It takes many parts to make a puzzle

This past week, Monday, I worked with my jigsaw group in order to put together a presentation on parts of cooperative learning, or what it is usually known for as PIGS. I worked on this presentation with my base group, who consisted of Brian and Sara and our jigsaw topic was on social skills and face to face interaction. After we were finished creating the PowerPoint we taught to members of our expert group, who consists of Jessica, Kristen, and Julie, what our cooperative learning topic was. This was a beneficial assignment for me because I got to teach to my group why social skills and face to face interaction is crucial when it comes to cooperative learning. As I look at it, the more experience I get with teaching the better prepared I am for the classroom. I want as much experience as I can get while I am given the opportunity and teaching social skills and face to face interaction provided me with that opportunity!!

Social Skills and Face to Face Interaction 

The beginning of the PowerPoint was a warm up of how social skills and face to face communication is utilized inside  elementary school classrooms and how teachers  play a vital role as the  facilitator. After showing this short  clip to the members of my expert  group, I asked them what they learned about social skills and interaction. This was a great way  to jump right  into the lesson because  it showed my members what it looks like inside of the classroom, and how teachers become involved. 

  Overview

• One of five key elements of cooperative learning
• Group tasks require complex interactions and social skills.
• Helps students to develop interpersonal, small group and teamwork skills
• Teachers can help students to use, and develop these skills through: explicit instruction, reinforcement, and feedback  

The next slide was the Overview. I explained to my group members that social skills is a key element of cooperative learning, how group tasks require interactions and social skills, how having students  work together can develop students  teamwork and interpersonal skills, and how teachers  play a part to help students use and develop these skills.

When it comes to social skills and face to face interaction, I learned  and taught that there are six important outcomes to having social skills and interaction. These six outcomes include:

Personal Development and identity

Career Success 

Quality of Life 

Physical Health 

Psychological Health 

Ability to Cope with  Stress 

These six outcomes  stress that when students develop social skills and positive interactions  within the classroom environment and among their peers, later on in life students will have strong social skills, and this will impact  the way they live their  lives. For personal development and identity, it is shown that interacting with others results  in a better understanding of ourselves where having few interpersonal skills may develop inaccurate or incomplete view of ourselves. This shows that we have a better sense of who we are based on relationships with other  people. The second outcome is career success. It is shown that social skills enhance major skills required in the real world of work, so maintaining strong interactions will be beneficial out in the real world when it comes to all professions, from a waiter at a restaurant to a teacher. We need strong social skills in order to cope with  complex situations and getting others to corporate. Then there is quality of life, which means that social skills allow people to form close intimate and personal relationships, such as friendships and romantic relationships, like marriage. We need positive interactions in order to form these types of bonds, and to make these bonds last. The fourth outcome of social skills is the impact it has on physical health. Research shows that high-quality relationships are linked to quicker recovery from illness and injury and to a longer life outcome. The stronger social skills we have, the quicker we recover. The fifth outcome is psychological health, which is the ability to build positive and supportive relationships, which increases autonomy, self-identity, and self-esteem. This outcome goes along with the ability to cope with stress. Having positive relationships decrease anxiety by providing care, information, and feedback. When we find ourselves in stressful situations,  we are able to deal with it better by the relationships we have and the support we receive from those relationships.

Below are skills needed for corporate learning. These are skills that should be utilized inside of the classroom and should help build stronger social skills and positive interactions among group members.

Forming Skills 

Functioning Skills 

Formulating Skills 

Fermenting Skills 

 Forming skills helps organize the group and establish guidelines for using appropriate behavior. These include the  rules  that are assigned to each group member, such as noise monitor, participation monitor, and
turn-taking monitor. Assigning student roles ensures that all students are participating in the lesson.





Functioning skills helps the group manage their effort and maintain working relationships. In order for this  to be successful, students must share their ideas and opinions and asks for facts that make interactions easier. This will help students gain an understanding of each other's work so that no one falls behind or becomes confused. Questions students  may ask include: Why don't we try this in the time we have left? Other comments may include: Come on, let's get this thing moving!




