1) After completing this seminar, how do you see your use of technology in the classroom?
I really think I am lacking in this department. To some degree, I have always known this; technology is not a focus at our school in the classroom because of the amount of technology our students are exposed to outside of the classroom (in a daily computer lab course and daily accelerated reader quizzes taken online). However, it is something I have noted that I am personally lacking in and could make a much great effort to incorporate. I am excited to teach the lesson on expression and end marks that I modified for this unit-- I can imagine that teaching it may lead me to other ideas of how I can use technology to help with writing especially. Overall though, I just think I've been pretty deficient in this area and need to seek out my own resources for technology since they are not provided by the school/district.
2) What resources are you going to explore next to continue your own learning and growth in this area?
I have started looking into how to use different elements of Reading A to Z-- both in classroom and externally to benefit my own planning. Before, I had only been using one portion of the sight but am now looking into having my students interact with the comprehension quizzes that are online, the science units that are available etc. I also am going to explore different resources that I will be able to use in our January science unit on States of Matter and in our Spring Geography unit-- I know that videos and interactive materials exist online which I should be showing my students, especially because of multiple modalities and the technology "gap" or "divide" that my students are susceptible to.
3) [We did in fact use our regular blog]
4) What were the strengths and drawbacks of an online seminar? What could enhance the quality of online instruction, in your opinion?
I really enjoyed the online seminar for two reasons. First, I felt like I was able to delve a little deeper into the material on my own and explore my own interests within it. I think this came down to the format and it's inherent freedom. I worked on this primarily over a three-day span, which personally helped me to keep the information fresh. Secondly, I appreciated that this seminar in particular offered so many options. We had options of what to read, there were multiple pieces to Internet Safety video, and we had options in terms of which webinar to read. This freedom helped me to feel like I had choice in what I was learning and was able to really use the pieces that would be applicable for me in the classroom. I did not particularly see any major drawbacks with this course and would definitely be willing to use online courses again in the future.
Tuesday, December 15, 2009
Monday, December 14, 2009
115 Technology #3
1) What are the learning targets for this lesson? What do you want students to know, understand or be able to do after this lesson?
My learning goal is that SWBAT identify the necessary end marks in dialogue based on intonation and expression. My desire is that students will be able to better gauge when to use exclamation points, question marks, and periods based on a deeper understanding of the nuances of spoken dialogue through a more interactive video lesson.
2) What technological resources do you have available that relate to these learning targets?
I intend to use two youtube videos (one of a basic conversation with a mixture of interrogative and standard declarative sentences, and another of an argument that will require them to use exclamation points), projected onto our classroom drop-down screen via my laptop. The major advantage to doing this on a laptop as compared to doing it verbally/orally is that I can rewind and ensure that the same exact intonation is used so that students can re-check their work with greater accuracy than I could offer them in person if I was doing it independently.
3) How will these technological resources enhance the students’ learning—in other words, what does technology allow you to do in relation to these learning targets that isn’t possible without it?
As mentioned in question two, I could not ensure the accuracy that a video could. When I have done this lesson in the past, one of the challenges that I have run into is that it is hard to replicate the same sentence twice orally in person-- inevitably, I will change my tone slightly each time. A video allows for higher accuracy and for the students to get the opportunity to rewatch sentences, phrases and dialogue as they seek to determine the correct end marks.
4) Post your lesson plan to the site.
Name: Kate McCarthy Coach: Peggy Dove
Grade Level/Subject: 1st Grade Literacy- Rocketship Date: December 14, 2009
Established Goals/Standards: Essential Questions or Habits of Mind: Understandings:
Students will understand… Knowledge:
Students will know… Skills:
Students will be able to…
Written and Oral Language 1.6—Correct grammar and punctuation. 1) How do I know what tone/intonation to use when reading a sentence?
2) How can I express a certain feeling through my end marks? -Punctuation may be used to express different tones/voice in writing.
-Punctuation corresponds to the speakers intent (asking a question versus expressing excitement and anger, etc).
-An exclamation point is used to express excitement/ add emphasis to an important point.
-An exclamation point is an additional choice of end mark punctuation (in addition to periods and question marks).
