Well, I chose to do a podcast of sorts tonight and spent a heck of a lot of time learning about quicktime and iMovie. Never, never delete the clips out of the bin at the bottom of the iMovie! (This adds at least two hours to the creation of the movie!)
The podcast can be seen here:
Sunday, November 28, 2010
Sunday, October 31, 2010
Reflective Essay
Differentiated Instruction and Universal Design for Learning is a state of mind. I found this statement to be empirically correct through innovative teaching the last time that I set foot in a classroom. Last Friday, I taught my class in a way that my fellow teachers deemed “Cloning.”
As I considered what to teach last Friday, I longed for an easier class period, but the pressure remained for what I need to cover in the timeframe as established by my administration. I had recently employed a program, which I shared through my Differentiation Station network, called Podcast Capture. This program enables teachers to very quickly capture and record podcasts and to link them to websites, blogs and iTunes. I had previously used this resource to post reviews of difficult problems for my students to study prior to unit testing. Podcast Capture is found on all Apple computers within the Utilities folder.
I have been very fortunate to acquire a document camera and to place it on my podium. The camera allows a live feed of whatever I am writing on my podium and allows me to face my students as I instruct my class in a way similar to an overhead projector. It is ironic how we take steps forward and then back to regroup and recall what is truly effective instruction. This camera was literally collecting dust on a shelf. Now, after seeing what might be accomplished, all of my fellow teachers want one. Somewhere, in the back of my mind was born an idea. I endeavored to record a series of three instructive podcasts with which to introduce the process/procedure for solving multiplication equations. This skill is an essential skill at the core of pre-algebra. I posted the podcasts to my class wiki, and shortly after the class completed a quiz over a prior lesson, I broke the class into pre-selected collaborative groups, requiring each group to get one laptop out of the cart. I then instructed the class to go to the wiki and to play at least one podcast regarding the solving of multiplication equations. As the students watched, I distributed a standard worksheet, and monitored their levels of involvement. It was obvious that I had nearly one hundred percent participation. Most students were immediately successful with regard to the required practice problems, but others required more intensive remediation. I simply circulated around the classroom and assisted some students one-on-one, as needed, re-watching podcasts in freeze frame mode while providing extra coaching and encouragement. The success level and motivation was phenomenal.
At the end of the day, I took a little time to stop by my principal’s office to let him know what I had been doing. He was extremely interested and went immediately to the class website to view the podcasts himself. He indicated that he would share these ideas at his next district principal’s meeting.
As I near the end of my Master’s program, my enthusiasm is beginning to wane. I long to spend Wednesday and Sunday evenings stress free in the company of my wife and six year old son. Regardless, weather by osmosis or immersion, I continue to evolve and develop as a teacher, and due to my devotion to my profession, I am extremely grateful to this Walden course of study and the excellent collaboration with fellow teachers.
There are two different types of categories that support diverse learners, assistive/adaptive and supportive (Bray, Brown, & Green, 2004). I found the podcasting instruction to be both. Students with difficulties could pause as needed to absorb or receive instruction that they otherwise would be unable to grasp. Podcasts could also be accessed at home for reinforcement of newly gained knowledge. Utmost, the technology allowed me to be in more than one place at a time so that I could reach many students directly. I was able to actually observe and adapt my own teaching as the students were absorbing it through a multiple-pathways approach. Although I’ve had many inspired teaching moments, I cannot recall one by which I could have been more proactively diagnosing and differentiating. Tomlinson states that “Every child is worth the best and only by giving them your best can you affirm your belief in them” (Laureate, 2009). My students received the best teaching in a magnificently direct manner that absolutely conveyed my belief that they had the ability to acquire mastery of the clearly stated objective. Students surpassed my highest expectations.
Finally, as I reflect back to the spark that ignited this instructional strategy that flowed through me I recall a statement made by Dr. Stephanie Throne regarding Differentiated Instruction and technology integration. She claimed that this method of teaching was a “Mindset” (Laureate, 2009). This state of mind with which I enter my classroom has direct and significant implications upon my students’ success.
As I considered what to teach last Friday, I longed for an easier class period, but the pressure remained for what I need to cover in the timeframe as established by my administration. I had recently employed a program, which I shared through my Differentiation Station network, called Podcast Capture. This program enables teachers to very quickly capture and record podcasts and to link them to websites, blogs and iTunes. I had previously used this resource to post reviews of difficult problems for my students to study prior to unit testing. Podcast Capture is found on all Apple computers within the Utilities folder.
