Classroom Management Plan, revised
*revised from original
Classroom Management
Contact Information/ Demographics
Rebecca Blair, Secondary Special Education Teacher
123-456-7890
rebeccablair@email.com
Statement of Purpose
Our classroom will be a safe, positive and relaxed environment that facilitates learning. Students will actively and respectfully participate in the classroom. (Secondary, Resource Room)
Rules and Relationships
Rules:
1. Be in your seat working on the bell assignment when the bell rings.
2. Be respectful of all individuals, materials and space in the classroom.
3. Be prepared by completing all assignments on time.
4. Follow all directions promptly the first time they are given.
5. Bring all necessary materials to class.
Strategies for teaching rules to students
The rules will be explicitly taught on the first day of class. They will be posted in 2 places in the classroom, on opposite walls. Each of the rules will be briefly taught using direct instruction. The class will discuss the rules together, talking about examples and non examples. They will be printed in a behavioral contract that will be signed by each of the students, after a short quiz to check for understanding of rules.
Strategies for booster sessions and reteaching
Individual rules will be retaught as deemed necessary by the teacher. Additionally, the class will periodically (two to three times per month) have short quizzes on the rules which will be worth 2 points of extra credit.
Method of informing parents of rules:
If parents attend a parent teacher meeting before school starts, rules will be explained to them then and they will receive a document which includes a letter of introduction from the teacher, a class syllabus, and a list of the rules. They will be asked to sign a list saying they have received this document. If parents do not attend this meeting, they will have this document sent home to them with students as well as a detachable page to sign saying they have received the document. If this is not feasible, parents will have these documents mailed to them.
Method of building relationships
Students
Students will receive frequent contingent, specific praise for things they do well in the classroom. Teacher will greet students at the door and make specific accommodations for individual students where necessary. Additionally, since it is necessary to give trust in order to receive it, teacher will explain some personal background and reasons for teaching.
Parents
Teacher will hold open house before the first day of school to give parents an opportunity to get to know teacher and classroom. The teacher will communicate frequently with parents through email, phone conversations and scheduled opportunities for face to face meetings. The teacher will always praise a student first before stating any possible problems the teacher is concerned about. The teacher will send out 2 emails every day to different parents telling them something good their student did that day and make 2 phone calls a week to the same effect.
Consequences
Positive
Free and Frequent
Contingent and immediate specific praise
Intermittent
Rules quizzes will be given as bell assignments for 5 points of extra credit two to three times per month.
*The answers will be easily obtainable from the posters of the rules that will be posted around the classroom. The quizzes will help students review rules, but they will be a positive consequence because they will reward on-time behavior by giving extra credit.
Each day, students who have followed classroom rules will receive the last 5 minutes of the class as free time.
Strong and long-term
If individual students follow rules, each month, they will have an opportunity to watch a movie in class, accompanied by the teacher bringing snacks.
At the end of each semester, if individual students follow rules, they will be given the opportunity to participate in and view a class “open mic” day in which they can share a poem, song, or other talent. Talent must be pre-approved by teacher. If students dislike this idea, they can choose between an end of semester ice cream or pizza party.
*Students will self-monitor positive and negative consequences (outlined below). The teacher will record any negative consequences to check against students' recording and self-monitoring.
Negative
First offense: Warning
Second offense: Loss of free time for day (Student will sit by teacher’s desk and work on an assignment)
Third offense: Phone call home to parents.
Fourth offense: Referral to principal
*If students lose free time more than 3 times per week 2 weeks in a row, receive more than 2 phone calls home between monthly movies, or one office referral, they will lose the privilege of participating in monthly movie. If students lose the monthly movie more than once in a row, they will lose the privilege of participating in the end of semester activity.
Data collection method:
Student: Joey Rachel Leah
Major Positive consequences
Major Negative consequences
*The formatting for this was originally a table with students names in a column across the top and major positive and negative consequences in rows beneath. It didn't show up in the blog. However, I would change this to have students' names down the side in a column with a column for each day with enough space to record major negative consequences and any major positive consequences.
*Negative consequences will be recorded by the teacher. The teacher will keep track of negative consequences by recording them as they occur. Positive consequences will be monitored by students.