Formulating Skills helps maximize student learning and the goal is to stimulate the use of higher reasoning strategies and enhance  mastery and retention. This could be done by summarizing out loud by memory or by  helping a group member correct his or her summary. Examples could include: I am not sure this is correct. We should check... and We should use colors for this table...





Fermenting Skills helps understand the material that is being studies, manage cognitive conflict, search for more information, and explain the reasoning behind other member's confusion. Examples may include: Can you explain your answer? would this conclusion summarize everyone's ideas?





All four of these skills enhance students communication skills, develop interactions among group members and social skills.

Also included in the presentation were two t-charts. The first t-chart explains how students may go about suggesting ideas and what they may look like doing that. The second chart is checking for understanding and how students may go about that  and what it looks like.



In order to teach students adequate social skills and prepare them for real life, there is also four steps for teachers to follow.

Step 1: Ensure Students see the need for the desired teamwork skill
Step 2: Ensure students understand what the skill is, how to engage in it, and when to use it. (Refer to t-chart)
Step 3: Set up practice situations to encourage mastery of skill. 
Step 4: Ensure that each student receives feedback on their use of the skill, and reflects on how to engage in it more effectively the next time. 

Check for Understanding

Using Kahoot!

This is the online quiz to check for understanding. It would not work when I was teaching my expert group, but I hope it will work this time!

On a final note, I just wanted to reflect on cooperative learning as a whole. To be honest, I thought I knew about cooperative learning and many of the components that are involved, including social skills and face to face interaction, but listening to my group members present  to me their PowerPoint' s and doing my own research on my part of the  puzzle, I realized that there was a lot of it that I did not know. Understanding and learning about what makes a cooperative learning lesson successful was interesting to learn about and as a future teacher, I can utilize many of these characteristics and do my best to enhance positive interaction and develop social interaction. After all, academic learning is one side of the classroom experience. The other side is developing social skills and working with one another. These are skills that have to be taught too. 

PowerPoint Presentation

Do not cry because it is over, smile because it happened!

On Friday I spent my last time in the second grade classroom at Bishop Dunn Memorial School, and while I am going to miss the overall fieldwork experience, I am going to miss the students even more. I hope that we left students with a lasting impression, just as they have all left a lasting and memorable experience on me. Teaching the students made me fully understand and realize that I am in the right field and this is what I want to do. Even though I  struggled, was nervous and made mistakes, this is how we grow as teachers. As I mentioned in my last blog, being the teacher I want to be and being the teacher I am are two different things, and realizing that and improving myself by gaining  more experience and gaining confidence is a step in the right direction.


This week the fourth and final group taught their lesson on the topic "Our Country Grows". The group members consisted of Brian, Julie, Rachel, and Jessica. The great thing about being the final group is that they could  take the mistakes that previous groups have made, and improve or build off of them. One of the many things I liked about  their teaching, besides the actual lesson itself, is how well all four of the members worked with one another. It was evident that all four group members knew what they were going to say, and all of them sounded confident and built off of one another. I feel like the most effective teachers can work well with one another. Besides working  together, the amount  of effort and creativity that was used in creating the lessons was also apparent. I have pictures of the lesson saved in my  files, but the blog will not allow me to upload them. Among the materials included in the lesson was a handmade map and timeline of Lewis and Clark's expedition, construction paper to make scrapbooks, pictures, maps, and ect. In addition, the lesson activities themselves were very engaging. I especially enjoyed the lesson when students had to make their own hypothesis and then work in groups to make a hypothesis in order to decide which mode of transportation was the best on Lewis and Clark's journey.

  




Students seemed  to really get into this lesson because they got to work in groups, read articles on the different types of transportation, look at pictures, and then decide out of the three which one they thought was the most efficient to use on Lewis and Clark's expedition . For the cooperative lesson, if there was more time, than I feel like this lesson could have went a little better, but overall students had an interactive and engaging time creating  scrapbooks. In addition, all of the roles provided students an opportunity to get involved in the activity in various ways! Great job group 4!





