EDUC Course 6715
Presentation Link for LMS Presentation:
Saturday, July 23, 2011
Tuesday, June 21, 2011
Week 8: Reflection
Striving to meet the needs that our unique and varied learners present is a daily challenge in a typical, torpid curriculum. This course has proven a valuable instrument in providing feasible strategies and practices with which to differentiate curriculum, making learning personal and achievable for all students. Behind several of these practices and strategies, technology has been the resolution. Whether offering resources, educational software or translation tools, technology is indispensible where differentiation is concerned. Following are the specific areas in which I will be immediately utilizing and implementing technology to make a distinction in my curriculum.
Teaching in a district with a high percentage of English Language Learners boasts daily hurdles to comprehension. Employing an online translator during lessons at the Activ board will be an effective means of clarifying difficult vocabulary for my ELL students. Also, with the wealth of images obtainable from the internet, utilizing graphics will be helpful in solidifying vocabulary as well. In addition to ELL students, several of our students have been categorized as dyslexic. The use of a text-to-speech tool while reading online texts will also be an easy, yet effective method for supporting these students.
Graphic organizers are another way I plan to use technology to differentiate in my classroom. With such programs as Kidspiration, Inspiration, creating organizational tools for projects and assignments will be simple. Our Activ Studio software that works with our Promethean boards also provides a wide and useful variety of already made graphic organizing templates. All learners can benefit from graphic organizers.
Additionally, I will use technology to differentiate for my gifted learners. There is a wealth of resources online ranging from digital storytelling to animated presentation software. Voice threads, podcasts, blogs and wikis present creative alternatives to paper reports and projects. With the myriad of presentation style resources available, there would be a program suited to many ability levels and can be utilized with any of my students.
Moreover, technology furnishes a multitude of information which can be found in a myriad of representations: videos, images, graphs, diagrams, webs, animations, audio casts, etc. With all of these representations available, I can present information in forms that can be successfully processed by auditory, visual and kinesthetic learners making comprehension feasible.
Each of these technological methods can be implemented immediately in order to generate a prosperous classroom environment where each learner can thrive. Through the use of technology to differentiate in my classroom I can further build “an environment that creates and invites learning” (Laureate Education Inc., 2009).
References:
Laureate Education, Inc. (Executive Producer). (2009). Introduction to differentiated instruction.
[DVD]. Reaching and engaging all learners through technology. Baltimore: Author
Teaching in a district with a high percentage of English Language Learners boasts daily hurdles to comprehension. Employing an online translator during lessons at the Activ board will be an effective means of clarifying difficult vocabulary for my ELL students. Also, with the wealth of images obtainable from the internet, utilizing graphics will be helpful in solidifying vocabulary as well. In addition to ELL students, several of our students have been categorized as dyslexic. The use of a text-to-speech tool while reading online texts will also be an easy, yet effective method for supporting these students.
Graphic organizers are another way I plan to use technology to differentiate in my classroom. With such programs as Kidspiration, Inspiration, creating organizational tools for projects and assignments will be simple. Our Activ Studio software that works with our Promethean boards also provides a wide and useful variety of already made graphic organizing templates. All learners can benefit from graphic organizers.
Additionally, I will use technology to differentiate for my gifted learners. There is a wealth of resources online ranging from digital storytelling to animated presentation software. Voice threads, podcasts, blogs and wikis present creative alternatives to paper reports and projects. With the myriad of presentation style resources available, there would be a program suited to many ability levels and can be utilized with any of my students.
Moreover, technology furnishes a multitude of information which can be found in a myriad of representations: videos, images, graphs, diagrams, webs, animations, audio casts, etc. With all of these representations available, I can present information in forms that can be successfully processed by auditory, visual and kinesthetic learners making comprehension feasible.
Each of these technological methods can be implemented immediately in order to generate a prosperous classroom environment where each learner can thrive. Through the use of technology to differentiate in my classroom I can further build “an environment that creates and invites learning” (Laureate Education Inc., 2009).
References:
Laureate Education, Inc. (Executive Producer). (2009). Introduction to differentiated instruction.
[DVD]. Reaching and engaging all learners through technology. Baltimore: Author
Sunday, October 31, 2010
Week 8: Reflection
Upon reflection of my GAME plan I reached two realizations. First, I realized that even though my goals have not been met, I have made significant progress towards reaching them. The time limit I had allowed for myself was not reasonable given the age of my learners and the desired tasks to be performed. Second, I decided that even though my goals have not yet been reached, a setting and having specific goal to work towards has helped to drive my teaching. Having a GAME plan has added purpose and direction to my teaching.
