The webquest ideas were certainly intriguing to me. The projects and activities suggested by the videos are the type of classroom environment I want to create. There seemed to be much emphasis on letting the students choose what they want to learn. While this may mean with guided choices, I am not sure how much they could narrow down a topic they want to cover when starting with "whatever topic they choose". I think the projects would be much more efficiently run if I, as their educator, had the preliminary work completed in as many topics as possible and they choose from there. As the math teacher said it is a great deal of work but the benefits of what the students learn makes it well worth while.
I did not really like any of the webquest we were to preview. Having my students thinking through the mind of JohnWilkes Booth simply seems evil to me. There are other ways to get a perspective on the Civil War. The worst webquest was the poem. There was no real web research to do, aside from looking up War based poetry. The assignment is to write 32 lines of poetry on how it feels to be at war, not something middle grade students could possibly comprehend.
The best webquest was designing the travel brochure for Egypt. I did not like there pushy way of delivering some of the suggestions but there are students/people who do not mind that kind of attitude. The travel brochure had great directions, web searches to use with specific information to find for each person n the group. A huge time saver when trying to get projects such as this started and when students are not accustomed to this type of project.
Wednesday, December 7, 2011
Wednesday, October 19, 2011
Software Evaluation Criteria
Software is designed to be easily accessable and user friendly. When considering large scale puchases, which is why I assume there is a committe, cost is probably one of the first concerns, what is our budget? I personally feel "you get what you pay for", the extra expense involved with some software may be well worth it to save yourself and collegues time and frustration . It is the last item on the evaluation rubric so maybe others feel that way too.
Active Learning is also one of the criteria. Something I feel is imparative to education. There is no point in letting students mindlessly work through math problems. The program for me would need to be able to make them think and challenge them. One of my software choices was a math program. Elemetary students have so many facts they need to memorize.There has to be software that would let them practice and motivate students who do not want to use flashcards.
Grade level and State Standards are closely enough related that to get the best of one, the other would follow. Standards are important in making sure the lessons you teach are what students need to know to be able to move on. Grade level appropriate would depend on the student. Some will be ahead and some behind. I would want software that covers a broad area, at least a grade above and below the grade I was taeching. The versatility in the software would allow most if not all my students to be able to use a computer to practice at their level.
Writing and reading software were my other two choices. The evaluation of the hardware compatibility and save features are more important here. The math practice could be stopped and started without necessarily needing to be saved, but reports, projects, anything we are building or working on in steps would need to be able to be easily accessable and available to be printed, downloaded, manipulated and edited easliy.
I do not know enough about software to truly know what to look for. As I was considering the rubric, I was thinking what would be the easiest most time and cost effective software? I do not want to spend hours trying to teach third graders how to download information. But then it occured to me, that is what we deal with on a regular basis and why tech support and help features are evalated as well. One of the lessons in using the computer in any classroom could be how to problem solve and locate support for the issues you are experiencing with your system. I do not think the poor columns on the evaluation rubric are meant for that pupose but maybe something I would like to see considered, as the committe makes their choice. I would not choose anything I felt was poor but definatly would consider software that would allow my students to try and remedy the problems that arise.
Active Learning is also one of the criteria. Something I feel is imparative to education. There is no point in letting students mindlessly work through math problems. The program for me would need to be able to make them think and challenge them. One of my software choices was a math program. Elemetary students have so many facts they need to memorize.There has to be software that would let them practice and motivate students who do not want to use flashcards.
Grade level and State Standards are closely enough related that to get the best of one, the other would follow. Standards are important in making sure the lessons you teach are what students need to know to be able to move on. Grade level appropriate would depend on the student. Some will be ahead and some behind. I would want software that covers a broad area, at least a grade above and below the grade I was taeching. The versatility in the software would allow most if not all my students to be able to use a computer to practice at their level.
Writing and reading software were my other two choices. The evaluation of the hardware compatibility and save features are more important here. The math practice could be stopped and started without necessarily needing to be saved, but reports, projects, anything we are building or working on in steps would need to be able to be easily accessable and available to be printed, downloaded, manipulated and edited easliy.
I do not know enough about software to truly know what to look for. As I was considering the rubric, I was thinking what would be the easiest most time and cost effective software? I do not want to spend hours trying to teach third graders how to download information. But then it occured to me, that is what we deal with on a regular basis and why tech support and help features are evalated as well. One of the lessons in using the computer in any classroom could be how to problem solve and locate support for the issues you are experiencing with your system. I do not think the poor columns on the evaluation rubric are meant for that pupose but maybe something I would like to see considered, as the committe makes their choice. I would not choose anything I felt was poor but definatly would consider software that would allow my students to try and remedy the problems that arise.
