Solar Dance
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Sunday, October 25, 2009
Solar Dance PowerPoint
I added my voice audio....very cool :) Check out slideshare.net...they have a great tutorial that will walk you through the process. My next step? Adding Music :) Enjoy!
Beyond Bullet Points
It really is amazing how after all these years of creating PowerPoints, I’ve never realized that I was doing it incorrectly. After reading the article, “Beyond Bullet Points” by Cliff Atkinson, I have a fresh outlook on the process; an outlook that will greatly benefit my future students, peers, co-workers, etc. Atkinson emphasized a specific structure for creating PowerPoints and that structure should directly relate to the workings of your audiences’ memories. I have always been under the impression that a “good” PowerPoint has text, visuals, and charts (if applicable), etc. I’ve also always assumed that if you have a good PowerPoint, then you (the presenter) simply has to read the slides and present the information. Was I ever wrong! Atkinson referred to this viewpoint in a “pipeline” metaphor. This is an incorrect way to look at PowerPoint Presentations. If you want to present a powerful and meaningful presentation, than you must keep in mind that you’re not there to simply present information and if your audience doesn’t get it then too bad…you need to present information in a way that allows your audience the OPPORTUNITY to “get it”. This means, that the research done in regards to an audience member’s memory, must be taken into account. As a presenter, you cannot shovel loads and loads of information and text at the audience; they won’t have the chance to process anything! You have to present information in bits and pieces; there should be a beginning, middle and end like in a story, there should be a header and a visual on each slide; however, it is NOT necessary to fill the slide with text. You simply have to SAY what corresponds to the slide; you do not need to have written text as well. That was my biggest surprise when reading this article. No text is needed?? But, after I read that…it makes sense! Why would it be necessary to write AND say the text to the audience? They already read what was up there, don’t need to listen to you repeat yourself.
Basically, when creating a PowerPoint…Less is more! If you follow the link above, you should be able to read the article, “Beyond Bullet Points” by Cliff Atkinson, and I’d recommend everyone checking it out! I’m also embedding the PowerPoint I created after reading this article as a reference point to anyone that’s interested. It is a PowerPoint on the motion of the sun, moon, and earth; prepared for a fourth grade lesson in the earth science unit. Enjoy!
Basically, when creating a PowerPoint…Less is more! If you follow the link above, you should be able to read the article, “Beyond Bullet Points” by Cliff Atkinson, and I’d recommend everyone checking it out! I’m also embedding the PowerPoint I created after reading this article as a reference point to anyone that’s interested. It is a PowerPoint on the motion of the sun, moon, and earth; prepared for a fourth grade lesson in the earth science unit. Enjoy!
Wednesday, October 21, 2009
An Alternative to Traditional Story Telling
I know I have previously posted some of my thoughts on Digital Storytelling, but I always have more...
Children love stories. You can quiet a classroom of precocious kindergartners in two seconds flat if you open a picture book. Fourth graders will stop with they are doing, in the midst of VERY interesting conversations ;), to turn and listen as their teacher opens the current chapter book they are reading. Even high school students, who are too cool to even acknowledge their teachers, will open their ears, and listen, as a story is being read.
Why are stories important? Stories help children in so many different ways, it’s astonishing! They can help children cope with their internal issues; such as fear or stress. Stories help children handle their feelings and the feelings of others. When you read or tell a story which contains feelings and emotions, children learn to accept their feelings and to understand how others feel. So, in a way, stories can help children develop empathy. They learn that other children may feel the same as they do, and this helps them realize that their feelings are normal. Children can use stories as a way to find information and learn facts and history. Stories can help develop a child’s imagination; they offer children an escape from reality that is all too often neglected. I find stories to be a wonderful tool for teaching lessons that students can relate to. The historical fiction chapter book, Fever 1793, depicts a young girl’s journey through the Yellow Fever epidemic in Philadelphia Pennsylvania; set in 1793. This story would be an awesome supplementary text to a Social Studies lesson...this story provides children with a relatable young female character, and this can add a whole new level of meaning to an upper elementary history lesson.
So, here I am telling you how important stories are. Well, Digital Storytelling is simply a different approach, yet it’s still addresses the issues and concepts that “regular” stories address. Digital Storytelling has just added a new twist to traditional storytelling. We all have stories about the events, people, and places in our lives. In a group process, the sharing of these stories connects people in special ways. And the integration of digital images, sounds, narration, and music can pique interest in a variety of students with a story to tell! It can add excitement to a normally dull activity. However, it is important to remember and make sure that the content remains the driving force behind any project. Digital stories are great, because they highlight WHAT our students are saying, which should always be more important than HOW they are saying it.
With all that being said, the use of technology for Digital storytelling (using the available tools such as the computer and Internet) may be difficult in a lot of classrooms that lack the resources due to financial issues. Honestly, at this point, I’m not sure how to combat those problems besides spending time in a computer lab or creating group projects to be created outside of the classroom. Either way, the final outcome of a Digital Story will bring an interesting multi-media mix of images and voice to your classroom. And, the fact is, new and innovative technologies are "popping" up at the speed of light! And with these incredible resources at our fingertips, teachers need to adapt! We have this opportunity that would be so unfair to our students if we didn’t take advantage of it.
