For my lesson plan, there are many things that I want to incorporate, but know that time will be my biggest enemy. My concern now, after reviewing all of my newly found knowledge, is how to use all of my technological ideas, while ensuring that the students are creating quality projects.
One of my ideas is to use three thirty minute blocks to introduce the students, and get them familiar with how to use the blog site. During this time, the students will be allowed to use the site to post questions or concerns that they have, and find resources for their specific topics. By providing initial resources, students do not have to "reinvent the wheel," and will have maximum time to work on their projects without having to hunt for sites (students will still have to provide two additional resources).
Second the students will be given three thirty minute blocks of instruction on how to use and create pod casts. I have noticed that many of the students now come into the classroom knowing how to use the technology better than I do. These time blocks will give me time to introduce them to the podcast, and if familiar, time to introduce them on how to add pictures and create a better podcast.
Last, the students will have to produce a PowerPoint presentation. In this presentation the students will have to embed links, music, and pictures. In previous PowerPoint presentations, the students only had to create the "basic" presentation. Now the students will have to use more of the functions provided by PowerPoint to get credit for their project. In this manner, students are now creating, or learning to create, presentations that will be acceptable in college.
Sunday, April 15, 2012
Final Lesson Technology Tools
One of the most important things that I wanted to incorporate into the lesson is, better usage of the Interactive Whiteboard (IWB) to create end of the project assessments for the students. Again, many of the technologies we have available to use for the students is either underutilized or not understood how to use at all.
For the final assignment, I would like to create an assessment using Activotes, for fifth grade science that deals with Earth and Space. Within this particular topic there are four TEKS that accompany this topic, Formation of Fossil Fuels (5.7A), Changes to Land (5.7B), Alternative Energy (5.7C), and What Happened Before (5.7D). My first objective is to ensure that the students participated in the entire exercise by visiting and contributing feedback to the other groups on the blog. Second , by participating the students will have complied notes, and asked questions relevant to each topic (to include group presentations and pod casts). Lastly, I want to create a an assessment that covers the necessary vocabulary needed for each topic. If the students accomplished the above goals, then the Activote assessment will ensure that students have the knowledge to understand that particular TEK, and use content vocabulary during whole group discussions.
By using Activotes, students are able to take the assessment by using a hand held voting device, and not be subject to the regular pencil and paper exam. The Activote allows students to "vote" for their answers from their desks, and their answers get recorded electronically. Each student within the system is provided a number (which is their Activote number). When they vote, their answer gets recorded with by Activote number, and not name. The students are not able to see the names of the other students (or which Activote number they are). Not only does the Activote allow some "privacy" for the students, but it also provides me data by showing how many students missed a particular question, which aids me in reviewing certain concepts and vocabulary (in small groups) without going through whole group instruction of the entire topic.
There is a great website which provides a PDF that gives teachers simple instructions on how to set up the Activote flip chart. If interested please visit http://tinyurl.com/6qhacul.
The second tool that I need to incorporate is rubrics for the students. In the past the students were given instructions on what they needed to do for their projects, but not specifics on what I would be looking for as far as grading was concerned. Personally, when I gave the students projects, I wanted to just give them a shell to work with (the topic) and have them create their own projects as they saw fit. Now fully understanding how rubrics are used throughout schooling (even into college), the use of rubrics will assist the students in creating better focused, more detailed projects than before.
Again the topics would be the same as mentioned above, and the students will have five primary areas that need to be addressed in order to get full credit for the group projects.
1. Posting of reflections weekly on blogs
2. Posting of relevant research sites
3. Providing constructive criticism to other groups
4. Posting of podcast on blog (Final assignment)
5. Posting of PowerPoint presentation on blog (Final assignment)
Each one of the topics will have a rubric that outlines the requirements to receive maximum points in each area. Please visit http://rubistar.4teachers.org/index.php?screen=NewRubric to create rubrics for any assignment that you may assign in your classroom.
For the final assignment, I would like to create an assessment using Activotes, for fifth grade science that deals with Earth and Space. Within this particular topic there are four TEKS that accompany this topic, Formation of Fossil Fuels (5.7A), Changes to Land (5.7B), Alternative Energy (5.7C), and What Happened Before (5.7D). My first objective is to ensure that the students participated in the entire exercise by visiting and contributing feedback to the other groups on the blog. Second , by participating the students will have complied notes, and asked questions relevant to each topic (to include group presentations and pod casts). Lastly, I want to create a an assessment that covers the necessary vocabulary needed for each topic. If the students accomplished the above goals, then the Activote assessment will ensure that students have the knowledge to understand that particular TEK, and use content vocabulary during whole group discussions.
