Sunday, November 27, 2011
Effects of Drilling and Fishing on the Ecosystem
These pictures will show to students that humans do have an effect on the ecosystem. The students will have a visual representation of how harvesting tuna, and oil drilling can disrupt ecosystems across the globe. In viewing these pictures, the students will understand that these organisms can not reproduce, and therefore disrupt the other levels of the ecosystem they are part of. Students will now be able to describe why humans are now an integral part of the food chain, and their impact on ecosystems as a whole.
Tuesday, November 22, 2011
Monday, November 21, 2011
Wednesday, November 16, 2011
Refined Technology Lesson
Subject, Lesson, Topic:
The technology lesson for this assignment will be a 5th grade science project on Food Webs.
Lesson Goals:
The students will describe and analyze the necessity of food webs, and the effect of human expansion, and consumption on ecosystems across the nation. In this lesson, students will also incorporate how the production of fossil fuels plays a viable role in destroying ecosystems, and the effect of fossil fuel production on ecosystems in various locations. Students will be assigned particular locations as their area of expertise. The areas of concern will be:
1. Oil drilling in Alaska
2. Population growth in El Paso County
3. The harvesting of tuna in the Pacific and implications on the food webs that include dolphins
4. Effect of the Exxon Valdez, Louisiana, and Gulf Coast oil spills on the immediate and surrounding ecosystems *Students will focus on the changes of the ecosystems by providing a before and then an after report of the ecosystems. Team will pick only one from the list*
Student Interest, Prior Knowledge
Before starting the lesson on food webs, student interest was very high about this particular lesson. The students were explained that this lesson would include the "basic food web" they had learned in the earlier grades, but that at this level they would take it up to a higher level. Students for informed that they would be researching food webs across the globe, but they would incorporate other concepts in truly understanding how important food webs are. Students were excited to have the opportunity to study ecosystems, and food webs behind the traditional classroom approach. Many students acknowledged that when they studied this topic in previous years (third and fourth grade), that they were reduced to learning and understanding a "basic food web." The students have the basic knowledge necessary to understand food webs, but are a little unfamiliar with some of the vocabulary associated with the topic.
Misconceptions
1. Energy inside of food chains start at the top of the food chain and flows down. Students believe that organisms at the top of the food chain produce and have the most energy, by extracting the energy from organisms below them.
2. Students do not understand the effect humans have on ecosystems, and in many cases believe that humans have little effect on ecosystems.
3. Students do not understand the difference between dead and non-living.
4. Students understand the process of photosynthesis, but in many instances do not know that plants actually use the food that they make.
Tapping into Student Interest
As I mentioned earlier, students are excited about exploring the food webs outside of the normal scope. Students are ready, and more than eager, to start researching and putting their projects togetehr so that they can show-off. Again, students having ownership of the project always elevates their desire and interest to a higher level. More important, the students are thrilled about working as a team to gain group bragging rights (for best project).
Technology:
Blogs:
Since the setup of a blog is a little tedious (and time consuming) I will set up a class blog for the students to use during their project construction. Students will be asked weekly to provide a reflection on their progress, and interesting facts that they may have discovered during their research. The blog will also be used so that groups can post websites that they uncover, that may benefit another group, and the class as a whole.
Podcasts:
Students will be required to post two podcasts as part of their project. The first podcast will be due by the end of the first week and posted to the class blog. This podcast will include each member introducing themselves, and stating their particular assignment within the group. The team captain will be responsible for describing the teams project. This podcast will be no longer than five minutes in length. For the second podcast, students will present their findings about the topic assigned. Students will have the opportunity to include pictures for this podcast. This podcast will include their findings, and incorporate an editorial about the impact of their findings on a global level. This podcast will be no longer than ten minutes. As a note, all podcasts will be at least three minutes in length.
Web Resources:
1. www.google.com
2. http://www.youseemore.com/sisd/
3. http://el014.k12.sd.us/5th%20Grade%20Science%20Websites.htm
Computers:
1. Students will use computers to search the web for sites that contain information needed to complete their team projects.
2. Students can use Microsoft PowerPoint to create an eight slide presentation of their findings.
3. Students can use Microsoft Publisher to create a brochure of their findings.
4. Students can use Movie maker to create a five to eight minute video of their findings.
*All groups must complete a brochure, PowerPoint presentation, or movie maker video in addition to the final podcast*
Activities Listing:
1. Monday: Students will be given a pre-assessment on food webs. After the assessment an introduction will be made about food webs, and students will be given whole class instruction on food webs vocabulary. Students will be given their topics, and explained their tasks. After the instruction is over, the students will be given instruction on how to create podcasts.