Method for students to measure the consequences received
Students will record their own major positive and negative consequences. If they receive negative consequences, they will be required to write one sentence of explanation in mature, responsible language for each negative consequence they receive.
*Students will be expected to self-monitor their own behavior through adherence to rules. At the beginning of each semester, each student will be handed a calendar containing every day of the semester. The student will mark every day they receive free time at the end of class. They will also mark every month they participate in the monthly movie. At the end of the semester, these calendars will be their ticket into the end of semester activity.
Procedures
Students will come into the classroom on time each day, sit in their desks and work on bell work. Teacher will greet students at door. When the bell rings, teacher will be prepared and start with housekeeping, such as announcements. Homework will be passed to the front during homework. Lesson will begin with brief review in the form of going over bell quiz, then move on to actual instruction, then to independent guided practice. Small group time with teacher will take place at horseshoe table and will rotate between students. If a crisis occurs, the principal will be called.
*Students will be pre-taught procedures for transitions at the beginning of the year/semester. They will be re-taught as necessary throughout the semester. In general, transitions between activities will occur in class as teacher teaches. If transitions require students to take out additional materials or disrupt classroom activity in other ways, including coming to the horseshoe table for small group instruction with the teacher, they will be expected to take place quietly and efficiently. Students will take out all necessary materials quietly, and they will move to different parts of the classroom as quickly as possible. This goes with the following directions rule.
Crisis plan – If a crisis occurs, the administrator will be called via intercom. If necessary, police or emergency services will be contacted via phone.
Signals – Most signals will be verbal directions. During direct teaching, signaling will consist of a verbal prompt of “Ready”, a hand drop and snap.
Hypothetical Physical layout:
I chose this layout because I wanted space for students to listen to instruction and have their own desks as well as to be able to work intensively with the teacher.
-Please see original management plan for classroom layout (below)
Tuesday, March 15, 2011
Tuesday, March 1, 2011
Classroom Management
Classroom Management Plan, revised
*=revised from original
Classroom Management
Contact Information/ Demographics
Rebecca Blair, Secondary Special Education Teacher
123-456-7890
rebeccablair@email.com
Statement of Purpose
Our classroom will be a safe, positive and relaxed environment that facilitates learning. Students will actively and respectfully participate in the classroom. (Secondary, Resource Room)
Rules and Relationships
Rules:
1. Be in your seat working on the bell assignment when the bell rings.
2. Be respectful of all individuals, materials and space in the classroom.
3. Be prepared by completing all assignments on time.
4. Follow all directions promptly the first time they are given.
5. Bring all necessary materials to class.
Strategies for teaching rules to students
The rules will be explicitly taught on the first day of class. They will be posted in 2 places in the classroom, on opposite walls. Each of the rules will be briefly taught using direct instruction. The class will discuss the rules together, talking about examples and non examples. They will be printed in a behavioral contract that will be signed by each of the students, after a short quiz to check for understanding of rules.
Strategies for booster sessions and reteaching
Individual rules will be retaught as deemed necessary by the teacher. Additionally, the class will periodically (two to three times per month) have short quizzes on the rules which will be worth 2 points of extra credit.
Method of informing parents of rules:
If parents attend a parent teacher meeting before school starts, rules will be explained to them then and they will receive a document which includes a letter of introduction from the teacher, a class syllabus, and a list of the rules. They will be asked to sign a list saying they have received this document. If parents do not attend this meeting, they will have this document sent home to them with students as well as a detachable page to sign saying they have received the document. If this is not feasible, parents will have these documents mailed to them.
Method of building relationships
Students
Students will receive frequent contingent, specific praise for things they do well in the classroom. Teacher will greet students at the door and make specific accommodations for individual students where necessary. Additionally, since it is necessary to give trust in order to receive it, teacher will explain some personal background and reasons for teaching.
Parents
Teacher will hold open house before the first day of school to give parents an opportunity to get to know teacher and classroom. The teacher will communicate frequently with parents through email, phone conversations and scheduled opportunities for face to face meetings. The teacher will always praise a student first before stating any possible problems the teacher is concerned about. The teacher will send out 2 emails every day to different parents telling them something good their student did that day and make 2 phone calls a week to the same effect.
