My actions were very effective in helping me meet my goals. I find myself reflecting more and making daily reflecting notes instead of waiting to the end of the week. Though I am still doing a overall weekly reflection. My students are really starting to get into the weekly problem/ question. I find that I can give them more of control over the project and I find myself stepping back more and more.
What What I have learned so far that I can apply in my instructional practice is that student are capable of doing so much more then we tend to give them credit for. I think that the hardest part is on our end. It is easy to get frustrated and angry at the students or the lesson when it does not go as plan especially when it deals with technology and teaching them new technology skills and high level of thinking, but the key is to get through it and it does become easier for both us and the students and then it is amazing at what starts to happen. So I think that the important thing is not to just give up, but to stick it out to the end.
I still have to learn to allow the students to made mistake and learn from them without interfering. At times it is easier for me to deal with the problem and fix it then it is to let the students figure out that they made a mistake and how to fix it. The students will learn ten times as much if they catch the mistake themselves and figure out not only how to fix but also the solution. The new question have arisen is How do you encourage a low student to take more control of their own learning during these problem based learning projects, but also not let themselves get so discourage that they stop attempting anything at all? I work with kinder though 2nd graders
I plan on adjusting my plan to fit my current needs by allowing one student to act like the teacher during our class problem/question of the week. This way I can still be very supportive during the process, but at the same time letting the students take ownership of it and feeling more confident about doing their own problem/question of the week by the end of the year.
Ashley-
ReplyDeleteWhen becoming a teacher we were taught to stand up in front of the class and teach the students. Times have changed and you are right it is hard to step back and let the students not only take the lead but figure out their own mistakes. It is like we are programmed to just do or show them how to do but students do learn better and retain the information when they figure out their own mistakes. To me this is going to take steps and a lot of reminders on my part to take a step back. This year I have asked me kids to remind me and it seems to be working. They love the fact that they getting to take control of their life while it reminds them that I am human just as they are and I too make mistakes.
You do pose a challenge when it comes to lower students. I work with multiple disabled students and at times it can be a struggle to get them to complete a task on their own, none the less figure out their own mistakes. The only advice I can give you is to make sure the assignment matches their ability level. If that means you modify the assignment then you do that if it means you work with them to get them started then you do that. You figure out each student’s needs and reasons why they are disengaged and try and work from that angle. For me I have noticed a lot of my student’s lack the confidence needed to complete a PBL assignment but once you build their confidence the next assignment comes a lot easier to them. Good luck with your challenge it will probably take baby steps but you will be able to get those students engaged and more independent.