Just to give you an idea….my TE 401 group made a Digital Story as a companion to our Michigan Historical Museum Field Trip. I’m posting it here, please take a look!
Children love stories. You can quiet a classroom of precocious kindergartners in two seconds flat if you open a picture book. Fourth graders will stop with they are doing, in the midst of VERY interesting conversations ;), to turn and listen as their teacher opens the current chapter book they are reading. Even high school students, who are too cool to even acknowledge their teachers, will open their ears, and listen, as a story is being read.
Why are stories important? Stories help children in so many different ways, it’s astonishing! They can help children cope with their internal issues; such as fear or stress. Stories help children handle their feelings and the feelings of others. When you read or tell a story which contains feelings and emotions, children learn to accept their feelings and to understand how others feel. So, in a way, stories can help children develop empathy. They learn that other children may feel the same as they do, and this helps them realize that their feelings are normal. Children can use stories as a way to find information and learn facts and history. Stories can help develop a child’s imagination; they offer children an escape from reality that is all too often neglected. I find stories to be a wonderful tool for teaching lessons that students can relate to. The historical fiction chapter book, Fever 1793, depicts a young girl’s journey through the Yellow Fever epidemic in Philadelphia Pennsylvania; set in 1793. This story would be an awesome supplementary text to a Social Studies lesson...this story provides children with a relatable young female character, and this can add a whole new level of meaning to an upper elementary history lesson.
So, here I am telling you how important stories are. Well, Digital Storytelling is simply a different approach, yet it’s still addresses the issues and concepts that “regular” stories address. Digital Storytelling has just added a new twist to traditional storytelling. We all have stories about the events, people, and places in our lives. In a group process, the sharing of these stories connects people in special ways. And the integration of digital images, sounds, narration, and music can pique interest in a variety of students with a story to tell! It can add excitement to a normally dull activity. However, it is important to remember and make sure that the content remains the driving force behind any project. Digital stories are great, because they highlight WHAT our students are saying, which should always be more important than HOW they are saying it.
With all that being said, the use of technology for Digital storytelling (using the available tools such as the computer and Internet) may be difficult in a lot of classrooms that lack the resources due to financial issues. Honestly, at this point, I’m not sure how to combat those problems besides spending time in a computer lab or creating group projects to be created outside of the classroom. Either way, the final outcome of a Digital Story will bring an interesting multi-media mix of images and voice to your classroom. And, the fact is, new and innovative technologies are "popping" up at the speed of light! And with these incredible resources at our fingertips, teachers need to adapt! We have this opportunity that would be so unfair to our students if we didn’t take advantage of it.
Just to give you an idea….my TE 401 group made a Digital Story as a companion to our Michigan Historical Museum Field Trip. I’m posting it here, please take a look!
Tuesday, October 20, 2009
Tell Me What You Think!
I'm working on the introduction to a short story and I'm interested in some feedback/constructive critisism. Please feel free to tell me what you think....here it is....
Father is a geologist. He finds rocks, polishes them, looks at them, and puts them on a shelf in his den down the hall from my room. He has a lot of shelves. When one gets crowded, he builds another. He clunks down to the basement where his tool bench is and begins the process. And it’s a long process. I can’t decide what he enjoys more…polishing rocks or building shelves? Years ago, when I was far too small to be paid attention to, I used to follow him and peer through the open staircase; hoping for a glimpse of the table saw that amazed me. And yet, once that awful noise began, the fear of seeing fingers soar through the air, never failed to send me into a dead sprint up the basement stairs.
Mother tended to ignore the whole routine; the relentless polishing, and building seemed rather silly to her. He’d show off a new “specimen” and she’d oo and ahh like he wanted, but when his back was turned, she’d wink at me. Our little secret…“we don’t want to make Daddy feel bad!” As Father played with his rocks and built an excessive amount of shelves, my mother put on pretty dresses, checked her hair in the hall mirror and slipped out the back door, on her way to see the clients. I didn’t care about clients. They were simply voices on the telephone, mysterious callers taking up too much of mother’s attention. Now the polishing, that I was enthralled by. I couldn’t get enough of those rocks…what began as boring, gray, chunks of who-knows-what, transformed into shiny and exciting treasures. Petoskey stones emerged from beneath his diligent hands and Geodes were cracked open to reveal dazzling masterpieces. For hours on end, Father would sit in his den, books covering his desk, cascading over his legs onto the floor, and I would watch; waiting, hoping for that discreet invitation…the heavy groan and stretch, a slight tilt of the head, or even better an acknowledgment. Whenever it came, no matter what appearance it took, I was always ready. I’d peak in, delighted with the chance to explore his private chamber. On tip-toes I’d slowly allow my fingers to roam the shelves, tenderly holding and touching the precious stones.
Some days the signal never came. On those long and dreary afternoons I would sit cross-legged just outside the den door and imagine I was one of his rocks. Dull, gray, uninteresting…just waiting for my moment. Waiting for that instant when I would get picked up, when I would be examined. And then, under the attentive eyes and gentle hands of my father, be transformed into a shiny treasure…an exciting masterpiece.