Consequences
Positive
Free and Frequent
Contingent and immediate specific praise
Intermittent
Rules quizzes will be given as bell assignments for 5 points of extra credit two to three times per month.
*The answers will be easily obtainable from the posters of the rules that will be posted around the classroom. The quizzes will help students review rules, but they will be a positive consequence because they will reward on-time behavior by giving extra credit.
Each day, students who have followed classroom rules will receive the last 5 minutes of the class as free time.
Strong and long-term
If individual students follow rules, each month, they will have an opportunity to watch a movie in class, accompanied by the teacher bringing snacks.
At the end of each semester, if individual students follow rules, they will be given the opportunity to participate in and view a class “open mic” day in which they can share a poem, song, or other talent. Talent must be pre-approved by teacher. If students dislike this idea, they can choose between an end of semester ice cream or pizza party.
*Students will self-monitor positive and negative consequences (outlined below). The teacher will record any negative consequences to check against students' recording and self-monitoring.
Negative
First offense: Warning
Second offense: Loss of free time for day (Student will sit by teacher’s desk and work on an assignment)
Third offense: Phone call home to parents.
Fourth offense: Referral to principal
*If students lose free time more than 3 times per week 2 weeks in a row, receive more than 2 phone calls home between monthly movies, or one office referral, they will lose the privilege of participating in monthly movie. If students lose the monthly movie more than once in a row, they will lose the privilege of participating in the end of semester activity.
Data collection method:
Student: Joey Rachel Leah
Major Positive consequences
Major Negative consequences
*The formatting for this was originally a table with students names in a column across the top and major positive and negative consequences in rows beneath. It didn't show up in the blog. However, I would change this to have students' names down the side in a column with a column for each day with enough space to record major negative consequences and any major positive consequences.
*Negative consequences will be recorded by the teacher. The teacher will keep track of negative consequences by recording them as they occur. Positive consequences will be monitored by students.
Method for students to measure the consequences received
Students will record their own major positive and negative consequences. If they receive negative consequences, they will be required to write one sentence of explanation in mature, responsible language for each negative consequence they receive.
*Students will be expected to self-monitor their own behavior through adherence to rules. At the beginning of each semester, each student will be handed a calendar containing every day of the semester. The student will mark every day they receive free time at the end of class. They will also mark every month they participate in the monthly movie. At the end of the semester, these calendars will be their ticket into the end of semester activity.
Procedures
Students will come into the classroom on time each day, sit in their desks and work on bell work. Teacher will greet students at door. When the bell rings, teacher will be prepared and start with housekeeping, such as announcements. Homework will be passed to the front during homework. Lesson will begin with brief review in the form of going over bell quiz, then move on to actual instruction, then to independent guided practice. Small group time with teacher will take place at horseshoe table and will rotate between students. If a crisis occurs, the principal will be called.
*Students will be pre-taught procedures for transitions at the beginning of the year/semester. They will be re-taught as necessary throughout the semester. In general, transitions between activities will occur in class as teacher teaches. If transitions require students to take out additional materials or disrupt classroom activity in other ways, including coming to the horseshoe table for small group instruction with the teacher, they will be expected to take place quietly and efficiently. Students will take out all necessary materials quietly, and they will move to different parts of the classroom as quickly as possible. This goes with the following directions rule.
Crisis plan – If a crisis occurs, the administrator will be called via intercom. If necessary, police or emergency services will be contacted via phone.
Signals – Most signals will be verbal directions. During direct teaching, signaling will consist of a verbal prompt of “Ready”, a hand drop and snap.
Hypothetical Physical layout:
I chose this layout because I wanted space for students to listen to instruction and have their own desks as well as to be able to work intensively with the teacher.
*=revised from original
Classroom Management
Contact Information/ Demographics
Rebecca Blair, Secondary Special Education Teacher
123-456-7890
rebeccablair@email.com
Statement of Purpose
Our classroom will be a safe, positive and relaxed environment that facilitates learning. Students will actively and respectfully participate in the classroom. (Secondary, Resource Room)
Rules and Relationships
Rules:
1. Be in your seat working on the bell assignment when the bell rings.
2. Be respectful of all individuals, materials and space in the classroom.
3. Be prepared by completing all assignments on time.
4. Follow all directions promptly the first time they are given.
5. Bring all necessary materials to class.
Strategies for teaching rules to students
The rules will be explicitly taught on the first day of class. They will be posted in 2 places in the classroom, on opposite walls. Each of the rules will be briefly taught using direct instruction. The class will discuss the rules together, talking about examples and non examples. They will be printed in a behavioral contract that will be signed by each of the students, after a short quiz to check for understanding of rules.
