1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
-An online presence is just as important to keep safe as it is a real life presence and because of this, I definitely want my students to know how they are expected to utilize digital information and technology. This type of modeling should be considered at all age levels, especially considering how easily influenced some people can be. Early on, I would definitely go over general guidelines and rules for my classroom and how students are expected to use digital information and technology and as the year progresses, model appropriate behavior as well as the respect for copyright and appropriate documentation of sources. Technology and information is an incredibly broad spectrum and because of that, I feel as though there's a lot of things to learn about it all that cannot necessarily be taught and instructed in one sitting but instead, over time.
2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
-The great thing about digital tools and resources is that if something doesn't work out, there's bound to be an alternative. In this course alone, I was able to provide my students with activities that seemed to be relatively universal from student to student, though this could change in a larger classroom. However, in this class, I provided students with several different approaches to lessons and gave as much creative freedom as I saw appropriate, though guiding them with websites and activities that were still relevant to the lesson.
3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
-I feel as though digital etiquette and responsible social interactions in relation to technology should be treated as though technology was not being used at all. Things should not be different online with the help of moderate anonymity and because of this, I would definitely do my best to promote digital etiquette. I'm a firm believer in treating others the way you would like to be treated and I would reiterate this to my class when working with digital-age technologies that would be used in the classroom environment, with the hopes that it would even go beyond that too. Again, I would explain appropriate digital etiquette to my classroom rather early on and be clear in expectations; if students know something right away, I feel as though it's easier to nip it in the bud should they go outside of classroom expectations for digital etiquette.
4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital communication and collaboration tools.
-One of the most important things I believe I've learned as a future educator is realizing and understanding that each classroom will be diverse. That being said, I think that there are great tools to use and utilize to develop and model cultural understanding and global awareness and can also work really well with collaboration too. When I think of collaboration, I immediately think of involving peers, whether they are generally of the same cultural background or not. To me, there's a rather large difference between learning about a culture from someone who is not of that background and learning about a culture from someone who understands it because they are a part of that. Because of that, I think that cultural understanding is often more effective when presented by someone of that specific culture. In my classroom, I would use digital tools and communication to allow students the opportunity to share their background and culture, allowing myself as an educator to learn more about the student personally as well as developing cultural understanding along with my class.
Tuesday, May 6, 2014
Standard 3: Model Digital-Age Work and Learning
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
-The fluency and understanding of technology, I feel develops over time the more a person uses a certain technology systems and I believe that this sort of understanding should happen before - or even during - the transfer of current knowledge to new technologies and situations. That being said, in my classroom, I know that I would have to consistently use certain technologies in order to become fluent in how they work and what they do. Similarly, I can only expect the same from my students. Because of this, I would certainly utilize any technology systems in my classroom in any way that I can as necessary, allowing students to become more familiar with them and to use them as a tool to enhance their learning experience.
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
-When people consider digital resources and tools, I feel as though a lot of them would first jump to social media. Of course, social media can sometimes be seen as inappropriate but I feel that if used correctly, could be a really great tool for classrooms to have in order to interact and collaborate with peers and outside members, such as members of the community. A class web page could be a great tool, as it allows the instructor the freedom to share student success and innovation while being relatively accessible, though still allows contact to the instructor should there be any questions or to collaborate. I feel like this is really rare to see, even now with technology and digital tools being so prominent in an education setting, but at the same time find it to be rather innovative as well. It really shows that the instructor would like to hear feedback from those outside of the classroom and encourages participation and collaboration from many people, rather than limiting it to just students or even colleagues.
3. Communicate relevant information and ideas effectively to students, parents, and peers, using a variety of digital-age media and formats.
-With the amount of presentation techniques being readily available in the digital age, I find that it would be rather simple - and fun! - to find a way to effectively communicate with students, parents, and peers. Again, some form of a class website would be fun to utilize, using it as a bulletin boards of sorts that would allow educators to provide information to the classroom and beyond, as well as posing questions with the ability to receive feedback. Communication is key and that is definitely something that I have to keep in mind when working with a classroom of my own, also keeping in mind that I would be expected to communicate with people that are not just my students.
4 Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
-Modeling the way digital tools can and should be used for the sake of locating, analyzing, evaluating and using information found in order to support research and learning can be as simple as utilizing the proper behavior when approaching a digital tool. In other words, giving examples to students in regards to how information found should be used can become pretty clear just by having the educator do it themselves. That being said, in my classroom, I would probably ensure very early on in the academic year that students can and will use digital tools effectively but appropriately as well. What to do and what not to do are, of course, included in basic classroom rules so I think that going over digital and technology expectations would be tied in with that.
-The fluency and understanding of technology, I feel develops over time the more a person uses a certain technology systems and I believe that this sort of understanding should happen before - or even during - the transfer of current knowledge to new technologies and situations. That being said, in my classroom, I know that I would have to consistently use certain technologies in order to become fluent in how they work and what they do. Similarly, I can only expect the same from my students. Because of this, I would certainly utilize any technology systems in my classroom in any way that I can as necessary, allowing students to become more familiar with them and to use them as a tool to enhance their learning experience.
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
-When people consider digital resources and tools, I feel as though a lot of them would first jump to social media. Of course, social media can sometimes be seen as inappropriate but I feel that if used correctly, could be a really great tool for classrooms to have in order to interact and collaborate with peers and outside members, such as members of the community. A class web page could be a great tool, as it allows the instructor the freedom to share student success and innovation while being relatively accessible, though still allows contact to the instructor should there be any questions or to collaborate. I feel like this is really rare to see, even now with technology and digital tools being so prominent in an education setting, but at the same time find it to be rather innovative as well. It really shows that the instructor would like to hear feedback from those outside of the classroom and encourages participation and collaboration from many people, rather than limiting it to just students or even colleagues.
3. Communicate relevant information and ideas effectively to students, parents, and peers, using a variety of digital-age media and formats.
-With the amount of presentation techniques being readily available in the digital age, I find that it would be rather simple - and fun! - to find a way to effectively communicate with students, parents, and peers. Again, some form of a class website would be fun to utilize, using it as a bulletin boards of sorts that would allow educators to provide information to the classroom and beyond, as well as posing questions with the ability to receive feedback. Communication is key and that is definitely something that I have to keep in mind when working with a classroom of my own, also keeping in mind that I would be expected to communicate with people that are not just my students.
4 Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
-Modeling the way digital tools can and should be used for the sake of locating, analyzing, evaluating and using information found in order to support research and learning can be as simple as utilizing the proper behavior when approaching a digital tool. In other words, giving examples to students in regards to how information found should be used can become pretty clear just by having the educator do it themselves. That being said, in my classroom, I would probably ensure very early on in the academic year that students can and will use digital tools effectively but appropriately as well. What to do and what not to do are, of course, included in basic classroom rules so I think that going over digital and technology expectations would be tied in with that.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
-With the technology that we have nowadays, I feel as though it's pretty simple (almost second nature, even) to incorporate some digital tools in lessons to promote student learning and creativity. In this course, I was able to do this by creating lesson plans specifically for using technology in the lesson, or at least knowing that digital resources are out there. I allowed my students to play mini-games on the Internet that were relevant to the lesson being taught and allowed them to use digital resources when either doing research about space or creating a video when studying a book. I truly believe that the use of technology can enhance a learning experience and with the wide range of resources out there, there is bound to be something that every student can use, or at the very least, something for each student.
2. Develop technology enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
-Again, I think that a blogging platform would be pretty ideal in this case, as it allows students to express themselves in their own terms, giving them the freedom to explore when necessary and reflect on their knowledge and goals. It's a fantastic way for students to track their progress, potentially without the pressure of knowing that a teacher will be assessing their progress. Instead, when left in their own hands, I feel as though students can sometimes succeed more when they set goals for themselves rather than live up to the expectations of others.
3. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
-Digital tools and resources are incredibly abundant and accessible to both students and educators, and I think that it's important to keep in mind that digital tools and technology does not necessarily mean easy to use. Technology is used to enhance experiences and sometimes just to make things relatively easy, though different learning styles and strategies may not find doing something because it's easy to be rather enriching or meaningful. That being said, I would certainly make any adjustments necessarily to the lesson or curriculum in order to make sure that each and every student is getting a learning experience out of the lesson. I'd definitely utilize anything that I could to enhance learning, such as video examples found for visual learners, reading along to presentations or lessons displayed on any other digital artifact, etc. With the amount of technology and digital resources, there should not really be an excuse for being unable to accommodate the educational needs of students, no matter what they may be.
4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
-With different learning styles within the classroom, it may be necessary to have varied assessments with the lessons being taught. Formative and summative assessments are equally important, as student progress and end goals are prominent in the classroom and should be considered when creating or even considering different types of assessments. In my classroom, I would provide smaller assessments throughout a lesson or project for the sake of tracking student progress before having a final, bit larger assessment towards the end to ensure that students grasped concepts thoroughly. With this, I could plan what needed to be done in the future, especially with the smaller assessments as the students go along. If necessary, I could make any adjustments to the lesson as needed.
-With the technology that we have nowadays, I feel as though it's pretty simple (almost second nature, even) to incorporate some digital tools in lessons to promote student learning and creativity. In this course, I was able to do this by creating lesson plans specifically for using technology in the lesson, or at least knowing that digital resources are out there. I allowed my students to play mini-games on the Internet that were relevant to the lesson being taught and allowed them to use digital resources when either doing research about space or creating a video when studying a book. I truly believe that the use of technology can enhance a learning experience and with the wide range of resources out there, there is bound to be something that every student can use, or at the very least, something for each student.
2. Develop technology enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
-Again, I think that a blogging platform would be pretty ideal in this case, as it allows students to express themselves in their own terms, giving them the freedom to explore when necessary and reflect on their knowledge and goals. It's a fantastic way for students to track their progress, potentially without the pressure of knowing that a teacher will be assessing their progress. Instead, when left in their own hands, I feel as though students can sometimes succeed more when they set goals for themselves rather than live up to the expectations of others.
3. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
-Digital tools and resources are incredibly abundant and accessible to both students and educators, and I think that it's important to keep in mind that digital tools and technology does not necessarily mean easy to use. Technology is used to enhance experiences and sometimes just to make things relatively easy, though different learning styles and strategies may not find doing something because it's easy to be rather enriching or meaningful. That being said, I would certainly make any adjustments necessarily to the lesson or curriculum in order to make sure that each and every student is getting a learning experience out of the lesson. I'd definitely utilize anything that I could to enhance learning, such as video examples found for visual learners, reading along to presentations or lessons displayed on any other digital artifact, etc. With the amount of technology and digital resources, there should not really be an excuse for being unable to accommodate the educational needs of students, no matter what they may be.
4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
-With different learning styles within the classroom, it may be necessary to have varied assessments with the lessons being taught. Formative and summative assessments are equally important, as student progress and end goals are prominent in the classroom and should be considered when creating or even considering different types of assessments. In my classroom, I would provide smaller assessments throughout a lesson or project for the sake of tracking student progress before having a final, bit larger assessment towards the end to ensure that students grasped concepts thoroughly. With this, I could plan what needed to be done in the future, especially with the smaller assessments as the students go along. If necessary, I could make any adjustments to the lesson as needed.
Standard 1: Facilitate and Inspire Student Learning and Creativity
1. Promote, support, model creative and innovative thinking and inventiveness.
-As a future educator, promoting, supporting, and modeling creativity in the classroom is one of my main priorities and I hope to demonstrate that as best as I can in my classroom. In this course, I was able to practice this skill by allowing my students (peers) to have a bit of creative freedom within the lessons. On lesson in particular that I felt really harnessed students' creativity was the creation of a short film when teaching The Perks of Being a Wallflower. The instructions given were intentionally rather vague for the sole purpose of wanting to see what my students would come up with on their own with this bit of freedom they had in class.
2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
-Luckily, we live in an age where news can be found with one Google search so there's always going to be a resource at hand when it comes to identifying real-world issues. That being said, in my classroom, I would certainly want my students to utilize these sorts of tools in order to keep up with real-world issues and solving authentic problems. I would implement some type of assignment, whether it be required or simply for extra credit, giving my students the opportunity to explore the issues going in the world and presenting them to the class as though they were reporting the issue themselves. Of course, there would definitely have to be a clarification between news (gossip, pop culture, etc) to actual real-world issues (politics, societal views and changes, etc) in order to make the lesson meaningful and to have students truly understand the issues and problems while having the content easily accessible to them as well.
3. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding, thinking, planning and creative processes.
-Student reflection is incredibly important and I think that it's interesting to see the progress that a student is making during a lesson or throughout the class in general. That being said, I would enjoy using a blogging platform like we did in this class in order to clarify what students are thinking and why they are wanting to do things a certain way. A blog is the perfect place to discuss these sorts of things; I feel as though a lot of people to find blogs to be an online journal, a relatively safe place to reflect on things so I would want that sort of mindset to carry over to the classroom as well. Promoting student reflection could be a regular thing and to be really honest, it's a lot more fun than writing reflections!
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others face-to-face and virtual environments.
-Creating a comfortable classroom environment is a bit difficult, especially considering that all students are different and do not do well with others watching. There's a sense of judgement among students that lingers, I feel - at least that's how it's been in nearly every classroom that I've been in, especially in high school. However, a classroom definitely shouldn't be hostile or a place where students could feel judged, so perhaps a virtual environment would be a bit of a better alternative. Virtually speaking, it's relatively easy to stay in contact and connect to collaborate with others via social media or even education boards such as BbLearn. That being said, utilizing some sort of online presence may not necessarily be a bad idea for teachers to have, especially because they are not always with their students and students are not always with their teachers. Having a virtual environment of sorts may eliminate any roadblocks, seeing as it would be easier to communicate and touch base with others as needed.
-As a future educator, promoting, supporting, and modeling creativity in the classroom is one of my main priorities and I hope to demonstrate that as best as I can in my classroom. In this course, I was able to practice this skill by allowing my students (peers) to have a bit of creative freedom within the lessons. On lesson in particular that I felt really harnessed students' creativity was the creation of a short film when teaching The Perks of Being a Wallflower. The instructions given were intentionally rather vague for the sole purpose of wanting to see what my students would come up with on their own with this bit of freedom they had in class.
2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
-Luckily, we live in an age where news can be found with one Google search so there's always going to be a resource at hand when it comes to identifying real-world issues. That being said, in my classroom, I would certainly want my students to utilize these sorts of tools in order to keep up with real-world issues and solving authentic problems. I would implement some type of assignment, whether it be required or simply for extra credit, giving my students the opportunity to explore the issues going in the world and presenting them to the class as though they were reporting the issue themselves. Of course, there would definitely have to be a clarification between news (gossip, pop culture, etc) to actual real-world issues (politics, societal views and changes, etc) in order to make the lesson meaningful and to have students truly understand the issues and problems while having the content easily accessible to them as well.
3. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding, thinking, planning and creative processes.
-Student reflection is incredibly important and I think that it's interesting to see the progress that a student is making during a lesson or throughout the class in general. That being said, I would enjoy using a blogging platform like we did in this class in order to clarify what students are thinking and why they are wanting to do things a certain way. A blog is the perfect place to discuss these sorts of things; I feel as though a lot of people to find blogs to be an online journal, a relatively safe place to reflect on things so I would want that sort of mindset to carry over to the classroom as well. Promoting student reflection could be a regular thing and to be really honest, it's a lot more fun than writing reflections!
