Friday, November 20, 2009
7464 Voicethreadresubmission Workshop Plan Jkm
The Techy Teacher Group updated our VoiceThread Workshop Plan for resubmission.
7464 Workshop Powerpoint New Jkm
In our re-submission of our VoiceThread workshop, the Techy Teacher group developed a new PowerPoint presentation outlining the workshop.
Thursday, November 19, 2009
PBL Proposal - Erica Boswell
After our group was disbanded, I joined The IT Factor and contributed to their proposal plan. This proposal is geared towards the instruction of 5th grade social studies standards at Fairview Elementary School. My particular project focuses on the
PBL Proposal
PowerPoint to Accompany Proposal
Display Board for Proposal
Samples of Student Work - Comic Life and Publisher Poster
PBL Proposal
PowerPoint to Accompany Proposal
Bill To Law Powerpoint
View more presentations from eboswell.
Display Board for Proposal
Samples of Student Work - Comic Life and Publisher Poster
Wednesday, November 18, 2009
PBL Lesson Plan
Fantasy Baseball and Math PBL
By: Leah Doughman
Overview:
Title: Fantasy Baseball Fact and Opinion
Grade Level: Second Grade
Goals: The goal for this project is to increase student motivation in math and across other subject matter.
Objectives: Listed below are the Georgia Performance Standards as well as the NETS●S standards that will be covered while completing this lesson in a second grade classroom.
GPS:
ELA2R4- This standard states that student uses a variety of strategies to gain meaning from grade-level text. The student distinguishes fact from fiction in a text.
ELA2W2- This standard states that the student will write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that:
a. Captures a reader’s interest by stating an opinion about a text.
NETS●S:
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
c. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
d. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Rational:
Recent research has indicated that using sports in the classroom has helped to increase student motivation along with academic improvement in the classroom. This was one of the reasons for implementing this lesson plan as part of the project; it was created to help increase student motivation in math as well as other subjects. My lesson was developed to show that fantasy baseball can be implemented in the lower grade levels and vary across subjects. Fantasy baseball does not have to be carried out in just the upper level math classes. My lesson proves this, and was developed for second grade in a reading or language arts classroom.
Prerequisites:
Teacher(s) must have the fantasy baseball blog created and set up with useful as well as grade appropriate websites (or teachers can use the already created Fantasy Baseball Blog listed in the materials section below). The websites that the teacher wants his or her students to research can and should be listed as a gadget option for the blog. Several websites need to be listed so students have a number of sites to research their baseball player. The VoiceThread link also needs to be listed to the blog so students can post their picture(s) and comments and/or audio to the site. It would also be beneficial if students have previous experience with the blog before completing this assignment. (This may need to be done before fact and opinion lesson is carried out.)
Resources:
Listed below are the materials that are needed to carry out this lesson plan.
- Link to Blogger (allows teachers to create their own blog; if desired)
- Link to Fantasy Baseball Blog (this link takes teachers to an already created fantasy baseball blog)
- Link to VoiceThread
- PowerPoint on How to Create a VoiceThread
- Handouts on How to Create a VoiceThread (for the teacher)
- Rubric of VoiceThread Evaluation
Processes:
1. Before the lesson begins, the teacher needs to have the Fantasy Baseball Blog saved as an icon on the computers. This will help to eliminated wasted time and typing errors in web addresses. The definitions and concepts of fact and opinion should have already been covered too.
2. Activating Strategy: Allow students the opportunity to explore the Fantasy Baseball Blog. Teachers need to be available to assist with any questions or problems that may arise while exploring the blog. The object here is for students to become comfortable with the blog. After exploring the blog and all its components, lead students in a discussion that gets them excited about picking their favorite baseball player. Encourage them to go home and talk with their parents; get the students to find out about their parents favorite baseball player. Students need to understand that they will be doing some research on their favorite baseball player, and that they will be creating a VoiceThread on their player.
3. Once students are familiar with the all the components of the blog, show them an “already-created” VoiceThread. Allow them the opportunity to explore the VoiceThread site as well. Students need to understand that this is where they will be completing their project. This is a great time to share the rubric with the students too. They need to understand and know the requirements of the project. Teacher can go through the rubric with the students to answer questions and eliminate any confusion.
4. Next, provide students with the opportunity to explore and research their player using the “useful website” located on the Fantasy Baseball Blog. They should spend some time researching their player. This will help them to formulate an opinion about their player while gathering numerous facts.