Strategies for booster sessions and reteaching
Individual rules will be retaught as deemed necessary by the teacher. Additionally, the class will periodically (two to three times per month) have short quizzes on the rules which will be worth 2 points of extra credit.
Method of informing parents of rules:
If parents attend a parent teacher meeting before school starts, rules will be explained to them then and they will receive a document which includes a letter of introduction from the teacher, a class syllabus, and a list of the rules. They will be asked to sign a list saying they have received this document. If parents do not attend this meeting, they will have this document sent home to them with students as well as a detachable page to sign saying they have received the document. If this is not feasible, parents will have these documents mailed to them.
Method of building relationships
Students
Students will receive frequent contingent, specific praise for things they do well in the classroom. Teacher will greet students at the door and make specific accommodations for individual students where necessary. Additionally, since it is necessary to give trust in order to receive it, teacher will explain some personal background and reasons for teaching.
Parents
Teacher will hold open house before the first day of school to give parents an opportunity to get to know teacher and classroom. The teacher will communicate frequently with parents through email, phone conversations and scheduled opportunities for face to face meetings. The teacher will always praise a student first before stating any possible problems the teacher is concerned about. The teacher will send out 2 emails every day to different parents telling them something good their student did that day and make 2 phone calls a week to the same effect.
Consequences
Positive
Free and Frequent
Contingent and immediate specific praise
Intermittent
Rules quizzes will be given as bell assignments for 5 points of extra credit two to three times per month.
*The answers will be easily obtainable from the posters of the rules that will be posted around the classroom. The quizzes will help students review rules, but they will be a positive consequence because they will reward on-time behavior by giving extra credit.
Each day, students who have followed classroom rules will receive the last 5 minutes of the class as free time.
Strong and long-term
If individual students follow rules, each month, they will have an opportunity to watch a movie in class, accompanied by the teacher bringing snacks.
At the end of each semester, if individual students follow rules, they will be given the opportunity to participate in and view a class “open mic” day in which they can share a poem, song, or other talent. Talent must be pre-approved by teacher. If students dislike this idea, they can choose between an end of semester ice cream or pizza party.
*Students will self-monitor positive and negative consequences (outlined below). The teacher will record any negative consequences to check against students' recording and self-monitoring.
Negative
First offense: Warning
Second offense: Loss of free time for day (Student will sit by teacher’s desk and work on an assignment)
Third offense: Phone call home to parents.
Fourth offense: Referral to principal
*If students lose free time more than 3 times per week 2 weeks in a row, receive more than 2 phone calls home between monthly movies, or one office referral, they will lose the privilege of participating in monthly movie. If students lose the monthly movie more than once in a row, they will lose the privilege of participating in the end of semester activity.
Data collection method:
Student: Joey Rachel Leah
Major Positive consequences
Major Negative consequences
*The formatting for this was originally a table with students names in a column across the top and major positive and negative consequences in rows beneath. It didn't show up in the blog. However, I would change this to have students' names down the side in a column with a column for each day with enough space to record major negative consequences and any major positive consequences.
*Negative consequences will be recorded by the teacher. The teacher will keep track of negative consequences by recording them as they occur. Positive consequences will be monitored by students.
Method for students to measure the consequences received
Students will record their own major positive and negative consequences. If they receive negative consequences, they will be required to write one sentence of explanation in mature, responsible language for each negative consequence they receive.
*Students will be expected to self-monitor their own behavior through adherence to rules. At the beginning of each semester, each student will be handed a calendar containing every day of the semester. The student will mark every day they receive free time at the end of class. They will also mark every month they participate in the monthly movie. At the end of the semester, these calendars will be their ticket into the end of semester activity.