Sunday, October 9, 2011
Digital Tools
Digital tools in the classroom all come down to funding. How much money does a corporation have to spend on these items for the classroom. An easy answer when budgets everywhere are being slashed and extras like physical education, music, art, and gifted and talented programs are being cut.
The appliances mentioned in the book are nothing new. Over the last ten years we have all seen this technology develop and evolve from state of the art, only used by those in the know or professionals, into everyday, every person has them, gadgets. This does create a more affordable product and make them possible to some extent in the classroom. I think deciding which tech options will be the most utilitarian for me will be how I decide what to add if there is funding available.
The classrooms I have been in over the last couple years had very little, nothing really, in the way of cameras, video recorders, or computers. There were computer labs the entire school shared, that's about it. My hope is there is money for technology out there somewhere, I just have to figure out how to apply for it. Possibly as time goes on technology can be further integrated and instead of there only being a computer lab, the necessity of each child needing their own on a daily basis will be realized and materialize.
What I am more interested in for this weeks lesson are the videos we were to watch. Particularly Chris Opitz and the videos on project lead classrooms. Randy Nelson from Pixar had some great points on collaboration and communication. I have spent a bit of time considering them and have taken notes on the speakers to be able to do more research.
The collaborative learning, multiple intelligence, project lead classrooms fascinate me as future educator. I am not sure if I am right and fear I will not know until I am in a classroom, but it seems we give children information, they learn it and give it back during a test, but do they understand how to apply what they have learned. Do they learn how to think? If we can develop all the ideas within these theories, which some teachers have but they are few and far between, into a new nationwide approach to education, which is what the speakers are trying to encourage, it would revolutionize education. I'm not sure all of their ideas would be applicable in every class, there are some things students just have to learn and while we could use these techniques it may be more efficient not to. The point is the social skills, in-depth learning, and true understanding of what and why they are learning.
Some of the ideas in the videos are a bit too Montessori method for me. This means they imply students will learn because they want to, which may be true of some but certainly not all students. As a classroom manager it would still be my job to try and inspire the intrinsic motivation they need to receive the most from their education. The social skills, respect, and acceptance given and learned by the students are life skills we all need to make the world better.
The appliances mentioned in the book are nothing new. Over the last ten years we have all seen this technology develop and evolve from state of the art, only used by those in the know or professionals, into everyday, every person has them, gadgets. This does create a more affordable product and make them possible to some extent in the classroom. I think deciding which tech options will be the most utilitarian for me will be how I decide what to add if there is funding available.
The classrooms I have been in over the last couple years had very little, nothing really, in the way of cameras, video recorders, or computers. There were computer labs the entire school shared, that's about it. My hope is there is money for technology out there somewhere, I just have to figure out how to apply for it. Possibly as time goes on technology can be further integrated and instead of there only being a computer lab, the necessity of each child needing their own on a daily basis will be realized and materialize.
What I am more interested in for this weeks lesson are the videos we were to watch. Particularly Chris Opitz and the videos on project lead classrooms. Randy Nelson from Pixar had some great points on collaboration and communication. I have spent a bit of time considering them and have taken notes on the speakers to be able to do more research.
The collaborative learning, multiple intelligence, project lead classrooms fascinate me as future educator. I am not sure if I am right and fear I will not know until I am in a classroom, but it seems we give children information, they learn it and give it back during a test, but do they understand how to apply what they have learned. Do they learn how to think? If we can develop all the ideas within these theories, which some teachers have but they are few and far between, into a new nationwide approach to education, which is what the speakers are trying to encourage, it would revolutionize education. I'm not sure all of their ideas would be applicable in every class, there are some things students just have to learn and while we could use these techniques it may be more efficient not to. The point is the social skills, in-depth learning, and true understanding of what and why they are learning.
Some of the ideas in the videos are a bit too Montessori method for me. This means they imply students will learn because they want to, which may be true of some but certainly not all students. As a classroom manager it would still be my job to try and inspire the intrinsic motivation they need to receive the most from their education. The social skills, respect, and acceptance given and learned by the students are life skills we all need to make the world better.
Wednesday, September 21, 2011
theorhetical framework
As a teacher I feel that time, effort, and patience will serve my students the best. I am not a strict person but feel that setting expectations is the ideal way to help children learn. I think as long as they know what you want from them they can try their best to give that. But, if they do perform to their potential it is my job to figure out how to get their best.
