WOW! I do not know how I posted that on your site. I had a lot of screens up at the time and must have confused something. Here is the final prezi project on my Blog.
Thursday, December 8, 2011
Prezi comment
Emma,
You accidentally posted your Prezi to my blog and it won't let me make a comment on it. So, here is my comment:
I loved your prezi! I really enjoyed the video of the children and the app with the leaves. One thing that I found unique about your video is that it was more from the viewpoint of the students rather than a teacher. It let us see what the students thought of the technology. Also, it proves that the iPad is easy to use and access by a variety of different ages. I loved that you mentioned the iPad can be used in an infinite number of ways. This I found found to be true with all of the forms of technology we have learned about in seminar. Technology is an easy way to make lessons much more engaging and entertaining to students. I feel as if technology needs to be implemented in every classroom across the country to aid in student learning. I thoroughly enjoyed your prezi about the iPad and I learned a lot about ways to incorporate it into the classroom!
You accidentally posted your Prezi to my blog and it won't let me make a comment on it. So, here is my comment:
I loved your prezi! I really enjoyed the video of the children and the app with the leaves. One thing that I found unique about your video is that it was more from the viewpoint of the students rather than a teacher. It let us see what the students thought of the technology. Also, it proves that the iPad is easy to use and access by a variety of different ages. I loved that you mentioned the iPad can be used in an infinite number of ways. This I found found to be true with all of the forms of technology we have learned about in seminar. Technology is an easy way to make lessons much more engaging and entertaining to students. I feel as if technology needs to be implemented in every classroom across the country to aid in student learning. I thoroughly enjoyed your prezi about the iPad and I learned a lot about ways to incorporate it into the classroom!
Thursday, November 17, 2011
Instructional Use of the Smart Board
Description/ExperienceThe technology demonstrated in seminar last week was Smart Boards or “White Boards”. They are projected computer interactive board that allows students and teachers to give them information being presented life and make it a little more interesting as well as “hands on”. In my experience as a student, I have seen Smart Boards in the classroom at my PDS as well as my classrooms at West Virginia University. However, I have rarely seen them being used. Originally, I had thought that Smart Boards were simply bigger screens to present information on from a computer and that the only technological aspect of them was that they allowed you to move to the next slide or prior slide by pressing buttons on the board. I assumed that these buttons were somehow connected to the computer that the presentation or information was being transmitted from.
This seminar presentation completely opened my eyes and informed me of information that I was completely mistaken about. The presenter showed us many games and uses for this technology that I was not aware of. The hand held wireless pad that connected to the Smart Board was also an amazing tool he showed us. It is a great tool to really engage students and allow the teacher to walk around and check on the work, participation, and involvement of students.
Application
Learners: The learner age group for my activity would be 6-7 years old in 1st grade, Early Elementary level
Learning outcomes: Through this activity, learners will increase their technology skills by using the smart board and observing its use. They will also learn about letters and the sounds of letters. They will match pictures to beginning letters and use the white board to select these letters in game format.
Assessment: I will allow each student to match a few or more pictures to the beginning letter. The amount that the student answers correctly will allow me to assess their understanding and ability of sounds that letters make and ability to use technology.
http://www.readwritethink.org/files/resources/interactives/picturematch/ is the website I will use for my Smart Board Activity. It is a game that has students match pictures to the letter that they begin with. This helps students understand sounds that letters make and creates a basic understanding of reading. If the class is working with specific letters, I can assign those letters to be used in the game. I will begin the lesson by having the game up on the Smart Board. The game is called “Picture Match”. I will explain the idea of the game to students. “The game is to see a picture and select the box that has the letter that each picture begins with.”
To demonstrate, I will match a few pictures to the beginning letter by saying the word and letter out loud. Then, I will have the students tell me which letter to choose as pictures come up as a group, announcing the correct letter out loud.
I will have the students take turns individually matching the pictures to letters for 3 or more pictures until I feel they have an understanding of the activity and sounds of letters. This will allow me to correctly assess the students’ abilities.
Reflection
By using this technology, my teaching strategies will be supported, because the technology will present information to the students both visually and verbally. The technology is fast paced and will keep the students actively engaged and will increase their fluency with the letter sounds. Also, this technology activity can be adjusted to use specific letters. I can use this tool if specific letters are being focused on at the time or if students are having trouble with a certain letter.
For this activity, this technology will help to give a visual aspect to the verbal understanding of the sounds of letters. The students’ verbal understanding will be supported by this activity’s audio in repeating words, letters, and sounds of letters. Also, the students will be more interested in the information and engaged in the activity when because it is presented as a game.
Pedagogical-Content:
I believe that many strategies can be used to teach phonics and letter sounds for students. Each child learns differently and is most effective to use multiple techniques to make the lesson work for as many children as possible. In my teaching, I would use demonstration to give students an idea of what is expected and an overall understanding of the process. I would use lecturing to introduce information about letters, sounds, words, combinations, and other aspects of phonics and reading before moving on to further development of understanding and different techniques to implement the information. I would use inquiry-based learning and problem based learning whenever possible to give the students as much involvement as I can and to make them feel like they are a part of the creation of the lesson. By using inquiry-based learning and problem based learning, the students will become more interested in the information as they feel that they have a choice as to what they are learning and are building self guided learning by figuring concepts and understanding out by their own means or process.