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others face-to-face and virtual environments.
-Creating a comfortable classroom environment is a bit difficult, especially considering that all students are different and do not do well with others watching. There's a sense of judgement among students that lingers, I feel - at least that's how it's been in nearly every classroom that I've been in, especially in high school. However, a classroom definitely shouldn't be hostile or a place where students could feel judged, so perhaps a virtual environment would be a bit of a better alternative. Virtually speaking, it's relatively easy to stay in contact and connect to collaborate with others via social media or even education boards such as BbLearn. That being said, utilizing some sort of online presence may not necessarily be a bad idea for teachers to have, especially because they are not always with their students and students are not always with their teachers. Having a virtual environment of sorts may eliminate any roadblocks, seeing as it would be easier to communicate and touch base with others as needed.
Tuesday, April 29, 2014
Lesson Plan #2 Phase II: Assessment of Learning
Include at least two digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
-I think that my students were very successful in achieving the standards and objectives for my lesson, especially since they did exactly what I had expected of them for the creation of their Glogster page. I did not give specific instructions as to what each Glog had to have contained, so it was really interesting to see the difference between what students saw appropriate and important to add into their Glog pages.
Describe the level of success in teaching the lesson.
-I thought that I was relatively successful in teaching my lesson and the reflections from my peers supported this. The students present in class said that they had fun with my lesson and that I was clear in my instructions and expectations. In additions, it seems like my students really appreciated the lesson being pretty interactive, as it made learning fun and kept them focused on the lesson at hand.
Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
-I think that my students were very successful in achieving the standards and objectives for my lesson, especially since they did exactly what I had expected of them for the creation of their Glogster page. I did not give specific instructions as to what each Glog had to have contained, so it was really interesting to see the difference between what students saw appropriate and important to add into their Glog pages.
Describe the level of success in teaching the lesson.
-I thought that I was relatively successful in teaching my lesson and the reflections from my peers supported this. The students present in class said that they had fun with my lesson and that I was clear in my instructions and expectations. In additions, it seems like my students really appreciated the lesson being pretty interactive, as it made learning fun and kept them focused on the lesson at hand.
Lesson #2 Phase II: Mechanics
What technologies did I use?
-During the verbal (teaching) portion of my lesson, I did not use any technologies for myself. The students, however, worked quite a bit on the iMac computers and the Internet, where they explored different websites and interactive activities, mainly on the NASA website. In addition, students created Glog pages (a hybrid, of sorts, of a blog and a Powerpoint presentation) where they used the information they researched and placed it into a customizable blog page that acted as a presentation.
How were the technologies used?
-Again, technologies were primarily used by the students in the classroom, using computer and games that were found online, exploring the specific websites provided by the instructor in order to get a better, initial understanding of space and the solar system. After, students used Glogster and were expected to present the information that they learned in the form of a Glog. While doing their project, I did give them the option of exploring other, unspecified - but reliable! - websites to obtain more information to put on their Glog page.
Time Frame?
-My lesson was within the correct time frame, as I did not necessarily plan a lesson to go to the last minute of class. Instead, I planned all instruction to be towards the beginning, mainly because I wanted my students to have enough time to create their Glog pages. However, by doing this, I think that I was able to stay within my lesson time frame of one hour.
-During the verbal (teaching) portion of my lesson, I did not use any technologies for myself. The students, however, worked quite a bit on the iMac computers and the Internet, where they explored different websites and interactive activities, mainly on the NASA website. In addition, students created Glog pages (a hybrid, of sorts, of a blog and a Powerpoint presentation) where they used the information they researched and placed it into a customizable blog page that acted as a presentation.
How were the technologies used?
-Again, technologies were primarily used by the students in the classroom, using computer and games that were found online, exploring the specific websites provided by the instructor in order to get a better, initial understanding of space and the solar system. After, students used Glogster and were expected to present the information that they learned in the form of a Glog. While doing their project, I did give them the option of exploring other, unspecified - but reliable! - websites to obtain more information to put on their Glog page.
Time Frame?
-My lesson was within the correct time frame, as I did not necessarily plan a lesson to go to the last minute of class. Instead, I planned all instruction to be towards the beginning, mainly because I wanted my students to have enough time to create their Glog pages. However, by doing this, I think that I was able to stay within my lesson time frame of one hour.
Lesson #2 Phase II: Instructional Decisions/Teaching
What went well and what didn't go well during the implementation of your lesson?
-The first thing that comes to mind when considering what did not go so well during the implementation of my lesson was student interaction. This could have been due to how small the class sizes were and could change with a larger class; since I would have students work in small groups, I think that the student interaction and participation would increase. However, since students were working on their own throughout my lesson, I feel as though they were really focused on their lesson so it didn't leave a whole lot of room for classroom participation. On the other hand, the activities that I had in my lesson were pretty well-received and my students said that they had a lot of fun when working on the space exploration and mini-games. In addition, I think that my expectations in terms of the project were pretty clear and I received good feedback.
How well was the alignment to objectives and standards maintained?
-When thinking about how students responded to the lesson and looking over the Glogster pages that were submitted, I would say that the alignment to objectives were relatively well-maintained. Students were able to read text and bits of information and determine how and what they were going to visually relay the information that they had read.
Describe any modifications made during the implementation of the lesson.
-I don't think that I really modified anything in the implementation of my lesson. If anything, allotted times were changed a bit in order to allow students more time to work on their final project towards the end of the lesson. I did not designate a specific period of time for students to work on the activities but began to worry that students would be crunched for time when working on their Glogster page; the priority in my lesson was the ability to relay information learned rather than how much information students could absorb.
-The first thing that comes to mind when considering what did not go so well during the implementation of my lesson was student interaction. This could have been due to how small the class sizes were and could change with a larger class; since I would have students work in small groups, I think that the student interaction and participation would increase. However, since students were working on their own throughout my lesson, I feel as though they were really focused on their lesson so it didn't leave a whole lot of room for classroom participation. On the other hand, the activities that I had in my lesson were pretty well-received and my students said that they had a lot of fun when working on the space exploration and mini-games. In addition, I think that my expectations in terms of the project were pretty clear and I received good feedback.
How well was the alignment to objectives and standards maintained?
-When thinking about how students responded to the lesson and looking over the Glogster pages that were submitted, I would say that the alignment to objectives were relatively well-maintained. Students were able to read text and bits of information and determine how and what they were going to visually relay the information that they had read.
Describe any modifications made during the implementation of the lesson.
-I don't think that I really modified anything in the implementation of my lesson. If anything, allotted times were changed a bit in order to allow students more time to work on their final project towards the end of the lesson. I did not designate a specific period of time for students to work on the activities but began to worry that students would be crunched for time when working on their Glogster page; the priority in my lesson was the ability to relay information learned rather than how much information students could absorb.
Thursday, April 24, 2014
Lesson #2: Materials and Resources
The students will use a variety of resources to complete the task at hand. First, they will explore two space websites and play mini-games in order to gain a better understanding of the solar system to act as an introduction to the lesson unit. Once the students explore the students for a sufficient amount of time, the students will then use the Glogster website to create their own 'Glog' that focuses on their specific planet. The Glogster website is a great resource to allow students the creativity to create their own project that is relatively customizable, so I think that it's perfect for what I would like my students to do.
Lesson #2: Assessment
Procedure: The creation of a Glogster page will act as an assessment, as it incorporates fact that the student has learned about the solar system and the specific planet that the student chose. I do not plan on using a specific rubric or checklist but instead, really only using the assignment as an participation grade; since the lesson takes place at the very beginning of an astronomy unit, I don't want students to feel discouraged early on in the lesson unit.
