Since I started this blog, this page has undergone multiple revisions given my experiences in the teacher education program. I started off with some very basic goals and as I learned more, the goals changed and became more complex with every step. Holding on to my principle of lifelong learning, and given that I am just beginning my teaching practice, here are some of the goals that I am working towards achieving in the coming year:
1.) To become more proficient at differentiated instruction.
This one is probably my most difficult-to-achieve goal because of its complexity. Thus far, I have tried to pre-determine little adaptations and modifications I can make to my lessons depending on how the students are doing. For example, assigning the more advanced students with a more challenging problem or research question, and helping the more “needy” students with explanations, examples or activities like jigsaw or think-pair-share.
Going forward, I want to be able to organically involve all my students in the class while providing them with appropriate support. I would like to have different activities and strategies in place to help the visual, the auditory, as well as the kinaesthetic learners strive. I also want to make sure my ELL’s are comfortable. Some activities I have in mind include making flashcards, oral commentaries, building models, discussing a problem in pairs or groups, gallery walk of ideas, etc. I would like for my students to have a choice and I want to be able to provide them with effective options to choose from.
2.) To be able to assess student learning more effectively.
I realize how easy it is to fall into the trap of having a lot of labs, quizzes and tests as the means of assessing students, but they do not have to be the only means. Not only do kids get anxious and stressed with so many summative assessments, but they are also not the only accurate representations of their learning, if that. As teachers, we always have formative assessment strategies in place even though we do not often realize it – we ask questions, observe, and “read” the students. We get verbal as well as non-verbal feedback from our students.
One of the ideas I have going forward is that I would like to involve my students in decisions about their assessments. I would like for them to have a voice in how they are assessed, what is included in their rubrics, and how often they would prefer to be assessed. I also want to explain to them the meaning, purpose and difference between summative and formative assessments, and have them be comfortable with formative assessments. Finally, I would like to try out creative means of formative assessments besides entrance and exit slips and Q&A. I want my students to be enthusiastic and motivated enough to be a part of the assessment, and to that end – I want to be prepared and enthusiastic myself. Some ideas: role playing activities, friendly debate competition, postcards, mindmaps, etc.
3.) To become proficient at infusing technology into the classroom to transform student learning.
According to the SAMR Model developed by Dr. Puentedura, educators can use technology to either substitute, augment, modify or redefine a task or classroom activity. I find that using technology is an effective means to engage and connect with students, as well as to stay current. I found tremendous success in using Kahoot! quizzes and PhET simulations in my classrooms, not only to relay difficult concepts but also as a fun means of formative assessment. I also used my iPad to write notes or draw diagrams that were projected on to the screen. This enabled me to have a record of the “writings” on the board that we could easily refer to at a later time, I could alter it as needed in the classroom, and could “write on the board” while facing my students. Further on, I would like to try and incorporate some simulations of social media platforms, for example instant messaging to have a discussion, or “tweeting out” opinions mindfully, or “Facebook”-like status updates, etc. With efficient and effective use of technology in the classroom, I would like to ensure that my students become critical media literate and, hopefully, also minimize unwanted cell-phone use.