As a math teacher, I am always looking for effective ways to deepen student understanding. I believe that my job as a teacher is to facilitate and guide learning through exploration and process-based learning rather than only through direct instruction.
One of the most valuable things that has happened for me in the math masters program is that each and every class is set up so that our learning is guided exploration and process-based. I have experienced the value of this first-hand in every class.When the goal is for students to learn by doing, and to synthesize what they learn in a way that is supported by their individual prior experiences, perceptions and learning preferences, the results are amazing. I am feeling this way as a student in this program, and it's been very reaffirming for me as a teacher, that the learning model I'm providing in my classroom is truly what's best for kids.
Having the chance to experience math concepts I had already learned in a completely different way has been incredibly useful. It has deepened my understanding of math concepts that I thought I had already mastered, which has in turn made me a much more effective teacher. These classes are providing me with a learning model that I can use in my own classroom and many of the explorations we do are directly relevant to my grade level. It's been quite a fantastic experience so far.
Wednesday, July 29, 2009
Tuesday, July 21, 2009
Reaching out to colleagues-T.I.E. Program
One of the great things about Lesley’s Technology in Education program is the work. It may seem funny to hear that, but I sincerely mean it. From the first assignments in the first class to the assignment I have this week, I have not only found work I can share immediately with my students, but work I can share with my colleagues as well.
In my school, and maybe in your school too, there are many people who are interested in using more technology, but not sure where to begin. Because of my Lesley classes, I have created “Technology with Jen” classes at my school. In these classes, teachers learn immediate ways to integrate technology into their own lessons. The feedback has been awesome.
The lessons I have shared integrate technology with language arts, math, social studies and science and can be modified to meet many other areas. Students enjoy working with software like iTunes, Audacity, Power Point, Excel and even Word. There is lots of room for them to be creative while still adhering to assignment expectations. It’s a win-win for everyone!
Being a teacher myself is helpful in these workshops because I can address classroom questions from experience. I have been through troubleshooting the laptops, uploading photos, and finding “lost” documents all while monitoring twenty other students. In addition to giving my fellow-teachers the tools they need, I can commiserate and offer tips when the tools don’t work!
The Technology in Education program at Lesley really does provide hands-on work that can be used immediately in the classroom-by a Lesley student or her colleagues!
In my school, and maybe in your school too, there are many people who are interested in using more technology, but not sure where to begin. Because of my Lesley classes, I have created “Technology with Jen” classes at my school. In these classes, teachers learn immediate ways to integrate technology into their own lessons. The feedback has been awesome.
The lessons I have shared integrate technology with language arts, math, social studies and science and can be modified to meet many other areas. Students enjoy working with software like iTunes, Audacity, Power Point, Excel and even Word. There is lots of room for them to be creative while still adhering to assignment expectations. It’s a win-win for everyone!
Being a teacher myself is helpful in these workshops because I can address classroom questions from experience. I have been through troubleshooting the laptops, uploading photos, and finding “lost” documents all while monitoring twenty other students. In addition to giving my fellow-teachers the tools they need, I can commiserate and offer tips when the tools don’t work!
The Technology in Education program at Lesley really does provide hands-on work that can be used immediately in the classroom-by a Lesley student or her colleagues!
Thursday, July 9, 2009
Mark's Thoughts about Lesley Online Learning
Hello,
I'm Mark, and I have been teaching 6th grade science, in a middle school, for over a decade. I had reached a point in my career when I wanted to become a better teacher. Pursuing a Master's Degree was a giant step for me, personally. Two of my friends, at work, have gone through the same Lesley program, and recommended that I check it out. I have two young children at home, and the convenience of the online program was the deciding factor when I chose Lesley for my graduate degree. Back then, I didn't know how convenient it would be for me and my family.
I have been able to work during every part of my day. I go online before the kids wake up and after they go to bed. Sometimes, I just jump on when the time is right. It's GREAT!
After participating in the Lesley program for only a short time now, I have already felt a shift in my approach to my teaching. The use of inquiry in my own learning , here at Lesley, has reset my thinking about how I teach science to my students. I'm learning how important it is for me to facilitate the process of learning science for my students. The days of recipe type labs and classroom lecture are fading.
Just this week, in my Physics class, the focus has shifted to "listening" to children and their ideas. What are their ideas about motion? This is so important in trying to move their understanding of motion, forward. Many children have a basic understanding about motion, but when they're asked to explain why or how, their ideas take very different paths. How can we begin to help children learn the complexities of motion without spending time to take a look at what they already know? Whether those ideas are right, or wrong, we need to listen first.
In coming weeks, we'll be continuing our focus on children's ideas about motion. I can't wait!
-Mark
I'm Mark, and I have been teaching 6th grade science, in a middle school, for over a decade. I had reached a point in my career when I wanted to become a better teacher. Pursuing a Master's Degree was a giant step for me, personally. Two of my friends, at work, have gone through the same Lesley program, and recommended that I check it out. I have two young children at home, and the convenience of the online program was the deciding factor when I chose Lesley for my graduate degree. Back then, I didn't know how convenient it would be for me and my family.
I have been able to work during every part of my day. I go online before the kids wake up and after they go to bed. Sometimes, I just jump on when the time is right. It's GREAT!
After participating in the Lesley program for only a short time now, I have already felt a shift in my approach to my teaching. The use of inquiry in my own learning , here at Lesley, has reset my thinking about how I teach science to my students. I'm learning how important it is for me to facilitate the process of learning science for my students. The days of recipe type labs and classroom lecture are fading.
