On August 10th I started the new teacher orientation program for my first teaching job. I am an extra science teacher working for a successful charter school organization in the Philadelphia region. "Extra" means that they don't actually have any classes for me to teach yet and I'm in limbo until enrollment goes up and they add sections or until someone in a position I could fill chooses to leave their job.
The uncertainty is frustrating but the benefits are significant. While everyone is thinking about how they are going to decorate their rooms, all I have to focus on is lesson plans. And more significantly, these aren't lessons for classes I am actually going to be teaching because I don't actually have students TO teach. I'm digging into the lesson planning process mostly because it's new to me and I think it's something I'm going to need some practice at. Might as well take the time to practice while the pressure on me is low.
I'm finding it interesting how my approach at the content seems so different from that of my colleagues. I can't help but wonder if I should listen to their comments about what they've found hard to teach in the past or go with my instinct and approach which feels straight forward and crystal clear. I have 10 years experience in industry whereas, as far as I can tell, all of my colleagues have been teaching for a bit. It feels to me like they plan to teach our students more than they actually need to in order for our students to be able to demonstrate mastery of the content. It's very interesting to notice and I wonder if I'm just naive or if I've somehoe got a knack for laying out content in a way that will make sense for even the most struggling students. I imagine the truth is somewhere in the middle but either way, I know I'm going to need to experience the reality of the situation for myself before I'm willing to just take their word for it.
For now though, there is no actual teaching of lessons in my future because alas, I'm an extra. I'm hoping that this low pressure curricular planning time will prove helpful to me in the near future but for now, I'm just trying to enjoy the ride.
Wednesday, August 17, 2011
Tuesday, February 8, 2011
An Observation
I spent yesterday and today observing at the school where I will start student teaching in just over a month. It was my first opportunity to see the students I'll be working with and also to see how my co-operating teacher structures a day's activities.
Of all the classes I've observed thusfar (at 4 different schools and with 11 different teachers), I would have to say that the classes I observed over these past 2 days were simultaneously the most dynamic and perhaps the most frustrating that I've seen. I was just an observer in the corner and did not engage with the students in any real way so I say frustrating as their soon to be student teaching.
What I found so frustrating was a general disrespect for the classroom. After class started (there are no bells), it took about 5 minutes for the class to really get engaged. Also, there were many times during the class when the off-topic side convsersations were too loud for the teacher to hear a student asking a question. I wrote previously that my biggest reasons for not wanting to go into teaching were the classroom management and discipline concerns that I will most certainly face. When I committed to going back to school last March, I knew that I would need to confront those fears and it seems like that day will be coming quite soon!
Throughout my life journey, I have come to trust is something (call it God, Higher Power, the Devine or whatever you like). I especially have come to believe that I will be given opportunities to grow and learn when I am ready for them. I think this student teaching placement is no different.
I was on my way home from observing yesterday and it struck me that dealing with these things as a student teacher is exactly what I need. I will face my "biggest" fears about teaching right out of the gate in a temporary, and well-supported environment. Who could ask for a better gift?
I also was relieved that I was not thinking "get me outta here" or "what have I gotten myself into" but rather I am looking forward to taking on this challenge and maybe even improving the learning environment a bit over my 12 week placement.
I am not so naive that I think that I somehow have the magic fix. In fact, there has been virtually no talk of classroom management at all in my courses so I expect I will be learning as much as I can mostly by trial and error and seeking out what I need as the needs present themselves.
Of all the classes I've observed thusfar (at 4 different schools and with 11 different teachers), I would have to say that the classes I observed over these past 2 days were simultaneously the most dynamic and perhaps the most frustrating that I've seen. I was just an observer in the corner and did not engage with the students in any real way so I say frustrating as their soon to be student teaching.
What I found so frustrating was a general disrespect for the classroom. After class started (there are no bells), it took about 5 minutes for the class to really get engaged. Also, there were many times during the class when the off-topic side convsersations were too loud for the teacher to hear a student asking a question. I wrote previously that my biggest reasons for not wanting to go into teaching were the classroom management and discipline concerns that I will most certainly face. When I committed to going back to school last March, I knew that I would need to confront those fears and it seems like that day will be coming quite soon!
Throughout my life journey, I have come to trust is something (call it God, Higher Power, the Devine or whatever you like). I especially have come to believe that I will be given opportunities to grow and learn when I am ready for them. I think this student teaching placement is no different.