2. Tuesday: Students will be given additional whole group instruction, and given an overview of food webs through the use of videos (http://streaming.discoveryeducation.com/). Students will be given additional instruction on podcasts, and allotted twenty minutes to explore the podcasts. Team captains will also assign group members their tasks for the project.
3. Wednesday: Students will be given instruction on how to post podcasts to the class blog, and instruction on how to post on the blog. Team captains will be responsible for posting to the blog, and one team member will be designated as a backup. Students will then be required to post a listing of their team members to the blog, and start conducting research on their topic.
4. Thursday: Students will be given instruction on how to cite resources gathered, and how to create notes pages to be used for the project. Students will be then given the rest of the class period to conduct research, and brainstorm their project design.
5. Friday: Students will be given approximately thirty minutes to create their podcasts, and post them to the class blog. The remainder of the class period will be devoted to answering any questions that groups may have concerning their projects, and assisting the students in their research. At the end of the class period groups will be required to post their reflections about the weeks' activities.
*Due to time constraints and limited technology resources, this project will probably last for approximately three weeks. Students will be allotted one class period each week to use as research time for their projects*
Assessment:
The assessment used for the students can be viewed at the following website. https://sites.google.com/site/mrharris5thgrade20112012/food-webs-assignment. Students will be given a hard copy for test purposes at the end of three week project.
The technology lesson for this assignment will be a 5th grade science project on Food Webs.
Lesson Goals:
The students will describe and analyze the necessity of food webs, and the effect of human expansion, and consumption on ecosystems across the nation. In this lesson, students will also incorporate how the production of fossil fuels plays a viable role in destroying ecosystems, and the effect of fossil fuel production on ecosystems in various locations. Students will be assigned particular locations as their area of expertise. The areas of concern will be:
1. Oil drilling in Alaska
2. Population growth in El Paso County
3. The harvesting of tuna in the Pacific and implications on the food webs that include dolphins
4. Effect of the Exxon Valdez, Louisiana, and Gulf Coast oil spills on the immediate and surrounding ecosystems *Students will focus on the changes of the ecosystems by providing a before and then an after report of the ecosystems. Team will pick only one from the list*
Student Interest, Prior Knowledge
Before starting the lesson on food webs, student interest was very high about this particular lesson. The students were explained that this lesson would include the "basic food web" they had learned in the earlier grades, but that at this level they would take it up to a higher level. Students for informed that they would be researching food webs across the globe, but they would incorporate other concepts in truly understanding how important food webs are. Students were excited to have the opportunity to study ecosystems, and food webs behind the traditional classroom approach. Many students acknowledged that when they studied this topic in previous years (third and fourth grade), that they were reduced to learning and understanding a "basic food web." The students have the basic knowledge necessary to understand food webs, but are a little unfamiliar with some of the vocabulary associated with the topic.
Misconceptions
1. Energy inside of food chains start at the top of the food chain and flows down. Students believe that organisms at the top of the food chain produce and have the most energy, by extracting the energy from organisms below them.
2. Students do not understand the effect humans have on ecosystems, and in many cases believe that humans have little effect on ecosystems.
3. Students do not understand the difference between dead and non-living.
4. Students understand the process of photosynthesis, but in many instances do not know that plants actually use the food that they make.
Tapping into Student Interest
As I mentioned earlier, students are excited about exploring the food webs outside of the normal scope. Students are ready, and more than eager, to start researching and putting their projects togetehr so that they can show-off. Again, students having ownership of the project always elevates their desire and interest to a higher level. More important, the students are thrilled about working as a team to gain group bragging rights (for best project).
Technology:
Blogs:
Since the setup of a blog is a little tedious (and time consuming) I will set up a class blog for the students to use during their project construction. Students will be asked weekly to provide a reflection on their progress, and interesting facts that they may have discovered during their research. The blog will also be used so that groups can post websites that they uncover, that may benefit another group, and the class as a whole.
Podcasts:
Students will be required to post two podcasts as part of their project. The first podcast will be due by the end of the first week and posted to the class blog. This podcast will include each member introducing themselves, and stating their particular assignment within the group. The team captain will be responsible for describing the teams project. This podcast will be no longer than five minutes in length. For the second podcast, students will present their findings about the topic assigned. Students will have the opportunity to include pictures for this podcast. This podcast will include their findings, and incorporate an editorial about the impact of their findings on a global level. This podcast will be no longer than ten minutes. As a note, all podcasts will be at least three minutes in length.