Students in early Elementary level classes that would be learning this kind of information would vary greatly in their background knowledge and experience. Students may have a great understanding of letters and phonics. They may even already read with great skill. However, students may also come from a home that doesn’t have much reading material to introduce students to this information and may have guardians that don’t have much concern for academics. I would introduce the information for this topic slowly as to make those students with low understanding not feel completely left out at the beginning. This would also give students with high abilities a confidence and comfort boost. I would progress at which ever speed the students seem comfortable with overall and review and repeat information for students who may be receiving lots of new information.
Technological-Pedagogical:
By using the technology that the Smart Board offers, students will be more engaged in the lesson. They will view the information as a game rather than a drilling practice for reading. Also, this technology will allow me to gain knowledge of the level of understanding that each student has individually about the content. The students will also gain a connected, group engaged feeling with this technology as they work together to answer correctly occasionally. This technology will really help to make simple lessons and information into a game by simply putting on a digital screen. By changing this presentation of information, students will see it as exciting, new, and interesting.
The students that will be working with this technology will be very young. At this young age, they have most likely not had much experience with this technology. To prevent misbehavior and damage, I would demonstrate the appropriate use (touch gently, where to touch, clean hands, only using fingers), inappropriate use (dirty hands, punching, kicking, bad places to touch, using sharp objects, using markers that might be permanent, etc.), and how the game works. I would also have to limit students individual time with the technology as to avoid over excitement and possible misbehavior. If students prove to be considerate, careful users of the technology, I can use this technology as a reward and allow further use. For example; Students who misbehaved or did not use it appropriately will be the only students who do not get to continue to game or another activity using the Smart Board.
Technological Pedagogical Content:
The technology will present information to the students both visually and verbally. The technology is fast paced and will keep the students actively engaged and will increase their fluency with the letter sounds. Also, this technology activity can be adjusted to use specific letters. I can use this tool if specific letters are being focused on at the time or if students are having trouble with a certain letter.
By using this technology, I will be able to implement simple drill practice techniques for reading and letter sounds that students will not find as repetitive and boring. They will see it as a game simply because it uses technology rather than just paper or oral. Technology helps to add a visual aspect to learning and creates more engagement and interest by turning simple techniques and information into a game or exciting presentation simply because it is different.
Friday, October 28, 2011
Technology Reflection: Instructional Use of Ipad
Technology Reflection Assignment
Description/Experience
In seminar last week, Kristie Galindo from West Milford Elementary visited to discuss the Ipad’s use in schools. Her school has access to two or three Ipads per classroom and also a cart that had several Ipads for classroom use that was mobile to all the classrooms. Ms. Galindo had several applications downloaded to each Ipad for the teachers’ and students’ use. She used the Ipads in her classroom for multiple content such as math, vocabulary, spelling, and reading. She explained that she used the Ipads for a science lessons to look at stars and things in the sky and universe on a rainy day when the students could not go outside to observer and the stars where not very visible. Ms. Galindo explained the diversity of the Ipads and how they should be used as a resource and reinforcement. She also explained that the Ipad should not replace the teacher
Application
During my scheduled experience time in my PDS, I often observe the students going over vocabulary and reading. Ms. Galindo showed us many applications and examples of how she uses the Ipad for spelling and reading purposes. If my teacher had access to Ipads and enough that each child could use their own or work in pairs, I believe she would use them often. For my 1st grade PDS, I would have students work in pairs of mixed abilities with one Ipad to each pair. I would have the students work with a reading/spelling applications similar to the “Chicktionary” application that was given to us as an example in seminar last week. I would first go over the application with the students and show how it is done with visual examples until the class says they understand. The class with be divided into pairs of my choice with mixed-abilities. The students will first take turns to do the application individually a few times to get the hang of it. After both students have done the application individually, they will come up with words, read words, and other tasks of the application together. The students will work and learn together in this lesson plan. The students should come out enjoying reading and spelling a little more after seeing it as a game. They will also be able to take turns and work together to reach a common goal. Also, they will develop their technology skills as they are still at a young level and often have not had much experience with technology.
To be certain that the students are doing the correct application, doing it as I instructed, and really getting information and understanding from it, I will walk around the room and observe the pairs working together and students doing the application individually. I will ask students to do a few questions or parts of the game on their own if I have missed their individual work. As I am observing, I will take note of the students who are really focusing, participating, helping their partner. Also, the application I choose may keep score. I can use these scores to assess the understanding and participation of my students.
Reflection
Pedagogy-Content:
I would represent content by playing or using the application in front of the class and doing as many games, rounds, or however the application is broken down until a majority of the class says they understand. Before and while using the application, I will verbally explain the instructions, button choices, etc. incase students can remember verbally better than visually. I would also go around the classroom continuously, monitoring the students participation and if there is any need for assistance or further explanation.