-That they may use exclamation points as an end mark in their writing to indicate excitement. -Correctly identify where exclamation points belong in a short story.
-Write a sentence that concludes with an exclamation point.
-Express appropriate vocal tone when reading a sentence that ends with a question mark.
-Identify which sentences end with a question mark and which end with an exclamation mark based on verbal cues.
Note: Use the “Essential Components of Differentiated Instruction” to help differentiate instructional strategies, products and assessments.
Evidence of Learning (Product or Assessment): Differentiation: Materials:
Students (as a table team), will verbally create a sentence that needs an exclamation point.
Students (individually) will turn in their own punctuated paragraphs with correct end marks (see differentiation).
Students will also be assessed on their ability to read the punctuation with correct intonation.
Students will assess whether individuals in a video are speaking in interrogative or exclamatory sentences and record the necessary punctuation based on their tone. Group 1 Students (Alyson, Josue, Andres, Giovanni, Ana, Mariah) will be expected to punctuate a 2-paragraph story, with varied punctuation (period, exclamation point, question mark).
Group 2 Students (Julietta, Adrian, Sandra, Lizette, Luna, Darian, Kevin, Gerardo)
Will be expected to punctuate a 5 sentence story, with varied end marks (period and exclamation point).
Group 3 Students (Brian, Ismar, Oscar, Roy, Nicolle,) will punctuate a 3 sentence paper, all of which require exclamation points. Chart Paper Exclamation Point.
Modeled story on Wipe-Off Lined Board.
*Pre-created paragraphs, missing punctuation [3 options, 10 copies each]
-Clipboards
Worksheet with video conversation text (s)
-2 YouTube Videos- one of a simple conversation; other of an argument.
Teaching Strategies & Sequence:
Opening (10 minutes)
-Students will begin the lesson seated on the floor. We will do our dots and squeezies activity, and put our ‘writing gloves’ on. This is the standard opening to writing workshop, and transitions out of the previous activity.
Will begin by unveiling a large exclamation point on chart paper. I will ask students if they know what the exclamation point means. After taking a few responses, I will record their answers inside the giant exclamation point. Questions to ask:
1) Where have you seen this before?
2) What does it mean?
3) Can you think of a sentence that would end with this punctuation?
Instruction
-Will send students back to tables and instruct them to turn their chairs to face forward.
- We will begin by ‘Air-tracing’ an exclamation point, altogether as a group.
-As a reminder, we will then air trace a question mark (which was covered a month previously) to jog their memory of how we use question marks.
-I will then model how an exclamation point should sound in a sentence, writing the sentence on the board and then changing the punctuation to indicate the change in tone (i.e. Wow, what delicious ice cream. Versus ‘Wow, what delicious ice cream!’).
-I will then do a ‘Think Aloud” with a story that is written on the Wipe-Off Lined Board. I will model how I decide what punctuation belongs, how I can whisper it aloud to myself to try to figure it out, etc.
-Call up three students to add in punctuation at end of paragraph.
Guided Practice
-Students will then do a ‘Heads Together’ to come up with their own sentence that deserves an exclamation point.
-Will do a class ‘whip around’ through tables to share out their sentences.
*I will write the 2 best sentences on the board, making sure to emphasize how to write a punctuation mark again, and having students air-trace the punctuation as I do this.
Independent Practice
-I will instruct the students that I found stories today, that had been written by first graders recently, but were missing their punctuation! I will talk about how I wanted to put them up on the Word Wall, and how they deserved stars, but they were missing a crucial piece—correct punctuation.
-Will remind them of how I added in punctuation on the paragraph again.
Students will individually go through and punctuate their paragraphs. Paragraphs will be distributed according to skill level. I will circulate throughout the room, asking students to read me a sentence (on their story) that has an exclamation point, and listening for correct intonation.
Extension Activity:
Video Lesson [GP/IP]
When students have completed the activity, I will bring them down to the rug and direct their attention to a video of people carrying on a basic conversation. I will have them follow along to the text (pre-typed into a worksheet for them), pausing for them to fill in the correct punctuation based on the intonation of the speaker’s voices. Students will use clipboards so that they can stay close to the pull-down projection screen and watch the speakers expression as they speak. I will rewind as necessary. We will do the first few sentences as a whole group, with myself modeling, and then students will be responsible for filling in end marks independently as I prompt along with the video.
