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Evidence #2: Weekly Reflective Journal |
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Evidence #2: Weekly Reflective Journal
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My second evidence is a weekly reflective journal done in my Level Ii Internship EDE 4942. In this reflection I talk about my experiences that week. That week, I had participated in a fifth grade team meeting in which we were discussing ways to improve science scores, and to prepare our students for FCAT. I talked about the different ideas I communicated, and also different ideas from other teachers I plan to incorporate into my instruction. I also discuss how I suggested community resources to help support the science curriculum. Attached to this reflection is also an assignment I did in EDE 4942. It is a Learning Center activity I did in science. In my reflection I talk about wanting to implement a weekly science learning center for the students, and I did. This assignment shows what I did for one week, and I also included pictures of my students engaging in the learning center.
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My second evidence meets this AP#11 in many ways. First, it shows that I attended a fifth grade team meeting at my interning school, Bear Creek Elementary. I knew the meeting was about the poor science test scores, and what can be done to improve them in time for FCAT. When I am in the class interning, I am completely in charge of science with the students. So, before the meeting, I came up with several strategies I thought could be useful, and I also communicated ideas I already used in the classroom that may help. I also learned many new ideas from the other fifth grade teachers that I plan to incorporate into my own teaching to help develop the students in science. I also came up with the idea to go to Great Explorations as a field trip because they had an exhibit of the unit we were studying. I felt using this community resource would help support student learning. I also included my learning center activity in this annotation. I felt it supplemented my ideas shown in my reflection. I talked about creating a science learning center, and I did. This evidence shows my implementation of the learning center and how it benefited my students.
This evidence is a reflection of my experiences in my Level II Internship, so yes; it was implemented in the classroom. The children benefited from the outcomes of this team meeting in many ways. First of all, it allowed all the teachers to take the time to focus on ways to help improve their students’ science scores. Then, we were given a chance to collaborate and share these ideas we developed. I gave the idea of creating a learning center about science for the students. This is something I implemented in the classroom (included in the evidence). For each week, I would come up with two activities that went along with the unit we were studying. In the particular week included in my evidence, the topic was force in motion. I created two activities for the students to do that would reinforce the ideas they learned throughout the week. This has been really beneficial to the students because it is set up for a reward for the students. They see it as a fun activity they get to do, so they are excited and motivated to complete it. This way, it is sort of a final summary of that week’s information they have learned, and it’s a great way to wrap up a unit. Each week I always include a word search or word jumble of that week’s vocabulary terms. I also have them use each word in a sentence after they have been unscrambled or found in the word search. This also is great for enrichment. They are not only remembering and using these vocabulary words, but they have to understand the meaning in order to use them in sentences. I have found doing this with them really helped improve the scores of their weekly science assessments. I also incorporated ideas I learned from the other teachers during the team meeting. For example, Mrs. Brown said she does drama and acts out ‘scenes’ during science to help her students understand. I did this with force in motion and it was a lot of fun for the students. I would run around the room like a crazy person to demonstrate motion and energy. I had students volunteers come up and assist me while I demonstrated different types of energy. Some of the students got to fly around the room and fall the ground (very gently, of course!), and it was very funny. The students had a great time, but it was also so much easier for them to understand and also explain back to me what they had just learned. This showed me that this type of teaching really helps the students comprehend. I am so glad Mrs. Brown shared this in the meeting, and I definitely will be using it more often. It’s so fun, too! I also had the idea to use a community resource, Great Explorations, in order to go along with the unit about Force in Motion. I figured, this is a large unit, something the students learn about every single day, it would be great for them to get to go on a fun field trip and get more hands-on experiences with force in motion. Fortunately, Mrs. Texel, the school principal, loved the idea and it was arranged for the whole fifth grade team to go, but unfortunately I was not able to attend that day! I cannot state directly how the students benefited from the field trip because I wasn’t there, but I can say that it was my idea to use this resource to support the students’ science unit and enrich their learning with something fun and educational.
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