How will I continually reflect and monitor teacher efficacy?

Honestly, I think the best way that I can continually reflect and monitor teacher efficacy would be by doing what I was asked to do for this assignment. Although it's makes me nervous to think about video taping myself, I have to admit I really did learn a lot from this experience. Regardless of anything else, I also saw the growth that I have made from my beginning practicum lessons to now. I know that I didn't do everything that I would have liked to do or say in my video, but I really was happy with how it went. However, I also think that by reflecting about my SATIC pattern and what I did vs. what I would want to do different next time I learned even more about myself as a teacher. In some senses, I do think this experience was a confidence booster for me because it helped me realize that I am capable of doing the things that a good teacher does and that with time and practice I can help myself get there. Therefore, the best way to help myself reflect and monitor teacher efficacy would be to continue video taping my teaching experiences and watch them back to actually help myself realize what I am doing well and what things I can improve on. By reflecting on my teaching through video analysis, I can also monitor my teacher efficacy in order to ensure that I am promoting student learning in my classroom. In the end, it's always crucial to reflect on your teaching to ensure that you are using best practices and giving your students the best opportunities to succeed in your classroom. There is always room for improvement.

Using Technology to Promote Goals

One way that I would use technology to promote students goals would be using technology to reinforce a concept I already taught. Therefore, technology could be incorporated into the classroom and be used to help students apply the knowledge they have gained to a different situation. This would help the students develop a robust understanding of the content. This could also give students an opportunity to take risks and learn from their experiences because using technology may be a new concept for them. If technology is used in a beneficial way, it also helps ensure students are active participants in the learning process. The students must first acquire knowledge from the lesson, but can also use what they learned in order to engage and understand the concept at a deeper level. By introducing students to technology and showing them how they can use technology in a way that will help them learn, you can also promote the goal of the students being lifelong learners. They could continue using technology throughout their education and use what they learn in the classroom to learn using technology at home. Depending on how you use technology you can show the students that science is collaborative. This relates with our student goal of working collaboratively using strong communication skills, but also reinforces one concept of the NOS. It is very easy to use technology across multiple content areas. For example a computer game where students are reading/answering science questions. This would incorporate both science and literacy skills and help promote the goal of having knowledge across content areas. Using technology in science can also help students see that science doesn't only take place in a lab, alone, and following a step by step method. When technology is used in a purposeful way that enhances concepts that have already been taught, it can promote many of our student goals.

Technology Standard

The other standard that I created for myself was to better understand how to incorporate technology into my science lessons. In my opinion, using technology in a science lesson would be similar to how you would use technology in lessons across all of the content areas. The most important thing to remember is that just because a lesson incorporates technology doesn't necessarily make the lesson more beneficial for the students. When using technology during teaching, it's crucial that you always have a purpose. If the technology isn't enhancing the student's learning in some way, do not use it. One way that I see technology being very useful in a science lesson could be when trying to represent a concept more concretely. As we have discussed in class, it's most beneficial to have a concrete representation of something that students can explore in a hands on manner. However, for some topics (an example could be a lesson about planets) it is more difficult to bring in something that concretely represents these objects. Therefore, I think this would be a time where a lesson could benefit from the use of technology. In order to give the students a better understanding of the planets, you could use a video to show the students information specific to this topic. This would also help keep the lesson developmentally appropriate if you were doing this with younger students. The use of technology in the classroom should also correlate to your goals for students. You need to understand what the needs of the students are and how you can use technology in a meaningful way in order to make decisions to inform your teaching. If the technology will not help the students learn, then don't include it in your lesson. The technology cannot replace the teacher. Therefore, it's crucial to ensure that the technology furthers the students understanding, but the teacher should also be using effective science teaching strategies to support the students in other ways.

Assessment Standard

Instead of editing my article, I am going to write a blog posts that talks about how I used my formative assessment to inform the next part of my lesson. My lesson was on solids, but was the beginning lesson on a unit about solids and liquids. Therefore, my formative assessment assessed the student’s knowledge about both of these topics. I asked the students to give me an example of a solid and a liquid and to explain why they drew a specific object for a solid or a liquid. To keep my formative assessment developmentally appropriate, I allowed the students to draw and write in hopes that they could at least complete one of those tasks. It was pretty clear very early on that a majority of the students in the classroom didn't have much knowledge about these two words. Even though I wouldn't have done this in my own classroom, my practicum teacher wanted me to give the students an example of both a solid and a liquid. The reason I wouldn't do this in my own classroom is because most of the students used both of those examples as the objects they drew so I didn't feel that this was a true assessment of what they knew. To explain their thinking about why they drew the object they drew for a solid and a liquid, most students wrote "because it is solid" or vice versa. This statement is true, but it didn't really get at their thinking behind this idea. This would be a good time for a follow up question such as: "How do you know that object is a solid?"

Even though my formative assessment may not have yielded the results I was hoping for, it still helped me inform my teaching. The formative assessment made me realize that these particular first grade students had limited knowledge about solids and liquids. Therefore, for my solids lesson I knew that I would have to start off as concrete as possible and give the students opportunities to explore solids in order for them to be able to make connections with what I was hoping to teach them. This would also help ensure my students were actively mentally engaged during the lesson. I chose to use the learning cycle as the framework for my lesson because I thought it fit well and would help incorporate aspects of the NOS into my lesson. Some reasons why I thought it fit with the NOS are because it was observational, it showed that science doesn't follow a step by step method, explicit/reflective, question driven, and it allowed the students to be creative and collaborative. I also knew that my lesson would need to incorporate open ended questions in order to get the students to reflect on their thinking. In order to do this, I included scaffolding and prompts to help guide the students in the desired direction. My lesson also incorporated small group and whole group discussion. This helped the student hear their peer’s ideas and helped me identify students schemas. I feel that by planning the lesson in this way, I was able to focus the lesson more on the student’s ideas and how I could best help learn the content.