Extension activity: If time allows, I will have students repeat this activity with a video of people arguing, wherein the students will have more of an opportunity to watch the speaker’s intonation and add in exclamation points and question marks.
Closing:
Closure
-I will gather the paragraphs and look through quickly as I call students to the rug.
-I will select three pages that now belong on the word wall.
-I will also introduce the option of ‘exclamation point’ to the Editors Checklist; while I will not go ahead and add this on now, I will extend this activity and cover this in the following day’s writer’s workshop.
Homework
5) Read and comment on someone else’s lesson plan—what do you see as the strengths of this person’s use of technology? Do you know of other resources that might help this person’s students even more?
My learning goal is that SWBAT identify the necessary end marks in dialogue based on intonation and expression. My desire is that students will be able to better gauge when to use exclamation points, question marks, and periods based on a deeper understanding of the nuances of spoken dialogue through a more interactive video lesson.
2) What technological resources do you have available that relate to these learning targets?
I intend to use two youtube videos (one of a basic conversation with a mixture of interrogative and standard declarative sentences, and another of an argument that will require them to use exclamation points), projected onto our classroom drop-down screen via my laptop. The major advantage to doing this on a laptop as compared to doing it verbally/orally is that I can rewind and ensure that the same exact intonation is used so that students can re-check their work with greater accuracy than I could offer them in person if I was doing it independently.
3) How will these technological resources enhance the students’ learning—in other words, what does technology allow you to do in relation to these learning targets that isn’t possible without it?
As mentioned in question two, I could not ensure the accuracy that a video could. When I have done this lesson in the past, one of the challenges that I have run into is that it is hard to replicate the same sentence twice orally in person-- inevitably, I will change my tone slightly each time. A video allows for higher accuracy and for the students to get the opportunity to rewatch sentences, phrases and dialogue as they seek to determine the correct end marks.
4) Post your lesson plan to the site.
Name: Kate McCarthy Coach: Peggy Dove
Grade Level/Subject: 1st Grade Literacy- Rocketship Date: December 14, 2009
Established Goals/Standards: Essential Questions or Habits of Mind: Understandings:
Students will understand… Knowledge:
Students will know… Skills:
Students will be able to…
Written and Oral Language 1.6—Correct grammar and punctuation. 1) How do I know what tone/intonation to use when reading a sentence?
2) How can I express a certain feeling through my end marks? -Punctuation may be used to express different tones/voice in writing.
-Punctuation corresponds to the speakers intent (asking a question versus expressing excitement and anger, etc).
-An exclamation point is used to express excitement/ add emphasis to an important point.
-An exclamation point is an additional choice of end mark punctuation (in addition to periods and question marks).
-That they may use exclamation points as an end mark in their writing to indicate excitement. -Correctly identify where exclamation points belong in a short story.
-Write a sentence that concludes with an exclamation point.
-Express appropriate vocal tone when reading a sentence that ends with a question mark.
-Identify which sentences end with a question mark and which end with an exclamation mark based on verbal cues.
Note: Use the “Essential Components of Differentiated Instruction” to help differentiate instructional strategies, products and assessments.
Evidence of Learning (Product or Assessment): Differentiation: Materials:
Students (as a table team), will verbally create a sentence that needs an exclamation point.
Students (individually) will turn in their own punctuated paragraphs with correct end marks (see differentiation).
Students will also be assessed on their ability to read the punctuation with correct intonation.
Students will assess whether individuals in a video are speaking in interrogative or exclamatory sentences and record the necessary punctuation based on their tone. Group 1 Students (Alyson, Josue, Andres, Giovanni, Ana, Mariah) will be expected to punctuate a 2-paragraph story, with varied punctuation (period, exclamation point, question mark).
Group 2 Students (Julietta, Adrian, Sandra, Lizette, Luna, Darian, Kevin, Gerardo)
Will be expected to punctuate a 5 sentence story, with varied end marks (period and exclamation point).
Group 3 Students (Brian, Ismar, Oscar, Roy, Nicolle,) will punctuate a 3 sentence paper, all of which require exclamation points. Chart Paper Exclamation Point.