Web Resources:
1. www.google.com
2. http://www.youseemore.com/sisd/
3. http://el014.k12.sd.us/5th%20Grade%20Science%20Websites.htm
Computers:
1. Students will use computers to search the web for sites that contain information needed to complete their team projects.
2. Students can use Microsoft PowerPoint to create an eight slide presentation of their findings.
3. Students can use Microsoft Publisher to create a brochure of their findings.
4. Students can use Movie maker to create a five to eight minute video of their findings.
*All groups must complete a brochure, PowerPoint presentation, or movie maker video in addition to the final podcast*
Activities Listing:
1. Monday: Students will be given a pre-assessment on food webs. After the assessment an introduction will be made about food webs, and students will be given whole class instruction on food webs vocabulary. Students will be given their topics, and explained their tasks. After the instruction is over, the students will be given instruction on how to create podcasts.
2. Tuesday: Students will be given additional whole group instruction, and given an overview of food webs through the use of videos (http://streaming.discoveryeducation.com/). Students will be given additional instruction on podcasts, and allotted twenty minutes to explore the podcasts. Team captains will also assign group members their tasks for the project.
3. Wednesday: Students will be given instruction on how to post podcasts to the class blog, and instruction on how to post on the blog. Team captains will be responsible for posting to the blog, and one team member will be designated as a backup. Students will then be required to post a listing of their team members to the blog, and start conducting research on their topic.
4. Thursday: Students will be given instruction on how to cite resources gathered, and how to create notes pages to be used for the project. Students will be then given the rest of the class period to conduct research, and brainstorm their project design.
5. Friday: Students will be given approximately thirty minutes to create their podcasts, and post them to the class blog. The remainder of the class period will be devoted to answering any questions that groups may have concerning their projects, and assisting the students in their research. At the end of the class period groups will be required to post their reflections about the weeks' activities.
*Due to time constraints and limited technology resources, this project will probably last for approximately three weeks. Students will be allotted one class period each week to use as research time for their projects*
Assessment:
The assessment used for the students can be viewed at the following website. https://sites.google.com/site/mrharris5thgrade20112012/food-webs-assignment. Students will be given a hard copy for test purposes at the end of three week project.
Saturday, November 5, 2011
Podcast In The Class
After reading the articles, experimenting making a podcast, viewing some podcasts, and reading some other postings, I now realize that podcasts can become a vital resource within the classroom.
In my previous posting, technology lesson, I now must retract and add podcasting as one of the projects students can create. While doing the 5th grade technology science lesson on food webs, students would use my podcast as a model for the type of podcast they can create. Students would have to not only explain the key vocabulary words associated with the lesson, but add pictures and sounds for their podcast. For example, where I explained about the bird eating the mouse, students would have to find a bird sound and add it to the podcast during that explanation.
Another component to the podcast students would have to complete is, having each member of the group explain a particular portion of the lesson. One student could talk about and define the key vocabulary words, a second team member could talk about the problems associated with what will happen if a particular organism is depleted from a certain ecosystem, etc... By getting all of the team members involved not only ensures that team work is happening, but their participation ensures that each student has ownership of the project.
Furthermore, students would have to incorporate visuals (pictures) their project. After reading the article, I now understand how important podcasts can be in assisting ELLs, and adding the visual aspect will enhance the learning of not only ELLs, but to all of the students within the classroom. Using visuals is an important part of my teaching because, I see the "AHA moments" after I explain a particular concept and then reinforce it with the visual aspect.
Lastly, I believe that the podcast would be fun for the students to do. I notice that when we use the computers to research information, or to find pictures for a certain assignment, the students get really involved with the assignment. I think that podcasts would elevate the quality of the assignment the students produce because, they will want to ensure that they put their best foot forward. I know that I like to have fun while teaching, so why shouldn't the students have assignments that are fun to complete.
In my previous posting, technology lesson, I now must retract and add podcasting as one of the projects students can create. While doing the 5th grade technology science lesson on food webs, students would use my podcast as a model for the type of podcast they can create. Students would have to not only explain the key vocabulary words associated with the lesson, but add pictures and sounds for their podcast. For example, where I explained about the bird eating the mouse, students would have to find a bird sound and add it to the podcast during that explanation.
