A: In chapter 7, Carol acknowledged that it is hard to care. She gives several reasons. Which reason is most validating to you, and why? If you don't really connect to any of Carol's reasons, explain what you believe your "reason" is.
I agree with the statement by Carol where she says the tone of the classroom can be destroyed in an instant. I have had similar experiences when I was a scoutmaster. I had an "Alpha Kid" as Sylvia called them. He would take all of the energy out of the room. I need to learn to deal with all types of kids and love them for what they are and can be, rather than what they are not.
B: Carol offers two final metaphors, what I call the "McNulty Metaphor" and the "London Metaphor." Which one do you connect with most, and why?
I connected with the metaphor about the tomato sauce. I have had great rice pudding and I have tried to duplicate it. I made it the first time and I just went through the directions, and it was good, but it wasn't great. When I started to think about it and "sing" to it, I finally got the recipe close to great. I still have to perfect it. The same goes with teaching, I probably will just follow the directions in my lesson plan, and do my checklist. I know that I wont get it right the first time, but I have to start somewhere. I just need to begin, and then the singing will come.
C: Read one or two blog responses from two or three of your classmates. Then, please give a brief message of encouragement to one of your classmates based on your reaction to their response that you read. Leave your message of encouragement on their blog as a comment (at the end of the particular blog your are responding to). Copy your message of encouragement and paste it into YOUR blog, telling me who you are responding to. Heather Hutchinson
Thanks Heather for being a good friend. I have really enjoyed your sense of humor and encouragement throughout the semesters. I can tell that you will do the same for your students. They are lucky to have you as their teacher.
Jordan
Thursday, May 26, 2011
Tuesday, May 24, 2011
blog 7
1. I like how he pre-assessed his students by asking them about what makes people sink or float. He described something within their understanding, and also found a lot about the students in the process. I am a big fan of this idea of a metaphor, to explain a concept.
2. I liked the approach he used to tier his students with the letter from a company that needed their help. Both options were respectful and achieved the objectives that were defined. I believe that teaching is all about how you present an idea. To each student, their assignment was respectful. I would like my classroom to be respectful to each student. I would like to think that.
3. Take a No excuses stance really stood out to me, because it is a weakness I have to give in to a good excuse. I AM TRYING to not bend when it comes to an assignment, but I am a softy, I need to improve my stance on assignments. I think that this can be done by setting clear achievable goals for each student.
I have been given the task of teaching weather for the 4th grade. I hope I can do it well. I can see where pre-assessment could be invaluable to my instruction and assessment. I would pass out a 4 square assessment and decide on my tiering from that. I would then start on my backwards design to get a better idea of what to teach.
2. I liked the approach he used to tier his students with the letter from a company that needed their help. Both options were respectful and achieved the objectives that were defined. I believe that teaching is all about how you present an idea. To each student, their assignment was respectful. I would like my classroom to be respectful to each student. I would like to think that.
3. Take a No excuses stance really stood out to me, because it is a weakness I have to give in to a good excuse. I AM TRYING to not bend when it comes to an assignment, but I am a softy, I need to improve my stance on assignments. I think that this can be done by setting clear achievable goals for each student.
I have been given the task of teaching weather for the 4th grade. I hope I can do it well. I can see where pre-assessment could be invaluable to my instruction and assessment. I would pass out a 4 square assessment and decide on my tiering from that. I would then start on my backwards design to get a better idea of what to teach.
Friday, May 20, 2011
4.1) At the beginning of chapter 4, Carol includes a discussion between Charlie and his teacher, from a book called The Perks of Being a Wallflower. I’ve read the book, and it’s gut wrenching, edgy, and sometimes over the top – definitely meant for mature audiences who are not especially sensitive to harsh language and difficult lifestyles. But… this discussion moves me every time I read it. Have you ever had this type of a discussion with a teacher? Please tell me about it. My senior year I was heavily involved in woodshop. I had decided to build a grandfather clock, and my teacher helped me get all of the necessary clock parts to get started at the end of my Junior year. I struggled my entire senior year building my clock and my teacher expected a lot out of me because of the project that I had chosen. Every year BYU holds a vocational fair in May. I missed the fair because my project was not finished. Instead of giving up on the year, I was able to work in the shop until midnight on the last night of shop to get the clock done. When my high school held their own craft fair, my clock was finished and shown at the entrance. I will never forget my teacher coming up to me and my dad and saying, "I wish I had gotten your clock in the BYU fair it would have taken first place, you have a gift". I was beaming, and I think that a great deal of my confidence with woodworking comes from my teacher.
