October Update

When I think of October, the first thing that comes to mind is... HALLOWEEN. Happy Halloween! If you don't celebrate or practice other traditions, Happy Friday to you! But, because I do in fact celebrate Halloween, I spent some time researching and coming up with ways to tie this well-known holiday to early childhood development. What do you mean Ingrid? Well reader, while researching I acquired new knowledge that led me to discover that it's crucial to develop fine motor skills at an early age, because it contributes to communication and self-expression. (Things all children struggle with, one way or another.) By creating hands-on activities, making it more engaging with themes like Halloween, the children are able to relate and process what is being taught to them. 

  

Tampa Child Care Examiner, Donna Ackerson, defined motor skills as "muscle strength, coordination, and normal sensation." A child's motor skill-sets are what allows them to perform tasks such as cutting out shapes and drawing straight lines. Above I have three different crafts, all Halloween themed, that allow students to nourish fine motor skills; thus maturing their nervous system properly. The first craft is simply painting out a candy corn on a miniature plant pot, teaching "muscle strength" when using brushes. The second craft requires the children to cut out small squares and glue them onto construction paper to form candy corn, developing muscle "coordination." And lastly, the third craft is where the entire class individually make a web using pipe cleaners and a paper plates, reinforcing "normal sensation". Three similar but different crafts. Before closing of this blog post, I want to share an interesting message that made me think about my viewpoints on Halloween and children. It's a small text image located on the right column, under "IMPORTANT NOTICE," and you'll be directed to the page where I found it if you click the image. Now, onto my monthly quote written Mr. Wolfe.  

"LISTEN! The wind is rising, and the air is wild with leaves, we have had our summer evenings, now for October eves!" - Humbert Wolfe

Blog 8: Research and Working EQ

1) What is your working EQ?

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

2) What is a possible answer to your working EQ? Please write the answer in thesis format.

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

• Determine whether the student is a visual and/or an auditory learner by utilizing classroom resources and supplies.
• Assess each child individually to conclude their capabilities and potential, directing them to the appropriate reading star level.

 3) What is the most important source you have used that has helped you come up with an answer to your working Essential Question?

Visual Thinking Strategies by Philip Yenawine (BOOK)

The most important source I have used that has helped me come up with an answer to my working essential question is a book by Philip Yenawine. His book, Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines, was published recently (last year!) by the Harvard Education Press in Cambridge, Massachusetts. The main reason why I deem this book to be the most important source is because it explained how it was able to teach VTS, Visual Thinking Strategies, to educators in the nation. I especially enjoyed the way the book was written! It was easy to follow and provided specific references to studies conducted for the development of VTS.   

4) Who is your mentor, or where are you doing your mentorship, and how does what you are doing relate to your working EQ?

As mentioned in my previous blog, my mentor is Mary Peterson, an educator at Lark Ellen Elementary School in Covina. I have not been able to go to mentorship much this month, due to conflicting schedules, but the times I've been able to go has been full on exposure with the children (both first and second graders). What I am doing relates to my working EQ because being able to observe and learn about social interaction amongst children allows me to better understand how they process information. Thus, allowing me to determine the ideal way to address their academic needs. 

Blog 7: Independent Component 1 Approval

What is it? Independent Component 1 is an opportunity for you to add a dimension of creativity and/or and additional outlet for research. The goal of the component is for you to explore your topic in more depth with this component. 

Please answer the following questions for independent component idea approval.

1. Describe in detail what you plan to do for your 30 hours.

For my 30 hours, I plan to design a mini reading and writing unit for first graders and also work with my mentor as an additional outlet for research. My topic, elementary school teaching, goes hand in hand with a child's psychological and behavioral development. I feel that if I have constant exposure to the age group (first graders) and their raw potential, I'll be able to discover more about the way they think and learn. The unit will include several activities and different approaches to teaching sight words (or vocabulary) in a fun and artistic manner. An example could be shaping Play-Dough into a sight word or with yarn, outlining each letter of a word on their weekly spelling list. Endless possibilities. 

2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

In order to meet the expectation of showing evidence, I will be documenting what I do by taking pictures. For any activities or crafts that I do, I'll keep some of the hard copies. Other than keeping record of the time spent working on the component in google docs, I'll be able to show the unit once finished. 

3. And explain how what you will be doing will help you explore your topic in more depth.

As mentioned before, I believe that being out in the field and working with the elementary school students, would allow me to learn more about the way they process things. By shadowing my mentor and designing a unit, I'll be able to observe the students little quirks and be able to (hopefully!) determine which teaching stye would best fit their needs. By doing these fun activities, I would be reinforcing what the teacher taught them, almost like reviewing the content, allowing them to have a positive interactive experience with the basis of the arts. 

4. Update your Senior Project Hours log.

My Senior Project Hours log is updated and can be viewed here.