Instruments: Again, I will look at each student's Glogster page to act as an assessment so that I can grade students on participation.
Instruments: Again, I will look at each student's Glogster page to act as an assessment so that I can grade students on participation.
Wednesday, April 23, 2014
Lesson Plan #2: Implementation
Procedure: At the beginning of the lesson, I will introduce our upcoming lesson unit, which is going to be astronomy. I feel as though 6th grade is a bit of a tricky age to teach, especially in regards to astronomy, because it's hard to really tell how much a student may know about outer space. That being said, to start off, I will initiate a brief discussion about space to gauge where students are in the learning process. I'll ask relatively easy questions such as, "What is space?" and "What planets make up the solar system?" Once the class spends a bit of time talking about space, I'm going to have students play a game online (can be found in 'Mary F.'s stuff' on BBLearn) to explore the solar system and play fun mini games that relate to the topic to keep it interesting. Once finished exploring that game, students will then play another game; while not as interesting as the first one, the second website talks more about other things that can make up the solar system, such as asteroids, meteors, and satellites. Again, I will allot a bit of time for students to explore around each planet. To ensure that students are not just goofing around, I'll go around to each student to tell me one thing about a planet of their choice. Once each student gives me an answer, I will then assign a 'project'. Students are to build a Glogster website about a planet of their choice, probably one that we discussed, though ideally each student (or group) would have different planets. I am trying to leave as much time as possible for each student to build their Glogster, as I know that it does take a bit to build and construct. Then, at the end of the class hour, I would have each student (again, or group in larger classrooms) present their planet so that the entire solar system is covered and to allow each student the opportunity to learn about each planet from their peers.
Technology Integration: A good portion of my entire lesson is technology based; while I, the teacher, am not using any technology to help introduce the lesson, the students will get hands-on time with computers while they are playing the astronomy games or building their Glogster.
Differentiated Instruction: Science is a very literal subject that provides a lot of information all at once. That being said, there definitely may be a bit of struggle when it comes to other learners in the classroom. For those with a cognitive delay, I would most likely actually sit with them on their exploration to help guide them through the mini games and to prompt answers when asked questions. For ELL learners, I would definitely try to help the students make connections between what I would like them to do and what they already know. Again, I would sit with them in attempt to prompt thinking in students and to help guide them through the project.
REFLECTING ON:
Designing Instruction
-Why are you using the instructional methods you have described?
The main reason why I am using the instructional methods described is because it's just downright fun. Science in general is a subject that has plenty of resources for each topic, so a textbook doesn't necessarily have to be the primary source of information. I'm a believer that students can be more prone to learning when they are having fun as opposed to learning something just because they have to, and I feel as though hands-on activities really enhance that type of learning.
-How are you engaging students in creative and higher order learning?
With the creation of a Glogster website, I think that students will definitely be engaged in both creative and higher order learning. Creatively, students will be able to build a website/blog that is fine-tuned to their preferences in terms of layout and colors, even the information provided. That being said, students will also be engaged in higher order thinking because they are pinpointing important information to add to their Glogster page.
-How does your technology integration support what you know about best practices for technology integration in the classroom?
I think that my technology integration supports technology practices in the classroom by enhancing student learning. Technology really seems to help a lot of students when it comes to lessons, whether it be to better understand material or whether it is to build on top of the knowledge they already have. Whatever the case, I hope that my technology integration will help give students a better idea of what the solar system is comprised.
Technology Integration: A good portion of my entire lesson is technology based; while I, the teacher, am not using any technology to help introduce the lesson, the students will get hands-on time with computers while they are playing the astronomy games or building their Glogster.
Differentiated Instruction: Science is a very literal subject that provides a lot of information all at once. That being said, there definitely may be a bit of struggle when it comes to other learners in the classroom. For those with a cognitive delay, I would most likely actually sit with them on their exploration to help guide them through the mini games and to prompt answers when asked questions. For ELL learners, I would definitely try to help the students make connections between what I would like them to do and what they already know. Again, I would sit with them in attempt to prompt thinking in students and to help guide them through the project.
REFLECTING ON:
Designing Instruction
-Why are you using the instructional methods you have described?
The main reason why I am using the instructional methods described is because it's just downright fun. Science in general is a subject that has plenty of resources for each topic, so a textbook doesn't necessarily have to be the primary source of information. I'm a believer that students can be more prone to learning when they are having fun as opposed to learning something just because they have to, and I feel as though hands-on activities really enhance that type of learning.
-How are you engaging students in creative and higher order learning?
With the creation of a Glogster website, I think that students will definitely be engaged in both creative and higher order learning. Creatively, students will be able to build a website/blog that is fine-tuned to their preferences in terms of layout and colors, even the information provided. That being said, students will also be engaged in higher order thinking because they are pinpointing important information to add to their Glogster page.
-How does your technology integration support what you know about best practices for technology integration in the classroom?
I think that my technology integration supports technology practices in the classroom by enhancing student learning. Technology really seems to help a lot of students when it comes to lessons, whether it be to better understand material or whether it is to build on top of the knowledge they already have. Whatever the case, I hope that my technology integration will help give students a better idea of what the solar system is comprised.
Tuesday, April 22, 2014
Lesson Plan #2: Overview
Grade Level: The grade level for this lesson will be 6th graders.
Subject: For my second lesson, I will be teaching a lesson related to science.
Topic of study: I'll be teaching a lesson about astronomy.
Time Allotment: I have been allotted one hour for my lesson.
Standards: (According to the AZ Department of Education)
"Integrate quantative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
"Cite specific textual evidence to support analysis of science and technical texts."
"Distinguish among facts, reasoned judgement based on research findings, and speculation in a text."
"Compare and contrast the information gained from experiments, simulations, video, of multimedia sources with that gained from reading a text on the same topic."
Objectives: For my lesson, I would like my students to have a better understanding of what the solar system is and how it works. Which planets make up the solar system? Where are we in the solar system? In addition to the planets, I would like students to have a general idea of what else is in space, natural and man-made, such as meteors and satellites.
REFLECTING ON:
Assessing Prior Knowledge:
-What do the students need to know prior to the lesson?
Generally speaking, students should have a relatively good understanding of picking out important information from a specific text and determining what kind of information to use for their "projects." Otherwise, since my lesson would be taking place right at the beginning of a new lesson, students don't necessarily need to have a very big understanding of the solar system.
-How will prior knowledge and experience be assessed?
As far as astronomy goes, as mentioned above, the students do not to know much information about astronomy, space, and/or the solar system, so for the actual specific area I will not be assessing any kind of prior knowledge and experience. After students browse around the websites provided and listed, I plan on presenting a "demonstration" of a planet and asking students to tell me about what they learned. By doing this, I hope students will be able to take important information from text or information relayed to them verbally and pinpoint the most important facts.
-How will you use this information in the planning process?
In the planning process, I would have to find an article, website, or presentation about a specific planet in order to present the information to my class.
Planning Instruction:
-Why should the content of this lesson be taught at this grade level?
I think that the content of this lesson should be taught to 5-6th graders because it allows students to, for lack of better term, go outside of typical science courses that are relatively basic. Astronomy can be a fascinating subject and I think that it's a neat subject to tie in with standards.
-How do the objectives that you have for the lesson align with the standards?
The objectives that I have for the lesson align with the standards by asking students to pinpoint certain information and determine what is important enough to include in their presentations. In addition, the standards do not necessarily state which topic needs to be taught in order to meet state standards, so I plan on keeping the common core standards in mind in my lesson.
Subject: For my second lesson, I will be teaching a lesson related to science.
Topic of study: I'll be teaching a lesson about astronomy.
