Friday, March 28, 2008
Contribution to Class Wiki
I added a WebQuest about the Little rock 9. I was on the site this morning trying to figure out about the whole process page and noticed how none of the links were labeled so I went through and labeled all the Links. It's much more organized now.
Monday, March 24, 2008
Fires In the Bathroom Chapter 10
Chapter 10
Porsche talks about her experience of going to the park to learn about the different type of experiences of psychology. Learning about people’s need, and seeing it in real life examples outside the park.
WOW. What a great connection. I don’t know if I would have thought about that. What a great idea. I think we all like to go outside at some point, so being able to do field trips to get students outside the classroom would be a beneficial experience.
Porsche talks about her experience of going to the park to learn about the different type of experiences of psychology. Learning about people’s need, and seeing it in real life examples outside the park.
WOW. What a great connection. I don’t know if I would have thought about that. What a great idea. I think we all like to go outside at some point, so being able to do field trips to get students outside the classroom would be a beneficial experience.
Fires In the Bathroom Chapter 9
Chapter 9
Skipping school, as mentioned by most of the students interviewed, is a problem. All the students who talked about it, expressed their displeasure with it. It quickly become an issue and is compared with an addiction.
I would hope that with the amount of student I have I will be able to not let students slip through and would be able to keep up when students miss school. Unfortunately if I am teaching in a district like Mt. Blue, with almost no attendance policy, there is no real issue of students missing multiple days. I would just need to be aware of how much school my students are missing.
Skipping school, as mentioned by most of the students interviewed, is a problem. All the students who talked about it, expressed their displeasure with it. It quickly become an issue and is compared with an addiction.
I would hope that with the amount of student I have I will be able to not let students slip through and would be able to keep up when students miss school. Unfortunately if I am teaching in a district like Mt. Blue, with almost no attendance policy, there is no real issue of students missing multiple days. I would just need to be aware of how much school my students are missing.
Fires In the Bathroom Chapter 8
Chapter 8
Connection of the students who do not speak English is a concern of the ESL students. They suggest the teacher make an effort to connect others to their culture.
ESL is a challenging situation for anyone. There would be some need to help students feel connected to the school. The students do need to feel connected and the language barrier would be a challenging one to overcome. It seems like a double edged sword. One problem they face is being able to communicate with their peers, the other is they tend to group up with students who speak their same language. They may seem open to meeting new people, but when they hang out with people of their same language, and speak that language with them, it helps build that barrier between the students who cannot communicate with them. The teacher might be a good resource to introduce them, and allow the exchange students to talk about their culture.
Connection of the students who do not speak English is a concern of the ESL students. They suggest the teacher make an effort to connect others to their culture.
ESL is a challenging situation for anyone. There would be some need to help students feel connected to the school. The students do need to feel connected and the language barrier would be a challenging one to overcome. It seems like a double edged sword. One problem they face is being able to communicate with their peers, the other is they tend to group up with students who speak their same language. They may seem open to meeting new people, but when they hang out with people of their same language, and speak that language with them, it helps build that barrier between the students who cannot communicate with them. The teacher might be a good resource to introduce them, and allow the exchange students to talk about their culture.
Fires In the Bathroom Chapter 7
Chapter 7
Several students in this chapter mentioned the importance of finding out what they already know. They stressed that they might know things that the teacher was going to spend time teaching them already.
Pre-testing or otherwise finding out what people know is something that we have already talked about in class. This is an important tool to help focus learning. We don’t have to waste time teaching things that they might already know. It is an important tool for both the teachers and the students.
Several students in this chapter mentioned the importance of finding out what they already know. They stressed that they might know things that the teacher was going to spend time teaching them already.
Pre-testing or otherwise finding out what people know is something that we have already talked about in class. This is an important tool to help focus learning. We don’t have to waste time teaching things that they might already know. It is an important tool for both the teachers and the students.
Fires In the Bathroom Chapter 6
Chapter 6
Passion is mentioned for a motivation for students. When they can tell a teacher is passionate about teaching them, or teaching the subject then students want to learn.
This is a really good thing to talk about because one would hope that you wouldn’t go into this profession without the passion to teach. Lets be honest here, we aren’t doing it to make the big bucks. Its interesting how one student thought that most teachers were not passionate. I would have to disagree, and hope that with so many teachers out there that they all have some sort of passion for what they do. I am sad for Mahogany, not only for her name, but because she feels like most of her teachers have not been passionate for their subject or towards their students.