5.2) Tell me, in your own words, what Carol teaches us in the right-hand column of page 58, about curriculum that is important. Have you ever had to endure curriculum that was not “important” in the way she describes? Explain the circumstances and how you felt (without names, please). Again in my senior year, I had a business class, and the only thing I remember about that class was the worksheets. Worksheet after worksheet I worked as hard as I needed to and turned my brain off. The teacher was nice and got along with the class, but worksheets were all she did. I cant remember a single thing in that classroom, except I got to talk a lot to my friends, and I almost didn't graduate because I got a "D". I was nowhere near invested in that class.One day I got so fed up with all of those worksheets, and I wrote on one of them, that I was tired of all of the busywork. I turned chicken and erased it, but I always wish I would have just left in on. The only end in sight for that class was the end of the school year. I have no recollection of the use of that class I think that is why I can't stand using worksheets just to use them. You cover the core on paper but what have you taught? I also liked the author's phrase on page 60 "A mile wide and an inch deep".
5.2) Tell me, in your own words, what Carol teaches us in the right-hand column of page 58, about curriculum that is important. Have you ever had to endure curriculum that was not “important” in the way she describes? Explain the circumstances and how you felt (without names, please). Again in my senior year, I had a business class, and the only thing I remember about that class was the worksheets. Worksheet after worksheet I worked as hard as I needed to and turned my brain off. The teacher was nice and got along with the class, but worksheets were all she did. I cant remember a single thing in that classroom, except I got to talk a lot to my friends, and I almost didn't graduate because I got a "D". I was nowhere near invested in that class.One day I got so fed up with all of those worksheets, and I wrote on one of them, that I was tired of all of the busywork. I turned chicken and erased it, but I always wish I would have just left in on. The only end in sight for that class was the end of the school year. I have no recollection of the use of that class I think that is why I can't stand using worksheets just to use them. You cover the core on paper but what have you taught? I also liked the author's phrase on page 60 "A mile wide and an inch deep".
Tuesday, May 17, 2011
Blog 5: ch 2,3 what speaks to me
On page 18 under Purpose where it talks about a student saying "How come we have to do this?" I loved this section because I DO NOT want to have just mindless worksheets that teach them little to nothing and take up time. I realize that I will have worksheets, and other stuff I have to do, but as often as I can I want to incorporate the "so what" into my lesson. Kids should know why they have to do a task.
On Page 28 in the quotation on the bottom. "I have to get to know each child because I can accord each young person dignity only as I know and value the background, hopes, dreams, and fears of that particular individual." How could you get a student to listen to you and trust you if you don't care enough to get to know him on some level? A teacher will never be able to craft a lesson for a child if they have no background about the child. Not taking the time to get to know your class and individual students would be like being a substitute teacher for 180 days.
On Page 28 in the quotation on the bottom. "I have to get to know each child because I can accord each young person dignity only as I know and value the background, hopes, dreams, and fears of that particular individual." How could you get a student to listen to you and trust you if you don't care enough to get to know him on some level? A teacher will never be able to craft a lesson for a child if they have no background about the child. Not taking the time to get to know your class and individual students would be like being a substitute teacher for 180 days.
Friday, May 13, 2011
blog 4
Choice B
I was not sold on the Morning Meeting idea before I listened to Sylvia Allan. She changed my mind. I love the idea of creating a sense of community within the classroom. Why would you not want that sense of belonging? I believe her format of morning meetings was really well thought out. There are several things that I want in my classroom, like building a strong community, having kids share, and activities and songs. I was trying to find a way to introduce them into my classroom, but I didn’t know how. I went and bought the book at the bookstore because I want to look at putting this in my classroom as soon as my school will let me.