Another component to the podcast students would have to complete is, having each member of the group explain a particular portion of the lesson. One student could talk about and define the key vocabulary words, a second team member could talk about the problems associated with what will happen if a particular organism is depleted from a certain ecosystem, etc... By getting all of the team members involved not only ensures that team work is happening, but their participation ensures that each student has ownership of the project.
Furthermore, students would have to incorporate visuals (pictures) their project. After reading the article, I now understand how important podcasts can be in assisting ELLs, and adding the visual aspect will enhance the learning of not only ELLs, but to all of the students within the classroom. Using visuals is an important part of my teaching because, I see the "AHA moments" after I explain a particular concept and then reinforce it with the visual aspect.
Lastly, I believe that the podcast would be fun for the students to do. I notice that when we use the computers to research information, or to find pictures for a certain assignment, the students get really involved with the assignment. I think that podcasts would elevate the quality of the assignment the students produce because, they will want to ensure that they put their best foot forward. I know that I like to have fun while teaching, so why shouldn't the students have assignments that are fun to complete.
Monday, October 31, 2011
Use of Podcasts
One of the most interesting things that I learned from the reading is, that podcasts are more versatile for students to use than other sources of technology. I have noticed that more students have cell phones at an earlier age than ever before. In many instances I have seen second and third graders using their phones to listen to music while waiting for their parents to pick them up. By using podcasts, students can now listen to assignments, and review lessons (for homework and studying) during this time. More often than not, when students tell their parents that they are using the computer for educational purposes, they are more apt to surf the web, and facebook instead. Parents have conveyed to me that when this occurs the child loses their computer privileges, and need a note to use the computer. With podcasts, that alleviates the loss of computer privileges, and podcasts can contain a lot of information that requires a short period of time to listen to.
More important, the readings highlighted the fact that podcasts can be used to assist English Language Learners (ELLs). Podcasts can be used to breakdown the vocabulary of content materials, and help further the students' understanding of content area concepts. The lessons on podcast would be short, but the students would have continuous access to the information. I would have never thought to use podcasts in this aspect, but after reading the article it makes sense.
More important, the readings highlighted the fact that podcasts can be used to assist English Language Learners (ELLs). Podcasts can be used to breakdown the vocabulary of content materials, and help further the students' understanding of content area concepts. The lessons on podcast would be short, but the students would have continuous access to the information. I would have never thought to use podcasts in this aspect, but after reading the article it makes sense.
Sunday, October 30, 2011
Saturday, October 22, 2011
Technology Lesson
Subject, Lesson, Topic:
The technology lesson for this assignment will be a 5th grade science project on Food Webs.
Lesson Goals:
The students will describe and plot how the energy from the Sun is used throughout the Food Web. Students will analyze how the Suns' energy is transformed into energy by producers, and how this energy continues to be transferred to other organisms within the Food Chain.
Students must also be able to identify and explain the following terms:
Producers
Consumers
Decomposers
Technology Rationale:
Blogs: Students will use the class blog to post information about their progress, sources, and team members
Google Sites:
Students will use the class google site to download or view assignments, and stay updated on any changes that may be made to the group project. Students have the opportunity to use the class site to check the calendar for deadlines, and additional websites needed to accomplish the assignment.
Computers:
Students will use computers to search the web for sites that contain information needed to complete their team projects.
Cameras, Computer Apps:
Students have the opportunity to choose which type of project that they wish to use. One project is to use movie maker to make a short three minute video explaining the Food Web. Students can use movie maker to create a story or musical presentation that depicts the Food Web.
Students also have the option of creating a "YouTube" presentation of Food Webs using digital cameras and recorders. This presentation is also limited to three minutes in length, and must fully capture the transference of energy within the Food Web.
Scenario:
Students will be given a pre-assessment on Food Webs to see what their knowledge level is about this particular topic. Once the assessment is complete, the students will be given a whole group presentation on critical vocabulary words pertaining to Food Webs. Students will record the vocabulary words (and definitions) into their science inter-active notebooks. After the lesson is complete, the students will be given laptops and asked to visit the class google site at https://sites.google.com/site/mrharris5thgrade20112012/food-webs-assignment. Each member of the team will complete the reading science for Food Webs, and the group will discuss and complete the five question test at the end of the passage. Team leaders will record the score of each team member on the class blog site using the google document provided.