Some of the technology use, spelling, reading, placement of letters on keyboard, and other aspects may be found difficult by some students and easy by others. At the first grade level, students’ exposure to technology is varied dramatically. Some of the students may not have a computer or much technology at home and therefore were not exposed to it until the year before in Kindergarten or never. Also, some students may have access to a computer at home and may have older siblings or inclusive parents who often use technology and expose as well as teach these students about it. It is difficult to give this type of technology to such a young age without in depth explanation and consistent monitoring.
Technology:
This technology can help make learning into a game that teachers may not be able to think about or create so easily as just downloading an application. Also, this technology can give teachers images, videos, ideas, and other things that they may not easily have access to without this technology. An example of this limited access now available via Ipad is the star/universe interactive application that Ms. Galindo showed us in seminar. It was almost like a video or very realistic surrounding picture that students and teachers can adjust, manipulate, and interact with. Although students could go to a science museum or planetarium to see these kinds of visuals, the Ipad makes these visuals accessible to the teacher right in the classroom. Similar applications are always available. There are thousands of applications available to give teachers and students access to things they would not otherwise have and there are more being created every day. Most applications are free and if not, they are not usually very expensive. This technology really makes many things accessible within a few minutes to purchase and download.
Technology-Pedagogy:
This technology would be used to simply make the lesson of reading and spelling more fun. The students would see it as a game rather than a lesson. With the visuals, effects, sounds, and silly themes, students would be so intrigued by the lesson that they wouldn’t believe they’re learning.
Because the students may not have much exposure to technology and the proper use of it as well as might get overly excited to be “playing a game”, I would have to manage the classroom a little more closely that usual. The students could certainly not be left alone and would have to be consistently watched fairly often to ensure that they are doing what was assigned and using the technology the right way. If a student is hitting the screen very hard, has a drink right next to it, or is scratching the screen by using a pencil or something, this would be a serious problem. It is important to explain how fragile this technology is and the importance of the students to be careful and courteous.
Technology-Content:
This activity would visually present the spelling and reading information to the students. It would allow the students to practice and use repetition to enhance their information and understanding. Rather than just repeating the information and having students read the same words or similar stories continuously, the students will learn the same content in a similar manner, but under the impression that it is a game rather than a learning technique. It will make the information fun and get students more interested.
Technology-Pedagogy-Content:
Some of the applications would be difficult to use for specific vocabulary and reading practice. I would probably use an application that uses similar words to the ones currently being taught, or even an application that allows the teacher to create the word choices.
This technology would really help teach visually and I would use this technology to assess which students are learning better visually and eventually give them more time with the technology to practice and further understand lessons in the future.
As Ms. Galindo said in seminar, this technology “should not replace teachers.” It is important to use the technology, but not to depend on it. I will use the technology to add variety to the lessons and help students who learn better visually, however, I will not use the technology in every lesson plan as it would use it’s excitement and value. The students would not be as excited and interested in the technology and therefore not absorb the information as well.
I believe this technology is best for further practice and to access parts that can be used in a lesson plan that would otherwise not be accessible, but not often be used as the entire lesson plan. They should be a reinforcer, not the lesson entirely.
Saturday, October 22, 2011
Thoughts of today
Recently there have been some problems in my PDS with teacher anger control and classroom management methods. In any school, there are the mean teachers that students dread. Almost everyone has had that summer when they open their report card to find who their next teacher will be, and are shaken when they read the name of a teacher that everyone knows is "mean".
Just this past summer I was having Sunday dinner at my grandparents with my younger cousins. LaLee, the youngest was teasing her older brother, Cody, about his teacher. They had just received their report cards that told them who their teachers for next year would be. Apparently, Cody got the "mean teacher". He seemed pretty upset about it.
In my experience as a student and observing, I often hear teachers yelling or have had them yell at me. I understand that people get stressed out or students can continuously not listen, but I feel that raising your voice at students is never the way. I plan to never be "the mean teacher" and always be able to keep my cool with my students. In my pds, my teacher always speaks in a pleasant tone. Almost every time she asks a student to behave a certain way or not do something, she gives them a reason. She really stays calm while others may not. I plan on asking her next week at my PDS some of the ways that she stays so calm and keeps her voice at a consistently happy tone. It is important to not make students feel frightened or nervous and raising your voice at them will certainly not do so.
Just this past summer I was having Sunday dinner at my grandparents with my younger cousins. LaLee, the youngest was teasing her older brother, Cody, about his teacher. They had just received their report cards that told them who their teachers for next year would be. Apparently, Cody got the "mean teacher". He seemed pretty upset about it.
In my experience as a student and observing, I often hear teachers yelling or have had them yell at me. I understand that people get stressed out or students can continuously not listen, but I feel that raising your voice at students is never the way. I plan to never be "the mean teacher" and always be able to keep my cool with my students. In my pds, my teacher always speaks in a pleasant tone. Almost every time she asks a student to behave a certain way or not do something, she gives them a reason. She really stays calm while others may not. I plan on asking her next week at my PDS some of the ways that she stays so calm and keeps her voice at a consistently happy tone. It is important to not make students feel frightened or nervous and raising your voice at them will certainly not do so.