I was not sold on the Morning Meeting idea before I listened to Sylvia Allan. She changed my mind. I love the idea of creating a sense of community within the classroom. Why would you not want that sense of belonging? I believe her format of morning meetings was really well thought out. There are several things that I want in my classroom, like building a strong community, having kids share, and activities and songs. I was trying to find a way to introduce them into my classroom, but I didn’t know how. I went and bought the book at the bookstore because I want to look at putting this in my classroom as soon as my school will let me.
Blog #3
5-12-2011
Blog #3
Of all of the assignments we have to do for this class, I can see the final project as being the most differentiated. There are choices for each of us to consider individually, and not just one option. There are some of us that will be using morning meetings (me) and others who will not. Some of the class will use Words their way (me) and some who can’t. I like that each intern gets to work on what they are ready for, and what interests them. Just like in Chapter 1 fulfilling the promise you have to consider the students readiness, and interest. I liked the analogy about the fox by the way.
Blog #3
Of all of the assignments we have to do for this class, I can see the final project as being the most differentiated. There are choices for each of us to consider individually, and not just one option. There are some of us that will be using morning meetings (me) and others who will not. Some of the class will use Words their way (me) and some who can’t. I like that each intern gets to work on what they are ready for, and what interests them. Just like in Chapter 1 fulfilling the promise you have to consider the students readiness, and interest. I liked the analogy about the fox by the way.
Tuesday, May 10, 2011
Blog #2
1. Sharon Keets was in the article Like being at the breakfast table The Power of Classroom Morning Meetings. The Iowa state test had her math scores higher than everyone else in the third grade. I would trust at 12 year veteran in saying it was the morning meeting that changed the outcome. Some of her reasoning for claiming this is how she said it created a community in the classroom, and it got kids ready for the days learning activities. Almost like an interactive agenda of the day.
2. Affect was added because students come to the classroom with different circumstances. If a student is told he is dumb at home, chances are that he will start to believe it. Differentiating Readiness, Interest, or Learning profiles is like leading a horse to water but making him drink is the "affect", and that is up to the student. The teacher has the role of making the student believe that they are worth it.
3. In the first 6 weeks of school it states that all three important. If you do not have a friendly relationship with your kids a the start why would they want to listen to your rules or help you out. Most kids respond to positive and friendly feedback. The book refers to friendly, predictable and orderly as the building blocks to a great classroom.
2. Affect was added because students come to the classroom with different circumstances. If a student is told he is dumb at home, chances are that he will start to believe it. Differentiating Readiness, Interest, or Learning profiles is like leading a horse to water but making him drink is the "affect", and that is up to the student. The teacher has the role of making the student believe that they are worth it.
3. In the first 6 weeks of school it states that all three important. If you do not have a friendly relationship with your kids a the start why would they want to listen to your rules or help you out. Most kids respond to positive and friendly feedback. The book refers to friendly, predictable and orderly as the building blocks to a great classroom.
Sunday, May 8, 2011
Who am I
1. I will be teaching fourth grade at Herriman Elementary it is a year round school.
2. My favorite books are the Chronicles of Narnia. I like these books because they have good life lessons, action, and imagination.
3. I only watch "The Biggest Loser" My wife and I love the idea of people changing their lives. Other than that, its probably PBS kids shows for our three kids.
4. I liked the lord of the rings, trilogy because it was well done all around and I like the messages of overcoming great odds with the most unlikely of heroes.
5. I am really good at making things with wood. If I have an idea, or If I can see it I can make it! I just made a dinosaur out of wood for my book box in literacy.
6. A talent I wish I had is to be able to just go up to people and always be confident and know what to say and when to say it. I guess that is achieved by practice. I would also like to be able to play the piano.
