Concepts
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Knowledge/ Comprehension
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Application
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Analysis
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Synthesis
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Evaluation
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Cross-country skiing was practiced thousands of years ago as a form
of transportation and continues to be popular today.
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Describe the history of cross-country skiing and how we use it today.
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Summarize how skiing has been important to different groups of
people.
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Compare how skiing was done 1000 years ago to how it is done
today.
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Hypothesize why skiing was important for people thousands of years
ago.
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Evaluate skiing as a form of transportation.
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Cross-country skiing requires specific knowledge and skills, but can
be enjoyed by people of nearly all ages and ability levels.
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Explain how people of different abilities can enjoy skiing.
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Summarize the skills you used skiing today.
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Compare how skiing might be different for someone who is very old and
someone who is very young.
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What if we started skiing with no instruction?
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Evaluate how you feel now on your skies compared with how you felt at
the beginning of class.
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Practicing outdoor recreation promotes good heath and respect for the
natural world.
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Give examples of how you were respectful towards yourself and the
environment today.
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How can you model respect outsides of eagle bluff?
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Relate spending time having fun outside to taking care of the natural
world – can one lead to the other?
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Predict what would happen if you went skiing with your family when
you get home.
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Interpret why Eagle Bluff encourages students to learn skills like
cross country skiing.
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Monday, October 17, 2011
Improving Discussions
At Eagle Bluff I continued to learn and grow as an educator. As a fellowship naturalist, I took a couple of graduate classes through Hamline University which helped focus my learning. Among other things, I greatly improved my group facilitation skills and debriefing skills for adventure education classes. For this assignment I planned questions I could ask students that would help facilitate deeper levels of conversation related to Eagle Bluff's Cross-Country Skiing class. The concepts I focused on where taken directly from the class teaching objectives.
Welcome to Eagle Bluff
Last Year: Eagle Bluff

I would like to present the 2010-2011 school year fellowship naturalists of Eagle Bluff Environmental Learning Center (I am top row, one from the right). We taught environmental science education, adventure education and living history classes to primarily 4th through 8th grade students.
Typically, we welcomed new students on Mondays and Wednesdays. One naturalist was assigned to each group as liaison, or sight host. The rest of the naturalist ran the educational programs. There will be more up-dates to follow about the different classes we taught.
The 12 naturalists lived on campus in the Nat's Wing of the dorms. Here (from left to right) Patrick, Sarina and Creal are relaxing in the kitchen of the Nat Wing.
Friday, October 7, 2011
Base Camp
Happy Fall!
I have been spending a wonderful fall in the twin cities and it has been busy. Recently, I've been teaching swimming lessons, substitute teaching and guiding at the Boy Scouts' Base Camp.
Base Camp is a wonderful place for me to be working. We work mostly with upper elementary and middle school students, however adult work groups often come to work on team building, base camp hosts award ceremonies and speakers, and of course boy scout groups come to Base Camp. I have been teaching many adventure education classes that I first learned to teach at Eagle Bluff including Rock Climbing, High Ropes Course, Archery and Team Challenges. All of these exciting classes ask students to challenge themselves, trust others and grow as individuals.
I was recently asked to create a white board to help facilitate the introduction to our Rock Climbing class. As I was creating this I directly used techniques I learned at Eagle Bluff. I focused on the key points and safety rules important to rock climbing. I included the plan for the day, both to help the instructors stay focused and to help participants understand what needs to happen before they can climb. My white board set up is going to be the new standard for what a classroom set up looks like at Base Camp.
When school groups come to Base Camp and go rock climbing guides belay while students climb and spot each other. Here I am belaying:
At Base Camp we practice challenge by choice. I tell students this means they have to challenge themselves but they get to pick what that challenge is. At the rock wall, some people are challenged by getting both feet off the floor, many go about half way up, and some make it to the top of the wall. No matter what their original goal was, I always focus on how far the students made it, how they challenged themselves and how proud of themselves they should be. Having this focus helps all students feel successful and have fun.
10:00 - 10:15 Welcome the whole group and play a game with the whole group
10:15 - 11:15 Team building (now split into smaller groups for the rest of the day and I stay with one group)
11:15 - 12:15 Rock Climbing
12:15 - 12:45 Lunch
12:45 - 1:30 Rock Climbing
1:30 - 2:15 Capture the Flag (combining two small groups)
2:15 - 3:05 Archery
3:05 - 3:15 Reflection/ Send-off
Have I sparked your interest in Base Camp? Check out the web site:
Wednesday, August 31, 2011
Letter of Introduction
My name is Anne DeCock. This summer I worked both at Scott Highlands Middle School, as a 6th grade science teacher for the Young Scholars Camp, and at Diamond Path Elementary, as a 5th grade Summer Academy Teacher. In both of these positions I worked with my respective teams of teachers, writing curriculum and lesson plans. I then got the satisfaction of teaching the lesson I helped plan.