Following a GAME plan helped me to organize my instruction. Furthermore, it has helped me better sequence my instruction in a more logical manner. Knowing what you are ultimately working towards helps to better determine the small steps one must take to get there.
I’ve learned that patience is required! I am one who likes instant gratification; this doesn’t happen with three-year-olds when teaching them how to utilize the computer. However, the weekly GAME plan component of monitoring and evaluation has helped me to see the growth these young ones are making.
As far as integration in my classroom goes, I plan to continue to set goals, reachable goals, and continue to work towards them. My learners may be young, but they are learners none the less. It may take us more time to get up the mountain than older children, but we will eventually get there.
Following a GAME plan helped me to organize my instruction. Furthermore, it has helped me better sequence my instruction in a more logical manner. Knowing what you are ultimately working towards helps to better determine the small steps one must take to get there.
I’ve learned that patience is required! I am one who likes instant gratification; this doesn’t happen with three-year-olds when teaching them how to utilize the computer. However, the weekly GAME plan component of monitoring and evaluation has helped me to see the growth these young ones are making.
As far as integration in my classroom goes, I plan to continue to set goals, reachable goals, and continue to work towards them. My learners may be young, but they are learners none the less. It may take us more time to get up the mountain than older children, but we will eventually get there.
Wednesday, October 20, 2010
Week 7: GAME Plan
After utilizing the GAME plan framework in developing lesson plans and setting goals for myself I can see a great benefit to utilizing it with students. Clearly defining what the objectives are and giving the students specific goals to work towards greatly helps motivate them.
I can see using this with the first graders in my lab in order to organize and define their learning. Beginning a lesson by showing them a finished product of what they are working towards will give them a concrete image of a goal to work towards. Young learners especially need concrete evidence and examples.
Incorporating technology in the “action” segment of my lessons will help in building on the students’ NET-S and technological confidence. Additionally, consistent monitoring of their progress makes students accountable and responsible for their learning and also spurs them to work harder towards their initial goals.
Well planned and thought out evaluation allows for the students to feel comfortable and confident when showcasing what they have learned. Allowing for choice in evaluation method also provides students a chance to excel and shine further aiding them in accomplishing their set goals.
The whole framework behind the NET-S, to me at least, is to build confident, successful, learners who are comfortable collaborating with others, providing ideas, solving problems and using their creativity. Using the GAME plan within the classroom can help to accomplish this.
I can see using this with the first graders in my lab in order to organize and define their learning. Beginning a lesson by showing them a finished product of what they are working towards will give them a concrete image of a goal to work towards. Young learners especially need concrete evidence and examples.
Incorporating technology in the “action” segment of my lessons will help in building on the students’ NET-S and technological confidence. Additionally, consistent monitoring of their progress makes students accountable and responsible for their learning and also spurs them to work harder towards their initial goals.
Well planned and thought out evaluation allows for the students to feel comfortable and confident when showcasing what they have learned. Allowing for choice in evaluation method also provides students a chance to excel and shine further aiding them in accomplishing their set goals.
The whole framework behind the NET-S, to me at least, is to build confident, successful, learners who are comfortable collaborating with others, providing ideas, solving problems and using their creativity. Using the GAME plan within the classroom can help to accomplish this.
Wednesday, October 13, 2010
Week 6: GAME Plan Progress
Patience. That’s what I have had to learn to have with both my goals and my students. Last week saw me beginning to feel very frustrated with the students and myself because I wasn’t meeting my goals at a desired pace. I was greatly heartened by Vicki Davis’s statement this week’s resources: “You don’t get there overnight; you have to start small” (Laureate Education, 2009, Part 1). Hearing this caused me to take a step backwards and reassess my goals. Considering the age of my students I am probably aiming too high too soon. While I still have faith I can accomplish my goals, I need to set some smaller, more attainable goals to work towards for now.
I’ve decided to postpone social collaboration with another school until I’ve tried it on a smaller scale with just my students in the lab. In doing this I can get an idea of how comfortable and capable my students will be when communicating using technology. This being said, I’m still working to achieve both of the goals I set at the beginning of the course and would like to achieve them before I set new goals.
This week’s resources provided a great list of benefits social networking offers. Currently our district is not participating in any social networking (which I didn’t realize); sites that provide this possibility are blocked by our filter. I didn’t realize that it was not being utilized at all. I’ve got a big job ahead of me in order to be able to participate in any social collaboration on the internet. Our acceptable use policy and internet user agreements will have to be revamped. Davis’s list of benefits will be a good place to start when working to convince our district to allow students to take part in these types of projects.
References:
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: social networking and online collaboration: part 1. [Educational video]. Baltimore: Author.
