Looking back on this semester in EDLF 545 I have learned so much and really enjoyed the ride I was on. I had no idea back in January that I would have spent so much time at GE, have access to a whole other side of the educational world, and it was such a great use of my time to combine this practicum with my 788 final project. I would definitely recommend this to other rising 5th years as a great option to learn a lot, boost your resume, and to pull together all kinds of things from your time at Curry.
The digital story was a hit after all - it was so enjoyable to share all of our experiences with the other students in the class, to hear what people are doing next year and to share our creative takes on what we were up to all spring. I think one of the great joys of this "seminar" style course was that we were able to share, collaborate. I got great ideas from other students in the class, we were able to share out our frustrations when the going got rough, and I now have a network of other new "technology-using" teachers to support me as I move out of Charlottesville and am on my way with my own classroom next year.
I really do owe so much to the genius of Dennis, the Ms. M and Ms. W from GE who were so supportive and patient and let this "Rookie" do her thing. I definitely had a learning and teaching experience at the same time and feel so lucky. :)
Monday, May 5, 2008
Tuesday, April 22, 2008
Assessments!
I wanted to put up the data showing how well my 5th graders did and how much they learned during our quest!
The table is messed up a bit- but the columns are:
Student’s Initials
Pre-Assessment Score
Post-Assessment Result?
(+, -, or =)
Point Difference
Check it out!
R 9 10 + 1
A 8 8 = 0
D 5 8 + 3
Al 6 6 = 0
K 6 7 + 1
Ja 5 7 + 2
W 7 9 + 2
S 8 8 = 0
M 9 6 - 3
Ji 7 8 + 1
HH 6 7 + 1
T 7 9 + 2
Jam 5 7 + 2
F 5 10 + 5
Kia ? (Lost) 8 N/A -
RR 8 10 + 2
And 7 7 = 0
Ju 6 ? (Absent) N/A -
Totals:
Students who improved their scores – 11
Students whose scores went down - 1
Students whose scores stayed the same – 4
Students whose scores are not valid – 2
Tomorrow is our digital story sharing - hopefully mine will work - wish me luck!
My script is below:
“The Case of the Big Kids….”
I’m not going to lie to you….when I realized that doing the TIP Project with Faye at Greer might mean I’d be working with 4th and 5th graders, it made me a little nervous. Coming from the wonderful, magical world of Kindergarten, I knew that venturing “upstairs” was going to mean a whole other side of the school – less hugs, no more drawings for the teacher, students who could literally outsmart you, and what might even be worse, topics like Virginia State History and Life Science instead of “The Four Seasons” and “Community Helpers.” Life’s rough in 5th grade, you realize your teacher isn’t always right, there’s a lot of work involved with learning, and there are so many other distractions.
But,… I promise this story does have a happy ending. While the tables and chairs are much larger and you won’t find a sand table or the “housekeeping” corner – these students have a charm that is all their own. Upper elementary aged students can meet you halfway, they have so much personality, they tolerate nerdy teacher moments and even sometimes join in, and you can talk to them like adults. It’s really refreshing to form friendships and to watch upper-elementary aged students blossom into prepared middle schoolers. During the oceans webquest I was lucky enough to teach in their science class they were teaching me more than I was teaching them. With technology, activities and curriculum there are so many open doors because these students have such a strong independent side. In the four months I’ve spent at Greer, I do have to say that I have fallen in love with 5th grade. They have welcomed me into their classroom, found respect for me that is akin to that of their other teachers, and have taught me much more than I taught them. I hope to keep the experiences I had with my “big kid” Geckos and balance them out with my love for “the little ones” throughout my teaching career. As a pre-service teacher who once had a huge K-2 stamp across my forehead and my resume, I now feel prepared for any grade my future principal throws at me. This awareness and knowledge is something I will keep with me wherever I go.
The table is messed up a bit- but the columns are:
Student’s Initials
Pre-Assessment Score
Post-Assessment Result?
(+, -, or =)
Point Difference
Check it out!
R 9 10 + 1
A 8 8 = 0
D 5 8 + 3
Al 6 6 = 0
K 6 7 + 1
Ja 5 7 + 2
W 7 9 + 2
S 8 8 = 0
M 9 6 - 3
Ji 7 8 + 1
HH 6 7 + 1
T 7 9 + 2
Jam 5 7 + 2
F 5 10 + 5
Kia ? (Lost) 8 N/A -
RR 8 10 + 2
And 7 7 = 0
Ju 6 ? (Absent) N/A -
Totals:
Students who improved their scores – 11
Students whose scores went down - 1
Students whose scores stayed the same – 4
Students whose scores are not valid – 2
Tomorrow is our digital story sharing - hopefully mine will work - wish me luck!
My script is below:
“The Case of the Big Kids….”
I’m not going to lie to you….when I realized that doing the TIP Project with Faye at Greer might mean I’d be working with 4th and 5th graders, it made me a little nervous. Coming from the wonderful, magical world of Kindergarten, I knew that venturing “upstairs” was going to mean a whole other side of the school – less hugs, no more drawings for the teacher, students who could literally outsmart you, and what might even be worse, topics like Virginia State History and Life Science instead of “The Four Seasons” and “Community Helpers.” Life’s rough in 5th grade, you realize your teacher isn’t always right, there’s a lot of work involved with learning, and there are so many other distractions.