I spent the last school year in a nine month Professional Fellowship Naturalist Program at Eagle Bluff Environmental Learning Center, where I continued to grow as a teacher. I taught environmental science education, with classes such as Stream Study where students tested water quality, and adventure education where students worked on personal and group growth. At Eagle Bluff I improved my presentation and classroom management techniques, I worked with parent chaperones in my classroom on a daily basis and I learned to teach to many different audiences. I taught first grade through adult groups, focusing primarily on 4th through 8th graders. Class sizes ranged from 12 to over 200. During my time a Eagle Bluff I began an Environmental Education Certificate through Hamline University. I intend to continue to build on this certificate over the next few years and earn a Master of Arts in Education: Natural Science and Environmental Education through Hamline.
I graduated from Northland College in the spring of 2010 with a Bachelor’s of Science in Elementary Education. My experience student teaching taught me countless, valuable lessons. The first half of my student teaching experience was in 2nd grade at Washburn Elementary. I completed the second half in 6th grade at Ashland Middle School. Shortly before student teaching, I was a member of the Wilderness Classroom’s Trans Amazon Expedition, during which I helped create – from the field in Brazil – an interactive virtual expedition for elementary and middle school students.
Enclosed, please find my resume and letters of recommendation. I would appreciate the opportunity to interview for a position at your school. I believe my background and skills would fit with your school community to help make it a strong learning environment. I also feel your school is the type of place where I would continue to learn and grow.
Thank you for your consideration of my application.
Sincerely,
Anne DeCock
I spent the last school year in a nine month Professional Fellowship Naturalist Program at Eagle Bluff Environmental Learning Center, where I continued to grow as a teacher. I taught environmental science education, with classes such as Stream Study where students tested water quality, and adventure education where students worked on personal and group growth. At Eagle Bluff I improved my presentation and classroom management techniques, I worked with parent chaperones in my classroom on a daily basis and I learned to teach to many different audiences. I taught first grade through adult groups, focusing primarily on 4th through 8th graders. Class sizes ranged from 12 to over 200. During my time a Eagle Bluff I began an Environmental Education Certificate through Hamline University. I intend to continue to build on this certificate over the next few years and earn a Master of Arts in Education: Natural Science and Environmental Education through Hamline.
I graduated from Northland College in the spring of 2010 with a Bachelor’s of Science in Elementary Education. My experience student teaching taught me countless, valuable lessons. The first half of my student teaching experience was in 2nd grade at Washburn Elementary. I completed the second half in 6th grade at Ashland Middle School. Shortly before student teaching, I was a member of the Wilderness Classroom’s Trans Amazon Expedition, during which I helped create – from the field in Brazil – an interactive virtual expedition for elementary and middle school students.
Enclosed, please find my resume and letters of recommendation. I would appreciate the opportunity to interview for a position at your school. I believe my background and skills would fit with your school community to help make it a strong learning environment. I also feel your school is the type of place where I would continue to learn and grow.
Thank you for your consideration of my application.
Sincerely,
Anne DeCock
Human Relations
My human relations experiences at Northland happened naturally, by being an active member of my school and my community. Several of my human relations experiences involved attending concerts. I attended Northland College choir concerts to support my friends who sing. At the concerts I was surprised by how many of my friends were in choir and by how many members of the community were also at the concert. Additionally, I went to an orchestra concert and a band concert, both put on by Ashland Middle School. This was a fantastic opportunity for me to connect with my 6th grade students and feel pride for their accomplishments.
Another human relations activity that I participated in was leading Outdoor Orientation trips.. Every incoming freshman at Northland College is required to go on an Outdoor Orientation (or OO) trip. This helps introduce new students to each other and the values of the school. To be a trip leader, I had to plan each of my trips the spring before the trip happened and then facilitate the trip the week before school started in the fall. Both of my trips were important learning opportunities for me as a teacher and as an outdoor professional.
One further human relations experience I participated in was completing the third stage of the Trans-Amazon Expedition with The Wilderness Classroom Organization. I paddled the Amazon River from Manaus to Belem (about 1,000 miles) with five other people. During this expedition we connected via the internet with approximately 10,000 grade school and middle school students. My daily duties included assisting with daily internet updates including: photographs, journal entries, podcasts, short movies, data collection and creating questionnaires for the students. I also presented at school assemblies in Chicago before and after the trip. This activity contributed to my awareness of human relations in numerous ways. I learned about living in a different culture. I learned about communicating with a broad group of individuals (both back home through internet updates and in our immediate surroundings), in a professional setting. I was continually considering how the Brazilians we met viewed us. I also had to work closely and effectively with the other expedition members in order to complete our goals. All of these experiences, and countless others, have helped me grow as a teacher and better understand human relations.
Another human relations activity that I participated in was leading Outdoor Orientation trips.. Every incoming freshman at Northland College is required to go on an Outdoor Orientation (or OO) trip. This helps introduce new students to each other and the values of the school. To be a trip leader, I had to plan each of my trips the spring before the trip happened and then facilitate the trip the week before school started in the fall. Both of my trips were important learning opportunities for me as a teacher and as an outdoor professional.
