FIPP Activity Report #1
Name: Anita-Marie Higgins
Date: 10/09/2010
Department: Human Services
FIPP Partner: Cheryl Threadgill
Section: 9226 Music and Movement For Young Children CDEV 117
Activity/Strategy: Make a Characteristic Puzzle (Believing In Me)
Category: Classroom Activity
Briefly describe the activity/strategy, providing enough detail so that a colleague can
replicate the activity/strategy.
Introduction
I chose to formulate and structure an classroom activity that could help students
build strategies whereby students could recognize their strengths, positive or negative
characteristics. The rational for my choice of the Believing In Me activity, is two-fold:
1. It compliments my teaching style; 2. The assignment introduced students to a method
of multi-steps direct approach, and requires them to follow a series of directions.
Since I absolutely enjoy the end product of a creative assignment, I used this
assignment to build students’ confidence. In order for students to complete a multi-step
project they must believe they can do it. I discovered, during my first teaching
appointment, I structured child development assignments which posed quite a challenge
for a fair amount of future early childhood educators.
Most students are familiar and comfortable with the traditional three- to five-page
essay assignments, sometimes the student is required to read and/or give a brief
pesentation. Throughout the semesters, (Spring 2009, Fall 2009, Winter 2010), it became
necessary for me to structure one class session geared towards an assignment marathon,
to ensure students’ understanding and completion for meeting assignment deadlines..
What I hope to accomplish: I hoped I could build confidence, (empower students) and
instill strategy-building skills. I strive to empower students to tackle and investigate
unfamiliar tasks or assignments. I needed to know that students will take charge of their
education, and take responsibility for setting future goals, and work at their maximum
academic potential for future accomplishments and ultimately, attain economic growth.
To accomplish this task, it became necessary for me to familiarize myself with the
diversity of the students’ characteristics.
Set-up: I explained to the students enrolled in CDEV-117, Music and Movement class
that their instructor is involved with the college’s teacher improvement program, and if
they could help by participating in classroom activities, including provide feedback by
way of completing Student Survey forms and turning in certain assignments.
Therefore, I assigned a Believe-In-Me activity, and instructed students to make a
characteristic puzzle.
Supplies and Material needed: large poster, colorful makers, and scissors.
Directions:
 Students are instructed to use 18 to 24 inch font when writing the
text/characteristics.
 Draw a large child friendly picture; for example, doll, flower, fire truck etc…
 Choose two positive characteristics that helped them meet an assignment
deadline, and two negative characteristics that caused them to procrastinate in
meeting the same assignment deadline.
 Write positive and negative characteristic in the middle of the child friendly
pictures.
 Cut the picture into a puzzle pieces.
 Number the back of each piece in numerical order.
 Laminate each puzzle piece
 Students form in groups of four; students engage each other in class discussions,
related to various students’ characteristics; students explain to each other how
their own characteristics help them improve academically, and what their own
characteristic lacks regarding academic accomplishments.
What work well? The characteristic puzzle contained elements that worked well. The
structured task contained complicated multi-step features. In beginning the assignment,
students discovered there were unfamiliar steps, yet as they mastered each task, which
proved to build their skills. This activity supported student interaction and promoted
classroom discussions amongst the students. For students to discover they share some of
the same characteristics was paramount in order to make this assignment effective. As
students became familiar with others, they discovered the confidence needed to tackle the
assignment; ultimately, helping students uncover learning strategies.
More on what worked well?
Upon the very next child development assignment, I observed students investigate and
evaluate the State and National Standards for music and movement according to the
guidelines of the National Association of Education for Young Children (NAEYC). The
character puzzle aided in the process of investigation, evaluation and adaptation of a
curriculum for a special needs child.
What would you change?
I would not change one thing. I learned that the diverse student populations are receptive
to new strategies that help discover their true ability. The students and I discovered that
the Charactertistic Puzzle worked well to uncover the true abilities of the diverse student
population. In the future, I may try placing the students in the facilitator’s seat. My hope
to build confidence in the diverse students was accomplished with the Believing In Me
activity. This activity built a foundation of well-preparedness, and built a fair platform
for students to share some of the same characteristics. During future assignments students
were anxious to amplify answers of interest in other linked projects.
Would you use the activity/strategy again? Why or why not?
I will most definitely use this activity again.
So revealing, students’ experiences amplified interests in assignments. Some of the
students were absent during the in initial demonstration of the assignment. Upon the
students return, other students who were present were anxious to demonstrate the
assignment; all the while, teaching the strategies to other students.
Please describe any student learning and/or changes that you observed after
implementation of the activity/strategy?
See Student Survey
Compton Education Center
FIPP Student Survey
Survey Administered: 9/4/2010
Section: 9226
Category: Classroom Activities
Student Survey: 25
Question #3: Parent or guardian highest education level
High school (diploma/GED) or less
Parent 1: fourteen (14)
Parent 2: ten (10)
Associates degree or some college
Parent 1: Four (4)
Parent 2: six (6)
Bachelor’s degree or higher
Parent 1: two (2)
Parent 2: (0)
Unknown
Parent 1: six (6)
Parent 2: five (5)
No parent or guardian raised me
Parent 1: (0)
Parent 2:
Question #4: Please indicate level of agreement with each of the following
statements.
This activity or strategy
Strongly Agree Disagree Strongly N/A
Agree
Disagree
a. helped me to understand the material or topic.
(19)
(6 )
( )
b. increased my interest in the material or topic.
( 17 )
(9 )
( )
( )
( )
c. kept me actively involved in the material or topic.
( 16 )
d. helped keep my attention as I learned about the material or topic. ( 16 )
e. will contribute to my success as a student in this class. .
(19 )
( )
( )
( 9 )
(
)
( )
( )
(7
)
(
)
(
)
( )
(6 )
(
)
( )
( )
Question #5: I recommend that my teacher use this activity or strategy
Strongly
Agree
Disagree
Strongly
N/A
Agree
Disagree
( 21 )
( 3 )
(
)
(
)
( )
Student Survey Comment: below
Question #6: In the space below, please comment on your experience with this particular
activity or strategy.
1. This activity put me to work, I experienced a way to use my idea.
2. T enjoyed this activity, it help me be patient.
3. To me everything is going good,
4. This was a very unique assignment, I enjoyed it and will share it with others; also
share it with children age four through eight. I feel that they would enjoy this
activity.
5. During the activity we were inspired and it was a different type of activity that is
creative, was the best part.
6. We created a age appropriate Linguistic rap for a curriculum for movement with
music.
7. This activity helped so much my understanding with the direct approach teaching
method.
Continued: Compton Education Center FIPP Student Survey
8. At the beginning, I was a little confused, but at the end I understood and enjoyed
the activity.
9. This assignment taught children as well as me to development of creativity. In
class Ms. Higgins taught the three approaches to movement activities. The
assignment followed movement exploration approach. We also had to make sure
the activity was developmental appropriate.
10. This activity helped so much in my understanding of the direct approach method
of teaching.
11. I enjoyed the activity because it brought out the child in me and I recommend that
we do this activity again or a different one.
12. In the beginning I felt lost; however, by the end it was easy and simple.
13. It allowed me to use my creativity and think about my positive qualities and
negative ones. Which help me think good about myself.
14. I really enjoyed this activity. It helped me stay focused on my project and kept me
on task.
15. I really enjoyed the activity and my children enjoyed it also because after I went
home my children made the characteristic puzzle.
16. This activity was a hands on approach.
17. The activity that Ms. Higgins showed us help me learn how to put words music to
any picture that a child makes.
18. The activity was a great way to teach a child to put a puzzle together.