Modeled story on Wipe-Off Lined Board.
*Pre-created paragraphs, missing punctuation [3 options, 10 copies each]
-Clipboards
Worksheet with video conversation text (s)
-2 YouTube Videos- one of a simple conversation; other of an argument.
Teaching Strategies & Sequence:
Opening (10 minutes)
-Students will begin the lesson seated on the floor. We will do our dots and squeezies activity, and put our ‘writing gloves’ on. This is the standard opening to writing workshop, and transitions out of the previous activity.
Will begin by unveiling a large exclamation point on chart paper. I will ask students if they know what the exclamation point means. After taking a few responses, I will record their answers inside the giant exclamation point. Questions to ask:
1) Where have you seen this before?
2) What does it mean?
3) Can you think of a sentence that would end with this punctuation?
Instruction
-Will send students back to tables and instruct them to turn their chairs to face forward.
- We will begin by ‘Air-tracing’ an exclamation point, altogether as a group.
-As a reminder, we will then air trace a question mark (which was covered a month previously) to jog their memory of how we use question marks.
-I will then model how an exclamation point should sound in a sentence, writing the sentence on the board and then changing the punctuation to indicate the change in tone (i.e. Wow, what delicious ice cream. Versus ‘Wow, what delicious ice cream!’).
-I will then do a ‘Think Aloud” with a story that is written on the Wipe-Off Lined Board. I will model how I decide what punctuation belongs, how I can whisper it aloud to myself to try to figure it out, etc.
-Call up three students to add in punctuation at end of paragraph.
Guided Practice
-Students will then do a ‘Heads Together’ to come up with their own sentence that deserves an exclamation point.
-Will do a class ‘whip around’ through tables to share out their sentences.
*I will write the 2 best sentences on the board, making sure to emphasize how to write a punctuation mark again, and having students air-trace the punctuation as I do this.
Independent Practice
-I will instruct the students that I found stories today, that had been written by first graders recently, but were missing their punctuation! I will talk about how I wanted to put them up on the Word Wall, and how they deserved stars, but they were missing a crucial piece—correct punctuation.
-Will remind them of how I added in punctuation on the paragraph again.
Students will individually go through and punctuate their paragraphs. Paragraphs will be distributed according to skill level. I will circulate throughout the room, asking students to read me a sentence (on their story) that has an exclamation point, and listening for correct intonation.
Extension Activity:
Video Lesson [GP/IP]
When students have completed the activity, I will bring them down to the rug and direct their attention to a video of people carrying on a basic conversation. I will have them follow along to the text (pre-typed into a worksheet for them), pausing for them to fill in the correct punctuation based on the intonation of the speaker’s voices. Students will use clipboards so that they can stay close to the pull-down projection screen and watch the speakers expression as they speak. I will rewind as necessary. We will do the first few sentences as a whole group, with myself modeling, and then students will be responsible for filling in end marks independently as I prompt along with the video.
Extension activity: If time allows, I will have students repeat this activity with a video of people arguing, wherein the students will have more of an opportunity to watch the speaker’s intonation and add in exclamation points and question marks.
Closing:
Closure
-I will gather the paragraphs and look through quickly as I call students to the rug.
-I will select three pages that now belong on the word wall.
-I will also introduce the option of ‘exclamation point’ to the Editors Checklist; while I will not go ahead and add this on now, I will extend this activity and cover this in the following day’s writer’s workshop.
Homework
5) Read and comment on someone else’s lesson plan—what do you see as the strengths of this person’s use of technology? Do you know of other resources that might help this person’s students even more?
Sunday, December 13, 2009
115: Technology #2
I watched the Education in the Digital Age: Insights and Findings
PBS webinar. I chose this program partially because I was slightly familiar with Digital Nation (an ongoing program about digital media and it's impact on children that PBS is focusing on). I had seen a documentary about the very beginnings of this exploration back in a sociology class in college. Plus, with the content being relevant for our current coursework, I figured that it was important to explore digital media. I also would have loved to have watched some of the Reading Comprehension or ELL focuses (and in fact tried to watch a webinar on Response to Intervention, but was not able to do so).