5. While students are researching their player, try to emphasize the relativity of their player to their lives. The object, at this point, is for students to understand that these are real people who live everyday lives like them. They have a home, they go to the grocery store, they went to school, etc. They are not make-believe characters. This could direct the direction of some facts. The goal here is for students to see relativity in their lives to the baseball players lives. (This tends to increase interest too.)
6. Once students have had the opportunity to research their player and gather numerous facts as well as opinions, they need to write (in a sentence that they will record or type) their three facts and one opinion. The next step is for students to create their VoiceThread. The teacher needs to be available at all times to instruct and assist the students. Students need to have their rubrics, research, and sentences available.
7. Allow students the time and opportunity needed to create their VoiceThread (do not rush them or feel like one must complete this project in a day). At all times throughout this project, teachers need to be available to provide continuous assistance. Students should have a minimum of three facts and one opinion about their researched player recorded on the VoiceThread along with a picture of their player when the project is complete, ready to be submitted to the blog.
8. After the creation of the VoiceThreads, VoiceThread presentations will be linked to the Fantasy Baseball Blog. This will allow the VoiceThread link to be embedded into the Fantasy Baseball Blog for other classmates, parents, and classrooms to view. This is also where teachers will view the final projects to complete assessments.
9. Summarizing Activity: The teacher could project the Fantasy Baseball Blog and show some of the completed, linked VoiceThreads to the class. This is an excellent time for teachers and students to assess others work.
Feedback:
Teachers will use a combination of assessments to give continual feedback. Informal observations will be carried out throughout all stages of the project. Questioning will also be another means of assessing student growth and progress throughout this project. Students will be assessed and evaluated on the content in their VoiceThread. They should have at least three facts, one opinion, and picture of their player. The picture(s) should be an accurate picture of their baseball player, and their facts and opinions should be typed or recorded on their VoiceThread link. VoiceThread projects will also be assessed on the neatness and organization of their project. Students and teachers can receive feedback on their projects through blog postings on the Fantasy Baseball Blog from parents as well as other classrooms. Please view the linked rubric above in the materials list to see detailed assessment requirements.
By: Leah Doughman
Overview:
Title: Fantasy Baseball Fact and Opinion
Grade Level: Second Grade
Goals: The goal for this project is to increase student motivation in math and across other subject matter.
Objectives: Listed below are the Georgia Performance Standards as well as the NETS●S standards that will be covered while completing this lesson in a second grade classroom.
GPS:
ELA2R4- This standard states that student uses a variety of strategies to gain meaning from grade-level text. The student distinguishes fact from fiction in a text.
ELA2W2- This standard states that the student will write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that:
a. Captures a reader’s interest by stating an opinion about a text.
NETS●S:
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
c. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
d. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Rational:
Recent research has indicated that using sports in the classroom has helped to increase student motivation along with academic improvement in the classroom. This was one of the reasons for implementing this lesson plan as part of the project; it was created to help increase student motivation in math as well as other subjects. My lesson was developed to show that fantasy baseball can be implemented in the lower grade levels and vary across subjects. Fantasy baseball does not have to be carried out in just the upper level math classes. My lesson proves this, and was developed for second grade in a reading or language arts classroom.
Prerequisites:
Teacher(s) must have the fantasy baseball blog created and set up with useful as well as grade appropriate websites (or teachers can use the already created Fantasy Baseball Blog listed in the materials section below). The websites that the teacher wants his or her students to research can and should be listed as a gadget option for the blog. Several websites need to be listed so students have a number of sites to research their baseball player. The VoiceThread link also needs to be listed to the blog so students can post their picture(s) and comments and/or audio to the site. It would also be beneficial if students have previous experience with the blog before completing this assignment. (This may need to be done before fact and opinion lesson is carried out.)
Resources:
Listed below are the materials that are needed to carry out this lesson plan.
- Link to Blogger (allows teachers to create their own blog; if desired)
- Link to Fantasy Baseball Blog (this link takes teachers to an already created fantasy baseball blog)
- Link to VoiceThread
- PowerPoint on How to Create a VoiceThread
- Handouts on How to Create a VoiceThread (for the teacher)
- Rubric of VoiceThread Evaluation
Processes:
1. Before the lesson begins, the teacher needs to have the Fantasy Baseball Blog saved as an icon on the computers. This will help to eliminated wasted time and typing errors in web addresses. The definitions and concepts of fact and opinion should have already been covered too.
2. Activating Strategy: Allow students the opportunity to explore the Fantasy Baseball Blog. Teachers need to be available to assist with any questions or problems that may arise while exploring the blog. The object here is for students to become comfortable with the blog. After exploring the blog and all its components, lead students in a discussion that gets them excited about picking their favorite baseball player. Encourage them to go home and talk with their parents; get the students to find out about their parents favorite baseball player. Students need to understand that they will be doing some research on their favorite baseball player, and that they will be creating a VoiceThread on their player.
