Lesson Plans Monday August 1st

Spanish

1. Spanish Greetings – students practice names

2. Introduction

1.      Explain the Situation

2.      Who am I?

3. Participation points – 10 pts daily (all or nothing)

4. Student Info Paper

5. Other Vocabulary  

           

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French

1. French Greetings – Bonjur! - Students practice names

2. Introduction

3.      Explain the Situation

4.      Who am I?

3. Participation points – 10 pts daily (all or nothing)

4. Video GO

5. Student Info Paper 

6. Other Vocabulary - Miscositas.com

Links

Chillola.com

Miscositas.com

http://www.quia.com/cb/480555.html - French Jeopardy

www.quia.com/shared/spanish

Lesson 8 Blog

          This week I learned about computer viruses, ethical, and other issues concerning the implementation of technology. Finally, I researched three websites on wikis, visual literacy and the brain. Even if a teacher has great ideas about how to use technology in the classroom, implementing their plans could really be difficult. Obviously, there are safety issues and students have to learn how to ethically use online resources, especially in school settings. So teachers need to be prepared to deal with these various issues when implementing technology in the classroom.

          For wikis, I looked at the wikispace listing of educational wikis. I will admit that I had some doubts about using wikis in the classroom even before looking at the example on this website. Personally, it seems that almost anything that can be done on a wiki can be done on a regular classroom website or blog. Unfortunately, looking at the wikis on wikispace did not really change my view of this tool very much. Of the approximately five classroom wikis I reviewed, I would say that only one had distinguishing features that could not found be found in a traditional website. You can find the link to that website here. This teacher obviously embraced this tool and used it. She also had her students create and post digital portfolios. It seems to me that the main reason to use wikis is the ability for easy collaboration. I would say that the best wiki had some collaborative aspects; but even then I felt it did not really make full use of the collaborative possibilities. Also, the teacher's wiki was a little cluttered and disorganized.

          For visual literacy I looked at the edutopia article and video that featured Martin Scorsese. I found this to be particularly interesting because of my undergraduate background in media and video production. In this media intense world, I agree that it is very important to teach visual literacy to students. Also, teaching visual literacy can really help students with their higher level thinking skills. They should look at images not only at their simplest level; but they should also look deeper to see if there are hidden meanings or messages.  

          For the brain, I looked at the Dana Foundation website. There was great information about the brain and brain research. I particularly liked the blog which talked about brain issues in common language. As a teacher I really was impressed with their web resources for children. They had good resources and links which, as I have mentioned in previous blog postings, seem to be few and far between. They linked to the Centers for Disease Control website for kids, which was brilliantly put together. I will definitely look to use this resource in my classroom.

Lesson 7 Blog

         This week I learned about different types of software, as well as using the internet and audio visual technologies in the classroom. I found the article on EducationWorld about simulations to be particularly interesting. I really believe in Gardner's multiple intelligence theory and learning through experience; so I like the idea of using both "real" and computerized simulations in the classroom.  Simulations can help students reach NETS standard one, dealing with creativity, and standard four, dealing with critical thinking, problem solving and decision making.

          I can see the value of doing real simulations, like the Kings M&M's example that was presented in the article. I can also see how technology can help teachers with virtual simulations using computer software. I remember that I loved to play the Oregon Trail game in the fourth grade. Even though I did not realize that I was learning at the time, it was a great learning experience. I was taught about a significant period of American history and I also learned about economic concepts, such as scarcity. To be honest, I don't specifically remember what I learned in fourth grade (except the  multiplication table); but I remember playing that game. I think that this proves that simulations and games can have great educational value and have an impact on students.   

          In the interest of full disclosure, I will acknowledge the fact that I am a tactile or kinesthetic learner. So it is probably not a surprise that I am really interested in this type of learning experience. I would also say that it seems that the use of simulations is not very prevalent in schools. This could be attributed to several possible factors, such as the fact that it is not historically accepted as a teaching method. It does not fit into the Socratic Method and thousands of years of teaching pedagogy. Also, I can imagine that it takes time to create, practice and hone simulations; so I can see that some teachers would be hesitant to adopt this practice.