Back to reflecting on the fieldwork experience, most of the groups made certificates for the students based on the topics that they taught. For my group, we made certificates that read "Thirteen Colonies, One Country" and the borders were red, white, and blue. It also congratulated each student for completing the  lesson. Whoever came up with the idea of making certificates of achievement is great because it made students feel proud of themselves and it gave them a lasting  impression to remember us by. I was upset that all of the groups could not stay long enough to pass out their certificates, but I am glad I got too. I loved seeing the students impressions after passing out the certificates. Again, this is why I want to be a teacher. The small things, like seeing  students smile, make all of the difference.




For these past few weeks I have looked forward to fieldwork, for the teaching aspect and just to watch the students grow each lesson. I am sad that Friday was my last day. Sitting  in a classroom in Hudson will not be nearly as rewarding as fieldwork for this class was, but there is one thing  to remember:

The past is the past and I can only move forward from here

It happened, this past week Felicia, Jean, Julie, and I taught the second grade class on the social studies topic: "13 colonies, One Country." While I have a lot to say about this fieldwork experience, I just want to begin by  stating that I still have a long way to go before I completely and  feel totally comfortable up in front of a class. I spent all of this time with my group preparing Prezi presentations, power-points, creating engaging projects and assignments, and feeling prepared and confident to actually standing up in front of the second grade class and realizing that preparing and creating is only half of it. I had visions of myself standing up in front of the classroom: sounding confident, sounding enthusiastic, sounding like I knew what I was talking about, but in reality I kept on stuttering, there were awkward silences (most of the time my doing), and when I explained the class, let's just say, independence I sounded or at least it felt like I sounded that I did not know what I talked about. In addition, I was also told that my legs were crossed and my arms were moving around too much. That is not what I imagined in my head for me to sound or even look like, but imagining and experiencing are too different things. Now let me take the rest of my fieldwork reflection one day at a time.

Day 1: Direct Instruction 

I taught my first lesson on March 3rd, and since this was a direct instruction lesson, our group used the Prezi in order to teach the students material about the 13 Colonies, One Country. The prevalent topics included was: 13 colonies, American Revolution, Paul Revere, George Washington, The Declaration of Independence, and Independence Day. Our central focus was on how the 13 colonies fought against England in order to gain independence. Not to toot my own horn or anything,  but our group planned a great lesson. We went in prepared and we divided who was saying what among the four of us. Among the materials used was a Prezi, we utilized the true and false vortex activity on Smart board twice where we had students come up and decide whether the statement was true or if it was false. Students could drag the statement in the true vortex or the false vortex depending on the statement and we had two of those halfway through the  lesson and then closer towards the end. In addition, we also had students complete a crossword puzzle at the very end of the lesson and their homework was an article and questions on Paul Revere. Overall, the lesson went great. We were all prepared and contributed to making the lesson run as successfully and efficiently as possible. However, as I mentioned before, I had to learn the hard way that coming in prepared is only half of it. I look at the first lesson and how it ran and I feel proud of my group members. I know that we were all nervous because none of us have ever taught in front of a big group of students in a classroom before, but I will admit, they handled themselves better then me. Julie started the lesson, then Jean continued, then Felicia, then me. Among the three of them, they all sounded confident, knowledgeable, and enthusiastic. Then comes me. I may have sounded enthusiastic, but that is the only positive thing I can contribute to my teaching. I sounded nervous, I stuttered, there were awkward silences, and I did not sound confident about the material I was teaching. One could argue that I was just really nervous, but so were the previous groups and they all kept their nerves under control. I do not know how I sound or look stating this, but after the lesson was over I had to ask myself: Why me? Why did I sound so anxious compared to everyone else? I have just as much experience as everyone in my class does, but I am the one who blew it. On this first day, I felt like I let my team members down, the second graders down, and more significant I think, myself down. Even though I was told I did a good job, I know I did not. But I thought that there are two more lessons left, and I could only get better from there. Right? Wrong.