One further human relations experience I participated in was completing the third stage of the Trans-Amazon Expedition with The Wilderness Classroom Organization. I paddled the Amazon River from Manaus to Belem (about 1,000 miles) with five other people. During this expedition we connected via the internet with approximately 10,000 grade school and middle school students. My daily duties included assisting with daily internet updates including: photographs, journal entries, podcasts, short movies, data collection and creating questionnaires for the students. I also presented at school assemblies in Chicago before and after the trip. This activity contributed to my awareness of human relations in numerous ways. I learned about living in a different culture. I learned about communicating with a broad group of individuals (both back home through internet updates and in our immediate surroundings), in a professional setting. I was continually considering how the Brazilians we met viewed us. I also had to work closely and effectively with the other expedition members in order to complete our goals. All of these experiences, and countless others, have helped me grow as a teacher and better understand human relations.
Philosophy
My philosophy of education is an eclectic philosophy. I agree with the inquiry approach that education should focus learners on solving problems and questioning the world around them. I also agree with the constructivists' idea that learners need to engage with other people to build their own understandings of the things they are learning. Both of these philosophies hold to the idea that real world interaction is very important to learning. Finally, I believe that having a good relationship between students, teachers, and parents is crucial to students' success.
Saturday, August 6, 2011
Wisconsin Educator Standards: 1) Subject Matter
Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
I understand the main concepts and tools of inquiry of my discipline. I will use this to teach my students. I will continue to study and utilize my colleges to keep informed on the latest information in my discipline. I will create meaningful learning experiences for my students through multidisciplinary activities.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then added detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
This lesson shows my content knowledge in the area of English langue arts. It shows that I recognize the importance to students learning, of individual choice in their writing. This lesson also shows my knowledge of writing lesson plans in a standard format.
Artifact five is a collection of materials from the workshop: "Into the Book." This workshop introduced teachers to the Educational Communications Board program "Into the Book." "Into the Book" is an internet based set of tools to help students improve reading comprehension. There are nine main reading strategies this program focuses on including questioning, visualizing and inferring.
The main focus of the program "Into the Book" is to give students tools to improve their reading compression. I am trained to use this program effectively in my classroom. Reading comprehension is important across the subjects and so this program will help me facilitate learning in all aspects of my teaching.
I understand the main concepts and tools of inquiry of my discipline. I will use this to teach my students. I will continue to study and utilize my colleges to keep informed on the latest information in my discipline. I will create meaningful learning experiences for my students through multidisciplinary activities.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then added detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
This lesson shows my content knowledge in the area of English langue arts. It shows that I recognize the importance to students learning, of individual choice in their writing. This lesson also shows my knowledge of writing lesson plans in a standard format.
Artifact five is a collection of materials from the workshop: "Into the Book." This workshop introduced teachers to the Educational Communications Board program "Into the Book." "Into the Book" is an internet based set of tools to help students improve reading comprehension. There are nine main reading strategies this program focuses on including questioning, visualizing and inferring.
The main focus of the program "Into the Book" is to give students tools to improve their reading compression. I am trained to use this program effectively in my classroom. Reading comprehension is important across the subjects and so this program will help me facilitate learning in all aspects of my teaching.
Wisconsin Educator Standards: 2) Student Learning
Standard #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
I am aware of how children learn, and I understand that many things influence their learning. I appreciate that there will be diverse talents among my students and I will use my students' strengths to help them develop. I will take these things into consideration as I plan my lessons.
Artifact six is a "Multiple Intelligences Based Learning Styles Self-Test- Wilderness Ed Edition" worksheet. It was given to me to increase my awareness of the different intelligences I have. Being ware of these strengths will help me be a better teacher. I can use my strengths and work on my weaknesses. I was not surprised by my weaker intelligences (math and logic), however, I was quite surprised by a relatively high music score and an even higher score in interpersonal intelligence.
By examining the different intelligences I was able to see the need for teaching to multiple intelligences. It also helps me describe one theory associated with human learning.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
Through the WCO, I was able to help students learn and grow in numerous ways. One important tool, within the WCO web site, challenges students to consider the difficulties and issues the expedition team is facing. This is referred to as the “Daily Dilemma.” Students are asked to reflect on the situation and write to the team explaining what they would do if they were facing that problem.
I am aware of how children learn, and I understand that many things influence their learning. I appreciate that there will be diverse talents among my students and I will use my students' strengths to help them develop. I will take these things into consideration as I plan my lessons.
Artifact six is a "Multiple Intelligences Based Learning Styles Self-Test- Wilderness Ed Edition" worksheet. It was given to me to increase my awareness of the different intelligences I have. Being ware of these strengths will help me be a better teacher. I can use my strengths and work on my weaknesses. I was not surprised by my weaker intelligences (math and logic), however, I was quite surprised by a relatively high music score and an even higher score in interpersonal intelligence.
By examining the different intelligences I was able to see the need for teaching to multiple intelligences. It also helps me describe one theory associated with human learning.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
Through the WCO, I was able to help students learn and grow in numerous ways. One important tool, within the WCO web site, challenges students to consider the difficulties and issues the expedition team is facing. This is referred to as the “Daily Dilemma.” Students are asked to reflect on the situation and write to the team explaining what they would do if they were facing that problem.
Wisconsin Educator Standards: 3) Diversity
Standard #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
I understand there are different learning styles, and I will be able to create lessons to use students' strengths. My instruction will need to accommodate the needs of both developmentally challenged and gifted students. I understand, and will use a variety of techniques to help English language learners. I believe all children can be successful and I work to help them do this.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
The Wilderness Classroom focuses on giving students different media to learn through. Every day my team and I posted journal entries and photographs - good for visual learners, podcast - for audio learners, and all our information was found buy navigating our website - for kinostenic learners. All the information on the WCO web site is fun, colorful and appeals to a wide audience.