I was on my way home from observing yesterday and it struck me that dealing with these things as a student teacher is exactly what I need. I will face my "biggest" fears about teaching right out of the gate in a temporary, and well-supported environment. Who could ask for a better gift?
I also was relieved that I was not thinking "get me outta here" or "what have I gotten myself into" but rather I am looking forward to taking on this challenge and maybe even improving the learning environment a bit over my 12 week placement.
I am not so naive that I think that I somehow have the magic fix. In fact, there has been virtually no talk of classroom management at all in my courses so I expect I will be learning as much as I can mostly by trial and error and seeking out what I need as the needs present themselves.
Thursday, January 27, 2011
On the eve of #educon
I've been inspired by tweets about #EduConText to post my reflections on this eve before my first EduCon.
I'm incredibly excited about the events of this upcoming weekend. I first heard of Educon when I was at NTCamp 2010 in Philly headed out to lunch with a few folks. They told me that if I was enjoying NTCamp, that I had to check out Educon. I signed up sometime in October I think and have been looking forward to it particularly since after EdCampNYC occurred on 12/4/10.
I'm a pre-service teacher scheduled to student teach at SLA this coming spring. I requested SLA for my placement because of what I've heard about their learning community. I have not, as of today, seen it for myself. Tomorrow, I will be meeting my future cooperating teacher and students and getting an initial feel for the school where I will spend 12 weeks of my life learning how to be a teacher by actually trying to be a teacher. On some level, I'm nervous in the way a soon to be bride might be nervous. Will I get there and have cold feet? Will I decide I've made a mistake? Are my expectations so high that I'm bound to be disappointed? These are all the things that are running through my mind this afternoon.
I'm in my 4th quarter of graduate classes and have learned a lot about myself as a student since I started in March 2010. The realizations that have impacted me the most have been regarding the fact that I did really well on exams throughout my schooling without being able to articulate the concepts. I've learned that they ways in which I was taught are not the most effective. I've decided that I want to be a different type of teacher than those who taught me. I see the inquiry driven, problem based learning environment of SLA as the perfect place to dive right in and hopefully break out of the paradigm in which I grew up. As I mentioned in a previous post though, I'm a bit scared. And frankly, I think on some level, I should be! This career change isn't a whimsical one for me. It's one that will help me to fulfill my childhood dream of becoming a teacher. It has the potential to bring aspects of my self and the things I value most back into alignment. It's exciting and terrifying at the same time.
For me, #Educon is another step along this new path that I'm on. I'm looking forward to meeting new people and seeing some familiar faces. I look forward to participating in some lively conversations. I'm excited to see and experience first hand some aspects of SLA about which I've heard such wonderful things.
Safe travels everyone and see you there!
I'm incredibly excited about the events of this upcoming weekend. I first heard of Educon when I was at NTCamp 2010 in Philly headed out to lunch with a few folks. They told me that if I was enjoying NTCamp, that I had to check out Educon. I signed up sometime in October I think and have been looking forward to it particularly since after EdCampNYC occurred on 12/4/10.
I'm a pre-service teacher scheduled to student teach at SLA this coming spring. I requested SLA for my placement because of what I've heard about their learning community. I have not, as of today, seen it for myself. Tomorrow, I will be meeting my future cooperating teacher and students and getting an initial feel for the school where I will spend 12 weeks of my life learning how to be a teacher by actually trying to be a teacher. On some level, I'm nervous in the way a soon to be bride might be nervous. Will I get there and have cold feet? Will I decide I've made a mistake? Are my expectations so high that I'm bound to be disappointed? These are all the things that are running through my mind this afternoon.
I'm in my 4th quarter of graduate classes and have learned a lot about myself as a student since I started in March 2010. The realizations that have impacted me the most have been regarding the fact that I did really well on exams throughout my schooling without being able to articulate the concepts. I've learned that they ways in which I was taught are not the most effective. I've decided that I want to be a different type of teacher than those who taught me. I see the inquiry driven, problem based learning environment of SLA as the perfect place to dive right in and hopefully break out of the paradigm in which I grew up. As I mentioned in a previous post though, I'm a bit scared. And frankly, I think on some level, I should be! This career change isn't a whimsical one for me. It's one that will help me to fulfill my childhood dream of becoming a teacher. It has the potential to bring aspects of my self and the things I value most back into alignment. It's exciting and terrifying at the same time.
For me, #Educon is another step along this new path that I'm on. I'm looking forward to meeting new people and seeing some familiar faces. I look forward to participating in some lively conversations. I'm excited to see and experience first hand some aspects of SLA about which I've heard such wonderful things.