I have been very fortunate to acquire a document camera and to place it on my podium. The camera allows a live feed of whatever I am writing on my podium and allows me to face my students as I instruct my class in a way similar to an overhead projector. It is ironic how we take steps forward and then back to regroup and recall what is truly effective instruction. This camera was literally collecting dust on a shelf. Now, after seeing what might be accomplished, all of my fellow teachers want one. Somewhere, in the back of my mind was born an idea. I endeavored to record a series of three instructive podcasts with which to introduce the process/procedure for solving multiplication equations. This skill is an essential skill at the core of pre-algebra. I posted the podcasts to my class wiki, and shortly after the class completed a quiz over a prior lesson, I broke the class into pre-selected collaborative groups, requiring each group to get one laptop out of the cart. I then instructed the class to go to the wiki and to play at least one podcast regarding the solving of multiplication equations. As the students watched, I distributed a standard worksheet, and monitored their levels of involvement. It was obvious that I had nearly one hundred percent participation. Most students were immediately successful with regard to the required practice problems, but others required more intensive remediation. I simply circulated around the classroom and assisted some students one-on-one, as needed, re-watching podcasts in freeze frame mode while providing extra coaching and encouragement. The success level and motivation was phenomenal.
At the end of the day, I took a little time to stop by my principal’s office to let him know what I had been doing. He was extremely interested and went immediately to the class website to view the podcasts himself. He indicated that he would share these ideas at his next district principal’s meeting.
As I near the end of my Master’s program, my enthusiasm is beginning to wane. I long to spend Wednesday and Sunday evenings stress free in the company of my wife and six year old son. Regardless, weather by osmosis or immersion, I continue to evolve and develop as a teacher, and due to my devotion to my profession, I am extremely grateful to this Walden course of study and the excellent collaboration with fellow teachers.
There are two different types of categories that support diverse learners, assistive/adaptive and supportive (Bray, Brown, & Green, 2004). I found the podcasting instruction to be both. Students with difficulties could pause as needed to absorb or receive instruction that they otherwise would be unable to grasp. Podcasts could also be accessed at home for reinforcement of newly gained knowledge. Utmost, the technology allowed me to be in more than one place at a time so that I could reach many students directly. I was able to actually observe and adapt my own teaching as the students were absorbing it through a multiple-pathways approach. Although I’ve had many inspired teaching moments, I cannot recall one by which I could have been more proactively diagnosing and differentiating. Tomlinson states that “Every child is worth the best and only by giving them your best can you affirm your belief in them” (Laureate, 2009). My students received the best teaching in a magnificently direct manner that absolutely conveyed my belief that they had the ability to acquire mastery of the clearly stated objective. Students surpassed my highest expectations.
Finally, as I reflect back to the spark that ignited this instructional strategy that flowed through me I recall a statement made by Dr. Stephanie Throne regarding Differentiated Instruction and technology integration. She claimed that this method of teaching was a “Mindset” (Laureate, 2009). This state of mind with which I enter my classroom has direct and significant implications upon my students’ success.
Sunday, August 22, 2010
Week 8 Reflection
As I have read back through my GAME plan, I realize that my initial goal was to encourage digital citizenship. I had stated that I wished to create a poster and student sheets for use when searching the internet in order to encourage student accountability and fair use practices. I still need to continue to focus and implement these changes. My Geometry in Art students are currently engaged in a project to create or report on something that is geometrically artistic, and I realize that this course has influenced the means by which I have encouraged my students to partake in this activity. I have encouraged students to use the laptops while working on this activity, but in monitoring of the activity, I realize that I still need to encourage students to acknowledge the work of others as the use images.
My use of Delicious has become quite extensive and I have begun to substantially and carefully Tag pages as I mark them so that I can go back and re-investigate at more opportune times. I intend to share these bookmarks with my students for future implementations. Among my bookmarks that I have added, ePals, Moodle, Wiggio and Ning are the most interesting to me.
Utmost, I am reminded that the NETS Standards are not simply a stand-alone document. In order for the standards to be truly met, teaching and learning must be interwoven into a mesh of technologically driven advancement along the lines of student interest and educational evolution.
My use of Delicious has become quite extensive and I have begun to substantially and carefully Tag pages as I mark them so that I can go back and re-investigate at more opportune times. I intend to share these bookmarks with my students for future implementations. Among my bookmarks that I have added, ePals, Moodle, Wiggio and Ning are the most interesting to me.
Utmost, I am reminded that the NETS Standards are not simply a stand-alone document. In order for the standards to be truly met, teaching and learning must be interwoven into a mesh of technologically driven advancement along the lines of student interest and educational evolution.
Wednesday, August 11, 2010
Week 7
My first thoughts in regard to the blog post this week are that Walden has run out of good questions with which to challenge students. (It’s my blog) “Consider how the NETS-S and the NETS-Tare inter-related.” Really????? Do we need to do this in a double column note format or could we simply state that in order for students to advance along the prescribed direction of technology as addressed by the NETS-S, that teachers must be accomplished guides and ambassadors that accompany students along the technological journey.
Just as I have taught, so are my students to learn. As I teach, I model the joy of learning. In my discussion this week, I spoke of how I first had an idea to create a voice thread by using screen shots to create voice threads as problems were worked on the Promethian board. In turn, students implemented the same techniques to create their own voice thread “Digital Story” presentations.
Therefore, I believe that teacher and student NETS are best seen together as parallel maps through the technological frontier. Teachers must move forward with technology and constantly model the tools by which students might best learn.