Monday, October 10, 2011
Technology Reflection: Instructional Use of EdModo (Social Networking Site)
Technology Reflection Assignment
Description/Experience
The technology demonstrated during October 7th seminar was a social network site for teachers and students to use. It was similar to Facebook, but with control to the teachers and restrictions that limit negative use of the technology by students. For example, students may not instantly message or chat on the site, but may do so with the teacher or the class as a whole. This limits bullying with the technology that is a common problem with Facebook. The site helps to connect and organize the students by class to their teacher(s). It helps to organize information and assignments for the students to see and can promote discussion between students and teachers. The teacher can also use this tool to grade and assess students’ progress. At the beginning of the seminar, I thought, there’s no way students will use this. However, during the seminar, the instructor gave great examples and I really saw how fun it can make assignments and how well this tool can help to connect students to the teacher and organize activities, assignments, information, and grades or progress. It is an awesome tool for teachers and students alike that I believe they both enjoy.
Application
This tool is a bit too advanced for the grade that I am observing and learning from at my PDS. I am placed in first grade, and the students are still learning computer skills and typing skills at this grade level. However, the teacher could possibly use this tool to guide students in making their own profile or account on the site and teaching them about the importance of privacy and strangers on the internet with a site like this. The students would gain keyboard and mouse skills through this activity. They will also gain knowledge about stranger danger and privacy on social networking sites like this.
First, my PDS mentor teacher could discuss internet social sites like this. She could tell them about how anyone can join which can make it fun to meet new people and share pictures, thoughts, jokes, etc with your friends online, however, strangers and dangerous people can also join this site and may use it to try and hurt people. It is important to no connect with strangers on sites like this and not to put any personal information out there for others to see. Then, the teacher may discuss and question students on what personal information they think should not be put online. Examples may be; school they attend, full name, parent’s names, siblings’ names, town, street, or neighborhood they live in, church they attend, place their parents or siblings work, places they go when they’re not in school or at home. The teacher would expand that anything that is specific like the examples given can be searched and found. If a stranger has their picture and knows a specific place that they go or family member goes, they could find them or their family member and trick them.
After discussing the importance of privacy on social networking sites, the students could go to the computer lab and use their keyboard and mouse skills to create a profile on the EdModo site with the help of the teacher (and Tutor).
The teacher could use the projector to show the steps she is going through on her computer to show students what steps they should be going through and how to complete them. After the teacher demonstrates each step, the teacher asks if there are any questions. Then, the teacher and tutor go around and help students with the step. This is repeated until each student has made their profile.
Once all the profiles are completed, the teacher allows students to explore their profile and click on links and such to understand parts of the site and it’s tools. She may explore her own profile on the projector to explain some of the tools and links to students in a brief overview.
This would help students with their keyboarding, mouse, and technology skills. They will soon be faced with social networking sites and will need to know the importance of privacy and what to fill out on this sites and what not to fill out in order to keep privacy.
Reflection
Pedagogy-Content:
Going over each step on the projector with the students in the computer lab helps students to understand the steps and what they should be doing or what the steps mean better than the teacher just explaining them verbally. Students may have experience with social networking sites like this if their parents or siblings have a profile on a social networking sites. Often students have a computer in their house hold. With students in the first grade, it is possible that their parents may be younger or that they have older siblings that would use a social networking site often and even include the student in using it. They may show the student pictures, post pictures of the students, or explore and use the social networking site with the student present and observing. Many of the students will have experience with a site similar to this, but may not have hands on experience.
Technology:
The technology is a great tool for older ages that have more hands on experience with this type of technology and have higher levels of typing and mouse skills. With technology like this, hands on experience is what helps students develop a better understanding and become more involved in its use. The teacher may use the site to show students links and videos that can be part of the lessons. Also, teachers can use this site to find lesson plans and ideas from other teachers. However, it is hard to develop a very complex lesson plan with this technology that the students will use themselves. Giving the students a little time with the technology site will help them understand, explore, and develop easier use of the technology as well as develop their mouse and typing skills.
Technology-Pedagogy:
The activity I created was based around the technology. My activity uses the site to help students develop their typing and mouse skills. It also is used as a basis for reason to discuss stranger danger and privacy on social networking sites. This information is key for students before they gain the skills needed to put their information out to the public. Respecting computers in the computer lab, making sure students understand the importance of privacy, following steps together, and giving the students time to complete each step on their won are some classroom management strategies that need to be considered in this activity.
Technology-Content:
Using this technology for videos and links in a lesson plan can help differ the lesson plan and make it exciting for students. Using this technology can also give students a better understanding of different aspects of social networking sites that the may not consider when making one on their own. It can also help students feel older and responsible if they are familiar with a similar technology that their parents or siblings may use. Using this technology can help students develop their typing skills with experience and help them understand some of the more complex aspects of technology like links, videos, connections, discussion, and internet search.
