Rocks on Kitchen Mesa climb

I tackled this set of boulders, along with my husband and daughter, a couple of weeks ago at Ghost Ranch, New Mexico. It is part of the hike up to Kitchen Mesa.  I completed the 4 hour climb (I was slow and held the others back considerably) in my new cowgirl boots, that I wanted to break in there for symbolic reasons.  It was grueling and when I reached the top, I wept for relief and joy.

I started grad school again this summer; this time to participate in a Transition-to-Teaching program to obtain my teaching license in order to fulfill the requirements to be a School Media Specialist at my high school library.  Learning to teach psychology after two years in grad school learning Library and Information Science is an upward climb, but I love it. Part of our grad school curriculum is engaging in a discussion board; here is my post from today.

“Absorbing the concepts behind and then learning to make use of Bloom’s Taxonomy, the ABCD’s of writing objectives and the Common Core standards all at once has, in fact, been very overwhelming for me this past week. It has been somewhat of a mental wrestling match as I’ve been going through the paper piles of written ideas I’ve garnered and printed, as well as books I’ve put aside and bought to use in my classroom.  I have oodles of resources and great assignment ideas, but to nail them down to measurable objectives is something I am finding to be even more of a challenge than I ever anticipated.  I keep wondering if anyone else is finding this as hard as I am, as a first-time teacher.

I was going to wait until my Objectives Worksheet was finished before writing a discussion board entry, but am finding that the process is, in fact, so slow and arduous that the pace would be set way back if I did; so I decided to just hash it out here on the board.  Having said that, writing the objectives using the “Thinking Words for Use in Assignments” and “Levels of Student Thinking Desired in an Assignment” is incredibly complex, because of the duality I seem to be facing:  it provides ease for me in the area of creativity because the verbs define a target, or a vehicle, through which I can provide a lesson (narrowing down my swirling choices), but concurrently, the levels of thinking chart WIDENS the lesson at hand, and I can’t put my finger on which level of thinking to apply to each separate objective.  I am having trouble understanding when to use each one. Some of the activities I have in mind cross over between levels, as well.  Maybe I’m just not grasping the individuality of each level yet.  I feel like it’s taking me a good deal of time to chew on each of these levels and differentiate each one and the unique skills they focus on.  Overall, though, the verbs are a superb resource and I plan to use the chart as a reference for every single lesson plan.  There is no reason to “reinvent the wheel,” particularly the Bloom’s Taxonomy Wheel. I never realized the depth of analysis that goes into lesson planning, and it has given me a new respect for all teachers.”

I don’t know why I’m sharing this other than maybe I’m hoping a veteran teacher or two will  jump on board and encourage me.  I know I can do it, but hearing it from another trusted colleague is so sweet.  If not, this is a wonderful place to let off a little bit of that insecurity steam as it rises and dissipates into something that I hope will be incredibly productive.

 

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