Passion is mentioned for a motivation for students. When they can tell a teacher is passionate about teaching them, or teaching the subject then students want to learn.
This is a really good thing to talk about because one would hope that you wouldn’t go into this profession without the passion to teach. Lets be honest here, we aren’t doing it to make the big bucks. Its interesting how one student thought that most teachers were not passionate. I would have to disagree, and hope that with so many teachers out there that they all have some sort of passion for what they do. I am sad for Mahogany, not only for her name, but because she feels like most of her teachers have not been passionate for their subject or towards their students.
Fires In the Bathroom Chapter 5
Chapter 5
Grouping is a very complicated situation. The chapter addresses many concerns and ideas about groupings and I will focus on two, letting student pick their own groups and the worry about one student doing all the work.
Grouping is tough. We have all been apart of a group where one student does all the work while the others take credit. This is when rubrics are important when they include opportunity to talk about the contributions of the entire group. In this section there was also a couple mentions about allowing groups to chose themselves. This seems generally like a bad life plan, seeing as those who group up tend to be similar minds, so slacker might group, and thus wouldn’t have a project. Also what happens to the kid no one wants to be with. That sorta ruins your day to be picked last for group projects. Its easier to assign them.
Grouping is a very complicated situation. The chapter addresses many concerns and ideas about groupings and I will focus on two, letting student pick their own groups and the worry about one student doing all the work.
Grouping is tough. We have all been apart of a group where one student does all the work while the others take credit. This is when rubrics are important when they include opportunity to talk about the contributions of the entire group. In this section there was also a couple mentions about allowing groups to chose themselves. This seems generally like a bad life plan, seeing as those who group up tend to be similar minds, so slacker might group, and thus wouldn’t have a project. Also what happens to the kid no one wants to be with. That sorta ruins your day to be picked last for group projects. Its easier to assign them.
Fires In the Bathroom Chapter 4
Chapter 4
In chapter 4, Porsche talks about how if you don’t turn something in, then the teacher wont give you makeup work. Porsche thinks its unfair.
I tend to mostly disagree with Porsche on this point. I see where she is making a good argument but let me defend the teacher for a second. There should be no need for makeup work, if the students couldn’t get it in on time. If there was an extenuating circumstances then that would be an obvious exception but when there is none, I don’t see what is bad about taking off points. No one is going to give you makeup work in the real world when you don’t get your stuff done. This teacher wouldn’t be helping her students by letting them slide by turning things in whenever.
In chapter 4, Porsche talks about how if you don’t turn something in, then the teacher wont give you makeup work. Porsche thinks its unfair.
I tend to mostly disagree with Porsche on this point. I see where she is making a good argument but let me defend the teacher for a second. There should be no need for makeup work, if the students couldn’t get it in on time. If there was an extenuating circumstances then that would be an obvious exception but when there is none, I don’t see what is bad about taking off points. No one is going to give you makeup work in the real world when you don’t get your stuff done. This teacher wouldn’t be helping her students by letting them slide by turning things in whenever.
Fires In the Bathroom Chapter 3
Chapter 3
If a teacher comes in not prepared you have no other choice but to start talking with your neighbor. The student, Mahogany, who mentioned this points out how students recognize when a teacher doesn’t have a plan.
This is something I noticed as well inside Mt. Blue. The 8th grader will rip you apart if you don’t have a plan. Also it was important for them to be doing something. When I finished my lesson five minutes early, I couldn’t let them just sit there, so I had them start working on the assigned homework. Granted only a few students actually started working on it, but it at least kept the noise level down, because they had no excuse to be talking. Having a plan is important. Equally important is having a BACK UP PLAN, when something is not working, you should be able to quickly switch gears. When I planned one of my lessons, I had a lot of information that I was ready to present, even though I knew we wouldn’t get to it all. I could though switch gears if things were not being understood by my students
If a teacher comes in not prepared you have no other choice but to start talking with your neighbor. The student, Mahogany, who mentioned this points out how students recognize when a teacher doesn’t have a plan.
