Week 4 Teaching With Tech

Using Technology with Classroom Instruction that Works page 139-140 give Generalizations and Recommendations of how to do cooperative learning in the classroom, I loved this. Many times we hear great theory of how things should work but those of us in the real world and in the classroom need MORE than theory. I need a game plan. I real one that is do able with all the 459 other real important this we as teachers do. 

More specifically I like the example of,” Base Groups long-term groups, created to provide students with support throughout a semester or school year.” (Pitler, 2007, p. 140) This type of group is to help build support and trust. I plan to incorporate this type of group. I teach special ed. During 1^st period I am to teach 20 students. Of these 20 students 3 have one on one aide, 10 are algebra 1 students, and 5 are Geometry students and 5 math model students. I am utilizing technology programs to help me teach the entire subjects in the first 50 minutest of the day, but to say the least it is HARD! I think if I implemented base groups and discussed with the students the objective of the group, to work together and help each other learn, would help keep everyone on task and more accountable to each other.  I also I want to create it so that they have the sink or swim mentality. If everyone doesn't understand then your group is not successful. I want the students to depend on each other and themselves to construct learning. Not just always sitting and waiting for the teacher to deliver the information.

Each video this week was neat and inspiration to watch. I like to see others at work doing it. The lady form way out in the country America was especially aspiring. She used the resources that are out their. She accepted the fact that her kids will teach her something. Her message that we as teachers must get over the fact that we don't know everything about technology and the kids will be able to teach us something. http://www.edutopia.org/digital-generation-teachers-vicki-davis-video

http://www.edutopia.org/high-tech-high-team-teaching-video

The above video is super cool. High tech Thematic teaching! SO AMAZING

Pitler, H. (2007). Using Technology with classroom Instruction that works. Denver: McRel.

Differentiate instruction

" Teachers differentiate instruction by modifying the depth or complexity of content, the processes by which students learn, the content itself, and the products students are expected to create, based on considerations of learning styles, interests and skill levels" (Howard Pitler, 2007, p. 219)

As a special education teacher this quote comes natural to me. You push each student as far as each student can go. For some that is much further than others. It doesn't have to mean that the lower students should be completely separated. In a whole group grade level lesson you can present the lesson with the same objective for everyone, but the way in which student will show their learning will differ. Some will be able to write a logical response or some will be able to respond in a traditional test type approach. Other may demonstrate their learning by simply pointing to the correct picture out of  one or two choices.  I also like the first part of this quote modifying the depth of the content. You look at the essence of the TEK and present it. Allowing time for students to understand the basics of the TEK before you dive deeper.

This is natural for me. However, it becomes quiet changing when you have to meet state standards and district bench marks. You feel rushed. It is a very hard balance knowing  when to slow down or to speed up lessons. I always feel stressed to make sure that students will meet standards and truly learn the information.

When my teacher friend first introduce UDL to me, I thought that it was just another catch phrase. I asked her how it was different from differentiated instruction?  She was unfamiliar with the word differentiated instruction. This week as we studied both my original thought is true. They are both catch phrases to good student centered teaching. In both UDL and differentiated learning you don't accept one style of learning. you accept all styles of learning and allow students to express learning in many different forms  and push each and every student to their max. 

Bibliography

Howard Pitler, E. R. (2007). Using Technology with classroom instruction that works. Denvor: Mid-Continent Research for Educaion and Learning.

Chapter 1: Education in the Digital Age Reflection from week 2

A School District in Transition Hatching baby chicks is a regular part of the 2nd grade curriculum in the Concord, New Hampshire, public school system. But this year, instead of writing reports about the activity, 2nd graders are expressing what they are learning in many different media: creating clay sculptures, drawing and coloring pictures, recording the chicks' sounds, and writing text. Some students are using computers as they draw, record, or write; others use paper or conventional recording devices. At the end of the project, all work will be digitized and incorporated into the class "Chicks" Web page. This weeks readings where very interesting. I am going to reflect on the above. This school has taken a hands on activity and normal I would assume that the end result was a conventional paper pencil report. Everyone looked the same and was grade the same. Each students observed and perceived the information differently but had to record, "reflect" on the information the same way and the students where grade and compared against each other.  I am assuming that this year the teacher identified  the TEKS,  the curriculum  Knowledge & Skill Statement - 2.2: The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations.  The student is expected to:Student Expectation 2.2A: Ask questions about organisms, objects, and events during observations and investigations. 2.2B: Plan and conduct descriptive investigations such as how organisms grow. 2.2C: Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools. 2.2D: Record and organize data using pictures, numbers, and words. 2.2E: Communicate observations and justify explanations using student-generated data from simple descriptive investigations. 2.2F: Compare results of investigations with what students and determined the objective of the lesson. The WHY do we do this project. When looking at the above TEKS you can see that most of these as met the traditional way.  However, if you want each and every student to dig as deep as their brains will let them you have to offer different ways in which they can show you what they learned. As a teacher we have to always keep the objective at the center. What do we want the students to learn. Push each and every student to their max. Each students max is different than the next. My student with low IQ might take pictures through out the experiment and then place the pictures in order and form  complete sentences with correct capitalization and punctuation or might  color pictures to show what he learned and orally present the information to the class. However, my GT student could do the same, take pictures and order them. However, I would expect the sentence to be more in depth with more vocabulary. Also I might open power point and show the student how to insert pictures to create a digital presentation. The bottom line is that you push each student to their highest ability and give each student the chance to construct their own learning.   "Chapter 1: Teaching Every Student TOC: Information & Ideas." Chapter 1: Teaching Every Student TOC: Information & Ideas. N.p., n.d. Web. 08 Sept. 2013.

