For an assignment within my Masters Course I had to pick a problem I was experiencing within my classroom and use some sort of technology to address that issue.
The wicked problem I chose to tackle had two parts. Part 1 was that I didn't have a good way to get a really good understanding of students comprehension (as a whole class) during a lecture or note-taking session. What I have found worked best for me was to ask lots of questions, often. With this strategy, I am asking a question to a specific student every 30 seconds, on average. Even with this strategy I am only able to ask one question to one student. This is unacceptable to me. How do I know what the entire class is thinking based on one students answer.
Part 2 of my problem was that I wanted some way to monitor progress throughout a unit and to allow students to become vested in what they are learning.
My solution was to incorporate a student response system into my classroom (SRS)(AKA Clickers). This would allow me to ask the whole class one question and quickly get results and tailor my lesson to best fit those results.
This also allows me the ability to give a pre and a post test in order to monitor progress throughout a unit. This provides students with a starting platform to work off of for motivation as well.
My technology fits the TPACK curriculum in the following ways
1. How does the technology I have chosen support the teaching strategies and methods I have chosen?
I will still be delivering content and probing for questions, but I now will be probing each student numerous questions and will be able to give instant feedback to both myself and the student. This will allow me to alter what I am doing, based on class participation, to best fit a class or group of students. It will allow a student to instantly see "how am I understanding this content?" and will hopefully provoke questions from the students if they are not understanding.
By creating pre-tests and post tests that the students will use the SRS to answer I am hoping for a shift in motivation for students. Unmotivated students will now have a tangible goal. They will see where they started with their pre-tests and most will want to see their post test score higher and in turn will find some motivation to get there. For the extrinsically motivated student, I am hoping for some intrinsic motivation to arise within.
2. How specifically does this technology make the content more intellectually accessible?
By using a SRS, I am able to quickly give both myself and the students feedback on how they are doing. The students will immediately know how they did on a pre or post test and it will allow me the ability to publish test grades quicker for parents and students to access online.
By being able to pose numerous questions throughout my lessons I am also able to reel those rouge day-dreamers back in and make sure they are staying connected with the content of the lesson. Plus at the conclusion of lessons I will now have to ability to ask open ended, thought provoking questions (i.e. exit slips) to further test their knowledge and the SRS allows easy, quick, and organized access to their answers that I can then use to tailor the follow days lesson accordingly.
3. How specifically do my pedagogical choices make the content more intellectually accessible?
By using a SRS I will be reaching all learnings. My SRS allows me to incorporate an array of different types of questions into my lesson. From true/false to multiple choice. From multiple answer to opinion or open ended questions. I will be asking students to read and respond, watch this clip and respond, answer this question after I present this information to you, etc. As i become more comfortable with them I would also like to incorporate the SRS into group work and collaboration as well.
Below is a video explaining my project and how I solved my problem.
Saturday, May 7, 2011
Sunday, May 1, 2011
Professional Learning Plan
The following story is one that I created to tell my professional learning plan for educational technologies. It highlights what my goals were when I started the program and how those goals have been accomplished or changed and it also provides a way that I will continue to grow long after my Masters is complete.
A Story of the Boy and the Invisible Aliens! A story of hope! by scottcox55 on Storybird
A Story of the Boy and the Invisible Aliens! A story of hope! by scottcox55 on Storybird
Saturday, April 30, 2011
Group Leadership Project Final Tutorial
This post will be highlighting our group's final project. Our task was to create a stand alone 10 minute video tutorial on a technology of our choosing. We chose to highlight Moodle's (an online management system) ability to create a lesson. I gave us an introduction, Dan highlighted how to set up your lesson, I highlighted how to insert an image, add a live-link and embed video into the lesson, and Rebecca highlighted how to add questions to the lesson and the conclusion.
The tools that were used to create the tutorial were screencast-o-matic.com (SOM) and Jing, and Windows Movie Maker (WMM). Dan and I used SOM to record and Rebecca used Jing. Both are a free sites that allow you to record videocasts. SOM has no download and allows up to 15 minute recordings. Jing does have a download and install and only allows a 5 minute recording. The reason I chose to use screencast-o-matic was because it is very user friendly and allows you many different options after you have recorded as to what to do with the recording. It allows you to upload your video to their website, download it as a mp4 file, AVI file, or flash file, and it also allows you to upload it directly to YouTube. I have used screencast-o-matic before in my classroom and it really functions well.
The way we created the final piece being miles away from each other was through communication on google docs as well as utilizing email to send attachments of our recording to one person (Dan) so that he could piece all of the sections together in Windows Movie Maker (WMM).
Throughout the entire project, not only did I learn how to further utilize Moodle's capabilities (from making the tutorial), but I also became familiar with many different video conferencing software out there including Adobe Connect, Skype, and Vyew. In all three video conferencing tools, we found some of the drawbacks to using their free version. One large drawback was that none of them allowed you to record your sessions for later playback. We were able to use SOM for recording as well.
I did find that because we were so well prepared and the work was split evenly along the time-line, that the final video was not as hard as it could have been. What kept us on task and on track was creating a storyboard and script. I did amaze me as to how fast 3:30 minutes go by!
We did learn that if we were to do this again, to make sure that all group members use the same recording tool so that all of the recordings will be in the correct format. Dan ran into an issue with Becky's recording because she used the free version of Jing which only records in swf. Flash format which is not compatible with WMM. Dan then had to feverishly work at converting her file to a format that WMM liked.
I would definitely recommend being as well prepared as possible for each step to allow your group the greatest opportunity for success.
After Dan finished splicing the three pieces together in WMM he then uploaded it to his MSU AFS space so that it would be posted to the web. You may access that WMV file here. You may access the mp4 file here.
Group Leadership Project. If the link doesn’t play nice in your browser, right click and “Save link as” to download the video. Firefox hasn’t been playing as nice as IE and Chrome lately.
The tools that were used to create the tutorial were screencast-o-matic.com (SOM) and Jing, and Windows Movie Maker (WMM). Dan and I used SOM to record and Rebecca used Jing. Both are a free sites that allow you to record videocasts. SOM has no download and allows up to 15 minute recordings. Jing does have a download and install and only allows a 5 minute recording. The reason I chose to use screencast-o-matic was because it is very user friendly and allows you many different options after you have recorded as to what to do with the recording. It allows you to upload your video to their website, download it as a mp4 file, AVI file, or flash file, and it also allows you to upload it directly to YouTube. I have used screencast-o-matic before in my classroom and it really functions well.
The way we created the final piece being miles away from each other was through communication on google docs as well as utilizing email to send attachments of our recording to one person (Dan) so that he could piece all of the sections together in Windows Movie Maker (WMM).
Throughout the entire project, not only did I learn how to further utilize Moodle's capabilities (from making the tutorial), but I also became familiar with many different video conferencing software out there including Adobe Connect, Skype, and Vyew. In all three video conferencing tools, we found some of the drawbacks to using their free version. One large drawback was that none of them allowed you to record your sessions for later playback. We were able to use SOM for recording as well.
I did find that because we were so well prepared and the work was split evenly along the time-line, that the final video was not as hard as it could have been. What kept us on task and on track was creating a storyboard and script. I did amaze me as to how fast 3:30 minutes go by!
We did learn that if we were to do this again, to make sure that all group members use the same recording tool so that all of the recordings will be in the correct format. Dan ran into an issue with Becky's recording because she used the free version of Jing which only records in swf. Flash format which is not compatible with WMM. Dan then had to feverishly work at converting her file to a format that WMM liked.
I would definitely recommend being as well prepared as possible for each step to allow your group the greatest opportunity for success.
After Dan finished splicing the three pieces together in WMM he then uploaded it to his MSU AFS space so that it would be posted to the web. You may access that WMV file here. You may access the mp4 file here.
Group Leadership Project. If the link doesn’t play nice in your browser, right click and “Save link as” to download the video. Firefox hasn’t been playing as nice as IE and Chrome lately.
Monday, April 25, 2011
WPP - PART D - Findings and Implications
After setting out to concur a wicked problem within my classroom and devised a plan to incorporate a type of technology to tackle that problem, I have been able to implement the first portion of my plan. If you recall, I wanted a way that I could get more students involved in my lecures/note-taking and also wanted a better way to monitor student progress throughout a lesson. I decided that the tool that best fit my problem was incorporating a Student Response System (SRS) into my lessons and units. My original plan was to incorporate the SRS into at least two lectures/note-taking and give two pre and post tests. I was not able to stick to this plan completely strictly because of timing issues. When I made the plan, I hadn't really taken a minute to look at a calender and think of how long each unit would take me to get through. I was able to incorporate the SRS into multiple note-taking sessions but have not been able to move into the next unit and therefore will only have given one pre-test and one post-test at the conclusion of this class.The unit I due to the great data I received from my SRS.
