EDPC 605 Keystone Assignment

Keystone Assignment 605
Lesson plan
https://www.dropbox.com/s/kj7zrm5n5o8dppc/605%20Keystone%20Lesson%20Plan.docx?dl=0

Rubric
https://www.dropbox.com/s/qu81cecba0vq9e5/rubric%20for%20Key%20Stone%20lesson%20plan%20605.docx?dl=0

Lesson implementation report
https://www.dropbox.com/s/m9j5gifh7jyr7vp/Implementation_Report.docx?dl=0

UbD with technology refelction
https://www.dropbox.com/s/mrekiyqujmbte6v/Ubd%20with%20technology.docx?dl=0

EDPC 603 Philosophy of Education

Philosophy of Education new  version:

https://www.dropbox.com/s/ribrutbjvo6gs3x/Education%20philosohy.docx?dl=0

EDPC 605 week 11

Social Studies using google earth
https://docs.google.com/document/d/167ggQdo5KZE4m70JZjt6Jibx_2FVNA1ckOkSn9DVXZw/edit?usp=sharing

605 lesson plan

Lesson plan 1 math
https://docs.google.com/a/nyit.edu/document/d/1g-gUTKskgEgVdvQf3mevk7DhCQ1607U5U4r74Ma4Duo/edit?usp=sharing

Lesson plan 2 reading
https://docs.google.com/document/d/1iuCwuwOPn8oAnbeRx1BTqIcVqIPDrA0VGIMUrNeLl5Q/edit?usp=sharing

Lesson 3 writing and science
https://docs.google.com/a/nyit.edu/document/d/1L2u4HsXYczuo7X-0TOKlAVUpuCDK00bZ6ABykkFEztM/edit?usp=sharing

Lesson 4
https://docs.google.com/document/d/1qjSwxmNOn4wJpvmUV6MGFXxP1NQSJOG7sArNi8lmISg/edit?usp=sharing

Lesson 5 fluent reading
https://docs.google.com/document/d/17YobTdKlQcIN3Aym8mHNxWWYbnUMediJzyvC-8YVqsE/edit?usp=sharing

EDPC 605 7.2

Link to my lesson plan:
https://docs.google.com/document/d/1_q7VcANGgFrw1zV96XVVpVrr9JE1nbOQ6h5FObFQtP8/edit?usp=sharing

EDPC 605 6.2

https://www.dropbox.com/s/uesrx1ww4unyswq/edpc%20605%206.2%20lesson%20plan.docx?dl=0

EDPC 603 6.2

Hopefully this will work:
https://www.dropbox.com/s/bqlgbml5ac7wy2d/EDPC%20605%206.2.docx?dl=0

EDPC 605

Backward design stage 3

http://screencast.com/t/ldlgm8R6m6o

EDPC 603

Chana Haller

EDPC 603

Bullying

I chose Zach’s story because it illustrates how prevention and intervention, when used, can save a life.

Zach’s story is about how he got bullied throughout Junior High because he had juvenile arthritis and walked differently than his contemporaries. No one was concerned about it, as he was able to create a great façade. He never reacted to the taunts he received and even after crying through his public address at an arthritis fundraiser, the severity of his struggles was not recognized or addressed.

Only after he threatened to take his own life, did his parents find the need to take action. They used several different resources to help their son. They sought counseling for him and found him a new circle of friends to build up his self-confidence and desire to live.

Zach was lucky to get help before it was too late. Bullying is a problem throughout the entire world.

 Are we able to stop it?

The first question we need to answer is: “ what is bullying?” Bullying is being intentionally mean. There are many ways to be bullied, for example: social exclusion, physical aggression, taking possessions away, verbal abuse, and in today’s generation we also have cyber bullying – bullying through the social media devices. (American Psycholgical Association, 2015)

In all social circles people will create a hierarchy amongst themselves. Children will too. The born leaders will take charge and the others will follow. This works in all social settings and can be successful when we treat everyone with respect.

