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.
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
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