Technology-Pedagogy-Content:
The technology must be taught in simple terms with only the basic information of it’s use to help create a solid basis for students’ understanding of the technology. At this age, they do not have much experience with sites like this and fully understand it’s functions and uses. The content must only use this technology in small amounts and simple steps repetitively until the students have solid understanding and are developing an easier use of the technology. Once the students are becoming more fluent in the technology language of a social site like this, lesson plans can expand and integrate more of this tool. For this grade level, this technological tool would mainly be used for teaching technology and expanding students’ typing, mouse, and technological skills. It is a bit too complex to integrate much content information into this technology. The teacher may use this tool to show the students videos and links or get lesson plans and ideas from other teachers, but the students probably couldn’t do many assignments or lessons directly with the technology and a content area. Using it to show videos and links would help vary the ways that students are presented information and will help visually teach the information as well as interest the students in the information.
When using this technology to teach content to students, I would have a teaching strategy that allows students to roam and explore. It would be a very broad lesson that allows students to develop their understanding of the content and technology with a hands on approach that only experience can teach. I would allow the students to work at their own pace and in their own direction, while guided and helping students along where they are stuck or headed in a too confusing or off topic direction. I would allow much room with much guidance and advice.
Description/Experience
The technology demonstrated during October 7th seminar was a social network site for teachers and students to use. It was similar to Facebook, but with control to the teachers and restrictions that limit negative use of the technology by students. For example, students may not instantly message or chat on the site, but may do so with the teacher or the class as a whole. This limits bullying with the technology that is a common problem with Facebook. The site helps to connect and organize the students by class to their teacher(s). It helps to organize information and assignments for the students to see and can promote discussion between students and teachers. The teacher can also use this tool to grade and assess students’ progress. At the beginning of the seminar, I thought, there’s no way students will use this. However, during the seminar, the instructor gave great examples and I really saw how fun it can make assignments and how well this tool can help to connect students to the teacher and organize activities, assignments, information, and grades or progress. It is an awesome tool for teachers and students alike that I believe they both enjoy.
Application
This tool is a bit too advanced for the grade that I am observing and learning from at my PDS. I am placed in first grade, and the students are still learning computer skills and typing skills at this grade level. However, the teacher could possibly use this tool to guide students in making their own profile or account on the site and teaching them about the importance of privacy and strangers on the internet with a site like this. The students would gain keyboard and mouse skills through this activity. They will also gain knowledge about stranger danger and privacy on social networking sites like this.
First, my PDS mentor teacher could discuss internet social sites like this. She could tell them about how anyone can join which can make it fun to meet new people and share pictures, thoughts, jokes, etc with your friends online, however, strangers and dangerous people can also join this site and may use it to try and hurt people. It is important to no connect with strangers on sites like this and not to put any personal information out there for others to see. Then, the teacher may discuss and question students on what personal information they think should not be put online. Examples may be; school they attend, full name, parent’s names, siblings’ names, town, street, or neighborhood they live in, church they attend, place their parents or siblings work, places they go when they’re not in school or at home. The teacher would expand that anything that is specific like the examples given can be searched and found. If a stranger has their picture and knows a specific place that they go or family member goes, they could find them or their family member and trick them.
After discussing the importance of privacy on social networking sites, the students could go to the computer lab and use their keyboard and mouse skills to create a profile on the EdModo site with the help of the teacher (and Tutor).
The teacher could use the projector to show the steps she is going through on her computer to show students what steps they should be going through and how to complete them. After the teacher demonstrates each step, the teacher asks if there are any questions. Then, the teacher and tutor go around and help students with the step. This is repeated until each student has made their profile.
Once all the profiles are completed, the teacher allows students to explore their profile and click on links and such to understand parts of the site and it’s tools. She may explore her own profile on the projector to explain some of the tools and links to students in a brief overview.
This would help students with their keyboarding, mouse, and technology skills. They will soon be faced with social networking sites and will need to know the importance of privacy and what to fill out on this sites and what not to fill out in order to keep privacy.
Reflection
Pedagogy-Content:
Going over each step on the projector with the students in the computer lab helps students to understand the steps and what they should be doing or what the steps mean better than the teacher just explaining them verbally. Students may have experience with social networking sites like this if their parents or siblings have a profile on a social networking sites. Often students have a computer in their house hold. With students in the first grade, it is possible that their parents may be younger or that they have older siblings that would use a social networking site often and even include the student in using it. They may show the student pictures, post pictures of the students, or explore and use the social networking site with the student present and observing. Many of the students will have experience with a site similar to this, but may not have hands on experience.
Technology:
The technology is a great tool for older ages that have more hands on experience with this type of technology and have higher levels of typing and mouse skills. With technology like this, hands on experience is what helps students develop a better understanding and become more involved in its use. The teacher may use the site to show students links and videos that can be part of the lessons. Also, teachers can use this site to find lesson plans and ideas from other teachers. However, it is hard to develop a very complex lesson plan with this technology that the students will use themselves. Giving the students a little time with the technology site will help them understand, explore, and develop easier use of the technology as well as develop their mouse and typing skills.