Time Allotment: I have been allotted one hour for my lesson.
Standards: (According to the AZ Department of Education)
"Integrate quantative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
"Cite specific textual evidence to support analysis of science and technical texts."
"Distinguish among facts, reasoned judgement based on research findings, and speculation in a text."
"Compare and contrast the information gained from experiments, simulations, video, of multimedia sources with that gained from reading a text on the same topic."
Objectives: For my lesson, I would like my students to have a better understanding of what the solar system is and how it works. Which planets make up the solar system? Where are we in the solar system? In addition to the planets, I would like students to have a general idea of what else is in space, natural and man-made, such as meteors and satellites.
REFLECTING ON:
Assessing Prior Knowledge:
-What do the students need to know prior to the lesson?
Generally speaking, students should have a relatively good understanding of picking out important information from a specific text and determining what kind of information to use for their "projects." Otherwise, since my lesson would be taking place right at the beginning of a new lesson, students don't necessarily need to have a very big understanding of the solar system.
-How will prior knowledge and experience be assessed?
As far as astronomy goes, as mentioned above, the students do not to know much information about astronomy, space, and/or the solar system, so for the actual specific area I will not be assessing any kind of prior knowledge and experience. After students browse around the websites provided and listed, I plan on presenting a "demonstration" of a planet and asking students to tell me about what they learned. By doing this, I hope students will be able to take important information from text or information relayed to them verbally and pinpoint the most important facts.
-How will you use this information in the planning process?
In the planning process, I would have to find an article, website, or presentation about a specific planet in order to present the information to my class.
Planning Instruction:
-Why should the content of this lesson be taught at this grade level?
I think that the content of this lesson should be taught to 5-6th graders because it allows students to, for lack of better term, go outside of typical science courses that are relatively basic. Astronomy can be a fascinating subject and I think that it's a neat subject to tie in with standards.
-How do the objectives that you have for the lesson align with the standards?
The objectives that I have for the lesson align with the standards by asking students to pinpoint certain information and determine what is important enough to include in their presentations. In addition, the standards do not necessarily state which topic needs to be taught in order to meet state standards, so I plan on keeping the common core standards in mind in my lesson.
-When will the lesson be taught in the course of the school year? Why?
The lesson will be taught midway through the school year, around November or December, I'd say. I would like for this lesson to take place at this time to allow and ensure students have a relatively good understanding of technical subjects and what is expected of them now that they are in middle school. In addition, I would want to give students the opportunity to explore areas of science and be able to understand the information that is being presented to them.
Tuesday, March 25, 2014
Phase II: Lesson Plan Reflections
Assessment of Learning
Include at least two digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
-My main objective was for my students to take something away from the lesson and that they truly understood what I was trying to teach them. That being said, I think that all students were very successful, especially after watching the movies they made. At the end of the "lesson" portion (before they began on their movies) we had a brief discussion about the passage read aloud in class and what the central idea or theme of the book was. Each student contributed to the discussion and all had something to say, in addition to being able to properly identify the central idea or theme.
Describe the level of success you had in teaching the lesson
How did your individual reflections support this?
-Thinking about how my lesson went and reflecting on it, I think that based off of the result of the assignment and the students contribution to the discussion, I was rather successful in teaching my lesson.
How do the comments from your classmates support this?
-My peers left really positive comments and responses about my lesson plan and because of it, I definitely feel good about how my lesson went. My classmates mentioned that they thought I was very well prepared and it seems as though they appreciated how much time I gave them to get started on their projects. In addition, my classmates did say that I was successful in utlizing technology in my lesson and that they learned a lot!
Include at least two digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
(Screenshot from Natalia's movie)
(Screenshot of Shelby's movie)
(Screenshot of Emily's movie)
Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
-My main objective was for my students to take something away from the lesson and that they truly understood what I was trying to teach them. That being said, I think that all students were very successful, especially after watching the movies they made. At the end of the "lesson" portion (before they began on their movies) we had a brief discussion about the passage read aloud in class and what the central idea or theme of the book was. Each student contributed to the discussion and all had something to say, in addition to being able to properly identify the central idea or theme.
Describe the level of success you had in teaching the lesson
How did your individual reflections support this?
-Thinking about how my lesson went and reflecting on it, I think that based off of the result of the assignment and the students contribution to the discussion, I was rather successful in teaching my lesson.
How do the comments from your classmates support this?
-My peers left really positive comments and responses about my lesson plan and because of it, I definitely feel good about how my lesson went. My classmates mentioned that they thought I was very well prepared and it seems as though they appreciated how much time I gave them to get started on their projects. In addition, my classmates did say that I was successful in utlizing technology in my lesson and that they learned a lot!
Phase II: Lesson Plan Reflections
Mechanics
What technologies did I use (for the teacher and for the learner)?
-The only technology I used as the teacher was my iPad, since I had an e-book version of the book we were studying so I used the iPad when reading the passage. My students used iMac computers for their 'project'.
How were the technologies used (by whom and in what manner)?
-The technologies implemented were primarily used by the students, who used their computers to browse websites such as Google Images, Pinterest and even Facebook to find images or video clips that made them feel infinite. As students found their media, the students then compiled them into a movie project in the program iMovie to act as a slideshow.
Time frame?
-The lesson was within the correct time frame because I, although minor, adjusted my lesson to allow my students enough time to create their projects. My actual "teaching" portion of the lesson was towards the beginning of the lesson time because of this, although I did walk around to track student progress and help them if they needed any instruction or help when it came to making their movies.
What technologies did I use (for the teacher and for the learner)?
-The only technology I used as the teacher was my iPad, since I had an e-book version of the book we were studying so I used the iPad when reading the passage. My students used iMac computers for their 'project'.
How were the technologies used (by whom and in what manner)?
-The technologies implemented were primarily used by the students, who used their computers to browse websites such as Google Images, Pinterest and even Facebook to find images or video clips that made them feel infinite. As students found their media, the students then compiled them into a movie project in the program iMovie to act as a slideshow.
Time frame?
-The lesson was within the correct time frame because I, although minor, adjusted my lesson to allow my students enough time to create their projects. My actual "teaching" portion of the lesson was towards the beginning of the lesson time because of this, although I did walk around to track student progress and help them if they needed any instruction or help when it came to making their movies.
Phase II: Reflections on Lessons Implementation
Instructional Decisions/Teaching
What went well and what didn't go well during the implementation of your lesson?
-During my lesson, I think that the way I implemented technology went rather well and the students were engaged throughout the duration of the lesson. Admittedly, I think that there were more rough spots than I had originally anticipated. Planning lessons are particularly hard because you never know what kind of obstacles will come up or how the students will react. On the other hand, teachers shouldn't necessary expect certain responses from students, since all students are different and can have a different mindset. In my case, I think the biggest roadblock was creating an iMovie. My peers, from what I could tell, were really interesting in creating it but with little prior knowledge as to how to navigate the program, I felt like the students spent more time trying to figure out how it works than actually creating their movie.
How well was the alignment to objectives and standards maintained?
-I think that my lessons aligned pretty well with the objectives and standards I had listed and planned to meet in my lesson. Students were able to get a better idea of the central idea and/or theme of the novel we were studying by relating it to themselves. When there is a personal connection met to a lesson, I think that students are more prone to understanding a lesson and sometimes, are even more prone to take something away from it.
Describe any modifications made during the implementation of the lesson.
-I don't think I strayed particularly far away from my original lesson plan, with the exception of reading a shorter passage from the novel than I originally thought. I did this for a couple of reasons, namely that the passage was a lot longer than I had thought and with the time limit given, I didn't want to take that time away from my students knowing that they had to create a movie. Otherwise, I stayed close to my original lesson plan.