 


Day 2: Inquiry Lesson 

On the second day was the inquiry lesson. I will admit, our group came in less prepared than last time. We literally created this whole lesson the night before we were to teach it, but the overall lesson itself was good. We gave students four clues ( three sentences and a picture) about a specific topic learned (George Washington, Paul Revere, ect.) and they were to ask: Who am I or what am ? For each of the topics and based off the clues, students were supposed to make a hypothesis of what they think the clue is referring too, based on the first two clues students picked out, and then after reading all of the clues and seeing the picture, students were to make a hypothesis or if... then statement. At the end, each group presented one of the five topics. Each students read or explained a clue, then explained their hypothesis and conclusion. At the end,  each one of us would explain why the conclusion was right or wrong. For this lesson, we utilized the PowerPoint in order to go over the scientific method, to model out an example, and to explain the justified answers of why the conclusion was right or wrong, or in other words, who George Washington is and what the Declaration of Independence is (as an example). To be completely honest, I thought that this lesson could have went better, but on everyone's part, not just mine. I felt that we were all kind of unprepared, but everyone handled it, contributed,  and spoke well, except for me apparently. At the end of the lesson when we were reflecting with Dr. Smironova I told my other group members that I felt that I did not get the opportunity to speak. I did not mean any harm by it nor did I say it in order to be mean. I said it because that is how I felt. Looking back at how my other group felt, I see their perspective as well. They all felt that I did not speak when I was supposed too and they all built off of what everyone said, except for me. Now that they said that, I understand. I should have contributed more in the lesson. When it came to creating it, I thought I contributed a lot, but actually teaching it, there was room for improvement. Julie, Felicia, and Jean took over while I, for lack of a better term, slacked. I did not mean to slack. I meant to contribute, I meant to speak more, but the only thing I can say is that I did not get an opportunity too, or at least that is how I felt at the time. When I meant to speak, I hesitated, and that is when the other members of my group jumped it. When it comes to students, they can smell fear. They can sense hesitation and it affects the atmosphere and the way they learn. It is crucial for students to learn and engage in a positive and confident atmosphere with confident teachers, so during this lesson, I felt that I yet again let everyone except for myself down. Friday, however, was going to be my chance to shine since I was leading the whole lesson.


   

Day 3: Cooperative Lesson 

Friday was the lesson that I was to prove to myself specifically that I can be the teacher I imagine myself to be. During the cooperative lesson, we split students up into four groups and each group was given a topic, a poster, a script, and a teacher and they were to make a poster based on their topic and perform a skit in front of the class. This lesson was so engaging that I wish other members of my class got to view it, but because it was a half day, our class was not there. I began the lesson by having students play a quick true and false game. I would say something like "George Washington became the first president after the war" and students would put their hand on their head if what I said is true or hand on their nose if it was false. Afterwards, I explained the directions and the roles of today's lesson. Up to this point, I thought I did great, although I spent longer than necessary on the introduction. I explained the roles well (actor, director, poster creator, and time manager) but I did not explain the directions well and the other members of my group helped me out in order to avoid that awkward silence. I should have added an extra slide with the directions on it, but it is okay. After that, we split students up into groups and my job was to make sure my group of students stayed on task, they each contributed to their role, and practiced their lines. Having students perform the skit was the highlight of all three lessons. Students had such a great time coming up to the front of the classroom, stand behind the curtains that Felicia so beautifully made, and perform their skit, whether it was George Washington or a skit on taxes, in front of their classmates. After all of the groups were done performing, I played a video on fireworks, a great way to end the lesson because it was Friday, it was a half day, and it related to our lesson. All in all, I thought I did a good job. I led most of the lesson, but I am glad that my group members jumped in when they saw I was struggling. As Dr. Smirnova has told me, each lesson I improve and it is important to practice standing in front of a mirror. What helped me out during this lesson is that i did practice while standing in front of a mirror, and that increased my confidence a little bit. However, there is always room for improvement and I have a long way to go.






Even though I am disappointed in myself when it comes to the way this past week went, I need to focus on the positives. That is the only way I can be a teacher. I need to learn from my mistakes and by reflecting, getting feedback, and by looking over the videos on the way I taught the lessons, I can improve. This was a great learning experience for me, and I should be proud of myself. But there will always be a part of me who wishes that I contributed more to the group, that I spoke more, that I made more decisions, that I did not let my group members take as much charge inside and outside of the classroom, that I did not stutter, that I did not let my nerves get the better of me, and the  list can go on and on. But the past is the past and the future is how I make up. Someday, not now, but in the near future I will be that teacher I imagined myself to be.