When I looked at my dismal results from the pre-test I gave my 7th graders regarding their up-coming sexual education unit, my first thought was, "WOW! These kids know VERY little about their own bodies!". It was a great starting point for both the students and myself. This provided each student with their own starting knowledge platform on this topic.
Throughout each note-taking session within the sexual education unit, I was able to ask every student at least 5 questions within a 15 minute session by using the SRS in comparison to my note-taking sessions without the SRS where I asked an average of 10-12 students one question each. I say "at least" because I still asked specific students individual questions in-between the SRS questions. The information that I gathered from the SRS questions was helpful in guiding my next few minutes in my note-taking session. Some questions were answered in ways that told me that a majority of the class knew the material and were ready to move on and other questions were answered in ways that told me I needed to reiterate something before moving on to the next topic. I may have missed needing to reiterate something without the SRS. Because I was able to get quick accurate results in seconds, I was able to tailor my lesson to the students needs which is ideal.
My post test results showed improvement in every student. Below is a screen shot of the pre/post test comparison
This pre/post test comparison serves two purposes for me as a teacher. It allows me to monitor progress very easily and efficiently throughout the unit plus is also allow me to see how effective my SRS questions were in my note-taking process. Based on these results I concluded that the questions I embedded into the notes were very successful at guiding my notes to be more congruent with what the students needs were and therefore all students were able to achieve to their potential and beyond.
Having addressed and implemented a plan to tackle a wicked problem in my classroom I would have to say that the process was very simple and somewhat straight forward. I felt that the extensive preparation to start helped guide me it the best direction. I also feel that the collaboration among my peers helped guide me in the best direction as well. If I were to do this again, I would most definitely talk with my peers to see if I could hone in on a problem that I share with other teachers so that I may help more than just myself. I feel that all three aspects (planning. implementing, and reflecting) are equally important and I would make sure to complete all three thoroughly. So often the reflection piece get pushed aside and that, in most cases, is one of the most crucial pieces to the puzzle. Without reflection, how does one get better?
Throughout this process I have taken many things away. One lesson I've learned is to plan "small". By that I mean don't bite off more than you can chew. You can always go back and complete the same process again after tweaking a few things. I would also make sure that you have a pretty good understand of the technology you will be using otherwise when a student has a question, you won't be able to answer it and you start to hit a "wall". I remember numerous questions arising the first time we used the SRS and if I hadn't of spent time learning the SRS and it's software, my day would have been much harder. I would definitely suggest using a SRS for all types of lessons, but they particularly boast very will with sensitive material where students may feel uncomfortable sharing out-load or in-front of the class such as sexual education.
If I am fortunate enough to be able to do this project again, I would alter my pre/post test a bit. The pre/post test that I made was 100% multiple choice, true/false, or matching. After making the test and having the students take it, I later found out that the SRS affords you the ability to create open ended (short answer) questions as well as multiple answer questions. The open ended questions would not be graded instantly, but would allow me a different perspective into a students knowledge on a specific topic. Knowing that some kids just don't do very well on multiple choice tests, I need to differentiate. I feel that the SRS that I used met and exceeded my expectations as a teacher and am hopeful in receiving a grant to purchase my own SRS. It fulfilled my need of both progress monitoring and more student involvement in lectures with better understanding of student comprehension.
When I looked at my dismal results from the pre-test I gave my 7th graders regarding their up-coming sexual education unit, my first thought was, "WOW! These kids know VERY little about their own bodies!". It was a great starting point for both the students and myself. This provided each student with their own starting knowledge platform on this topic.
Throughout each note-taking session within the sexual education unit, I was able to ask every student at least 5 questions within a 15 minute session by using the SRS in comparison to my note-taking sessions without the SRS where I asked an average of 10-12 students one question each. I say "at least" because I still asked specific students individual questions in-between the SRS questions. The information that I gathered from the SRS questions was helpful in guiding my next few minutes in my note-taking session. Some questions were answered in ways that told me that a majority of the class knew the material and were ready to move on and other questions were answered in ways that told me I needed to reiterate something before moving on to the next topic. I may have missed needing to reiterate something without the SRS. Because I was able to get quick accurate results in seconds, I was able to tailor my lesson to the students needs which is ideal.
My post test results showed improvement in every student. Below is a screen shot of the pre/post test comparison
Having addressed and implemented a plan to tackle a wicked problem in my classroom I would have to say that the process was very simple and somewhat straight forward. I felt that the extensive preparation to start helped guide me it the best direction. I also feel that the collaboration among my peers helped guide me in the best direction as well. If I were to do this again, I would most definitely talk with my peers to see if I could hone in on a problem that I share with other teachers so that I may help more than just myself. I feel that all three aspects (planning. implementing, and reflecting) are equally important and I would make sure to complete all three thoroughly. So often the reflection piece get pushed aside and that, in most cases, is one of the most crucial pieces to the puzzle. Without reflection, how does one get better?
Throughout this process I have taken many things away. One lesson I've learned is to plan "small". By that I mean don't bite off more than you can chew. You can always go back and complete the same process again after tweaking a few things. I would also make sure that you have a pretty good understand of the technology you will be using otherwise when a student has a question, you won't be able to answer it and you start to hit a "wall". I remember numerous questions arising the first time we used the SRS and if I hadn't of spent time learning the SRS and it's software, my day would have been much harder. I would definitely suggest using a SRS for all types of lessons, but they particularly boast very will with sensitive material where students may feel uncomfortable sharing out-load or in-front of the class such as sexual education.
If I am fortunate enough to be able to do this project again, I would alter my pre/post test a bit. The pre/post test that I made was 100% multiple choice, true/false, or matching. After making the test and having the students take it, I later found out that the SRS affords you the ability to create open ended (short answer) questions as well as multiple answer questions. The open ended questions would not be graded instantly, but would allow me a different perspective into a students knowledge on a specific topic. Knowing that some kids just don't do very well on multiple choice tests, I need to differentiate. I feel that the SRS that I used met and exceeded my expectations as a teacher and am hopeful in receiving a grant to purchase my own SRS. It fulfilled my need of both progress monitoring and more student involvement in lectures with better understanding of student comprehension.
Sunday, April 17, 2011
Group video tutorial PART B - Storyboard and Script
Below is a link to our Group 5 storyboard and script. I worked on slides 10-17. These slide are describing how to add an image to a lesson , how to embed an image in a lesson. how to add a live link to an image, video, or website within a lesson and lastly, how to embed a video in a lesson within Moodle. We have split the 10 minute video tutorial into 3 equal parts and will be recording our own parts sequentially so that we will be able to put it all together very easily. We plan to use screencast-o-matic.com to record as it will record up to 15 minute episodes.
Daniel is working on the start-up of a lesson in Moodle
I am working on embedding within an lesson
Becky is working on imputing questions into the lessons
Our Storyboard and Script
Daniel is working on the start-up of a lesson in Moodle
I am working on embedding within an lesson
Becky is working on imputing questions into the lessons
Our Storyboard and Script
WPP - Part C - Implementation
Remember, the Wicked Problem that I am trying to solve is getting more kids engaged in lectures by polling all of them periodically throughout my lectures as well monitor progress throughout a unit by providing instant feedback on pre and post tests. I am accomplishing both of these actions by implementing a Student Response System into my lessons and units. I have recorded my thoughts on my first stage of implementation of the "clickers" into both my lesson and pretest unit. In listening to the recording, you will hear my thoughts on program set-up, reflection about implementing into a lesson, reflection about my pretest implementation and finally, things I would do differently.
Click here to access my WPP - Part C-Implementation
Click here to access my WPP - Part C-Implementation
Below are a few screenshots of my pretest results
Mobile Learning
I believe that mobile learning is the way of the future for education. I believe that it needs to evolve and make many strides forward to be as effective as possible.
This year I have dedicated a large chunk of my time to developing online lessons, activities and lectures that I am linking to my Moodle page. My book is available online as well so I hope, in the next 2-3 years, to be a completely paperless classroom. This year my 7th grade team ran a pilot wireless program. The district bought 32 netbooks and made each of our rooms wireless. This jump started my paperless classroom initiative. It has been a great experience with its successes and pitfalls and we are looking into more funding to purchase more netbooks for next year (althought I truly do like the cellular computer idea...). The program really opened my eyes to the availability of information to the students by offering our classrooms online. No longer does learning stop when they leave my room, it may happen at midnight for some kid who is watching my lecture on Moodle...simply amazing..!
I see the benefits to mobile learning, but have also seen some of the drawbacks first hand with mobile learning. Security is one big issue. Theft isn't really an issue in my school, but more so, the security of the software. I know their are programs to monitor student use, but we have had kids change backgrounds, download games, play with the camera, etc. with those programs in place.