Once the team has completed the reading passage, the team as a collective will complete the PBL assignment. The team leader will assign each team member a question to answer, compile the answers into a word document, and using their student e-mails, e-mail me the completed assignment. The team leaders must ensure that they have followed the rubric that is attached to the PBL assignment, and all tasks are complete to receive full credit.
Lastly, the team will finish their final project using movie maker, or digital cameras. The teams will download the Science Rock pdf, and use these lyrics to complete their projects. The students will use their creativity to bring these lyrics to life.
The last part of the assignment is to complete the Standards Based Assessment. This assessment will printed and handed to the students at the completion of project presentations.
Assessment:
Rubrics: The students will be assessed using the rubric attached to the PBL assignment.
Creativity: The completion of the project will earn all students total points. Additional points will be given to teams that have been the most creative in bringing the lyrics to life. Students will vote for their best project, and based on the student voting the top vote getter will earn additional points.
Answer Keys: Answer keys provided will be used to grade the end of lesson test.
The technology lesson for this assignment will be a 5th grade science project on Food Webs.
Lesson Goals:
The students will describe and plot how the energy from the Sun is used throughout the Food Web. Students will analyze how the Suns' energy is transformed into energy by producers, and how this energy continues to be transferred to other organisms within the Food Chain.
Students must also be able to identify and explain the following terms:
Producers
Consumers
Decomposers
Technology Rationale:
Blogs: Students will use the class blog to post information about their progress, sources, and team members
Google Sites:
Students will use the class google site to download or view assignments, and stay updated on any changes that may be made to the group project. Students have the opportunity to use the class site to check the calendar for deadlines, and additional websites needed to accomplish the assignment.
Computers:
Students will use computers to search the web for sites that contain information needed to complete their team projects.
Cameras, Computer Apps:
Students have the opportunity to choose which type of project that they wish to use. One project is to use movie maker to make a short three minute video explaining the Food Web. Students can use movie maker to create a story or musical presentation that depicts the Food Web.
Students also have the option of creating a "YouTube" presentation of Food Webs using digital cameras and recorders. This presentation is also limited to three minutes in length, and must fully capture the transference of energy within the Food Web.
Scenario:
Students will be given a pre-assessment on Food Webs to see what their knowledge level is about this particular topic. Once the assessment is complete, the students will be given a whole group presentation on critical vocabulary words pertaining to Food Webs. Students will record the vocabulary words (and definitions) into their science inter-active notebooks. After the lesson is complete, the students will be given laptops and asked to visit the class google site at https://sites.google.com/site/mrharris5thgrade20112012/food-webs-assignment. Each member of the team will complete the reading science for Food Webs, and the group will discuss and complete the five question test at the end of the passage. Team leaders will record the score of each team member on the class blog site using the google document provided.
Once the team has completed the reading passage, the team as a collective will complete the PBL assignment. The team leader will assign each team member a question to answer, compile the answers into a word document, and using their student e-mails, e-mail me the completed assignment. The team leaders must ensure that they have followed the rubric that is attached to the PBL assignment, and all tasks are complete to receive full credit.
Lastly, the team will finish their final project using movie maker, or digital cameras. The teams will download the Science Rock pdf, and use these lyrics to complete their projects. The students will use their creativity to bring these lyrics to life.
The last part of the assignment is to complete the Standards Based Assessment. This assessment will printed and handed to the students at the completion of project presentations.
Assessment:
Rubrics: The students will be assessed using the rubric attached to the PBL assignment.
Creativity: The completion of the project will earn all students total points. Additional points will be given to teams that have been the most creative in bringing the lyrics to life. Students will vote for their best project, and based on the student voting the top vote getter will earn additional points.
Answer Keys: Answer keys provided will be used to grade the end of lesson test.
Sunday, October 16, 2011
Monday, October 10, 2011
TPACK
Area of Improvement
Each year I sit back and reflect as to how I can make my instruction better than the year before. In many instances the stumbling block comes because, as I try to incorporate more technology, the less time there is available to have students utilize the technology labs, and lap top computers. Now let me expand on making my instruction better by using technology.
No matter what the learning style of the student, I have noticed that all of them have one thing in common: they love using technology. As I try to reach all of the different types of learners in my class, the stumbling block for me comes not how to incorporate the technology, but how to apply it to make it beneficial for all of the students. By understanding, and becoming more familiar with Pedagogical Knowledge, I believe that this can be done effectively.