Artifact seven is several articles from "ADDitude" magazine. "ADDitude" is a magazine focused on living with, and overcoming attention deficit disorder. A major section of each issue is titled "Just for Teachers." The articles I have chosen focus on writing, math, and classroom management.
This magazine series is an example of additional resources that are available to me to support my work with diverse students. By incorporating the sorts of activities listed in the articles, I will be striving to adapt learning to students in the classroom as a whole.
I understand there are different learning styles, and I will be able to create lessons to use students' strengths. My instruction will need to accommodate the needs of both developmentally challenged and gifted students. I understand, and will use a variety of techniques to help English language learners. I believe all children can be successful and I work to help them do this.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
The Wilderness Classroom focuses on giving students different media to learn through. Every day my team and I posted journal entries and photographs - good for visual learners, podcast - for audio learners, and all our information was found buy navigating our website - for kinostenic learners. All the information on the WCO web site is fun, colorful and appeals to a wide audience.
Artifact seven is several articles from "ADDitude" magazine. "ADDitude" is a magazine focused on living with, and overcoming attention deficit disorder. A major section of each issue is titled "Just for Teachers." The articles I have chosen focus on writing, math, and classroom management.
This magazine series is an example of additional resources that are available to me to support my work with diverse students. By incorporating the sorts of activities listed in the articles, I will be striving to adapt learning to students in the classroom as a whole.
Wisconsin Educator Standards: 4) Instructional Strategies
Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
I understand the different cognitive processes and will use a variety of techniques to engage my students. I will encourage my students to actively participate in the learning process and to become critical, independent thinkers. I will adjust my instruction as a result of students' responses and progress in my class.
Artifact ten is an "Infusion Worksheet." It is designed to help teacher's articulate how environmental education, or other extension activities, fit into the required curriculum.
Many environmental education and extension activities naturally engage students to be active participants in their own learning. I recognize the importance of creating active learners and know how to utilize these types of activities in a classroom.
Artifact four is a unit plan I wrote and taught for a 6th grade social studies class. The unit was based on the textbook World: Adventures in Time and Pace, "Chapter 16: European Expansion." I focused on individual inquiry with a small research project at the beginning of the unit and on guided note taking throughout the unit.
This unit demonstrates how I vary instruction throughout a unit. Instructional strategies during this unit included a research assignment with an internet search, students reading from the text, the instructor reading from text, class discussion, worksheets and note taking.
I understand the different cognitive processes and will use a variety of techniques to engage my students. I will encourage my students to actively participate in the learning process and to become critical, independent thinkers. I will adjust my instruction as a result of students' responses and progress in my class.
Artifact ten is an "Infusion Worksheet." It is designed to help teacher's articulate how environmental education, or other extension activities, fit into the required curriculum.
Many environmental education and extension activities naturally engage students to be active participants in their own learning. I recognize the importance of creating active learners and know how to utilize these types of activities in a classroom.
Artifact four is a unit plan I wrote and taught for a 6th grade social studies class. The unit was based on the textbook World: Adventures in Time and Pace, "Chapter 16: European Expansion." I focused on individual inquiry with a small research project at the beginning of the unit and on guided note taking throughout the unit.
This unit demonstrates how I vary instruction throughout a unit. Instructional strategies during this unit included a research assignment with an internet search, students reading from the text, the instructor reading from text, class discussion, worksheets and note taking.
Wisconsin Educator Standards: 5) Learning Environment
Standard #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
I understand I will have to take responsibility for establishing a positive climate in my classroom, and in my school. I will use a wide range of strategies to develop positive relationships and cooperation in my classroom. I understand the importance of positive relationships between the students to create a safe environment for learning.
Artifact three is the certificate of completion for the teaching workshop: "Time to Teach." The Time to Teach program forces on classroom management. The main focus of this workshop was for teachers to give students explicitly clear expectations for classroom behavior to prevent problems from arising in the classroom.
Through Time to Teach, I have a wide selection of tools to help manage a classroom and motivate students. I understand the importance of creating a positive environment in my classroom, focusing on respect of students, teachers and the space we share.
Artifact seven is several articles from "ADDitude" magazine. "ADDitude" is a magazine focused on living with, and overcoming attention deficit disorder. A major section of each issue is titled "Just for Teachers." The articles I have chosen focus on writing, math, and classroom management.
The third article is titled "Problem Behavior Solved: To Keep the Peace in Your Classroom, Learn to Defuse Students' Anger." This article articulates strategies to respond to students' misbehaviors.
I understand I will have to take responsibility for establishing a positive climate in my classroom, and in my school. I will use a wide range of strategies to develop positive relationships and cooperation in my classroom. I understand the importance of positive relationships between the students to create a safe environment for learning.
Artifact three is the certificate of completion for the teaching workshop: "Time to Teach." The Time to Teach program forces on classroom management. The main focus of this workshop was for teachers to give students explicitly clear expectations for classroom behavior to prevent problems from arising in the classroom.