I’ve decided to postpone social collaboration with another school until I’ve tried it on a smaller scale with just my students in the lab. In doing this I can get an idea of how comfortable and capable my students will be when communicating using technology. This being said, I’m still working to achieve both of the goals I set at the beginning of the course and would like to achieve them before I set new goals.
This week’s resources provided a great list of benefits social networking offers. Currently our district is not participating in any social networking (which I didn’t realize); sites that provide this possibility are blocked by our filter. I didn’t realize that it was not being utilized at all. I’ve got a big job ahead of me in order to be able to participate in any social collaboration on the internet. Our acceptable use policy and internet user agreements will have to be revamped. Davis’s list of benefits will be a good place to start when working to convince our district to allow students to take part in these types of projects.
References:
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: social networking and online collaboration: part 1. [Educational video]. Baltimore: Author.
Tuesday, October 5, 2010
Week 5: GAME Plan Progress
This week has seen positive progress towards my specific goal of “Engaging in professional growth and leadership.” I have signed up to attend a four day workshop in November pertaining to Promethean boards and their uses, as well as ActivVotes and ActivExpressions. (http://www.prometheanplanet.com/en-us/support/hardware/learner-response-systems/) While our district does not have these actual classroom response systems, (we only have CPS systems), we are seriously looking into investing in these new systems. These new classroom response systems allow for students to text in answers; this will be a great way for my students’ little hands to explore typing. Additionally, these workshops will provide for interactive ways to incorporate these new tools into the classroom.
Last week brought some frustration when working with my students. Due to some special activities that were scheduled, I did not see but half of my first graders and pre-kindergarteners last week. When these events are scheduled they are scheduled during non-academic time which means computer class gets cut for the day. I am still not witnessing the growth I would like to in my 3 and 4-year-olds. Their retention from week to week is poor. I have officially decided to use a vocal approach for their communication with other students instead of emailing. The first graders are still advancing at a pace I expect them to; next week will see us beginning to use Word.
After listening to Dr. Ertmer discuss problem-based learning this week I would very much like to find a way to incorporate some into my classes. Again, time is such an issue when you only have thirty minutes. Maybe I can collaborate with some of the first grade teachers and we can integrate our two classes and do a unit together.
Last week brought some frustration when working with my students. Due to some special activities that were scheduled, I did not see but half of my first graders and pre-kindergarteners last week. When these events are scheduled they are scheduled during non-academic time which means computer class gets cut for the day. I am still not witnessing the growth I would like to in my 3 and 4-year-olds. Their retention from week to week is poor. I have officially decided to use a vocal approach for their communication with other students instead of emailing. The first graders are still advancing at a pace I expect them to; next week will see us beginning to use Word.
After listening to Dr. Ertmer discuss problem-based learning this week I would very much like to find a way to incorporate some into my classes. Again, time is such an issue when you only have thirty minutes. Maybe I can collaborate with some of the first grade teachers and we can integrate our two classes and do a unit together.
Wednesday, September 29, 2010
Week 4: Monitoring My GAME Plan
Progress towards the achievement of my GAME plan is going well with my 6-year-olds as they are quickly mastering the basics of operating the computer. These next few weeks will see them into exploring the layout of the keyboard and beginning to learn to type. They have the mouse functions down pat and are confidently opening and closing programs and web pages and locating “quick links” on our school’s website. Likewise, their abilities to express themselves through writing are improving so inputting their words into the computer is feasible in the not so distant future.
My pre-kindergarten students are not advancing as quickly as I would like them to. I may need to reassess my expectations for them; I’m just not ready to give up on their abilities just yet. I keep reminding myself of their age and that their fine motor skills are not nearly as developed as my kindergarten and first graders.
What have I learned so far? I need to be more patient and give my students time to develop. Thirty minutes a week is hardly enough time for ample practice and application of skills. I am leaning towards possibly dropping the email correspondence idea with the pre-kindergarten classes and trying something more along the lines of video conferencing instead. In doing this they will still be practicing safe procedures and having to demonstrate proper netiquette but will not have to be able to express themselves through writing.
Thoughts or suggestions?
My pre-kindergarten students are not advancing as quickly as I would like them to. I may need to reassess my expectations for them; I’m just not ready to give up on their abilities just yet. I keep reminding myself of their age and that their fine motor skills are not nearly as developed as my kindergarten and first graders.
What have I learned so far? I need to be more patient and give my students time to develop. Thirty minutes a week is hardly enough time for ample practice and application of skills. I am leaning towards possibly dropping the email correspondence idea with the pre-kindergarten classes and trying something more along the lines of video conferencing instead. In doing this they will still be practicing safe procedures and having to demonstrate proper netiquette but will not have to be able to express themselves through writing.
Thoughts or suggestions?
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