Anchor Standard 10: Leadership and Collaboration
Intasc Anchor Standard 10: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
I spent time during my student teaching internship working with both my mentor teachers, the other 6th grade science teacher, and the Special Education teacher, teaching them Google Drive and the great ease of use for creating notes, spreadsheets, graphs, presentations, quizzes, and ease of checking on student progress if students share their class folder with the teacher. My mentor teachers provided me with constructive criticism and their tricks to improving classroom management over the years. I also was able to have materials ready for students who would miss school to complete and turn in when they returned with the guidance of my mentor teachers. They let me come up with a packet and then told me what was feasibly and what could wait to be made up until the students return. I spent time with the other 6th Grade teacher teaching and helping him learn how to teach the lesson I designed for the Seed Plant Unit and sharing my tricks to get students engaged and understanding each part of a seed plant. Some of our meetings lasted 45-50 minutes. I have been sharing all my outlines, worksheets, exit tickets, and learning tools that I utilize to ensure this teachers understanding and making sure that the other 6th grade class is getting the same instruction on the material. This show that I understand standard #10: Leadership and collaboration. I have also been asking my mentor teacher questions on how he taught a specific lesson and sharing my ideas with him to make the lesson more engaging for the students while also teaching them how to create valuable study aids and how to use memory clues to help them remember the information.
I shared with the other 6th grade teacher how I taught photosynthesis, I explained that it cannot occur with bits and pieces. I related it to making bread rise. If I just mix flour and water will my bread rise? Students replied, “No you need baking soda or yeast.” Then I said in photosynthesis if I just mix water and carbon dioxide could the plant photosynthesize. Students replied, “No you need sunlight”, then I replied but, then I would have hot sparking water. Suddenly a student piped up and said, “Oh you need the green stuff.” I replied, “Yes, you need the green stuff known as chlorophyll. Then I had the students made photosynthesis scramble cards. I said, “You need the reactants (water and carbon dioxide), the catalysts (sunlight and chlorophyll), and the products (water, oxygen, and glucose) to complete photosynthesis. Next, I explained how we watched a video that reiterated what the class had just learned about photosynthesis and that it was important to supply student with visual, audio, and readings to ensure understanding of the material. I explained how I had students put together a “How plants make food” poster and then take their own notes on a blank version of the poster. I discussed that you need to put the information in your own words, notes are about writing the information in a way that you understand and can remember. As a class we worked on putting the information into our own words. I explained we are taking the photosynthesis equation and now we are describing what part of the plant (stem, leaves, roots) is involved in that piece of photosynthesis. This is when one of the students said, “We know this, we’ve been telling you this for a week, and this isn’t so hard”. I told the other teacher I had to chuckle. I explained to the other teacher that I am a big believer in bringing the pieces of a puzzle in slowly and building up to the whole picture on these more complicated subjects. However, I also like to show students the big picture on certain topics and then breakdown into smaller pieces. I like to be versatile in how I approach each subject and topic content. I also like to include activities that show study aids and techniques. Allowing for critical thinking and team work is crucial in science class, by mixing up the activities in each class it keeps the students engaged and focused. I explained that this week was also the wrap up of the germination lab and was also when 2 separate exit tickets were taken. I gave 2 options of exit tickets to ensure each students needs were met in the class especially in the class that has 8 out of 16 with IEP’s and I shared these with the other teacher. I explained the options I provided to the student's were with or without notes, and word bank or no word bank on both the seed two exit ticket and the photosynthesis/parts of a flower exit ticket. If they chose to take either exit ticket without note that was weighted as a double exit ticket and if they used their notes it was weighted as only one exit ticket. I told him I used the exit ticket to serve as a double assessment if students choose to use their notes. It allows me to assess if they understand and can use their notes, but also how well they know the information and where to find it in their notes. Secondly, for a student who does not use their notes, it allows me to assess their recall of the information. If students use their notes, I’m using the honor system and having students write on their paper used notes, but nothing if they did not use their notes. I also walked around the room to ensure that the honor system was being met and to observe who was struggling with the exit ticket.