Teaching with Technology week 1

Constructivism- one of my favorite education topics

Teachers who believe that learning should be interesting and meaningful for students need to move past their concern that constructivist instruction is “not teaching.” They need to understand that their view of teaching is based on an educational model that has been around since the dawn of the industrial age

(Reigeluth, 1992).

When I wrote my philosophy of education in 2005 when I graduated with my bachelors degree I wrote it as a constructivism.  I found it very hard to implement my constructivism approach to teaching within my district. After seven years I am much more comfortable in my constructivism approach. However, I struggle with effective student documentation. I feel that my administration in completely on board with the constructivism philosophy and is looking for a classroom that is activity engaged in learning and understand that it comes with a higher noise level.  I read or heard this statement, " When a Alien looks into a classroom they see the teacher working really hard and the students watching her work." This    quote woke me up! I decided to go even more against the norm and back to my roots. My constructivist roots. Students should be the ones working really hard and the teacher should facility the learning and "sit back" and document the progress. Teachers should create lesson and an environment that fosters thinking and learning. Teachers should observe and guide students to meaningful learning experiences, helping them make connection to their learning.   Constructing learning has been an approach that isn't new, "its been around since the dawn of the industrial age." After reviewing many discussion post I feel that people think that all constructivism classroom have to be loud and controlled chaos. I don’t think that is true. Many time my classroom is very quiet. I think the big idea of a constructivist classroom is to allow students to construct learning. Not simply lecturing them on what they should learn and then having them regurgitate it. Providing an environment where it's ok to fail, ask questions and construct new learning. That all can be accomplished in a quiet "traditional" setting. 

Connectivism-

Its not what you know but who you know...............
 I feel that is what connectivism is kinda saying. Its not what information you have but having the knowledge to find any needed information. Being connect to the information that is out there.

Cyborg- words that went through my head during the video

• SCARY
• Mark of the beast
• AWESOME!!!! 
• AMAZING 
• What happen to his teeth? can electorates fix that? Did his implantation effect his teeth?
• SCARY
• Slippery Slope
• In the next 10 years? Will we really advance this far in the next 10 years. 
• If not "implanted" we will be like cows? REALLY!??!!
• Amazing........... Brilliant...... Scary

Graphic Design Reflection

 

This course opened the doors for many new learning opportunities. The first week we learned about the C-R-A-P of design. I had never heard of this, The Non-Designers Hand book was a great tool for the non designer. In the text you learned the basic elements of design.  This tool was essential in designing my teaching tool. I used Glogster to create my poster. Glogster was so much fun! This is a great tool to use in the classroom with students. It has great animation, fun designs, and is a perfect avenue to create a product and bring learning alive.

Next  we created a  logo using what we learned about design. I have never thought much about  a personal logo or even how much as consumers we respond to commercial logos. I had my friends and family give me three adjectives that described me, like Alcantra suggested. I was not surprised by the responses. Taking these adjectives and creating a logo was HARD!!! Gimp was very hard and not user friendly. I ended up using word but then was unable to upload the logo in all the places I wanted to. This is an area that I will need to spend some time on or higher it out. J However, I am starting the first week of school with the concept. I am going to teach about nouns and adjectives. I am going to have the students write adjectives about them self and then have them create their own logo- name tag. Student will us art supplies not computers, at least not a first.

Animation was next. This was super fun! I learned so much about how to create animation, programs and apps that are available for animation. I used an andriod app on my tablet called animation touch. It was so user friendly. I created a sticker figure animation that moved then had my son watch it and then make up his own story about what the figure was doing. This is great way to teach younger children how to organize their thoughts, and verbally sequence a story. The app was so easy to use I could use it with my special ed. students. Also the app had a build in feature to share via google docs, facebook, flicker and many other ways. Animation is very engaging to students, but I never though about allowing students to create their own animation and share them! GREAT GREAT TOOL!!