This is something I noticed as well inside Mt. Blue. The 8th grader will rip you apart if you don’t have a plan. Also it was important for them to be doing something. When I finished my lesson five minutes early, I couldn’t let them just sit there, so I had them start working on the assigned homework. Granted only a few students actually started working on it, but it at least kept the noise level down, because they had no excuse to be talking. Having a plan is important. Equally important is having a BACK UP PLAN, when something is not working, you should be able to quickly switch gears. When I planned one of my lessons, I had a lot of information that I was ready to present, even though I knew we wouldn’t get to it all. I could though switch gears if things were not being understood by my students
Monday, February 25, 2008
Copyright and Fair Use LR
Long answer: Question 14.
This was an interesting issue being addressed. I would have not thought that this would be an issue. What is the difference here then if I wanted to show a Disney movie to my cousins while babysitting? What if it’s a daycare? Is it the number of children or could it be the environment? Because its being shown in a school is that not okay? My fraternity hosts a Parents Night Out in the Ricker Addition, where we usually have two Disney movies going at a time, one in the snack room, one in the game room. On top of that we have Disney tunes playing in the movement room so the little kiddos can sing and dance. Most now request High School Musical, but that’s not important. I look now and realize we are most likely breaking many rules by doing this. I was under the impression that you can show movies, as long as it was not for a profit, or was advertised. If the video is being used educationally is that okay? We watched Disney movies in German in German class. Was that acceptable? What about movies that are shown in class? Are they allowed because they are educational? I think there is a really fine line that is reached in regards to videos. It is interesting to address this but its also, as you can tell from this blog, very confusing.
This was an interesting issue being addressed. I would have not thought that this would be an issue. What is the difference here then if I wanted to show a Disney movie to my cousins while babysitting? What if it’s a daycare? Is it the number of children or could it be the environment? Because its being shown in a school is that not okay? My fraternity hosts a Parents Night Out in the Ricker Addition, where we usually have two Disney movies going at a time, one in the snack room, one in the game room. On top of that we have Disney tunes playing in the movement room so the little kiddos can sing and dance. Most now request High School Musical, but that’s not important. I look now and realize we are most likely breaking many rules by doing this. I was under the impression that you can show movies, as long as it was not for a profit, or was advertised. If the video is being used educationally is that okay? We watched Disney movies in German in German class. Was that acceptable? What about movies that are shown in class? Are they allowed because they are educational? I think there is a really fine line that is reached in regards to videos. It is interesting to address this but its also, as you can tell from this blog, very confusing.
Copyright and Fair Use SR
Short Answers:
Quiz Question 2. When you install a program in a server wouldn’t it be the intention for it to be used on many computers simultaneously? It seems like it would very difficult to monitor the program being used multiple places.
Quiz Question 3. This would be frustrating I am sure. Especially when the solution is to downgrade to old software until the better software can be worked out. It would be frustrating to have to downgrade but it might be a necessary setback so not to break laws.
Quiz Question 6. It was nice to be able to be able to take images off the internet. I thought it was funny because I thought in my head that it is acceptable as long as they cite it if they use it, and that was mentioned.
Quiz Question 7. This is interesting. I would think posting anything that wasn’t fair use, would be not allowed. If its not public, it might make sense that it would be allowed. I don’t really understand in what context things are being posted. I would be concerned that my child’s work would also be posted in an area that would be accessible to people other then the parent, teacher or student.
Quiz Question 10. I think that this question was one of the more obvious ones. If you are downloading something, then posting it online, there in lies a problem. Even if its just for the teachers in your school, it still is clearly illegal.
Quiz Question 11. This I was a little unclear about, and question 12 as well. With the video I didn’t think you could include it because it is copy written. If it is shown on TV though its fair game?
Quiz Question 12. This was nice to know, because I have done this in the past. I thought it was wrong to just use it when it was on TV but apparently its okay. It was also interesting how there was the advice to getting around the protection. I still don’t understand why this is legal?
Quiz Question 19. This too makes sense sadly. In my high school we had a senior video. It was really well done and we used music we shouldn’t probably have used. It’s a little disheartening to go through and realize how much illegal stuff I have been apart of.
Quiz Question 2. When you install a program in a server wouldn’t it be the intention for it to be used on many computers simultaneously? It seems like it would very difficult to monitor the program being used multiple places.