Just this week, in my Physics class, the focus has shifted to "listening" to children and their ideas. What are their ideas about motion? This is so important in trying to move their understanding of motion, forward. Many children have a basic understanding about motion, but when they're asked to explain why or how, their ideas take very different paths. How can we begin to help children learn the complexities of motion without spending time to take a look at what they already know? Whether those ideas are right, or wrong, we need to listen first.
In coming weeks, we'll be continuing our focus on children's ideas about motion. I can't wait!
-Mark
Monday, July 6, 2009
Jen's Lesley U Experience
Hi,
My name in Jen, and I’m currently in my third semester in the online program at Lesley. I am a fifth grade math specialist and just finished my third year of teaching. The online format of this program has made it manageable for me to get my Master’s Degree while teaching fulltime. The classes are set up so that assignments for the week are posted on Fridays, which gives you the weekend to do investigations and complete assignments. You share many of these in an online discussion board where you work together to see different approaches to solving, and help each other understand the concepts.
Everything that I have learned so far, I have been able to apply to my own classrooms. The activities are very process-based, which has really deepened my own understanding of the concepts. Being able to use these same activities in my classroom has been wonderful. I have been exposed to so many new ways to approach problem solving that will also help my own students. I’ve also learned how to improve how I assess and specific ways to intervene with students to close the learning gap.
The other students in the classes are also teachers, and you get to know one another quite well, even with the online format. It’s so valuable to have other people to share ideas with, ask questions of and get support from. We respond to each other’s posts and the feedback is so positive. Many of us get stuck along the way and posting our misunderstandings and getting multiple answers and explanations back has been great. The instructors are also helpful. They guide the discussions, provide feedback and are very personable. You do come to know them, and they are extremely accessible and supportive.
I hope the information I’ve shared has been helpful, and please feel free to ask questions, as I’d be happy to answer them. Jen
My name in Jen, and I’m currently in my third semester in the online program at Lesley. I am a fifth grade math specialist and just finished my third year of teaching. The online format of this program has made it manageable for me to get my Master’s Degree while teaching fulltime. The classes are set up so that assignments for the week are posted on Fridays, which gives you the weekend to do investigations and complete assignments. You share many of these in an online discussion board where you work together to see different approaches to solving, and help each other understand the concepts.
Everything that I have learned so far, I have been able to apply to my own classrooms. The activities are very process-based, which has really deepened my own understanding of the concepts. Being able to use these same activities in my classroom has been wonderful. I have been exposed to so many new ways to approach problem solving that will also help my own students. I’ve also learned how to improve how I assess and specific ways to intervene with students to close the learning gap.
The other students in the classes are also teachers, and you get to know one another quite well, even with the online format. It’s so valuable to have other people to share ideas with, ask questions of and get support from. We respond to each other’s posts and the feedback is so positive. Many of us get stuck along the way and posting our misunderstandings and getting multiple answers and explanations back has been great. The instructors are also helpful. They guide the discussions, provide feedback and are very personable. You do come to know them, and they are extremely accessible and supportive.
I hope the information I’ve shared has been helpful, and please feel free to ask questions, as I’d be happy to answer them. Jen
Thursday, July 2, 2009
MEd Science Education
Hola! I'm Brian Chalmers located at the American School of Guatemala in Guatemala City. I've been teaching upper elementary (3rd - 5th grades) for the last four years but have recently taken a new role as the elementary science lab instructor -- total dream job for me! You can check out our school at, www.cag.edu.gt.
First, I'm a mid-career switcher previously in business & health care. But, I always had a dream to teach. So, I moved to Washington, D.C. and earned my M.A.T. at American University. I knew I wanted to focus on science instruction and inquiry-based methods. When I found the MEd Science Education program at Lesley, I knew it was a perfect match. However, I was worried if it would be feasible knowing that I was moving overseas. Surprisingly, it's been one of the easiset things I've done -- the program leaders and instructors have worked hard to ensure I have everything I need to focus on my studies.
Currently, I'm in my second course, Biology, with the program and the classes have really met my expectations and beyond. What I like most about the program is that the instructors facilitate the class much the same way we should be facilitating our own science classes. It's a process of discovery, questioning, and gaining experiences rather than reading from a book and regurgitating the information.
In the two classes so far, I have been able to already incorporate the lessons directly into my practice. And, I'm starting to become more self-aware of my teaching practice in regards to the teaching of science to young students --- all from 2,000 miles away!
In future posts I will share more about things I've learned from the classes and how I'm planning to use them in my practice.
First, I'm a mid-career switcher previously in business & health care. But, I always had a dream to teach. So, I moved to Washington, D.C. and earned my M.A.T. at American University. I knew I wanted to focus on science instruction and inquiry-based methods. When I found the MEd Science Education program at Lesley, I knew it was a perfect match. However, I was worried if it would be feasible knowing that I was moving overseas. Surprisingly, it's been one of the easiset things I've done -- the program leaders and instructors have worked hard to ensure I have everything I need to focus on my studies.
Currently, I'm in my second course, Biology, with the program and the classes have really met my expectations and beyond. What I like most about the program is that the instructors facilitate the class much the same way we should be facilitating our own science classes. It's a process of discovery, questioning, and gaining experiences rather than reading from a book and regurgitating the information.
In the two classes so far, I have been able to already incorporate the lessons directly into my practice. And, I'm starting to become more self-aware of my teaching practice in regards to the teaching of science to young students --- all from 2,000 miles away!
In future posts I will share more about things I've learned from the classes and how I'm planning to use them in my practice.
Subscribe to:
Posts (Atom)
