2 September 2011

1. Progress made on work sample.
I don’t believe that I have made any great progress on the work sample since last week, primarily because the black plague struck my house this weekend and I was out of commission for three days. Looking at what I have so far—I have typed two of my lessons to satisfy the recommended format and I know it will only take me a few hours to put the rest into the same format (which is great, given that lesson planning has been the an incredibly time-consuming process for me as an individual). Adaptations and modifications for the class have been added to the plans. I will be adding a literacy component, hopefully, this weekend.
Data: The amount of output from the students has not yet satisfied any of my goals, and I am withholding further judgment until the students have a day to continue what was started last week (I was not sure if I could spend a day finishing things until we met for the workshop—I had previously thought that my lesson plans all needed to be separate entities). There are some samples that meet and one or two that exceed in at least one category, but all other parts need to be “made-up” before further judgment.
Context and unit description: I need to update the unit description and the context as my original unit has since changed and the context, at the time that I wrote it, was not yet clear (mentor teacher had not selected which class she wanted me to teach, so I wrote the context using all class periods in general).
Pre- and post-assessments: the pre-assessment was a 3-question “quiz” which I will couple with the student’s pre-assessments for the 6-week unit (mentor teacher’s pre-test). My primary post-assessment will include student self-reflection and will be focused on the cumulative work, rather than using a post-test. I will be able to also use one component of the teacher-administered post-test as part of my assessment.
2. Obstacles and questions related to the work sample
I believe I already addressed my main concern regarding the work sample, and that had to do with the data analysis. I just need to work out some kind of grading system that satisfies the teacher’s guidelines and satisfies my needs (primarily, the need to let all the students experience success).
3. Practicum highlights
I experienced an entire day that I would consider a success. I did not have a heart attack and the students were mostly on task (i.e. everyone who was in the class actually wrote something down). I have been astounded by some of work that students do—for example, a student today was writing a story in which he used vocabulary well above his grade level. It was surprising because he is not one of the high performers in the class, but it turns out that all he needs is a computer (as opposed to a pen and pencil) and he will produce excellent work.
4. Practicum challenges
First, I wish I could get a laptop for the above student. Aside from that, my challenges continue to lie with the types of questions the students are being asked to answer (very confusing, even for me) and with the particular grading system. I also am beginning to see the appeal of block period scheduling, which was something that confused me when I first heard about it (no school where I grew up ever did that).
It is also a challenge for me to figure out how to meet the right . . . point of challenge (Vygotsky’s zone of proximal development??) for the students. When I make my plans, I think I am asking for simple things (draw a picture, for example) but the output of the students makes me question whether or not I was asking too much or if was just a bad day for the kids. I am starting to see, though, that the students do a bit better when there is continuity, and thus I would strive for such a thing in my next set of lesson plans.
I also wish I knew how to incorporate more technology into the students work. I would love for the students to be able to post their work to a class webpage for sharing and for making comments. I just don't believe that I have the access. I am going to ask about trying this on Monday, but the lab is usually reserved for testing :(
The other challenge is attempting to get homework and planning done all in the evening. I feel as though I am expected to be at the school all day (from the time the teachers arrive till when they leave), every day, and when I am in class, observing, I believe I am obligated (as the only other adult in the room) to help the teacher whenever I believe she needs help (no reason to leave the kids hanging, one might say). The result is that I end up attempting to do homework and re-plan between 5 p.m. and whenever I go to bed. I am looking forward to being able to clean the house in December, during our short break. I also look forward to being able to bring in some income during that short break, since I don’t want to disappoint my nieces on Christmas.
5. Questions for Jill
When I look over what is expected for the work sample, it looks deceptively simple. In fact, I have started thinking that the difficult part of it was the actual teaching itself—planning and learning to adapt plans to fit another teacher’s desires, attempting to work in an unfamiliar room, etc. Although I don’t necessarily want you to disabuse me of my delusions, I am wondering if I should be a little more concerned. I guess this is not an answer you can give to me until you see my sample, but we will cross that bridge at the end of the month, when I attend the next work sample seminar.