Quiz Question 3. This would be frustrating I am sure. Especially when the solution is to downgrade to old software until the better software can be worked out. It would be frustrating to have to downgrade but it might be a necessary setback so not to break laws.
Quiz Question 6. It was nice to be able to be able to take images off the internet. I thought it was funny because I thought in my head that it is acceptable as long as they cite it if they use it, and that was mentioned.
Quiz Question 7. This is interesting. I would think posting anything that wasn’t fair use, would be not allowed. If its not public, it might make sense that it would be allowed. I don’t really understand in what context things are being posted. I would be concerned that my child’s work would also be posted in an area that would be accessible to people other then the parent, teacher or student.
Quiz Question 10. I think that this question was one of the more obvious ones. If you are downloading something, then posting it online, there in lies a problem. Even if its just for the teachers in your school, it still is clearly illegal.
Quiz Question 11. This I was a little unclear about, and question 12 as well. With the video I didn’t think you could include it because it is copy written. If it is shown on TV though its fair game?
Quiz Question 12. This was nice to know, because I have done this in the past. I thought it was wrong to just use it when it was on TV but apparently its okay. It was also interesting how there was the advice to getting around the protection. I still don’t understand why this is legal?
Quiz Question 19. This too makes sense sadly. In my high school we had a senior video. It was really well done and we used music we shouldn’t probably have used. It’s a little disheartening to go through and realize how much illegal stuff I have been apart of.
Thursday, February 14, 2008
Creativity Exercises on a Snowday
While exploring the site from the email I immediately concluded that I am a left brained learner because of course the left brain activity appealed to me more. So I went on the site and attempted the first puzzle, worked really hard on it, couldn’t figure it out, got utterly frustrated and clicked on the oh so tempting “solution” button. Why would they put that button so close to the questions?? So realizing I was no where near the correct answer I resolved to solve the next problem. After staring at the computer for 10 minutes attempting to start this problem I decided that it was obviously a trick question. Clicking on the solutions button revealed a very real answer. The next question seemed very confusing and I had no idea on a way to set up the problem. Clicking on what I thought was the “solutions” button revealed that I had been staring at the answer page, for several minutes, attempting to understand where the question was.
The obvious conclusion from this onslaught of difficult left brain questions was that I clearly am set up to be a right brain learner. With a new ambitious lease on life, I went into the right brain questions with a clear resolve and high hopes. These high hopes were soon dashed by the question; “An Architect was asked to design a square house with windows on each wall having a southern exposure. How did he do this?” My first thought was “Why couldn’t this architect be a woman?” Letting that go, I was convinced that the obvious solution was that at least 2 walls wouldn’t have windows. Maybe the house could be built into a hill or was a Hobbit hole or something like that. What was frustrating by the answer of “the house is built on the south pole” was not that I didn’t get the answer correct, it was that I had heard this question before and still didn’t get the answer correct.
So by the end of that activity I had not solved a problem right, which I credit to the fact that the solutions button really should be more hidden. In terms of creativity though, I am not sure what the impact was. I did not feel outwardly creative. I did not paint or draw or pick up the guitar, which has been calling my name lately. I was inspired though by these puzzle failures, to play 20 minutes of Soduku and then Tetris, both of which I owned at and made me happy inside.
Next was humor. This I have no problem finding in my life. I am not sure if people know this, and I try to keep it on the down low, but I sort of like to laugh. So I do it a lot, sometimes at inappropriate times. Don't tell anyone, I don't want to blow my cover. I read some of the jokes from that site laughed a lot, but then indulged in some pleasure reading and broke open Rules by Cynthia Lord. I think this book is hysterical. My best friend has a little brother with Downs Syndrom so reading this book reminds me a lot of the interactions I have had with him. My favorite Benjamin story involves meeting him. I drove 4 hours down to RI on a very hot summer’s day. Getting out of the car I feel pretty gross and sweaty from my need to never take a rest stop on a solo car ride. Ben meets me at the door with his sister, Kelly. Kelly gives me a hug and Ben follows suite. After our quick hug Ben looks up and says “HI, you smell like catfood.” Kelly, obviously noticing my horrified and embarrassed facial expression, reassured me that Ben meets everyone and says that, or switches cat food with dead fish. Never the less, I put on more deodorant. So back to snow day, I sat in my room, laughing aloud to Rules, in a silent room, then awkwardly acknowledge that my neighbors are home listening to me laughing to myself. So I laugh again at the potential awkwardness.