Technology-Pedagogy:
The activity I created was based around the technology. My activity uses the site to help students develop their typing and mouse skills. It also is used as a basis for reason to discuss stranger danger and privacy on social networking sites. This information is key for students before they gain the skills needed to put their information out to the public. Respecting computers in the computer lab, making sure students understand the importance of privacy, following steps together, and giving the students time to complete each step on their won are some classroom management strategies that need to be considered in this activity.
Technology-Content:
Using this technology for videos and links in a lesson plan can help differ the lesson plan and make it exciting for students. Using this technology can also give students a better understanding of different aspects of social networking sites that the may not consider when making one on their own. It can also help students feel older and responsible if they are familiar with a similar technology that their parents or siblings may use. Using this technology can help students develop their typing skills with experience and help them understand some of the more complex aspects of technology like links, videos, connections, discussion, and internet search.
Technology-Pedagogy-Content:
The technology must be taught in simple terms with only the basic information of it’s use to help create a solid basis for students’ understanding of the technology. At this age, they do not have much experience with sites like this and fully understand it’s functions and uses. The content must only use this technology in small amounts and simple steps repetitively until the students have solid understanding and are developing an easier use of the technology. Once the students are becoming more fluent in the technology language of a social site like this, lesson plans can expand and integrate more of this tool. For this grade level, this technological tool would mainly be used for teaching technology and expanding students’ typing, mouse, and technological skills. It is a bit too complex to integrate much content information into this technology. The teacher may use this tool to show the students videos and links or get lesson plans and ideas from other teachers, but the students probably couldn’t do many assignments or lessons directly with the technology and a content area. Using it to show videos and links would help vary the ways that students are presented information and will help visually teach the information as well as interest the students in the information.
When using this technology to teach content to students, I would have a teaching strategy that allows students to roam and explore. It would be a very broad lesson that allows students to develop their understanding of the content and technology with a hands on approach that only experience can teach. I would allow the students to work at their own pace and in their own direction, while guided and helping students along where they are stuck or headed in a too confusing or off topic direction. I would allow much room with much guidance and advice.
Thursday, September 22, 2011
2nd Week of Tutoring
During my second week at my PDS, I was much more comfortable with my class. The students were all very excited to see me and a few students asked me where I had been or told me that I was gone for too long. This Wednesday schedule of lesson was different than last Wednesday's. My host teacher used worksheets, the white board, a projector, and books. She used the same resources in my experience last week, but she used them in different ways and with different subjects and content. The students in their assigned rows at the front of the class seemed to be in the same placement as last week.
The students were less distracted by me this week, but still often looked in my direction and smiled. Also, I helped with assignments more this week now that I have a better understanding of how the teacher helps the students and what she expects of them. The students were very anxious for my help and appeared to listen to what I told them. While I was going around helping students with their worksheets, I noticed a child had a rash on his neck and asked him about it. He did not seem to know about the rash, but did say he was very itchy. I immediately let me teacher know and she took him to the school health care provider. My host teacher said that was one of the many benefits of having and extra pair of eyes, ears, and hands around the classroom.
While the teacher was gone with the student that had a rash, I was alone with the rest of the class. They got a little worked up and excited that it was just us. I explained to them that just because the teacher was gone didn't mean we didn't have to continue our lesson. I asked the students what page we were to be on, made sure every student was on that page, and began to discuss what we knew so far about the story we were reading. The students got very excited about my being in charge. A couple students yelled out "She's in charge! Listen to her!" It made me feel pretty good.
Some of the time that I was at my PDS, my host teacher had me go over reading individually with some of her students that had problems with reading. I went over the story the teacher picked out slowly. The students and I sounded out words and compared words to sounds that the student already knew. After each student, I wrote down notes about what each student had problems with and things that I noticed. The teacher seemed to appreciate the notes. I talked a little bit with the students I read with. I asked them questions about themselves and allowed them time to loosen up around me so they weren't so nervous to read in front of me. One child asked if I remembered his full name that he told me during individual reading time while we were with the entire class. I recited his full name and the other students busted with excitement. I remembered almost all their first names but knew no other last or middle names.
Throughout the entire class, students seemed to be more open to me. They would show me their missing teeth, growing teeth, clothing they were proud of, and just tell me little fun facts about themselves. After class, the students lined up in alphabetical order for lunch. As each student passed me to get to the hallway to lunch, they gave me a hug. Every one of them hugged me and some told me something before they left. One boy whispered that he loved me and kissed my stomach as he hugged me.
Another thing I learned more about in the class was the "bee bucks" they have at East Dale. These are little pieces of paper that have money type text and pictures printed on them. The children seem to collect these for good behaviors and other positive things in order to receive a prize after a certain amount of time. While the students took turns reading a story in their books, the teacher gave me a handful of these "bee bucks". I was to pass out the "bee bucks" to whom ever I thought was listening and doing the right thing. The students got very excited and watched me walk around the classroom with these "bee bucks". I immediately felt the power and decided my classroom will have to have a system similar to "bee bucks" when I have my own classroom.
Overall, I had an even better experience this week than last. I am really starting to open up to my class and understand the culture and terms of my class. They are opening up to me just as well. I believe we're going to have a great bond and really get attached. I believe the students are as excited about next Wednesday as I am. I'm excited for the progression, experience, and techniques I have learned and will continue to learn from this experience.
