Waxing Creative with Crayola
There are dozens of creative ideas to use in the classroom on the official site of Crayola crayons...lesson plans, activities, coloring pages, crafts, even a quiz on your child's IQ....Imagination Quotient....that is. Most things are free!
http://www.crayola.com
Showing posts with label Classroom Ideas - General. Show all posts
Showing posts with label Classroom Ideas - General. Show all posts
Thursday, August 13, 2009
Tuesday, July 14, 2009
Teaching with Reflective Practice
Teaching with Reflective Practice
By Julie Conlon
Brenda Capobianco, an assistant professor from the Department of Curriculum and Instruction (Purdue University), has written several articles for teachers who wish to become involved in teacher action research. In her article, “Becoming a Reflective Practitioner in Science Education, refers to one of the Indiana science professional standards that is evidence of the teacher as “a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, and who actively pursues opportunities to grow professionally”. This is the basis of teacher action research. Brenda offers a course at Purdue, EDCI 597: Action Research in Science Education, that would improve all teachers’ efforts to become reflective practitioners in their own subjects.
While serving as one of the Outreach Coordinators with the College of Science at Purdue (University), I had the opportunity to observe and mentor teachers through their own teacher action research. Our College of Science Outreach team formed partnerships with school corporations and teachers opted, by choice, to participate. We spent the first two weeks during the summer exploring what Inquiry teaching looks like. Teachers experimented with their ideas during a week-long summer camp with youngsters attending, again by choice. Throughout the following year, teachers worked at “tweaking” their lessons to include additional opportunities for students to become inquiry learners.
To assist teachers in the process, our College of Science Outreach team video-taped teachers 4-6 times through the year presenting their lessons. It was interesting and amazing to watch teachers transform themselves and their techniques throughout the year. At first, they were intimidated and fearful of watching the videos, but warmed up to the idea after learning that we, as their partners, were not there to be critical, but rather to probe with questions and to sit side-by-side with them in watching themselves. Teachers would note so many aspects they just could not notice while presenting—that had to occur from being “outsiders” looking in on their own teaching. Most came up with additional ideas for yet new changes.
I suggest this method “in-house” for teachers who are striving to change their efforts in teaching with arts integration. Why not find others in your building and take turns making videos with one another? And then, find a fun way to share the videos—a popcorn movie party after school to watch and exchange with one another/ Agree to a set of guiding rules—rules that will keep the process safe and inviting of one another’s perspectives.
Editor’s Note: Julie Conlon has a wide range of teaching experience including gifted and talented classroom teacher in middle school, fifth grade science teacher and Outreach Coordinator for the Department of Physics at Purdue University.
By Julie Conlon
Brenda Capobianco, an assistant professor from the Department of Curriculum and Instruction (Purdue University), has written several articles for teachers who wish to become involved in teacher action research. In her article, “Becoming a Reflective Practitioner in Science Education, refers to one of the Indiana science professional standards that is evidence of the teacher as “a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, and who actively pursues opportunities to grow professionally”. This is the basis of teacher action research. Brenda offers a course at Purdue, EDCI 597: Action Research in Science Education, that would improve all teachers’ efforts to become reflective practitioners in their own subjects.
While serving as one of the Outreach Coordinators with the College of Science at Purdue (University), I had the opportunity to observe and mentor teachers through their own teacher action research. Our College of Science Outreach team formed partnerships with school corporations and teachers opted, by choice, to participate. We spent the first two weeks during the summer exploring what Inquiry teaching looks like. Teachers experimented with their ideas during a week-long summer camp with youngsters attending, again by choice. Throughout the following year, teachers worked at “tweaking” their lessons to include additional opportunities for students to become inquiry learners.
To assist teachers in the process, our College of Science Outreach team video-taped teachers 4-6 times through the year presenting their lessons. It was interesting and amazing to watch teachers transform themselves and their techniques throughout the year. At first, they were intimidated and fearful of watching the videos, but warmed up to the idea after learning that we, as their partners, were not there to be critical, but rather to probe with questions and to sit side-by-side with them in watching themselves. Teachers would note so many aspects they just could not notice while presenting—that had to occur from being “outsiders” looking in on their own teaching. Most came up with additional ideas for yet new changes.