Through Time to Teach, I have a wide selection of tools to help manage a classroom and motivate students. I understand the importance of creating a positive environment in my classroom, focusing on respect of students, teachers and the space we share.
Artifact seven is several articles from "ADDitude" magazine. "ADDitude" is a magazine focused on living with, and overcoming attention deficit disorder. A major section of each issue is titled "Just for Teachers." The articles I have chosen focus on writing, math, and classroom management.
The third article is titled "Problem Behavior Solved: To Keep the Peace in Your Classroom, Learn to Defuse Students' Anger." This article articulates strategies to respond to students' misbehaviors.
Wisconsin Educator Standards: 6) Communication
Standard #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
I understand how cultural and gender differences can affect communication in the classroom. I recognize the importance of non-verbal communication and good listening skills. I know how to ask questions to stimulate conversations, and direct discussions in different ways.
Artifact two is a set of plans Mrs. Gaber and I wrote for a substitute teacher. We needed to write detailed substitute plans because we were both going to attend a teaching workshop. We worked together to include the schedule, planned activities, extra activities, suggestions of student who might need extra help and students who might be helpful.
There were two elements of communication in this substitute plan that needed to work for the substitute teacher and our students to have a successful day: first, Mrs. Gaber and I needed to communicate effectively to insure the plan was written thoroughly and concisely, and second the substitute had to understand our plans and be able to follow them.
Artifact one is a letter to the families of Mrs. Gaber's second grade class. It is a letter I wrote to introduce myself to the families and the students, and to explain what my role would be in their classroom. It was sent home the week before I began student teaching.
I recognize the importance of family involvement in students' learning. Good communication is a key element I focus on in order to facilitate better family involvement.
I understand how cultural and gender differences can affect communication in the classroom. I recognize the importance of non-verbal communication and good listening skills. I know how to ask questions to stimulate conversations, and direct discussions in different ways.
Artifact two is a set of plans Mrs. Gaber and I wrote for a substitute teacher. We needed to write detailed substitute plans because we were both going to attend a teaching workshop. We worked together to include the schedule, planned activities, extra activities, suggestions of student who might need extra help and students who might be helpful.
There were two elements of communication in this substitute plan that needed to work for the substitute teacher and our students to have a successful day: first, Mrs. Gaber and I needed to communicate effectively to insure the plan was written thoroughly and concisely, and second the substitute had to understand our plans and be able to follow them.
Artifact one is a letter to the families of Mrs. Gaber's second grade class. It is a letter I wrote to introduce myself to the families and the students, and to explain what my role would be in their classroom. It was sent home the week before I began student teaching.
I recognize the importance of family involvement in students' learning. Good communication is a key element I focus on in order to facilitate better family involvement.
Wisconsin Educator Standards: 7) Planning
Standard #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
I will be considerate of many things while planning instruction including- student interests, community resources, and colleague opinions and plans. I will create learning experiences that are appropriate to curriculum goals, relevant to learners, and based on principles of effective instruction.
Artifact four is a unite plan I wrote and taught for a 6th grade social studies class. The unit was based on the textbook World: Adventures in Time and Pace, "Chapter 16: European Expansion." I focused on individual inquiry with a small research project at the beginning of the unit and on guided note taking throughout the unit.
This unit plan is a long-term plan for a social studies class I taught. I began planning the unit by comparing state standards and the unit test Mr. Heglund created. After knowing what the students would need to accomplish by the end of the unit, I proceeded to plan how to help my students reach these goals.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then gave to detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
This is a lesson I taught to a 6th grade English and reading class. This is a demonstration of how I plan lessons daily and my ability to connect to students' prior learning.
I will be considerate of many things while planning instruction including- student interests, community resources, and colleague opinions and plans. I will create learning experiences that are appropriate to curriculum goals, relevant to learners, and based on principles of effective instruction.
Artifact four is a unite plan I wrote and taught for a 6th grade social studies class. The unit was based on the textbook World: Adventures in Time and Pace, "Chapter 16: European Expansion." I focused on individual inquiry with a small research project at the beginning of the unit and on guided note taking throughout the unit.
This unit plan is a long-term plan for a social studies class I taught. I began planning the unit by comparing state standards and the unit test Mr. Heglund created. After knowing what the students would need to accomplish by the end of the unit, I proceeded to plan how to help my students reach these goals.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then gave to detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
This is a lesson I taught to a 6th grade English and reading class. This is a demonstration of how I plan lessons daily and my ability to connect to students' prior learning.
Wisconsin Educator Standards 8) Assessment
Standard #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
I recognize the advantages and drawbacks of different types of students' assessments. I will use and record multiple measures of students' learning. I will modify teaching strategies based on the results of assessments. I will be able to communicate student progress.
Artifact nine is a evaluation form focusing on my teaching, filled out by my supervising instructor, Mary Skerik, as she observed me teach a lesson during student teaching. She observed me teaching a math lesson in the statistics and probability unit.
In addition to assessing my students I need to be continually evaluating my teaching. Using constructive criticism and thoughtful reflection will make me a stronger teacher.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then gave to detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
The assessment portion of this assignment asked students to participate in self-reflection. Based on students' reactions, this is not something they normally do.