The rest of the snow day was spent with good friends, and we have very little trouble laughing at/with each other. Creativity abounded as we enjoyed a lengthy game of indoor badminton, until the shuttlecock got caught in the light of the ceiling fan which hung from a ceiling that is easily 12 feet high. Being the only individual 6 feet tall I was nominated to retrieve said shuttlecock. Balancing on a bar stool, which was balancing on a futon, which was being steadied by friends Patrick and Stevie, I used a spatula to pull the shuttlecock from the light. (Pictures were taken, as soon as they are on facebook I will attach them to the blog.)
Inspiration is something easily achieved. I find inspiration in lots of things/people/situations. I worked with an amazing individual a few summers ago, who only being a year older then me has been through a lot of “less then ideal situations” in life, but despite that or because of it, she approaches life with this amazing optimism. One rainy afternoon when the restaurant was less than busy, we sat out back and she told me her approach to meeting people. She talks to everyone she meets like they are going to tell her some amazing life secret. “Everyone has done something you haven’t done, and most things you are not going to get a chance to do, so listen to their stories and you learn something about them, their struggles, their life, and you will learn something additionally about yourself.” Since that conversation I try to take that approach with people. I like to talk to people, and do it a lot. It takes me a long time to get places because I run into people. Don’t go to the caf with me and expect me to get food quickly. I usually spend the first five minutes table bouncing, as I call it, visiting with people. So daily I am inspired by people I meet. I am sure that with every new person and every new conversation, I am gaining more insight on myself and life, which will add to my creativity.
The obvious conclusion from this onslaught of difficult left brain questions was that I clearly am set up to be a right brain learner. With a new ambitious lease on life, I went into the right brain questions with a clear resolve and high hopes. These high hopes were soon dashed by the question; “An Architect was asked to design a square house with windows on each wall having a southern exposure. How did he do this?” My first thought was “Why couldn’t this architect be a woman?” Letting that go, I was convinced that the obvious solution was that at least 2 walls wouldn’t have windows. Maybe the house could be built into a hill or was a Hobbit hole or something like that. What was frustrating by the answer of “the house is built on the south pole” was not that I didn’t get the answer correct, it was that I had heard this question before and still didn’t get the answer correct.
So by the end of that activity I had not solved a problem right, which I credit to the fact that the solutions button really should be more hidden. In terms of creativity though, I am not sure what the impact was. I did not feel outwardly creative. I did not paint or draw or pick up the guitar, which has been calling my name lately. I was inspired though by these puzzle failures, to play 20 minutes of Soduku and then Tetris, both of which I owned at and made me happy inside.
Next was humor. This I have no problem finding in my life. I am not sure if people know this, and I try to keep it on the down low, but I sort of like to laugh. So I do it a lot, sometimes at inappropriate times. Don't tell anyone, I don't want to blow my cover. I read some of the jokes from that site laughed a lot, but then indulged in some pleasure reading and broke open Rules by Cynthia Lord. I think this book is hysterical. My best friend has a little brother with Downs Syndrom so reading this book reminds me a lot of the interactions I have had with him. My favorite Benjamin story involves meeting him. I drove 4 hours down to RI on a very hot summer’s day. Getting out of the car I feel pretty gross and sweaty from my need to never take a rest stop on a solo car ride. Ben meets me at the door with his sister, Kelly. Kelly gives me a hug and Ben follows suite. After our quick hug Ben looks up and says “HI, you smell like catfood.” Kelly, obviously noticing my horrified and embarrassed facial expression, reassured me that Ben meets everyone and says that, or switches cat food with dead fish. Never the less, I put on more deodorant. So back to snow day, I sat in my room, laughing aloud to Rules, in a silent room, then awkwardly acknowledge that my neighbors are home listening to me laughing to myself. So I laugh again at the potential awkwardness.
The rest of the snow day was spent with good friends, and we have very little trouble laughing at/with each other. Creativity abounded as we enjoyed a lengthy game of indoor badminton, until the shuttlecock got caught in the light of the ceiling fan which hung from a ceiling that is easily 12 feet high. Being the only individual 6 feet tall I was nominated to retrieve said shuttlecock. Balancing on a bar stool, which was balancing on a futon, which was being steadied by friends Patrick and Stevie, I used a spatula to pull the shuttlecock from the light. (Pictures were taken, as soon as they are on facebook I will attach them to the blog.)
