For the upcoming project, I am thinking about using gabcast.com to create a lesson on Plains Indians. I have the link to Gabcast. I do not know the first thing about about podcasting, so this will definitely be an experience.
Saturday, March 22, 2008
k-12 Conference: Cell Phones as Learning Tools
I attended the conference on "Cell Phones as Learning Tools." Liz Kolb talks about some neat ways to integrate cell phones with classroom assignments. There are resources to do this for children as young as the preschool age. I learned about some resources, such as homeworknow.com, which allows teachers to post class updates and allows students to view updates on computers. Students can set up particular ring tones which can alert them of a new assignment. Kolb discusses ways in which camcorders and cameras can be used for school projects. The example she gives is if a student is doing a science project on rocks. The student can take various pictures of rocks and upload the photos onto the website using the cell phone. If using cell phones will help my students do their work then I'm all for it. I thought about incorporating cell phone use in my final project. I guess we'll see.
Tuesday, March 18, 2008
Assignment # 4 Technology Integration
In order to add the necessary technology to the lesson plan, I will need an elmo to display sample questions and answers for my students to refer to when working on division problems. I will also need laptops with internet access for my students so they can have an opportunity to finish their homework at school. Priority will be given to students who do not have access at home. Students would have to take turns using the computers. In a class of 30 children, 30 laptops would be necessary if each student was to get an opportunity to complete homework at school. Realistically, in certain schools this would not be feasible financially. Again, for this reason, priority must be given to students who need to complete their homework at school. The technology would make the lesson more learner-centered, because for instance, children love using the internet, especially interactive programs like the games on childrens' websites, such as coolmath.com. The challenge of having students go online for assignments is that some students might not have internet access at home. This is why I am choosing to let students finish their homework at school. Also, if I receive a hand-written note signed by the caretaker claiming the child does not have internet access at home, for this assignment requiring internet access, I can give a three day extension so the student and caretaker can arrange time to go to the library.
Nets the lesson covers:
Standard 1: Basic operations and concepts
-Students demonstrate a sound understanding of the nature and operation of technology systems.
-Students are proficient in the use of technology.
The lesson covers standard 1, because students will learn how to search the internet and use mouse and keyboard for various purposes.
Standard 2: Social, ethical, and human issues
- Students practice responsible use of technology systems, information, and software.
-Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Students will learn the importance of logging on and off when using a public computer, or if using a private computer student will learn how to properly start up and shut down a computer. Student will also learn about different ways technology can make learning fun.
Standard 3: Technology productivity tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
Playing some math games online will help students retain information, because they will be having fun.
Here is my lesson plan:
Grade 3 math
EALR/GLE:
2.2.3 Apply a variety of strategies to construct solutions.
4.2 Organize, represent, and share information
5.3 Relate mathematical concepts to real-world situations.
5.3.1 Understand that mathematics is used extensively in daily life outside the classroom.
Objectives: After given instructions on what the students are to do, students will individually work on a handout; the students will learn about division (discovery).
Technology:
PowerPoint-sample questions and answers will be up on PowerPoint for students to refer to while working.
Stations: Station 1 works with cubes, Station 2 works with the smart board (downloaded onto laptop).
Internet Games: Student will go to a website containing math games like www.coolmath.com and read about division and/or play the games.
VAK:
Visual: Students receive written handouts and cubes to work with.
Auditory: Teacher gives verbal directions in the beginning of the lesson.
Kinesthetic: Students individually work with cubes and paper/pen to solve math problem.
Accommodations:
1. Near-sighted student sits in front of classroom and teacher uses bigger font.
2. Deaf students sit in a spot where the teacher and interpreter can easily be seen.
3. Student with ADHD also sits in the front so teacher can refocus student if necessary. Also, student had a squishy ball, which seems to help student concentrate.
Family Interaction Plan: Student will teach an older person and a younger child a lesson on dividing numbers and will have each person do two problems. Parent will bring homework sheet back signed.
Class arrangement: Tables will be divided into groups of five desks. All students will face the front of the classroom. Talkative students will be spread out.
Teaching Steps:
1. Anticipatory set: Handouts, cubes, and writing utensils will be on the students’ desk prior to the lesson beginning. Teacher will explain to students what they will be doing in the next 20-30 minutes
2. Teacher will have students work individually on division problems. Students will not talk to each other. The only help teacher will give at this time is restating a question on the worksheet if the student has difficulty understanding.
3. Afterwards, class will go over worksheet together.
4. At home, each student will go to coolmath.com and use the resources to practice division for at least 20 minutes. Student will write three different things learned from playing the game.
Closure: Students will discuss three things they learned about division.
Assessment: Assessment is informative. Teacher wants to see how well students meet learning objectives for this lesson, which will help in creating the next division lessons which will have summative assessments.
Nets the lesson covers:
Standard 1: Basic operations and concepts
-Students demonstrate a sound understanding of the nature and operation of technology systems.
-Students are proficient in the use of technology.
The lesson covers standard 1, because students will learn how to search the internet and use mouse and keyboard for various purposes.
Standard 2: Social, ethical, and human issues
- Students practice responsible use of technology systems, information, and software.
-Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Students will learn the importance of logging on and off when using a public computer, or if using a private computer student will learn how to properly start up and shut down a computer. Student will also learn about different ways technology can make learning fun.
Standard 3: Technology productivity tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
Playing some math games online will help students retain information, because they will be having fun.