By using Activotes, students are able to take the assessment by using a hand held voting device, and not be subject to the regular pencil and paper exam. The Activote allows students to "vote" for their answers from their desks, and their answers get recorded electronically. Each student within the system is provided a number (which is their Activote number). When they vote, their answer gets recorded with by Activote number, and not name. The students are not able to see the names of the other students (or which Activote number they are). Not only does the Activote allow some "privacy" for the students, but it also provides me data by showing how many students missed a particular question, which aids me in reviewing certain concepts and vocabulary (in small groups) without going through whole group instruction of the entire topic.
There is a great website which provides a PDF that gives teachers simple instructions on how to set up the Activote flip chart. If interested please visit http://tinyurl.com/6qhacul.
The second tool that I need to incorporate is rubrics for the students. In the past the students were given instructions on what they needed to do for their projects, but not specifics on what I would be looking for as far as grading was concerned. Personally, when I gave the students projects, I wanted to just give them a shell to work with (the topic) and have them create their own projects as they saw fit. Now fully understanding how rubrics are used throughout schooling (even into college), the use of rubrics will assist the students in creating better focused, more detailed projects than before.
Again the topics would be the same as mentioned above, and the students will have five primary areas that need to be addressed in order to get full credit for the group projects.
1. Posting of reflections weekly on blogs
2. Posting of relevant research sites
3. Providing constructive criticism to other groups
4. Posting of podcast on blog (Final assignment)
5. Posting of PowerPoint presentation on blog (Final assignment)
Each one of the topics will have a rubric that outlines the requirements to receive maximum points in each area. Please visit http://rubistar.4teachers.org/index.php?screen=NewRubric to create rubrics for any assignment that you may assign in your classroom.
Sunday, April 8, 2012
Lesson Ideas
One of the most important concepts that I wish to work on for this lesson is, increasing my use of rubrics. Previously, I have used the rubric sparingly, and many students have been confused as to what they needed to do to get the maximum amount of points. For this lesson, I plan to use a rubric for each technology that students must incorporate into their projects. Hopefully, students will now have a "road map" to guide them through their projects.
Another concept that I would like to work on with this project is using podcasts in conjunction with blogs. I want to establish a class blog and have groups create their own blogs in which to post their ideas, reflections, and resources. The blog will now be the place in which all students will be able to post, and view other podcasts. Before, the students were able to create the podcasts, but did not have a place in which to post it for all to benefit from. I am hoping that this will be the start of the building of resources for the students now, and future students to build on.
Another concept that I would like to work on with this project is using podcasts in conjunction with blogs. I want to establish a class blog and have groups create their own blogs in which to post their ideas, reflections, and resources. The blog will now be the place in which all students will be able to post, and view other podcasts. Before, the students were able to create the podcasts, but did not have a place in which to post it for all to benefit from. I am hoping that this will be the start of the building of resources for the students now, and future students to build on.
Sunday, April 1, 2012
Chapter 5- Communicating with Technologies
After reading other chapters of the book, I have found that Chapter 5 has bought into light how we misuse certain technological applications, and how these applications can be better used to help students communicate more effectively in the classroom. One of the powerful points this chapter highlighted was the use of PowerPoint. Arguably we have been using this application to create presentations for our collegiate classes, and having students use it for presenting in the classroom. We think that we understand how to use this application, but for many of us we have only touched the surface of how to better use this application.
The chapter notes that we are teaching students how to use the basic functions of PowerPoint, to create the standard presentation. Unfortunately, we have yet to let the students explore the different tools available in PowerPoint, and create their own presentations. I know that in I have been guilty of this, and due time constraints have shown students the "shortcut" in creating presentations. After reading this portion of the chapter, I feel that I will now teach the students the basics of the application, but allow them to explore other tools to design their unique presentation. One of the biggest ways I can help the students understand the application, and use it more effectively is to give them more time on assignments. By giving students more time to create presentations allows them the opportunity to explore the program more in depth, and bring back questions to help them create a better project. I know that since I have been using PowerPoint, I have been able to design better, and more effective presentations, because I have had the time to explore PowerPoint more in detail. Students need to be afforded this opportunity as well so that their presentations become better communicative.