1) What are the advantages to watching a webinar as opposed to reading an article?
I like that the webinar gives you so much more interaction than watching a TV or listening to a sound clip would-- it is so much more of an integrated learning experience. The webinar that I watched had a "chat" feature on the side, as well as different tools to put the scope of the webinar in perspective-- an interactive map where teachers could mark where they were communicating from, plus respond yes or no, chime in as necessary, etc. Moderators exist to keep the conversation focused on the webinar ( mostly.. I was slightly disappointed at the off-topic sidebar discussion happening) but people can "type" in questions or actually verbally chime in during Q and A times. It was so much more interactive than reading an article and I think as such is in some ways "easier" or at least much more engaging.
2) How can you see this tool being used to support your own development as a teacher?
I plan on using webinars to learn more about other perspectives. Just in looking for one to watch, I found multiple webinars on RTI which our school site is in it's second year of experimenting with. I have just been exposed to a few other methods of doing RtI and I am curious about what else exists, what methods have seen significant progress and how I can use the information in the webinars to create more focused Independent Learning Plans (ILPS) to be used to plan RtI. Our school is currently improving their RtI methods and I think I could be much more of an asset to the school site, as well as generally more knowledgeable as a teacher, if I take the time to look at how I create goals for my students and follow up on them through RtI. Thus, I think this could directly affect the achievement of the 12 students that are currently in RtI.
3) What are some other topics on which you would like to see webinars?
I would love to also go into the ELL webinars. One of my REACH ongoing goals has been related to finding more methods to help my struggling ELL students. Without a base in Spanish to communicate, this is certainly an area of growth for me as a teacher and I intend to continue try to work on this and grow more as an educator. I think webinars on instructional methods could help me be a more engaging teacher with integrated visual/audio assistance etc for ELLs.
PBS webinar. I chose this program partially because I was slightly familiar with Digital Nation (an ongoing program about digital media and it's impact on children that PBS is focusing on). I had seen a documentary about the very beginnings of this exploration back in a sociology class in college. Plus, with the content being relevant for our current coursework, I figured that it was important to explore digital media. I also would have loved to have watched some of the Reading Comprehension or ELL focuses (and in fact tried to watch a webinar on Response to Intervention, but was not able to do so).
1) What are the advantages to watching a webinar as opposed to reading an article?
I like that the webinar gives you so much more interaction than watching a TV or listening to a sound clip would-- it is so much more of an integrated learning experience. The webinar that I watched had a "chat" feature on the side, as well as different tools to put the scope of the webinar in perspective-- an interactive map where teachers could mark where they were communicating from, plus respond yes or no, chime in as necessary, etc. Moderators exist to keep the conversation focused on the webinar ( mostly.. I was slightly disappointed at the off-topic sidebar discussion happening) but people can "type" in questions or actually verbally chime in during Q and A times. It was so much more interactive than reading an article and I think as such is in some ways "easier" or at least much more engaging.
2) How can you see this tool being used to support your own development as a teacher?
I plan on using webinars to learn more about other perspectives. Just in looking for one to watch, I found multiple webinars on RTI which our school site is in it's second year of experimenting with. I have just been exposed to a few other methods of doing RtI and I am curious about what else exists, what methods have seen significant progress and how I can use the information in the webinars to create more focused Independent Learning Plans (ILPS) to be used to plan RtI. Our school is currently improving their RtI methods and I think I could be much more of an asset to the school site, as well as generally more knowledgeable as a teacher, if I take the time to look at how I create goals for my students and follow up on them through RtI. Thus, I think this could directly affect the achievement of the 12 students that are currently in RtI.
3) What are some other topics on which you would like to see webinars?
I would love to also go into the ELL webinars. One of my REACH ongoing goals has been related to finding more methods to help my struggling ELL students. Without a base in Spanish to communicate, this is certainly an area of growth for me as a teacher and I intend to continue try to work on this and grow more as an educator. I think webinars on instructional methods could help me be a more engaging teacher with integrated visual/audio assistance etc for ELLs.
115: Technology #1
1. Was there anything in the internet safety presentations that was new to you? What about for your students? Do you think they are aware of this information?