Here is my lesson plan:
Grade 3 math
EALR/GLE:
2.2.3 Apply a variety of strategies to construct solutions.
4.2 Organize, represent, and share information
5.3 Relate mathematical concepts to real-world situations.
5.3.1 Understand that mathematics is used extensively in daily life outside the classroom.
Objectives: After given instructions on what the students are to do, students will individually work on a handout; the students will learn about division (discovery).
Technology:
PowerPoint-sample questions and answers will be up on PowerPoint for students to refer to while working.
Stations: Station 1 works with cubes, Station 2 works with the smart board (downloaded onto laptop).
Internet Games: Student will go to a website containing math games like www.coolmath.com and read about division and/or play the games.
VAK:
Visual: Students receive written handouts and cubes to work with.
Auditory: Teacher gives verbal directions in the beginning of the lesson.
Kinesthetic: Students individually work with cubes and paper/pen to solve math problem.
Accommodations:
1. Near-sighted student sits in front of classroom and teacher uses bigger font.
2. Deaf students sit in a spot where the teacher and interpreter can easily be seen.
3. Student with ADHD also sits in the front so teacher can refocus student if necessary. Also, student had a squishy ball, which seems to help student concentrate.
Family Interaction Plan: Student will teach an older person and a younger child a lesson on dividing numbers and will have each person do two problems. Parent will bring homework sheet back signed.
Class arrangement: Tables will be divided into groups of five desks. All students will face the front of the classroom. Talkative students will be spread out.
Teaching Steps:
1. Anticipatory set: Handouts, cubes, and writing utensils will be on the students’ desk prior to the lesson beginning. Teacher will explain to students what they will be doing in the next 20-30 minutes
2. Teacher will have students work individually on division problems. Students will not talk to each other. The only help teacher will give at this time is restating a question on the worksheet if the student has difficulty understanding.
3. Afterwards, class will go over worksheet together.
4. At home, each student will go to coolmath.com and use the resources to practice division for at least 20 minutes. Student will write three different things learned from playing the game.
Closure: Students will discuss three things they learned about division.
Assessment: Assessment is informative. Teacher wants to see how well students meet learning objectives for this lesson, which will help in creating the next division lessons which will have summative assessments.
Tuesday, March 11, 2008
Reflection 6: Clarity over spring break
Over spring break I spent three whole days at Edmonds Elementary and on thusday and friday I came for at least an hour or two. I feel like observing and helping out over spring break and being able to not only spend time with the students more, but also observe other classrooms reinforced my resolve to study elementary education. I remember when I was a freshmen I was not sure if I could be a good teacher. I was also only 19 years old. Now I see that this is something I can do. I have helped not only my cooperating teacher, but substitutes manage classroom behavior and the students do respect me. I visited the high school I graduated from and I realized I would rather be an elementary teacher.
Over spring break, I met different teachers and different classes-a 6th grade class, kindergarten class, and the Intensive Learning Support class. I enjoyed having conversations with teachers who told me they went through some of the same struggles many of us deal with as aspiring teachers. For example, I talked to a 6th grade teacher about how hard it was for me to let my guard down with the students and find the appropriate balance between being approachable and still keeping a professional distance and also not crossing the line from authority figure to buddy. This was a struggle when I first started working with kids. As of now, after getting to know the students in my class, I feel more confident and relaxed. I think part of the reason is I am older now. I have a better grasp on the professional distance and also on being a teacher figure. However, I also understand this is my first practicum and I have much more to learn. This 6th grade teacher I was talking with told me she went through the same struggle and that every teacher goes through this. I believe it is a matter of not only building confidence in ourselves, but also getting to know who our students are. I hope this is an encouragement to anyone going through this. I have more I want to say, but it will be for another reflection.
PS: One tip: If you find yourself struggling to get up in the morning force yourself to get up early and exercise. On monday I did not want to get up at 5:20 to exercise, but I made myself and let me tell you, I felt great for the rest of the day. This morning I also worked out. Sometimes we need something else to get up to besides classes. Morning workouts will not only give you another reason to get your sleepyhead out of bed, but it will also give you energy and make you feel better about yourself. Getting up earlier will get easier, and yes, this does relate to teaching 100%.
Over spring break, I met different teachers and different classes-a 6th grade class, kindergarten class, and the Intensive Learning Support class. I enjoyed having conversations with teachers who told me they went through some of the same struggles many of us deal with as aspiring teachers. For example, I talked to a 6th grade teacher about how hard it was for me to let my guard down with the students and find the appropriate balance between being approachable and still keeping a professional distance and also not crossing the line from authority figure to buddy. This was a struggle when I first started working with kids. As of now, after getting to know the students in my class, I feel more confident and relaxed. I think part of the reason is I am older now. I have a better grasp on the professional distance and also on being a teacher figure. However, I also understand this is my first practicum and I have much more to learn. This 6th grade teacher I was talking with told me she went through the same struggle and that every teacher goes through this. I believe it is a matter of not only building confidence in ourselves, but also getting to know who our students are. I hope this is an encouragement to anyone going through this. I have more I want to say, but it will be for another reflection.
PS: One tip: If you find yourself struggling to get up in the morning force yourself to get up early and exercise. On monday I did not want to get up at 5:20 to exercise, but I made myself and let me tell you, I felt great for the rest of the day. This morning I also worked out. Sometimes we need something else to get up to besides classes. Morning workouts will not only give you another reason to get your sleepyhead out of bed, but it will also give you energy and make you feel better about yourself. Getting up earlier will get easier, and yes, this does relate to teaching 100%.
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