7. I grew up playing baseball, basketball, football, invented games, and mountain biking. My wife and I are considered the "athletic couple" in my family. When I got married, my wife signed us up for a 10K run and I liked it. So now my wife and I are runners. I just finished my first half marathon, and look forward to a full marathon. I also enjoy road biking. Last spring, I finished a 106 mile long bike ride in St. George. It was mentally one of the toughest things I have ever done.
8. For visual arts, I like to draw, watercolor, and sculpt a little, Drama I like to go to plays with my wife, I have gone to several plays at the Capitol Theater, as well as local productions. Dance, well, I cant dance, but I always wanted to learn how so I could take my wife dancing.
9.Musically I have never taken any lessons for any kind of music. I grew up in a family of 9 and lessons were too expensive. I do love good music in just about any form. I don't really like rap or the new pop singers that have come out. I like music that has good instruments, good voice, good message in the lyrics.
10. If I were not doing the Internship this summer, I would probably be training for the LOTOJA Bike race. Its 212 miles from LOgan TO JAckson I really like to bike, and love to compete in races. I would also be looking for a job, and trying to spend as much time with my kids as I could.
11. I am excited and scared all rolled into one summer.
Monday, December 13, 2010
Last Blog of the semester
What: I have been learning about what a digital story should be and what it should not be.
So What: I learned that a good digital story can really invoke emotion. I was watching some of the digital stories, and I did like some parts of each story. I thought each had their good parts but I really think that they all could have used a little extra something.
Now what: I really want to get better at teaching through a digital story I guess I just need practice and a little more instruction on the finer points of digital story making.
So What: I learned that a good digital story can really invoke emotion. I was watching some of the digital stories, and I did like some parts of each story. I thought each had their good parts but I really think that they all could have used a little extra something.
Now what: I really want to get better at teaching through a digital story I guess I just need practice and a little more instruction on the finer points of digital story making.
Wednesday, December 8, 2010
My Beliefs
My beliefs about technology in the classroom is one of cooperation. I want to see my class, my school, my district integrate technology. The reason for this is that it gets the kids excited because it connects with their world. I think the more connections you can make the better the instruction.
Ideally I would like to have a chance to show my students that all things in the world have more that one subject tied to them. If You take sports for instance, there is science, math, chemistry, writing, social studies, and economics in just sports. I would like to show the kids that. If I could introduce ways for students to use technology to discover that that would be ideal.
I believe that a teacher has to be very knowledgeable about the subject he or she teaches. If you can't answer follow up questions from students, the learning, and questions slowly go away. I like the idea to find information, and share it with a class that asked a follow-up question. These kids know how to use technology, why now put it into their hands and let them run.
Ideally I would like to have a chance to show my students that all things in the world have more that one subject tied to them. If You take sports for instance, there is science, math, chemistry, writing, social studies, and economics in just sports. I would like to show the kids that. If I could introduce ways for students to use technology to discover that that would be ideal.
I believe that a teacher has to be very knowledgeable about the subject he or she teaches. If you can't answer follow up questions from students, the learning, and questions slowly go away. I like the idea to find information, and share it with a class that asked a follow-up question. These kids know how to use technology, why now put it into their hands and let them run.
Lessons learned
while reading the articles about technology integration, I came up with some questions about technology. One question is who pays for the technology? another is How do you get other teachers to embrace technology? I will try to answer these questions with what I have read and seen.
Who pays for the technology. The bottom line in education, is the Bottom line who pays for that? I have read some articles about classrooms and schools receiving grants to pay for technology items in their class. I would be for jumping through hoops to get technology to the students. Today's students loves technology and they can connect with a computer.
How do you get teachers to embrace technology? I watched one video where the students and teachers all were on the same page about technology and it was very exciting to think I could be a part of something like that. There are some people who DO NOT do technology. In our cohort I can think of a few people who don't want to use much technology. I do believe that a principal or district leadership have to begin any type of transformation. How do you start the ball rolling, well I can think of showing the numbers or something that would get administration types interested.