Procedures
Students will come into the classroom on time each day, sit in their desks and work on bell work. Teacher will greet students at door. When the bell rings, teacher will be prepared and start with housekeeping, such as announcements. Homework will be passed to the front during homework. Lesson will begin with brief review in the form of going over bell quiz, then move on to actual instruction, then to independent guided practice. Small group time with teacher will take place at horseshoe table and will rotate between students. If a crisis occurs, the principal will be called.
*Students will be pre-taught procedures for transitions at the beginning of the year/semester. They will be re-taught as necessary throughout the semester. In general, transitions between activities will occur in class as teacher teaches. If transitions require students to take out additional materials or disrupt classroom activity in other ways, including coming to the horseshoe table for small group instruction with the teacher, they will be expected to take place quietly and efficiently. Students will take out all necessary materials quietly, and they will move to different parts of the classroom as quickly as possible. This goes with the following directions rule.
Crisis plan – If a crisis occurs, the administrator will be called via intercom. If necessary, police or emergency services will be contacted via phone.
Signals – Most signals will be verbal directions. During direct teaching, signaling will consist of a verbal prompt of “Ready”, a hand drop and snap.
Hypothetical Physical layout:
I chose this layout because I wanted space for students to listen to instruction and have their own desks as well as to be able to work intensively with the teacher.
Tuesday, April 13, 2010
Week 10
I explored some different technologies.
I found one site that plays sound effects online. I think this is useful for various things. I proposed to use it to help students learn to wash their hands with sound effects as a timer. There is a link provided on my TPACK science lesson plan.
I used stellarium for the science project, which allows people to look at the sky from anywhere on earth at any time. It's really cool.
I also decided to use tape or digital recorders to give instruction to smaller groups of students simultaneously.
I found one site that plays sound effects online. I think this is useful for various things. I proposed to use it to help students learn to wash their hands with sound effects as a timer. There is a link provided on my TPACK science lesson plan.
I used stellarium for the science project, which allows people to look at the sky from anywhere on earth at any time. It's really cool.
I also decided to use tape or digital recorders to give instruction to smaller groups of students simultaneously.
TPACK Planning
http://sites.google.com/site/beccaipt287portfolio/home/tpack/?pageDeleted=%2Fhome%2Ftpack%2Ftpack
Three lesson plans for TPACK
Three lesson plans for TPACK
Saturday, April 10, 2010
Internet Safety Assignment
Article of choice:
I read "Let Our Voices be Heard," by M Russell Ballard
Describe the video resources:
They seemed to be largely focused on internet predators and the dangers children face online. There were a couple of stories of people being molested or killed by internet predators, and the video talked a lot about internet safety.
My most important "take-aways" from the readings and video:
I need to be more careful about what I watch and allow to affect me. When I pay closer attention to the media I take in, I often notice that it has a lot of sexual innuendo and such, which has a negative affect on me. I need to be more careful to only watch media that doesn't treat such things lightly, or as acceptable. I was also reminded again through the videos that I need to be sure to teach my children the importance of internet safety. I believe the internet can be a great tool to make new friends in some cases, but you have to know how to use it safely.
4. Write a paragraph or more describing the details of your "doing" experience:
My dad knows we need to get some kind of filter or something to block bad stuff. You shouldn't give out your address or name. Kids shouldn't be on the internet in a room alone. Shouldn't give out personal information. When I asked him what he thought about the media, he said that the media is immoral on the whole. It's way too sexually oriented and violence oriented. I told him to teach kids about internet safety and tell them the stuff he is telling. People can get killed by internet predators. I told him about the talk I read by M Russell Ballard about the media. I read and paraphrased parts of it. I told him the strength of youth standard, and he agreed with me that everyone should follow the standards in for the strength of the youth. I read him the 7 things Elder Ballard suggested to keep our family's experience with the media positive. I encouraged him to limit the amount of time my siblings spend playing video games and watching tv and movies somewhat. Nothing really surprised me, but he did say he wanted to use that as part of his hometeaching message, which I thought was cool. I don't know what he will do with the message otherwise. I hope he will apply it to our family.
I read "Let Our Voices be Heard," by M Russell Ballard
Describe the video resources:
They seemed to be largely focused on internet predators and the dangers children face online. There were a couple of stories of people being molested or killed by internet predators, and the video talked a lot about internet safety.
