After reading chapter 10 you are introduced to the concept of curriculum. Curriculum is a fancy word for everything that teachers teach and students learn in schools. Curriculum is broken down into four components. The first is the explicit curriculum or the formal curriculum which is found in textbooks, curriculum guides, standards, and any other planned formal educational experiences. The second is the implicit curriculum or the hidden curriculum which is the kinds of learning children acquire from the nature and organization of the classroom and school as well as the attitudes and actions of the teachers. The third component of curriculum is the null curriculum which are the topics that are left out of the course of study. The fourth is the extracurriculum which is the learning experiences that extend beyond the core of students' formal studies.
View Curriculum, Standards, and Accountability on the Becoming a Professional DVD and respond to the questions.
How did standards influence Sue’s decision about what to teach?
What planning decisions did Sue make to help her students reach the standard?
How did Sue implement her lesson to help her students reach the standard?
Respond to the poll on a National Curriculum.
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Sue based her lesson on the standards for her state. She used the standards to design her lesson so students could meet as many of the components as possible. When planning the lesson, she came up with possible answers the students might come up with such as trying jelly beans, so she made sure to have them with her. Also rather than just having a boring graphing lesson, she made it fun and interesting by making it investigative and having the students involved. Sue implemented the lesson to where students actively were involved and naturally and instinctivly figured out what to do. She didn't have them just do a boring worksheet where students wouldn't pick up as much or as quickly as they did. She has students design as much of the process as possible, from deciding how to gather the infomration, how to graph it, and how to interpret the data. The students seemed to really learn a lot from Sue's lesson.
ReplyDeleteSue's decision about what to teach was based on the standards that the students need to learn. One of the standards must have been learning about graphs so Sue made sure to teach this to her students in an interesting way. Sue had to plan how she was going to teach this to her students by getting them involved. She decided to have them graph their favorite jelly bean so the students could taste them and do an experiment in class. She was sure to bring the jelly beans in case students did not know off the top of their head what their favorite flavor was. Of course all of the students were interested in the lesson because they got to eat candy in class and apply it to what they were learning. Sue implemented her lesson by having the students taste the jelly beans and pick their favorite kind. They had to come up with the way they thought they could document their data instead of just telling the students how they were going to do it. She then followed up the graph by asking the students questions they had to think about and having the students explain their answers to the class. The students learned a lot from this activity because they were interested and involved.
ReplyDeleteSue was teaching the children how to make and be able to understand the graphs. One of the students standards must have been to teach the children how to fully understand a graph and all of the information that it has to offer. She made the activity enjoyable for the students by giving them candy and letting them make thier own decision. She also let them figure out things for themselves. The students where a very big part of the learning environment which i feel has one of the largest impacts. Plus with her making it something enjoyable for the class these students should not have a problem with being able to recall the information that they have learned.
ReplyDeleteWhen you first hear the word standards, you may cringe. Whether it is in schools or even at other places in the working community, you feel as if you are placed under intense pressure. I sometimes thought that by having to teach every standard in the book, that students would dread coming to school everyday. However we see that Sue did base her lessons on the standards that were implemented. She took the standards and made it to where her students could reach as many standards as possible. We saw that Sue was teaching a graphing lesson and she allowed the students to enjoy the experience rather than hate it. She used jellybeans to graph and allowed the studnets to kind of engage the activity by themselves rather than talk about it for twenty minutes then give them boring assignments. I think that children learn more by doing things like this more than being bored to death and having to do a bunch of worksheets. At the end, I feel like Sue's lessons and approach to teaching really allowed the children to have a good time while learning about simple things like graphing.
ReplyDeleteThe state standard indicated that students should be able to collect, organize and analyze day in charts, so her lesson allowed students to learn a majority of the components of that standard. When Sue developed the lesson, she made sure it was fun and interactive. Rather than make the lesson monotonous through worksheets she incorporated jelly beans, and a chart posted at the front of the room. While students tasted the jelly beans the students were able to collaborate on how to solve the problem or which jelly bean they liked. Sue was also prepared for the many answers students would give. Rather than have the student work at their table and give their answers orally she encouraged them to go to the front and show how they got their answer. Doing this caused the students to work harder since they knew they would have to share their answers to the rest of the class. Also, when one girl said 14 she was able to correct herself on the spot. If she would’ve remained seated she may not have corrected herself like she did.
ReplyDeleteSue teaches based off of standards so that is how she decides what the students need to learn. She does teach the standards, but it's not what you are expecting. She teaches them as many standards as possible, but in her own unique and fun way. Sue had a lesson where she was teaching students how to make a graph using jelly beans. They would taste the jelly beans and see which ones they liked best. I think that it is good that instead of doing worksheets, they were getting a good hands on expierence. I think that students learn better when they are involved. I also think that candy would grab anyones attention.
ReplyDeleteThe standards for second grade math require that the students can generate, collect, organize and analyze data using simple graphs and charts. Sue’s decision on what to teach was influenced by these standards because she has to come up with a lesson plan that will teach these standards to the students in a way that they can understand it. These standards to not require Sue to use a certain example or way of teaching the students, it just requires her to teach the students so that this is what they will learn at the end of the lesson.
ReplyDeleteSue had to plan a lesson that met the standards for her second grade math class. Sue had to figure out how she wanted to teach the students, and what was the best teaching method to use so that the students fully understood how to generate, collect, organize and analyze data using graphs. Sue could either simply explain data to them and show them a graph or she could have the students do a hands-on activity.