Inspiration is something easily achieved. I find inspiration in lots of things/people/situations. I worked with an amazing individual a few summers ago, who only being a year older then me has been through a lot of “less then ideal situations” in life, but despite that or because of it, she approaches life with this amazing optimism. One rainy afternoon when the restaurant was less than busy, we sat out back and she told me her approach to meeting people. She talks to everyone she meets like they are going to tell her some amazing life secret. “Everyone has done something you haven’t done, and most things you are not going to get a chance to do, so listen to their stories and you learn something about them, their struggles, their life, and you will learn something additionally about yourself.” Since that conversation I try to take that approach with people. I like to talk to people, and do it a lot. It takes me a long time to get places because I run into people. Don’t go to the caf with me and expect me to get food quickly. I usually spend the first five minutes table bouncing, as I call it, visiting with people. So daily I am inspired by people I meet. I am sure that with every new person and every new conversation, I am gaining more insight on myself and life, which will add to my creativity.
Wednesday, February 13, 2008
How to help someone use a computer
Rules:
“You've forgotten what it's like to be a beginner.”
Advice:
“Never do something for someone that they are capable of doing for themselves.”
“Don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction.”
These rules and advice are helpful in teaching technology and teaching in general. In the team presentation on teaching about technology we will have to ensure that we let the learners do things at their own pace, and let them get to the answer on their own time, instead of just giving it to them.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
“You've forgotten what it's like to be a beginner.”
Advice:
“Never do something for someone that they are capable of doing for themselves.”
“Don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction.”
These rules and advice are helpful in teaching technology and teaching in general. In the team presentation on teaching about technology we will have to ensure that we let the learners do things at their own pace, and let them get to the answer on their own time, instead of just giving it to them.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
Thursday, January 31, 2008
Focus the Nation
On the site I had difficulties finding a activity to do to teach myself about global warming. I did find some resources for teachers and read about the history of the climate debate. That was really informative because I didn’t really realize that it had been going on so long. It really has geared up in the last 5-10 years but research has been happening for much longer then that.
A. In 1896 there was discussion of how coal burning and coal usage would add CO2 to the atmosphere and add to the global temperature.
B. In the 19th century people also realized a correlation between cutting down many trees and an increased rainfall.
C. Since the 1950 people have discussed the problem of global warming but the impact seemed far off.
This information from the site is amazing because it seems like people are saying now, “why didn’t we know this awhile ago?” and according to the article we did, we just ignored it. Its interesting as a historical perspective to see how one man introduced the idea and was virtually rejected because the idea seemed improbably and now we look back and see the Intelligence behind hid ideas, and how many people are now recognizing them to be true.
In a classroom I might spend some time focusing on the historical impact of these discoveries. This would be perfect opportunity to do some cross subject collaboration with a science class. It would be interesting to be able to touch on some of this while student were learning about the scientific reasoning behind it. I would create a lesson designed to have students discover how back people were researching climate change, what happened to their ideas, and how their ideas effected the future.
A. In 1896 there was discussion of how coal burning and coal usage would add CO2 to the atmosphere and add to the global temperature.
B. In the 19th century people also realized a correlation between cutting down many trees and an increased rainfall.
C. Since the 1950 people have discussed the problem of global warming but the impact seemed far off.
This information from the site is amazing because it seems like people are saying now, “why didn’t we know this awhile ago?” and according to the article we did, we just ignored it. Its interesting as a historical perspective to see how one man introduced the idea and was virtually rejected because the idea seemed improbably and now we look back and see the Intelligence behind hid ideas, and how many people are now recognizing them to be true.
In a classroom I might spend some time focusing on the historical impact of these discoveries. This would be perfect opportunity to do some cross subject collaboration with a science class. It would be interesting to be able to touch on some of this while student were learning about the scientific reasoning behind it. I would create a lesson designed to have students discover how back people were researching climate change, what happened to their ideas, and how their ideas effected the future.