But,… I promise this story does have a happy ending. While the tables and chairs are much larger and you won’t find a sand table or the “housekeeping” corner – these students have a charm that is all their own. Upper elementary aged students can meet you halfway, they have so much personality, they tolerate nerdy teacher moments and even sometimes join in, and you can talk to them like adults. It’s really refreshing to form friendships and to watch upper-elementary aged students blossom into prepared middle schoolers. During the oceans webquest I was lucky enough to teach in their science class they were teaching me more than I was teaching them. With technology, activities and curriculum there are so many open doors because these students have such a strong independent side. In the four months I’ve spent at Greer, I do have to say that I have fallen in love with 5th grade. They have welcomed me into their classroom, found respect for me that is akin to that of their other teachers, and have taught me much more than I taught them. I hope to keep the experiences I had with my “big kid” Geckos and balance them out with my love for “the little ones” throughout my teaching career. As a pre-service teacher who once had a huge K-2 stamp across my forehead and my resume, I now feel prepared for any grade my future principal throws at me. This awareness and knowledge is something I will keep with me wherever I go.
Sunday, April 20, 2008
Sigh of Relief
Whew! It is such a relief to have my TIP lesson behind me now. Not only that, it was such a great learning experience to have undergone this semester. It was an absolute hit and I have so much to reflect upon.
The morning was rather smooth and relatively easy for me. I showed up early (because you should always be prepared if something goes wrong with the technology, but also give yourself enough time to set it up if it is working) and Mrs. W (the science teacher in 5th grade at GE) was setting up the Smart Board with her projector, the laptop and the speakers and let me help. There was lots of excitement and energy in the air as Ms. M came in as well and we made sure everything was in order. I got to orient the Smart Board and make sure that there were enough logs for each captain - or student.
The kids in the 5th grade I have come to be really familiar with and many of them recognized me from seeing me around GE as well as substitute teaching - which made things simple. They were all pretty tired and sleepy and Ms. W told me that usually her first block is pretty easy because they aren't yet alert enough to cut up - haha. Both she and Ms. M had talked about the expectations for the day - working with me and following directions and rules the day before, and the stage was set for me to teach.
The flow of the lesson was smooth, I thought. I introduced myself and the topic, talked about the objectives we were working towards, modeled the use of the quest and log for them to see what was required, let them choose partners and get going on their laptops and then they did the rest of the work. Afterwards I pulled the class together for a few minutes at the end to wrap up - and everything was done.
Of course, there had to be a snafu - one of the videos that the students were directed to and needed to watch to answer a question on their log was not working, and it was the one I clicked on and tried to use as a model before the students got started. It was not a major disaster, other than a bit embarassing and confusing, but I learned right away taht flexibility is key in situations like that. Mrs. W immediately exclaimed, "No problem. If that happens we'll just skip it and then tomorrow watch it as a class and fill in the answer." I was amazed at how relaxed she was - as I was quite confused as to why this was taking place. When the students got a chance to pull up the video on their laptops - some could see the video and others could not. When DP (my technology professor who was observing the lesson) was able to fiddle with things we realized that if the video was opened in a different browser (Firefox and not Safari) that everything was fine - and we informed the kids of how to take care of it.
In terms of the Smart Board, I still need a lot of practice using it - now that I know how. I am completely aware of what it can do and how to make it happen, but just the sensitivity of the touch, scrolling, closing windows and things like that weren't instantaneously working and I found myself going to the laptop on the cart and using the mouse instead. It's hard to break habits and when we are using something new not to resort to an easier way. It's much more beneficial for the students to see you up at the front using your finger to indicate certain things on the SmartBoard, instead of leaning over the computer trying to indicate where things are. I am going to try to get a little bit more use under my belt.
I do have to say that the students were well behaved. I didn't have any conflict between partners or any acting out or being off task, really. Mrs. W informed me that letting them pick their own partners was a good idea and I went with it. Apparently when you assign partners, some students feel like it's a punishment instead of just a setup for interaction, and partners are made to feel bad or can be left out of certain situations. This way, in letting them have choice, I am letting them know that there is trust I have given them in being responsible on their own (they are 5th graders) and they choose to keep it.
Along with their great behavior and cooperation, the students were excited. The excitement probably was what kept them from cutting up, and it really rang true on Thursday that engagement is effective. These students didn't care to do anything else because they were interested in the topic, they had work to get done, it was appropriate for their learning levels and styles and they were being supported by three teachers at a time. My favorite moment of the entire day was most definitely when I heard a pair of students reading the directions for the quest in pirate voices to each other. : )
With three teacher circulating the room, we had plenty of adults that were there for assistance and clarification. While I thought that the instructions and directions to navigate each site were written out in very clear plain language there were still students who needed help finding answers, or not sure where exactly to click. I saw myself being a bit of a control freak and wanting to just do it for them, put my finger on the laptop and click the mouse or move it where it needed to be, instead of orally telling them where to go and click. I need to watch that - if I'm not careful I won't be enabling my students and I will be taking the attention away from them and their need to find the information. Modeling is great, but you have to allow students a chance to practice it too.
In terms of the partners, I saw how well it worked and I also saw some of the flaws as well. I thought that students picking their own partners was great because the ESL students wanted to work together (they spend so much time together) and the higher and lower students were matched almost at the same level as their peer. However, some of the partners weren't waiting for the other person. In a few examples, one of the partners found all of the answers and the other partner just copied off of his log - and in this case I was trying to get the one partner to slow down and the two to work together to make sure that they were reading the whole website, talking to each other and trying to make it a search, not just a meaningless copying worksheet. I think that it would be really different if you gave each person their own laptop and log and had them find the information on their own. You'd lose the interaction aspect, but at the same time you'd have each person really taking ownership of their own information and experience. Just a thought...