3. Once students are familiar with the all the components of the blog, show them an “already-created” VoiceThread. Allow them the opportunity to explore the VoiceThread site as well. Students need to understand that this is where they will be completing their project. This is a great time to share the rubric with the students too. They need to understand and know the requirements of the project. Teacher can go through the rubric with the students to answer questions and eliminate any confusion.
4. Next, provide students with the opportunity to explore and research their player using the “useful website” located on the Fantasy Baseball Blog. They should spend some time researching their player. This will help them to formulate an opinion about their player while gathering numerous facts.
5. While students are researching their player, try to emphasize the relativity of their player to their lives. The object, at this point, is for students to understand that these are real people who live everyday lives like them. They have a home, they go to the grocery store, they went to school, etc. They are not make-believe characters. This could direct the direction of some facts. The goal here is for students to see relativity in their lives to the baseball players lives. (This tends to increase interest too.)
6. Once students have had the opportunity to research their player and gather numerous facts as well as opinions, they need to write (in a sentence that they will record or type) their three facts and one opinion. The next step is for students to create their VoiceThread. The teacher needs to be available at all times to instruct and assist the students. Students need to have their rubrics, research, and sentences available.
7. Allow students the time and opportunity needed to create their VoiceThread (do not rush them or feel like one must complete this project in a day). At all times throughout this project, teachers need to be available to provide continuous assistance. Students should have a minimum of three facts and one opinion about their researched player recorded on the VoiceThread along with a picture of their player when the project is complete, ready to be submitted to the blog.
8. After the creation of the VoiceThreads, VoiceThread presentations will be linked to the Fantasy Baseball Blog. This will allow the VoiceThread link to be embedded into the Fantasy Baseball Blog for other classmates, parents, and classrooms to view. This is also where teachers will view the final projects to complete assessments.
9. Summarizing Activity: The teacher could project the Fantasy Baseball Blog and show some of the completed, linked VoiceThreads to the class. This is an excellent time for teachers and students to assess others work.
Feedback:
Teachers will use a combination of assessments to give continual feedback. Informal observations will be carried out throughout all stages of the project. Questioning will also be another means of assessing student growth and progress throughout this project. Students will be assessed and evaluated on the content in their VoiceThread. They should have at least three facts, one opinion, and picture of their player. The picture(s) should be an accurate picture of their baseball player, and their facts and opinions should be typed or recorded on their VoiceThread link. VoiceThread projects will also be assessed on the neatness and organization of their project. Students and teachers can receive feedback on their projects through blog postings on the Fantasy Baseball Blog from parents as well as other classrooms. Please view the linked rubric above in the materials list to see detailed assessment requirements.
Sunday, November 15, 2009
Blog Turnover Reflection C
I think blogs can and do provide many benefits in the education arena. I think blogs can be implemented throughout K-12 grade levels. Blogs are an excellent way to promote and foster communication between parents, teachers, and students. I can also see it motivating many students too. Blogs are a quick way for all involved to update information and not have to rely on a website. Websites are nice, but I believe they are a one way form of communication. Blogs are quick and personal if all parties are involved.
Blogs can be used to post newsletters, homework assignments, and upcoming events, but they can definitely go a step further. Blogs can be a posting as well as storage facility for students’ work. Parents may not be able to come in and see their child’s work, but by posting a picture or example of their work on a blog quickly allows parents to see what their child is capable of doing. Blogs can also foster communication between parents and students; for example fantasy baseball in math classes. Parents can help their child pick players for their fantasy team. This increases communication. Blogs provide younger students with a safe means of doing research. Teachers can post websites that they want their students to research; students can then go to the blog and search away. Blogs can also provide daily images of subjects being studied. For example, kindergarten students are studying fall and what fall looks like. The teacher could post a spot for autumn pictures and in the mornings as part of morning procedures, one student could look on the blog and show it to the class. This could change when winter arrived or spring. Needless to say, blogs can provide lots of educational scenarios that are both fun and hands-on for the teacher, parents, and especially the students.