Sue implemented her lesson to the students by making the activity interesting to them. This is a second grade class and she needed to pick something that would interest the students. She chose to use jelly beans. Jelly beans are a great example for this activity plus the children can easily decide which jelly bean they like. Also, the students would be very willing to participate in the activity if it included eating jelly beans, as opposed to looking at different cars. Sue’s lesson included getting the students thinking and for them to provide answers on how to analyze the data not for Sue to just tell them the answer. She asked the students different questions on how to organize and analyze the data by using the graph she had provided. The students were able to look at the organized graph and come up on their own with different ways to analyze the data they had collected.
Sue's initial approach to what her lesson should include, involved looking at the standards for her grade level. Knowing that she needed to teach her students about analyzing data and charts, she designed a lesson plan that she felt would accurately meet this standard and also keep the students interested. Sue seemed to have everything very well planned out. She anticipated questions, comments, and even suggestions. She brought in jelly beans for the students to be able to try so that every child was able to participate to reach their standard. Sue also kept all of the students focused by including them at least one time in the lesson. Sue created a large bar graph in which the students attached their vote for their favorite flavor jelly bean. Then students were able to analyze the data that they had collected. She also allowed them to decide what the chart showed them, such as how many more people liked one jelly bean compared to another. This helped students to meet their standard for collecting and analyzing data using charts.
ReplyDeleteSue based what she taught on the standards for the state she is in. In this lesson she taught the children every aspect of a bar graph from how to collect the data to how to read it. Her lesson plan was very well thought out and you could tell that she had anticipated what some of the children’s answers may be. When the one child said that some children may have never tastes a jelly bean and that they would need to taste them, Sue passes out the jelly beans to every student. In this lesson the children were not only learning but they were having fun while they were learning. That could have been one of the most important things about this lesson is that they weren’t doing book work or a worksheet and they were still learning.
ReplyDeleteStandards influenced the content of Sue's lesson as a whole. She knew that her students needed to know how to collect, present, and analyze data so she designed a fun and interesting lesson around that data. Some planning decisions she had to make include coming up with a fun, interesting idea that in which the children could have an understanding for the material in a relatively short amount of time, designing a lesson in which all students were able to participate and learn from, and finally preparing the graph, and jelly bean samples ahead of time. Sue implemented the standards into her lesson by not only having the students taste jelly beans and talk about their favorites, but did it in a way that there were to analyze opinions as data and record that data, then be able to set up problems to get information about that data.
ReplyDeleteSue used the state standards to conduct her lessons. She tried her hardest to incorporate as many standards as possible into her lessons. The standards were the one thing she made sure she got into her lesson. When planning the lesson, she came up with possible answers the students might come up with such as trying jelly beans. Rather than just having a boring graphing lesson, she made it fun by making them think and having the students be involved. She didn't have them just do a boring worksheet. Sue implemented the lesson to where students actively were involved. She carefully set up a standard lesson plan. It seemed to go over very well with the kids and they had fun with it too.
ReplyDeleteSue’s decision on what to teach her students was based on the state standards that the students needed to learn. One of the lessons that Sue needed to introduce to her class was about graphing. Sue wanted her students to be interactive in this lesson while learning. The activity was enjoyable and fun for the students! The students were given the chance to graph their favorite jelly bean. The students loved this because they were able to eat some of the jelly beans and they were learning and having fun all at the same time. The learners tasted the jelly beans and then decided which one was their favorite. Sue’s students had the chance to decide how they would document the data that they gather, Sue didn’t tell them what to do they, had to make choices for themselves.
ReplyDeleteState Standards were Sue's guidelines on what she decided to teach and how. When created her lesson for her math class, she wanted to make it interesting for her students, so she decided to do graphs with jelly beans. This way they could interact with one another with the taste of jelly beans. This was a great alternative to boring old text assignments and worksheets. The students figured out most things hands on and on their own. This tactic made reaching the standards interesting and well rounded.
ReplyDeleteSue used State Standarad fopr teaching her students. She wanted to make her math lesson fun for her class so she used a graphing activity that was fun and interesting for her class. The students made a graph of their favorite jelly beans. This was fun for them because they got to enjoy the jelly beans and eat them. They were able to taste them to see which one was their favorite. The students were given the opportunity to decide how they wanted to graph their data, Sue didn't tell them how or what to do, they were able to make their own decision.
ReplyDeleteThe standards for second grade math include students to be able to generate, collect, organize, and analyze data using simple graphs and charts. It's very easy to throw a graph in front of a student and read what it is. Will the student ever really understand a graph after that? I wouldn't think so.
ReplyDeleteSue's approach to this standard was to come up with a more creative approach that would make the students want to get involved and learn. Instead of just reading off a graph, she decided to impleament jelly beans into this lesson. The students were became more involved in this lesson. They were able to make their own decisions and establish different ways of analyzing the graph.
The standards in Sues state for second grade math were for students to be able to be able to read, use, and understand charts and graphs. This created a basis for her to plan her lesson around the given expectations of the outcome of her plan. Instead of simply lecturing and giving information, Sue came up with creative ways to physically involve her students in the process. I have always said that you can use a million words to try to get your point acrossed and still not succeed. Then when you find the one right word or analogy everything makes sense. This is what Sue was doing by coming up with interactive lesson plans. She was creating animated ways for her students to interpret and process the information. She implemented her lesson by being sure to adhere the standards expected by the state when she planned her course of study. When an activity ingrains information into your mind it becomes a much more pwerful tool for a student because it is that more readily available to their cognitive awarness and full understanding of its premis.
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