 

Last project we tied all the we learned into one website. In the first course of Lamar we where to create our own website. I did mine through Google. Google has set it up so that it is so user friendly. I then set up a school web site for our PBIS information. So this last project was something that I was familiar with. I love the collaboration through Google docs.  We established our group and assigned rolls. Everyone completed their part of the website with such high standards. I was very proud of our work. I was in charge of the Sp.Ed. page. I loved finding links that meet the criteria. The only thing about a Google site is that I am not sure how you can change background color of each page. It’s a little harder to incorporate the elements of CRAP.  I choose to import the site logos and hyperlink the logo instead of just putting the hyper link. I think this helped with the elements of CRAP. I really enjoyed this project. I think this website is an effective tool and will share it with others. Click on picture to check it out!

 

 

 

 

"Where is reflection in the learning process?"   This was a great article on how we are creating a generation of non thinkers. With the high stakes testing we expect students to regurgitate facts and answer multiple choice questions. Creating an environment of reflection in the classroom doesn't have to be hard. The article gives examples of think-pair share, reflective  journals and exit tickets. I love exit tickets. I have used them in the past but forget about them. It's because I have not set up a true reflective environment. This is a goal for the upcoming year. After each lesson have a time of reflection. I naturally do this in my head as a teacher but never write it out. I love that this class MAKES us reflect through our blog. Reflection makes what we  have learned stick. I have got to set up my classroom in such a way. A way that allow students time to reflect on what they learned, didn’t learn, and what they need more help on. One thing that I want to build into class time is the thermometer gauge. Where students indicate on the gauge where they are with the lesson. This will be a simple and quick way to allow students to reflect on the learning. Giving them an opportunity to stop and determine if what they just heard and did many any sense.

 

References:

 

Alcantara, L. [Web log message]. Retrieved from http://www.lealea.net/blog/comments/the-art-    of-self-branding-part-one/

Gerstein, J. (n.d.). Retrieved from      http://usergeneratededucation.wordpress.com/2011/08/16/where-is-reflection-in-the-  learning-process/

 

Willliams, R. (2008). The non-designer\'s design book. (3rd ed.). Berkeley: Peachpit Press

            https://luonline.blackboard.com/bbcswebdav/pid-921384-dt-content-                 rid183491_1/courses/EDLD_5366_ENA_2013_60_AP2/Assets/The%20Non-Designer%20Design%20Book.pdf

Lisbon Hebrew Bible

Describe your first impression of these ancient works in respect to design

History is something that I don't seek out and study. When I do see something from history I am always amazed. Lisbon Hebrew Bible is amazing. The craft of this Bible is fascinating. The contrast in  colors,  in details of the patterns, and the size of the patterns. Its such a work of art that was completely done with out the use of any technology. The time that one took to construct this important piece of art is beyond comprehension.  

Identify examples of each of the four principles of design

1. contrast
1. The words of the Bible are very different from the boarder and art work of the bible.
2. with in the art work there is wonderful contrast of color
2. Repetition
1. the art work and color scheme is repeated through out the book
2. the thin gold line that boarders and separated the words of the Bible form the art is repeated through out.
3. Alignment
1. Thick gold boxes highlight the importance of content and are placed in the corner of the book or in the middle of the book.
2. Art work borders the text and a thin gold line separates the scared script from the art work.
4. Proximity
1. The art work was ornate and contained, separated from the words. organized and not cluttered.

 

 

What techniques did the authors/artists employ to help us  understand the importance of those manuscripts/books?

 

Alignment. Every thing was placed purposefully with great detail and craftsmanship.

Reflection of conference

Over all I really enjoyed this class. It was hands on! I used so many different media tools. I have attended meeting about technology in which they tell us about it. In this class that was not the case, we had readings that where directly  related to the course and we jumped right in and started a project. The learning that occurred was extraordinary. The way the professor set up the class is a good example of how we as classroom teacher should set it up. The teacher is to lay out the objectives and point students in the right direction. Then allow students to take the lead and do all the work.

How will you use this learning in the future with other teachers? With your students?

With teachers?

• using video to show an intro into PBIS
• using video to explain updates to our district technology structures

With students!

• teach students how to do this.so much is learned. the story process is first created then students put it together in an 21 century way. how writing and technology goes together, even if your main objective is not teaching writing. Giving students an objective and allowing them to dig deep into curriculum and then create a product that teaches the objective.
• Highest level of Blooms
• Just doesn't get better than this!

I was not able to attend any of the web conferences. I never knew when they where. However, I love the fact that they are recorded. I can skim through the script and get the needed info. When I went back to watch two of the recordings I was surprised answering the door and phone during the conference was interesting to me.
Although the assignment 2.1,2.2,2.3,2.4,2.5, ect..... was different and excessive with all the different documents that could have been put into one or even two documents, the assignments where very detailed and self explanatory so the conference where just confirmation to a few questions.