In reviewing some of the arguments for and against mobile devices in school, I can relate to both. Do we want students to have to ability to take pictures of other students inappropriately? No. Do we want students to have easier tools to cheat with? No. But are we going to deny a chance of success for a student because of a few bad eggs? What if a cell phone keeps a student in school? What if that is the only thing we gets up for? Are you going to deny them that because you're scared of what they might do? I believe that with careful monitoring, the vast majority of students will breed success from using mobile devices.
here is a link to my post on classroom 2.0. http://www.classroom20.com/profile/ScottCox
This year I have dedicated a large chunk of my time to developing online lessons, activities and lectures that I am linking to my Moodle page. My book is available online as well so I hope, in the next 2-3 years, to be a completely paperless classroom. This year my 7th grade team ran a pilot wireless program. The district bought 32 netbooks and made each of our rooms wireless. This jump started my paperless classroom initiative. It has been a great experience with its successes and pitfalls and we are looking into more funding to purchase more netbooks for next year (althought I truly do like the cellular computer idea...). The program really opened my eyes to the availability of information to the students by offering our classrooms online. No longer does learning stop when they leave my room, it may happen at midnight for some kid who is watching my lecture on Moodle...simply amazing..!
I see the benefits to mobile learning, but have also seen some of the drawbacks first hand with mobile learning. Security is one big issue. Theft isn't really an issue in my school, but more so, the security of the software. I know their are programs to monitor student use, but we have had kids change backgrounds, download games, play with the camera, etc. with those programs in place.
In reviewing some of the arguments for and against mobile devices in school, I can relate to both. Do we want students to have to ability to take pictures of other students inappropriately? No. Do we want students to have easier tools to cheat with? No. But are we going to deny a chance of success for a student because of a few bad eggs? What if a cell phone keeps a student in school? What if that is the only thing we gets up for? Are you going to deny them that because you're scared of what they might do? I believe that with careful monitoring, the vast majority of students will breed success from using mobile devices.
here is a link to my post on classroom 2.0. http://www.classroom20.com/profile/ScottCox
Poll Everywhere Experience
After using Poll Everywhere I found it a bit cumbersome to input questions. There was no way to import questions from another source (word doc, ExamView, etc) to make it faster. This is a problem for me as I have many questions already typed and would like to option to input them directly without having to retype them. Also when using it, I was a the mercy of the speed of the internet. My districts infrastructure has not had a major update since 1999. There was lots of wait time and no real easy/quick way to move between questions. We as a class were moving much faster than the internet would allow us.
Some of the upsides we found were that the kids were WAY into it! They loved using their cell phones in school. They also found it easy to use since they were already familiar with the technology. They loved seeing the bar move and yelling out "THAT WAS ME!!!! I said 'NO' and it went up!!!". One upside I found was that Poll Everywhere gave the option to answer the poll through a website. This was essential for all students to feel involved as all students in my classes do not have cell phones and some have phones without unlimited texting.
Here are my questions
Some of the upsides we found were that the kids were WAY into it! They loved using their cell phones in school. They also found it easy to use since they were already familiar with the technology. They loved seeing the bar move and yelling out "THAT WAS ME!!!! I said 'NO' and it went up!!!". One upside I found was that Poll Everywhere gave the option to answer the poll through a website. This was essential for all students to feel involved as all students in my classes do not have cell phones and some have phones without unlimited texting.
Here are my questions
Sunday, April 10, 2011
Group Video Tutorial PART A - Brainstorm Session/Web-Conferencing
This post will be about my experience with video conferencing. We held a few video conferences today using Adobe Connect.
Our Video conference served two purposes. One was to learn video conferencing and two was to brainstorm about our group tutorial project design.
Prior to the conference our group had good brainstorming done in both google docs as well as through angel posts. Below is a link to our google document brainstorming and a screenshot of our angel brainstorming posts.
Google Document
after deciding to use Vyew as our video conferencing tool, Dan and I hopped on Sunday morning and to our dismay Vyew was down and you could not log in as a member...Dan was still able to create a room and we attempted to communicate in that room but were unable to find how to communicate though microphones and were stuck writing in the chat box. The best we could figure was that you had to be logged in as a member in order to use mics. I then called an audible and signed up for a free trial of adobe connect and we jumped ship to the adobe room I created. Some advantages we found of adobe connect was that it was extremely user friendly and easy to create a free account. It literally took less that 2 minutes to set up an account and get a room up and running. Within the room, it was very easy to start communicating through our webcams. It wasn't as easy to fine-tune the audio so we didn't get echoing but still was not difficult. Adobe immediately provided a URL for me to copy into our Google Doc so that Dan and Becky could enter the room.
Some downsides to Adobe connect is that they have no extended free version. My free trial ends in 15 days and I would then need to purchase a version or switch to a different video conferencing tool. Another disadvantage is that Adobe's free trial does not allow you to record the meetings for later playback. To do this we had to use Screencast-o-matic.com (SOM) and we were then obligated to keeping the meeting under 15 minutes as this is the longest SOM will allow.
If I were to do this over again, I would try and hold my video conference on a day that I was not under time constraints and I would enter the room before the meeting so that I was very familiar with all aspects of the video conferencing tool. Therefore, I would be able and answer as many questions or address as many problems as possible. I see video conferencing in general being useful in my classroom by allowing us to go on virtual field trips (for free) to many different science careers and actually get to talk with people who make science their life. I can also see creating virtual office hours on a given night for students to be able to ask questions if they were having difficulty on an assignment. (although that would take some ironing out before I could put into practice).
Overall the video conference went very well and as a good experience to go through.
Here are a few screenshots of us using Adobe Connect
Our Video conference served two purposes. One was to learn video conferencing and two was to brainstorm about our group tutorial project design.
Prior to the conference our group had good brainstorming done in both google docs as well as through angel posts. Below is a link to our google document brainstorming and a screenshot of our angel brainstorming posts.
Google Document
after deciding to use Vyew as our video conferencing tool, Dan and I hopped on Sunday morning and to our dismay Vyew was down and you could not log in as a member...Dan was still able to create a room and we attempted to communicate in that room but were unable to find how to communicate though microphones and were stuck writing in the chat box. The best we could figure was that you had to be logged in as a member in order to use mics. I then called an audible and signed up for a free trial of adobe connect and we jumped ship to the adobe room I created. Some advantages we found of adobe connect was that it was extremely user friendly and easy to create a free account. It literally took less that 2 minutes to set up an account and get a room up and running. Within the room, it was very easy to start communicating through our webcams. It wasn't as easy to fine-tune the audio so we didn't get echoing but still was not difficult. Adobe immediately provided a URL for me to copy into our Google Doc so that Dan and Becky could enter the room.
Some downsides to Adobe connect is that they have no extended free version. My free trial ends in 15 days and I would then need to purchase a version or switch to a different video conferencing tool. Another disadvantage is that Adobe's free trial does not allow you to record the meetings for later playback. To do this we had to use Screencast-o-matic.com (SOM) and we were then obligated to keeping the meeting under 15 minutes as this is the longest SOM will allow.
If I were to do this over again, I would try and hold my video conference on a day that I was not under time constraints and I would enter the room before the meeting so that I was very familiar with all aspects of the video conferencing tool. Therefore, I would be able and answer as many questions or address as many problems as possible. I see video conferencing in general being useful in my classroom by allowing us to go on virtual field trips (for free) to many different science careers and actually get to talk with people who make science their life. I can also see creating virtual office hours on a given night for students to be able to ask questions if they were having difficulty on an assignment. (although that would take some ironing out before I could put into practice).
Overall the video conference went very well and as a good experience to go through.
Here are a few screenshots of us using Adobe Connect
Using the chat window
Sharing Screens
Shared notes window
On to the nuts and bolts of the video blog. We have decided that to make a tutorial on a few of the basics of Moodle the online management system. We will be teaching how to make a lesson on moodle with embeded video and guided questions. We have chosen to divide the tutorial into 3 equal parts and will be using screencast-o-matic to record our sections and then use windows movie maker to piece them all together. Becky will be demonstrating how to begin creating a lesson in Moodle, I will be demonstrating how to embed a video and ways around YouTube and Dan will be demonstrating how to add questions with guided responses. We have agreed to all look into getting a dummy Moodle class set up, one that all of us will have access to so we all can work on the same lesson. We are trying to get this set up by Tuesday and will be communicating on our Google document throughout the week.
Below are the two links to our web conference
Below are the two links to our web conference
LINK TO FIRST CONFERENCE:11AM Dan and Scott
http://www.screencast-o-matic.com/watch/cXf6D2DfI
LINK TO SECOND CONFERENCE: 8PM Dan, Scott and Becky
http://www.screencast-o-matic.com/watch/cXfXctDfJ
http://www.screencast-o-matic.com/watch/cXf6D2DfI
LINK TO SECOND CONFERENCE: 8PM Dan, Scott and Becky
http://www.screencast-o-matic.com/watch/cXfXctDfJ
WPP - PART B - Application of TPACK
When I take a step back and look at my Wicked Problem Project, incorporating a Student Response System into my classroom and I compare it to following to the TPACK curriculum I see my problem being well supported my TPACK. TPACK takes technology and ties it closely with pedagogy and content so that a teacher will have the greatest opportunity for successful technology integration into their curriculum.
