Looking Back
Prior to MSU Urban STEM program, my best professional development was working on my national board certification in Early Adolescence Math. It wasn’t that I necessarily learned a lot from the instructor, but it was the struggle that I went through while I was trying to achieve. I had to try new instructional strategies that were outside of my comfort zone, I failed, I’ve made mistakes, but I’ve also had a great cohort of teachers who were going through the struggle at the same time who were supportive.
This MSU Urban STEM program is also one of the best professional development. At the end of the program in July 2016, I’ll decide which made it to my #1 list. Based on summer 11 days session, I learned ideas that I’ve only read about, watched on videos, or heard from other teachers. I’ve wanted to try some of these things but were afraid to initiate. However, with this program participation, I am held accountable and challenged to try something new. It’s not in a negative way; I needed this push.
My first initial thought of this program was very excited but at the same time nervous. I was excited that I was accepted to this program and that I will come out of my comfort zone to learn new things to bring into my classroom. At the beginning of this program, I will never forget Dr. Gunnings-Moton who mentioned that this is about my learning, but it’s about the students and teachers that I will impact. I will take this learning and bring it back to my classroom and the school. Prior to coming to this program, I thought I knew the latest technology and all of the things that are out there - as far as being an educator. Of course there’re other plenty techies who have much more skills, however I’ve always been the one who always assists others with their technology skills. Within minutes of the first class, I realized I wasn’t the best techie in the class. I knew there would be so much more to learn. I felt as if I am starting at the bottom and am completely lost!
I’ll admit-- I’m not the most creative person in the world. I'm always open to new ideas and trying new things, although the new learning curve makes me a bit nervous. The Quickfire Challenges were really fun and an innovative way to engage students to the real-world context that are relevant to them.
Flipping the classroom is what sounded familiar to me and I hear it quite often, but didn’t really know what it was. I’ve attended a session with Missy where she described how to she video recorded her lessons daily, assign students to watch her videos at home for homework, and spend the rest of class time for students on math learning. That sounds amazing! It’s something that I would love to do and try out this school year with a few lessons- for students to review and watch videos at home. Initially, when I got my iPad through school, it was my intention to do that. However, with the amount of work that it required, one school year passed by without me even getting to it. This year, I want to make it my priority and hold MSU STEM crew hold me accountable (Missy) to try out even for one lesson.
Looking Forward
It’s embarrassing for me to admit that I’ve had 10 iPads in my classroom but I did not utilize them in my instruction besides as a “computer” replacement when my students went on sites that they needed to practice math skills. I know there are many Applications out there that would enhance my math instruction; there are teachers who write grants to get iPads in their classroom! This year, I will also have a classroom set of Chromebooks with the Computer Science for All program.
Integrating technology in my instruction will look differently in my classroom this upcoming school year. In the past, I have used websites such as Khan Academy to help students understand math problems. However, I am going to use simple features such as camera and iMovie for my students to record themselves or come up with real world math problems such as those from Quickfires. I did not think about the social media in my classroom but I can use Edmodo for my students to discuss on particular math topics. I thought memes were only for social media but can also be utilized in my classroom as well.
Flipping the classroom will be a great opportunity while I am on maternity leave. Since I am due in early March, there will still be 3 months of school year left for my students. I want to record lessons so that my students can learn from me, as they will be taking their assessment in May. However, I would have to work closely with the teacher who will be covering my position to ensure we are on the same page with the lessons. Once my principal finds the long term substitute, I will speak to this teacher and will work it out.
In the past 3 years of my teaching at my current school, I have been so focused on implementing skills that I have learned from my math professional developments. It was almost as if I had a checklist in my head, “Did I do this? Check. Did I do that? Check.” while making sure I was covering 7th grade Common Core Math Standards as well as materials that my students will be tested on NWEA MAP Testing. I felt like there was so much going on. In this upcoming school year, I don’t want my teaching to be revolved around this way. I want to try new ideas in my teaching that were initiated by me, such as my students finding math problems and recording it, that are meaningful to my students. These lessons will stick to my students. Furthermore, I will provide more opportunities for my students to be in the “cloud” zone, as Uri Alon described. It is a critical area for my students to struggle between my students’ prior knowledge to what they are going to learn.
