Monday, November 1, 2010
Sunday, October 24, 2010
Assignment # 10: “Learning with Games and Simulations”
Game # 1: Practice with Plurals
This game is great for practicing plurals, and I would use it in my classroom to reinforce and/or review plural forms of many different words. It is nice because It has multiple difficulty levels, and the students may choose between multiple choice questions and fill in the blank.
Game # 2: Lord of the Flies
I would use this game in a high school classroom if I was reading "Lord of the Flies" with my class. It would be a fun way to introduce them to the book and look at basic analytical elements. Sometimes older students need some play too, and this is a great way to do it!
This game is great for practicing plurals, and I would use it in my classroom to reinforce and/or review plural forms of many different words. It is nice because It has multiple difficulty levels, and the students may choose between multiple choice questions and fill in the blank.
Game # 2: Lord of the Flies
I would use this game in a high school classroom if I was reading "Lord of the Flies" with my class. It would be a fun way to introduce them to the book and look at basic analytical elements. Sometimes older students need some play too, and this is a great way to do it!
Wednesday, October 20, 2010
Sunday, October 17, 2010
EDCT 203 Assignment # 8 VoiceThread
Here is a link to my own mock VoiceThread. I made this voicethread for my students to learn a little bit about me. After watching mine, they will make a VoiceThread about themselves so I can learn about them.
Mock VoiceThread
I really enjoyed learning about this mean of digital storytelling. It was even fun to make! I like the idea of students making a VoiceThread about themselves. That way, they can pick out pictures of people, activities, or things that are very important to them. After they have done that, they get to tell me why those those things are important to them through a voice message or a text box message. They can even have family or friends comment on the picture, sharing memories and stories.
I like this idea because I want to know my students. I want to know them outside the classroom, and I want to know what interests they have! We could also have a "movie day" and watch everyone's VoiceThread so that all the students know some fun things about each other.
This method of digital story telling could also be used in a variety of ways for lessons. However, I really like the idea of getting to know my students this way.
Several standards were addressed:
1. Facilitate and Inspire Student Learning and Creativity (Students had freedom to create their own identities and choose their own style and direction for their VoiceThread.)
3. Model Digital-Age Work and Learning (By making a model VoiceThread myself)
* Commit to the Well-being of Students, Families, and Communities
Among others.
Mock VoiceThread
I really enjoyed learning about this mean of digital storytelling. It was even fun to make! I like the idea of students making a VoiceThread about themselves. That way, they can pick out pictures of people, activities, or things that are very important to them. After they have done that, they get to tell me why those those things are important to them through a voice message or a text box message. They can even have family or friends comment on the picture, sharing memories and stories.
I like this idea because I want to know my students. I want to know them outside the classroom, and I want to know what interests they have! We could also have a "movie day" and watch everyone's VoiceThread so that all the students know some fun things about each other.
This method of digital story telling could also be used in a variety of ways for lessons. However, I really like the idea of getting to know my students this way.
Several standards were addressed:
1. Facilitate and Inspire Student Learning and Creativity (Students had freedom to create their own identities and choose their own style and direction for their VoiceThread.)
3. Model Digital-Age Work and Learning (By making a model VoiceThread myself)
* Commit to the Well-being of Students, Families, and Communities
Among others.
Monday, October 4, 2010
EDCT 203 Assignment # 7 : Survey (Form) in Google Docs
What do you think are the three best ways of using Google Forms in this article?
After reading this article I feel like the three best ways of using Google Forms in this article are:
I could use Google Forms in my classroom in a variety of ways. In addition to the variations above, I could foresee myself creating forms for my students to give me feed back on lessons and how they feel about certain topics such as group work. I could also utilize forms to do movie critiques. For example, when reading Pride and Prejudice, we could watch the movie as a supplement and then for a Google form to compare and contrast the two. How were they similar and different, and why. There are so many different ways I could use Google Forms in my classroom, and I can definitely see myself using them in the future!
Here is a link to a Google Form I created:
Language Arts and Technology
After reading this article I feel like the three best ways of using Google Forms in this article are:
- Get to know your class. I especially liked this one because part of my teaching philosophy is to create a community within my classroom, and I must be a part of that community. Therefore, I must know my students apart from their academic selves. Making a form like this one is just one great way a teacher can get to know his or her students. I was even thinking that a teacher could make a new form with new questions at intervals throughout the year. That way he or she is always learning about students.
- Library book review. I picked this one out because of how I could utilize it in my future language arts classroom. I would love my students to have "silent reading time" in my classroom. A time when they can read what they want to read. This form would be great for students to evaluate books for each other--that way they could see a preview before they began reading.