By incorporating a SRS into my lesson, I will not be changing my teaching methods all that much. I will still be delivering content and probing for questions, but I now will be probing each student numerous questions and will be able to give instant feedback to both myself and the student. This will allow me to alter what I am doing, based on class participation, to best fit a class or group of students. It will allow a student to instantly see "how am I understanding this content?" and will hopefully provoke questions from the students if they are not understanding.
By creating pre-tests and post tests that the students will use the SRS to answer I am hoping for a shift in motivation for students. Unmotivated students will now have a tangible goal. They will see where they started with their pre-tests and most will want to see their post test score higher and in turn will find some motivation to get there. For the extrinsically motivated student, I am hoping for some intrinsic motivation to arise within.
When I look at how my SRS will make my content more intellectually accessible, I find myself looking at how quickly I can get results for both the students and myself. The students will immediately know how they did on a pre or post test and it will allow me the ability to publish test grades quicker for parents and students to access online.
By being able to pose numerous questions throughout my lessons I am also able to reel those rouge day-dreamers back in and make sure they are staying connected with the content of the lesson. Plus at the conclusion of lessons I will now have to ability to ask open ended, thought provoking questions (i.e. exit slips) to further test their knowledge and the SRS allows easy, quick, and organized access to their answers that I can then use to tailor the follow days lesson accordingly.
By using a SRS I will be reaching all learnings. My SRS allows me to incorporate an array of different types of questions into my lesson. From true/false to multiple choice. From multiple answer to opinion or open ended questions. I will be asking students to read and respond, watch this clip and respond, answer this question after I present this information to you, etc. As i become more comfortable with them I would also like to incorporate the SRS into group work and collaboration as well.
By incorporating a SRS into my lesson, I will not be changing my teaching methods all that much. I will still be delivering content and probing for questions, but I now will be probing each student numerous questions and will be able to give instant feedback to both myself and the student. This will allow me to alter what I am doing, based on class participation, to best fit a class or group of students. It will allow a student to instantly see "how am I understanding this content?" and will hopefully provoke questions from the students if they are not understanding.
By creating pre-tests and post tests that the students will use the SRS to answer I am hoping for a shift in motivation for students. Unmotivated students will now have a tangible goal. They will see where they started with their pre-tests and most will want to see their post test score higher and in turn will find some motivation to get there. For the extrinsically motivated student, I am hoping for some intrinsic motivation to arise within.
When I look at how my SRS will make my content more intellectually accessible, I find myself looking at how quickly I can get results for both the students and myself. The students will immediately know how they did on a pre or post test and it will allow me the ability to publish test grades quicker for parents and students to access online.
By being able to pose numerous questions throughout my lessons I am also able to reel those rouge day-dreamers back in and make sure they are staying connected with the content of the lesson. Plus at the conclusion of lessons I will now have to ability to ask open ended, thought provoking questions (i.e. exit slips) to further test their knowledge and the SRS allows easy, quick, and organized access to their answers that I can then use to tailor the follow days lesson accordingly.
By using a SRS I will be reaching all learnings. My SRS allows me to incorporate an array of different types of questions into my lesson. From true/false to multiple choice. From multiple answer to opinion or open ended questions. I will be asking students to read and respond, watch this clip and respond, answer this question after I present this information to you, etc. As i become more comfortable with them I would also like to incorporate the SRS into group work and collaboration as well.
Sunday, April 3, 2011
WPP - PART A - Description of Need or Opportunity
I have been teaching for over 3 years and in those three years I have taught over 7 different subjects within the sciences. I have also taught in both the high school and middle school settings. In each of those classroom settings, there was an underlining struggle that arose in all of the classes. The struggle was my ability to get an really good understanding of the students comprehension (as a whole) on a certain topic before I moved on to the next topic. What I have found worked best for me was to ask lots of questions, often. With this strategy, I am asking a question to a specific student every 30 seconds, on average. Even with this strategy I am only able to ask one question to one student. To me, this is unacceptable to swallow, but I had to swallow because I had no other alternatives. I plan to address this issue by using a Student Response System in my classroom. This system will allow me to pose multiple questions to the students and get a response from the ENTIRE CLASS!!! The system that I will be using is on loan from a fellow teacher who wrote a grant in order to purchase the $1500 system. I feel this is the most cost effective technological alternative that addresses my issue. Other alternatives include a netbook/laptop for each student which would cost roughly $500-%1000 per student or having the students use a polling software like Polleverywhere.com. This software allows students to use their cell phones to text in answers. I have tried using this type of software and a few problems arise with it. One problem is that you are at the mercy of the internet connection and in my district the words "archaically slow" comes to mind. It actually inhibited progress. The other problems I ran into were that not every student has a cell phone nor do all students have unlimited texting options on their plans. I then had to find other options for those students.
My plan is to seamlessly integrate the Student Response System into my note-taking process so that periodically throughout the notes, I will pose questions to all students and receive instant feedback from all students that I will use to gage if I need to clarify anything or can move on. All students will participate by using the system. I hope to have the ability to use these for the remainder of the year and if all goes well, purchase some after writing a grant for next year.
I also plan to use the Student Response System as a way of monitoring progress within a unit. I would like to create pre and post tests that will be administered to the class so that each student (and myself) will be able to know what their level of knowledge comprehension is before and after a unit. I am hoping students will see an increase in comprehension throughout the unit of study and this will spark some internal motivation to do as well as they can.
The following are sites that I have found that will be great resources for me when preparing a lesson as well as during the integration process.
http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm - Provides best practices of SRS integration from University of Wisconsin.
http://people.uncw.edu/lowery/swssa%20ms.pdf - outlines the history and benefits to using SRS. Also gives uses, types, and alternatives to SYS.
http://exchange.smarttech.com/#tab=0 - A website that provides premade lessons and test question sets that I may access when designing my lessons. (I may not have to reinvent the wheel each time!)
http://arxiv.org/PS_cache/physics/pdf/0508/0508114v1.pdf - This addresses the different types of questions
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ClickersintheClassroomAnActive/157458 - This gives evidence that SRS work to increase test scores
http://www.turningtechnologies.com/media/files/100%20ttech%20ideas%20for%20SRS.pdf - 100 ideas for SRS.
http://www.suite101.com/content/10-personal-response-systems-teaching-strategies-a159078 - 10 best practice using a SRS.
I used Google search engine for my searches and had tremendous success. I Rarely use other search engines. My Searches included "student Response systems in the classroom", "How to integrate student response systems into the classroom", "Ideas for SRS in the classroom", "Tips for use of SRS", "student response systems tips and tricks", "Student Response System Ideas".
I also used google Scholar search engine and found that most if the literature was not useful simply because of the length of the articles. Some of my searches included "student response systems in classrooms", "student response systems in middle school classrooms"
My plan is to integrate the SRS into at least two lessons, and two pre/post tests during the length of my CEP 812 class. My plan after that class finishes is to continue to integrate my fellow teachers SRS into as many lessons as possible and make pre and post tests for each unit from here on out. I also plan to look into writing a grant for funds to purchase my own student response system.
The way I plan to assess whether my technology integration was successful is to look at my pre and post test scores. I have a few pre and post test scores from units without my integration from earlier in the year that I will use as a control to compare my scores after using the SRS to. Hopefully I see an increase in my scores.
My plan is to seamlessly integrate the Student Response System into my note-taking process so that periodically throughout the notes, I will pose questions to all students and receive instant feedback from all students that I will use to gage if I need to clarify anything or can move on. All students will participate by using the system. I hope to have the ability to use these for the remainder of the year and if all goes well, purchase some after writing a grant for next year.
I also plan to use the Student Response System as a way of monitoring progress within a unit. I would like to create pre and post tests that will be administered to the class so that each student (and myself) will be able to know what their level of knowledge comprehension is before and after a unit. I am hoping students will see an increase in comprehension throughout the unit of study and this will spark some internal motivation to do as well as they can.
The following are sites that I have found that will be great resources for me when preparing a lesson as well as during the integration process.
http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm - Provides best practices of SRS integration from University of Wisconsin.
http://people.uncw.edu/lowery/swssa%20ms.pdf - outlines the history and benefits to using SRS. Also gives uses, types, and alternatives to SYS.
http://exchange.smarttech.com/#tab=0 - A website that provides premade lessons and test question sets that I may access when designing my lessons. (I may not have to reinvent the wheel each time!)
http://arxiv.org/PS_cache/physics/pdf/0508/0508114v1.pdf - This addresses the different types of questions
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ClickersintheClassroomAnActive/157458 - This gives evidence that SRS work to increase test scores
http://www.turningtechnologies.com/media/files/100%20ttech%20ideas%20for%20SRS.pdf - 100 ideas for SRS.
http://www.suite101.com/content/10-personal-response-systems-teaching-strategies-a159078 - 10 best practice using a SRS.