My most important "take-aways" from the readings and video:
I need to be more careful about what I watch and allow to affect me. When I pay closer attention to the media I take in, I often notice that it has a lot of sexual innuendo and such, which has a negative affect on me. I need to be more careful to only watch media that doesn't treat such things lightly, or as acceptable. I was also reminded again through the videos that I need to be sure to teach my children the importance of internet safety. I believe the internet can be a great tool to make new friends in some cases, but you have to know how to use it safely.
4. Write a paragraph or more describing the details of your "doing" experience:
My dad knows we need to get some kind of filter or something to block bad stuff. You shouldn't give out your address or name. Kids shouldn't be on the internet in a room alone. Shouldn't give out personal information. When I asked him what he thought about the media, he said that the media is immoral on the whole. It's way too sexually oriented and violence oriented. I told him to teach kids about internet safety and tell them the stuff he is telling. People can get killed by internet predators. I told him about the talk I read by M Russell Ballard about the media. I read and paraphrased parts of it. I told him the strength of youth standard, and he agreed with me that everyone should follow the standards in for the strength of the youth. I read him the 7 things Elder Ballard suggested to keep our family's experience with the media positive. I encouraged him to limit the amount of time my siblings spend playing video games and watching tv and movies somewhat. Nothing really surprised me, but he did say he wanted to use that as part of his hometeaching message, which I thought was cool. I don't know what he will do with the message otherwise. I hope he will apply it to our family.
Saturday, April 3, 2010
Science Project Planning
Technology Lesson Planning
Directions: This table is intended to help you explicitly evaluate your options for selecting the best mix of pedagogy and technology to teach content. List the activity types you want to include in the lesson and 2-3 technology options that could work. Then list the affordances and constraints of each technology/activity type combination.
Step 1:
Identify Content to be Taught Step 2:
Plan Activities to do During the Instruction Step 3:
Identify Technologies that Could be Used
Identify Technology Strengths
Identify Technology Weaknesses
Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.
- Design an investigation, construct a chart, and collect data depicting the phases of the moon. Activity 1: Look at the moon phases over the course of the month using stellarium.
Design an investigation. Stellarium.
Interesting view of the moon and its phases.
Kidspiration
Activity 2: Research the names of the moon phases.
Collect data. Send them to: http://www.enchantedlearning.com
/subjects/astronomy/moon
/Phases.shtml
Or
http://home.hiwaay.net/
~krcool/Astro/moon/moonphase
To learn about the phases. Visuals, interactive, straight-forwad information. Time consuming, boring, easily distracted.
Activity 3: Construct a month-long moon phase chart.
Construct a chart. Microsoft Word
Clear. Not interactive, difficult to put the pictures in.
Excell
Online game: Lunar cycle challenge. http://www.sciencelinks.com/intera
ctives/moon/moon_challenge/moon
_challenge.html Interactive, creates opportunity for the students to test what they have learned. Limited access to computers for each student.
Activity 4: Depict the phases.
Model moon phases with dough. Interactive, fun. Messy.
Model moon phases on poster. Easy to construct, visual. Time consuming.
Flip book of the moon phases. See the changes of the moon, active.
Directions: This table is intended to help you explicitly evaluate your options for selecting the best mix of pedagogy and technology to teach content. List the activity types you want to include in the lesson and 2-3 technology options that could work. Then list the affordances and constraints of each technology/activity type combination.
Step 1:
Identify Content to be Taught Step 2:
Plan Activities to do During the Instruction Step 3:
Identify Technologies that Could be Used
Identify Technology Strengths
Identify Technology Weaknesses
Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.
- Design an investigation, construct a chart, and collect data depicting the phases of the moon. Activity 1: Look at the moon phases over the course of the month using stellarium.
Design an investigation. Stellarium.
Interesting view of the moon and its phases.
Kidspiration
Activity 2: Research the names of the moon phases.
Collect data. Send them to: http://www.enchantedlearning.com
/subjects/astronomy/moon
/Phases.shtml
Or
http://home.hiwaay.net/
~krcool/Astro/moon/moonphase
To learn about the phases. Visuals, interactive, straight-forwad information. Time consuming, boring, easily distracted.