Safe travels everyone and see you there!
Tuesday, November 23, 2010
EdCamp rocks but can we make it better?
I'm thrilled to be attending the upcoming EdCampNYC. Ever since EdCamp Philly and NTCamp I can honestly say the EdCamp movement hasn't been far from my mind. As a pre-service teacher, I see my involvement in this community as one of the things that will help me to have a long and fulfilling career as a teacher.
Over the summer, I was taking one of my required graduate courses on current research in curriculum and instruction. One of the texts we used was "How People Learn: Brain, Mind, Experience, and School" which very conveniently is available in a full text version online at http://www.nap.edu/.
Chapter 8 is called "Teacher Learning." I was only 2 pages into this chapter when EdCamp popped into my head as a perfect example to consider as I was reading the section called "Quality of Learning Opportunities" which starts on page 180.
It's well know that the quality of professional development opportunities for teachers varies. So what makes a good quality learning opportunity? I'm going to outline what this books describes and share my analysis of EdCamp.
Learner-Centered Environments - Learner-centered environments "attempt to build on the strengths, interests, and needs of the learners." (pg 180)
EdCamp is Learner-Centered because the sessions come organically out of the strengths and interests of the attendees. Additionally, when choosing to attend a particular session, attendees can follow their interests and/or needs at a given time. If they find they are in session that is not meeting their needs for whatever reason, they are encouraged to "vote with their feet" and find something that is a better fit.
Knowledge-Centered Environments - A knowledge-centered environment ideally focuses on pedagogical content knowledge and knowledge that is supported by research about learning (pg 182)
Thus far, I think that EdCamp does generally offer a handful of knowledge-centered sessions as opposed to just sessions on generic pedagogy. I've attended sessions on very specific topics such as tools that I can use to help special education students, ways of incorporating engaging literature into content courses (www.greatbooks.com), and a different way to talk through concepts in a science based course. As far as sessions being supported by research in learning, I think that each of us is conducting research on some level as we interact with students and the material on a daily basis. We know what's working for us and what isn't working for us. Some of us also conduct formalized research as part of our thesis or for publication in journals. There are also sessions geared towards general pedagogical concepts, but with such a diverse group of attendees I think this is necessary. Perhaps someday there will be such thinks as SciCamp, SPEDCamp, MathCamp to supplement our EdCamp movement. I'm sure if that day comes, we'll be able to convince @cybraryman to add a resource page for us to reference.
Community-Cenetered Environments "involve norms that encourage collaboration and learning." (page 185)
As far as EdCamp meeting that criteria, the 3 words that come to mind are "My Twitter PLN." Prior to EdCamp Philly, I had a Twitter handle but hadn't really considered using it. Now, I'm proselytizing Twitter for professional development in the supermarket to a man stocking produce. Seriously, that happened to me on Tuesday night. I think I actually told him "It's the best thing that's happened to me." Although that might be slightly exaggerated, getting involved in the Twitter education community definitely ranks up there in my short list of greatest things that have happened in my life to date.
Last but not least, Assessment-Centered Environments "provide opportunities for learners to test their understanding by trying out things and receiving feedback." (page 184)
In my opinion, this is the area in which EdCamp has the greatest room for improvement. I may leave a session committed to "trying that out" in my classroom along with 10 other educators who were in the room, and may not talk to them about it again unless they happen to read my blog and comment on it. What if there were intentional ways for session attendees to stay connected? The purpose could be specifically sharing stories and receiving feedback about the things they learned at the session and how their practice has changed as a result. One idea I had today was for "#edcampchat". This was an idea that came to me during my walk today and is not well formulated, so bear with me. In this Twitter based chat, a calendar could be used to block off time for attendees of a particular EdCampX session to gather and talk about how things are going for them since their session. I say EdCampX because this could be a hashtag used by all EdCamps around the US (the World even?). Additionally, there's no reason that folks who attended #EdCampNYC couldn't decide to sign-in for a edcampchat session regarding an #EdCampCitrus topic. This hashtag could be used several times throughout the day and throughout the week for different conversations. A sign-calendar would ensure no overlap and would allow folks to see what chats are upcoming and plan accordingly.
Perhaps some of you will have other ideas too on how we could make Edcamp more Assessment-Centered. Please share your thoughts in the comments, your blogs, your tweets, whatever!
Thanks for reading and hope to see you soon at an #Edcamp near you!