Who pays for the technology. The bottom line in education, is the Bottom line who pays for that? I have read some articles about classrooms and schools receiving grants to pay for technology items in their class. I would be for jumping through hoops to get technology to the students. Today's students loves technology and they can connect with a computer.
How do you get teachers to embrace technology? I watched one video where the students and teachers all were on the same page about technology and it was very exciting to think I could be a part of something like that. There are some people who DO NOT do technology. In our cohort I can think of a few people who don't want to use much technology. I do believe that a principal or district leadership have to begin any type of transformation. How do you start the ball rolling, well I can think of showing the numbers or something that would get administration types interested.
Strengths and Weaknesses
After looking at UNI survey and NET Standards, I found that my strengths are that I have used a lot of technology and I am comfortable with it. I do however need to improve on applying technology to develop students’ higher order skills and creativity. Making the most of a technology lesson is the biggest thing I would like to improve on.
I have been looking at http://www.eduscapes.com/sessions/itotems/ and http://www.edutopia.org/technology-integration-introduction for professional development in my week area of having meaningful lessons. I liked the idea of the Itotems because of the guidelines I could use to make sure the lessons are worthwhile. I also enjoyed the lessons on Edutopia.org. I liked how every part of school life had a component of technology that could be used.
By using this information, I hope to have a basis on where to take my class. I like how everything was interconnected sports teams gave data to the math department. Physics lessons were taken from the sports teams. Music was used in science to analyze sound. I would love to use something like this in my classroom. I believe that every thing in the world is connected on some way or another.
I have been looking at http://www.eduscapes.com/sessions/itotems/ and http://www.edutopia.org/technology-integration-introduction for professional development in my week area of having meaningful lessons. I liked the idea of the Itotems because of the guidelines I could use to make sure the lessons are worthwhile. I also enjoyed the lessons on Edutopia.org. I liked how every part of school life had a component of technology that could be used.
By using this information, I hope to have a basis on where to take my class. I like how everything was interconnected sports teams gave data to the math department. Physics lessons were taken from the sports teams. Music was used in science to analyze sound. I would love to use something like this in my classroom. I believe that every thing in the world is connected on some way or another.
Wednesday, December 1, 2010
week 13 reflection final week of field
Jordan Oswald
Bobbie Paonessa
EDEL 3250 Section 1
EDEL 3250 Field Experience Service Learning Project
A. Ridgeline Elementary is located in Highland, Utah inside of Alpine School District. The elementary is home to 790 students with 33 kids in Mrs. Burtons fifth grade class.
B. Our relationship with Mrs. Burton was very open and friendly. She really liked how much we helped her in the class. We were grading papers, doing jumping jacks, push-ups, and sit ups, and we really got along with the kids.
C. Mrs Burton really liked the vidcast and the Digital story that we created. She thought they were nice.
D. Our Teacher was pleased with the lesson plans that we did. She liked that the kids enjoyed them.
E. The training session never took place. We approached her with the PhotoStory3, and she said that she was being honest and said that she would not ever use the program. So we did try to teach the lesson to her, but she did not want to spend the time to learn.
F. Since we weren’t able to teach PhotoStory3 to Mrs. Burton, we can’t say exactly. But we were prepared for a lesson. We would have liked to taught it, but each teacher has their own way of teaching.
G. Mrs. Burton was not interested in the technology, so our teacher didn’t gain much from the experience.
H. We learned that even though PhotoStory3 is a neat program with a lot of potential in the classroom, not all teachers will embrace these kinds of tools. We gathered that she thought it was a waste of time.
I. The Digital story and Vidcast was worth the time put in. All of the students liked the use of photoStory3, they all clapped when it was finished. As for the Service Learning, we would have liked to teach it to her.
Bobbie Paonessa
EDEL 3250 Section 1
EDEL 3250 Field Experience Service Learning Project
A. Ridgeline Elementary is located in Highland, Utah inside of Alpine School District. The elementary is home to 790 students with 33 kids in Mrs. Burtons fifth grade class.
B. Our relationship with Mrs. Burton was very open and friendly. She really liked how much we helped her in the class. We were grading papers, doing jumping jacks, push-ups, and sit ups, and we really got along with the kids.