I used Google search engine for my searches and had tremendous success. I Rarely use other search engines. My Searches included "student Response systems in the classroom", "How to integrate student response systems into the classroom", "Ideas for SRS in the classroom", "Tips for use of SRS", "student response systems tips and tricks", "Student Response System Ideas".
I also used google Scholar search engine and found that most if the literature was not useful simply because of the length of the articles. Some of my searches included "student response systems in classrooms", "student response systems in middle school classrooms"
My plan is to integrate the SRS into at least two lessons, and two pre/post tests during the length of my CEP 812 class. My plan after that class finishes is to continue to integrate my fellow teachers SRS into as many lessons as possible and make pre and post tests for each unit from here on out. I also plan to look into writing a grant for funds to purchase my own student response system.
The way I plan to assess whether my technology integration was successful is to look at my pre and post test scores. I have a few pre and post test scores from units without my integration from earlier in the year that I will use as a control to compare my scores after using the SRS to. Hopefully I see an increase in my scores.
Thursday, March 24, 2011
Sunday, March 20, 2011
Tuesday, March 8, 2011
Final Reflection CEP 811
Incorporating technology for technology sake is about the most ineffective way to integrate technology into your curriculum. Using technology to further the educational process by providing differentiated learning is key. We can't merely use a projector like a glorified overhead projector, otherwise its a waste. Technology can offer you the tools to reach every student and allow them to be successful by developing lessons that are current, engaging, and interactive for the learner. Technology can offer more in-depth learning through online collaboration with fellow students and self-reflections from online blogging and forums. Plus technology feeds each kind of learner if used right. It has stimulating text, engaging videos, current images, interactive simulations, games and animations that all add to increasing a students ability in the classroom. Of course none of this is possible without strong thought and preparation before hand. Having a solid lesson plan guided by instructional design principles and TPACK framework will set you up for success.
Throughout this course I have been given many different evaluation tools to ensure that my technology integration is as effective as it can be. The things I have learned in this course have been very engaging and informational. They have also been easily applied and incorporated into my curriculum. From utilizing good instructional design principles to WebQuest evaluations to face-2-face instructional strategies, they all have been enlightening. WebQuest evaluations have become a regular habit of mine simply because you don't know what someone has put together and it is always better to be caught off guard when you're not in front of kids and this evaluation process allows me to do that. The website building was very informative having never created one before. I plan to continue to develop mine and incorporate it into my Moodle page. I find myself constantly asking the question "am I covering all the bases?" (in regards to UDL). I have utilized numerous sites that convert text to spoken work and visa-versa. Basically, because of this course I feel better equipt to create a well thought out lesson that incorporates technology and also evaluate the numerous different types of technology options.
This year, I have been blessed with technology being plopped into my lap. I have always been extremely open to using technology, but my district is so far behind, it's more of a pain than an asset. Because of the technology donated to me and this class, I have been able to reach many personal goals in regards to integrating technology into my classroom. I have a well developed Moodle page where students can access everything from class as well as enrichment assignments. My worksheets, webpages, online book, webpages, etc are all accessible from there. I have also developed numerous interactive online assignments that the students have been able to complete. I developed these lessons keeping instructional design principles in mind. I have also begun making screencasts of my lectures in class and posting them to my Moodle for absent students as well as student who need clarification when I am not able to give it. The students love being part of the lecture. I am currently in the process of using digital storytelling to create a still frame video of the different types of weathering processes. Starting next week I am offering extra credit for students that turn their assignments into me by sharing them with me through Google Apps. I have set up a number of assignments that will be able to be done this way.
A new goal of mine is to become paperless as much as possible. Some of my students have their own laptop and therefore can access my entire class online either through Google Apps or Moodle. One step I am trying to take currently to make this goal a reality is getting my entire class uploaded to Moodle. All worksheets, labs, projects, WebQuests, quizzes, tests, etc. I have created groups in both Google Apps and Moodle and this should simplify my grading. Another new goal is shifting my curriculum from meaningless worksheets, to interactive engaging projects that use technology to enhance learning. A long term plan is to create at least one meaningful project per unit per year. This way in three to four years, I will have a plethora of projects to choose from that use a variety of different technology to assess the students learning. An underlining plan that will help me reach both goals is utilizing what I learn in my certificate courses as well as my masters courses into my curriculum.
Monday, March 7, 2011
Personal Learning Reflection CEP 810
Well, I can honestly say that the first class in my technology certificate program far exceeded my expectations of how useful the information was and how easily integrated the programs were in the classroom. This being my first online course, I was unsure of how class would run and what type of interaction would take place between the professor and students. I found it very helpful seeing other students posts and ideas. I felt as though we were all teaching each other and Sue was being more of a facilitator and I thoroughly enjoyed that. This is what I strive for in my classroom and the things I have learned in CEP 810 have provided me the knowledge and confidence to take a step closer to that goal.
Incorporating technology for technology sake is about the most ineffective way to integrate technology into your curriculum. Using technology to further the education process by providing differentiated learning is key. We can't merely use a projector like a glorified overhead projector, otherwise its a waste. Technology can offer you the tools to reach every student and allow them to be successful by developing lessons that are current, engaging, and interactive for the learner. Technology can offer more in-depth learning through online collaboration with fellow students and self-reflections from online blogging and forums. Plus technology feeds each kind of learner if use right. It has stimulating text that can be read to the learner for the auditory learner, it has engaging videos and current images for the visual learner, and it is full of interactive simulations, games and animations that help the kinesthetic learner.
The assignment I turned in that exemplifies the best teaching with technology I feel is our SIG presentation. One reason I feel this way is that it was done completely online using Google Docs (a cloud computing server) and we, as a group, had only technology to interface with and create a viable product. In the real world, this is similar to an American company having to work with a Chinese company to create a viable product. It is inconceivable for the two groups to meet and complete the project, so they will utilize some sort of online collaboration system (like Google Docs) to get the work completed. Another reason I feel this assignment represents good teaching with technology is that throughout my portion of the presentation, I incorporated interactive video's that drew the audience into the presentation.
The class started out with a bang, having us create so many new accounts. RSS readers, Blogs and Twitter accounts just to name a few. From the very beginning it has been easy to work towards the goals i created in my personal growth plan. I have been able to pull numerous current event starter questions/journal entries from some of the things I have been following on my RSS reader. I think one of the largest assets that I have gained is the expansion of my personal learning network to include jing's and blogs like MACUL spaces, and classroom 2.0. I have pulled numerous ideas off of these sites and have been able to immediately implement them into my room. Later on this year I plan to use Prezi to allow student to present material for a project. I have already begun making screencasts of my lectures in class and posting them to my Moodle for absent students as well as student who need clarification when I am not able to give it. The students love being part of the lecture. I am currently in the process of using digital storytelling to create a still frame video or the different types of weathering processes. Starting next week I am offering extra credit for students that turn their assignments into me by sharing them with me through Google Apps. I have set up a number of assignments that will be able to be done this way.
A new goal of mine is to become paperless as much as possible. Some of my students have their own laptop and therefore can access my entire class online either through Google Apps or Moodle. One step I am trying to take currently to make this goal a reality is getting my entire class uploaded to Moodle. I have created groups in both Google Apps and Moodle and this should simplify my grading. Another new goal is shifting my curriculum from meaningless worksheets, to interactive engaging projects that use technology to enhance learning. A long term plan is to create at least one meaningful project per unit per year. This way in three to four years, I will have a plethora of projects to choose from that use a variety of different technology to assess the students learning. An underlining plan that will help me reach both goals is utilizing what I learn in my certificate courses as well as my masters courses into my curriculum.
Incorporating technology for technology sake is about the most ineffective way to integrate technology into your curriculum. Using technology to further the education process by providing differentiated learning is key. We can't merely use a projector like a glorified overhead projector, otherwise its a waste. Technology can offer you the tools to reach every student and allow them to be successful by developing lessons that are current, engaging, and interactive for the learner. Technology can offer more in-depth learning through online collaboration with fellow students and self-reflections from online blogging and forums. Plus technology feeds each kind of learner if use right. It has stimulating text that can be read to the learner for the auditory learner, it has engaging videos and current images for the visual learner, and it is full of interactive simulations, games and animations that help the kinesthetic learner.
The assignment I turned in that exemplifies the best teaching with technology I feel is our SIG presentation. One reason I feel this way is that it was done completely online using Google Docs (a cloud computing server) and we, as a group, had only technology to interface with and create a viable product. In the real world, this is similar to an American company having to work with a Chinese company to create a viable product. It is inconceivable for the two groups to meet and complete the project, so they will utilize some sort of online collaboration system (like Google Docs) to get the work completed. Another reason I feel this assignment represents good teaching with technology is that throughout my portion of the presentation, I incorporated interactive video's that drew the audience into the presentation.
