons
 Individual assessments such as playing exams, note naming/writing, listening
reflections
 Group lessons
 Ensemble rehearsals
 Group assessments such as playing in a group, composing a melody, listening
reflections

 Essential Questions Video


o Good concept, helps apply what they are learning to something real
 In classes, students sometimes have a hard time understanding why they are learning
about this. This gives them purpose.
 Used in physical education to give students a purpose
 Also a good way to introduce new games and activities
 SWBAT Video
o Seems to be too repetitive and takes too much time for what it's worth
o Also some students will not want to answer back and respond to it just for the simple fact ht
you tell them to respond to it.
o Could be a good thing in physical education to build a bond between students
o They could have a chant during a certain game, or at the end of class
o
https://www.teachingchannel.org/videos/high-school-writing-lesson-idea

file:///C:/Users/Faith/Downloads/Collaboration%20part%202%20-
%20Effective%20groups%20are%20made%20not%20born.pdf

10-2-2017

This week in class we are discussing group work and collaboration. Our group is a great model for this
discussion. We are all different majors, but also have assorted styles of teaching and learning. This helps
our group to be well rounded and diverse. Even when we can't meet face to face as a group we still find
time to write our ideas online. Everyone has been doing an excellent job of pulling their own weight to
make the group work smoothly.

Our group has fell into four roles in a way. Faith is the organized one who helps to keep us all on track.
Tanna is the calm one who make sure no one argues and everyone gets to say their piece. Landon is the
creative one because he must think outside the box as a future PE teacher. Nate is the speaker of our
group, because he does not get nervous and likes to talk. These social skills help us to be a dynamic
group that gets things accomplished.

Small Group Writing in Content Areas

Physical Education
 Create positive goals for the class
 Listing ways to be healthy outside of class
 Listing ways to stay active outside of class
 Listing ways why physical education is important to them

History Ed.
 Come up with a short story about a famous person in history
 Research a famous battle or event
 Research where your ancestors are from

Music Education
 Create positive goals for the semester/month/week
 Research a composer and write a short biography
 Listening reflections

FACS
 Write a recipe in traditional style/blog style/etc... Must create recipe as a group
 Create a pros and cons to various styles of parenting
 Create a poster with the main fabrics and describe them
 Write an informative pamphlet on peer pressure

file:///C:/Users/Faith/Downloads/What%20we%20know%20about%20inquiry.pdf

10-9-2017

This week in class we are continuing our discussion of groupwork; just in a different aspect. We are
mainly going to focus on what to teach in the content areas and pair reading. The main things we can
take away from the content areas; is that we should teach what the class needs. This means that we
might have to trim or cut certain aspects of our curriculum. Obviously, we must hit on the major
aspects, but we can control how much time we put in to each aspect of the curriculum. For example, if
we spend two class periods on the Holocaust but then spend three weeks on tax reform, how will are
students stay locked in for that?

Next, is pair reading. We all discussed this and came out to some common ground. We all agreed that it
could be a useful tool with the right parameters. We each had different ideas on what parameters we
would have for our content areas and that is what we will have below.

Pair Reading Parameters for Content Areas

History Ed
 Groups would be a max of two
 I would prefer students have little verbal communication
 Each time we do this, groups members should be different
 They could decide how much they read before they summarize

Music Ed
 Pairs for sight-reading each week
 Switching pairs, but keeping instruments paired together
 Pairs read and research pieces and composers

Physical Ed
 Groups depend on age group of kids
 Constant switching of groups
 I would prefer picking groups to split up talent and ability

FACS
 Groups of 4
 Draw sticks or some form of this to pick groups
 Students don't just read the reading and discuss the material.
o They must create critical thinking questions to ask each other regarding the interpretation
and application of materials
file:///C:/Users/Faith/Downloads/Teacher%20Role%20in%20Inquiry.pdf

file:///C:/Users/Faith/Downloads/Reading%20a%20Visual%20Image.pdf

file:///C:/Users/Faith/Downloads/Stages%20of%20Inquiry.pdf

10-16-2017

How we can bring the inquiry process into our content areas:
Physical Ed
 Teaching games for understanding
o This is when the students do not get much instruction or skill preparation, but instead they
play a game right off the bat to learn the skills
 Allowing students to work more on their own with their development of skills
 Researching things about the importance of PE, and letting them understand why they are
required to do it

Music Ed:
 Sight-reading: this gives students a chance to test their music literacy instead of learning it by rote
 Researching information about a piece of music: this allows students to know more about the
music that they are playing
 Giving time during rehearsals for the students to work out their mistakes: do not always clap
rhythms or sing melodies for them that they cannot get. Instead, let them try to work it out, then
offer further guidance
 Offer more opportunities for group activities (discussions, sectionals, composing projects)
 Reflections on performances and recordings: this will allow me to assess what the students learn
from listening to professional recordings, recordings of themselves, or other ensembles playing
 Focus on asking the students questions, giving them resources and time to respond, then giving
them guidance and feedback

History Ed:
 Instead of focusing on research, make sure to instead focus on the critical thinking portion.
 Relate topics from the past to the present
 Make sure to have groups that can work well, this might take trial an error but it can be done

FACS:
 In the kitchen labs, students can interact to create their food item
 Strategic thinking is used when making clothes
 Students responsibility is used when taking the baby simulator.
 Real purpose in the FACS classroom is when the students do career exploration or activities that
are everyday life tasks
 Key take away:
o Inquiry-based is a very
student based approach
o Creates an interactive
classroom and a more
sociable group work
o Students are constantly
shifting back and forth
between stages as
knowledge develops
o We don't give students the
information but we guide
them to the information.
This causes students to
develop an actual interest
in the projects and will
lead them to dig deeper
into the material.
o This figure shows the various steps our group agreed upon that would help best deliver
literacy to students. It shows how students evaluate further with this method.

Reflection:

Through this PLC, I was able to connect with fellow colleagues from various majors. I haven’t been able
to have this experience in my previous classes. In previous opportunities, the projects were simply done
by get together with your group, complete the work, move on. With this, we had to get together and
pick each others brain. By doing this, I was able to get an insight on thoughts of differing majors. We
discussed how we would be doing similar things to this in my future school. This experience prepares of
us for the future of lesson planning and collaborating with fellow teachers.

Our group found interest in inquiry based learning. We all agreed that traditional styles of
learning/education don’t work, and this theory seemed to suit our style. The style of having students
answer an “essential question” appealed to the various lesson ideas given by us.

When we first started the process, we gathered together to read the articles and evaluate them. This
worked for the first few times, but we decided this was a bit inefficient. We then took reading strategies
from this class to be more prepared for our meetings. We would each read the material and develop
questions we had. Also, we would bring forward interesting points that apply to the competencies. We
discussed these in our groups and recorded the results.