Over the summer, I was taking one of my required graduate courses on current research in curriculum and instruction. One of the texts we used was "How People Learn: Brain, Mind, Experience, and School" which very conveniently is available in a full text version online at http://www.nap.edu/.
Chapter 8 is called "Teacher Learning." I was only 2 pages into this chapter when EdCamp popped into my head as a perfect example to consider as I was reading the section called "Quality of Learning Opportunities" which starts on page 180.
It's well know that the quality of professional development opportunities for teachers varies. So what makes a good quality learning opportunity? I'm going to outline what this books describes and share my analysis of EdCamp.
Learner-Centered Environments - Learner-centered environments "attempt to build on the strengths, interests, and needs of the learners." (pg 180)
EdCamp is Learner-Centered because the sessions come organically out of the strengths and interests of the attendees. Additionally, when choosing to attend a particular session, attendees can follow their interests and/or needs at a given time. If they find they are in session that is not meeting their needs for whatever reason, they are encouraged to "vote with their feet" and find something that is a better fit.
Knowledge-Centered Environments - A knowledge-centered environment ideally focuses on pedagogical content knowledge and knowledge that is supported by research about learning (pg 182)
Thus far, I think that EdCamp does generally offer a handful of knowledge-centered sessions as opposed to just sessions on generic pedagogy. I've attended sessions on very specific topics such as tools that I can use to help special education students, ways of incorporating engaging literature into content courses (www.greatbooks.com), and a different way to talk through concepts in a science based course. As far as sessions being supported by research in learning, I think that each of us is conducting research on some level as we interact with students and the material on a daily basis. We know what's working for us and what isn't working for us. Some of us also conduct formalized research as part of our thesis or for publication in journals. There are also sessions geared towards general pedagogical concepts, but with such a diverse group of attendees I think this is necessary. Perhaps someday there will be such thinks as SciCamp, SPEDCamp, MathCamp to supplement our EdCamp movement. I'm sure if that day comes, we'll be able to convince @cybraryman to add a resource page for us to reference.
Community-Cenetered Environments "involve norms that encourage collaboration and learning." (page 185)
As far as EdCamp meeting that criteria, the 3 words that come to mind are "My Twitter PLN." Prior to EdCamp Philly, I had a Twitter handle but hadn't really considered using it. Now, I'm proselytizing Twitter for professional development in the supermarket to a man stocking produce. Seriously, that happened to me on Tuesday night. I think I actually told him "It's the best thing that's happened to me." Although that might be slightly exaggerated, getting involved in the Twitter education community definitely ranks up there in my short list of greatest things that have happened in my life to date.
Last but not least, Assessment-Centered Environments "provide opportunities for learners to test their understanding by trying out things and receiving feedback." (page 184)
In my opinion, this is the area in which EdCamp has the greatest room for improvement. I may leave a session committed to "trying that out" in my classroom along with 10 other educators who were in the room, and may not talk to them about it again unless they happen to read my blog and comment on it. What if there were intentional ways for session attendees to stay connected? The purpose could be specifically sharing stories and receiving feedback about the things they learned at the session and how their practice has changed as a result. One idea I had today was for "#edcampchat". This was an idea that came to me during my walk today and is not well formulated, so bear with me. In this Twitter based chat, a calendar could be used to block off time for attendees of a particular EdCampX session to gather and talk about how things are going for them since their session. I say EdCampX because this could be a hashtag used by all EdCamps around the US (the World even?). Additionally, there's no reason that folks who attended #EdCampNYC couldn't decide to sign-in for a edcampchat session regarding an #EdCampCitrus topic. This hashtag could be used several times throughout the day and throughout the week for different conversations. A sign-calendar would ensure no overlap and would allow folks to see what chats are upcoming and plan accordingly.
Perhaps some of you will have other ideas too on how we could make Edcamp more Assessment-Centered. Please share your thoughts in the comments, your blogs, your tweets, whatever!
Thanks for reading and hope to see you soon at an #Edcamp near you!
Saturday, November 13, 2010
Reflecting on Fear
For some time now, I've had thoughts spinning around in my head that I knew would be appropriately shared in this blog. For some reason though, reflecting on the fear I'm feeling at the moment in such a public forum is a scary though (hmmmm.... I wonder why?). At the same time, I have this sense that I am on the brink of some significant personal and professional growth. Transforming this potential energy I feel into something kinetic is going to take some help and guidance from folks who have been on this journey before me. I'm hoping that as a result of this post, I may learn some things from you which will help me work through my fears and arrive mostly intact on the other side.
