Monday, April 27, 2009
Movie Maker Blog
My movie maker is a portrayal of part of the relationship I have with my daughter and some of my concerns with all the time I spend away from her. I show some of my favorite still pictures when she is not posed but merely just being hers self. I included the poem to give the read some insight in to my mind’s eye and some of the things I think about each day. I included the Hawaiian versions of Somewhere over the Rainbow because it is my favorite song and I equate many great memories from my childhood with it. This digital literacy project bring together some of my most favorite thing in a way that I myself could not express through words alone. It is a great tool that I hope to use again in the future.
Wednesday, April 22, 2009
Tuesday, April 21, 2009
Article
One of the first and most apparent things that stick out to me in this article is that there are a lot of things saying that teachers should use more media texts. However, no matter how much people say it is good idea teachers are reluctant to incorporate this in to their lessons. They all seem to feel over whelmed by the entire idea. They are unsure they can teach something that they are not fully fluent with. (67)
The next thing that caught my attention is that teachers should let go. Teachers have become comfortable with the old ways of doing things for so long they are afraid of simply letting go and trying to move in to the here and now. Teachers have forgot or not been taught that you must always do research and explore new ideas in order to keep growing as an educator. (71)
The last thing that I really enjoyed about this article is that it gives you tons of examples of how to implement visual text in to the classroom. It even includes sample evaluation to help to understand how to grade or score this type of assignment. I think that this article could be very useful for teachers who need a place to start but are unsure how to implement this type of lesson.
The next thing that caught my attention is that teachers should let go. Teachers have become comfortable with the old ways of doing things for so long they are afraid of simply letting go and trying to move in to the here and now. Teachers have forgot or not been taught that you must always do research and explore new ideas in order to keep growing as an educator. (71)
The last thing that I really enjoyed about this article is that it gives you tons of examples of how to implement visual text in to the classroom. It even includes sample evaluation to help to understand how to grade or score this type of assignment. I think that this article could be very useful for teachers who need a place to start but are unsure how to implement this type of lesson.
Sunday, March 29, 2009
chapter 11
The first section that caught my attention was on page310 in the little green box. It talks about Exploring Writing in the Real World. I believe this speaks volumes. I have heard countless teachers in clinical and in my own classes say this is the best way to truly get students involved in writing. If you make the writing real and with purpose then they will invest more of them self into the writing and have more quality writing because of it. I truly think this is one of the most successful ways incorporate writing in the classroom.
The next section is on page 314. This section talks about guiding student writing or plan their writing. This section gives examples on how to do this in a proven successful manner. I really relate to this section because I don’t know how to write in any other way then to plan before I write. I can even relate this to class because even when we began our writing the other day we did a brainstorming before we began. I do think children should be taught how to do this before they are asking to produce a long work of some type.
The last section was on the page 316 which relates to the previous paragraph. This section is on Brainstorming and Goal Setting. This section just basically goes through and explains how to do brainstorming. This section just really stood out to me because I use concept maps every time I get a chance. I am a very visual learner and I really was excited to get to teach a concept map for math this semester. I know how much it really helps me and I was happy to know that I could teach others which may help them to be more successful in their school career.
The next section is on page 314. This section talks about guiding student writing or plan their writing. This section gives examples on how to do this in a proven successful manner. I really relate to this section because I don’t know how to write in any other way then to plan before I write. I can even relate this to class because even when we began our writing the other day we did a brainstorming before we began. I do think children should be taught how to do this before they are asking to produce a long work of some type.
The last section was on the page 316 which relates to the previous paragraph. This section is on Brainstorming and Goal Setting. This section just basically goes through and explains how to do brainstorming. This section just really stood out to me because I use concept maps every time I get a chance. I am a very visual learner and I really was excited to get to teach a concept map for math this semester. I know how much it really helps me and I was happy to know that I could teach others which may help them to be more successful in their school career.
Monday, March 2, 2009
Ashley Douglas Pro-Promethium
I have not had much experience with smart board. I have seen them used but not much personal use. I know you can show anything on it that you have on your computer. I know it has limited free writing abilities. Not really sure what else it can do.
I love the Promethium board. I have seen an entire lesson prepared and it has endless possibilities. You can:
Record a lesson on the promethium and have a sub show it later if you are sick
This includes any thing you circle, write in, websites visited (I think)
Record your voice so you are talking over what is happening on the board.
You can use the internet with it, or to upload anything
You can do interactive activities with it
It can be used like a white board just to write notes on
It is interactive with hand held devices.
You have little hand pods they can answer questions (a, b, c, d)
You can fade from one picture to another
Add picture effects
Add sound effects
Text effects
You can write, highlight, bold (just tones of stuff)
It probably does a ton more but this is all I can think of. It great and can do amazing things. I told my husband I loved it so much that if I could not get a grant for one I would be buying one for my classroom even if it was with my own money. It can deepen any child’s experience with any topic or subject (if used to its fullest potential) to depths most teachers can’t reach with just a book and transparencies.