          I can envision that in order to avoid problems with doing simulations in the classroom a teacher will need to have good classroom management skills. Obviously, students will have a certain amount of "freedom" when working with simulations. This freedom is not present when students are quietly sitting at their desks taking notes. The teacher will need to maintain control over their students; I could see how certain simulations could devolve into chaos quickly if the teacher does not keep the students focused and on task.  Also, as the teacher, Max Fischer, noted in the EducationWorld article, some simulations can elicit strong feelings and emotions within students. So it is imperative for the teacher to know and be able to gage student's reactions. The teachers need to effectively communicate and show the relationship between the student's feelings and the lesson. Also, it is important for a teacher to modify or discontinue a simulation that may be too harmful.   

Lesson 6 Blog

          This week I learned about webquests. I learned a lot because I have not had any prior experience with webquests. I can say without hesitation that this week's assignment was the toughest for me thus far. I would characterize the problems I had to be "mental". At first, since I had no prior knowledge, it took me a long time to grasp the actual webquest concept. Once I had a fairly stable understanding of what I was trying to accomplish, I had a hard time coming up with a subject. Since elementary teachers cover a large range of grades and subjects, I found the choices to be overwhelming. Also, there was a large selection of designs or concepts for webquests. This, combined with my difficulties choosing a topic and grade level, really frustrated me for a day or two. Also, I found the number of educational websites aimed at elementary students to be completely underwhelming. While this was frustrating, ironically, the lack of choices ultimately helped me find a topic.

          I finally decided to create my webquest about Lewis and Clark. The link can be found here: http://questgarden.com/127/57/0/110607083600/.  I had the opportunity to teach about Lewis and Clark this year while subbing in a 5th grade classroom so I already had some familiarity with this subject. Plus, I was able to find several good websites on this topic aimed at the elementary level.  Finally, after settling on a topic and finding good websites, the process of actually assembling the webquest proceeded steadily, but slowly.

          I have mixed feelings about the Questgarden website. I liked the fact that it took the creator through the process step by step. This helped me in creating my webquest. However, I also felt like the website was fairly limiting. Particularly, I disliked that I was not able to change the master design, other than the colors. I think that the basic design of the webquest websites looks like a website design from the 90's. I believe that their templates really bring down the quality of the whole project. In the future, I would probably just create a webquest from scratch, using a program like Dreamweaver that allows for much more flexibility.  

          After reviewing my finished webquest, I am happier with it than I thought I would be. I think that I was able to create a solid product; however, I do believe that my future webquests might be better. Creating a good webquest takes time. I spent a lot of time thinking about the webquest's concept. I believe that creating the very best webquest would take a lot more time than one week. If the main point of a webquest is to get students to think at a higher level, it is going to take a lot of planning time. This daunting part of the task is the reason I don't foresee using webquests a lot in my classroom. I can envision doing one or two a year; but no more than that.

Lesson 5 Blog

        This week I learned about online communication tools and software that can be used in the academic setting. To be honest, the amount of choices for both software and communication tools can be a bit overwhelming. For the software alone there are multiple programs that range from pieces of software that were developed for business settings and can be adapted for use in the classroom, to pieces of software that were specifically developed for use in educational settings.  I have also researched acceptable use policies.

          Of all the types of software that were presented this week, I think that all had useful places in the classroom. I do have some concerns about the drill and practice software. This is because, as a student, I remember when they installed the first real computer lab at my elementary school - when I was in approximately the fifth grade. For the next three or so years, we were marched to the lab about three times a week for what amounted to thirty minutes of math drills. I totally agree with the textbook when it said that some people call those types of software "drill and kill." I can say that my experience with this software was far from positive and contributed to my dislike of math as a subject.

          I did like the PowerPoint project suggested in the video "Technology Support for Teachers." The teacher gave her class an assignment to interview a member of their family that was a veteran. The students then created a slide about the person they interviewed. The slides were then compiled into a master PowerPoint where clicking on a students image hyperlinked them to that student's slide. I can definitely envision using this assignment (perhaps modified slightly) in my classroom.   

          One of the categories of software that really intrigued me was simulator software. I think that these types of software really have the potential to give students educational experiences that would be too dangerous, costly or otherwise unfeasible. I also was intrigued by the brainstorming/concept mapping software that was presented in the text. I have heard some teachers at the school where I am subbing talking about the "kidspiration" software; but I have not had any experience working with this kind of software. I think this is a great way to reach kids with different learning styles, allowing them to be creative, while at the same time helping them to work through complex ideas.  I also liked how the teacher in the video "concept mapping in a one or two computer classroom" showed how she split her students up by day, thus allowing them to complete their weekly assignment using limited computer resources. Another good idea was demonstrated when they printed out all of their work and compiled a notebook at the end of the year.