Another point that was made by the chapter is that the Interactive Whiteboard (IWB), is also used ineffectively in the classroom. The chapter notes that the IWB in the classrooms are often used as a video screen, and an electronic blackboard. Unfortunately, the IWB have functions that can be utilized to help students become more interactive, and communicative in the classroom. Again, here I am guilty of not using the full potential of the technology that is available. In this instance, I plan to create word, and other interactive games for the students to use. The IWB can be used with a technology called Activotes, where students are given a particular question and can "vote" for the correct answer from their seats. After groups present their projects, I can assist them in creating an interactive IWB game for the rest of the class to test their comprehension of what they learned.
The chapter notes that we are teaching students how to use the basic functions of PowerPoint, to create the standard presentation. Unfortunately, we have yet to let the students explore the different tools available in PowerPoint, and create their own presentations. I know that in I have been guilty of this, and due time constraints have shown students the "shortcut" in creating presentations. After reading this portion of the chapter, I feel that I will now teach the students the basics of the application, but allow them to explore other tools to design their unique presentation. One of the biggest ways I can help the students understand the application, and use it more effectively is to give them more time on assignments. By giving students more time to create presentations allows them the opportunity to explore the program more in depth, and bring back questions to help them create a better project. I know that since I have been using PowerPoint, I have been able to design better, and more effective presentations, because I have had the time to explore PowerPoint more in detail. Students need to be afforded this opportunity as well so that their presentations become better communicative.
Another point that was made by the chapter is that the Interactive Whiteboard (IWB), is also used ineffectively in the classroom. The chapter notes that the IWB in the classrooms are often used as a video screen, and an electronic blackboard. Unfortunately, the IWB have functions that can be utilized to help students become more interactive, and communicative in the classroom. Again, here I am guilty of not using the full potential of the technology that is available. In this instance, I plan to create word, and other interactive games for the students to use. The IWB can be used with a technology called Activotes, where students are given a particular question and can "vote" for the correct answer from their seats. After groups present their projects, I can assist them in creating an interactive IWB game for the rest of the class to test their comprehension of what they learned.
Week 9- Twitter
Although I am still getting used to Twitter, I am finding it to be a great resource and wealth of information. This week I have added and started following Breaking Science News, and it has paid off. In this site, they have numerous links to the most updated scientific happenings in the world. The most interesting one was the new volcano that has been spotted, and erupted that literally parted the Red Sea. I would not have known this if not for Twitter. View more at http://topicfire.com/Science.
Another site that I a following is the US Department of Education. This week they had a very interesting article on nine states receiving funding to help better their lower achieving schools. Notably Texas was not on the list (thank goodness), but it hits home that the federal government plays a vital part in helping schools maintain student readiness and achievement. Read more at http://www.ed.gov/news/press-releases/nine-states-receive-funding-turn-around-persistently-lowest-achieving-schools, and click on the state that interests you.
I am also following Education Next on twitter. This week they had a very good a good article regarding how lower family income does not play a bigger factor ins student underachievement than, teachers and school quality. This article hits home because, too many times lack of student achievement is often blamed on the quality of life a student has at home. Unfortunately, this article brings to light that educators and schools are major contributors to student success. Read more at http://educationnext.org/low-family-income-not-a-major-reason-for-poor-student-achievement/?utm_source=AdLit.org&utm_medium=Twitter.
Another site that I a following is the US Department of Education. This week they had a very interesting article on nine states receiving funding to help better their lower achieving schools. Notably Texas was not on the list (thank goodness), but it hits home that the federal government plays a vital part in helping schools maintain student readiness and achievement. Read more at http://www.ed.gov/news/press-releases/nine-states-receive-funding-turn-around-persistently-lowest-achieving-schools, and click on the state that interests you.
I am also following Education Next on twitter. This week they had a very good a good article regarding how lower family income does not play a bigger factor ins student underachievement than, teachers and school quality. This article hits home because, too many times lack of student achievement is often blamed on the quality of life a student has at home. Unfortunately, this article brings to light that educators and schools are major contributors to student success. Read more at http://educationnext.org/low-family-income-not-a-major-reason-for-poor-student-achievement/?utm_source=AdLit.org&utm_medium=Twitter.
Sunday, March 25, 2012
One of my followers on Twitter is NEA Today. I wanted to follow an organization that has roots in education, and that could provide not only useful tips for my content areas, but also professional growth. In one of the tweets, NEA Today posted a great article about how to create a safer environment in a middle school classroom. This particular article gives a classroom teacher (and administration) strategies on how to reduce, ease, and solve issues that are prevalent in middle schools. Please read more at http://www.nea.org/tools/maintaining-a-safe-environment.html.