It was during one of those long, dreary afternoons, that it happened.
Thoughts????
Father is a geologist. He finds rocks, polishes them, looks at them, and puts them on a shelf in his den down the hall from my room. He has a lot of shelves. When one gets crowded, he builds another. He clunks down to the basement where his tool bench is and begins the process. And it’s a long process. I can’t decide what he enjoys more…polishing rocks or building shelves? Years ago, when I was far too small to be paid attention to, I used to follow him and peer through the open staircase; hoping for a glimpse of the table saw that amazed me. And yet, once that awful noise began, the fear of seeing fingers soar through the air, never failed to send me into a dead sprint up the basement stairs.
Mother tended to ignore the whole routine; the relentless polishing, and building seemed rather silly to her. He’d show off a new “specimen” and she’d oo and ahh like he wanted, but when his back was turned, she’d wink at me. Our little secret…“we don’t want to make Daddy feel bad!” As Father played with his rocks and built an excessive amount of shelves, my mother put on pretty dresses, checked her hair in the hall mirror and slipped out the back door, on her way to see the clients. I didn’t care about clients. They were simply voices on the telephone, mysterious callers taking up too much of mother’s attention. Now the polishing, that I was enthralled by. I couldn’t get enough of those rocks…what began as boring, gray, chunks of who-knows-what, transformed into shiny and exciting treasures. Petoskey stones emerged from beneath his diligent hands and Geodes were cracked open to reveal dazzling masterpieces. For hours on end, Father would sit in his den, books covering his desk, cascading over his legs onto the floor, and I would watch; waiting, hoping for that discreet invitation…the heavy groan and stretch, a slight tilt of the head, or even better an acknowledgment. Whenever it came, no matter what appearance it took, I was always ready. I’d peak in, delighted with the chance to explore his private chamber. On tip-toes I’d slowly allow my fingers to roam the shelves, tenderly holding and touching the precious stones.
Some days the signal never came. On those long and dreary afternoons I would sit cross-legged just outside the den door and imagine I was one of his rocks. Dull, gray, uninteresting…just waiting for my moment. Waiting for that instant when I would get picked up, when I would be examined. And then, under the attentive eyes and gentle hands of my father, be transformed into a shiny treasure…an exciting masterpiece.
It was during one of those long, dreary afternoons, that it happened.
Thoughts????
And so it goes...
4.0 on my micro-teaching assignment! woo woo! great way to start the day.....hope everyone has a good Tuesday :)
Friday, October 16, 2009
Making Connections: Talking and Learning in a Fourth Grade Classroom
On Wednesday, I spent the first two hours of my morning at Midway Elementary School in Holt, Michigan. My Collaborating Teacher (Mr. CT) is a fourth grade teacher and he has been teaching for six years, two of those years at Midway. He graduated from Michigan State University and he does a wonderful job with his students...(I think it's because he's an MSU grad!) On Wednesday morning, I arrived at the school at 8:20, ready and raring to go! I had just enough time to discuss my objectives for the day (observing a classroom discussion) with Mr. CT before the students filed in from the playground. I was in luck! He was teaching a science lesson called, "Let's Think About Night and Day" and the lesson would begin AND end with a whole class discussion. I took a seat in the back of the room to avoid catching the wandering eyes of fourth graders, and set to work making my observations.
Before even beginning the lesson, Mr. CT quieted the class down by using a hand signal. He then spoke directly to the students and asked for quiet and he also explained the need for respectful classroom behavior while participating in the discussion. He told the students that this was a "brainstorming activity" then he said, "Are we allowed to make mistakes?" and the entire class yelled, "YES!" He went on to explain that no answers or opinions were wrong, and he wanted everyone to take a stab at participating. The lesson began with a "Science Talk". Mr. CT stood at the front of the room and asked the class leading questions that would prompt critical thinking. Obviously, the main question/bid idea for the lesson was: "What causes day and night?" However, rather than begin the class discussion by immediately addressing the big idea, Mr. CT actually asked questions that would lead the students in that direction. For example, his first questions was, "Who can tell me something about the motion of the earth?" As the discussion got rolling, Mr. CT took a less active/participating role. He allowed the students to step up and lead the class by allowing them to freely talk with one another and he simply observed and wrote notes on the board when students made good points. The whole discussion lasted about ten to fifteen minutes and the atmosphere in the room was very respectful...quiet when students were talking, children were raising their hands, and telling one another "good job...good answer!"
As I was observing the classroom discussion, I was surprised at just how engaged the entire class was in the activity and at how well Mr. CT was able to propel the discussion while keeping the entire class eager, and excited. Everyone was listening quietly with their eyes on the speaker, students were raising their hands, waiting their turn to speak, and everyone had the opportunity to talk. I was very impressed at Mr. CT's ability to create a safe classroom/learning environment, and at his knack for relating to the students. He spoke to them as equals, and he had very high expectations of them, which I feel they deserved.