My decision to pursue teaching, which I made in February 2010, had two major components: 1) Childhood dream to teach which I realized I needed to explore in order to true to myself 2) Dissatisfaction with the career path I'm presently on in Quality Assurance for aerospace and defense related applications.
Prior to taking any classes towards my licensure, I was picturing myself as a successful teacher in front of the classroom with my students in desks neatly arranged into rows. This is the learning model that I grew up in and so, it is what I pictured my life as a future teacher would be.
Now, I'm completely enthralled with the notion of teacher as facilitator in an inquiry driven classroom. I want to engage my students in the 5E/7E learning model and am really hoping to learn more about Standards Based Grading (SBG) with the hopes of utilizing it in the future. I am facing the unknown as far as my own personal experiences are concerned, and frankly I'm a bit terrified at times.
In Carol Ann Tomlinson's book "How to Differentiate Instruction in Mixed-Ability Classrooms" I found myself identifying with her description of the needs of advanced learners (pages 11 - 12). I have become focused on grades/test scores as an indiction of my success more so than my understanding of material. I am a perfectionist who often won't start things for fear of failure or will abandon a project mid-way if something has gone awry. I also tend to avoid things I think I'm not already good at. I don't have a sense of self-efficacy. Feeling like an imposter has been a theme for me in basically every job I've held since graduating from college with my BS in Physics.
All of these items are leading me to feel a bit paralyzed right now as I wrestle with the realities of teacher I want to become. A classroom based on inquiry and exploration, where failures are just as important as successes if not more so, where grades are a reflection of what you truly know, is a classroom that I would struggle in if I were dropped into it today. I want to create a classroom which goes against all of the things I've clung tightly to for most of my young adult and adult life and because I know that it is the right thing for me to do for my students (and myself), I'm scared. I need to do this. It's not an option. I must face my fears and work through them in order to become the teacher I want to and feel I am called to be.
In an article called "A Smoother Acceleration" by Christine Chapman in March 2009 "The Science Teacher", I recently read about "the three dimensions of motivaton and and attitude that comprise students' self-concepts, or perceptions of their own academic abilities." (pg 43) They are "self-efficacy, interest, and membership." I mentioned above that my self-efficacy is lacking at the present time. My interest in this path I'm on is quite high. I'm exploring things outside my courses that have me engaged in the teaching profession such as EdCamp, NTCamp, EduCon, and various teachers' blogs to name a few. Membership refers to the sense of community I feel. Ever since EdCamp Philly, I've been exploring the education community in Twitter and although my Twitter and face 2 face interactions with you have been limited thus far, the sense of community I feel is still amazing. This is evidenced for me by the fact that I'm writing this right now with the intention of sharing it with you and trusting that I may find some of the support I need to work through what I'm struggling with.
How do I work on my self-efficacy then in the education context? I'm hopeful that my experience student teaching this coming Spring (hopefully in an inquiry environment) will result in tremendous growth and a confidence in my abilities to grow as a teacher. I know that I will have many struggles and challenges but I also know that I will need to journey through them in order to continue along this path. Hopefully I will have many successes during that time as well. I'm not really sure of other work I can be doing right now though to head in the right direction other than to stay on this path.
If you have resources or suggestions that you feel may be helpful, please pass them along. I'm committed to this journey I'm on and am grateful for anyone who lends me a hand along the way.
My decision to pursue teaching, which I made in February 2010, had two major components: 1) Childhood dream to teach which I realized I needed to explore in order to true to myself 2) Dissatisfaction with the career path I'm presently on in Quality Assurance for aerospace and defense related applications.
Prior to taking any classes towards my licensure, I was picturing myself as a successful teacher in front of the classroom with my students in desks neatly arranged into rows. This is the learning model that I grew up in and so, it is what I pictured my life as a future teacher would be.
Now, I'm completely enthralled with the notion of teacher as facilitator in an inquiry driven classroom. I want to engage my students in the 5E/7E learning model and am really hoping to learn more about Standards Based Grading (SBG) with the hopes of utilizing it in the future. I am facing the unknown as far as my own personal experiences are concerned, and frankly I'm a bit terrified at times.
In Carol Ann Tomlinson's book "How to Differentiate Instruction in Mixed-Ability Classrooms" I found myself identifying with her description of the needs of advanced learners (pages 11 - 12). I have become focused on grades/test scores as an indiction of my success more so than my understanding of material. I am a perfectionist who often won't start things for fear of failure or will abandon a project mid-way if something has gone awry. I also tend to avoid things I think I'm not already good at. I don't have a sense of self-efficacy. Feeling like an imposter has been a theme for me in basically every job I've held since graduating from college with my BS in Physics.