C. Mrs Burton really liked the vidcast and the Digital story that we created. She thought they were nice.
D. Our Teacher was pleased with the lesson plans that we did. She liked that the kids enjoyed them.
E. The training session never took place. We approached her with the PhotoStory3, and she said that she was being honest and said that she would not ever use the program. So we did try to teach the lesson to her, but she did not want to spend the time to learn.
F. Since we weren’t able to teach PhotoStory3 to Mrs. Burton, we can’t say exactly. But we were prepared for a lesson. We would have liked to taught it, but each teacher has their own way of teaching.
G. Mrs. Burton was not interested in the technology, so our teacher didn’t gain much from the experience.
H. We learned that even though PhotoStory3 is a neat program with a lot of potential in the classroom, not all teachers will embrace these kinds of tools. We gathered that she thought it was a waste of time.
I. The Digital story and Vidcast was worth the time put in. All of the students liked the use of photoStory3, they all clapped when it was finished. As for the Service Learning, we would have liked to teach it to her.
Wednesday, November 24, 2010
week 12 reflection 4th week field
What: We have been able to use the technology in our field classroom. I wish our teacher wanted to learn about Photostory3.
So What: Being able to use the ELMO Digital overhead projector has been nice to use for lessons. I have really enjoyed the kids, and the experience, and I know that the kids were engaged with the digital stories, and vidcasts we have put together. I know that when our teacher put together a powerpoint, the kids actually wanted to look at what was being taught. It really wakes the kids up. Our teacher was not inclined to learn about photostory3 she said it would take too much time and she was not interested. I wish she could hear what the kids told us about our stories.
Now What: When I do a lesson plan from now on, I am doing a technology assisted lesson. I have so many ideas to get the kids awake, and learning. I have seen it for myself in the classroom field experience. The students wanted to see our digital story, and vidcast and they really liked them. I really hope that I am able to learn new things and not turn down education.
So What: Being able to use the ELMO Digital overhead projector has been nice to use for lessons. I have really enjoyed the kids, and the experience, and I know that the kids were engaged with the digital stories, and vidcasts we have put together. I know that when our teacher put together a powerpoint, the kids actually wanted to look at what was being taught. It really wakes the kids up. Our teacher was not inclined to learn about photostory3 she said it would take too much time and she was not interested. I wish she could hear what the kids told us about our stories.
Now What: When I do a lesson plan from now on, I am doing a technology assisted lesson. I have so many ideas to get the kids awake, and learning. I have seen it for myself in the classroom field experience. The students wanted to see our digital story, and vidcast and they really liked them. I really hope that I am able to learn new things and not turn down education.
Wednesday, November 17, 2010
week 11 reflection 3rd week field
What: I am learning about how a vidcast and a projector really help in the classroom.
So What: I have been able to create a vidcast for our Veteran's day Socratic discussion. I was able to find images on google, locate "Taps" on the internet and make something unique that started a discussion about veterans. The students all wanted to watch the vidcast again they all discussed the topic and the lesson went well.
Now What: I really like the of creating something for a lesson plan doesn't have to take all day to prepare. I looked for pictures for 25 min, and mixed and added music in photostory3 for 35 minutes. One hour and I had the vidcast I wanted for that lesson. I can see the same application for students to find things for an assignment I think the kids would love to do something like that too.
So What: I have been able to create a vidcast for our Veteran's day Socratic discussion. I was able to find images on google, locate "Taps" on the internet and make something unique that started a discussion about veterans. The students all wanted to watch the vidcast again they all discussed the topic and the lesson went well.
Now What: I really like the of creating something for a lesson plan doesn't have to take all day to prepare. I looked for pictures for 25 min, and mixed and added music in photostory3 for 35 minutes. One hour and I had the vidcast I wanted for that lesson. I can see the same application for students to find things for an assignment I think the kids would love to do something like that too.
Wednesday, November 10, 2010
week 10 reflection 2nd week field
what I am learning about how to integrate technology into my field classroom.