Web 2.0 Educator
I read the blog Dy/Dan. He is leading in nominations for best new blog. I think his blog is hysterical. In his entry “Back On The Mainland” from Jan 28th, he writes “I was blogging back when blogs were written on paper and called ‘journals’ (it's an old-person thing — don't worry about it).” Man, I laughed out loud, then realized I was alone in my room and my neighbors probably heard me, and that made me uncomfortable.
From Dan’s Blog I realized he is a young teacher, just 5 years into it. He teaches math, algebra and Geometry. He seems to talk a lot about technology and has 41 blogs related to it. From the blogs, it seems he is frustrated with the lack of technology, and in particular teacher who are set in their own teaching styles and are resistant to using it. I have been searching the blog for particular inclusions of technology in his classroom but I find a lot of the blogs relating to technology integration in the school or about ed-techs.
I wish I could find more on what Dan Meyer did in his own classroom. As a whole the blogs I read were really enjoyable. He brings a good sense of humor into his writing and makes it enjoyable to read. I really enjoyed his blog about music and the “Can I get that on a mug” quote: “I’m not an expert on education but I can very reliably tell you when I’m bored out of my mind.” I also relate to his writing as I see him experimenting because he is a new teacher. I think others in the class would appreciate it as well.
To find his blog go to http://blog.mrmeyer.com/
From Dan’s Blog I realized he is a young teacher, just 5 years into it. He teaches math, algebra and Geometry. He seems to talk a lot about technology and has 41 blogs related to it. From the blogs, it seems he is frustrated with the lack of technology, and in particular teacher who are set in their own teaching styles and are resistant to using it. I have been searching the blog for particular inclusions of technology in his classroom but I find a lot of the blogs relating to technology integration in the school or about ed-techs.
I wish I could find more on what Dan Meyer did in his own classroom. As a whole the blogs I read were really enjoyable. He brings a good sense of humor into his writing and makes it enjoyable to read. I really enjoyed his blog about music and the “Can I get that on a mug” quote: “I’m not an expert on education but I can very reliably tell you when I’m bored out of my mind.” I also relate to his writing as I see him experimenting because he is a new teacher. I think others in the class would appreciate it as well.
To find his blog go to http://blog.mrmeyer.com/
Sunday, January 27, 2008
Type I and Type II Technology
Type I and type II technology differs in the way it interacts with the user. Type I is technology that makes teaching easier but leaves the user relatively trapped in what can they do with the technology. There is not much freedom. Type II technology is technology that changes how we teach students. It is technology integration in the classroom, it is allowing internet usage for research, it is pretty much all technology that changes the way we teach. It allows for a much more flexible usage of technology and gives more freedom to the user.
Type I technology has been apart of my schooling, unfortunately. I think it relates highly to the time I grew up though. When I started school we still have basic computers, and the teachers understanding on computers and technology was limited. We worked with spelling on floppy drives. Granted the games were fun, but they were basic and didn’t allow for much exploration of the computer. Online tests can be considered a type I technology as it doesn’t really allow for the user to really take advantage of the technology, and makes an educator’s life easier. I subbed recently in a third grade class and they were taking vocab tests to help determine reading levels. If they understood a question, a harder one would appear until they finished the test. This can be considered another aspect of type I.
I took film class in high school. We would watch films and then write papers and discuss them. We would also would be responsible for filming and editing our own movies. We filmed silent movies, scripted movies, documentaries, and another film of your choice. We explored both how to use digital video cameras but all became adept at movie and some other video editing programs. This, I would consider, all Type II technology usage. In high school, power point presentations were beginning to take over from the traditional poster presentation. Often the option was given to do one or another but by allowing students to experiment and express themselves through PowerPoint, it gave them access to technology. The laptop program in Maine is a huge type II technology. It is changing everything about how we are teaching this generation of students.
Source: Maddux, Cleborne D. and D. LaMont Johnson "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." Haworth Press Inc.
Type I technology has been apart of my schooling, unfortunately. I think it relates highly to the time I grew up though. When I started school we still have basic computers, and the teachers understanding on computers and technology was limited. We worked with spelling on floppy drives. Granted the games were fun, but they were basic and didn’t allow for much exploration of the computer. Online tests can be considered a type I technology as it doesn’t really allow for the user to really take advantage of the technology, and makes an educator’s life easier. I subbed recently in a third grade class and they were taking vocab tests to help determine reading levels. If they understood a question, a harder one would appear until they finished the test. This can be considered another aspect of type I.