As I observed Mr. CT's ability to create a safe learning environment through great classroom management, as well as his discussion techniques, I was reminded of the article I read called, "Collaborative Conversations: Strategies for Engaging Students in Productive Dialogues" written by Dorothy Simpson. Simpson's article discussed how important open dialogue and classroom discussions are in creating meaningful lessons for students. On the third page of Simpson's article, she listed eleven different strategies for teachers to use during a dialogue. A few of the strategies included in Simpson's list are:
1. Are you inviting all students to speak without judging their comments?
2. Are you listing the ideas on a board or projector during the discussion?
3. Are you asking for supporting evidence after each comment?
4. Are you paraphrasing each comment?
5. Do you provide "wait time" after each comment?
(Simpson, 1997, p.3)
Those are just a few; however, I witnessed Mr. CT utilize ALL of those strategies and more.
Simpson, D. (1997). Collaborative conversations: strategies for engaging students in productive dialogues. The Science Teacher. P. 1-8 (Accessed from angel.msu.edu)
Before even beginning the lesson, Mr. CT quieted the class down by using a hand signal. He then spoke directly to the students and asked for quiet and he also explained the need for respectful classroom behavior while participating in the discussion. He told the students that this was a "brainstorming activity" then he said, "Are we allowed to make mistakes?" and the entire class yelled, "YES!" He went on to explain that no answers or opinions were wrong, and he wanted everyone to take a stab at participating. The lesson began with a "Science Talk". Mr. CT stood at the front of the room and asked the class leading questions that would prompt critical thinking. Obviously, the main question/bid idea for the lesson was: "What causes day and night?" However, rather than begin the class discussion by immediately addressing the big idea, Mr. CT actually asked questions that would lead the students in that direction. For example, his first questions was, "Who can tell me something about the motion of the earth?" As the discussion got rolling, Mr. CT took a less active/participating role. He allowed the students to step up and lead the class by allowing them to freely talk with one another and he simply observed and wrote notes on the board when students made good points. The whole discussion lasted about ten to fifteen minutes and the atmosphere in the room was very respectful...quiet when students were talking, children were raising their hands, and telling one another "good job...good answer!"
As I was observing the classroom discussion, I was surprised at just how engaged the entire class was in the activity and at how well Mr. CT was able to propel the discussion while keeping the entire class eager, and excited. Everyone was listening quietly with their eyes on the speaker, students were raising their hands, waiting their turn to speak, and everyone had the opportunity to talk. I was very impressed at Mr. CT's ability to create a safe classroom/learning environment, and at his knack for relating to the students. He spoke to them as equals, and he had very high expectations of them, which I feel they deserved.
As I observed Mr. CT's ability to create a safe learning environment through great classroom management, as well as his discussion techniques, I was reminded of the article I read called, "Collaborative Conversations: Strategies for Engaging Students in Productive Dialogues" written by Dorothy Simpson. Simpson's article discussed how important open dialogue and classroom discussions are in creating meaningful lessons for students. On the third page of Simpson's article, she listed eleven different strategies for teachers to use during a dialogue. A few of the strategies included in Simpson's list are:
1. Are you inviting all students to speak without judging their comments?
2. Are you listing the ideas on a board or projector during the discussion?
3. Are you asking for supporting evidence after each comment?
4. Are you paraphrasing each comment?
5. Do you provide "wait time" after each comment?
(Simpson, 1997, p.3)
Those are just a few; however, I witnessed Mr. CT utilize ALL of those strategies and more.
Simpson, D. (1997). Collaborative conversations: strategies for engaging students in productive dialogues. The Science Teacher. P. 1-8 (Accessed from angel.msu.edu)
Thursday, October 15, 2009
A Fading Generation
Many students are unaware of Google Docs' existence. I was one of those students just last week. For those of you located somewhere in left-field, Google Docs is a free, Web-based word processor, spreadsheet, presentation and form application offered by Google. Google Docs introduces a unique and new educational sphere for students. Thanks to Google Docs, students are now able to collaborated online, in REAL-TIME, with teachers, their peers, with friends, family, etc. Google Documents can be edited in REAL-TIME with a person thousands of miles away. Google Spreadsheets has a chat screen that opens whenever another collaborator logs in, so they can chat in real time while they edit! Cool, huh? The academic advantages of being able to collaborate on a document in real time with some one in a different building on campus, half way across the world are invaluable. Two people could co-author an article, or entire classes could brainstorm for an activity.
I have to say, some of the tools available through Google Docs may not be as refined as Microsoft Office's solutions (I have been getting frustrated with the formatting on a resume I'm working on); however, Google seems to do an excellent job implementing desired features and continually developing their products to exceed the highest of expectation. In the world of education, I wouldn't be surprised if Google Docs soon replaced pencil and paper in classrooms.
One thing is for sure, Microsoft Office is only one generation away from extinction if they don't create free collaboration tools of their own, SOON.