The beauty of the webquest (or one of the many beauties) is the relaxed pace. These students knew they were on a mission to learn and find out about something, but those that didn't finish could finish it the next day and had as much time as they needed to do a thorough job. The ones who wizzed through it and were speedy readers and writers were also given extensions to take care of. There were bonus websites at the end of the quest for them to explore on their own. None of the students got that far while I was there, but a few pairs did finish the entire quest in the time allotted. I am curious to hear how Mrs. W set up class the next day for some students to finish the quest and still have to manage the students who were already done.
It was really exciting to be doing something different with these kids, and you can tell that the school thought so too! The Principal and Vice Principal popped in to see how the lesson was going (I'm assuming they heard about it) and were walking around the room talking to kids and peeking over their shoulders at the webquest on the screen - what an honor! One of the teachers next door to Mrs. W's room was asking all about the quest - quite jealous that we didn't do one in his social studies class. The Technology support teacher at the school later in the afternoon asked about the quest and wanted a copy of it for her own records - so exciting! It was great to have so many adults and for these students to know how special that day in science was. They could tell that they were part of something very special and took it very seriously.
I didn't realize how experienced Mrs. W is with Technology - she used to teach the Smart Board class in a northern Virginia school district and uses the Smart Board every day in her science classroom. She was such a trooper to let me invade her classroom, and I would love to use her as a resource in the future.
The lesson was great because I didn't just hand these students and assignment, but I tried to make it really relevant and accessible by teaching the whole group both before and after the Quest. Before they got started I felt like it was important to know what they were getting into, and for them to be familiar with me. I used the objectives to let them know their goals so that they could be aware of their own learning and keep track of their progress. Afterwards I tried to wrap up the lesson by coming back to these. I had them hold up their pencil for any of the objectives I read aloud that they worked on or worked towards - and I think it made them feel good to kind of "check" them off. I also had them raise their hands and share one thing they learned about oceans. The responses were really diverse and really amazing to see. It reminded me and reminded them that they worked hard and had something to walk away with. I felt a little bit cheesy, but I think that the whole group was important to have in front of the Smart Board. I am excited to see the vast differences (Hopefully!) between their pre and post tests and think they are going to be impressed as well.
One of the main reasons I wanted to do the objectives for the group (something that I don't think they had seen before) was to support the ESOL learners in the room, the other focus of my project. It was interesting to combine my ESL practicum and technology TIP project because there were so many different priorities going on. I think that the ESOL students thrived just as much as their peers during the quest. Often times ESOL teaching strategies can really benefit an English-speaking student - visuals, videos, copying from a model, talking things out loud with a partner to understand and clarify in explanation, and key vocabulary words. Mrs. W made a comment about using the objectives and how she doesn't always do so before and after a lesson, but I have seen Ms. M do it time and time again and know that her ESOL students preferred the routine procedure before diving right into an assignment. I am still trying to figure out a way to incorporate this into the flow of teaching a lesson without it seeming like the teacher is reading off of the board, and liked having a chance to try it during the TIP lesson.
All in all, smooth sailing (no pun intended!) for the Oceans Webquest - and the only thing between me and finishing up this placement is my digital story!
The morning was rather smooth and relatively easy for me. I showed up early (because you should always be prepared if something goes wrong with the technology, but also give yourself enough time to set it up if it is working) and Mrs. W (the science teacher in 5th grade at GE) was setting up the Smart Board with her projector, the laptop and the speakers and let me help. There was lots of excitement and energy in the air as Ms. M came in as well and we made sure everything was in order. I got to orient the Smart Board and make sure that there were enough logs for each captain - or student.
The kids in the 5th grade I have come to be really familiar with and many of them recognized me from seeing me around GE as well as substitute teaching - which made things simple. They were all pretty tired and sleepy and Ms. W told me that usually her first block is pretty easy because they aren't yet alert enough to cut up - haha. Both she and Ms. M had talked about the expectations for the day - working with me and following directions and rules the day before, and the stage was set for me to teach.
The flow of the lesson was smooth, I thought. I introduced myself and the topic, talked about the objectives we were working towards, modeled the use of the quest and log for them to see what was required, let them choose partners and get going on their laptops and then they did the rest of the work. Afterwards I pulled the class together for a few minutes at the end to wrap up - and everything was done.
Of course, there had to be a snafu - one of the videos that the students were directed to and needed to watch to answer a question on their log was not working, and it was the one I clicked on and tried to use as a model before the students got started. It was not a major disaster, other than a bit embarassing and confusing, but I learned right away taht flexibility is key in situations like that. Mrs. W immediately exclaimed, "No problem. If that happens we'll just skip it and then tomorrow watch it as a class and fill in the answer." I was amazed at how relaxed she was - as I was quite confused as to why this was taking place. When the students got a chance to pull up the video on their laptops - some could see the video and others could not. When DP (my technology professor who was observing the lesson) was able to fiddle with things we realized that if the video was opened in a different browser (Firefox and not Safari) that everything was fine - and we informed the kids of how to take care of it.