The students were less distracted by me this week, but still often looked in my direction and smiled. Also, I helped with assignments more this week now that I have a better understanding of how the teacher helps the students and what she expects of them. The students were very anxious for my help and appeared to listen to what I told them. While I was going around helping students with their worksheets, I noticed a child had a rash on his neck and asked him about it. He did not seem to know about the rash, but did say he was very itchy. I immediately let me teacher know and she took him to the school health care provider. My host teacher said that was one of the many benefits of having and extra pair of eyes, ears, and hands around the classroom.
While the teacher was gone with the student that had a rash, I was alone with the rest of the class. They got a little worked up and excited that it was just us. I explained to them that just because the teacher was gone didn't mean we didn't have to continue our lesson. I asked the students what page we were to be on, made sure every student was on that page, and began to discuss what we knew so far about the story we were reading. The students got very excited about my being in charge. A couple students yelled out "She's in charge! Listen to her!" It made me feel pretty good.
Some of the time that I was at my PDS, my host teacher had me go over reading individually with some of her students that had problems with reading. I went over the story the teacher picked out slowly. The students and I sounded out words and compared words to sounds that the student already knew. After each student, I wrote down notes about what each student had problems with and things that I noticed. The teacher seemed to appreciate the notes. I talked a little bit with the students I read with. I asked them questions about themselves and allowed them time to loosen up around me so they weren't so nervous to read in front of me. One child asked if I remembered his full name that he told me during individual reading time while we were with the entire class. I recited his full name and the other students busted with excitement. I remembered almost all their first names but knew no other last or middle names.
Throughout the entire class, students seemed to be more open to me. They would show me their missing teeth, growing teeth, clothing they were proud of, and just tell me little fun facts about themselves. After class, the students lined up in alphabetical order for lunch. As each student passed me to get to the hallway to lunch, they gave me a hug. Every one of them hugged me and some told me something before they left. One boy whispered that he loved me and kissed my stomach as he hugged me.
Another thing I learned more about in the class was the "bee bucks" they have at East Dale. These are little pieces of paper that have money type text and pictures printed on them. The children seem to collect these for good behaviors and other positive things in order to receive a prize after a certain amount of time. While the students took turns reading a story in their books, the teacher gave me a handful of these "bee bucks". I was to pass out the "bee bucks" to whom ever I thought was listening and doing the right thing. The students got very excited and watched me walk around the classroom with these "bee bucks". I immediately felt the power and decided my classroom will have to have a system similar to "bee bucks" when I have my own classroom.
Overall, I had an even better experience this week than last. I am really starting to open up to my class and understand the culture and terms of my class. They are opening up to me just as well. I believe we're going to have a great bond and really get attached. I believe the students are as excited about next Wednesday as I am. I'm excited for the progression, experience, and techniques I have learned and will continue to learn from this experience.
Wednesday, September 14, 2011
First Day at East Dale Elementary School 9/14
I was very nervous to start my first day at East Dale Elementary. I started the day very early and spent too much time picking out the right outfit, preparing my supplies, organizing my paperwork, and relaxing my nerves as much as possible. The teachers and students at East Dale were very welcoming as soon as I walked through the doors. I was directed towards the sign in sheet, explained what I would be doing, and guided to my classroom. The students would look at me and smile occasionally, but did a better job at paying attention to the teacher than I had expected.
My teacher, Mrs. Burns, was very friendly and just kind of let me get a feel for her classroom. She switched activities frequently to keep the students' attention, but kept the subjects connected and sequential. She managed to point out students that were not focusing, talking out of turn, or playing with their shoelaces while teaching the lesson and not break concentration. I was amazed at how well behaved and quiet the students were, considering that the classrooms have no walls to separate them.
The technology in the classrooms surprised me. There are computers, smartboards, projectors, and many other cool teaching gadgets available in every classroom. The teacher I was with managed to use many different tools in the short time I observed her classroom. Mrs. Burns used the projector, the board, books, worksheets, and discussion to help motivate the students and keep their attention.
After observing her teaching strategies and how the students react, I assisted Mrs. Burns in her lessons. The students were very open to me and wanted my help. They listened to my advice and did not seem afraid to ask me questions if Mrs. Burns was busy with something else. It made me feel welcomed and comfortable as an assistant to these students.
My favorite part of the day was being proposed to by two separate boys in my classroom. Another student encouraged the boys by observing that I did not have a ring on. One of the boys that proposed told me that he knew me. He stated that he saw me at Wal-mart. I asked him how he remembered and he told me that he remembered my hair.
experience at East Dale was a great start. I am excited to learn more about the students I am assigned to. I feel that my teacher is an amazing example to learn from. I feel that the setting I am placed in will help me be able to adapt to any situation or environment. I also feel that this school has the resources needed to be great and really educate these students greatly.
At the end of my time there today, before the students left for lunch, my teacher introduced me. The students were very excited. Mrs. Burns explained to the students that I would be present every Wednesday and that I would be doing activities with them. The students asked if I would be eating lunch with them and if I could come other days too. It made me feel so great that they wanted more time with me. I cannot wait to go back next week and get excited with the students again. I feel very lucky to have been placed where I am.