Personally, I think I was an easy win over. I love the ease with which Google Docs enables me to work on papers and documents, presentations, etc. at any time, in any plcae. I even converted my group members from my TE 401 class and we now have our group project online, enabling us to collaborate, work together, and get our project done on a time frame that works for us...without even having to meet at the library! That, in itself, is an amazing benefit. As a BUSY college student, I NEVER have the time to meet with a group for a project. Google Docs has the solution, I'm definitely going to do some more research on ways to utilize this app in the classroom. I'll update soon :)
I have to say, some of the tools available through Google Docs may not be as refined as Microsoft Office's solutions (I have been getting frustrated with the formatting on a resume I'm working on); however, Google seems to do an excellent job implementing desired features and continually developing their products to exceed the highest of expectation. In the world of education, I wouldn't be surprised if Google Docs soon replaced pencil and paper in classrooms.
One thing is for sure, Microsoft Office is only one generation away from extinction if they don't create free collaboration tools of their own, SOON.
Personally, I think I was an easy win over. I love the ease with which Google Docs enables me to work on papers and documents, presentations, etc. at any time, in any plcae. I even converted my group members from my TE 401 class and we now have our group project online, enabling us to collaborate, work together, and get our project done on a time frame that works for us...without even having to meet at the library! That, in itself, is an amazing benefit. As a BUSY college student, I NEVER have the time to meet with a group for a project. Google Docs has the solution, I'm definitely going to do some more research on ways to utilize this app in the classroom. I'll update soon :)
Wednesday, October 14, 2009
One of those days...
Overslept this morning...
Late to school...
Left ALL of my lesson materials in the classroom...
Missed a meeting at work...
Realized the lesson materials I left in class were necessary to complete an assignment tonight, ie. cannot complete assignment...
The weather is crappy..
(need I say more?)
Well, as I'm driving home from work this evening, thinking to myself..."what a terrible, horrible, no good, very bad day" an amazing thing happened. My ALL TIME FAVORITE song decided to make an appearance on the radio (an occurance that RARELY, I almost want to say never, happens). Any ideas what that song may have been?? It was Michael Jackson's "Man in the Mirror". This song never fails to lift my spirits and perk me up. You can't help but sing along and smile. So, seeing as how it did the trick in lifting my spirits tonight, I thought I would try and return the favor to so many of you who are having bad days as well. Listen up :)
Late to school...
Left ALL of my lesson materials in the classroom...
Missed a meeting at work...
Realized the lesson materials I left in class were necessary to complete an assignment tonight, ie. cannot complete assignment...
The weather is crappy..
(need I say more?)
Well, as I'm driving home from work this evening, thinking to myself..."what a terrible, horrible, no good, very bad day" an amazing thing happened. My ALL TIME FAVORITE song decided to make an appearance on the radio (an occurance that RARELY, I almost want to say never, happens). Any ideas what that song may have been?? It was Michael Jackson's "Man in the Mirror". This song never fails to lift my spirits and perk me up. You can't help but sing along and smile. So, seeing as how it did the trick in lifting my spirits tonight, I thought I would try and return the favor to so many of you who are having bad days as well. Listen up :)
Friday, October 9, 2009
Innovation
What’s all the buzz about iClickers? What ARE iClickers? There are those of you who are unfamiliar with this relatively new technology. Personally, I have had the opportunity to utilize this resource while enrolled in my Chemistry, Astronomy, and Biomedical Science courses at Michigan State University.
An iClicker is an Audience Response System (ARS), or sometimes called a Personal Response System (PRS). For the purpose of simplicity, I’m going to simply refer to it as an iClicker. An iClicker is a remote control that functions as a technological interaction tool. Individuals in a large group or audience have their own iClicker/remote control which communicates with a computer via receivers that are located around the room. What happens is this…a professor, teacher, speaker, etc. poses a mulitple-choice question/poll which is posted for the entire audience to view. The audience is then responsible for answering that question via their iClickers. The audience chooses their answer, either A, B, C, etc., points their iClicker at a receiver located at around the room, pushes a button (A, B, C, etc.), and their answer is then sent to a main computer. After a certain amount of time, the poll/question is closed and the computer then tabulates the audience members’ answers and displays the results, often, instantaneously via a bar graph or percentages. In many situations, a professor or teacher will utilize this technology as a means to track participation in their classroom. In settings such as those, each audience member should have submitted their iClicker’s serial number into the control computer’s database. This enables the individuals’ answers to be identified and evaluated at a later date. There are many different uses for iClickers; however, it typically appears to to be utilized as a way for students to instantaneously provide feedback, and answer questions posed by their instructors.
As I’ve said before, in a previous post, there are positives and negatives of virtually ALL aspects of innovative technologies, and iClickers have pros and cons too.
Pros:
1. Instant access to student knowledge
2. Provides immediate feedback to students
3. Encourages participation in ALL students, including the shy ones
4. Keeps students’ attention
5. Provides anonymity
Cons:
1. Students may forget to bring them to class
2. Costly
3. Not necessarily useful in small classes
4. May be difficult to grasp by the non-technological savvy individual
As a future teacher, I would unquestionably enjoy the opportunity to utilize iClickers in my classroom; however, I do believe the issue of cost would be a detriment. If there were a way to provide this technology to my class at a minimal cost, I would! Incorporating iClickers into a daily lesson plan could be very beneficial. For example, if I were teaching a social studies lesson on a controversial topic, the class would be more apt to participate in a discussion if their opinions remained anonymous.