In terms of the Smart Board, I still need a lot of practice using it - now that I know how. I am completely aware of what it can do and how to make it happen, but just the sensitivity of the touch, scrolling, closing windows and things like that weren't instantaneously working and I found myself going to the laptop on the cart and using the mouse instead. It's hard to break habits and when we are using something new not to resort to an easier way. It's much more beneficial for the students to see you up at the front using your finger to indicate certain things on the SmartBoard, instead of leaning over the computer trying to indicate where things are. I am going to try to get a little bit more use under my belt.
I do have to say that the students were well behaved. I didn't have any conflict between partners or any acting out or being off task, really. Mrs. W informed me that letting them pick their own partners was a good idea and I went with it. Apparently when you assign partners, some students feel like it's a punishment instead of just a setup for interaction, and partners are made to feel bad or can be left out of certain situations. This way, in letting them have choice, I am letting them know that there is trust I have given them in being responsible on their own (they are 5th graders) and they choose to keep it.
Along with their great behavior and cooperation, the students were excited. The excitement probably was what kept them from cutting up, and it really rang true on Thursday that engagement is effective. These students didn't care to do anything else because they were interested in the topic, they had work to get done, it was appropriate for their learning levels and styles and they were being supported by three teachers at a time. My favorite moment of the entire day was most definitely when I heard a pair of students reading the directions for the quest in pirate voices to each other. : )
With three teacher circulating the room, we had plenty of adults that were there for assistance and clarification. While I thought that the instructions and directions to navigate each site were written out in very clear plain language there were still students who needed help finding answers, or not sure where exactly to click. I saw myself being a bit of a control freak and wanting to just do it for them, put my finger on the laptop and click the mouse or move it where it needed to be, instead of orally telling them where to go and click. I need to watch that - if I'm not careful I won't be enabling my students and I will be taking the attention away from them and their need to find the information. Modeling is great, but you have to allow students a chance to practice it too.
In terms of the partners, I saw how well it worked and I also saw some of the flaws as well. I thought that students picking their own partners was great because the ESL students wanted to work together (they spend so much time together) and the higher and lower students were matched almost at the same level as their peer. However, some of the partners weren't waiting for the other person. In a few examples, one of the partners found all of the answers and the other partner just copied off of his log - and in this case I was trying to get the one partner to slow down and the two to work together to make sure that they were reading the whole website, talking to each other and trying to make it a search, not just a meaningless copying worksheet. I think that it would be really different if you gave each person their own laptop and log and had them find the information on their own. You'd lose the interaction aspect, but at the same time you'd have each person really taking ownership of their own information and experience. Just a thought...
The beauty of the webquest (or one of the many beauties) is the relaxed pace. These students knew they were on a mission to learn and find out about something, but those that didn't finish could finish it the next day and had as much time as they needed to do a thorough job. The ones who wizzed through it and were speedy readers and writers were also given extensions to take care of. There were bonus websites at the end of the quest for them to explore on their own. None of the students got that far while I was there, but a few pairs did finish the entire quest in the time allotted. I am curious to hear how Mrs. W set up class the next day for some students to finish the quest and still have to manage the students who were already done.
It was really exciting to be doing something different with these kids, and you can tell that the school thought so too! The Principal and Vice Principal popped in to see how the lesson was going (I'm assuming they heard about it) and were walking around the room talking to kids and peeking over their shoulders at the webquest on the screen - what an honor! One of the teachers next door to Mrs. W's room was asking all about the quest - quite jealous that we didn't do one in his social studies class. The Technology support teacher at the school later in the afternoon asked about the quest and wanted a copy of it for her own records - so exciting! It was great to have so many adults and for these students to know how special that day in science was. They could tell that they were part of something very special and took it very seriously.
I didn't realize how experienced Mrs. W is with Technology - she used to teach the Smart Board class in a northern Virginia school district and uses the Smart Board every day in her science classroom. She was such a trooper to let me invade her classroom, and I would love to use her as a resource in the future.
The lesson was great because I didn't just hand these students and assignment, but I tried to make it really relevant and accessible by teaching the whole group both before and after the Quest. Before they got started I felt like it was important to know what they were getting into, and for them to be familiar with me. I used the objectives to let them know their goals so that they could be aware of their own learning and keep track of their progress. Afterwards I tried to wrap up the lesson by coming back to these. I had them hold up their pencil for any of the objectives I read aloud that they worked on or worked towards - and I think it made them feel good to kind of "check" them off. I also had them raise their hands and share one thing they learned about oceans. The responses were really diverse and really amazing to see. It reminded me and reminded them that they worked hard and had something to walk away with. I felt a little bit cheesy, but I think that the whole group was important to have in front of the Smart Board. I am excited to see the vast differences (Hopefully!) between their pre and post tests and think they are going to be impressed as well.
One of the main reasons I wanted to do the objectives for the group (something that I don't think they had seen before) was to support the ESOL learners in the room, the other focus of my project. It was interesting to combine my ESL practicum and technology TIP project because there were so many different priorities going on. I think that the ESOL students thrived just as much as their peers during the quest. Often times ESOL teaching strategies can really benefit an English-speaking student - visuals, videos, copying from a model, talking things out loud with a partner to understand and clarify in explanation, and key vocabulary words. Mrs. W made a comment about using the objectives and how she doesn't always do so before and after a lesson, but I have seen Ms. M do it time and time again and know that her ESOL students preferred the routine procedure before diving right into an assignment. I am still trying to figure out a way to incorporate this into the flow of teaching a lesson without it seeming like the teacher is reading off of the board, and liked having a chance to try it during the TIP lesson.