Sunday, March 1, 2009
Chapter 7
The first section that talked about something that was familiar to me was on Motivation and Prior experiences with Success and Failure on page 192. This section talks about students who are trying to learn without strategies or using prior knowledge. This effects this has on students can be terrible and can have lifelong effects. Something I think teachers should always do is to teach strategies when teaching and teach using these strategies.
Also the teacher should never assume that student’s have prior knowledge. (195)The teacher could give a quick write at the end of the day for the lesson the next day to make sure all students have some prior knowledge. Then if a student is lacking prior knowledge the teacher can show a video, create a simulation or some other activity to create that prior knowledge to help those students to gain a deep understanding of that topic.
I think the next section that can really connect with these other two sections would be on page 201 in the section K-W-L chart. This can give students a reason for learning or reading. It gives purpose and allows students a reason for the task at hand and not just reading or learning because the teacher said I had to in order to get a good grade. This will not work with some students because they are so far behind grade do not matter. Adults and younger students need a reason or purpose so that the learning is meaningful.
Also the teacher should never assume that student’s have prior knowledge. (195)The teacher could give a quick write at the end of the day for the lesson the next day to make sure all students have some prior knowledge. Then if a student is lacking prior knowledge the teacher can show a video, create a simulation or some other activity to create that prior knowledge to help those students to gain a deep understanding of that topic.
I think the next section that can really connect with these other two sections would be on page 201 in the section K-W-L chart. This can give students a reason for learning or reading. It gives purpose and allows students a reason for the task at hand and not just reading or learning because the teacher said I had to in order to get a good grade. This will not work with some students because they are so far behind grade do not matter. Adults and younger students need a reason or purpose so that the learning is meaningful.
Wednesday, February 25, 2009
APA Citation Help
This is a cite that can do APA citation. Also has MLA.
You click on APA. Then click on the type of material ex. book, then plug in your info. and it cites the source for you.
Hope this helps :)
http://citationmachine.net/
You click on APA. Then click on the type of material ex. book, then plug in your info. and it cites the source for you.
Hope this helps :)
http://citationmachine.net/
Monday, February 23, 2009
Ashley Douglas
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects can be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Assessme:
The teacher will pick up the semantic feature analysis from each group and check to see that:
1. Check to see if they used the required number of items
2. That the features are relevant to the object they are working on.
3. That each feature that applies to the object is marked correctly.
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects can be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Assessme:
The teacher will pick up the semantic feature analysis from each group and check to see that:
1. Check to see if they used the required number of items
2. That the features are relevant to the object they are working on.
3. That each feature that applies to the object is marked correctly.
Ashley Douglas
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Expository Lesson Plan
Curriculum Standard: PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects, and properties of magnetism.
a. Classify properties of objects and materials according to their observable characteristics. (DOK 2)
• Materials (e.g., wood, paper, plastic, metal)
• Matter (solid or liquid)
• Objects that sink or float in water
Big Idea: Organize items and materials according to characteristics.
Preparation:
1. Show students some objects and ask them to name some things that are unique to that object.
2. Tell the students to pay close attention to the different objects. (Color, size, shape, and material they are made from.
3. After showing the objects introduce the term, characteristics and classify.
4. Discuss what characteristics are and how these can be used to classify objects.
5. Tell students that they will be making a semantic feature analysis to show how some objects be the same or different based on their characteristics.
6. Show the students an example of a chart you have prepared before class.
Guidance:
1. Students brainstorm to think of some characteristics we might use to classify the objects.
2. Students will groups up and create a poster of the objects and how they classified them.
3. They will discuss why and how they chose what they did.
Application:
1. Use teacher Observation while the students are working.
2. Check to make sure they have classified all objects and can justify why.
Sunday, February 15, 2009
Chapter 5
The first thing that caught my attention was on page 128. This section refers to different types of text. The first statement in this section that I really agreed with was “Well-designed documents can represent a great deal of information in an efficient format.” My question is why all text can’t be creating in with this thought in mind. There are so many text books out there that are so filled with great information but are so poorly laid out no one can stand to read them.
The next thing that really made me stop in my tracks was on page 133, the little green box at the bottom of the page. I just sat there for a second and said “WOW”. I have internet at my home, at school on my personal computer and I am aloud to use school computers in the library as well as the labs. It is hard to imagine people without internet or computers. We have teachers that have web based homework sites, blog sites, I even read about a teacher who had set up twitter for her class. As a teacher you have to ask, how far behind those children are going to be without computers compared to the student with.
The last thing that stuck out t me was on page 136. This section talks about readability formulas. I think these are very interesting because this aspect of education is not different than others. You have test to help you do a better job of teaching your students but there is still a lot of room for errors. Also there are so many different types of test that can be given that who know what is really more accurate. If you look hard enough you can always find someone who believes or disagrees with every test out there.
The first thing that caught my attention was on page 128. This section refers to different types of text. The first statement in this section that I really agreed with was “Well-designed documents can represent a great deal of information in an efficient format.” My question is why all text can’t be creating in with this thought in mind. There are so many text books out there that are so filled with great information but are so poorly laid out no one can stand to read them.