In more instances than not, I have found that some students will take control of various areas of the project using technology (i.e A student will find all the pictures, but will not assist in finding references). They find their particular niche and will not venture into any other aspect of the project for fear of being out of their comfort zone. I feel that by improving on my Pedagogical Knowledge, I will be able to bridge these gaps, and make technological integration more effective in the classroom.
Initial Technology Integration
One of my initial ideas of a technology integrated lesson for fifth grade would be, to have students create their own version of the Water Cycle (Science). I would first create a power point lesson, using my interactive white board, to explain the cycles and what occurs during each phase. I would then create a blog site or wiki for the class, and post resources for the students to use, along with the assignment they are to accomplish. The students would be broken into groups, and use the resources provided to research the water cycle, and each group would also have to add additional resources (Web sites, books, etc...) for the class. After the students would use movie maker, video cameras, or any other technological resource, to create their version of the water cycle, and an example of what happens during each phase. The students would then have to post their assignments on the site for the rest of the class to enjoy.
Students would also have the opportunity to create their own blog or wiki to showcase their projects. By giving students this option, I find that many students use more creativity in their assignments, and by them taking ownership of it, they take the time to ensure that they pay better attention to the work they turn in.
Each year I sit back and reflect as to how I can make my instruction better than the year before. In many instances the stumbling block comes because, as I try to incorporate more technology, the less time there is available to have students utilize the technology labs, and lap top computers. Now let me expand on making my instruction better by using technology.
No matter what the learning style of the student, I have noticed that all of them have one thing in common: they love using technology. As I try to reach all of the different types of learners in my class, the stumbling block for me comes not how to incorporate the technology, but how to apply it to make it beneficial for all of the students. By understanding, and becoming more familiar with Pedagogical Knowledge, I believe that this can be done effectively.
In more instances than not, I have found that some students will take control of various areas of the project using technology (i.e A student will find all the pictures, but will not assist in finding references). They find their particular niche and will not venture into any other aspect of the project for fear of being out of their comfort zone. I feel that by improving on my Pedagogical Knowledge, I will be able to bridge these gaps, and make technological integration more effective in the classroom.
Initial Technology Integration
One of my initial ideas of a technology integrated lesson for fifth grade would be, to have students create their own version of the Water Cycle (Science). I would first create a power point lesson, using my interactive white board, to explain the cycles and what occurs during each phase. I would then create a blog site or wiki for the class, and post resources for the students to use, along with the assignment they are to accomplish. The students would be broken into groups, and use the resources provided to research the water cycle, and each group would also have to add additional resources (Web sites, books, etc...) for the class. After the students would use movie maker, video cameras, or any other technological resource, to create their version of the water cycle, and an example of what happens during each phase. The students would then have to post their assignments on the site for the rest of the class to enjoy.
Students would also have the opportunity to create their own blog or wiki to showcase their projects. By giving students this option, I find that many students use more creativity in their assignments, and by them taking ownership of it, they take the time to ensure that they pay better attention to the work they turn in.
Monday, September 26, 2011
Sunday, September 25, 2011
Reflection Week 5
The Wiki is a very effective tool that be can be utilized in the classroom very easily. After viewing many of the Wikis available for fifth grade, and other grade levels, the information provided and resources posted is phenomenal.
One way I would use the Wiki is similar to that of the blog. Students would be given a topic and will have to post their group project(s) on the site. Once the information was posted, other students would have the opportunity to add more information, or rebut information (constructive criticism) that was posted. In this manner the whole class would not only have to create and research their own information for their project, but would also have to research and verify information posted by the different groups.
Second, the Wiki would be a great place to post assignments and research links for the various fifth grade content areas. For example, the TMSDS website is used as a teacher resource for math and science. The Study Island website is a resource for students and teachers. By posting these sites not only will my students have access to the sites, but educators in other states have a chance to view the sites, and may have their schools purchase these resources. in turn, other educators can post resources that they have found, and can be used by the students in my class.
Lastly, the use of the Wiki is an excellent opportunity for students to have a voice outside of the classroom. Many students do not and will not speak in the classroom for fear of being wrong. The Wiki will allow them to post information that they have found without fear of being ridiculed. Although the usage of the Wiki requires constructive criticism, the comments given by their peers will hopefully give the quieter student the much needed boost to participate in live classroom discussions.
Thanks!