Activity 3: Construct a month-long moon phase chart.
Construct a chart. Microsoft Word
Clear. Not interactive, difficult to put the pictures in.
Excell
Online game: Lunar cycle challenge. http://www.sciencelinks.com/intera
ctives/moon/moon_challenge/moon
_challenge.html Interactive, creates opportunity for the students to test what they have learned. Limited access to computers for each student.
Activity 4: Depict the phases.
Model moon phases with dough. Interactive, fun. Messy.
Model moon phases on poster. Easy to construct, visual. Time consuming.
Flip book of the moon phases. See the changes of the moon, active.
Tuesday, March 23, 2010
Week 9
What are some ways you can tell that you have successfully integrated technology into your lesson?
Students enjoy the technology and perform better and seem to learn more than when the technology is not integrated
What do you feel technology should accomplish in order to be a legitimate addition to your lesson?
Successful integration of technology motivates students to perform better and participate in the lesson. It is not a distraction from learning, but an addition to it.
What indicators can tell you whether or not you have chosen an appropriate technology for your lesson?
Student participation, reactions, and positive performance.
Students enjoy the technology and perform better and seem to learn more than when the technology is not integrated
What do you feel technology should accomplish in order to be a legitimate addition to your lesson?
Successful integration of technology motivates students to perform better and participate in the lesson. It is not a distraction from learning, but an addition to it.
What indicators can tell you whether or not you have chosen an appropriate technology for your lesson?
Student participation, reactions, and positive performance.
Tuesday, March 9, 2010
TPCK
It can be hard to integrate technology appropriately for some teachers. They have to focus on the content.
The main idea of the article is that teachers learn about different technologies and how to use them appropriately in the best way possible.
Teachers need to be able to use technology to support their content. Technology should be used to support activities.
It gives good advice as to how to integrate technology into the curriculum, as well as how to learn about it.
The main idea of the article is that teachers learn about different technologies and how to use them appropriately in the best way possible.
Teachers need to be able to use technology to support their content. Technology should be used to support activities.
It gives good advice as to how to integrate technology into the curriculum, as well as how to learn about it.
Week 7
Technology can help create dynamic experiences for students in many ways. I have seen technology used to help students interact with whatever is going on in the classroom. It gets them engaged in what the class is doing, especially if it's technology they have no access to anywhere else. It can help students hear and see things that allow them to interact, at least partially, with cultures different than their own. Some technologies help students to focus on concepts. I have seen students get excited about the opportunity to use technology.
Technology can also detract from learning. While many great things are available through technology, a virtual field trip is no substitute for experiencing things first hand. A digital story, while it may be fun, is sometimes not as good as just hearing a story read. Technology can be a distraction from learning when students and teachers get too hung up on using it and feel they need to integrate it into everything. Technology should be a tool to aid learning, not a substitute for real, quality teaching.
I have seen smartboards used very effectively in 2 different classroom settings. In one class, the teacher uses the smartboard to take role, causing students to notice their peers, and to talk about the weather and the date. These things could be done without technology, but the use of technology makes ordinary activities much more exciting to students. In the other classroom, the teacher used the smartboard to have students spell words, teaching them letters and sounds. I have also seen fun voicechanging toys used to encourage severe special ed students to talk in a severe special ed classroom. These technologies and others are used very effectively in classrooms.
Technology can also detract from learning. While many great things are available through technology, a virtual field trip is no substitute for experiencing things first hand. A digital story, while it may be fun, is sometimes not as good as just hearing a story read. Technology can be a distraction from learning when students and teachers get too hung up on using it and feel they need to integrate it into everything. Technology should be a tool to aid learning, not a substitute for real, quality teaching.
I have seen smartboards used very effectively in 2 different classroom settings. In one class, the teacher uses the smartboard to take role, causing students to notice their peers, and to talk about the weather and the date. These things could be done without technology, but the use of technology makes ordinary activities much more exciting to students. In the other classroom, the teacher used the smartboard to have students spell words, teaching them letters and sounds. I have also seen fun voicechanging toys used to encourage severe special ed students to talk in a severe special ed classroom. These technologies and others are used very effectively in classrooms.