So what: I have been able to use my laptop that is hooked up to the projector. I learned that preparation is the key to a good experience with tech tools. I was searching around for several different speakers, cables, and making sure connections were made to make the whole thing work. There would be nothing more frustrating than to not have it work or just describe the thing you were working on. So preperation is the key.
Now what: I still would like to have the digital story, and vidcasts be a big part of my lesson planning. I want to wake these kids up. I did a brain booster which was a song. Those kids didn't know what to do. I think our teacher doesn't do any extra frills or things like that. She is nice, but there could be a lot more she could be doing to have fun. She even admitted that she is burned out. I want to liven things up and make my classroom lively and more fun.
So what: I have been able to use my laptop that is hooked up to the projector. I learned that preparation is the key to a good experience with tech tools. I was searching around for several different speakers, cables, and making sure connections were made to make the whole thing work. There would be nothing more frustrating than to not have it work or just describe the thing you were working on. So preperation is the key.
Now what: I still would like to have the digital story, and vidcasts be a big part of my lesson planning. I want to wake these kids up. I did a brain booster which was a song. Those kids didn't know what to do. I think our teacher doesn't do any extra frills or things like that. She is nice, but there could be a lot more she could be doing to have fun. She even admitted that she is burned out. I want to liven things up and make my classroom lively and more fun.
Wednesday, November 3, 2010
week 9 reflection
What: we are learning about our digital stories and preparing them.
So What: a digital story can be a great tool to get the attention of the class. I believe that we are doing this so we can present subjects that will get kids excited. Far too often I have seen teachers who just print handout after handout to satisfy the curriculum standards. WHY? Why don't those kids deserve a chance to have something more. A digital story can do that for any subject.
Now what: I know that kids are very smart and creative. I would like the chance for my students to create a vidcast, or digital story or something that would wake them up. I am very excited to be proficient at creating a digital story for my classroom. I have listened to my fellow classmates argue and complain about various things they have to do, and I just am surprised that they don't see the value in just doing the assignment. I realize a digital story takes a lot of time at first, but I cant see anything else that wakes the kids up as much as music, pictures and a good story.
So What: a digital story can be a great tool to get the attention of the class. I believe that we are doing this so we can present subjects that will get kids excited. Far too often I have seen teachers who just print handout after handout to satisfy the curriculum standards. WHY? Why don't those kids deserve a chance to have something more. A digital story can do that for any subject.
Now what: I know that kids are very smart and creative. I would like the chance for my students to create a vidcast, or digital story or something that would wake them up. I am very excited to be proficient at creating a digital story for my classroom. I have listened to my fellow classmates argue and complain about various things they have to do, and I just am surprised that they don't see the value in just doing the assignment. I realize a digital story takes a lot of time at first, but I cant see anything else that wakes the kids up as much as music, pictures and a good story.
Wednesday, October 27, 2010
week 8 reflection
What: In class we learned about copyright issues in the classroom.
So What: Copyright infringement is a big deal it is stealing, and that is something never encouraged in the classroom. When a student takes something and calls it their own, the only learning that goes on is how to copy and paste. Students need to realize that just because it is on the internet and you functionally can download it you probably should check before you do.
Now what: I think that this information will change how I view writing assignments, if I see something that I don't think a student would write I will check it. I like the idea of informing the student and offering a choice before there is action taken. I never liked the idea of people using my hard work and saying that they had done it. that is dishonest and I don't want that in my classroom.
So What: Copyright infringement is a big deal it is stealing, and that is something never encouraged in the classroom. When a student takes something and calls it their own, the only learning that goes on is how to copy and paste. Students need to realize that just because it is on the internet and you functionally can download it you probably should check before you do.
Now what: I think that this information will change how I view writing assignments, if I see something that I don't think a student would write I will check it. I like the idea of informing the student and offering a choice before there is action taken. I never liked the idea of people using my hard work and saying that they had done it. that is dishonest and I don't want that in my classroom.