There was nothing that was particularly new to me in this, as the information in the cartoon video seemed to be more generated at teenagers than first graders in the specific community I am teaching in. That said, I think there are absolutely still dangers to my students in terms of technology, but it does not seem like my students risk the issues of cyber-bullying etc that older students are involved in. I think the largest benefit to me in terms of watching the presentation was that it covered various different forms of social media and how those things could be a danger to students even though they can also be a benefit as well.
2. What technology do both you and your students have available? Be specific & 3. What kinds of technology do you currently use in your classroom/what could you use?
I use my computer in the classroom on occasion. Our attendance is done via computer, the school site maintains an information database for filesharing via google docs (to assist with paperwor, and eventually, in theory, with lesson planning). Though I do not have a projector in my own classroom, I do have a pull down screen so that I can borrow our school's shared projector. I have used this for incorporating pictures, songs and images in UbD science and social studies units in the past and hope to integrate more into the general literacy curriculum for our students who are visual/auditory learners and would really benefit from these types of technologies.
I do often find myself using my personal computer, particularly in my planning (using teacher-oriented websites for Guided Reading books, phonics packets, etc). For my very lowest and most struggling students, I use one particular website (Starfall.com) where there are specific phonics activities, especially tailored to vowels, etc that those students really seem to benefit from.
For my students, they use computers every day in our learning lab-- I think they are very fortunate to have a daily computer class and I think it absolutely impacts students achievement. However, being totally honest, I am not positive what online curriculum they are currently using as I know our school has been testing out various types to try to meet students at their academic level as opposed to using a blanket "first grade" or "math" curriculum. I know that accelerated reader (the read a book, and then take a quiz online format) is used by them daily.
While most of my students do not have home computers available to them, I did notice on a few occasions at home visits that some students do. I was thrilled to have conversations with two parents who said that they translate the homework online when the language barrier means that they cannot fully assist their students. I know this must be time consuming for them and it is something I wish I personally had the time to do for them ahead of handing out the packets. Most of my students parents do have phones and texting, which I think we sometimes forget as a use of technology. A few parents will text or email me for parent communication.
There was nothing that was particularly new to me in this, as the information in the cartoon video seemed to be more generated at teenagers than first graders in the specific community I am teaching in. That said, I think there are absolutely still dangers to my students in terms of technology, but it does not seem like my students risk the issues of cyber-bullying etc that older students are involved in. I think the largest benefit to me in terms of watching the presentation was that it covered various different forms of social media and how those things could be a danger to students even though they can also be a benefit as well.
2. What technology do both you and your students have available? Be specific & 3. What kinds of technology do you currently use in your classroom/what could you use?
I use my computer in the classroom on occasion. Our attendance is done via computer, the school site maintains an information database for filesharing via google docs (to assist with paperwor, and eventually, in theory, with lesson planning). Though I do not have a projector in my own classroom, I do have a pull down screen so that I can borrow our school's shared projector. I have used this for incorporating pictures, songs and images in UbD science and social studies units in the past and hope to integrate more into the general literacy curriculum for our students who are visual/auditory learners and would really benefit from these types of technologies.
I do often find myself using my personal computer, particularly in my planning (using teacher-oriented websites for Guided Reading books, phonics packets, etc). For my very lowest and most struggling students, I use one particular website (Starfall.com) where there are specific phonics activities, especially tailored to vowels, etc that those students really seem to benefit from.
For my students, they use computers every day in our learning lab-- I think they are very fortunate to have a daily computer class and I think it absolutely impacts students achievement. However, being totally honest, I am not positive what online curriculum they are currently using as I know our school has been testing out various types to try to meet students at their academic level as opposed to using a blanket "first grade" or "math" curriculum. I know that accelerated reader (the read a book, and then take a quiz online format) is used by them daily.
While most of my students do not have home computers available to them, I did notice on a few occasions at home visits that some students do. I was thrilled to have conversations with two parents who said that they translate the homework online when the language barrier means that they cannot fully assist their students. I know this must be time consuming for them and it is something I wish I personally had the time to do for them ahead of handing out the packets. Most of my students parents do have phones and texting, which I think we sometimes forget as a use of technology. A few parents will text or email me for parent communication.
Subscribe to:
Posts (Atom)