Youthoria.org explores why children bully:

Children may bully because they are being bullied, feel bad about themselves and want others to feel that way too. They could be having family problems, may not have any friends, or need to have some power and will feel power through bullying. They often do not realize how hurtful they are, and have the need to take their anger out on someone else.

In a school system there are many ways that bullying can be lessened. The children will reflect on the atmosphere of the school environment, school policies and teacher involvement.

When children feel that the school body cares for each one of them then there will be less signs of bullying. If the students know that they are supervised at all times and will be caught, that will also cause them to think twice before hurting another person. Sandra Graham from UCLA tells teachers that whenever you are a witness to a student getting bullied, you must intervene. Most often bullying takes place where there is not much supervision. Be wary of these places and ensure that there are always ‘watchful eyes’. If you see bullying use it as a teachable moment for all to learn. If the problem is not stopping or is bigger than you can handle on your own, seek outside help.  Make sure you are an example to your students in the way you act. She reminds teachers never to ignore bullying or rely on the “No bullying policy” in the school to take care of it. A teacher also needs to be clued in to why the bully is acting the way he is and address the situation correctly.

The Bullying Prevention Institute gives ideas on how to create a school policy and a safe environment:

Develop bullying rules and post them, and treat everyone with respect and kindness. Show an interest in your students, teachers are responsible for keeping a safe environment. Students that show inclusive behavior should be rewarded, action must be taken when bullying is noticed. Parents must be listened to when they report bullying, and information on bullying should be readily available. A student who is bullied needs to have a safety plan.

Parents and teacher should be aware of bullying signs. The organization Violence Prevention Works publicizes the warning signs. Some of them are: complaints of physical ailments, walking in a roundabout way to school,  clothing or possessions which are ruined or missing. Does your child seem anxious or have low self-esteem, have trouble sleeping? Has your child had a decline in grades or finds school work boring? Does he/she avoid social activities? Is anything different for no explained reason?  

Bullying can lead to dangerous consequences. The culprit and the victim need professional help.

The culprit is usually suffering, and if he/she is not helped it can lead to alcohol and or drug abuse, he/ she can become abusive to his/her partners, spouses and children. They may engage in sexual activity at a young age or become a criminal.

Children who bullied may continue to be depressed well into adulthood, they may do poorly in school or not complete school at all. As a result, it may be hard for them to find a good job. In the 1990s, in 12 out of 15 cases of school shootings, the gunners were being bullied. (Stop Bullying, n.d.)

Children are being bullied every 7 seconds! Let us make a difference in our schools to stop it now!

Resources:

American Psychological Association

Retrieved from www.apa.org

Bullying Prevention Institute

Retrieved from:  www.bullyingpreventioninstitute.org 

Youthoria retrieved from:

http://youthoria.org/home/life/1235645546.794/1239707670.182/

 Graham S. UCLA retrieved from:

http://www.apa.org/education/k12/bullying.aspx

Stopbullying.gov retrieved from:

http://www.stopbullying.gov/at-risk/effects/

Violation Protection Works

Retrieved from: http://www.violencepreventionworks.org/public/bullying_warning_signs.page

Abby’s story retrieved from:

 https://www.youtube.com/watch?v=2YGjz5SV_Qk

EDPC 603

Chana Haller

February, 2015

Waiting for Superman

Critical Reflection

“You wake up every morning and you know that kids are getting a crappy education” Michelle Rhee chancellor of D.C. public schools.

The video, “Waiting for Superman” describes the trials and tribulations of children and parents wanting to get an education that the public school is not able to give them.

We need to ask ourselves: “What is the purpose of education and why is it so important that children get a good education?”

“Education is the most powerful weapon which you can use to change the world” – Nelson Mandela.

Education happens in the foundational years of a human being. When it is used as a positive tool it will not only affect the student during the time he/ she is in school but will create a lasting impression. When good education is a foremost priority amongst all school infrastructure, this can have a powerful effect on the entire country.  

The first most important factor in having a good education is having good teachers. Keith Dewar explored what makes a good teacher on a University level, however this is applicable to all levels of education. Initially he cites 400 studies which came up with no conclusive or pat answer. He then goes on to list several characteristics which make a teacher successful.