Another site that I am following is USA Today. With USA Today, I am able to stay abreast of the latest news daily, while still finding news related to education. The one article that struck me as being important was, the correlation between high stakes testing and teacher evaluation. Within this article it points out how teachers may understand what to teach, and what is important to teach, but simply do not because it is not going to be tested. Teachers are afraid to teach because, in many states their jobs are tied to state assessments. Read more at http://www.usatoday.com/news/opinion/story/2012-03-21/testing-isnt-teaching-Welner/53694246/1.
The second site that I am following is Alexandra from class. Alexandra tweeted a wonderful technology site that assists teachers in using technology effectively within the classroom. This site is great because, it allows you to view how the program works before you use it. Learn more at http://www.edvation.com/techsteps-home/techsteps-k-8/.
Another site that I am following is USA Today. With USA Today, I am able to stay abreast of the latest news daily, while still finding news related to education. The one article that struck me as being important was, the correlation between high stakes testing and teacher evaluation. Within this article it points out how teachers may understand what to teach, and what is important to teach, but simply do not because it is not going to be tested. Teachers are afraid to teach because, in many states their jobs are tied to state assessments. Read more at http://www.usatoday.com/news/opinion/story/2012-03-21/testing-isnt-teaching-Welner/53694246/1.
The second site that I am following is Alexandra from class. Alexandra tweeted a wonderful technology site that assists teachers in using technology effectively within the classroom. This site is great because, it allows you to view how the program works before you use it. Learn more at http://www.edvation.com/techsteps-home/techsteps-k-8/.
Sunday, March 11, 2012
Chapter 7- Writing with Technologies
Although science may not lend itself to being totally dependent on writing, writing does however become a very critical part to understanding key words and concepts. Chapter 7 talks about the importance of writing, and the many uses writing brings to the table in terms of learning. Writing does not have to be an independent task, but rather collaborative writing is very useful in student learning and achievement.
One tool that chapter 7 talks about using to assist in collaborative writing is the use of blogs. Blogs allow students to post ideas and information that can be viewed by other students. Through the blogs students can receive positive feedback from their peers, and creates an environment in which students can share multiple ideas and resource sites. The use of blogs is very useful when teachers, and students present their different perspectives on certain matters, and share their experiences, which opens up new avenues in which students to think about various concepts.
I really would like to use more inside the classroom. First, blogs allow students to post useful resources and information to share with others. I find that when I give students a project to do for science, that they are limited to how to find resources to complete their projects. Many other students who are deft at using the Internet for research, are more than likely to find sites and resources other students can not. By using blogs, all students are sharing their resources, and also writing about how useful the sites are, and giving feedback to the students about the resources they shared. Even though this may not sound like much, the students are now incorporating more writing into science by communicating with the students through the blog.
My first project using the blog would be with fifth grade students exploring weather and climate in science.
Student Expectation:
The student is expected to differentiate between weather and climate.
Vocabulary:
Weather, Climate, Precipitation, Temperature, Trend, Generalization, Data, Humidity, Typical
Key Concepts:
2. Students will write 100- 200 words explaining how these resources are beneficial in understanding the difference between weather and climate.
3. Students are required to read other students' blogs, and comment on how useful the resources provided are helpful to them (only comment on two students).
Next, the students will provide:
1. A PowerPoint, podcast, or visual to show their understanding of weather and climate.
2. Students will post their project to their blog site
3. Students will comment on two classmates postings.
Another great point that the chapter provides is, writing collaboratively using Google Docs. Google Docs is an application that allows students to share and revise a document that has been created by someone other than themselves. Google Docs allows a group of students to edit the same document at the same time (or at a different time). This application is very helpful because, students who are involved in a group project do not have to wait for one person to complete their part, and pass it on. Google Docs allows group members to give instant and positive feedback to their peers.
Google Docs is truly another tool that would benefit me to use in the classroom. The students in my class work in groups, and in many instances have to go home, do their part, and then wait for their group members to do their part to finish putting everything together. By using Google Docs, groups can publish and share their document, so that group members can work on the same paper at home. More times than not, some students always do more than others. With Google Docs, I can monitor who has contributed to the project, and who has not. It is an effective tool to ensure that all students are active participants during the course of the year. Again, this collaborative writing instills ownership among all the participants, and everyone has a fair say in the project.
The project I will use for Google Docs is having students write about the Sun and Water cycle.
Student Expectation:
The student is expected to explain how the sun and ocean interact in the water cycle.