The multiple intelligence theory suggests each person varies from another in the way they learn. Since there are only nine, if you consider all the intelligences defined and those still in the theorhetical stage, there would be much overlapping in learning styles within a classroom of students. I think my style of teaching will involve as many of these as possible at one time.
My goal is to have a very interctive classroom. I would like to be able to keep the kids moving and experimenting with as many different approaches to learning as I can come up with. I have had several classes at IUE that have shown me how much information is out ther and activities I can use to achieve this. Using relay games to learn States and Capitols, math exercises with objects other than the typical counting manipulatives, the list could go on and on. The point is there are innumeral ways to appeal to students intelligence and since all students possess the same nine in some degree, all would benfit in some way from each approach and hopefully all would find a way to relate to the material I am trying to cover.
My classes at IUE have shown me several examples of technology I would like to use. Since I can not go anywhere without seeing children with a gadget of some sort in thier hand I think this will open a whole new type of teaching for me. I can not wait to try some of the ideas I have considered over the last few years but I think the more I come in contact with tech options the more I know I am going to have to, and want to, incorporate them into my teaching. Students relate too well and enjoy using it too much for me to ignore all the potential technology has to offer in educating students.
I mentioned whiteboards in one of my commets. This has been the most impressive new, to me, technology this semester. I enjoyed making the poster for W200, learning how creative I could be without lifting a pencil gave hope to the artist within. The spreadsheet will make several of my volunteering endeavors easier to track. But the abilty to post a lecture on line where students can access it at home with an adult or someone helping with their homework I feel is an amazing tool. This applies to multiple intelligences in that the person helping them should know the child well enough to relate what I was trying to explain in other terms they would understand.
Personally I learn best linguistically, spatially, intrapersonaly, and naturalistically. These intelligences have a connetion in being able to visualize, touch, and apply what I am trying to comprehend into a concrete mental or physical picture. It may take a few examples but normally I can readily understand in these ways.
Musically, kinesthetically, and interpersonal learning are not as helpful. We all know the days of the week song but trying to understand math but creating a jingle has not worked for me. I am terribly shy. While I am accutely aware of other people, interpersonal learning, groups, speeches, asking random classmates for help, is not something I would do unless I had not tried other avenues to understand it on my own. Though I am learning it is the best way to get the quickest help when I am stuck.
I am not sure if the intelligences develop as the person develops or if current theory suggests we are wired to understand best in certain ways. I do know there are many ways to approach educating children and finding the best ways to reach every child I am responsible for is going to include using these and all other sources at my disposal.
The multiple intelligence theory suggests each person varies from another in the way they learn. Since there are only nine, if you consider all the intelligences defined and those still in the theorhetical stage, there would be much overlapping in learning styles within a classroom of students. I think my style of teaching will involve as many of these as possible at one time.
My goal is to have a very interctive classroom. I would like to be able to keep the kids moving and experimenting with as many different approaches to learning as I can come up with. I have had several classes at IUE that have shown me how much information is out ther and activities I can use to achieve this. Using relay games to learn States and Capitols, math exercises with objects other than the typical counting manipulatives, the list could go on and on. The point is there are innumeral ways to appeal to students intelligence and since all students possess the same nine in some degree, all would benfit in some way from each approach and hopefully all would find a way to relate to the material I am trying to cover.
My classes at IUE have shown me several examples of technology I would like to use. Since I can not go anywhere without seeing children with a gadget of some sort in thier hand I think this will open a whole new type of teaching for me. I can not wait to try some of the ideas I have considered over the last few years but I think the more I come in contact with tech options the more I know I am going to have to, and want to, incorporate them into my teaching. Students relate too well and enjoy using it too much for me to ignore all the potential technology has to offer in educating students.
I mentioned whiteboards in one of my commets. This has been the most impressive new, to me, technology this semester. I enjoyed making the poster for W200, learning how creative I could be without lifting a pencil gave hope to the artist within. The spreadsheet will make several of my volunteering endeavors easier to track. But the abilty to post a lecture on line where students can access it at home with an adult or someone helping with their homework I feel is an amazing tool. This applies to multiple intelligences in that the person helping them should know the child well enough to relate what I was trying to explain in other terms they would understand.
Personally I learn best linguistically, spatially, intrapersonaly, and naturalistically. These intelligences have a connetion in being able to visualize, touch, and apply what I am trying to comprehend into a concrete mental or physical picture. It may take a few examples but normally I can readily understand in these ways.
