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.
Monday, October 31, 2011
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.
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