Finally, I explained to the other 6th grade teacher how I visually observed and assessed students by walking around the room and viewing their work on their germination lab results daily log chart. On this chart they should have sketches of the seeds changes, descriptions, notes on what a seed needs to germination, the amount of water added, the date, the location of their seeds in the classroom, and finally a full heading. I gave an A for having all items filled in correctly, a b for partial work, and a c for not following directions. This also allows me to spend time with students making sure they understand what is expected of them and getting them caught up, so that they can complete the second half of the lab correctly. Mr. Higgins and I explained that the final project incorporated technology by having them using a google doc’s presentation template to create an official lab report on their germination lab of the class results with a graph. Students would spend 6 days in the computer lab working on this lab report that will serve as a final grade weighted at 500. I also explained that for my class modeling for students was a key teaching strategy.
I told the other 6th grade science teacher that I began class differently on the last day of the germination lab. I gave student instructions and more responsibility. I wanted to see how self-motivated the students were to complete the final day of the germination lab. I set up science class goals on the white board. Goals were 1) to complete their assignment notebooks in the 1st 5 minutes of class and 2) retrieve their seeds from the self, grab a lumarod, and provide a microscope sketch of what they saw through the lumarod of their seeds. This gave student independence at the start of class and tested them to see if they could complete the tasks without additional guidance. Most of the students rose to the occasion, even those with IEP’s. I loved watching them discover the hair roots. I explained this type of learning is beneficial to student’s self-motivation. By allowing blocks of time for self-motivation it prepares students for advancing in classes and achieving success with homework assignments.
Again, I explained how modeling was important to show students how to get the class results and how to get percentages of seed germination with those class results. I told him this was a great time to have a class discussion on what student's observed and learned from this lab. I said, "I believe the consistent reviews of the topics covered in class help students remember". I have also been emphasizing mnemonics and relating information to things in their everyday lives to show how they can relate to the processes and that you need to have certain parts to function. If pieces are missing the process does not work. The other 6th grade teacher seems truly grateful that I was able to help him work through this unit, especially since this was his first year teaching in this school with this curriculum. I feel the example above support my understanding of Intasc Anchor Standard 10 a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, and t.
I was able to work with my mentor teacher Mrs. Lamdin to get a grant worth $2000 in equipment for ROV's (Remote Operated Vehicles) in a bag through the SEAPERCH organization. This program is funded through the office of Naval Research and promotes STEM education in the classroom. Students built these ROVs as part of a STEM unit and got to test the ROVs during a Field Trip to Mere Point. I ran a station during this field trip and was the on-site Marine Biologist for the day. I also participated as a speaker at 7th grade Career Day. I spoke to the students about my experiences and broad array of jobs as a Marine Scientist. I spoke to the students about Marine Biology and how the degree is broad filled with many possibilities to suit anyone's interest. I also spoke about some of my friends and what they have done with their degree. I brought pictures because I'm was not in a lab room to present, so live animals were not feasible and my connection at the aquarium had not begun collecting for the 2014 season. Overall, the combination of both these opportunities also support my understand and ability to carry out Intasc Anchor Standard 10.
I shared with the other 6th grade teacher how I taught photosynthesis, I explained that it cannot occur with bits and pieces. I related it to making bread rise. If I just mix flour and water will my bread rise? Students replied, “No you need baking soda or yeast.” Then I said in photosynthesis if I just mix water and carbon dioxide could the plant photosynthesize. Students replied, “No you need sunlight”, then I replied but, then I would have hot sparking water. Suddenly a student piped up and said, “Oh you need the green stuff.” I replied, “Yes, you need the green stuff known as chlorophyll. Then I had the students made photosynthesis scramble cards. I said, “You need the reactants (water and carbon dioxide), the catalysts (sunlight and chlorophyll), and the products (water, oxygen, and glucose) to complete photosynthesis. Next, I explained how we watched a video that reiterated what the class had just learned about photosynthesis and that it was important to supply student with visual, audio, and readings to ensure understanding of the material. I explained how I had students put together a “How plants make food” poster and then take their own notes on a blank version of the poster. I discussed that you need to put the information in your own words, notes are about writing the information in a way that you understand and can remember. As a class we worked on putting the information into our own words. I explained we are taking the photosynthesis equation and now we are describing what part of the plant (stem, leaves, roots) is involved in that piece of photosynthesis. This is when one of the students said, “We know this, we’ve been telling you this for a week, and this isn’t so hard”. I told the other teacher I had to chuckle. I explained to the other teacher that I am a big believer in bringing the pieces of a puzzle in slowly and building up to the whole picture on these more complicated subjects. However, I also like to show students the big picture on certain topics and then breakdown into smaller pieces. I like to be versatile in how I approach each subject and topic content. I also like to include activities that show study aids and techniques. Allowing for critical thinking and team work is crucial in science class, by mixing up the activities in each class it keeps the students engaged and focused. I explained that this week was also the wrap up of the germination lab and was also when 2 separate exit tickets were taken. I gave 2 options of exit tickets to ensure each students needs were met in the class especially in the class that has 8 out of 16 with IEP’s and I shared these with the other teacher. I explained the options I provided to the student's were with or without notes, and word bank or no word bank on both the seed two exit ticket and the photosynthesis/parts of a flower exit ticket. If they chose to take either exit ticket without note that was weighted as a double exit ticket and if they used their notes it was weighted as only one exit ticket. I told him I used the exit ticket to serve as a double assessment if students choose to use their notes. It allows me to assess if they understand and can use their notes, but also how well they know the information and where to find it in their notes. Secondly, for a student who does not use their notes, it allows me to assess their recall of the information. If students use their notes, I’m using the honor system and having students write on their paper used notes, but nothing if they did not use their notes. I also walked around the room to ensure that the honor system was being met and to observe who was struggling with the exit ticket.