The class started out with a bang, having us create so many new accounts. RSS readers, Blogs and Twitter accounts just to name a few. From the very beginning it has been easy to work towards the goals i created in my personal growth plan. I have been able to pull numerous current event starter questions/journal entries from some of the things I have been following on my RSS reader. I think one of the largest assets that I have gained is the expansion of my personal learning network to include jing's and blogs like MACUL spaces, and classroom 2.0. I have pulled numerous ideas off of these sites and have been able to immediately implement them into my room. Later on this year I plan to use Prezi to allow student to present material for a project. I have already begun making screencasts of my lectures in class and posting them to my Moodle for absent students as well as student who need clarification when I am not able to give it. The students love being part of the lecture. I am currently in the process of using digital storytelling to create a still frame video or the different types of weathering processes. Starting next week I am offering extra credit for students that turn their assignments into me by sharing them with me through Google Apps. I have set up a number of assignments that will be able to be done this way.
A new goal of mine is to become paperless as much as possible. Some of my students have their own laptop and therefore can access my entire class online either through Google Apps or Moodle. One step I am trying to take currently to make this goal a reality is getting my entire class uploaded to Moodle. I have created groups in both Google Apps and Moodle and this should simplify my grading. Another new goal is shifting my curriculum from meaningless worksheets, to interactive engaging projects that use technology to enhance learning. A long term plan is to create at least one meaningful project per unit per year. This way in three to four years, I will have a plethora of projects to choose from that use a variety of different technology to assess the students learning. An underlining plan that will help me reach both goals is utilizing what I learn in my certificate courses as well as my masters courses into my curriculum.
Sunday, February 27, 2011
Online Learning
Well. I am going to focus my writing on Moodle. Our district has offered for a few years now, the availability of moodle for us. Most of the students are familiar with it by now and it seems as though the newness has warn off. I envision this as a good thing. The students have moved past the idea that they get to click around and play on a computer and have now settled in on learning why we are using online experiences!
With regards to content, it allows me to teach any content that I can find and post on my moodle page. Currently, I have all of my homework assignments, screencasts of lectures and calenders posted there. Not to mention the many neat enrichment websites, flash games, review simulations, and videos posted also. My moodle is a one-stop shop for information regarding our class. I have posted podcasts for my students there as well.
I have also taken advantage of the quizzing function which allows the students instant feedback on their assessments. I have used this function for pretest inquiry to see where the students are with new information. I have used it as informal summative assessment (exit slips). I have also used it as formal assessment of content.
Moodle also has a journal function in which I have the student create online journals of their bellwork and other questions I pose.
It also has a forum feature that the students are able to pose questions to each other as well as to me. This allows for collaboration and discussion among students which is key to student success.
Moodle has also cut out the excuse that "I forgot it at school". Everything is online. Even my book is linked to moodle. It's absolutely fantastic! This is the first year that I have used moodle and I am sure as I continue to use it, I am going to see a whole lot more possibilities!
Because its an online management system, a teacher can incorporate almost any pedagogical strategy and tie it to this system. For instance, I could create an inquiry webquest where the students are inductively learning or I could create a webquest in which they are reviewing deductively topics that we have covered. Collaboration, discussion, and reflection occurs with and between students.
As much as I would love to either create an RSS page for my classes or have them create one, I envision it being difficult to manage. How much time do I allocate to making it? How much time is allocated for searching for topics to write about? Are the kids going to find science information to keep updated on? Do the sites work due to filters? Do they have availability to a computer daily? For all of these reasons, I would find it difficult to incorporate RSS pages into my science classroom.
With regards to content, it allows me to teach any content that I can find and post on my moodle page. Currently, I have all of my homework assignments, screencasts of lectures and calenders posted there. Not to mention the many neat enrichment websites, flash games, review simulations, and videos posted also. My moodle is a one-stop shop for information regarding our class. I have posted podcasts for my students there as well.
I have also taken advantage of the quizzing function which allows the students instant feedback on their assessments. I have used this function for pretest inquiry to see where the students are with new information. I have used it as informal summative assessment (exit slips). I have also used it as formal assessment of content.
Moodle also has a journal function in which I have the student create online journals of their bellwork and other questions I pose.
It also has a forum feature that the students are able to pose questions to each other as well as to me. This allows for collaboration and discussion among students which is key to student success.
Moodle has also cut out the excuse that "I forgot it at school". Everything is online. Even my book is linked to moodle. It's absolutely fantastic! This is the first year that I have used moodle and I am sure as I continue to use it, I am going to see a whole lot more possibilities!
Because its an online management system, a teacher can incorporate almost any pedagogical strategy and tie it to this system. For instance, I could create an inquiry webquest where the students are inductively learning or I could create a webquest in which they are reviewing deductively topics that we have covered. Collaboration, discussion, and reflection occurs with and between students.
As much as I would love to either create an RSS page for my classes or have them create one, I envision it being difficult to manage. How much time do I allocate to making it? How much time is allocated for searching for topics to write about? Are the kids going to find science information to keep updated on? Do the sites work due to filters? Do they have availability to a computer daily? For all of these reasons, I would find it difficult to incorporate RSS pages into my science classroom.
Saturday, February 19, 2011
Wikispaces and Wikipedia + MACUL Tips Post
Click here to access my Wikispace page.
Below is the tip I added to the MACUL tips and trick Jing
Learning Styles
When dissecting learning using the more physical approach (visual, auditory, and kinesthetic style) I have to say that I am a mix between all three style with a large emphasis on visual and secondly on auditory. When looking back on college and reflecting on my different professors, I can say that the least effective teaching was listening to a monotone profession talk for 50 minutes without a PowerPoint or any visuals to help. The most effective professors were ones that had great visual aids to guide you through their engaging lectures and then demonstrations or examples of what their expectations were for the homework or problem. Do I enjoy to read? Not really. But, do I learn best by watching and listening to a professor or video and taking notes, absolutely. But if the professor is monotone and disengaging, with no visual stimulation, then I'm done. So what does that make me? A hybrid? A visitory learner?
I knew kids that would show up on the day of a test and Ace it having never set foot in the room prior to that. Now, this was either because they were geniuses...(doubtful) or the fact that they could learn what they needed to know by simply reading the book. That ain't me! I benefited tremendously from going to lecture, doing the homework, and holding group study sessions.
I think teaching strategies need to be picked in conjunction with what content you are covering. It doesn't make much sense to simply talk about "evidence of chemical changes" without having the kids get in there and create some of their own chemical changes. but it also doesn't do much good to have the students create 3D sculptures of the layers of earth because that concept is better taught showing images and videos.
As long as teachers don't forget that kids learn in different ways, we will continue to try and incorporate each learning style into everything we teach.
Instead of focusing our energy on differentiating each lesson, we should instead focus on differentiating each "topic/unit". For example, if it's going to take a week to cover plate tectonics, then within that week, I need to create lessons, assignments, and discussions that allow each learning style to succeed in learning the information. Does that mean that I need to touch each learning style everyday? No. But instead, touch each of them throughout the unit. I also believe giving students choices within assignments also lends itself to be helpful for each student and their different learning styles. Within an assignment, allowing a student to choose how they wish to complete the assignment will yield greater results than forcing them to stick to one style of your choosing.
.
I knew kids that would show up on the day of a test and Ace it having never set foot in the room prior to that. Now, this was either because they were geniuses...(doubtful) or the fact that they could learn what they needed to know by simply reading the book. That ain't me! I benefited tremendously from going to lecture, doing the homework, and holding group study sessions.
I think teaching strategies need to be picked in conjunction with what content you are covering. It doesn't make much sense to simply talk about "evidence of chemical changes" without having the kids get in there and create some of their own chemical changes. but it also doesn't do much good to have the students create 3D sculptures of the layers of earth because that concept is better taught showing images and videos.
As long as teachers don't forget that kids learn in different ways, we will continue to try and incorporate each learning style into everything we teach.
Instead of focusing our energy on differentiating each lesson, we should instead focus on differentiating each "topic/unit". For example, if it's going to take a week to cover plate tectonics, then within that week, I need to create lessons, assignments, and discussions that allow each learning style to succeed in learning the information. Does that mean that I need to touch each learning style everyday? No. But instead, touch each of them throughout the unit. I also believe giving students choices within assignments also lends itself to be helpful for each student and their different learning styles. Within an assignment, allowing a student to choose how they wish to complete the assignment will yield greater results than forcing them to stick to one style of your choosing.
.
