Beginning to use Technology in the Classroom

During the month of September I had the privilege of working with a special needs student, Molly*,  in my master teacher's fifth grade classroom. Molly has an IEP for reading and math.  She is at a 2nd grade level in math and is very self conscious about doing her math worksheets in front of her peers.  She tries to hide her work by putting it on her lap, practically underneath her desk.

After looking at all the available placement options for Molly within the district Molly's mother, along with the school staff, decided that her current placement in the 5th grade classroom was the best option at this time.

During the month of September I would take Molly to an empty table and work with her on reading the directions in her math packet (while my MT worked with the rest of the class at the carpet).  Molly is not able to do all the pages by herself because she cannot read the directions without help.  One-on-one help during the entire math period only works when two teachers are in the room.  While researching math Apps for the iTouch I came across MathToFlash, an interactive flash card game.  In just a few moments, I was able to set the features to fit Molly's math level and  show her how to adjust it if necessary.  Now Molly can practice her math facts, without any help. She feels more independent and does not try to hide her work from her peers.

Since Molly is able to work independently, I am able to observe my MT's lesson and I am free to help wherever I am needed.

I have asked Molly's para if she knows about any apps that would be beneficial for Molly.  She mentioned a computer program that compliments the curriculum used by the school.  Unfortunately, my MT has the only computer in the classroom, which is ancient, and will not load most updated technology.  Having an iTouch for Molly to use in the classroom has proved to be valuable.

I am still searching for more Apps that will scaffold Molly's learning in math and reading as well.  I am excited to share all the apps I find.  I just wish I could leave the iTouch in the classroom on the days I am not scheduled to be there. I wish this district had the funds to provide the technology that is so desperately
needed.

There are two other students who have IEP's for reading. Both of these students would benefit from working with Touches as they are both at different reading levels, and they are both not reading at their grade level. Each of these students could work independantly at their own level. A limitation may be that they may miss out on peer interaction. (*pseudonym)

Week # 1

1.  What did I learn?

I learned that it is very important to have students share their thinking with one another.  Shared thinking gives students the opportunity to share what they know (teach) to other students.  Explaining their thinking to other students will help them solidify the process in their own minds as well - they will be learning as they teach others.  Students also need to be paying attention to their classmates and be able to rephrase what they hear - which makes them accountable for their own learning.  Students need to make sure that everyone at their table understands, and can explain, the material.  They are in a sense, learning how to care for others.

2.  What do I have questions about?

What would the cons be to using co-operative games?

3.  What are the implications for classroom practice?

Providing students with the opportunity to voice their own way of thinking/strategizing puts them in control of their learning.  Knowing that they are helping to lead the discussion makes them pay closer attention to what is going on, so they are more accountable, confident, and invested in their own learning and their classmates as well.  

Literacy Blog # 1 (10.10.10)

After finishing this week's assigned readings I searched some You Tube videos and came across this one. I think this video introduces some great ideas for us to build upon. I think the ideas implemented in this classroom can be altered for upper grades as well.
 My first "real" experience helping a child learn to read was with my first born baby. I had heard that it is important to read to children from the day they are born. So, like many parents who want do right by their children- I read, and read, and read to my baby as she grew - and to her little sister too. I got to see first hand how my two children learned to become readers. It was fascinating to me how both of my girls would want to have us read the same book over, and over, and over to them. They did not lose interest in hearing the story- in fact they seemed to eat it up with a fresh appetite, as if it was their first time hearing the story. As babies they would find something new in the pictures during each time we read the books. As toddlers they would correct us if we misspoke a word or left something out.

 My youngest daughter wanted to purchase a Calvin and Hobbs comic book when she was in second grade. I did not think this was a "real" book and did not want to buy it for her. But, she was so excited by it that I decide to get it for her. Each time she chose to read it I felt myself cringe. It wasn't long before she had to ask me what certain words or phases meant. At first I thought the comic book was over her head and I thought she shouldn't be reading it. However, it wasn't long before I realized how great it was to discuss the words and phrases with her. I realized that she was comprehending way more than I gave her credit for. I realized then that reading is reading- I needed to make sure she had material that interested her - even if it didn't interest me.

 It was about this time that she also became interested in art. The more she read, the more she wanted to draw. She started to make up stories and make thought bubbles for her characters. There was a lot going on in her young mind. I have a new appreciation for the importance of getting kids hooked on literacy by meeting them where they are at - letting their interests guide the curriculum (scope and depth).

 I hope to be able to use my personal experiences to enhance my teaching. I do not want to look at any child and compare them to my own children, but I do want to remember how much patience I had to have with my children, and think about how every child is coming from a unique past; I need to meet them where they are and scaffold their learning with the child as my guide.

 I am in no way an expert, I am very excited to continue learning all I can about scaffolding emergent readers. William Teale and Elizabeth Sulzby bring to our attention that literacy learning is a complex sociopsycholinguistic activity that is to be investigated within the home, community settings, and of course, our schools (Emergent Literacy: New Perspectives). Teachers have an amazing opportunity to provide their students with materials and planning lessons and activities that will foster their development (whether it is through in depth lesson plans, picture books, newspapers, job charts, or even something as simple as making a grocery list with their students!). Choosing proper lessons and materials should not be taken lightly.

 One thing we have to watch out for when planning our lessons is hidden racism and sexism in books and other reading materials. I have been reminded from reading Rethinking Our Classrooms: Teaching for Equity and Justice, that we also have to make sure that we are not blind to our invisible knapsack and all that comes with it. The article goes on to share with us,how imperative it is that teachers check materials for stereotyping and hidden forms of bias, etc. We also need to be sure to choose materials that show people of color as strong leaders and that they are depicted appropriately. We need to watch for loaded words, that may have insulting overtones or sexist language. We need to analyze all of our materials and look at them from our students point of view, with their self image in mind. The words and images we offer our students should scaffold their self-esteem as well as their learning.