I have one last comment to add. After reading the TPACK article for CEP 416, I realized how important it is to consider the fact that true technology integration requires the understanding and negotiating of the relationships between a teacher’s knowledge of teaching, of their lesson content, and of the advantages and disadvantes of technology in a classroom. When considering these three componants and iClickers, I realized how teaching a lesson would change with the addition of a new technology. iClickers would obviously cause a shift in your teaching methods as well as significantly alter the way in which you and your students interact. Just something to consider…
1. Instant access to student knowledge
2. Provides immediate feedback to students
3. Encourages participation in ALL students, including the shy ones
4. Keeps students’ attention
5. Provides anonymity
Cons:
1. Students may forget to bring them to class
2. Costly
3. Not necessarily useful in small classes
4. May be difficult to grasp by the non-technological savvy individual
As a future teacher, I would unquestionably enjoy the opportunity to utilize iClickers in my classroom; however, I do believe the issue of cost would be a detriment. If there were a way to provide this technology to my class at a minimal cost, I would! Incorporating iClickers into a daily lesson plan could be very beneficial. For example, if I were teaching a social studies lesson on a controversial topic, the class would be more apt to participate in a discussion if their opinions remained anonymous.
I have one last comment to add. After reading the TPACK article for CEP 416, I realized how important it is to consider the fact that true technology integration requires the understanding and negotiating of the relationships between a teacher’s knowledge of teaching, of their lesson content, and of the advantages and disadvantes of technology in a classroom. When considering these three componants and iClickers, I realized how teaching a lesson would change with the addition of a new technology. iClickers would obviously cause a shift in your teaching methods as well as significantly alter the way in which you and your students interact. Just something to consider…
I'm So Proud...
A heartfelt congratulations goes out to President Obama!! Winner of the 2009 Nobel Peace Prize for giving the world hope for a better future. He really is a remarkable and inspirational individual and I am proud to call him my president.
According to NPR's website...Obama won the prize "for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples."
According to NPR's website...Obama won the prize "for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples."
Wednesday, October 7, 2009
The Best Part of Waking Up, is Foldgers in Your Cup...
As I drift out of obscurity, my dreams fade away, and I slowly drag myself out of my cozy bed. What is that barbaric noise?? And must I start my day before the sun??? As I scramble to turn off my alarm, the need for caffeine slams into me. Thank goodness for my sleek and dependable Mr. Coffee Automatic Coffee Maker...ohh what would I do without you?
It's 7:00 am. I am currently sitting at my dining room table, clutching my cub of coffee. The days are getting shorter...I no longer wake up to sunshine pouring through my bedroom window. Before the events of my day unfold infinitely before me, I need to take a moment to collect myself. Why am I up so early, you ask? Well, I am preparing myself for an 8:00 am arrival at Midway Elementary School, to spend the morning with a wonderful fourth grade class. I'm excited, the kids are great, my Collaborating Teacher is helpful and kind...yet, I'm still nervous. It seems that no matter how often I am in these situations, I still feel slightly apprehensive. I know the old saying..."everyone is in the same boat...you're not alone" but why doesn't anyone else ever talk about it? It seems as though every other COE senior is excited and can't wait to start their careers...and I am too, don't get me wrong....but I'm nervous! I'm nervous every time I walk into my classroom! Hmmm.....
But what can you do? I'm sure the nerves will fade. I just wish more people expressed their true feelings. They can't ALL be THAT excited? really?
It's 7:00 am. I am currently sitting at my dining room table, clutching my cub of coffee. The days are getting shorter...I no longer wake up to sunshine pouring through my bedroom window. Before the events of my day unfold infinitely before me, I need to take a moment to collect myself. Why am I up so early, you ask? Well, I am preparing myself for an 8:00 am arrival at Midway Elementary School, to spend the morning with a wonderful fourth grade class. I'm excited, the kids are great, my Collaborating Teacher is helpful and kind...yet, I'm still nervous. It seems that no matter how often I am in these situations, I still feel slightly apprehensive. I know the old saying..."everyone is in the same boat...you're not alone" but why doesn't anyone else ever talk about it? It seems as though every other COE senior is excited and can't wait to start their careers...and I am too, don't get me wrong....but I'm nervous! I'm nervous every time I walk into my classroom! Hmmm.....
But what can you do? I'm sure the nerves will fade. I just wish more people expressed their true feelings. They can't ALL be THAT excited? really?
Tuesday, October 6, 2009
The Mitten
"A country without memory is a country of madmen." Quote by: George Santayana
I just spent my morning at the Michigan Historical Museum in downtown Lansing and I am feeling quite contemplative at the moment. I had the pleasure of visiting this museum at an earlier time; specifically, in fourth grade as a segment of a social studies field trip that also included a visit to the state capital. Sadly, I have a feeling I appreciated my second trip to the museum more than my first. As a child, it is difficult to fully comprehend the magnitude and importance of what it is you are seeing, observing and learning while wandering the halls and galleries of a historical museum. To examine and study the vast amount of artifacts in the Michigan Historical Museum is a daunting task; there are thousands of artifacts that fill that majestic building and just imagine being a small child in the midst of all that history. Overwhelming, indeed.