My teacher, Mrs. Burns, was very friendly and just kind of let me get a feel for her classroom. She switched activities frequently to keep the students' attention, but kept the subjects connected and sequential. She managed to point out students that were not focusing, talking out of turn, or playing with their shoelaces while teaching the lesson and not break concentration. I was amazed at how well behaved and quiet the students were, considering that the classrooms have no walls to separate them.
The technology in the classrooms surprised me. There are computers, smartboards, projectors, and many other cool teaching gadgets available in every classroom. The teacher I was with managed to use many different tools in the short time I observed her classroom. Mrs. Burns used the projector, the board, books, worksheets, and discussion to help motivate the students and keep their attention.
After observing her teaching strategies and how the students react, I assisted Mrs. Burns in her lessons. The students were very open to me and wanted my help. They listened to my advice and did not seem afraid to ask me questions if Mrs. Burns was busy with something else. It made me feel welcomed and comfortable as an assistant to these students.
My favorite part of the day was being proposed to by two separate boys in my classroom. Another student encouraged the boys by observing that I did not have a ring on. One of the boys that proposed told me that he knew me. He stated that he saw me at Wal-mart. I asked him how he remembered and he told me that he remembered my hair.
experience at East Dale was a great start. I am excited to learn more about the students I am assigned to. I feel that my teacher is an amazing example to learn from. I feel that the setting I am placed in will help me be able to adapt to any situation or environment. I also feel that this school has the resources needed to be great and really educate these students greatly.
At the end of my time there today, before the students left for lunch, my teacher introduced me. The students were very excited. Mrs. Burns explained to the students that I would be present every Wednesday and that I would be doing activities with them. The students asked if I would be eating lunch with them and if I could come other days too. It made me feel so great that they wanted more time with me. I cannot wait to go back next week and get excited with the students again. I feel very lucky to have been placed where I am.
Admission Ticket Part 1 Emma Lively
Emma Lively
EDUC 600- The Teacher as Researcher
Admission Ticket 2014-02
September 14, 2011
Part I
Observation is a major aspect of effective teaching. “...we observe in order to learn and to participate in our world.” This simple statement from Ethnographic Eyes by Carolyn Frank clearly explains what observation is. It is important to understand what observation is without the clutter and distortion of preconceptions and beliefs. Chapter one of Ethnographic Eyes discusses how observation is very important and must be done through “ethnographic eyes” to get a clearer, basic understanding of how things work, the responses initiated, how things are learned, different ways of expressing ideas, and many more teaching strategies and useful information. Teachers must be able to observe their students without their own preconceived notions and expectations. They must be able to start with a blank slate just as their students are in order to see from the students’ perspectives.
The students in a classroom may come from various backgrounds. Some students’ ethnicity, race, or religion may be one that the teacher has not much experience with. Students’ cognitive and literacy levels may vary drastically. Home lives and socioeconomic status may also differ. A teacher will not be able to observe through all these angles and prior knowledge or lack of knowledge on certain topics. Without being able to observe clearly and recognize all aspects of a lesson or activity, a teacher will not be able to adjust and assess lessons in a way that the students will understand. A teacher may see many things when observing with clear lenses or perspectives they are not familiar with. An example in Frank’s Ethnographic Eyes of how things can have different perspectives without realizing it, is with a statement from a fifth grader. The fifth grader discusses the language and terms that they regularly use in the classroom and how an outsider would not know any of the terms. The fifth grader also explains that even if the terms are explained as to what they are referring to, the outsider would still not know what is expected and how things are to be done. This is because their actions and terms have become routine. They have developed their own understanding and ideas of terms in a way that culture, race, ethnicity, socioeconomic status, religion, and many other situations can create.
In my experience at a local day care, I have observed things that I never realized were important and really needed observing. It was unknown to me that books for children at such young ages could really be grouped, but I have observed which books belong in which category and how students react to each. I have observed ways to get students’ attention in ways that I still cannot believe actually work. I have also come to understand the important aspects of a young child’s day by observing with an unbiased perspective.
Note taking and Note making are important in teaching. Note taking is described as descriptive, detailed field notes made simply on observation rather than the ideas made from the observations. Note making is the ideas or interpretations of what the teacher observes. Note making can have a more bias or specific perspective, but can also show where the teacher is coming from and changed to be from perspectives teachers are not as familiar with. It is important to use note taking to gather information and further observe things that may have been overlooked. Note making is just as important to show teachers when they are making assumptions and preconceived notions and also to allow teachers to expand on what they gather from their observations and branch out to multiple ideas and reasonings.
I will avoid jumping to judgment in the classroom by taking my time with each student and lesson. I will also prepare my lesson plans ahead of time with the mindset of the students. I will not create a lesson plan based entirely on assumptions and what I expect. Another helpful technique to avoid jumping judgment is to assess the class on a topic before creating the lesson plan to better understand the class level of understanding on the subject and the parts of the subject that the class is interested in.
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