I recognize the advantages and drawbacks of different types of students' assessments. I will use and record multiple measures of students' learning. I will modify teaching strategies based on the results of assessments. I will be able to communicate student progress.
Artifact nine is a evaluation form focusing on my teaching, filled out by my supervising instructor, Mary Skerik, as she observed me teach a lesson during student teaching. She observed me teaching a math lesson in the statistics and probability unit.
In addition to assessing my students I need to be continually evaluating my teaching. Using constructive criticism and thoughtful reflection will make me a stronger teacher.
Artifact twelve is a writing lesson plan. For this lesson students wrote a generalization (a skill they had been working on in reading) about a specific person they knew and then gave to detail to elaborate on the generalization. To encourage self-reflection, students were then asked to grade themselves.
The assessment portion of this assignment asked students to participate in self-reflection. Based on students' reactions, this is not something they normally do.
Wisconsin Educator Standards: 9) Professional Growth
Standard #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
I am aware of the methods of inquiry that provide me with the tools for self-assessment and problem-solving strategies. I am committed to continually developing and improving my teaching practices. I do this through self-reflection and self-assessment, seeking out professional literature, colleagues, and other resources for professional learning.
Artifact eight includes two of my certificates; one for teaching "Project WET," and "Project WILD," and one for teaching "Population Connection: Hands on Activities for People and the Planet." These are both curriculum and activity guides for environmental education.
These texts show how to incorporate environmental education and how to align this with standards, goals, and objectives. They also show how to plan teaching strategies that can linked to environmental education and standards. Because I have been trained to use these series I know how to quickly reference activities and how to show what standards they apply to.
Artifact three is the certificate of completion for the teaching workshop: "Time to Teach." The Time to Teach program forces on classroom management. The main focus of this workshop was for teachers to give students explicitly clear expectations for classroom behavior to prevent problems from arising in the classroom.
I understand the importance of always improving as a teacher. I will continue to seek out opportunities to continue to grow and improve as a teacher.
I am aware of the methods of inquiry that provide me with the tools for self-assessment and problem-solving strategies. I am committed to continually developing and improving my teaching practices. I do this through self-reflection and self-assessment, seeking out professional literature, colleagues, and other resources for professional learning.
Artifact eight includes two of my certificates; one for teaching "Project WET," and "Project WILD," and one for teaching "Population Connection: Hands on Activities for People and the Planet." These are both curriculum and activity guides for environmental education.
These texts show how to incorporate environmental education and how to align this with standards, goals, and objectives. They also show how to plan teaching strategies that can linked to environmental education and standards. Because I have been trained to use these series I know how to quickly reference activities and how to show what standards they apply to.
Artifact three is the certificate of completion for the teaching workshop: "Time to Teach." The Time to Teach program forces on classroom management. The main focus of this workshop was for teachers to give students explicitly clear expectations for classroom behavior to prevent problems from arising in the classroom.
I understand the importance of always improving as a teacher. I will continue to seek out opportunities to continue to grow and improve as a teacher.
Wisconsin Educator Standards: 10) Collaboration
Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
I understand students' right and responsibilities, and I respect their privacy. I utilize my colleges and community resources to foster student learning. I establish respectful and productive relationships with all of my students, parents and guardians.
Artifact one is a letter to the families of Mrs. Gaber's second grade class. It is a letter I wrote to introduce myself to the families and the students, and to explain what my role would be in their classroom. It was sent home the week before I began student teaching.
This letter directly fostered a positive relationship between the parents of Mrs. Gaber's class and me.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
Many relationships with good communication were needed for this to be a successful expedition. We had to communicate well among the expedition member to know who what going to work on each part of the day's update. We communicated with schools and teachers so they would know when events such as live chats and school assemblies were happening. Finally, most importantly, we had to communicate with the students following out expedition and make sure they got the best possible information from Brazil.
I understand students' right and responsibilities, and I respect their privacy. I utilize my colleges and community resources to foster student learning. I establish respectful and productive relationships with all of my students, parents and guardians.
Artifact one is a letter to the families of Mrs. Gaber's second grade class. It is a letter I wrote to introduce myself to the families and the students, and to explain what my role would be in their classroom. It was sent home the week before I began student teaching.
This letter directly fostered a positive relationship between the parents of Mrs. Gaber's class and me.
Artifact eleven is a collection of my work from "The Trans- Amazon Expedition" with the Wilderness Classroom Organization. I participated in the third stage of this expedition where, along with five other expedition members, I paddled a canoe on the Amazon River from Manaus to Belem (approximately 1,000 miles). We were in internet contact with over 10,000 elementary and middle school students along the way. We created a virtual field trip for students by posting journal entries, photographs, podcasts, interviews, short movies, and surveys and questionnaires for students. In addition to our web site, there was a curriculum, written to Illinois state standards, to help teachers incorporate the WCO into their daily classroom activities.
Many relationships with good communication were needed for this to be a successful expedition. We had to communicate well among the expedition member to know who what going to work on each part of the day's update. We communicated with schools and teachers so they would know when events such as live chats and school assemblies were happening. Finally, most importantly, we had to communicate with the students following out expedition and make sure they got the best possible information from Brazil.