One way I would use the Wiki is similar to that of the blog. Students would be given a topic and will have to post their group project(s) on the site. Once the information was posted, other students would have the opportunity to add more information, or rebut information (constructive criticism) that was posted. In this manner the whole class would not only have to create and research their own information for their project, but would also have to research and verify information posted by the different groups.
Second, the Wiki would be a great place to post assignments and research links for the various fifth grade content areas. For example, the TMSDS website is used as a teacher resource for math and science. The Study Island website is a resource for students and teachers. By posting these sites not only will my students have access to the sites, but educators in other states have a chance to view the sites, and may have their schools purchase these resources. in turn, other educators can post resources that they have found, and can be used by the students in my class.
Lastly, the use of the Wiki is an excellent opportunity for students to have a voice outside of the classroom. Many students do not and will not speak in the classroom for fear of being wrong. The Wiki will allow them to post information that they have found without fear of being ridiculed. Although the usage of the Wiki requires constructive criticism, the comments given by their peers will hopefully give the quieter student the much needed boost to participate in live classroom discussions.
Thanks!
Friday, September 9, 2011
Reflection Week 3
Teaching 5th grade, one idea for using blogs in the classroom is being able to post websites, and other resources for the students. In many instances students are always "losing" the paper in which they wrote down the websites. by having them posted on the blog site, students will now have access without worrying about trying to find the site from memory. This is helpful because, I can also post the user name and passwords for the students, as well as specific directions for them to get to the particular assignment or resource necessary for them to complete.
Second, the blog would be used to post and comment on research that the students have conducted. I teach science, and students are constantly asking questions, which there are in many cases not enough time to answer. With the blog I can pose the question(s) that were asked in class, and students can now post their findings. The students can now comment and share information about what they have found on the question. This interaction between the students can help to facilitate the discussions for the following classes.
Lastly, the blog site would be used to share information about upcoming events, and assignments for the class or school. One comment that I have received from parents, and students, is that the district and school websites are too plain, and have no originality. By using the blog, students can take the lead role in helping designing the site. By taking ownership of the site, students will more likely use the site, and will want their parents to share in their joy as well.
Below I have posted three 5th grade blog sites. They are full of information and I hope that will be useful to fifth grade or elementary teachers. Enjoy and thanks!
http://www.sdesfifthgrade.blogspot.com/
http://www.5thgradestars.blogspot.com/
http://hdtm5.blogspot.com/
Second, the blog would be used to post and comment on research that the students have conducted. I teach science, and students are constantly asking questions, which there are in many cases not enough time to answer. With the blog I can pose the question(s) that were asked in class, and students can now post their findings. The students can now comment and share information about what they have found on the question. This interaction between the students can help to facilitate the discussions for the following classes.
Lastly, the blog site would be used to share information about upcoming events, and assignments for the class or school. One comment that I have received from parents, and students, is that the district and school websites are too plain, and have no originality. By using the blog, students can take the lead role in helping designing the site. By taking ownership of the site, students will more likely use the site, and will want their parents to share in their joy as well.
Below I have posted three 5th grade blog sites. They are full of information and I hope that will be useful to fifth grade or elementary teachers. Enjoy and thanks!
http://www.sdesfifthgrade.blogspot.com/
http://www.5thgradestars.blogspot.com/
http://hdtm5.blogspot.com/
Thursday, September 1, 2011
Reflection Week 2
One of the most interesting lessons that I learned from the class and reading is, I am definitely not part of the iGeneration. Although I may have thought that I was computer and technologically literate, I must say that I have a lot to learn. A few years ago I experimented with making videos through the moviemaker program at school. The kids thought that this was the best thing since sliced Wonder Bread, and loved it. Here four years removed, the world of technology has changed dramatically, and I realized that I need to change with it. Long past are the days of just having the students research and create beautiful powerpoints. Now, the students are looking forward to creating YouTube videos, and having their peers check them out. Taking this class has certainly, and will, increase my knowledge of how to use technology to enhance student learning and creativity, and not use technology as the primary tool for educating the students. In all fairness to educators "scared" to use technology I have a helpful hint. Let the students use their technological skills and teach you a little something. Thanks!
Monday, August 29, 2011
Monday, August 22, 2011
Hello!
Welcome to the House of Information blog, designed to provide educators with news, information, and websites to enhance the academic learning of students. Hopefully the sites and blogs provided will enable you, the EDUCATOR, to maximize technology in the classroom.
Looking forward to hearing from you!
Looking forward to hearing from you!
Subscribe to:
Posts (Atom)