All in all, smooth sailing (no pun intended!) for the Oceans Webquest - and the only thing between me and finishing up this placement is my digital story!
Saturday, April 12, 2008
Content and Language Objectives
Content Objectives :
5.6 The student will investigate and understand characteristics of the ocean environment. Key
concepts include
a) geological characteristics (continental shelf, slope, rise);
b) physical characteristics (depth, salinity, major currents); and
c) biological characteristics (ecosystems).
Language Objectives :
The students will:
-Listen to and read directions.
-Ask and answer questions with their partner and the teacher.
-Use pictures to make predictions about text and topic.
-Write to communicate ideas and information from websites.
-Draw or copy from a model.
5.6 The student will investigate and understand characteristics of the ocean environment. Key
concepts include
a) geological characteristics (continental shelf, slope, rise);
b) physical characteristics (depth, salinity, major currents); and
c) biological characteristics (ecosystems).
Language Objectives :
The students will:
-Listen to and read directions.
-Ask and answer questions with their partner and the teacher.
-Use pictures to make predictions about text and topic.
-Write to communicate ideas and information from websites.
-Draw or copy from a model.
Planning Phase
So this past Monday GE had Spring Break, but Ms. M was going to be at school anyways getting things done, so I got to go in and work with her on our webquest. We had a great time, were really productive and I think are feeling a lot better having nailed out the details of it all. It was great to work on something I am going to teach in a specific space with specific materials in that space. We just pulled a few laptops out and camped out in her room and then went to the classroom with the smartboard I'll be using and practiced on the smart board.
So these 5th graders were already exposed to webquests in the last two weeks because the science teacher and MS. M decided to do a webquest on "light" to get them used to using the materials and working in pairs and to somewhat have a trial run with things (which really benefits me). She said that she was really impressed with how well things worked and how much she enjoyed learning as she worked through it. "Once the quest is planned, the kids really take over, as long as it is well done" and she assured me several times that it was a huge success.
So instead of making a webquest that is actually a website, we are making it in a word doc format and putting it on the school server for the students to access. The links to the internet are embedded within the word document and lead the students to the internet. This way they will work their way through it and once they are finished with a website they close the window and go back to the word doc. The students will be working in a pair - and each pair will have a team number. The students will work side by side on two computers. They will have a "captains" log that will lead them through the sites on somewhat of a trip (day by day) that is hard copy and they will work on as a packet. We discussed many of the kinks of hte plan - having multiple copies of things in different places so that we can (in a foolproof way) access it, and also discussed the need for a Plan B - juuust in case there is a day with the server down. We are thinking we might print out the websites they need and just adapt the activity. It would be a huge bummer - i think - to have a snafu that large on lesson day because some of the sites have the COOLEST videos.
So my job as the "teacher" for that day is to show up early and set up/make sure the technology is already set up and working , and then to lead the students in a whole group setting to introduce the whole thing. I am going to be up infront of them all on the Smart board. I am going to:
1) Introduce myself and tell them what we are doing
2) Show and read and explain the objectives - both content and language objectives
3) Show them the log they are going to use
4) Do a brief walk through of the quest
5) answer any questions and help with trouble shooting ahead of time (preventative)
The quest is broken down into into "days" that the students (as captains) are going to be traveling and on each "day" they need to find information and put it into their log a certain way (either as fill in the blank, drawing and labeling pictures they see on the screen on paper and also giving us a little bit of opinion). The part of the quest I am not necessarily going to be present for but that is also going with this is the pre and post assessment that I am creating from the websites and that Ms. M is going to give them before and after the quest to show their progress with the information. I am thinking True/False questions that really hit at those SOLS they ned to get down and seeing how they do and if they change how they feel about things.
I am also going to be actively involved in walking around and helping all of them navigate throughout the lesson and seeing how things are going. I feel like the activity is structured enough that they will feel like they know what is expected of them but also will make them feel like they are "freely" roaming the internet for this information. Also, in terms of my ESL students there are lots of visuals and supports for them to do well. We are thinking about letting them pick their partners also.
Working with the smart board was incredible. I have been waiting to get my hands on one for such a long time that it felt good to give it a shot. I got to plug it in, set up the equipment and calibrate the screen in order to use it. I worked on so many different things - touching it with my finger (it's a bit of a trick), using the pen, the mouse, scrolling down and learning how to pull up the keyboard to type.
Ms. M was brilliant enough to think to troubleshoot with it - we pretended that one of the students walked into the stand the projector was on and I spent a few minutes figuring out how to fix it and re-calibrate it. It was really great to get used to using it and I HOPE that it goes well on Thursday when Dennis comes to watch me .
Other than that it was a matter of getting organized - working out kinks with Ms. M and figuring out what I have left for this class. I am not going to lie, it feels great to be in the home stretch. :)
Wish me luck on Thursday - off to plan the assessments!
So these 5th graders were already exposed to webquests in the last two weeks because the science teacher and MS. M decided to do a webquest on "light" to get them used to using the materials and working in pairs and to somewhat have a trial run with things (which really benefits me). She said that she was really impressed with how well things worked and how much she enjoyed learning as she worked through it. "Once the quest is planned, the kids really take over, as long as it is well done" and she assured me several times that it was a huge success.