As I wandered the museum today, I kept thinking, "what a wonderful resource we, as Michigan citizens, have at our fingertips...right here in downtown Lansing, my backyard!" I imagined myself as a fourth grade teacher, herding my class into the buidling and watching their jaws drop in awe as they stood and stared up at a White Pine Tree (our state tree), standing three stories high in the center of the building. Talk about capturing some rambunctious kids' attentions! But the awesomeness doesn't stop there. The Michigan Historical Museum consists of five levels of galleries and exhibits that tell the story of Michigan's past from pre-contact through the late twentieth century. The museum tells a narrative...OUR narrative, as Michiganders. The exhibits include interactive computers, audio-visual presentations and hands-on elelments; the entire foundation this museum rests on is interaction. Yes, interaction! You are expected, as soon as you walk through that front door, to utilize all of your senses...well, they may not want you to EAT their artifacts, but you get my drift. Basically, it is an inviting and exciting environment where children can really learn the history of their state in a meaningful way. And isn't that what's most important...that children are able to find meaning inthe subjects we are teaching them?
I can't wait for the opportunity to enlighten my future students. I want my classes to have those experiences in historical museums, where they can envelop themselves in the past and learn about themselves in meaningful ways. History is an essentail element of learning who you are, of becoming good, kind citizens.
What would happen if we were to lose our sense of historical perspective? What do you think??? Is it dangerous? Ignorant? WRONG? Do not hamper yourself in the present and limit you future by ignoring the past. READ history, LEARN, travel, investigate! Explore your personal and family history. But don't stop there...probe and study your communities, towns, states, etc. Grab life by the horns...take EVERY opportunity that comes your way to expand your life, your knoweldge. Develope you historical perspective.
I just spent my morning at the Michigan Historical Museum in downtown Lansing and I am feeling quite contemplative at the moment. I had the pleasure of visiting this museum at an earlier time; specifically, in fourth grade as a segment of a social studies field trip that also included a visit to the state capital. Sadly, I have a feeling I appreciated my second trip to the museum more than my first. As a child, it is difficult to fully comprehend the magnitude and importance of what it is you are seeing, observing and learning while wandering the halls and galleries of a historical museum. To examine and study the vast amount of artifacts in the Michigan Historical Museum is a daunting task; there are thousands of artifacts that fill that majestic building and just imagine being a small child in the midst of all that history. Overwhelming, indeed.
As I wandered the museum today, I kept thinking, "what a wonderful resource we, as Michigan citizens, have at our fingertips...right here in downtown Lansing, my backyard!" I imagined myself as a fourth grade teacher, herding my class into the buidling and watching their jaws drop in awe as they stood and stared up at a White Pine Tree (our state tree), standing three stories high in the center of the building. Talk about capturing some rambunctious kids' attentions! But the awesomeness doesn't stop there. The Michigan Historical Museum consists of five levels of galleries and exhibits that tell the story of Michigan's past from pre-contact through the late twentieth century. The museum tells a narrative...OUR narrative, as Michiganders. The exhibits include interactive computers, audio-visual presentations and hands-on elelments; the entire foundation this museum rests on is interaction. Yes, interaction! You are expected, as soon as you walk through that front door, to utilize all of your senses...well, they may not want you to EAT their artifacts, but you get my drift. Basically, it is an inviting and exciting environment where children can really learn the history of their state in a meaningful way. And isn't that what's most important...that children are able to find meaning inthe subjects we are teaching them?
I can't wait for the opportunity to enlighten my future students. I want my classes to have those experiences in historical museums, where they can envelop themselves in the past and learn about themselves in meaningful ways. History is an essentail element of learning who you are, of becoming good, kind citizens.
What would happen if we were to lose our sense of historical perspective? What do you think??? Is it dangerous? Ignorant? WRONG? Do not hamper yourself in the present and limit you future by ignoring the past. READ history, LEARN, travel, investigate! Explore your personal and family history. But don't stop there...probe and study your communities, towns, states, etc. Grab life by the horns...take EVERY opportunity that comes your way to expand your life, your knoweldge. Develope you historical perspective.
Friday, October 2, 2009
The Good, The Bad, And The Ugly...
As of October 2, 2009, Twitter is the end all, and be all of the twenty first century. Posting “Tweets” of 140 characters has enabled a world of “Tweeple” to stay connected. Individuals who utilize the world of tweets range from business men, students, stoners, pop stars, news anchors, cat-lovers, teachers, professional athletes…the list could go on forever! Imagine yourself sitting in class…the student next to you is Twittering; imagine yourself in a boardroom…the CEO is currently updating his Twitter profile; and finally, you’re visiting your grandmother, and what is she doing? She’s following up to the minute tweets on the new brand of cat food she’s interested in! What is the world coming to?? The next thing you know, the streets, schools, stores and office buildings will be empty and all you have to do is log onto Twitter, and there they are…giving you TMI on the minutiae of their lives.
