June 9, 2008
On today, we began by discussing multiple intelligences and lesson plans. Dr. Montgomery was very specific in explaining
the lesson plan format. She expressed that the anticipatory set section should gain the students' interest in the lesson and
be thought provoking. I learned that during re-teaching, the teacher is to re-teach the lesson in a different manner. Also,
I learned to provide several different forms of assessments, such as e-assessments, checklists, rubrics, projects, and portfolios.
Later, we worked on our lesson plans, and played a math game.
This lesson with Dr. Montgomery helped me in several ways. From her teaching, I gained a better understanding of what
was required of me for the teacher input and anticipatory set sections of my lesson plans. Also, I learned of a variety of
ways to assess my students. Next year, I will incorporate a variety of assessments in my classroom. To evaluate this lesson,
we could be asked to formulate a rubric, portfolio, and/or checklist as a means of assessment. I will share these different
types of assessments with my colleagues and those in my district.
June 10, 2008
The day began with Dr. Montgomery explaining the differences between re-teaching and enrichment. I learned that re-teaching
should come from the data obtained from assessments and not include the teaching of new information. One the other hand, enrichment
should be an extension of the original objectives and should involve the presentation of new information.
Later, we met with Ms. Coleman and did an activity. We constructed a math game in which we wrote math problems on one
side of the manila envelop and their answers on the opposite side (scrabbled). Next to the numbers was aluminum foil. The
student would be asked to first work the problems and find the correct answer. Then, they would use the circuit tester and
place one end of it on the aluminum next to the problem and the other end on the aluminum nest to the answer. If it lights
up, the student would know that he or she chose the correct answer.
All of the lessons helped me in different ways. I got a more thorough understanding of re-teaching and enrichment from
Dr. Montgomery. With Ms. Coleman, I was able to show my creative side (which needed to be enhanced). Being a teacher requires
much creativity, and I am glad to have had the opportunity to grow more in that area.
Next year, I will show my creative side when planning for instructing and during teaching. An assessment for this lesson
could be to create a project (using several manipulatives and resources) while being as creative as possible. I will definitely
share the activity we did today with my colleagues and the district.
June 11, 2008
Today, we probed deeper in studying the three different domains from Bloom's Taxonomy. Dr. Montgomery explained the differences
among the three. The cognitive domain pertains to the mind or thinking. The affective domain reflects emotions, feelings,
or values. The psychomotor domain involves behaviors, such as speaking, writing, jumping, running, and walking. Dr. Montgomery
emphasized that all three domains should be incorporated into each of our lesson plans.
Later, we meet with Mrs. White. We got into groups and created a problem solving question. Afterwards, we posted it on
the board and critiqued the other groups' work. We were able to leave comments next to their work samples. The feedback from
our colleagues enabled us all to realize our strengths and areas where we needed improvement.
As a result of Dr. Montgomery's teachings, I now have a more in depth understanding of the cognitive, affective, and psychomotor
domains of Bloom's Taxonomy and I am more competent when incorporating them into my lesson plans. The lesson where we got
into groups and formulated word problems helped me to identify my strengths and weaknesses. I understand now that word problems
should be as clear as possible and include vocabulary terms that the students are familiar with.
Next year, I will make my lesson plans richer by including all three domains in each lesson plan in order to address the
diverse needs of my students. An assessment for the lesson we did with Dr. Montgomery would be for us to develop a lesson
plan in which we used all three domains. I will make sure to share what I learned about word problems and the three domains
of Bloom's Taxonomy with my colleagues and those in my district.
June 12, 2008
Michael Dickey from Cassio was our guest speaker for the day. He and his assistant, Tracey, presented numerous demonstrations
using Cassio calculators. The calculators ranged from small, less expensive calculators that performed minimal operations,
to larger, more expensive calculators that performed a great deal of operations. These larger calculators computed the following:
polynomials, mean, range, linear equations, exponential functions, quadratic equations, volume, matrices, linear regression,
quadratic regression, and several other computations. The presenters were extremely knowledgeable of their information, well
prepared, and made the presentation exciting.
From the Cassio presenters, I learned how to effectively use graphing calculators in the classroom. Next year, I will
go into the classroom equipped and well informed on how to use my graphing calculator and how to teach my students to use
it effectively. One assessment that could be used to evaluate this lesson would be for us to use a Cassio graphing calculator
to compute various math problems, including linear equations, matrices, and polynomials.
When I go back into the classroom, I will share what I learned about these graphing calculators with my colleagues and
those in the district. By doing so, other teachers will become more competent with the use of graphing calculators.