Monday, February 15, 2010
Virtual Tour: Adv's & Disadv's; What sensory exp's might help
Implementing a virtual tour in the classroom can have many advantages and d disadvantages. One advantage is that the virtual tour allows students to see things they may never get to see in real life. It gives them the opportunity to learn about different places and to vicariously experience them through technology. Also, it could be a way to get students engaged in learning about new places and cultures. A disadvantage of the virtual tour is that it may be hard for some teachers to learn the software. Also, vicarious experiences are no substitute for real ones.
Many sensory experiences could assist students in a virtual tour. Having available foods specific to the culture the class is learning about is one. Listening to music from the culture is another. A teacher could have the kids make costumes that fit the more traditional dress of the area being studied. This would probably require parental involvement, which is not a bad thing. The kids could draw some of the stuff they see while watching the tour. My group's plan involves a market day in which the kids "buy" and "sell" goods and services. The sky (and the budget, in some cases) is the limit when dealing with this topic.
Many sensory experiences could assist students in a virtual tour. Having available foods specific to the culture the class is learning about is one. Listening to music from the culture is another. A teacher could have the kids make costumes that fit the more traditional dress of the area being studied. This would probably require parental involvement, which is not a bad thing. The kids could draw some of the stuff they see while watching the tour. My group's plan involves a market day in which the kids "buy" and "sell" goods and services. The sky (and the budget, in some cases) is the limit when dealing with this topic.
Thursday, February 11, 2010
Google Earth
One of the basic things one can do in Google earth is look at specific locations using the "fly to" bar. Locations often have pictures or videos associated with them in the program. These things can be used in the classroom to teach students more about the world. This program is interactive, so students can get involved. They can suggest places they want to see, or perhaps the class can go exploring using one of the many navigation tools provided in the program. It seems like a great program for kids in class or just for general use.
Modifications to Wiki portfolio, way late
I added a personal objective to my Wiki. I also added a picture of myself. I put in a link to my PLE. These modifications will enhance my wiki by telling people more about me, letting them see what I look like, and sending them to my PLE, which will hopefully have lots of ideas on it.
Most difficult thing about implementing Digital Storytelling in Classroom
I think one of the most difficult things about implementing a digital storytelling project into the classroom would be learning to use the software and having to take the time to compile the story. It is difficult to put the stories together using at least moviemaker and keep all of the pictures together. I had a rather hard time with that, as the pictures are not actually saved in movie maker itself. I think it could be fun to use occasionally. However, I am a bit old fashioned, but I think there isn't a substitute for actually reading books in the classroom with the kids. The digital storytelling takes a while to compile, and while it could be a fun project to do as a class, I think it would be difficult to do it just as a teacher.
Wednesday, February 10, 2010
Late, Comments about other people's storyboards
I looked at the storyboard of Anne Yamashito about a fairy princess who explains signs. I thought it was fun to blend the
I looked at Brittany Beecher’s storyboard about a little boy writing. It was very cute, I thought. I love writing.
Janessa Choate, Harry Potter to teach cliffhangers. I love seeing more familiar, fun examples of things in classes. I like this idea.
Haley VandeMerwe, Princess, hat, bat, rhymes, etc…Very cute. I love the story line. It confused me a little at the end, though. Why did the rat suddenly have the hat instead of the bat?
I couldn’t find a 5th one that wasn’t ours. I like that ours uses fun characters.
I looked at Brittany Beecher’s storyboard about a little boy writing. It was very cute, I thought. I love writing.
Janessa Choate, Harry Potter to teach cliffhangers. I love seeing more familiar, fun examples of things in classes. I like this idea.
Haley VandeMerwe, Princess, hat, bat, rhymes, etc…Very cute. I love the story line. It confused me a little at the end, though. Why did the rat suddenly have the hat instead of the bat?
I couldn’t find a 5th one that wasn’t ours. I like that ours uses fun characters.
Tuesday, February 9, 2010
Week 5
Windows Movie maker is, overall, a fairly decent movie making program. It is relatively easy to import pictures. Overall, it is a fairly simple, user friendly software. However, there are definitely some cons to it. I am finding it very difficult to import narration to the right places. It is frustrating. I can import the narration, but I'm having a hard time timing it.
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