Teaching Practice Human Transport Systems: An Electronic Collection of Student Work REFLECTIONS
Student and Teacher Reflections
Going into this project, my hopes and expectations of the students were high. I expected students to learn and achieve in ways that are deemed unconventional due to the lack of technology schools today seem to provide. The opportunity to work with technology, specifically DV cameras, the internet, and on-line portfolios was one that I welcomed with the anticipation of driving students to become invested in what they learn. When students know and understand the benchmarks and standards they are expected to achieve, they take ownership of their own education.
Combining my 8th grade class with Sara’s 5th grade class was an added element that involved group work as well as learning from peers and other schoolmates. For a majority of the groups, this worked really well, with students from both grades working on 3-D models, posters, and projects. Ideas were shared, conferenced, and then finalized with equal and honest input. Essays were written individually, with 5th graders providing much of the information and 8th graders supplying the mechanics and editing skills.
At the middle school level, I find that given the opportunity to succeed and excel, students flourish. My 8th graders were given the opportunity to serve as role-models and leaders in influencing and teaching younger students, and the majority of them took full advantage and succeeded. This element or quality is often immeasurable, due to the ambiguity and nature of the quality. What is measurable though, is the products and artifacts the students produced. The accuracy of the details as well as the fluency of the writing proved that students taught, learned, and succeed in working though the learning process.
Writing is a major focal point of my class, both in this project as well as throughout the year. Rubrics are used to assess writing, specifically letting students know what aspects of writing are essential at this stage in the process. Two different assignments were required for this project, an informational piece and a persuasive piece. Both are assessed similarly, with different emphasis on style and attributes of each style.
Derek Geddes
8th Grade English
Entering this project I was a bit nervous and intimidated by the large amount of new knowledge that I was acquiring. How was I supposed to instruct my students in the use of this new technology when I myself had just learned how to operate and utilize it? Only a few days into the project, my anxieties dissipated and I was comfortable with the technology and terminology that I was introducing my students to.
Combining my 5th grade class with Derek’s 8th grade class was very beneficial for my students. Several groups worked extremely well together, with eighth graders serving as positive role models and peer educators for my fifth graders. Higher order thinking skills from eighth graders, combined with imaginative creativity from fifth graders allowed for the production of amazing 3D models of transports systems and very entertaining persuasive essays.
I have found that my students cherish the opportunities to work with the eighth graders while honing their newfound research and technology skills. The leadership and guidance provided by the eighth graders allowed my students to work independently and gain confidence in their research and writing skills. Derek’s eighth grade English students helped my fifth graders edit their writing, while my fifth graders beamed with excitement at the realization that they could teach eighth graders a thing or two about the human body transport systems.
While the major focus of my class was Science and the study of the human transport systems, I utilized this project to work on writing across the curriculum. I found that through the support of the eighth graders, even some of my lower students flourished and were able to meet with success in both Science and writing. It was a wonderful experience for all students and it was a great way to have all students meet with success. Through the use of technology, students were able to word process and utilize PowerPoint, giving our technology-gifted students an opportunity to shine, where traditionally they may have sat back and let the more artistic students do the work.
Author:Derek Geddes
and Sara Montalbano School:A Collaborative Project with Weare Middle School and New England College Organization:Weare Middle School and New England College Credits:Debra Nitschke-Shaw, Director of Teacher Education
Emily Perkins, pre-service teacher New England College