Finally, I explained to the other 6th grade teacher how I visually observed and assessed students by walking around the room and viewing their work on their germination lab results daily log chart. On this chart they should have sketches of the seeds changes, descriptions, notes on what a seed needs to germination, the amount of water added, the date, the location of their seeds in the classroom, and finally a full heading. I gave an A for having all items filled in correctly, a b for partial work, and a c for not following directions. This also allows me to spend time with students making sure they understand what is expected of them and getting them caught up, so that they can complete the second half of the lab correctly. Mr. Higgins and I explained that the final project incorporated technology by having them using a google doc’s presentation template to create an official lab report on their germination lab of the class results with a graph. Students would spend 6 days in the computer lab working on this lab report that will serve as a final grade weighted at 500. I also explained that for my class modeling for students was a key teaching strategy.
I told the other 6th grade science teacher that I began class differently on the last day of the germination lab. I gave student instructions and more responsibility. I wanted to see how self-motivated the students were to complete the final day of the germination lab. I set up science class goals on the white board. Goals were 1) to complete their assignment notebooks in the 1st 5 minutes of class and 2) retrieve their seeds from the self, grab a lumarod, and provide a microscope sketch of what they saw through the lumarod of their seeds. This gave student independence at the start of class and tested them to see if they could complete the tasks without additional guidance. Most of the students rose to the occasion, even those with IEP’s. I loved watching them discover the hair roots. I explained this type of learning is beneficial to student’s self-motivation. By allowing blocks of time for self-motivation it prepares students for advancing in classes and achieving success with homework assignments.
Again, I explained how modeling was important to show students how to get the class results and how to get percentages of seed germination with those class results. I told him this was a great time to have a class discussion on what student's observed and learned from this lab. I said, "I believe the consistent reviews of the topics covered in class help students remember". I have also been emphasizing mnemonics and relating information to things in their everyday lives to show how they can relate to the processes and that you need to have certain parts to function. If pieces are missing the process does not work. The other 6th grade teacher seems truly grateful that I was able to help him work through this unit, especially since this was his first year teaching in this school with this curriculum. I feel the example above support my understanding of Intasc Anchor Standard 10 a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, and t.
I was able to work with my mentor teacher Mrs. Lamdin to get a grant worth $2000 in equipment for ROV's (Remote Operated Vehicles) in a bag through the SEAPERCH organization. This program is funded through the office of Naval Research and promotes STEM education in the classroom. Students built these ROVs as part of a STEM unit and got to test the ROVs during a Field Trip to Mere Point. I ran a station during this field trip and was the on-site Marine Biologist for the day. I also participated as a speaker at 7th grade Career Day. I spoke to the students about my experiences and broad array of jobs as a Marine Scientist. I spoke to the students about Marine Biology and how the degree is broad filled with many possibilities to suit anyone's interest. I also spoke about some of my friends and what they have done with their degree. I brought pictures because I'm was not in a lab room to present, so live animals were not feasible and my connection at the aquarium had not begun collecting for the 2014 season. Overall, the combination of both these opportunities also support my understand and ability to carry out Intasc Anchor Standard 10.