- Prior learning assessment. I think this form is very practical and beneficial to any classroom. It could save the teacher a lot of time by letting them know exactly what the students remembered and absorbed. If he or she decides from the the results of this form that they need to review, they then know exactly what needs reviewed. This is also a way for students to gauge their understanding.
I could use Google Forms in my classroom in a variety of ways. In addition to the variations above, I could foresee myself creating forms for my students to give me feed back on lessons and how they feel about certain topics such as group work. I could also utilize forms to do movie critiques. For example, when reading Pride and Prejudice, we could watch the movie as a supplement and then for a Google form to compare and contrast the two. How were they similar and different, and why. There are so many different ways I could use Google Forms in my classroom, and I can definitely see myself using them in the future!
Here is a link to a Google Form I created:
Language Arts and Technology
Thursday, September 30, 2010
EDCT 203 Assignment # 6: WebQuest Assignment
WebQuest Evaluations
An Insect's Perspective
The introduction does engage the learner immediately by giving an
attention getting statistic. This will get the students interested
and excited to do more I think. I do not necessarily think it does a
good job of clearly justifying the webquest, because all it does is
list questions versus explaining the reason or displaying the
significance of the questions. I think the task portion of this webquest is very clear and
appropriate. It clearly states that there will be two tasks and then
also numbers those tasks for even more detail and clarification. I
believe it is complete; however, I will know more after seeing the
process section. Yes, this process utilizes multiple ways of learning--decision
making, research, discussion, writing, and doing. The lesson also
scaffolds the activities by breaking each one down into sections and
emphasizing words or phrases that are especially important. The
research and group discussion allow for discovery and collaboration.
I think that a small way for students to check their understanding is
the presence of examples throughout the process. They can then see if
they are on target for the assignment. I think this rubric is excellent. I like that the lowest scale is
labeled "beginning" because this way, students should not get
discouraged. The descriptions within the rubric are clear and
concise, allowing the students to know what is expected of them ahead
of time. Overall this was a good webquest, but like my classmate Allison pointed out, there is some poor punctuation which should be fixed.
The Four Seasons
I think the introduction is a little vague. She goes through the
introduction very quickly, and I think gives a little too much
information. Maybe the detail about the groups and the assignment
should be saved for the task portion. It does, however, engage the
learner by its beginning sentence. Young children love to help out,
so that was a great choice of words. And, like my classmate Sarah pointed out, this makes it very age appropriate. The task is cut a little short. She needed to go on to say how
they would apply that information to making their brochure. This will
be challenging to students, but maybe too challenging for 2nd graders,
especially to process via webquest. The task is not clearly defined
because she does not go on to say what they will do with the
questions. The process page is complete. Each step is outlined and
descriptive. All of the information is there for them to find easily
and they are told what to then do with the information. Many learning
styles are touched on due to the research, the sharing, the group
work, and the creative doing that the brochure requires. Again, the
flaw I see in this activity is the difficulty level. It is well put
together, I just am not sure if young students would comprehend the
assignment just by reading it off of this webquest. I like this rubric because it is easy to read and interpret. The students are clear as to what they are being asked and what is "good,"
"better," and "best." I do think the teacher should go over this with
the students verbally, along with the rest of the assignment.
Who Really Owns the Rosetta Stone?
This site is unlike the other webquests--but I don't think that makes
it bad. It does not use the same pages or subsections as our webquest
or the template we were introduced to. However, I do think this is a
very good resource to teach from. I think it is accessible to the
sixth graders, but not too easy. They are pushed to research and
think about things--but like my classmate Jill pointed out, there is also a lot of background information that students can look at too. The webquest is sophisticated and very
technological with many hyperlinks and resources. The students are
forced to use multiple modes of thinking by doing research, presenting
to peers, and working together in groups. Overall I think this is a
very good webquest even though it is unlike what we know.
Review of Algebra 1
The introduction is very clear and concise and justifies the purpose for the webquest. I think it could use some help in engaging the learner right away--an attention getter maybe. The task portion lack a little in direction. She simply listed links to math lessons online. She does not tell the students specifically what to do. Are they supposed to do all of them? Only certain ones on certain days? It seems to be the right level of cognitive ability, but just lacks in clarity and direction. The process is very clear and concise, but I feel like it almost needs to be switched with the task. This is questionable. This is great for students to get a break from the traditional ways of teaching math. They can get more "hands-on" and really check their understanding by doing the quizzes and repeating them for mastery. I am a little confused by this rubric. I looked at it for several minutes and still don't honestly understand how it works. I think the teacher should put an explanation as to how the rubric is structured and/or explain it to the class beforehand--so they know what is expected of them. Overall, I agree with my classmate Sarah in that the webquest is pretty boring and probably not the best way for students to review math.