Tuesday, March 11, 2014
Lesson Plan Materials and Resources
The primary resource will be the web, allowing students to find media that they feel suit their movie. In addition, the students will be using a movie-making software (iMovie or, if students prefer, Windows Movie Maker) to make a short film of things that make them feel infinite. Since the book we are "studying" is The Perks of Being a Wallflower, I will also use this as an active material, reading a short passage from the book.
Monday, March 10, 2014
Lesson Plan Assessment
Procedure: Prior to the creation of a short movie, I would attempt to engage the students in an in-class discussion about what "feeling infinite" means to them or if I wanted to have responses from everyone in the class, which is ideal, I would have them write a short paragraph about what it means to them. Once students complete that, I would ask them to hand it in and obviously read over them. That being said, I would see how their idea relates to the movie they developed and base grade off of how their movie and paragraph align with one another.
Instruments: Due to the fact that I feel there would be multiple interpretations of the assignment, I don't feel the need to create a set rubric or checklist. I would use the assignment itself to act as an assessment.
Instruments: Due to the fact that I feel there would be multiple interpretations of the assignment, I don't feel the need to create a set rubric or checklist. I would use the assignment itself to act as an assessment.
Lesson Plan Implementation
Procedure: At the beginning of the lesson, I will take a bit of time to go over what we already know thus far, since the lesson will take place in the middle of the book when central ideas and themes are (hopefully) starting to become more clear. Once I do that, I will read a short passage of the book where Charlie, Sam, and Patrick are going through the tunnel and Charlie states that he feels infinite. When I finish reading this passage, I will initiate a discussion with the students as to what they think feeling infinite is. If they are struggling to determine what they think it means, I will attempt to guide students in the direction I want them to go - how would you feel if you were Charlie? Do you think feeling infinite could be a bad thing? Why? After the students discuss what they feel like feeling infinite is like and once they have a better understanding that feeling infinite is actually a good thing is when I'll begin student work. Charlie feels infinite when he is with his friends and one song that he enjoys plays in the background, almost as a soundtrack to the scene. That being said, I will ask students to take a few minutes to think of a song that makes them feel infinite. It does not necessarily have to be their favorite song, just one that makes them feel so happy and content that they could burst, that nothing can go wrong when that song is playing. After they find a song, I probably will not ask them why that particular song makes them feel infinite unless they want to share, since it could be rather personal; feeling infinite could be incredibly hard to explain to someone else, because they may never feel as infinite as others. Once each student finds a song, I'll ask them to open a program and use pictures from the web, Facebook (or other social media sites), and even their phone to create a short movie of things that make them feel infinite, using their selected song as the soundtrack to their movie. At the conclusion of the lesson, I will reiterate and go over again the central idea of the part of the book we are at in the book and why it is such large event to focus on in the lesson.
Technology Implementation: Students will use the Internet to find a song that makes them feel infinite, so this utilizes the use of search engines - or more likely, YouTube. In addition, students will be using a program to create their movie which will be more than likely be iMovie.
Differentiated Instruction: Since there may be gaps between instruction and learning between students, I would look into other forms of technology that may be more useful to those who need differentiated instruction, such as students with cognitive delay. Instead of using a program such as iMovie, I may use something that sort of lays out the assignment instead, such a program like Pixie. As far as ELL students go, I may implement the usage of a photo-based program (again, like Pixie) in attempt to help the student make connections with pictures.
Reflection:
-Why are you using the instructional methods you have described?
I'm using the instructional methods I've described because I think that there's a good blend of in-class discussion as well as students working on their own. I think that students sometimes work best when it has to do with something they already know, rather than something that they are taught. That being said, I am hoping to use this lesson to make connections between the students and the lesson.
-How are you engaging students in creative and higher order thinking?
By creating something personal, I believe that the students have more creative freedom because there are hardly any expectations, just to share what makes them feel infinite. I feel that there could be multiple interpretations and students can either take it very seriously or rather light-hearted, so there's bound to be some variation in the assignments I see.
-How does your integration of technology support what you know about practices for technology integration in the classroom?
It seems as though a lot of technology can either aid students in a lesson or help them create something that relates to the lesson and I think that both situations are equally important. Implementing technology can really give the students the opportunity to tap into the creativity and expand on it and I think - I hope - that is exactly what my technology integration is doing.
Technology Implementation: Students will use the Internet to find a song that makes them feel infinite, so this utilizes the use of search engines - or more likely, YouTube. In addition, students will be using a program to create their movie which will be more than likely be iMovie.
Differentiated Instruction: Since there may be gaps between instruction and learning between students, I would look into other forms of technology that may be more useful to those who need differentiated instruction, such as students with cognitive delay. Instead of using a program such as iMovie, I may use something that sort of lays out the assignment instead, such a program like Pixie. As far as ELL students go, I may implement the usage of a photo-based program (again, like Pixie) in attempt to help the student make connections with pictures.
Reflection:
-Why are you using the instructional methods you have described?
I'm using the instructional methods I've described because I think that there's a good blend of in-class discussion as well as students working on their own. I think that students sometimes work best when it has to do with something they already know, rather than something that they are taught. That being said, I am hoping to use this lesson to make connections between the students and the lesson.
-How are you engaging students in creative and higher order thinking?
By creating something personal, I believe that the students have more creative freedom because there are hardly any expectations, just to share what makes them feel infinite. I feel that there could be multiple interpretations and students can either take it very seriously or rather light-hearted, so there's bound to be some variation in the assignments I see.
-How does your integration of technology support what you know about practices for technology integration in the classroom?
It seems as though a lot of technology can either aid students in a lesson or help them create something that relates to the lesson and I think that both situations are equally important. Implementing technology can really give the students the opportunity to tap into the creativity and expand on it and I think - I hope - that is exactly what my technology integration is doing.
Thursday, March 6, 2014
Lesson Plan Overview
Grade Level: High school (11/12)
Subject(s): English
Topic of Study: The Perks of Being a Wallflower
Time Allotment: 30 Minutes
Standards: (Include Common Core and Subject Area (if needed)) Identifying central ideas and themes in literature, character development, how elements of the story can affect the storyline (time in which book takes place, how characters are introduced, where the story takes place, etc)
Objectives: I would like for my students to be able to clearly identify the themes in text and how it relates to the story. In addition, I'd ideally like for my students to be able to draw connections in the story, whether it be between other characters, other books, or even themselves. How does this book relate to real life? Does it?
Reflecting on:
Assessing prior knowledge.
-What do students need to know prior to the lesson?
Students should know the basis of literary themes and how to identify them. I
-How will prior knowledge and experience be assessed?
If this lesson were to be taught towards the beginning of reading a book or even right before, I would take a well-known story or fairytale (despite grade level, just so that the story is universal in the sense that all students know about it and if they don't, a story that would be quick and easy to tell) and prepare an assessment or in-class discussion about the literary themes/central ideas.
-How will you use this information in the planning process?
I would take into consideration where all of the students are at in terms of literary themes and that would determine how much "on your own" work I would assign. If some of the class seems to be struggling, I would definitely implement full class work or group work so that those who are struggling do not feel left behind and so they do not struggle even further.
Planning instruction.
-Why should the content of this lesson be taught at this grade level?
The content of this book is rather mature and I feel would be more appropriate for a bit of an older class. To really delve into the content and themes, I feel that older students will not only be able to identify the themes in this coming-of-age story but also relate to them as well.
-How do the objectives that you have for the lesson align with standards?
The objectives that I have planned align with literature and language art standards to have students identify central ideas and themes as well as how certain elements in a story can affect the plot and/or storyline. In short, my objectives and the standards both hope to aid students in interpreting literature beyond just what is written on the page.