How to properly site an image using CC
Photo Attribution:
Original Image: "pool"
http://farm3.static.flickr.com/2357/2931901190_e80ae421a5.jpg
By: Wolfgang Staudt
Released under Attribution-Non-commercial
http://creativecommons.org/licenses/by-nc/2.0/deed.en
This image shows great hot spots within Yellowstone National Park where hot magma heats the water underground and tremendous amounts of mineral deposits from evaporating water provide these brilliant colors. As I teach plate tectonics and layers of the earth, this picture provides excellent proof of the theory of plate tectonics.
My flickr Account
Sunday, February 6, 2011
Using my RSS Page
After Creating my RSS page and searching for feeds that I thought would be entertaining to follow, I found myself adding more pages that would be more appropriate for me to follow as an educator. Two such sites that I have added to my RSS page are a feed to MACUL tips and tricks to using technology in the classroom and Everyone's Blog and Classroom 2.0 website. Both of those site are constantly being updated on educational information and I have found myself on those feeds numerous times throughout the past few weeks. One post that I added to MACUL was a trick about using Polleverywhere.com. To screen shot is below.
Over the next couple of days I read posts about using powerschool (our school uses this), Using Pearson, (we just moved over to pearson inform)...globster, Meetmeatthecorner.org, and many other sites I see being useful in my science classroom.
He has some interesting perspectives on different topics and has many people that follow and comment. The things in this blog are hit or miss whether I can use them is class or not. if nothing else, it's is personally interesting to read.
I also have been following a healthy eating blog which has not played out to what I thought it might be, but has still been interesting to follow. A few posts have been regarding Weight Watchers and how they say that diets don't work; a change in your lifestyle is the only thing that will help you lose weight. This site has also given some good/different recipes also which is going to help me next year because I will be teaching nutrition and foods. For part of this class I will be teaching the students how to prepare healthy meals so even though I don't see the usefulness as of yet, it will come into use next year.
ScienceDaily has been a great resource for bellwork discussions in my science class. It provides me with updated information relevant to the students lives. Things such as New Stars being discovered, hurricanes and why there seems to be a rise in the severity, earthquakes and how they shape our planet, etc.
I have three different NSTA (National Science Teacher Association) feeds that i am following. One is about inquiry science teaching and this is something I would like to work towards in my classroom so I have been reading the updates but I know that it is going to take time to teach the students how to inquire....
The main way I have incorporated my RSS page into my classroom is to start discussions at the beginning of class between students regarding current events regarding science. I plan on creating an RSS page for each of my classes and allowing the students to pick SCIENCE feeds that they would like to follow. I'm not sure how well it will work, but I want to give the students an opportunity to have a say in the material we talk about.
The next series of posts will be screen shots of my RSS page.
Classroom 2.0 hasn't been updated as much as MACUL, but one article I found interesting was a post about "Why your Schools Social Media Strategy is Falling Behind". It talked about how we as schools are far behind as a whole with regards to technology in the classroom. People replied unanimously that they agreed.
My feed linked to Smart technology updates has barely been updated and it seems as though it is not what I had hoped it would be (tips and tricks using Smart Technology). It is more updated press releases and upgrades happening with the company. I am still searching for a feed that will give me "free" training on Smart tech stuff! My classroom is outfitted with Smart and I want to use it to its full potential.
The health blog that I have been following has provided me with interesting topics to start my health class on numerous occasions. One in particular was a post about this lady who had an elective larynx transplant so she could speak again. The down side; she has to be on immunosupresent drugs the rest of her life. my reply is posted below
Greg Laden's Blog on Science as a culture is an interesting blog to follow. One post in particular I found interesting was his post on vaccinations vs disease, which is worse?, the post is below with my reply at the bottom.
I also have been following a healthy eating blog which has not played out to what I thought it might be, but has still been interesting to follow. A few posts have been regarding Weight Watchers and how they say that diets don't work; a change in your lifestyle is the only thing that will help you lose weight. This site has also given some good/different recipes also which is going to help me next year because I will be teaching nutrition and foods. For part of this class I will be teaching the students how to prepare healthy meals so even though I don't see the usefulness as of yet, it will come into use next year.
ScienceDaily has been a great resource for bellwork discussions in my science class. It provides me with updated information relevant to the students lives. Things such as New Stars being discovered, hurricanes and why there seems to be a rise in the severity, earthquakes and how they shape our planet, etc.
I have three different NSTA (National Science Teacher Association) feeds that i am following. One is about inquiry science teaching and this is something I would like to work towards in my classroom so I have been reading the updates but I know that it is going to take time to teach the students how to inquire....
The main way I have incorporated my RSS page into my classroom is to start discussions at the beginning of class between students regarding current events regarding science. I plan on creating an RSS page for each of my classes and allowing the students to pick SCIENCE feeds that they would like to follow. I'm not sure how well it will work, but I want to give the students an opportunity to have a say in the material we talk about.
The next series of posts will be screen shots of my RSS page.
Monday, January 31, 2011
Internet security lab
Tutorial 1: F Using Firewalls
I learned the basic difference between hardware firewalls and software firewalls and how if you have high speed Internet it is recommended that you have both types of FW's. Hardware FW's hide your computer from hackers of the Internet and do things behind the scenes. Software FW's are constantly asking for your approval to sites/downloads and tells you if someone is trying to access your computer. It surprises me that neither firewalls protect against user stupidity. You are still vulnerable if you download a virus willingly not knowing it was a virus.
Tutorial 2: B: Clean-up and Speed-up your PC
I learned how to use msconfigs to help speed up your boot-up speed. I never knew you could manually alter what programs you want to start and what programs you do not. I am sort of surprised that they don't lock the programs that are essential to security or other vital programs so that the user does not have to ability to un-check those boxes.
Tutorial 3: L: File back up options
I learned how to back up my files using windows back up program as well as Karen's replicator. I have never backed up files and will be doing so immediately and sharing this with others. I was surprise that the program that he recommends to use is not free.
I learned the basic difference between hardware firewalls and software firewalls and how if you have high speed Internet it is recommended that you have both types of FW's. Hardware FW's hide your computer from hackers of the Internet and do things behind the scenes. Software FW's are constantly asking for your approval to sites/downloads and tells you if someone is trying to access your computer. It surprises me that neither firewalls protect against user stupidity. You are still vulnerable if you download a virus willingly not knowing it was a virus.
Tutorial 2: B: Clean-up and Speed-up your PC
I learned how to use msconfigs to help speed up your boot-up speed. I never knew you could manually alter what programs you want to start and what programs you do not. I am sort of surprised that they don't lock the programs that are essential to security or other vital programs so that the user does not have to ability to un-check those boxes.
Tutorial 3: L: File back up options
I learned how to back up my files using windows back up program as well as Karen's replicator. I have never backed up files and will be doing so immediately and sharing this with others. I was surprise that the program that he recommends to use is not free.
GTD Post
I would have to say that I felt like after reading through the GTD process and watch the video's I felt that I had already mastered certain parts of the process in my everyday life. But then felt that I have completely neglected other parts of the process. Some of my strong suits were collected information and processing the information. At school I have a specific spot for student paper and late paper and the students know where these places are so that I don't lose them. My email inbox is kept very tidy when subfolders. I immediately read all emails and categorize them accordingly. I am good at completing tasks if they will take 2 minutes or less. At home I have sticky notes with to-do-lists that I work through in no particular order and that is where I fall a bit short. Organizing those lengthy assignments/responses/dates on a calender, etc. What I liked about the GTD process was that it forced me to prioritize my to-do-lists and get things done in order of importance. I have never been one good with dates and GTD has forced me to keep a somewhat regular calender and reference it multiple times. The first time through, was lengthy and if it does not become a faster process for me I will be unlikely to continue, but will give it a good try. After reviewing my lists it made me somewhat proud to have accomplished so much is a week. I had never really looked back at all the decisions and things that took place.
Sunday, January 30, 2011
RSS Reading
Here is a Screen dump of my RSS feeds
On the left side are all of my science followings
I picked three different NSTA (National Science Teacher Association) because I always read about new material in their magazines and want to see what their reader will tell me. One is earth science news, one is chemisty news, and the other is general science news.
I picked Science daily becuase it is updated everyday with some sort of science news and if it is relevent to my class, I would like to use it!
I chose to follow Greg Ladens blog because he always has very interesting blogs revolving around science mostly.
I subscribed to two health feeds, one a blog and the other a new feed. I teach health class and sex ed. Those are two areas that are under constant change and these two sites will hopefully keep me up on the leading edge of health.
On the left side are all of my science followings
I picked three different NSTA (National Science Teacher Association) because I always read about new material in their magazines and want to see what their reader will tell me. One is earth science news, one is chemisty news, and the other is general science news.
I picked Science daily becuase it is updated everyday with some sort of science news and if it is relevent to my class, I would like to use it!
I chose to follow Greg Ladens blog because he always has very interesting blogs revolving around science mostly.
I subscribed to two health feeds, one a blog and the other a new feed. I teach health class and sex ed. Those are two areas that are under constant change and these two sites will hopefully keep me up on the leading edge of health.