All of these items are leading me to feel a bit paralyzed right now as I wrestle with the realities of teacher I want to become. A classroom based on inquiry and exploration, where failures are just as important as successes if not more so, where grades are a reflection of what you truly know, is a classroom that I would struggle in if I were dropped into it today. I want to create a classroom which goes against all of the things I've clung tightly to for most of my young adult and adult life and because I know that it is the right thing for me to do for my students (and myself), I'm scared. I need to do this. It's not an option. I must face my fears and work through them in order to become the teacher I want to and feel I am called to be.
In an article called "A Smoother Acceleration" by Christine Chapman in March 2009 "The Science Teacher", I recently read about "the three dimensions of motivaton and and attitude that comprise students' self-concepts, or perceptions of their own academic abilities." (pg 43) They are "self-efficacy, interest, and membership." I mentioned above that my self-efficacy is lacking at the present time. My interest in this path I'm on is quite high. I'm exploring things outside my courses that have me engaged in the teaching profession such as EdCamp, NTCamp, EduCon, and various teachers' blogs to name a few. Membership refers to the sense of community I feel. Ever since EdCamp Philly, I've been exploring the education community in Twitter and although my Twitter and face 2 face interactions with you have been limited thus far, the sense of community I feel is still amazing. This is evidenced for me by the fact that I'm writing this right now with the intention of sharing it with you and trusting that I may find some of the support I need to work through what I'm struggling with.
How do I work on my self-efficacy then in the education context? I'm hopeful that my experience student teaching this coming Spring (hopefully in an inquiry environment) will result in tremendous growth and a confidence in my abilities to grow as a teacher. I know that I will have many struggles and challenges but I also know that I will need to journey through them in order to continue along this path. Hopefully I will have many successes during that time as well. I'm not really sure of other work I can be doing right now though to head in the right direction other than to stay on this path.
If you have resources or suggestions that you feel may be helpful, please pass them along. I'm committed to this journey I'm on and am grateful for anyone who lends me a hand along the way.
Saturday, September 18, 2010
It's only a test..
I did it. I took my Praxis 2 Physics content exam today after about 1 month of trying to remember what I learned 10 years ago in my 5 years of HS/College Physics. I haven't posted anything for a while now and I've had lots of things running through my mind that I thought were worth getting down.
I can't tell you how many times I've heard "you'll do fine" or "don't worry about it" in the past month. I can't say that I was worried about it per se but I also was not willing to just take for granted that I would do fine without some major review.
Up until about a month ago, I was planning to revisit all the odd problems from my college first year physics text and take the test next summer. Why the odd problems? Because the answers are in the back of the book of course!
I was on chapter 3 of 37 when I started to look at other options and to research the exam a bit more. My content exam was a paper based test with limited test dates to choose from. I seem to recall there being 5 or 6 text dates in one academic year. The first text date of the 2010-11 school year was today (conveniently the last Saturday before my fall quarter of grad courses start). All the other test dates fall somewhere smack dab in the middle of a quarter. I know myself as a student and studying for this exam and my courses is not a viable option while working full time.
Hence, I decided to dive in and take it now rather than wait a year.
I purchased a review text (very superficial coverage of the material) and a suite of practice exams from an online provider and started my studying.
In the process of studying, I realized that I hadn't really learned the material last time I encountered it. Back then I had learned how to solve problems by plugging numbers into formulas but I probably couldn't have explained to you what was going on. This underlying concern has been a source of anxiety for me in the past 6 months during my observation hours. I witnessed students coming up with off the wall examples of oscillatory motion and the teacher turned to me for comments on whether or not they were simple harmonic motion. I had a gut feeling that they weren't but I didn't understand SHM enough to say beyond a shadow of a doubt so instead I questioned my decision to go into teaching and had a mini melt down.
The importance of teaching/learning for understanding became so obvious to me as I wrote out about 200 flashcards for about 1/3 of the review material and still didn't "get it."
So I did the only thing I could think to do - I tweeted - and my PLN came to the rescue.
Thanks to @fnoschese for passing along the multi-media web resources that most certainly were responsible for my confidence today. It is, however, only a test! The real success for me in this process was that for the first time I was focused on understanding rather than memorizing. I looked at the formulas with an eye towards talking through the relationships between the variables and really understanding them. It is working towards this understanding for myself and for my future students that will make teaching and learning physics worthwhile.