-When will the lesson be taught in the course in the school year? Why?
The lesson will be taught towards the end of the school year, definitely in the second half of the academic year. I think that this would be appropriate to touch on several lessons of literary devices and perhaps even reading another book to allow students an opportunity to see what I expect from them in reading a novel in class. The Perks of Being a Wallflower is a rather heavy book and I think that it would be best to allow the class a bit of preparation before studying this particular book.
Reflecting on:
Assessing prior knowledge.
-What do students need to know prior to the lesson?
Students should know the basis of literary themes and how to identify them. I
-How will prior knowledge and experience be assessed?
If this lesson were to be taught towards the beginning of reading a book or even right before, I would take a well-known story or fairytale (despite grade level, just so that the story is universal in the sense that all students know about it and if they don't, a story that would be quick and easy to tell) and prepare an assessment or in-class discussion about the literary themes/central ideas.
-How will you use this information in the planning process?
I would take into consideration where all of the students are at in terms of literary themes and that would determine how much "on your own" work I would assign. If some of the class seems to be struggling, I would definitely implement full class work or group work so that those who are struggling do not feel left behind and so they do not struggle even further.
Planning instruction.
-Why should the content of this lesson be taught at this grade level?
The content of this book is rather mature and I feel would be more appropriate for a bit of an older class. To really delve into the content and themes, I feel that older students will not only be able to identify the themes in this coming-of-age story but also relate to them as well.
-How do the objectives that you have for the lesson align with standards?
The objectives that I have planned align with literature and language art standards to have students identify central ideas and themes as well as how certain elements in a story can affect the plot and/or storyline. In short, my objectives and the standards both hope to aid students in interpreting literature beyond just what is written on the page.
-When will the lesson be taught in the course in the school year? Why?
The lesson will be taught towards the end of the school year, definitely in the second half of the academic year. I think that this would be appropriate to touch on several lessons of literary devices and perhaps even reading another book to allow students an opportunity to see what I expect from them in reading a novel in class. The Perks of Being a Wallflower is a rather heavy book and I think that it would be best to allow the class a bit of preparation before studying this particular book.
Tuesday, February 11, 2014
Global Digital Citizen Post #4
As educators, I think that one of the first things we are taught in courses involves the concept of diverse learners. In other words, students may learn at different paces and it is our job to give them the opportunity to be academically successful, despite their pace of learning. Obviously this can be difficult to some (many) teachers but we can't just give up on students. That is one thing that's not part of our job description at all. Enter learner-centered strategy. When I think of classroom strategies that center around the student (and after a bit of looking online), I immediately consider the types of engaging that can occur in classrooms, namely group work and promoting team work. Among other strategies could include brainstorming, the creation of a project, and in general, leaving lessons in the hands of the learner, to an extent. Now, sometimes teachers may have too much control in the classroom and students may sometimes feel really restricted in what they want to do and what they are capable of doing. In high school especially, I had several teachers who were strict on their expectations and left little to no room for creativity. This leads to, in my experience, a rather boring in-class experience that is not very hands-on nor is it fun. If it's boring, then I am less inclined to do it. This doesn't necessarily mean that the learners would abandon their work, I just think that perhaps students may be less likely to put effort into projects and assignments if they aren't able to make it their own.
To me, this is the general idea being learner-centered strategy. Consider who is learning, how they're learning, and what they are going to do next. Not one learner may have the same plan of attack with what they are expected to do but I think it's important to remember that as teachers, we should let them go about it their own way. Obviously, some supervision should be required. We can't let students run wild but instead, harness their creativity and skills in the classroom. Students should be able to develop their learning skills and practice them.
Recently, we've been doing research as a class about how to integrate technology in specific subject areas to aid in the students' learning, though many technologies may not be readily available in classrooms. In addition, technology may not be very universal in terms of who can use it and how. With technology, it's important to have the proper equipment but also the proper leadership to know how to work the machinery. Before students can learn how to use a certain technology and being able to implement it in their academics, they must learn from teachers who know how to use technology to enhance learning. That being said, equitable access in classrooms is a rather broad subject, from expenses to expertise. However, once implemented correctly, technology can definitely be used to aid in the usage of learner-centered strategy, helping students get engaged in education as well as collaborating with other students or the teacher.
To me, this is the general idea being learner-centered strategy. Consider who is learning, how they're learning, and what they are going to do next. Not one learner may have the same plan of attack with what they are expected to do but I think it's important to remember that as teachers, we should let them go about it their own way. Obviously, some supervision should be required. We can't let students run wild but instead, harness their creativity and skills in the classroom. Students should be able to develop their learning skills and practice them.
Recently, we've been doing research as a class about how to integrate technology in specific subject areas to aid in the students' learning, though many technologies may not be readily available in classrooms. In addition, technology may not be very universal in terms of who can use it and how. With technology, it's important to have the proper equipment but also the proper leadership to know how to work the machinery. Before students can learn how to use a certain technology and being able to implement it in their academics, they must learn from teachers who know how to use technology to enhance learning. That being said, equitable access in classrooms is a rather broad subject, from expenses to expertise. However, once implemented correctly, technology can definitely be used to aid in the usage of learner-centered strategy, helping students get engaged in education as well as collaborating with other students or the teacher.
Monday, February 3, 2014
Global Digital Citizen Post #3
There's something about the Internet, I think, that is fascinating to the point it's almost scary. The ability to be constantly linked in to events in the community, around the nation, around the world is mind-boggling; I can read about something happening 5,000 miles away five minute after it happens. That being said, I would say that it's relatively easy to be informed about what's happening around the world and to understand the places in which these events are taking place. When I think of global awareness, I don't necessarily consider it being knowledgable of every culture - or even some of them - but rather an understanding of them, a recognition, of sorts. Ignorance is easy to come by, especially in today's society when cultures, religions, and race are victimized by stigmas that someone (or multiple someones) have in their head. Today, there's so much cross-cultural social interaction that I feel that there's no reason to not be globally aware.
Now, I think that a big part of global awareness is respect. As much as I hate to say it and as much as I wish it wasn't true, ignorance is hard to get rid of. It's almost like asking someone to change a habit, except most of the time, the ignorance has no intention of changing. However, there's a difference between accepting something and respecting it, and I feel as though the latter is somewhat easy to do. I say somewhat easy because I know that, depending on the scale and extremity of things, a lot of things are easier said than done. On a similar note, I think that an important factor when considering global awareness is, for those willing, is to take note of the ignorance and have the drive to do something about it. If we do not actively pursue the knowledge and understanding we lack, how can we expect others to do the same for us?
Technology makes it easy for us to do this, I think. To look up information and even tell other people about it. It's so easy to send a tweet or write up a Facebook post to share with friends, with the world, and I think people underestimate the power of digital-age communication. It's very advanced, very convenient, and very...instant. Rarely do things go under the radar, from political movements halfway around the world, to the polar vortex on the other side of the country, even to what Taylor Swift is doing at this very moment in time (not that that's important to me...really). It's very "in the moment" and better yet, it's easy. I can check the weather for a location miles away, look at movie times for a week in advance. I even saw an app this morning that would allow me to video-chat with a doctor from my iPhone and if I had discovered it sooner, would have saved me a trip to urgent care. It's amazing, the things we can do digital-age communication, but it's definitely important to remember that just because it's easy doesn't mean we shouldn't monitor ourselves and others. Once something is online, it's online. General rule of thumb? If you wouldn't want your grandmother to see it, perhaps you shouldn't be posting it online.