Artifact 1: Letter to Families
Hello to the families of Ms. Gaber's second-grade class-
My name is Ms. Anne DeCock and I will be student teaching in Ms. Gaber's classroom during the fourth quarter. I am very excited for this opportunity and I look forward to working with your second-graders. I am a student at Northland College, working on my bachelor's of education and I will be getting minors in English language arts and outdoor education.
While I have spent a lot of time in traditional classrooms, to date, most of my experience teaching has been in non-traditional settings. I have worked at several summer camps, taught swimming lessons and I have been a naturalist with the Forest Service. These positive experiences lead me to my current path of becoming a teacher.
In my free time, I enjoy many outdoor activities including rollerblading, hiking and canoeing. I also like to knit and to read. One of my favorite picture books is "The Lorax." I have many others.
Again, thank you for this opportunity. I look forward to meeting you.
Sincerely,
Anne DeCock
My name is Ms. Anne DeCock and I will be student teaching in Ms. Gaber's classroom during the fourth quarter. I am very excited for this opportunity and I look forward to working with your second-graders. I am a student at Northland College, working on my bachelor's of education and I will be getting minors in English language arts and outdoor education.
While I have spent a lot of time in traditional classrooms, to date, most of my experience teaching has been in non-traditional settings. I have worked at several summer camps, taught swimming lessons and I have been a naturalist with the Forest Service. These positive experiences lead me to my current path of becoming a teacher.
In my free time, I enjoy many outdoor activities including rollerblading, hiking and canoeing. I also like to knit and to read. One of my favorite picture books is "The Lorax." I have many others.
Again, thank you for this opportunity. I look forward to meeting you.
Sincerely,
Anne DeCock
Friday, August 5, 2011
Artifact 4: Social Studies Unit Plan
Teacher: Anne DeCock
Dates: 4/30/10 through 5/14/2010
Title of Unit: European Expansion
Subject: Social Studies
Grade: 6
Unit Objectives:
Students will demonstrate understanding of the impact of European expansion throughout the world. Students will develop knowledge of important people, places, events and vocabulary related to this era.
Text:
World: Adventures in Time and Pace “Chapter 16: European Expansion”
Academic Standards:
Wisconsin Department of Public Instruction Standards, Social Studies, Standard B: History
Performance Standards - Grade 8
Performance Standards - Grade 8
By the end of grade eight, students will:
B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history
B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history
B.8.7 Identify significant events and people in the major eras of United States and world history
B.8.8 Identify major scientific discoveries and technological innovations and describe their social and economic effects on society
Daily Objectives and Activities:
Day 1 (Friday):
Objective: Students will gain an understanding of the vocabulary for chapter 16 by writing the vocabulary word and their definitions.
-Work day for students to look up and write down definitions for all vocabulary words for chapter 16.
-There are 5 lessons with 19 vocabulary words total.
Day 2 (Monday):
Objective: Students will each gain a deeper understanding of one important person or place through research. Students will share this research with the class throughout the unit.
-Introduce Chapter 16 “People and Places”
-As students enter the room, have them sign up for an important person or place, and get a form to guide research (see resources).
-Students should use their textbooks to answer the questions about their person or place.
-Students may choose to draw or use the internet to find a print a portrait of their person or a map of their place. (For this lesson we used the mobile computer lab where students checked out lap tops after they showed the instructor the rest of their assignment was complete. This part of the lesson could also be easily done in a standard computer lab.)
Day 3 (Tuesday):
Objective: Students will understand lesson one though reading and discussion.
-Have students order their “People and Places” assignments by the important date they selected. Post these on a bulletin board, along a time for a class reference.
-At the start of each textbook lesson, have students present the appropriate important people and places. Today’s P&P: Galileo and Newton.
-Begin reading Ch. 16 Lesson 1 with the class. Have students take turns reading. Pause for questioning throughout reading.
Day 4 (Wednesday):
Objective: Students will demonstrate understanding of Lesson 1 through completion of comprehension assignment.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Complete reading Ch. 16 Lesson 1.
-Assign “Exploring the Universe,” a comprehension worksheet (by the authors of the text).
Day 5 (Thursday):
Objective: Students will recognize the importance of note taking. They will focus their notes and demonstrate understanding of the lesson by completing the guided note taking assignment.
-Students present P&P: Prince Henry, Bartholomew Dias, Vasco da Gama, Christopher Columbus and the Strait of Magellan.
-Discuss note taking. The instructor should emphasis that the day’s assignment was created by taking notes on the lesson and then creating deleting sections of the text.
-Have students complete “Ch. 16 Lesson 2 Notes” (see resources) as instructor reads the chapter (still taking time for questioning).
Day 6 (Friday):
Objective: Students will demonstrate understanding of Lesson 3 by completing assignment.
-Students present P&P: Lima, Hispaniola, Pedro Alvarez Cabral, Hernando Cortez, Montezuma, Atahualpa and Francisco Pizarro.
-Assign the Ch. 16 Lesson 3 comprehension worksheet (prepared by Mr. Hegland).
Day 7 (Monday):
Objective: Students will demonstrate understanding of Lesson 3 though completion of assignments. Students will understand lesson 4 though reading, note taking and discussion.
-Allow work time to finish Ch. 16 Lesson 3 assignment.