So instead of making a webquest that is actually a website, we are making it in a word doc format and putting it on the school server for the students to access. The links to the internet are embedded within the word document and lead the students to the internet. This way they will work their way through it and once they are finished with a website they close the window and go back to the word doc. The students will be working in a pair - and each pair will have a team number. The students will work side by side on two computers. They will have a "captains" log that will lead them through the sites on somewhat of a trip (day by day) that is hard copy and they will work on as a packet. We discussed many of the kinks of hte plan - having multiple copies of things in different places so that we can (in a foolproof way) access it, and also discussed the need for a Plan B - juuust in case there is a day with the server down. We are thinking we might print out the websites they need and just adapt the activity. It would be a huge bummer - i think - to have a snafu that large on lesson day because some of the sites have the COOLEST videos.
So my job as the "teacher" for that day is to show up early and set up/make sure the technology is already set up and working , and then to lead the students in a whole group setting to introduce the whole thing. I am going to be up infront of them all on the Smart board. I am going to:
1) Introduce myself and tell them what we are doing
2) Show and read and explain the objectives - both content and language objectives
3) Show them the log they are going to use
4) Do a brief walk through of the quest
5) answer any questions and help with trouble shooting ahead of time (preventative)
The quest is broken down into into "days" that the students (as captains) are going to be traveling and on each "day" they need to find information and put it into their log a certain way (either as fill in the blank, drawing and labeling pictures they see on the screen on paper and also giving us a little bit of opinion). The part of the quest I am not necessarily going to be present for but that is also going with this is the pre and post assessment that I am creating from the websites and that Ms. M is going to give them before and after the quest to show their progress with the information. I am thinking True/False questions that really hit at those SOLS they ned to get down and seeing how they do and if they change how they feel about things.
I am also going to be actively involved in walking around and helping all of them navigate throughout the lesson and seeing how things are going. I feel like the activity is structured enough that they will feel like they know what is expected of them but also will make them feel like they are "freely" roaming the internet for this information. Also, in terms of my ESL students there are lots of visuals and supports for them to do well. We are thinking about letting them pick their partners also.
Working with the smart board was incredible. I have been waiting to get my hands on one for such a long time that it felt good to give it a shot. I got to plug it in, set up the equipment and calibrate the screen in order to use it. I worked on so many different things - touching it with my finger (it's a bit of a trick), using the pen, the mouse, scrolling down and learning how to pull up the keyboard to type.
Ms. M was brilliant enough to think to troubleshoot with it - we pretended that one of the students walked into the stand the projector was on and I spent a few minutes figuring out how to fix it and re-calibrate it. It was really great to get used to using it and I HOPE that it goes well on Thursday when Dennis comes to watch me .
Other than that it was a matter of getting organized - working out kinks with Ms. M and figuring out what I have left for this class. I am not going to lie, it feels great to be in the home stretch. :)
Wish me luck on Thursday - off to plan the assessments!
Sunday, March 30, 2008
Proposal - formatting messed up : )
EDLF 545 Proposal
Content Area/Subject: Science – Oceans
Grade Level(s): 5th Grade (+ ESOL population)
TIP Student: Ana Casanova
Cooperating Teacher/School: ___________, ESOL (+ __________, Science Teacher) at G_____ E_______
GOALS and OBJECTIVES
What should the _____________ students be able to do?
Content Objectives:
Virginia Science Standards of Learning – 5th Grade
Standard 5.6
The student will investigate and understand characteristics of the ocean environment. Key concepts include
a) Geological characteristics (continental shelf, slope, rise);
b) Physical characteristics (depth, salinity, major currents)
Technology Objectives:
Technology Foundation Standards for Students –
1. Basic operations and concepts
* Students demonstrate a sound understanding of the nature and operation of technology systems.
* Students are proficient in the use of technology.
3.Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
5. Technology research tools
* Students use technology to locate, evaluate, and collect information from a variety of sources.
* Students use technology tools to process data and report results.
* Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Language Objectives (ESOL students):
Oral Language (both Listening and Speaking) –
The students will:
-respond to simple directions.
-Ask and answer questions of their peers and the teacher.
-Respond to factual information.
Reading-
The students will:
-Read and demonstrate comprehension of nonfiction.
-Answer questions about what is read and researched.
-Use pictures to make predictions about text and topic.
Writing-
The students will:
-Write to communicate ideas and information.
-Draw or copy from a model.
-Use English grammatical constructions, punctuation, and spelling conventions.
What should the TIP student be able to do?
Technology Objectives:
Technology Foundation Standards for Teachers-
1. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
1. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
3. Identify and locate technology resources and evaluate them for accuracy and suitability.
5. Plan strategies to manage student learning in a technology-enhanced environment.
3. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
1. Facilitate technology-enhanced experiences that address content standards and student technology standards.
2. Use technology to support learner-centered strategies that address the diverse needs of students.
3. Apply technology to develop students' higher order skills and creativity.
4. Manage student learning activities in a technology-enhanced environment.
4. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
3. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
2. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
4. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
2. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
4. Promote safe and healthy use of technology resources.
5. Facilitate equitable access to technology resources for all students.
The module should include at least two detailed lesson plans.
-This module will include three separate lessons – one of pre-assessment, one of post assessment and in between the two one where the meat of instruction takes place
The module should address specific SOLs.
-See table above
The module should address specific NETS for students and teachers.
-See above
This module should be able to be used again by other teachers.
PROCEDURE
Where will the instruction take place? The instruction will take place in Kim Wilson’s 5th grade science classroom.