Blogs can be used to post newsletters, homework assignments, and upcoming events, but they can definitely go a step further. Blogs can be a posting as well as storage facility for students’ work. Parents may not be able to come in and see their child’s work, but by posting a picture or example of their work on a blog quickly allows parents to see what their child is capable of doing. Blogs can also foster communication between parents and students; for example fantasy baseball in math classes. Parents can help their child pick players for their fantasy team. This increases communication. Blogs provide younger students with a safe means of doing research. Teachers can post websites that they want their students to research; students can then go to the blog and search away. Blogs can also provide daily images of subjects being studied. For example, kindergarten students are studying fall and what fall looks like. The teacher could post a spot for autumn pictures and in the mornings as part of morning procedures, one student could look on the blog and show it to the class. This could change when winter arrived or spring. Needless to say, blogs can provide lots of educational scenarios that are both fun and hands-on for the teacher, parents, and especially the students.
Friday, November 13, 2009
Blog Turnover Reflection B
Some of the blog features that I found to be most beneficial were the “Useful Websites” gadget and the “Images” gadget. If other teachers or blog members found useful websites, they were able to add them to this spot of the blog. This would allow my students’ parents to find websites that would help their child with what we are studying in class and give them additional help. I also found the images gadget very useful. We were doing a space unit and I was able to add NASA Images of the Day to the blog. This allowed me to show my students different pictures from space. It went with our unit perfect and allows students to continue investigation once the unit is over.
What has stood out to me since I have started blogging has been the ease of it. I have created a website before; creating, updating, and maintaining a blog is so much easier and efficient (to me) compared to a website. I personally like blogging much better.
What has stood out to me since I have started blogging has been the ease of it. I have created a website before; creating, updating, and maintaining a blog is so much easier and efficient (to me) compared to a website. I personally like blogging much better.
Blog Turnover Reflection A
From this blogging experience, I learned several things about myself. I was not confident with the whole idea of nor did I feel like I would be able to lead others in doing a blog. In the end, I feel quite comfortable teaching others how to create and manage a blog. I can instruct others in adding an image, adding gadgets, and how to put a survey on a blog. I think they are easy tools that would be very beneficial to students, teachers, and parents. I was most surprised by all the gadgets that one could add to their blog. I found several educational as well as fun things that could be added to a blog (i.e. weather channel, -- days to till Christmas, fall pictures, pictures from space, etc). These were things that kept my attention as well as my students' attention.
PBL Article (Website)
Project Based Learning was designed to help guide and support middle and high school teachers plan and conduct projects in their classrooms. These projects are standard-focused which are designed to open doors to students’ futures.
This website, www.bie.org, gives an overview of what is project based learning. It offers professional development, web resources, and places to order PBL books. The professional development section of this website discusses workshops that are offered to educators. It was definitely work checking out.
Check out Buck Institute for Education (BIE) website to learn more about Project Based Learning: http://www.bie.org/index.php/site/PBL/overview_pbl/
This website, www.bie.org, gives an overview of what is project based learning. It offers professional development, web resources, and places to order PBL books. The professional development section of this website discusses workshops that are offered to educators. It was definitely work checking out.
Check out Buck Institute for Education (BIE) website to learn more about Project Based Learning: http://www.bie.org/index.php/site/PBL/overview_pbl/
PBL Reflection
After the project was completed and compiled, I understood the whole idea of these types of projects. They are projects that are meant to get students to think why and to find an answer. I don’t know if my project really has students seeking why, but I do think it is an engaging project that students would like to do. I could even take it in the right direction and have the students formulate a math, reading, etc question that they would like answers to. I think they would like to find answers to their questions and provide learning evidence in a VoiceThread, ComicLife, or in a digital story using MovieMaker.
I thought our Fantasy Baseball and Math PBL was really good. It addressed several ways to increase motivation in grades 3-12 math. I was the odd ball (in a good way); I went in the opposite direction- reading and second grade. This was done intentionally to prove that fantasy baseball can be used in lower grade levels and in other subject areas. I enjoyed this aspect of it; it was like a “prove me wrong” type scenario!
Here is a picture of my presentation:
View the Fantasy Baseball Blog I created to go with this lesson.
Here is the link to the final project: Kennedy’s VoiceThread Project
I thought our Fantasy Baseball and Math PBL was really good. It addressed several ways to increase motivation in grades 3-12 math. I was the odd ball (in a good way); I went in the opposite direction- reading and second grade. This was done intentionally to prove that fantasy baseball can be used in lower grade levels and in other subject areas. I enjoyed this aspect of it; it was like a “prove me wrong” type scenario!
Here is a picture of my presentation:
View the Fantasy Baseball Blog I created to go with this lesson.
Here is the link to the final project: Kennedy’s VoiceThread Project
Thursday, November 12, 2009
My Initial Thoughts on PBL
I'm not real sure about the whole PBL project. I am not sure how I will use this in a second grade classroom. I can see it being more applicable in older grade level settings.