Getting to know students and their backgrounds, spending time with them outside of school hours and school grounds. Being accessible to students and responding in a timely manner to their questions and requests for help. Tuning in to the students’ interests and acting like an entertainer in the classroom; stage presence, humor, self-confidence and reading their audience are crucial components.

“Waiting for Superman” fails to focus on the reality of the typical Inner City parent: lack of a functional home life and basic necessities, parental supervision and involvement, and day to day consistency with homework etc. The average Inner City parent is just focused on basic survival and is not able to be a support system for their child.

Another aspect of Education which the movie fails to address is the atmosphere and environment in which some of these “bad teachers” are operating. When the principal is not supportive and there is not an effective discipline system, many classrooms have a small percentage of disruptive students who negatively impact the learning of others.

The film also “forgot” to mention that “Harlem’s Children Zone” run by Geoffrey Canada receives over one hundred million dollars in funding from private resources. With this financial backing he is able to address the broader social welfare issues. Ironically, in the movie they claim that Public Schools don’t require more funding, just better teachers!

Davis Guggenheim uses Finland as an exemplar of good educational results. However some important information was left out: Finland has a population of Five million people, and a very effective social welfare infrastructure for children and their families. “The Myth of Charter Schools by Diane Ravitch” The New York Review of Books points to the fact that Davis Guggenheim generalizes that public schools are bad and charter schools are the solution.  Statistics prove that only one in five charter schools achieve good test scores. In addition, test scores from NAEP are based on high performance levels and what they label as below proficient is still grade level. The movie’s claim that 70% of students are below grade level is therefore inaccurate.

Albert Shenker’s goal when he founded charter schools was to cater to the neediest children. However, many charter schools now have leadership that is incompetent and whose main goal is financial profit.

Another aspect of the broken system which the movie does not highlight is the trauma and public shame that children and parents sit through during the lotteries. Gail Collins from the New York Times asks: “Why not send a letter in the mail to communicate the results of the lottery?” Children and parents are being used as pawns in the fight for public opinion.

 On the other hand, the movie also brings out some very important points.

We cannot sustain an economy based on innovation unless we have citizens well educated in science and engineering. If we fail at this, we will not be able to compete in the global economy. Schools are operating today the same way they did fifty years ago.

“When you see a great teacher, you are seeing a work of art” Geoffrey Canada.

Evaluating and rewarding teachers based on actual classroom performance would create a culture of accountability amongst educators in the public school system.

In September 2014 there were 49.8 million children enrolled in public school (U.S Department of Education, 2015) and some of them ‘failure factories’. 

In “Pedagogical authority and pedagogical love- connected or incompatible?” Kaarina Määttä and Satu Uusiautti of the University of Lapland, Finland state: “The vulnerability of the child calls for a loving attitude from the educator, focusing on the student’s physical security and their social, emotional, and educational wellbeing.”

In conclusion, “Waiting for Superman” is addressing some very crucial aspects of our failing school system, hoping to achieve change by informing the public. However too much vital information is left out, creating an incomplete account.

Dewar, K. (2002). Journal of History, Leisure, Sport, and Tourism Education. Retrieved from http://www.hist.academy.ac.uk/johste

Dutro, E. (2011, January). Retrieved from http://www.nepc.colorado.edu/thinktank/review-waiting-superman.

Määttä, K. and Uusiautti, S. (2012). International Journal of Whole Schooling Vol 8(1). Pedagogical authority and pedagogical love- connected or incompatible?

Morrison, S. and Sams, B. (2011, February). High School Journal.

 Ravitch, D. (2010, November 11).  The myth of charter schools.  The New York Review of Books.  Retrieved from http://www.nybooks.com/articles/archives/2010/nov/11/myth-charter-schools/

Inmatom@yahoo.com. (2010, October). http://www.imbd.com/title/tt1566648/reviews

EDPC 605

Backward Design

http://screencast.com/t/Lhdp4eYXD

Backward Design week 4

EDPC 605

Week 4.1

Creating a curriculum or lesson plan begins by identifying the desired results.