Vocabulary:
Ocean, Beach Erosion, Waves, Freshwater, Saltwater, Water Cycle, Evaporation, Condensation, Precipitation
Key Concepts:
2. Students will create a word document that covers the following:
a) What factors affect the water cycle
b) Why is the water cycle important to survival
c) What is the role of the Sun within the water cycle
d) Expalin the water cycle, and create a diagram to show the process
3. Students will be separated into groups of four, and each student will be responsible for one topic.
4. Students will be required to work on the document collectively or separately twice a week for two weeks.
One tool that chapter 7 talks about using to assist in collaborative writing is the use of blogs. Blogs allow students to post ideas and information that can be viewed by other students. Through the blogs students can receive positive feedback from their peers, and creates an environment in which students can share multiple ideas and resource sites. The use of blogs is very useful when teachers, and students present their different perspectives on certain matters, and share their experiences, which opens up new avenues in which students to think about various concepts.
I really would like to use more inside the classroom. First, blogs allow students to post useful resources and information to share with others. I find that when I give students a project to do for science, that they are limited to how to find resources to complete their projects. Many other students who are deft at using the Internet for research, are more than likely to find sites and resources other students can not. By using blogs, all students are sharing their resources, and also writing about how useful the sites are, and giving feedback to the students about the resources they shared. Even though this may not sound like much, the students are now incorporating more writing into science by communicating with the students through the blog.
My first project using the blog would be with fifth grade students exploring weather and climate in science.
Student Expectation:
The student is expected to differentiate between weather and climate.
Vocabulary:
Weather, Climate, Precipitation, Temperature, Trend, Generalization, Data, Humidity, Typical
Key Concepts:
- Key Concept 1: Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time.
- Key Concept 2: Climate refers to the average conditions in a place over a longer period of time.
- Key Concept 3: Weather can be observed each day, whereas climate must be observed over time.
2. Students will write 100- 200 words explaining how these resources are beneficial in understanding the difference between weather and climate.
3. Students are required to read other students' blogs, and comment on how useful the resources provided are helpful to them (only comment on two students).
Next, the students will provide:
1. A PowerPoint, podcast, or visual to show their understanding of weather and climate.
2. Students will post their project to their blog site
3. Students will comment on two classmates postings.
Another great point that the chapter provides is, writing collaboratively using Google Docs. Google Docs is an application that allows students to share and revise a document that has been created by someone other than themselves. Google Docs allows a group of students to edit the same document at the same time (or at a different time). This application is very helpful because, students who are involved in a group project do not have to wait for one person to complete their part, and pass it on. Google Docs allows group members to give instant and positive feedback to their peers.
Google Docs is truly another tool that would benefit me to use in the classroom. The students in my class work in groups, and in many instances have to go home, do their part, and then wait for their group members to do their part to finish putting everything together. By using Google Docs, groups can publish and share their document, so that group members can work on the same paper at home. More times than not, some students always do more than others. With Google Docs, I can monitor who has contributed to the project, and who has not. It is an effective tool to ensure that all students are active participants during the course of the year. Again, this collaborative writing instills ownership among all the participants, and everyone has a fair say in the project.
The project I will use for Google Docs is having students write about the Sun and Water cycle.
Student Expectation:
The student is expected to explain how the sun and ocean interact in the water cycle.
Vocabulary:
Ocean, Beach Erosion, Waves, Freshwater, Saltwater, Water Cycle, Evaporation, Condensation, Precipitation
Key Concepts:
- Key Concept 1: The sun provides the energy that evaporates water on Earth.
- Key Concept 2: As evaporation can be used to separate solutions, water that evaporates from the ocean does not contain salt.
- Key Concept 3: Much of the water cycle begins when the sun's energy evaporates water from oceans, which collectively cover approximately 75% of the Earth's surface.
2. Students will create a word document that covers the following:
a) What factors affect the water cycle
b) Why is the water cycle important to survival
c) What is the role of the Sun within the water cycle
d) Expalin the water cycle, and create a diagram to show the process
3. Students will be separated into groups of four, and each student will be responsible for one topic.
4. Students will be required to work on the document collectively or separately twice a week for two weeks.
Delicious- Week 7
During this week, I have found other interesting delicious sites that are filled with great information. The first site gives lesson plans and tips to teachers on how to make learning science easier, and more "fun" for the students. This particular site provides cut-outs for students to assist them in studying key vocabulary. Please visit http://mjksciteachingideas.com/WED.html to learn more.