What is the availability of technology in those places? __________ has a Smart Board Set up in her classroom, as well as the3rd through 5th grade laptop carts made available to her through reservation.
What will the students be doing? Will they be doing the same thing at the same time? Students will all be working at the same time, on laptops, navigating the web quest (server quest) to find out information they need to know about Ocean Environments.
Will students be working individually? In teams? The students will work in small groups or partners, yet to be determined.
Are there small group activities? Large group activities? The activities are primarily small group.
Are there activities for a one-computer classroom? A computer lab? This activity would also work in a computer lab setting – and could possibly be modified for a one-computer classroom if student groups took turns.
INSTRUCTIONAL ROLES
What is the role of the classroom teacher?
What is the role of the TIP student?
-Both the classroom teachers (ESOL – __________ primarily, and ________ – science) will work with the TIP student to assist in the planning and implementation of the curriculum.
-The TIP student will plan and teach the lesson to the 5th grade group, but with assistance and overseeing performed by the classroom teachers.
-Both the TIP student and the classroom teachers are gathering materials and planning for the content aspect of the lesson.
-The classroom teacher __________ is assisting and teaching the TIP student how to create and use the “server” for the web quest assignment.
-Both classroom teachers are going to teach the TIP student how to use the smart board and teach the TIP student about the classroom space available for the lesson.
-The classroom teacher and TIP student are going to gather and reserve and check on the technology available for the lesson.
What types of technology will be used? (at least two is desirable)
-As of now, the technology used will be the school server (to locate the web quest on), the Internet, the individual student laptops, and the classroom Smart Board for whole group instruction and guidance along the way.
Is the instruction with technology or about technology?
I would say the instruction is both. The students are already comfortable with the laptop use and the Internet as a search and research engine, but need more practice with it. I do hope that they are much more comfortable with it by the end of the lesson. The content is definitely being taught WITH technology to make the resources accessible to the students.
How will the instruction enhance technology skills and understandings?
The instruction will enhance technology skills – using the mouse and keyboard on a laptop, using the Internet and finding URLs appropriately, students knowing how to use a very user-friendly web quest.
The instruction will enhance technology understandings – the students will understand the ideas and concepts and the way the internet works, students will find out ways to use the internet they had not used it for prior.
How will the instruction enhance content knowledge and understanding?
This is a very content heavy lesson – with a web quest students will be finding information and researching (in a guided way) all about Ocean environments. The students are not just pretending to look up information but are going to be guided through how to find information and need to organize, process, discuss and learn from it.
What strategies will be used to engage different types of students and different types of learners?
Throughout the teaching of this lesson I hope to make the curriculum accessible to the ESOL students I have worked with at this grade level. I hope to provide visual support, user friendliness, structure with the assignments, and flexibility in the activities and the pace at which students move through the quest. I hope that these additions and awarenesses not only benefit my ESOL students but also others in the class who might learn differently, need some behavioral and focus support and others with learning disabilities.
EVALUATION
How will students be assessed (formative or summative) to ensure that they have accomplished the objectives of the module as a whole and the lessons in particular?
Students will be assessed before and after their experience with the web quest. With a sort of concept map/web students will be asked to write and draw and list all that they know about ocean environments both prior to and after having “quested.” Students will also be assessed along they way through their interactions with the teacher, by answering questions as they work through the information and during discussions with peers.
How will you know you’ve met your goals for this project?
I will have met my goals for this project by having successful experiences with the technological equipment (and by being prepared for moments when it might not work). I will also know I’ve met my goals for my project when I hear positive things about students having enjoyed the module. I will know how much students learned and gained through their assessments, their opinions shared with me. I will know I’ve met my goals for this project through the feedback the classroom teachers as well as my Professor Dennis Pipes has given me.
TIMELINE
List the important benchmarks with approximate dates.
The only date we have tentatively set in stone is the “teaching” day of April 17th. We are working out other benchmarks and our “to-do” list:
-Work on Proposal Draft by March 19th
-Reserve technological equipment
-Draft lesson plans
-Create server quest
-Check all sites being used for appropriateness and working URLs
-Practice using the web quest
-Learn how to teach with the smart board
Etc.
Content Area/Subject: Science – Oceans
Grade Level(s): 5th Grade (+ ESOL population)
TIP Student: Ana Casanova
Cooperating Teacher/School: ___________, ESOL (+ __________, Science Teacher) at G_____ E_______
GOALS and OBJECTIVES
What should the _____________ students be able to do?
Content Objectives:
Virginia Science Standards of Learning – 5th Grade
Standard 5.6
The student will investigate and understand characteristics of the ocean environment. Key concepts include
a) Geological characteristics (continental shelf, slope, rise);
b) Physical characteristics (depth, salinity, major currents)
Technology Objectives:
Technology Foundation Standards for Students –
1. Basic operations and concepts
* Students demonstrate a sound understanding of the nature and operation of technology systems.
* Students are proficient in the use of technology.
3.Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
5. Technology research tools
* Students use technology to locate, evaluate, and collect information from a variety of sources.
* Students use technology tools to process data and report results.
* Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Language Objectives (ESOL students):
Oral Language (both Listening and Speaking) –
The students will:
-respond to simple directions.
-Ask and answer questions of their peers and the teacher.
-Respond to factual information.
Reading-
The students will:
-Read and demonstrate comprehension of nonfiction.
-Answer questions about what is read and researched.