My WebQuest
Language Arts WebQuest
An Insect's Perspective
The introduction does engage the learner immediately by giving an
attention getting statistic. This will get the students interested
and excited to do more I think. I do not necessarily think it does a
good job of clearly justifying the webquest, because all it does is
list questions versus explaining the reason or displaying the
significance of the questions. I think the task portion of this webquest is very clear and
appropriate. It clearly states that there will be two tasks and then
also numbers those tasks for even more detail and clarification. I
believe it is complete; however, I will know more after seeing the
process section. Yes, this process utilizes multiple ways of learning--decision
making, research, discussion, writing, and doing. The lesson also
scaffolds the activities by breaking each one down into sections and
emphasizing words or phrases that are especially important. The
research and group discussion allow for discovery and collaboration.
I think that a small way for students to check their understanding is
the presence of examples throughout the process. They can then see if
they are on target for the assignment. I think this rubric is excellent. I like that the lowest scale is
labeled "beginning" because this way, students should not get
discouraged. The descriptions within the rubric are clear and
concise, allowing the students to know what is expected of them ahead
of time. Overall this was a good webquest, but like my classmate Allison pointed out, there is some poor punctuation which should be fixed.
The Four Seasons
I think the introduction is a little vague. She goes through the
introduction very quickly, and I think gives a little too much
information. Maybe the detail about the groups and the assignment
should be saved for the task portion. It does, however, engage the
learner by its beginning sentence. Young children love to help out,
so that was a great choice of words. And, like my classmate Sarah pointed out, this makes it very age appropriate. The task is cut a little short. She needed to go on to say how
they would apply that information to making their brochure. This will
be challenging to students, but maybe too challenging for 2nd graders,
especially to process via webquest. The task is not clearly defined
because she does not go on to say what they will do with the
questions. The process page is complete. Each step is outlined and
descriptive. All of the information is there for them to find easily
and they are told what to then do with the information. Many learning
styles are touched on due to the research, the sharing, the group
work, and the creative doing that the brochure requires. Again, the
flaw I see in this activity is the difficulty level. It is well put
together, I just am not sure if young students would comprehend the
assignment just by reading it off of this webquest. I like this rubric because it is easy to read and interpret. The students are clear as to what they are being asked and what is "good,"
"better," and "best." I do think the teacher should go over this with
the students verbally, along with the rest of the assignment.
Who Really Owns the Rosetta Stone?
This site is unlike the other webquests--but I don't think that makes
it bad. It does not use the same pages or subsections as our webquest
or the template we were introduced to. However, I do think this is a
very good resource to teach from. I think it is accessible to the
sixth graders, but not too easy. They are pushed to research and
think about things--but like my classmate Jill pointed out, there is also a lot of background information that students can look at too. The webquest is sophisticated and very
technological with many hyperlinks and resources. The students are
forced to use multiple modes of thinking by doing research, presenting
to peers, and working together in groups. Overall I think this is a
very good webquest even though it is unlike what we know.
Review of Algebra 1
The introduction is very clear and concise and justifies the purpose for the webquest. I think it could use some help in engaging the learner right away--an attention getter maybe. The task portion lack a little in direction. She simply listed links to math lessons online. She does not tell the students specifically what to do. Are they supposed to do all of them? Only certain ones on certain days? It seems to be the right level of cognitive ability, but just lacks in clarity and direction. The process is very clear and concise, but I feel like it almost needs to be switched with the task. This is questionable. This is great for students to get a break from the traditional ways of teaching math. They can get more "hands-on" and really check their understanding by doing the quizzes and repeating them for mastery. I am a little confused by this rubric. I looked at it for several minutes and still don't honestly understand how it works. I think the teacher should put an explanation as to how the rubric is structured and/or explain it to the class beforehand--so they know what is expected of them. Overall, I agree with my classmate Sarah in that the webquest is pretty boring and probably not the best way for students to review math.
My WebQuest
Language Arts WebQuest
Friday, September 24, 2010
Assignment # 4 : Website Evaluation/ Diigo
Here is an overall evaluation of each site. Included in the evaluation is reasons why or why not I would use the site in my classroom. If I think I would use the site, I include how I envision utilizing it.
FAIR: This site looked very professional and was set up nicely. It was organized and labeled for easy navigation. However, this site is an organization. This means right away that there may be some biased present. After reading through this site, it is clear that there is explicit bias. This does affect the usefulness of the information, especially for students who are searching for accurate and clear information. Also, as my classmate Michelle pointed out, this site is out of date. I may use this site in my classroom, simply to go over what bias is. I would have an unbiased site picked out, and then possibly this one. My students would have to pick out parts they think highlight the bias.