The second site that I found was, a site that provided science videos for the classroom teacher. These videos are very informational, and the site also has links to many other science videos. This site is created by Region XIII, and also shares information about the other subjects, as well as information about STAAR and CSCOPE. Please read more at http://www5.esc13.net/tv/core/?bcpid=738699600001&bcvid=952201598001#link642788847001.
The second site that I found was, a site that provided science videos for the classroom teacher. These videos are very informational, and the site also has links to many other science videos. This site is created by Region XIII, and also shares information about the other subjects, as well as information about STAAR and CSCOPE. Please read more at http://www5.esc13.net/tv/core/?bcpid=738699600001&bcvid=952201598001#link642788847001.
Sunday, March 4, 2012
Delicious
One interesting site that I found using delicious is, a website that is created by National Geographic. This website has great links that explore most, if not all of the topics that are covered in 5th grade science. This site has numerous videos that go in depth about the topics, and the videos are fantastic. I found this site, and the one below by typing in 5th grade science, and the names of the topics I wanted to see. It is interesting to note that you have the opportunity to sign up for various alerts and resources available at this site. The site is excellent and I recommend that science teachers use this as a resource. Read and see more at http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/#.
The second site is one that is created by Discovery Education. This particular site provided a very good lesson plan dealing with weather. The site outlines step by step what needs to be accomplished, and the also has links that assist in helping students understand a certain concept. Please visit http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm.
The second site is one that is created by Discovery Education. This particular site provided a very good lesson plan dealing with weather. The site outlines step by step what needs to be accomplished, and the also has links that assist in helping students understand a certain concept. Please visit http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm.
Sunday, February 26, 2012
Chapter 10- Assessment
With the funding of schools tied to adhering to federal guidelines, assessment has become the tool in which districts are using to provide data to meet the requirements. Unfortunately, assessments have become based upon paper and pencil, multiple choice, fill in the blank, and short answer format. Technology has only been used in assessing when, the computer is used to quickly record and give "instant" feedback to the tester. In many instances, the use of technology is only available when testing students at the higher levels of education. At the lower levels, assessment in this content is restricted to computer based programs (i.e Destination Math/Reading, Istation), and assessing the progress of ELLs.
Chapter 10 makes a strong point in the beginning that, if technology is to promote meaningful learning, then students should have the opportunity to to use technology to create projects that assess their understanding of concepts, in real world application. This performance assessment is critical so that students, can express themselves in a manner outside of the standard way of assessing. Using performance assessment is a tool that I would like to further explore. For example, students would be able to create a working light circuit to show they understand that a closed circuit is necessary for electricity to reach the light bulb and generate light and heat. Students will have the option of using a PowerPoint (with diagrams), podcast, or even use other programs available on the web.
Along with performance assessment, the chapter also ties in the need to create rubrics for assessing students. Rubrics outline the tasks students need to accomplish, and the depth in which they need to accomplish these tasks to receive a certain score. Rubrics are necessary so that students remain focused on what they need to do, and not get off task when completing their assignment. The chapter cautions that educators understand what they are wanting the students to accomplish, and use the correct rubric for the task given. I see that I have a need to use rubrics more frequently in the classroom. Many times I have given students assignments, only to find that many still have questions about what needs to be accomplished. By incorporating the rubric, I believe that I can ease the uncertainty many students have about the assignment, and can create a more effective and meaningful project.
Chapter 10 makes a strong point in the beginning that, if technology is to promote meaningful learning, then students should have the opportunity to to use technology to create projects that assess their understanding of concepts, in real world application. This performance assessment is critical so that students, can express themselves in a manner outside of the standard way of assessing. Using performance assessment is a tool that I would like to further explore. For example, students would be able to create a working light circuit to show they understand that a closed circuit is necessary for electricity to reach the light bulb and generate light and heat. Students will have the option of using a PowerPoint (with diagrams), podcast, or even use other programs available on the web.
Along with performance assessment, the chapter also ties in the need to create rubrics for assessing students. Rubrics outline the tasks students need to accomplish, and the depth in which they need to accomplish these tasks to receive a certain score. Rubrics are necessary so that students remain focused on what they need to do, and not get off task when completing their assignment. The chapter cautions that educators understand what they are wanting the students to accomplish, and use the correct rubric for the task given. I see that I have a need to use rubrics more frequently in the classroom. Many times I have given students assignments, only to find that many still have questions about what needs to be accomplished. By incorporating the rubric, I believe that I can ease the uncertainty many students have about the assignment, and can create a more effective and meaningful project.
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