Lesson 4 Blog

            This week I learned about presentation software like Microsoft PowerPoint. I think that PowerPoint is an extremely useful tool for the classroom, benefiting both teachers and students. This piece of software particularly helps in accommodating multiple intelligences as identified by Gardner. It is my experience, however, that in most schools it is rarely used by teachers for class presentations.  From what I have witnessed, most use in schools is as a student tool. By incorporating presentation software into the classroom, it will help teachers achieve NETS for teachers standards 1 through 4 by modeling digital age work and learning, and also by designing and developing digital age learning experiences among others.

       For my PowerPoint this week, I created a presentation on Kentucky Government aimed at a 4th grade level. One reason that I think most teachers do not use this program in their daily lessons is because it is very time consuming. While I did not specifically keep track of the time I spent putting this presentation together, I would estimate that I spent between five and eight hours on this project. Obviously, there is no way that a teacher with 7 different classes, or one that has a self contained classroom, could prepare a quality presentation for every subject everyday.

          Since I am not currently teaching, I gave the presentation to a group of children from my church. While there were several children who were in my target grade range; there were also younger children, including a kindergartener. Their response was generally positive. They told me that they really liked "Tommy the Thoroughbred" who raced in occasionally to ask the kids a question or to clarify a point. An adult who watched the presentation noted that I continually used "alright". I know from my undergraduate study of communication that this is called a "placeholder" and allows a speaker to mentally "catch-up." I have dealt with this issue before, particularly in informal conversation. In the future I will try to be cognizant of this and just simply be quiet when I need to think about what I want to say next.  

          The thing that I was most proud of is that, after I finished my presentation, the children seemed to have a decent understanding of the material. They asked good questions that seemed to indicate that they understood the material. I was particularly proud when a second grader asked "how many courts are in Kentucky"? This was a good question because it showed comprehension; but also because the student was on the extreme lower end of the grade range that I intended to reach.

        

     If I were to give this presentation again, I would most certainly revise my PowerPoint. Even today I wonder if I could change the wording of definitions or rearrange the order of the slides to make it flow better. I would also like to add an interactive quiz/game at the end of the presentation to formally assess my students' comprehension.  I found the educationworld.com article on how to create a quiz to be particularly informative. Before reading the article, I had not thought about using PowerPoint in that manner.

Lesson 3 Blog

This week I learned about the uses of desktop publishing and word processing in the classroom. I also learned about how scanners and digital cameras are used to enhance instructional materials made with these programs. These tools can be used by both teachers and students. Teachers can use these programs to help meet NETS for teachers standard three. They need to be able to show their students that they have a strong working knowledge of these technologies to help effectively communicate to their students and their students’ families. Teachers can make flyers and letters to communicate with the parents of their students.

          Students can use these programs to help them meet standards one, two, three and six.  For standard one, student’s can use desktop publishing programs to create posters or redesign book covers. These activities could be tied into many different subjects, such as book reports or even science, where students could create a poster to represent different classification levels. This can be used to assess student’s understanding of the material and at the same time allow the children to express their creativity. Obviously, for standard six, students will need to know how to use these programs as they progress through their education and careers. While I do not know the exact numbers, I would guess that word processing programs are at the top of the list of most frequently used programs in education and the workplace.

          The picture attached to this blog shows a redesigned flyer that I made last fall to communicate to parents about a children’s theatre workshop. This workshop was being hosted by a community theatre organization that I helped found. The original version of this flyer was a very simple one page word document without any special formatting or graphics. As you can see from the picture,, I was able to reduce the amount of wording by using graphics. I feel that this redesigned flyer is much more concise and still communicates all of the vital information. For example I was able to replace the words “tennis shoes=best, flip-flops= worst” with a clipart picture of tennis shoes and flip flops; putting a green check over the tennis shoes and a red X over the flip flops communicates clearly the proper attire . I was also able to change the font size to make sure that the most important information was more prominent than the supporting, less important information.

          Because of my background in media I have had a wide array of experience with desktop publishing software including QuarkXpress. I am sure that I will be using these types programs not only to communicate with parents and also for student projects.