-As students finish they should begin “Exploring the Americas”
-Students present P&P: The West Indies and Olaudah Equiano.
-Begin reading lesson 4 to the class. Have students take notes while reading. (Tell them any notes they take during class may be used during test.)
Day 8 (Tuesday):
Objective: Students will understand Lessons 4 and 5 though reading, note taking and discussion.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Finish reading lesson 4 to the class.
-Students present P&P: James Cook, Elizabeth Veale, Lachlan Macquarie and New South Wales.
-Begin Lesson 5. Have students take turns reading. Pause for questioning throughout reading.
Day 9 (Wednesday):
Objective: Students will demonstrate understanding of lessons 4 and 5 through completion of assignment.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Finish lesson 5. Have students take turns reading. Pause for questioning throughout reading.
-Assign the Ch. 16 Lessons 4 and 5 comprehension worksheet (prepared by Mr. Hegland).
Day 10 (Thursday):
Objective: Students will review the material of the last two weeks.
-Jeopardy Review Game (see recourses).
-As students leave class hand out Chapter Review Worksheet (prepared by Mr. Hegland). Recommend students complete it to study, but it is not required.
Day 11 (Friday):
Objective: Students will demonstrate understanding of Chapter 16 though completion of test.
-Chapter 16 test (prepared by Mr. Hegland).
Reflection:
Focusing on the assignments I created:
Day 2’s People and Places: This lesson went very well. Students were excited to be allowed to use lap tops and so were highly motivated to complete the text book research. I will do more lessons like this in the future.
Bell Ringer Questions: I used technique the day following a class period where we ended in the middle of a lesson. It was very successful. Students began work quickly and where reminded what we talked about the previous day. Sometimes I have these posted as a full assignment, sometimes they are extra credit, at times they are for discussion and sometimes they are attached to the day’s main assignment.
Day 5’s Lesson 2 Notes: I have mixed feelings about this lesson. To create the assignment, I took notes on the chapter and then deleted key information. Despite going over this process with the class many students seemed to view it like any other worksheet. Further, this proved to be a very difficult lesson to differentiate. I feel that note taking is an important skill for all 6th graders to begin to learn, however, this lesson was not well suited to students with difficulty focusing.
Day 10’s Jeopardy Review Game: This was a good review game. Students enjoyed themselves. Questions for the game were created by revising the final test questions.
Resources:
People and Places Name________________
My person/ place is ____________________________
An important date for this person/ place is ___________
This date is important because __________________________________
My person/ place is important because ___________________
|
Chapter 16 Lesson 2 Notes Name:
1) Trade spurred exploration for better (cheaper) travel routes between Europe and .
2) This search lead Europeans to .
3) The was Marco Polo’s land round from Europe to Asia (1295)
4) In addition to silk, was a popular item.
5) Prince Henry – funded a school for sailors and ,
he also helped improve the .
6) – first captain to sail around the Cape of Good Hope (1480’s).
7)The – the southernmost tip of Africa.
8) – completed the ocean trip from Africa to Asia (1490’s).
9) Christopher Columbus – “discovered” America ( ).
10) Ferdinand Magellan – traveled west towards Asia (around the
).
11) The Strait of Magellan – a narrow channel of water at the tip of
.
European Expansion Jeopardy
Science and discovery 100
This group was angered by Galileo’s heliocentric beliefs.
Who was the Catholic Church?
Science and discovery 200
He created the thermometer and telescope.
Who was Galileo Galilei?
Science and discovery 300
He discovered the theory of gravity.
Who is Issac Newton?
Science and discovery 400
He established a school for sailors and navigation. He also helped make improvements to the compass and ships.
Who was Prince Henery?
Science and discovery 500
This is why European countries were trying to find an all water route to the Indies.
What is the search for cheaper, faster trade routes?
Place 100
This is where the slaves came from.
What is Africa?
Places 200
This is what England used Australia for.
What was a prison?
Places 300
This is the southernmost tip of Africa.
What is the Cape of Good Hope?
Places 400
The Line of Demarcation separated lands claimed by these two countries.
What separated the lands claimed by Spain and Portugal?
Places 500
These three areas were part of the “Triangular Trade.”
What is Europe, Africa and the Americas?
People 100
In the triangular trade, ships sailed from West Africa to the Caribbean Islands with cargo of this.
Who were slaves?
People 200
This is the name for the Spanish conquerors.
Who were the conquistadores?
People 300
These were the original Inhabitants of Australia.
Who were the Aborigines?
People 400
This is what the Europeans brought to Australia and the Americas that killed many of the people already living there.
What are diseases?
People 500
This is why African slaves were brought to the Americas.
What happened when many Native American slaves died from European diseases?
-or- Who was brought to work on sugarcane plantations?
Explorers 100
This was the year Columbus discovered America.
When was 1492?
Explorers 200
This was the conquistador who conquered the Inca Empire.
Who was Cortes?
Explorers 300
He was a navigator who claimed the east coast of Australia.
Who was James Cook?
Explorers 400
He was the first European to sail around the Cape of Good Hope.
Who was Bartholomeu Dias?
Explorers 500
He claimed Brazil for Portugal.
Who was Pedro Alvarez Cabral?
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