Immigration Blog: By being a blog, this site is naturally going to be filled with biased. It is written by an individual who is voicing his "obsessed" opinions on immigration. For this reason, I do not see this site as a good way for students to learn about immigration as a whole. However, this site does provide links to credible sources such as CNN and The Washington Post, so students could possibly use those resources to gain more information they can trust. Also, I agree with my classmate Brittany that this site is nice in the face that it is very current. I may use this site in order teach about blogs and show what one looks like. I may also let students pull resources from the articles and links the blogger provides in order to check the credibility of those resources.
America.gov: I feel like this was the best site we had to evaluate, especially for the purposes of education. As my classmate Caitlin said very well--it is important to know both sides of every story, but it is also important to know the story as a whole--which is why this site is great. It gives an extended history, just as it promised in the title. I would trust this site to be credible based on its ".gov" address. I would use this site in my classroom simply for the great background information it gives. I would have them explore this site before starting a unit on immigration or before writing an argumentative paper. Students need that basic information in order to form any opinions of their own.
US Citizenship and Immigration Service: Along with the site above, this site is also a ".gov" address--giving it a sense of immediate credibility of some kind. This site is an excellent resource if a student is searching for something specific. It is set up in sections and sub-sections, so it is very accessible. Like my classmate, Jill, pointed out, the "how to" section on the far left is very helpful. I could see a project being done where students are put in groups and assigned a certain section. They could then be in charge of presenting that "how to" information to the rest of the class.
News from the Onions: This site was a tricky one. Its humor and set up makes me question the credibility and reliability of the authors and the information. My classmate Nathan commented that he thought older high school students may be able to grasp and analyze the information and its humor. At first, I agreed with him; however, after looking at the privacy section of the site and seeing the quote: "The Onion is not intended for readers under 18 years of age," I changed my mind. I do not think a teacher should ignore a claim like this and a vast majority of high school students are under 18, so that part alone takes this site out of the running for me. I would not use this site.
FAIR: This site looked very professional and was set up nicely. It was organized and labeled for easy navigation. However, this site is an organization. This means right away that there may be some biased present. After reading through this site, it is clear that there is explicit bias. This does affect the usefulness of the information, especially for students who are searching for accurate and clear information. Also, as my classmate Michelle pointed out, this site is out of date. I may use this site in my classroom, simply to go over what bias is. I would have an unbiased site picked out, and then possibly this one. My students would have to pick out parts they think highlight the bias.
Immigration Blog: By being a blog, this site is naturally going to be filled with biased. It is written by an individual who is voicing his "obsessed" opinions on immigration. For this reason, I do not see this site as a good way for students to learn about immigration as a whole. However, this site does provide links to credible sources such as CNN and The Washington Post, so students could possibly use those resources to gain more information they can trust. Also, I agree with my classmate Brittany that this site is nice in the face that it is very current. I may use this site in order teach about blogs and show what one looks like. I may also let students pull resources from the articles and links the blogger provides in order to check the credibility of those resources.
America.gov: I feel like this was the best site we had to evaluate, especially for the purposes of education. As my classmate Caitlin said very well--it is important to know both sides of every story, but it is also important to know the story as a whole--which is why this site is great. It gives an extended history, just as it promised in the title. I would trust this site to be credible based on its ".gov" address. I would use this site in my classroom simply for the great background information it gives. I would have them explore this site before starting a unit on immigration or before writing an argumentative paper. Students need that basic information in order to form any opinions of their own.
US Citizenship and Immigration Service: Along with the site above, this site is also a ".gov" address--giving it a sense of immediate credibility of some kind. This site is an excellent resource if a student is searching for something specific. It is set up in sections and sub-sections, so it is very accessible. Like my classmate, Jill, pointed out, the "how to" section on the far left is very helpful. I could see a project being done where students are put in groups and assigned a certain section. They could then be in charge of presenting that "how to" information to the rest of the class.
News from the Onions: This site was a tricky one. Its humor and set up makes me question the credibility and reliability of the authors and the information. My classmate Nathan commented that he thought older high school students may be able to grasp and analyze the information and its humor. At first, I agreed with him; however, after looking at the privacy section of the site and seeing the quote: "The Onion is not intended for readers under 18 years of age," I changed my mind. I do not think a teacher should ignore a claim like this and a vast majority of high school students are under 18, so that part alone takes this site out of the running for me. I would not use this site.
Subscribe to:
Posts (Atom)