Now don’t get me wrong. Unquestionably, I am a proponent, AND advocate for the integration of technology into our daily lives. However, I am having a difficult time understanding the extent to which Twitter can enrich and/or transform our lives for the better. Obviously, there are positives and negatives of virtually ALL aspects of innovative technologies, and Twitter is not exempt. As a prospective teacher, I am well aware of the long list of valuable resources Twitter offers, and I will do my best to employ those resources in a constructive and effective way in my future classroom. In the following list, I will record MY reasons for using Twitter as an educator.
1. Twitter can represent a virtual staffroom; a virtual world where teachers can access in seconds a stream of links, ideas, opinions, and resources from a hand-picked selection of global professionals.
2. By utilizing all that Twitter has to offer, educators are able to compare their ideas and classrooms with other educators located thousands of miles away.
3. As a mentor and educator, I want to be the BEST that I can be, and the only way I can do that is to reflect on the work that I am doing and maintain and develop it in order to make it better. Twitter would enable me to share my reflections, as well as offer support to other educators, and receive INSTANT feedback.
4. Twitter can also help you stay up-to-date on news and current affairs, and the latest developments in areas of school leadership and technology.
So, there are my reasons for wanting to use Twitter as an educator, mentor, and teacher. But, going back to what I said previously…I STILL am having difficulty in understanding ALL the positive ways in which one can utilize Twitter to its fullest potential. I keep getting bogged down by the mundane details of everyone’s daily (boring) lives. I have had one or two opportunities to follow educational “Tweets”; however, these occasions have been few and far between. I’m hoping these opportunities will rear their heads on a more daily basis. I guess, basically, I am having a hard time grasping how to go about FINDING these opportunities on my own. Adding on to the fact that I am a complete novice in terms of Twitter “lingo”…I have a really difficult time actually understanding what it is people are tweeting. All the abbreviations and what not just confuse me more!
Essentially, my view on Twitter is this: unless you are using Twitter in a PROFESSIONAL way…it is simply a way for individuals to make themselves feel better; it is a phony and bogus way to make yourself feel “popular”; like people actually CARE about what you are doing EVERY second of your life. Again, I can see the positive aspects of using Twitter as a professional, but I can’t seem to get past the surface level…
If anyone has any suggestions…PLEASE let me know…
Now don’t get me wrong. Unquestionably, I am a proponent, AND advocate for the integration of technology into our daily lives. However, I am having a difficult time understanding the extent to which Twitter can enrich and/or transform our lives for the better. Obviously, there are positives and negatives of virtually ALL aspects of innovative technologies, and Twitter is not exempt. As a prospective teacher, I am well aware of the long list of valuable resources Twitter offers, and I will do my best to employ those resources in a constructive and effective way in my future classroom. In the following list, I will record MY reasons for using Twitter as an educator.
1. Twitter can represent a virtual staffroom; a virtual world where teachers can access in seconds a stream of links, ideas, opinions, and resources from a hand-picked selection of global professionals.
2. By utilizing all that Twitter has to offer, educators are able to compare their ideas and classrooms with other educators located thousands of miles away.
3. As a mentor and educator, I want to be the BEST that I can be, and the only way I can do that is to reflect on the work that I am doing and maintain and develop it in order to make it better. Twitter would enable me to share my reflections, as well as offer support to other educators, and receive INSTANT feedback.
4. Twitter can also help you stay up-to-date on news and current affairs, and the latest developments in areas of school leadership and technology.
So, there are my reasons for wanting to use Twitter as an educator, mentor, and teacher. But, going back to what I said previously…I STILL am having difficulty in understanding ALL the positive ways in which one can utilize Twitter to its fullest potential. I keep getting bogged down by the mundane details of everyone’s daily (boring) lives. I have had one or two opportunities to follow educational “Tweets”; however, these occasions have been few and far between. I’m hoping these opportunities will rear their heads on a more daily basis. I guess, basically, I am having a hard time grasping how to go about FINDING these opportunities on my own. Adding on to the fact that I am a complete novice in terms of Twitter “lingo”…I have a really difficult time actually understanding what it is people are tweeting. All the abbreviations and what not just confuse me more!
Essentially, my view on Twitter is this: unless you are using Twitter in a PROFESSIONAL way…it is simply a way for individuals to make themselves feel better; it is a phony and bogus way to make yourself feel “popular”; like people actually CARE about what you are doing EVERY second of your life. Again, I can see the positive aspects of using Twitter as a professional, but I can’t seem to get past the surface level…
If anyone has any suggestions…PLEASE let me know…
Thursday, October 1, 2009
Check it out :)
I got a Flickr account about a week ago, in order to help me find suitable pictures for my blog, website, classroom, etc. I don't have very many photos uploaded at this point due to the sad state of my digital camara. But, hopefully, she (my camara) will be in working order shortly and I can add to my photostream.
Take a look at my slide show!
Take a look at my slide show!
It's Here!
Happy October everyone! I'm so happy my favorite month has finally made her appearance :) It even smells like October now...
Time to head to the cider mill, carve pumpkins, visit haunted houses, and buy that Halloween costume :)
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