Musically, kinesthetically, and interpersonal learning are not as helpful. We all know the days of the week song but trying to understand math but creating a jingle has not worked for me. I am terribly shy. While I am accutely aware of other people, interpersonal learning, groups, speeches, asking random classmates for help, is not something I would do unless I had not tried other avenues to understand it on my own. Though I am learning it is the best way to get the quickest help when I am stuck.
I am not sure if the intelligences develop as the person develops or if current theory suggests we are wired to understand best in certain ways. I do know there are many ways to approach educating children and finding the best ways to reach every child I am responsible for is going to include using these and all other sources at my disposal.
Tuesday, September 13, 2011
Teaching the Digital Generation
Before I started the W200 class I knew I was well behind technologically. I have only had internet service in my home for three weeks. A fact that constantly nagged at me because of the junior high and high school aged children that I have and their incesant want to use a computer for research, facebook, downloading music etc. So, I am not part of the digital generation. But, the more familiar I become with the options the easier it is to navigate through what I need and want to do. And the options are unlimited!
When computer classes started, in the 1980's, I was in high school. We didn't use the internet or software, we built programs using "go.. to" and "if..then" statements. The advances of the last twenty-five years in this area alone are mind boggling! Add to that cell phones, Kindles, iPods, and other such gadgets and the world is truly a different place. The students in the video are exactly as I see my children and students I have met through my Service Learning projects. They have the latest technology and they are not afraid to use it. One girl said "nobody talks on the phone anymore, we all just text" Nothing could be more true. My daughter once had over 14,000 texts in one month. (She is a straight A student in all AP classes and plays travel ball so she does more than text.) Even though that number was staggering to me, It seemed to be the only way she and her peers communicated.
Technology is everywhere. Using it in my classroom will be a must. A good thing about most of it is that it is engineered to be user friendly. Taking time to experiment with it is generally all that is necessary to start, then the more you fiddle with it, the more you can do. Not exposing my students to as many tech options as possible would be the greatest disservice to them. It is what they are going to have to use in school, work, and in everyday life. I know I can't say all appliances work in the same way but there is a certain pattern to most of it so using one type should help them figure out another. Ther more they experiment with multiple types of technology, the greater their general knowledge in this area.
My thoughts on how to deal with all things digital and technological have not changed. I have learned an incredible amount in the last three weeks of class and internet service in my home. Using Clip Art is easy, making spreadsheets shouldn't take seventeen hours, and I'm not a fan of facebook. I have long thought being an effective teacher would have to include as many interactive devices as possible. My struggles in this class and the way I see the world continually creating new ways to simplify using technology, are evidence enough I needed to get on board , stay current, and teach using technology.
When computer classes started, in the 1980's, I was in high school. We didn't use the internet or software, we built programs using "go.. to" and "if..then" statements. The advances of the last twenty-five years in this area alone are mind boggling! Add to that cell phones, Kindles, iPods, and other such gadgets and the world is truly a different place. The students in the video are exactly as I see my children and students I have met through my Service Learning projects. They have the latest technology and they are not afraid to use it. One girl said "nobody talks on the phone anymore, we all just text" Nothing could be more true. My daughter once had over 14,000 texts in one month. (She is a straight A student in all AP classes and plays travel ball so she does more than text.) Even though that number was staggering to me, It seemed to be the only way she and her peers communicated.
Technology is everywhere. Using it in my classroom will be a must. A good thing about most of it is that it is engineered to be user friendly. Taking time to experiment with it is generally all that is necessary to start, then the more you fiddle with it, the more you can do. Not exposing my students to as many tech options as possible would be the greatest disservice to them. It is what they are going to have to use in school, work, and in everyday life. I know I can't say all appliances work in the same way but there is a certain pattern to most of it so using one type should help them figure out another. Ther more they experiment with multiple types of technology, the greater their general knowledge in this area.
My thoughts on how to deal with all things digital and technological have not changed. I have learned an incredible amount in the last three weeks of class and internet service in my home. Using Clip Art is easy, making spreadsheets shouldn't take seventeen hours, and I'm not a fan of facebook. I have long thought being an effective teacher would have to include as many interactive devices as possible. My struggles in this class and the way I see the world continually creating new ways to simplify using technology, are evidence enough I needed to get on board , stay current, and teach using technology.
Friday, September 9, 2011
Saturday, September 3, 2011
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