In order to accomplish this task, one needs to have a clear established goal. This can be achieved by, asking yourself thought provoking questions such as, “What skill and understanding would I like the student to gain from this unit/lesson?”

Essential questions are founded on the established goals and phrased to elicit the students’ inquisitive thinking.

Breaking down the established goal into individual understandings help us determine what we want the students to understand.

Knowledge and skills are long term desired results. They are based on the student understandings which in turn are guiding the students throughout the unit. The teacher will determine them by reflecting and expanding on the established goal.

EDPC 605

Backward design 

Stage 1

https://www.dropbox.com/s/bpqx6st3lhilsz4/stage%201%20backward%20design.docx?dl=0

EDPC 603

This is the link to my power point video
Howard Gardner
http://screencast.com/t/wC31XML48OU3

EDPC 605

EDPC 605

Backward Design

Backward design is a method of planning for a teacher. The most important step is for the teacher to have a clear understanding of the goal that he/she wants the students to reach. The goal should be skilled based and not primarily content based. Each teacher has to be in tune to each and every student’s interests, strengths and weaknesses. It’s the teacher’s responsibility to find a way that the material is relevant and attention-grabbing for the student. Once the student is motivated, the learning can take place in a meaningful and engaging manner.

The way I accomplish this in my classroom is by basing my lesson plan on goals which I establish through classroom and individual student observations and assessments.

EPDC 603 My philosophy

Chana Haller

My philosophy of Education

I believe that education is not only about today and tomorrow but living life is an education. My goal is to be able to instill in my students a love for learning and encourage them to benefit from everything that they see and experience. Every student can and will succeed when given the tools they need. I aspire to reach every child through their specific intelligence and by tapping in to that child’s strengths. When planning my teaching curriculum I will integrate all the different learning styles through activities, hands on learning experiences and team building exercises.

A teacher must be a role model of the conduct he/she expects of his/her students. An example of this can be the respect with which I treat each and every one of my students. This in turn motivates students to treat themselves, their peers and all those with whom they come in contact, in a respectful way. My teaching style is student centered, developing lifelong learning abilities and focusing on building social emotional and interpersonal skills. Reading, math, science and social studies are learned in small groups where students can benefit from each other’s observations and insights.

My lesson plans are based on results of student assessment, enabling me to cater my learning objectives to the needs of each and every individual child. The assessment is based on classroom observations and student data. Using an assessment tool developed by professionals in the field of elementary school education, ensures that I do not allow a student to fall behind in reaching their full potential and accomplishing their goals. As a classroom teacher I will direct my students to tap in to their own resources, and begin to discover their individuality. My motto is “you will only succeed if you are willing to try”, empowering my students with a can-do attitude, and the ability to learn from their mistakes.

Professional development and continuing education are crucial tools that I consistently use in order to advance my own knowledge of child development and best practice in the education of elementary school children. Keeping current on new and improved teaching methods, based on emerging research, allows me to achieve the goals which I set for myself as well as my students. Technological advances and cutting edge tools enhance the children’s learning experience. Visual aids and interactive collaboration motivate students to pursue personal interests and acquire new skills.

A classroom is naturally made up of students with differing backgrounds and abilities. Inclusion and integration organically teach children respect and consideration without any need for lectures. I learn about the communities to which my students belong and I respect the cultures of all students. I believe that my expectations of my students’ capabilities have a significant impact on students’ learning. By modifying the classroom environment I create opportunities for learning which positively affect the students’ self-confidence and competence.

A recent immigrant from Israel joined my class without any knowledge of the English language. Although initially challenged and restricted by the language barrier and cultural differences, the child was motivated to become an active participating member of the class. Her frustration and social disadvantage created discipline challenges which I addressed with an approach made up of unconditional love and firm consistency. The child very soon learned to respect class rules and appreciate healthy boundaries. 

As a teacher I have the power of making all the difference in the life of a child, and I hope to use this opportunity in a positive and constructive manner. This graduate program will help me achieve my goal of reaching every child and learning how to fulfill my potential.