Just as I have taught, so are my students to learn. As I teach, I model the joy of learning. In my discussion this week, I spoke of how I first had an idea to create a voice thread by using screen shots to create voice threads as problems were worked on the Promethian board. In turn, students implemented the same techniques to create their own voice thread “Digital Story” presentations.
Therefore, I believe that teacher and student NETS are best seen together as parallel maps through the technological frontier. Teachers must move forward with technology and constantly model the tools by which students might best learn.
Wednesday, August 4, 2010
Finally....
I feel that my game plan has finally gained direction this week. As I watched the video presentation, I was rapidly bookmarking sites. I have a lot to look into still, but at least I have a place to look. ePals, Moodle, Wiggio and Ning all interest me greatly, but Ning appears to be what I have been looking for. Of course, I need to secure some funds, but since the price is so low, It shouldn't be a problem. I really look forward to having some real educational networking established inside and outside of my classroom, and I now feel that Ive got some places to begin.
Wednesday, July 28, 2010
Game Plan Progress
I feel pretty good in that this week I have taken some time to speak with my director of technology with regard to setting up a walled classroom environment for the students in my classroom to establish personal and acceptable mathematical blogs and RSS feeders so that they can monitor each others blogs. We're trying to set up a place on the district server that is secure and accessible from home. I know that there are public sites that are devoted to such practices, but I am trying to keep the interactions that my students initially partake within the walls of the district. In this way, we may begin to create a dialogue with regard to writing prompts and problem solving techniques.
Further, I am working to establish funding so that my class might have a voice thread account. I found this tool to be exceptionally helpful last year and would like to establish a dedicated space for saving of my student's voice threads.
I'm still looking for sites that really narrow down project based learning with regard to seventh grade standards. I really believe that there must exist ideas that I can use to springboard my creativity. I continue to add to my delicious bookmarks and accumulate items, but I am constantly looking for other shared spaces where I might seek 7th grade mathematics style projects. Please feel free to share!
Further, I am working to establish funding so that my class might have a voice thread account. I found this tool to be exceptionally helpful last year and would like to establish a dedicated space for saving of my student's voice threads.
I'm still looking for sites that really narrow down project based learning with regard to seventh grade standards. I really believe that there must exist ideas that I can use to springboard my creativity. I continue to add to my delicious bookmarks and accumulate items, but I am constantly looking for other shared spaces where I might seek 7th grade mathematics style projects. Please feel free to share!
Wednesday, July 21, 2010
Assessments within the Game Plan
It’s difficult to pretend that we are implementing a game plan in the middle of the summer, but as far as anticipatory preparation, there are some things that I have begun to consider this week. Most of my focus is currently centered around assessment, and as I work with the other 7th grade math teachers in my district, I have been challenged to create the multiple choice portion of our unit assessments. I am using a program called Exam View Pro, that enables us to have the tests stored on an in-house server for student accessibility through their laptops. After the assessment, teachers receive an automated e mail with regard to student performance.
I also frequently use the active votes that accompany my Promethian board. These student devices allow me to create instantaneous “Forced Response” questions to formatively assess my students’ progress during every class day.
The greatest area where I struggle for valid assessments is in the area of project assessments. As a beginning teacher over 20 years ago, it was very simple to create numerous projects in order to occupy and instruct my students. This led to a very high level of motivation and learning as would be expected in a project based classroom. As I have matured as a teacher, I have become considerably more focused with regard to my teaching objectives. I have come to realize that subsequent teachers in the progression of mathematics depend upon my reaching the finish line with regard to the objectives that support the standards to which I am charged. I am really looking forward to a set of national standards so that groups of teachers or textbook companies will assist in the creation of project based learning activities that specifically target GLE’s while tapping into students’ natural motivation and curiosity. I am interested to learn if there are some of these programs already in existence that would meet the needs of seventh grade mathematics students. I’m not one to follow someone else’s plan step by step, but I sure appreciate a guide in the proper direction! Thanks in advance for any help that you can give me.
I also frequently use the active votes that accompany my Promethian board. These student devices allow me to create instantaneous “Forced Response” questions to formatively assess my students’ progress during every class day.
The greatest area where I struggle for valid assessments is in the area of project assessments. As a beginning teacher over 20 years ago, it was very simple to create numerous projects in order to occupy and instruct my students. This led to a very high level of motivation and learning as would be expected in a project based classroom. As I have matured as a teacher, I have become considerably more focused with regard to my teaching objectives. I have come to realize that subsequent teachers in the progression of mathematics depend upon my reaching the finish line with regard to the objectives that support the standards to which I am charged. I am really looking forward to a set of national standards so that groups of teachers or textbook companies will assist in the creation of project based learning activities that specifically target GLE’s while tapping into students’ natural motivation and curiosity. I am interested to learn if there are some of these programs already in existence that would meet the needs of seventh grade mathematics students. I’m not one to follow someone else’s plan step by step, but I sure appreciate a guide in the proper direction! Thanks in advance for any help that you can give me.
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