I took film class in high school. We would watch films and then write papers and discuss them. We would also would be responsible for filming and editing our own movies. We filmed silent movies, scripted movies, documentaries, and another film of your choice. We explored both how to use digital video cameras but all became adept at movie and some other video editing programs. This, I would consider, all Type II technology usage. In high school, power point presentations were beginning to take over from the traditional poster presentation. Often the option was given to do one or another but by allowing students to experiment and express themselves through PowerPoint, it gave them access to technology. The laptop program in Maine is a huge type II technology. It is changing everything about how we are teaching this generation of students.
Source: Maddux, Cleborne D. and D. LaMont Johnson "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." Haworth Press Inc.
My MEL Experiences
- Student/Teacher Relationship:
- Hands on Experience:
- Multiple Intelligence:
- Interest:
- Autonomy:
Friday, January 25, 2008
Learning Style Inventory Results
Visual | 18 |
Social | 20 |
Physical | 14 |
Aural | 9 |
Verbal | 11 |
Solitary | 6 |
Logical | 16 |
The results seem very accurate. I am a very social person so it makes sense that social would be my highest result. It didn't surprise me at all that visual, logical and physical were the next three highest. I need to visualize what I am doing, I am very logical and I really enjoy being outside doing things, and do some my best thinking while being active.
Results from: http://www.learning-styles-online.com/inventory/
Chapter 2: Respect, Liking, Trust and Fairness
Chapter 2. Fires in the Bathroom.
There was so much excellent advice in this chapter. One of the things that stood out for me was the talk about humor in the classroom. Humor is a good tool to help bridge a gap between students and the teacher. “Let them laugh a little. There is nothing like laughing at a teacher.” (Cushman, 20). Whether it being laughing at a teacher or laughing with a teacher I think it can help connect a classroom. Another idea that stood out was that students will respect you if you show up on time.
In terms of the time issue, I think one of the most successful things you can do as a teacher is let them know when work will be returned. I had a teacher in high school and she on the first day of class told us that if is a small assignment, you will get the graded paper or worksheet, etc., back the next day. If it was a larger assignment, it may take longer, in which case she would let us know when it would be returned. It made me want to pass my stuff in on time, because I understand she was working equally hard to get the work back to us on time. It was a respect issue from me to that teacher. The humor, coming from a person who like to laugh, is essential. I enjoyed classed more when it was light and funny. I will definitely will implement humor in my classroom.
There was so much excellent advice in this chapter. One of the things that stood out for me was the talk about humor in the classroom. Humor is a good tool to help bridge a gap between students and the teacher. “Let them laugh a little. There is nothing like laughing at a teacher.” (Cushman, 20). Whether it being laughing at a teacher or laughing with a teacher I think it can help connect a classroom. Another idea that stood out was that students will respect you if you show up on time.
In terms of the time issue, I think one of the most successful things you can do as a teacher is let them know when work will be returned. I had a teacher in high school and she on the first day of class told us that if is a small assignment, you will get the graded paper or worksheet, etc., back the next day. If it was a larger assignment, it may take longer, in which case she would let us know when it would be returned. It made me want to pass my stuff in on time, because I understand she was working equally hard to get the work back to us on time. It was a respect issue from me to that teacher. The humor, coming from a person who like to laugh, is essential. I enjoyed classed more when it was light and funny. I will definitely will implement humor in my classroom.
Chapter 1: Know Your Students Well
Chapter 1. Fires in the Bathroom.One of the things that jumped out at me was the sections on how students wanted to blend in. Two quotes in particular jumped out, one mentioning that students wanted to feel smart and special, while the other quote talked about the teacher keeping their boundaries. “I don’t want the teacher knowing too much about me. Don’t be singing Happy Birthday when I come into class.”(Cushman 1). This seemed like interesting perspective which I did not think of.
I think my perspective differs from both Vance and Bosung, the students mentioned and quoted above. I don’t really have problems getting close to teachers, letting them in on what is going on with my life. I don't care if they know my birthday. I sort of have that attitude with everyone though. I just feel like I can get along with everyone. Some of my favorite teachers in high school knew the most about me. It was enlightening for me to understand that not all of my students are going to be willing to let me into their lives. I may have to keep a respectful distance, while still engaging and teaching those students.
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