Now, I think that a big part of global awareness is respect. As much as I hate to say it and as much as I wish it wasn't true, ignorance is hard to get rid of. It's almost like asking someone to change a habit, except most of the time, the ignorance has no intention of changing. However, there's a difference between accepting something and respecting it, and I feel as though the latter is somewhat easy to do. I say somewhat easy because I know that, depending on the scale and extremity of things, a lot of things are easier said than done. On a similar note, I think that an important factor when considering global awareness is, for those willing, is to take note of the ignorance and have the drive to do something about it. If we do not actively pursue the knowledge and understanding we lack, how can we expect others to do the same for us?
Technology makes it easy for us to do this, I think. To look up information and even tell other people about it. It's so easy to send a tweet or write up a Facebook post to share with friends, with the world, and I think people underestimate the power of digital-age communication. It's very advanced, very convenient, and very...instant. Rarely do things go under the radar, from political movements halfway around the world, to the polar vortex on the other side of the country, even to what Taylor Swift is doing at this very moment in time (not that that's important to me...really). It's very "in the moment" and better yet, it's easy. I can check the weather for a location miles away, look at movie times for a week in advance. I even saw an app this morning that would allow me to video-chat with a doctor from my iPhone and if I had discovered it sooner, would have saved me a trip to urgent care. It's amazing, the things we can do digital-age communication, but it's definitely important to remember that just because it's easy doesn't mean we shouldn't monitor ourselves and others. Once something is online, it's online. General rule of thumb? If you wouldn't want your grandmother to see it, perhaps you shouldn't be posting it online.
Monday, January 27, 2014
Global Digital Citizenship Post #2
Growing up, I've always been aware of etiquette and how to act, how to treat people, in real life. Never before did I think that one's presence could be different from real life to cyberspace and the concept is, admittedly, a bit mind-blowing. There's something about being online that makes it easy to suddenly be something - someone - else and never having anyone find out. That being said, online beings can be widely different and because of it, the etiquette and interactions online can suddenly change. In person interactions can be difficult, with tone of voice and facial expressions creating a line between sarcasm, jest, or seriousness but online, those qualities are lacking. In turn, this could make online social interactions even harder.
Now, upon hearing the term "digital etiquette" the first thing that came to mind was formality. Etiquette? Digital etiquette? Should I be sipping tea and wear a monocle when browsing Pinterest? So, maybe that formal. Instead of being formal, I figured that digital etiquette merely refers to the behavior one should show even online. In other words, digital etiquette could be considered a set of rules that makes the Internet a better place for others and for yourself. I feel as though this post will go hand-in-hand with the previous blog post; while I wrote a lot of helping students to avoid the dangers of being online, it's important to also mention how not to act online. I'm an incredibly firm believer in "honesty is the best policy" (I'm a terrible liar with a guilty conscious) and that still holds true when it comes to how people act online. I don't mean posting flattering selfies that look nothing like you, of course, but instead, being honest of who you are. Don't try to convince someone that you go to Harvard and that you already have a position locked at NASA. Just be honest because it could - and probably will - bite you in the rear.
On a similar note as digital etiquette, I think of responsibility and when I think about responsibility I cry
I think of holding myself accountable for my actions. I feel like a lot of people struggle with this in real life and don't hesitate to point fingers or to attempt to put the blame on someone else. That being said, I think that it's important to just be honest and hold yourself accountable should anything go wrong. Not that it should, because if someone was being honest, it really shouldn't go awry...food for thought.
Now, upon hearing the term "digital etiquette" the first thing that came to mind was formality. Etiquette? Digital etiquette? Should I be sipping tea and wear a monocle when browsing Pinterest? So, maybe that formal. Instead of being formal, I figured that digital etiquette merely refers to the behavior one should show even online. In other words, digital etiquette could be considered a set of rules that makes the Internet a better place for others and for yourself. I feel as though this post will go hand-in-hand with the previous blog post; while I wrote a lot of helping students to avoid the dangers of being online, it's important to also mention how not to act online. I'm an incredibly firm believer in "honesty is the best policy" (I'm a terrible liar with a guilty conscious) and that still holds true when it comes to how people act online. I don't mean posting flattering selfies that look nothing like you, of course, but instead, being honest of who you are. Don't try to convince someone that you go to Harvard and that you already have a position locked at NASA. Just be honest because it could - and probably will - bite you in the rear.
On a similar note as digital etiquette, I think of responsibility and when I think about responsibility
I think of holding myself accountable for my actions. I feel like a lot of people struggle with this in real life and don't hesitate to point fingers or to attempt to put the blame on someone else. That being said, I think that it's important to just be honest and hold yourself accountable should anything go wrong. Not that it should, because if someone was being honest, it really shouldn't go awry...food for thought.
Thursday, January 16, 2014
Global Digital Citizen Post #1
As someone who is relatively active in the e-world, it's hard to not notice the safety and ethical issues that seem to come with using the Internet. There's a multitude of issues out there, from cyberbullying to Internet piracy, and with the digital world constantly expanding, there are more watchful eyes monitoring cyberspace activity. Growing up, I always thought of the World Wide Web as a tool for connecting, for networking, and in a lot of cases, to just learn more. Some people, on the other hand, use it as a weapon and because of those users, the Internet is considered dangerous by many. I suppose that's understandable, as anyone can find anything on the web if they know what they're looking for, and that's the scary part about it, I think. The exposure.
Knowing this, it's important to keep in mind that there's definitely an unsafe side to digital information and technology and that it's important to teach children how to utilize these tools safely, especially as future educators. Generally speaking, I'd say that the phrase, "Treat others the way you'd like to be treated," could absolutely be carried over from real life to e-life. You wouldn't want something to torment you, so don't do it online. Taking what isn't yours without permission is just as bad online as it is in real life. The biggest thing, in my opinion, is stranger danger; we hear a lot about talking to strangers in real life but the problem is even larger online. With the ability to create new identities, hide old ones or even be a completely different person, the mask of online anonymity allows anyone - strangers - to be anyone else. Several years ago, I watched a film on this topic and while it's not a documentary, I still think that it demonstrates a rather realistic scenario in regards to online predators. For anyone interested, here's the trailer.
Knowing this, it's important to keep in mind that there's definitely an unsafe side to digital information and technology and that it's important to teach children how to utilize these tools safely, especially as future educators. Generally speaking, I'd say that the phrase, "Treat others the way you'd like to be treated," could absolutely be carried over from real life to e-life. You wouldn't want something to torment you, so don't do it online. Taking what isn't yours without permission is just as bad online as it is in real life. The biggest thing, in my opinion, is stranger danger; we hear a lot about talking to strangers in real life but the problem is even larger online. With the ability to create new identities, hide old ones or even be a completely different person, the mask of online anonymity allows anyone - strangers - to be anyone else. Several years ago, I watched a film on this topic and while it's not a documentary, I still think that it demonstrates a rather realistic scenario in regards to online predators. For anyone interested, here's the trailer.
There are several films along the same lines as Trust, though some of them expand into other territories, like online bullying. In 2010, a documentary called Catfish was released to document Nev Schulman's journey to meet who he thought was the ideal girl - one that he had met online. Since then, Schulman's documentary influenced the creation of a spin-off television show of the same name to document the journeys of people and those people meeting their online friends in real life. Spoiler alert: it nearly always goes wrong.
As a classroom teacher, it's not only important to model how to use digital media and how to avoid unsafe situations but also to teach children to not be on the other side of it, to not initiate inappropriate online behavior. I've always said that I wanted to teach younger students because they're rather influential when they're so young and because of that, I like the idea of inspiring kids. That being said, it's important to utilize digital media and technology safely and while bad online experiences won't happen in my classroom, it's still important to teach students what is bad and why, as it should be with anything, really. It's hard to avoid the issues and regulations that come with online activity, but that doesn't mean that we still shouldn't model appropriate behavior. If anything, it's initiative to stress the importance of distinguishing what is right and what is wrong, especially online.
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