Peer review of MERLOT educational material (BrainPop)
After reviewing the material submitted by Diane Judd on BrainPOP Science: How the World Works, and accessing the BrainPop website, I do say that it does present useful engaging activities for an array of science concepts. The site contains an assortment of online experiments, animated movies, interactive quizzes, comic strips, activity pages, quizzes, and a personal question & answer forum and relate to a number of different science topics relevant to science curriculum around the nation.
The information given on the BrainPop website is separated by discipline and then subject matter within the discipline. The information is tied to core curriculum and is both difficult to learn as well as prerequisite information that students will need to know in order to build on that knowledge in advanced classes within the discipline. Take acids and bases for example. Learning about acids and bases is a part of my 7th grade core curriculum. After learning the basic differences between acids and bases, my students are expected to retain that information to later use when they take Chemistry in high school. BrainPop does a good job at explaining the differences between acids and bases in an animated video and continues to test the students knowledge with a series of quizzes and numerous activities and experiments. They also go further in depth and discuss acid rain and its affects on our planet.
The video provided would be used as explanation: to introduce what the characteristics of acids and bases are. The activities, experiments and quiz would allow the student to practice and apply that new knowledge.
After learning the material posed on BrainPop regarding acids and bases, the student should be about to distinguish between the properties of an acid and a base and explain how they are similar and how they are different. The student will also be able to list specific uses of acids and bases.
The material is geared towards a middle school student
The multimedia video can be effective and furthering the learning process if the teacher holds a discussion regarding the video after the video or in-between sections. The interactive sections of this website can be used effectively if the teacher uses the results from the quizzes and assignments and tailors the next lesson to address misconceptions and weaknesses. The learning goals are easily identifiable. The learner is investigating differences among acids and bases through multiple interfaces.
Ease of Use,
BrainPop website is very well organized by discipline, and then broken down by subject. The site is very user friendly and geared towards kids. The buttons are entertaining and colorful. The whole set up of to page is inviting and things are easy to find.
If in a specific subject interface, a person can easily navigate away to other parts of the same interface or change subjects all together. The site offers numerous quizzes for the user to take to assess how well they know the material. The user has the option to email the results, print results, or view results. Like I mentioned before, the software is very user friendly and most student can navigate through the site without trouble.
Video, quizzes, experiments, Q and A sections, and activities are all ways the material is presented and all of these ways are student friendly.
One potential downfall to BrainPop is that it is not free for the full version. The user must pay almost $100 annually for access. This may cause some educators to shy away for the site.
The information given on the BrainPop website is separated by discipline and then subject matter within the discipline. The information is tied to core curriculum and is both difficult to learn as well as prerequisite information that students will need to know in order to build on that knowledge in advanced classes within the discipline. Take acids and bases for example. Learning about acids and bases is a part of my 7th grade core curriculum. After learning the basic differences between acids and bases, my students are expected to retain that information to later use when they take Chemistry in high school. BrainPop does a good job at explaining the differences between acids and bases in an animated video and continues to test the students knowledge with a series of quizzes and numerous activities and experiments. They also go further in depth and discuss acid rain and its affects on our planet.
The video provided would be used as explanation: to introduce what the characteristics of acids and bases are. The activities, experiments and quiz would allow the student to practice and apply that new knowledge.
After learning the material posed on BrainPop regarding acids and bases, the student should be about to distinguish between the properties of an acid and a base and explain how they are similar and how they are different. The student will also be able to list specific uses of acids and bases.
The material is geared towards a middle school student
The multimedia video can be effective and furthering the learning process if the teacher holds a discussion regarding the video after the video or in-between sections. The interactive sections of this website can be used effectively if the teacher uses the results from the quizzes and assignments and tailors the next lesson to address misconceptions and weaknesses. The learning goals are easily identifiable. The learner is investigating differences among acids and bases through multiple interfaces.
Ease of Use,
BrainPop website is very well organized by discipline, and then broken down by subject. The site is very user friendly and geared towards kids. The buttons are entertaining and colorful. The whole set up of to page is inviting and things are easy to find.
If in a specific subject interface, a person can easily navigate away to other parts of the same interface or change subjects all together. The site offers numerous quizzes for the user to take to assess how well they know the material. The user has the option to email the results, print results, or view results. Like I mentioned before, the software is very user friendly and most student can navigate through the site without trouble.
Video, quizzes, experiments, Q and A sections, and activities are all ways the material is presented and all of these ways are student friendly.
One potential downfall to BrainPop is that it is not free for the full version. The user must pay almost $100 annually for access. This may cause some educators to shy away for the site.
Friday, January 28, 2011
Social Networking
Well, before this class, my knowledge about social networking stopped at MySpace and Facebook. Late in college I created a MySpace account and originally found it extrodinarily fun to see who I could find that I knew, talk with people I hadn't talked to since graduating high school, edit my profile page, embed scrolling picture slideshows of my weekendings, changing the song on my profile, you get the picture! But after the "newness" wore off, I found myself accessing my MySpace less and less until I eventually deleated my profile becuase I wasn't interested anymore. I swore that I would never surender to the Facebook junkies and create a Facebook account and I'm proud to say I...partially stuck to my guns...My wife and I share an account. WHICH I LOVE! She does all the work of updating our status, finding the "skinny" on people, and uploading new pictures and I get to reap some of those benifits without doing all that work! But that is one of the downfalls to social networking: it takes such a long time to keep your account up to date. Plus you can get sucked in to searching and clicking, that before you know it, 2 hours have gone by and you have seemingly done nothing besides catch up on peoples gossip.
Now...I have seen the benifits perfessionally to social networking when talking about MySpace and FaceBook. I can't tell you how many music groups I have looked up and listened to on MySpace before purchasing it. And Facebook, I have heard of numerous success stories becuase of their idea/company/product has spread through Facebook. But besides those businesses, I failed to see how it could benifit me...as a teacher.
After going through the social networking lab, I now see that there is benifit in social networking even for me as an educator. I'm still "wet behind the ears" so I don't have my bag of tricks all filled up yet and am constantly searching the "net" for something new, so I don't have to reinvent the wheel. If I don't find something, I am forced to create something myself. This is not entirely a bad thing, but I do see sites like MACUL, Classroom 2.0 Ning, and Educators PLN being useful in that context. Everything on these sites is educational. I can go to these sites and see best practices from real teachers by accessing their forums and blogs. I could connect with teachers around Michigan or around the world. Do I feel one of these sites will be my saving grace and have everything I need? No, I will still have to search. But this gives me an opportunity to ask other educators for ideas.
LinkedIn I can see being helpful if were looking for a job...but i'm not sure what else.
If I were to utilize these social networking sites daily, my students will probably benifit from these becuase I could be spending my time developing how I am going to make my lesson effective instead of worrying about creating it and getting it done.
Now...I have seen the benifits perfessionally to social networking when talking about MySpace and FaceBook. I can't tell you how many music groups I have looked up and listened to on MySpace before purchasing it. And Facebook, I have heard of numerous success stories becuase of their idea/company/product has spread through Facebook. But besides those businesses, I failed to see how it could benifit me...as a teacher.
After going through the social networking lab, I now see that there is benifit in social networking even for me as an educator. I'm still "wet behind the ears" so I don't have my bag of tricks all filled up yet and am constantly searching the "net" for something new, so I don't have to reinvent the wheel. If I don't find something, I am forced to create something myself. This is not entirely a bad thing, but I do see sites like MACUL, Classroom 2.0 Ning, and Educators PLN being useful in that context. Everything on these sites is educational. I can go to these sites and see best practices from real teachers by accessing their forums and blogs. I could connect with teachers around Michigan or around the world. Do I feel one of these sites will be my saving grace and have everything I need? No, I will still have to search. But this gives me an opportunity to ask other educators for ideas.
LinkedIn I can see being helpful if were looking for a job...but i'm not sure what else.
If I were to utilize these social networking sites daily, my students will probably benifit from these becuase I could be spending my time developing how I am going to make my lesson effective instead of worrying about creating it and getting it done.
Monday, January 17, 2011
Blogs vs. Traditional Web Pages
When you get right down to it, a blog is just a webpage...right?
When looking at a webpage, it usually does not change all that much. Blogs are fluid documents that sometimes change every few seconds. Blogs are in a sense, an online journal. Webpages are static and don't allow the reader to contribute to the information being provided. Plus, Blogs are usually linked to an RSS feed so followers can easily stay updated to the information provided by the blog and contribute if they wanted.
When looking at a webpage, it usually does not change all that much. Blogs are fluid documents that sometimes change every few seconds. Blogs are in a sense, an online journal. Webpages are static and don't allow the reader to contribute to the information being provided. Plus, Blogs are usually linked to an RSS feed so followers can easily stay updated to the information provided by the blog and contribute if they wanted.
Subscribe to:
Comments (Atom)