I am so grateful that in the process of studying for this exam, I actually have learned something.
Thanks for reading. - Andrea
In case anyone is interested, here are the resources that @fnoschese suggested:
http://www.archive.org/search.php?query=collection%3A%22ap_physics_b%22
https://online-s.physics.uiuc.edu/courses/phys212/gtm/No_Login/page.html
http://www.archive.org/search.php?query=collection%3A%22ap_physics_c%22
https://online-s.physics.uiuc.edu/courses/phys211/gtm/No_Login/page.html
I can't tell you how many times I've heard "you'll do fine" or "don't worry about it" in the past month. I can't say that I was worried about it per se but I also was not willing to just take for granted that I would do fine without some major review.
Up until about a month ago, I was planning to revisit all the odd problems from my college first year physics text and take the test next summer. Why the odd problems? Because the answers are in the back of the book of course!
I was on chapter 3 of 37 when I started to look at other options and to research the exam a bit more. My content exam was a paper based test with limited test dates to choose from. I seem to recall there being 5 or 6 text dates in one academic year. The first text date of the 2010-11 school year was today (conveniently the last Saturday before my fall quarter of grad courses start). All the other test dates fall somewhere smack dab in the middle of a quarter. I know myself as a student and studying for this exam and my courses is not a viable option while working full time.
Hence, I decided to dive in and take it now rather than wait a year.
I purchased a review text (very superficial coverage of the material) and a suite of practice exams from an online provider and started my studying.
In the process of studying, I realized that I hadn't really learned the material last time I encountered it. Back then I had learned how to solve problems by plugging numbers into formulas but I probably couldn't have explained to you what was going on. This underlying concern has been a source of anxiety for me in the past 6 months during my observation hours. I witnessed students coming up with off the wall examples of oscillatory motion and the teacher turned to me for comments on whether or not they were simple harmonic motion. I had a gut feeling that they weren't but I didn't understand SHM enough to say beyond a shadow of a doubt so instead I questioned my decision to go into teaching and had a mini melt down.
The importance of teaching/learning for understanding became so obvious to me as I wrote out about 200 flashcards for about 1/3 of the review material and still didn't "get it."
So I did the only thing I could think to do - I tweeted - and my PLN came to the rescue.
Thanks to @fnoschese for passing along the multi-media web resources that most certainly were responsible for my confidence today. It is, however, only a test! The real success for me in this process was that for the first time I was focused on understanding rather than memorizing. I looked at the formulas with an eye towards talking through the relationships between the variables and really understanding them. It is working towards this understanding for myself and for my future students that will make teaching and learning physics worthwhile.
I am so grateful that in the process of studying for this exam, I actually have learned something.
Thanks for reading. - Andrea
In case anyone is interested, here are the resources that @fnoschese suggested:
http://www.archive.org/search.php?query=collection%3A%22ap_physics_b%22
https://online-s.physics.uiuc.edu/courses/phys212/gtm/No_Login/page.html
http://www.archive.org/search.php?query=collection%3A%22ap_physics_c%22
https://online-s.physics.uiuc.edu/courses/phys211/gtm/No_Login/page.html
Tuesday, August 10, 2010
My attempt to convert non-Tweeters
I have become quite the Twitter evangelist in my class discussion boards. Whenever I see the opportunity for a plug, I throw it in there.
The latest attempt actually fulfills an assignment requirement. As part of my Multimedia Instructional Design class, I had to create a video tutorial. It was recommended we use Jing, but as it turns out I was lucky enough to win Camtasia at #edcamp Philly, so I used it instead.
I wanted to quickly show how effective Twitter can be and to challenge the perception of Twitter that many people have. I know it was a perception that I had as well, right up until I downloaded Tweetdeck after EdCamp. I was instantaneously converted.
To illustrate the effectiveness of Twitter, on Sunday I tweeted the following out to #edchat and #ntchat:
"show my preserv classmates the pwr of twitter. if ur reading this,reply w/content area, locale, blog url & RT #edchat #ntchat"
Over the next 24 hours I got responses back from 22 different people from all over the world. A huge thank you to everyone who responded (see the list below).