Prior to MSU Urban STEM program, my best professional development was working on my national board certification in Early Adolescence Math. It wasn’t that I necessarily learned a lot from the instructor, but it was the struggle that I went through while I was trying to achieve. I had to try new instructional strategies that were outside of my comfort zone, I failed, I’ve made mistakes, but I’ve also had a great cohort of teachers who were going through the struggle at the same time who were supportive.
This MSU Urban STEM program is also one of the best professional development. At the end of the program in July 2016, I’ll decide which made it to my #1 list. Based on summer 11 days session, I learned ideas that I’ve only read about, watched on videos, or heard from other teachers. I’ve wanted to try some of these things but were afraid to initiate. However, with this program participation, I am held accountable and challenged to try something new. It’s not in a negative way; I needed this push.
My first initial thought of this program was very excited but at the same time nervous. I was excited that I was accepted to this program and that I will come out of my comfort zone to learn new things to bring into my classroom. At the beginning of this program, I will never forget Dr. Gunnings-Moton who mentioned that this is about my learning, but it’s about the students and teachers that I will impact. I will take this learning and bring it back to my classroom and the school. Prior to coming to this program, I thought I knew the latest technology and all of the things that are out there - as far as being an educator. Of course there’re other plenty techies who have much more skills, however I’ve always been the one who always assists others with their technology skills. Within minutes of the first class, I realized I wasn’t the best techie in the class. I knew there would be so much more to learn. I felt as if I am starting at the bottom and am completely lost!
I’ll admit-- I’m not the most creative person in the world. I'm always open to new ideas and trying new things, although the new learning curve makes me a bit nervous. The Quickfire Challenges were really fun and an innovative way to engage students to the real-world context that are relevant to them.
Flipping the classroom is what sounded familiar to me and I hear it quite often, but didn’t really know what it was. I’ve attended a session with Missy where she described how to she video recorded her lessons daily, assign students to watch her videos at home for homework, and spend the rest of class time for students on math learning. That sounds amazing! It’s something that I would love to do and try out this school year with a few lessons- for students to review and watch videos at home. Initially, when I got my iPad through school, it was my intention to do that. However, with the amount of work that it required, one school year passed by without me even getting to it. This year, I want to make it my priority and hold MSU STEM crew hold me accountable (Missy) to try out even for one lesson.
Looking Forward
It’s embarrassing for me to admit that I’ve had 10 iPads in my classroom but I did not utilize them in my instruction besides as a “computer” replacement when my students went on sites that they needed to practice math skills. I know there are many Applications out there that would enhance my math instruction; there are teachers who write grants to get iPads in their classroom! This year, I will also have a classroom set of Chromebooks with the Computer Science for All program.
Integrating technology in my instruction will look differently in my classroom this upcoming school year. In the past, I have used websites such as Khan Academy to help students understand math problems. However, I am going to use simple features such as camera and iMovie for my students to record themselves or come up with real world math problems such as those from Quickfires. I did not think about the social media in my classroom but I can use Edmodo for my students to discuss on particular math topics. I thought memes were only for social media but can also be utilized in my classroom as well.
Flipping the classroom will be a great opportunity while I am on maternity leave. Since I am due in early March, there will still be 3 months of school year left for my students. I want to record lessons so that my students can learn from me, as they will be taking their assessment in May. However, I would have to work closely with the teacher who will be covering my position to ensure we are on the same page with the lessons. Once my principal finds the long term substitute, I will speak to this teacher and will work it out.
In the past 3 years of my teaching at my current school, I have been so focused on implementing skills that I have learned from my math professional developments. It was almost as if I had a checklist in my head, “Did I do this? Check. Did I do that? Check.” while making sure I was covering 7th grade Common Core Math Standards as well as materials that my students will be tested on NWEA MAP Testing. I felt like there was so much going on. In this upcoming school year, I don’t want my teaching to be revolved around this way. I want to try new ideas in my teaching that were initiated by me, such as my students finding math problems and recording it, that are meaningful to my students. These lessons will stick to my students. Furthermore, I will provide more opportunities for my students to be in the “cloud” zone, as Uri Alon described. It is a critical area for my students to struggle between my students’ prior knowledge to what they are going to learn.