Immersed in the Fieldwork pool and now it is almost my turn to emerge

I feel like I have not updated my blog in a while, but maybe that is because so much has happened between last Wednesday and now! For one thing, two groups have already taught and next week is my my turn: lucky number three!

Let me begin with my last minute remarks about  group one. Group one consisted of Sara and Shannon, two sophomore students who have not had that much experience with education method courses yet, from my conversations with  them. However, they did a great job. Their topic was the Native Americans and they covered topics that ranged from shelters, to traditions, to what different Native American tribes were called.



As seen above, this is a picture of two Native Americans standing outside of their shelter or home. Starting from the direct lesson plan, they explained all of these concepts to the students by utilizing a PowerPoint, having students come up the smart-board and identify traditions and shelters, and even having students complete an in class independent activity to help them remember the concepts more fully. When it came to the inquiry lesson, students were separated into groups and were told that they would become "Native Americans" and work with one another in order to solve a mystery at the History of Natural museum. The directions were read by a Prezi named Erin. Words such as hypotheses was also introduced. For the  cooperative lesson plan, students worked with one another on a project on Native Americans and presented it to the front of the class to promote social skills and group processing.

Even though I already left my feedback, I just wanted to stress that it is not easy to be the first group to teach, especially two students who may not have as much experience as the rest of the class. Keeping that in mind, Shannon and Sara actually did a really good job. My overall suggestions is to make sure that they speak with enthusiasm, do not use the term guys, and make sure the materials they provide to their students are age appropriate. However, as mentioned before, they are only the first group and this is what this fieldwork experience is about. We are supposed to be making our mistakes here, so we do not make those same mistakes when we student teach or when we are out in the field during our professional career. As I look at it, teaching is learning, and we learn from our mistakes. The more mistakes we make, the more we learn, and we learn from one another, from our professors, from observing, and from experiencing.


This past week the second group presented. Their topic was on the first explorers of America, and introducing key figures of early America such as Christopher Columbus, Henry Hudson, Marco Polo, and John Smith. In addition, the settlement of Jamestown was introduced, pilgrims, Native Americans, and the first Thanksgiving. There were three people in this group: Maureen, Susan, and Kristen. They utilized technology into their three lessons such as Iphones and YouTube videos. It was obvious that they learned from the previous group on what to do and what not to do when it comes to teaching in front of students.

Next week group three presents, and I am part of that group. For the past two and a half weeks I have been hiding in the back of the classroom helping out with the other groups when I came, but otherwise not worrying about lesson planning. Now it is my chance to show not only my fellow colleagues and my professor that I can do this, but myself. I have three chances, three lessons, forty-five minute intervals to take everything I have learned and apply it in the classroom environment. To be honest, I never actually thought that this week would come, but it is here and it is a scary place to be. I have all of the normal fears that I am sure everyone else has: Will Dr. Smirnova like our lesson plans? Will the second grade students understand what I am talking about? Will we have enough time to say what we need to say? Our topic is on the American Revolution and becoming independent from Britain. Even though I know this subject matter very well, I hope I can teach it well. There are also the intrinsic fears that I have: Am I meant to be up in the front of the classroom full of students, teaching?Will this fieldwork experience tell me if I should continue with this field? How about if I am not meant to do this? Even though I have support from my friends, family, and classmates, I hope I have enough support from myself.

Pushing that aside, however, being a teacher means to focus on the positives. I am looking forward to teaching all three lessons: direct, inquiry, and cooperative. I am looking forward to seeing the second graders excited faces when it comes to learning. I am looking forward to hearing myself sound like a teacher. I am looking forward to encouraging students to try their best and to make discoveries. I am looking forward to engaging students in the social process and seeing them take everything I have taught them and creating their own projects. This is what being a teacher is all about. Sure I have fears and concerns about this upcoming week, but I am now going to allow myself to drown in those fears. This is my week to emerge from the depths of the pool, and finding my voice, finding my true teacher. I want to shine bright. I can only hope I shone bright enough.