The next thing that really made me stop in my tracks was on page 133, the little green box at the bottom of the page. I just sat there for a second and said “WOW”. I have internet at my home, at school on my personal computer and I am aloud to use school computers in the library as well as the labs. It is hard to imagine people without internet or computers. We have teachers that have web based homework sites, blog sites, I even read about a teacher who had set up twitter for her class. As a teacher you have to ask, how far behind those children are going to be without computers compared to the student with.
The last thing that stuck out t me was on page 136. This section talks about readability formulas. I think these are very interesting because this aspect of education is not different than others. You have test to help you do a better job of teaching your students but there is still a lot of room for errors. Also there are so many different types of test that can be given that who know what is really more accurate. If you look hard enough you can always find someone who believes or disagrees with every test out there.
Teacher blog site
I found the teacher blog http://teachclever.com/ This site is a collection of several article type postings that are about random things that will help teacher become better in little ways. This site has little tips and tricks contain within the articles. One of the postings is called Website a la Education. This promotes teachers having websites that parents and students can access to stay on top of assignments in the class.
A teacher site could prevent a lot of trouble. For example, when little Jimmy goes home to mom and says the teacher gave us this big assignment and it due tommorow the mom can get on the sight and see little Jimmy is telling a story. The assignment was given last week. This will prevent the teacher from getting bad phone calls from angry moms.
A teacher site could prevent a lot of trouble. For example, when little Jimmy goes home to mom and says the teacher gave us this big assignment and it due tommorow the mom can get on the sight and see little Jimmy is telling a story. The assignment was given last week. This will prevent the teacher from getting bad phone calls from angry moms.
Monday, February 2, 2009
The first thing that caught my attention was on page 86 about high stakes testing. This is something I am undecided about. Because on one hand yes you do need to test students to ensure that teachers are teaching and are not just there for a pay check. However, some students are bad tester and there for it appears the teacher did not do her job even if she did do it and did it well. Or you could have a student who is just if having a bad day and did not do well on the test because of outside reasons. I feel like there are too many variable to be truly accurate but I don’t have an alternate solution to offer.
The next section that made me raise and eye brow was on page 90 about classroom conversation. I do not know that I agree with asking students a bunch of questions while they are trying to work because it could be very distraction for the student that you are talking to as well as the other students sitting around that can hear you. It is different if you are asking probing question to help them solve a problem. This would help the student think through the problem and might help other students who are listening think about the problem in a different way. A teacher should just be careful to help and not to hinder in their actions.
Finally, I agreed with page 109 with the section on Student’s Self-Evaluation. I do believe that students should be involved in their own evaluation. If the students help and understand the evaluation process then it will be more real to them. If they help to decide on what great work is then they will have a better understanding of what is expected and will be more motivated to produce better work.
The next section that made me raise and eye brow was on page 90 about classroom conversation. I do not know that I agree with asking students a bunch of questions while they are trying to work because it could be very distraction for the student that you are talking to as well as the other students sitting around that can hear you. It is different if you are asking probing question to help them solve a problem. This would help the student think through the problem and might help other students who are listening think about the problem in a different way. A teacher should just be careful to help and not to hinder in their actions.
Finally, I agreed with page 109 with the section on Student’s Self-Evaluation. I do believe that students should be involved in their own evaluation. If the students help and understand the evaluation process then it will be more real to them. If they help to decide on what great work is then they will have a better understanding of what is expected and will be more motivated to produce better work.
Sunday, January 25, 2009
john bishop blogger assignment
The first thing that made me stop was under the section of Using Standard-Based Big Ideas. In this section it talks about assessing the students to see what they know. I think this is a huge idea that every teacher should pay attention to. Why would anyone want to reteach something that a student already know. The students will not enjoy it and so the teacher will not enjoy it if she has a room full of bored students.
The next thing that really caught my attention, that i have heard preached in many other classes is teaching the students how to learn. If a teacher is able to teach her students learning strategies then if will make it easier for them to understand the material being presented. Some teaching strategies can even be quiet fun compared to the traditional form of lecture. I think that teachers should always teach there students learning strategies no matter the age.
The last big thing that caught my attention was the section that touched on building community. I believe that every teacher should build a sense of community in their classroom. If the students are a community they will be more motivated to learn and to help each other learn. This section talks about parent involvement and how involving the parents it builds community. I believe this is true. I have read were it is research based Prof that anytime there is parent involvement in the classroom that all students have overall improvement not just the students who's parent is participating.
The next thing that really caught my attention, that i have heard preached in many other classes is teaching the students how to learn. If a teacher is able to teach her students learning strategies then if will make it easier for them to understand the material being presented. Some teaching strategies can even be quiet fun compared to the traditional form of lecture. I think that teachers should always teach there students learning strategies no matter the age.
The last big thing that caught my attention was the section that touched on building community. I believe that every teacher should build a sense of community in their classroom. If the students are a community they will be more motivated to learn and to help each other learn. This section talks about parent involvement and how involving the parents it builds community. I believe this is true. I have read were it is research based Prof that anytime there is parent involvement in the classroom that all students have overall improvement not just the students who's parent is participating.
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