Here is the end product of my assignment. I'm happy with how it turned out and thought I would share it. Please pass it along if you think it may help others get started in Twitter. - Andrea
1katty
English, HS
Pakistan
http://www.katherinemaloney.blogspot.com
chrisnilsson
physics, instructional tech
Texas
http://cafe.lcisd.org/blog
stangea
5-6 Grade
Saskatchewan
http://bit.ly/a85jr6
senojc76
instructional tech
Texas
http://chadtheteacher.com/blog
rfgrasso
history, 8th grade
California
http://www.rgrasso.blogspot.com
mrstephenwolfe
elementary
Alabama
http://www.MrStephenWolfe.wordpress.com
tronward
2nd grade
Minnesota
http://bit.ly/dvSFRZ
hshawjr
special ed
Maine
http://bit.ly/djRqHN
ron_peck
social studies, HS
Oregon
http://historygeek29.blogspot.com/
kellyhines
3rd grade, PD trainer
North Carolina
http://thefilecabinet.pbworks.com She works on a Cherokee reservation.
drgarcia
educational psych, college
Washington DC
http://gnagarcia.wordpress.com/ http://tcpcg2011.wikispaces.com/
mrdfleming
2nd grade
New Jersey
http://mrdfleming.blogspot.com
stevefitzwater
Math
United Kingdom
http://www.learning2learnandteach.blogspot.com
teachingwthsoul
New Teacher Support
California
http://bit.ly/9HEtfF
grade1
1st grade
Ontario
http://bit.ly/95mi7N
http://bit.ly/ci77PF
http://bit.ly/cefoTd
http://bit.ly/boUqPI
soingirl
2 - 3 grade
British Columbia
http://bit.ly/d4WnNz
msgajda
Math, Science, Bio, Chem
Manitoba
http://msgajda.wordpress.com
gret
ESL, Elementary
Argentina
dancallahan
technology specialist
Massachusetts
cmdecarolis
history, HS
New Jersey
danseabra
languages
Brazil
havalah
kindergarten
Massachusetts
The latest attempt actually fulfills an assignment requirement. As part of my Multimedia Instructional Design class, I had to create a video tutorial. It was recommended we use Jing, but as it turns out I was lucky enough to win Camtasia at #edcamp Philly, so I used it instead.
I wanted to quickly show how effective Twitter can be and to challenge the perception of Twitter that many people have. I know it was a perception that I had as well, right up until I downloaded Tweetdeck after EdCamp. I was instantaneously converted.
To illustrate the effectiveness of Twitter, on Sunday I tweeted the following out to #edchat and #ntchat:
"show my preserv classmates the pwr of twitter. if ur reading this,reply w/content area, locale, blog url & RT #edchat #ntchat"
Over the next 24 hours I got responses back from 22 different people from all over the world. A huge thank you to everyone who responded (see the list below).
Here is the end product of my assignment. I'm happy with how it turned out and thought I would share it. Please pass it along if you think it may help others get started in Twitter. - Andrea
1katty
English, HS
Pakistan
http://www.katherinemaloney.blogspot.com
chrisnilsson
physics, instructional tech
Texas
http://cafe.lcisd.org/blog
stangea
5-6 Grade
Saskatchewan
http://bit.ly/a85jr6
senojc76
instructional tech
Texas
http://chadtheteacher.com/blog
rfgrasso
history, 8th grade
California
http://www.rgrasso.blogspot.com
mrstephenwolfe
elementary
Alabama
http://www.MrStephenWolfe.wordpress.com
tronward
2nd grade
Minnesota
http://bit.ly/dvSFRZ
hshawjr
special ed
Maine
http://bit.ly/djRqHN
ron_peck
social studies, HS
Oregon
http://historygeek29.blogspot.com/
kellyhines
3rd grade, PD trainer
North Carolina
http://thefilecabinet.pbworks.com She works on a Cherokee reservation.
drgarcia
educational psych, college
Washington DC
http://gnagarcia.wordpress.com/ http://tcpcg2011.wikispaces.com/
mrdfleming
2nd grade
New Jersey
http://mrdfleming.blogspot.com
stevefitzwater
Math
United Kingdom
http://www.learning2learnandteach.blogspot.com
teachingwthsoul
New Teacher Support
California
http://bit.ly/9HEtfF
grade1
1st grade
Ontario
http://bit.ly/95mi7N
http://bit.ly/ci77PF
http://bit.ly/cefoTd
http://bit.ly/boUqPI
soingirl
2 - 3 grade
British Columbia
http://bit.ly/d4WnNz
msgajda
Math, Science, Bio, Chem
Manitoba
http://msgajda.wordpress.com
gret
ESL, Elementary
Argentina
dancallahan
technology specialist
Massachusetts
cmdecarolis
history, HS
New Jersey
danseabra
languages
Brazil
havalah
kindergarten
Massachusetts
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