Wednesday, October 13, 2010
week 7 refletion
What: This week in class we learned about the digital story that we have to create. I really look forward to putting this together. We are going to tell a story to introduce or add to a lesson plan.
So What: I think that digital stories will really be nice for my students to create some of their own thoughts and ideas. To be able to mix information and come up with an emotionally stirring message would be huge for a classroom. I really like the idea of learning how to storyboard, scaffold and plan a story even before you begin. I think you could tie that into writing by having a visual example.
Now What: These technology assignments have really been helpful to me as a future teacher. It has given me an opportunity to see that there is more that just opening your textbook. I've seen that and I don't really enjoy it. Technology engages me, I think that kids today who already understand this technology, would really be excited to do this for themselves. I realize it would take a little time, but I would like to do that for my future students.
So What: I think that digital stories will really be nice for my students to create some of their own thoughts and ideas. To be able to mix information and come up with an emotionally stirring message would be huge for a classroom. I really like the idea of learning how to storyboard, scaffold and plan a story even before you begin. I think you could tie that into writing by having a visual example.
Now What: These technology assignments have really been helpful to me as a future teacher. It has given me an opportunity to see that there is more that just opening your textbook. I've seen that and I don't really enjoy it. Technology engages me, I think that kids today who already understand this technology, would really be excited to do this for themselves. I realize it would take a little time, but I would like to do that for my future students.
Wednesday, October 6, 2010
Vidcast Reflection
Vidcast Key Assignment
The Greatest State
The name of the Vidcast series is “The Greatest State”. Heather and I chose to talk about the state of Utah in conjunction with Fourth Grade Social Studies Objective 1 standard 1 and 2.
Standard 1: Students will understand the relationship between the physical geography in Utah and human life.
Objective 1: Classify major physical geographic attributes of Utah.
Objective 2: Analyze how physical geography affects human life in Utah.
We chose this standard because of the idea we had to introduce the state to students as if they had just moved here. This was an introductory Vidcast the first in the series. By showing this Vidcast, we hope to activate the schema of student’s vacations or experiences inside of Utah. The hope is that we can build on this video to engage and explore The Greatest State.
INTASC standard 2C says “Design and articulate instruction aligned with Utah Core Curriculum standards”. INTASC standard 3E says “Differentiate instruction to meet individual student learning needs. I believe that this video and others to follow fulfill these requirements. This vidcast integrated into the classroom would engage a student. Students today are visual learners.
Some drawbacks that I can see from vidcast would be the time to set one up, and the technology to be able to play in a classroom.
I really want to do more Vidcasts in the future not only to introduce a subject like Utah history, but to have the kids use their own ideas to make a story. With Photo Story 3 from Windows, it is really easy. A final assessment could be done as a project on Photo Story 3.
The Greatest State
The name of the Vidcast series is “The Greatest State”. Heather and I chose to talk about the state of Utah in conjunction with Fourth Grade Social Studies Objective 1 standard 1 and 2.
Standard 1: Students will understand the relationship between the physical geography in Utah and human life.
Objective 1: Classify major physical geographic attributes of Utah.
Objective 2: Analyze how physical geography affects human life in Utah.
We chose this standard because of the idea we had to introduce the state to students as if they had just moved here. This was an introductory Vidcast the first in the series. By showing this Vidcast, we hope to activate the schema of student’s vacations or experiences inside of Utah. The hope is that we can build on this video to engage and explore The Greatest State.
INTASC standard 2C says “Design and articulate instruction aligned with Utah Core Curriculum standards”. INTASC standard 3E says “Differentiate instruction to meet individual student learning needs. I believe that this video and others to follow fulfill these requirements. This vidcast integrated into the classroom would engage a student. Students today are visual learners.
Some drawbacks that I can see from vidcast would be the time to set one up, and the technology to be able to play in a classroom.
I really want to do more Vidcasts in the future not only to introduce a subject like Utah history, but to have the kids use their own ideas to make a story. With Photo Story 3 from Windows, it is really easy. A final assessment could be done as a project on Photo Story 3.
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