-Use pictures to make predictions about text and topic.
Writing-
The students will:
-Write to communicate ideas and information.
-Draw or copy from a model.
-Use English grammatical constructions, punctuation, and spelling conventions.
What should the TIP student be able to do?
Technology Objectives:
Technology Foundation Standards for Teachers-
1. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
1. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
3. Identify and locate technology resources and evaluate them for accuracy and suitability.
5. Plan strategies to manage student learning in a technology-enhanced environment.
3. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
1. Facilitate technology-enhanced experiences that address content standards and student technology standards.
2. Use technology to support learner-centered strategies that address the diverse needs of students.
3. Apply technology to develop students' higher order skills and creativity.
4. Manage student learning activities in a technology-enhanced environment.
4. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
3. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
2. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
4. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
2. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
4. Promote safe and healthy use of technology resources.
5. Facilitate equitable access to technology resources for all students.
The module should include at least two detailed lesson plans.
-This module will include three separate lessons – one of pre-assessment, one of post assessment and in between the two one where the meat of instruction takes place
The module should address specific SOLs.
-See table above
The module should address specific NETS for students and teachers.
-See above
This module should be able to be used again by other teachers.
PROCEDURE
Where will the instruction take place? The instruction will take place in Kim Wilson’s 5th grade science classroom.
What is the availability of technology in those places? __________ has a Smart Board Set up in her classroom, as well as the3rd through 5th grade laptop carts made available to her through reservation.
What will the students be doing? Will they be doing the same thing at the same time? Students will all be working at the same time, on laptops, navigating the web quest (server quest) to find out information they need to know about Ocean Environments.
Will students be working individually? In teams? The students will work in small groups or partners, yet to be determined.
Are there small group activities? Large group activities? The activities are primarily small group.
Are there activities for a one-computer classroom? A computer lab? This activity would also work in a computer lab setting – and could possibly be modified for a one-computer classroom if student groups took turns.
INSTRUCTIONAL ROLES
What is the role of the classroom teacher?
What is the role of the TIP student?
-Both the classroom teachers (ESOL – __________ primarily, and ________ – science) will work with the TIP student to assist in the planning and implementation of the curriculum.
-The TIP student will plan and teach the lesson to the 5th grade group, but with assistance and overseeing performed by the classroom teachers.
-Both the TIP student and the classroom teachers are gathering materials and planning for the content aspect of the lesson.
-The classroom teacher __________ is assisting and teaching the TIP student how to create and use the “server” for the web quest assignment.
-Both classroom teachers are going to teach the TIP student how to use the smart board and teach the TIP student about the classroom space available for the lesson.
-The classroom teacher and TIP student are going to gather and reserve and check on the technology available for the lesson.
What types of technology will be used? (at least two is desirable)
-As of now, the technology used will be the school server (to locate the web quest on), the Internet, the individual student laptops, and the classroom Smart Board for whole group instruction and guidance along the way.
Is the instruction with technology or about technology?
I would say the instruction is both. The students are already comfortable with the laptop use and the Internet as a search and research engine, but need more practice with it. I do hope that they are much more comfortable with it by the end of the lesson. The content is definitely being taught WITH technology to make the resources accessible to the students.
How will the instruction enhance technology skills and understandings?
The instruction will enhance technology skills – using the mouse and keyboard on a laptop, using the Internet and finding URLs appropriately, students knowing how to use a very user-friendly web quest.
The instruction will enhance technology understandings – the students will understand the ideas and concepts and the way the internet works, students will find out ways to use the internet they had not used it for prior.
How will the instruction enhance content knowledge and understanding?
This is a very content heavy lesson – with a web quest students will be finding information and researching (in a guided way) all about Ocean environments. The students are not just pretending to look up information but are going to be guided through how to find information and need to organize, process, discuss and learn from it.
What strategies will be used to engage different types of students and different types of learners?
Throughout the teaching of this lesson I hope to make the curriculum accessible to the ESOL students I have worked with at this grade level. I hope to provide visual support, user friendliness, structure with the assignments, and flexibility in the activities and the pace at which students move through the quest. I hope that these additions and awarenesses not only benefit my ESOL students but also others in the class who might learn differently, need some behavioral and focus support and others with learning disabilities.
EVALUATION
How will students be assessed (formative or summative) to ensure that they have accomplished the objectives of the module as a whole and the lessons in particular?
Students will be assessed before and after their experience with the web quest. With a sort of concept map/web students will be asked to write and draw and list all that they know about ocean environments both prior to and after having “quested.” Students will also be assessed along they way through their interactions with the teacher, by answering questions as they work through the information and during discussions with peers.
How will you know you’ve met your goals for this project?
I will have met my goals for this project by having successful experiences with the technological equipment (and by being prepared for moments when it might not work). I will also know I’ve met my goals for my project when I hear positive things about students having enjoyed the module. I will know how much students learned and gained through their assessments, their opinions shared with me. I will know I’ve met my goals for this project through the feedback the classroom teachers as well as my Professor Dennis Pipes has given me.
TIMELINE
List the important benchmarks with approximate dates.
The only date we have tentatively set in stone is the “teaching” day of April 17th. We are working out other benchmarks and our “to-do” list:
-Work on Proposal Draft by March 19th
-Reserve technological equipment
-Draft lesson plans
-Create server quest
-Check all sites being used for appropriateness and working URLs
-Practice using the web quest
-Learn how to teach with the smart board
Etc.
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