My first task was to create a fantasy baseball blog. I have to admit, but I had to do some research on what exactly fantasy baseball is. I have never competed with players and their stats with my student or anyone else. I hope this does not affect the out comes of my project.
You can view the fantasy baseball blog at:
http://fantasybaseball7464.blogspot.com/
My first task was to create a fantasy baseball blog. I have to admit, but I had to do some research on what exactly fantasy baseball is. I have never competed with players and their stats with my student or anyone else. I hope this does not affect the out comes of my project.
You can view the fantasy baseball blog at:
http://fantasybaseball7464.blogspot.com/
Monday, November 9, 2009
Digital Storytelling in the Classroom
Examples of digital storytelling created by Techy Teachers:
Leah Doughman: http://integratingtechnology1.blogspot.com/2009/10/my-digital-story.html
“I Am Poems” explains and demonstrates the use of an I Am poem. This type of poem offers the writer a skeleton or format of a poem. The meat of the poem is to be filled in by the writer. The poem can be formatted to fit any subject. It can be used to describe a math concept (some modifications may have to be made) or to describe a character from a book. The instructor can add to the format or take certain aspects out of the outline; it depends on your students (age, grade, etc.) Use your imagination with the format and the possibilities are endless.
Jean Martin: http://www.youtube.com/watch?v=EsF2SJhav9s
“The State of Georgia: Location, Regions, and Selected Symbols” is an overview of the five regions of Georgia, showing the varied landforms from the Mountain Regions to the Coastal Plains. It also includes a number of symbols of the state of Georgia. It contains both science and social studies vocabulary and content and was developed as an opening presentation to studying either science or social studies standards on Georgia.
Barry Thibault: http://stu.westga.edu/~bthibau1/MEDT7476_MovieProject_BDT.wmv
“Technology in Today’s Classroom” deals with the technology found in many classrooms, including those used by teachers and students. Creating videos with Windows’ Movie Maker can help keep instruction fun and educational in my theater class. The movies created with this software can also be used to display student work at a kiosk or presented at a PTSA event. Eventually, classes could present a movie before a performance of a play showing the behind-the-scenes work that was put into the final production. The desired outcome for using video projects in the classroom could include a communication tool for expressing information and ideas to multiple audiences. This would be a fun activity for all school aged children with a desire to learn through creativity.
Digital Storytelling in the Classroom
This is the proposal created to introduce the use of digital storytelling into the classroom. This proposal was created by the Techy Teachers and submitted for approval on October 25, 2009:
The PowerPoint presentation to accompany the workshop:
Handout to correspond with the PowerPoint and be given out during the workshop:
Survey to complete after the workshop has been completed:
Sample rubric for student work:
The PowerPoint presentation to accompany the workshop:
Moviemaker Powerpoint
View more presentations from eboswell.
Handout to correspond with the PowerPoint and be given out during the workshop:
Survey to complete after the workshop has been completed:
Sample rubric for student work:
Friday, November 6, 2009
Technology that Supports eLearning
Ebooks Rewrite the Rules of Education
In regards to eLearning, I was curious about eBooks so this is what led me in my article search. I found an article called, EBooks Rewrite the Rules of Education. It was an interesting article that discussed how eBooks are entering into the educational arena and the perks of using them.
According to the article, eBooks save people time, money, and are easier to use and access. EBooks aso give students more individualized learning experiences. EBooks have been made easier because of Web 2.0 applications, iphones, Safari Bookbag, and reading devices like Amazon Kindle. There has also been a lot of promotion for eBooks. Last year, an event called “Read an E-Book Week” took place. Its goal was to inform the public about the advantages of reading material electronically (p.12). Some sites, mentioned in this article, will let eBook viewers access some books and software for free. That within itself is really worth checking into!
Bibliography
Mullan, E. (2009). Ebooks rewrite the rules of education. eContent , 12-13.
In regards to eLearning, I was curious about eBooks so this is what led me in my article search. I found an article called, EBooks Rewrite the Rules of Education. It was an interesting article that discussed how eBooks are entering into the educational arena and the perks of using them.
According to the article, eBooks save people time, money, and are easier to use and access. EBooks aso give students more individualized learning experiences. EBooks have been made easier because of Web 2.0 applications, iphones, Safari Bookbag, and reading devices like Amazon Kindle. There has also been a lot of promotion for eBooks. Last year, an event called “Read an E-Book Week” took place. Its goal was to inform the public about the advantages of reading material electronically (p.12). Some sites, mentioned in this article, will let eBook viewers access some books and software for free. That within itself is really worth checking into!
Bibliography
Mullan, E. (2009). Ebooks rewrite the rules of education. eContent , 12-13.
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