I suggest this method “in-house” for teachers who are striving to change their efforts in teaching with arts integration. Why not find others in your building and take turns making videos with one another? And then, find a fun way to share the videos—a popcorn movie party after school to watch and exchange with one another/ Agree to a set of guiding rules—rules that will keep the process safe and inviting of one another’s perspectives.
Editor’s Note: Julie Conlon has a wide range of teaching experience including gifted and talented classroom teacher in middle school, fifth grade science teacher and Outreach Coordinator for the Department of Physics at Purdue University.
Tuesday, October 14, 2008
Boost Your Creativity
Wondering how to bring out creativity in your students? Here are 10 ways to do it by Jeffery Baumgartner!
http://www.jpb.com/creative/creative.php
http://www.jpb.com/creative/creative.php
Wednesday, October 8, 2008
Ghostly Tales on CD!!!
The Tippecanoe Storytellers Guild members have been telling spine-tingling tales at their annual Ghost Tales performance for 20 years! To celebrate, we have created a two-CD "best of show" set entitled "Howl At the Moon, Ghostly Tales to Tingle Your Spine" with 14 tellers and 26 stories. One CD is geared for K-2, the other CD has tales that are a little more scary!!!!
You can order your own copy....Just $10 plus $3 shipping (Total $13) by writing to:
Tippecanoe Storytellers Guild
c/o Doyne Carson
6828 Indian Bluff Rd
Battle Ground IN 47920
You can order your own copy....Just $10 plus $3 shipping (Total $13) by writing to:
Tippecanoe Storytellers Guild
c/o Doyne Carson
6828 Indian Bluff Rd
Battle Ground IN 47920
Artful Trash
Encouraging others to enjoy and create art has been the focus of Marilyn Brackney's career as an artist and teacher. In 1996 she expanded her classroom by launching The Imagination Factory on the Internet. The purpose of the site is to teach reuse and recycling concepts through art activities using solid waste as a source of free materials. The Factory is recommended by the project team at EE-Link, the University of Michigan's environmental Web site for educators, and it was listed in the Yahoo! Internet Life as one of the best arts and crafts Web sites for kids.
Check it out! http://www.kid-at-art.com
Check it out! http://www.kid-at-art.com
Thursday, August 21, 2008
The Lab School
Want to learn more about arts integration? One very interesting example is The Lab School of Washington, D. C. Founded by Sally L. Smith in 1967, The Lab School is an innovative, rigorous, arts-based program for intelligent students with moderate to severe learning disabilities. They operate schools in Washington, D.C., and Baltimore, MD. and the Academy in Manyunk in Philadelphia.
The teaching methods developed there have led to the development of The Lab School Methodology, including the Academic Clubs and the highly individualized arts based curriculum in Baltimore and Manyunk.
Sally Smith died in 2007, but her book "The Power of the Arts: Creative Strategies for Teaching Exception Learners" (Brookes 2001)explains her methods and how the arts help the learning disabled overcome their limitations.
For a quick glimpse at The Lab School visit this website: www.labschool.org
The teaching methods developed there have led to the development of The Lab School Methodology, including the Academic Clubs and the highly individualized arts based curriculum in Baltimore and Manyunk.
Sally Smith died in 2007, but her book "The Power of the Arts: Creative Strategies for Teaching Exception Learners" (Brookes 2001)explains her methods and how the arts help the learning disabled overcome their limitations.
For a quick glimpse at The Lab School visit this website: www.labschool.org
Thursday, July 31, 2008
The tableau thing-frozen picture-that we learned in the beginning....the students just developed it into PICTURE IDOL. They are reading about one of the battles and making a "scene" for it. Any member who talks or moves without being tapped causes the group to be disqualified from Picture Idol. Only one group at a time performs! It is GREAT!!!! It is awesome to hear them talk about whether or not the picture is accurate!
Melissa Gill
Educator Grade 5
Glen Acres Elementary
3/11/08
Melissa Gill
Educator Grade 5
Glen Acres Elementary
3/11/08
Subscribe to:
Posts (Atom)
Posts
