Has anyone seen or heard of this program? I think it's amazing. Babies reading? Check it out.
www.YourBabyCanRead.tv
Wednesday, December 10, 2008
Friday, December 5, 2008
www.literacytrust.org.uk/pubs/ltarticles.html
This site contains recent articles about literacy in all categories concerning many topics, as well as research. There are many interesting articles to read. In your spare time, read some. You can subscribe to "Literacy Today". It's free! It posts articles as they are published. Enjoy!
This site contains recent articles about literacy in all categories concerning many topics, as well as research. There are many interesting articles to read. In your spare time, read some. You can subscribe to "Literacy Today". It's free! It posts articles as they are published. Enjoy!
Guided Reading Videos
The videos were specific and great examples of how to conduct Guided Reading lessons, demonstrating their purpose and procedures. The process for before, during, and after were meaningful. It was like seeing a verbal KWL being done. Through conferring and monitoring by the child, as well as the teacher, weaknesss were identified and strategies were used for student success. Guided reading is as it says...guided. It is student centered and collaborative. The teacher acts as the facilitator and the results are positive and beneficial to each student. Guided Reading is a super way to enhance your students reading abilities and engage them in the quest to foster a love of reading.
http://video.google.com/videoplay?docid=7234435355880823218 http://video.yahoo.com/watch/154169/1398762
http://video.google.com/videoplay?docid=7234435355880823218 http://video.yahoo.com/watch/154169/1398762
Thursday, November 27, 2008
http://www.youtube.com/watch?v=k_HeLofy7IE
Here's a video of a song called "Fifty Nifty United States. It's a song that goes through all 50 states. There are many lessons you can do with this theme.. The kids really like it! You can get the lyrics online and towards the end of the song, you add your own state. It's like a fill in the blank spot that goes, "In our calm objective opinion, _______ is the best of the 50 Nifty United States from ...................". I hope you enjoy it. I think it's a great way to learn the US states.
Here's a video of a song called "Fifty Nifty United States. It's a song that goes through all 50 states. There are many lessons you can do with this theme.. The kids really like it! You can get the lyrics online and towards the end of the song, you add your own state. It's like a fill in the blank spot that goes, "In our calm objective opinion, _______ is the best of the 50 Nifty United States from ...................". I hope you enjoy it. I think it's a great way to learn the US states.
A KWL, KWL Plus and KWHL Worksheet
A KWL worksheet gives the students the opportunity to write down what we Know, what we Want to know, and what we have Learned, prior to learning and after they have learned. The KWL plus, as outlined in Chapter 8, page 372 of our text (Creating Literacy Instruction for All Students- by Thomas G. Gunning- 6th edition) shows an extension of the KWL. It outlines the same three categories, with the addition of two more: What we still want to know, after writing down what we have learned, and categories of information we expect to see. Upon researching the internet, I have discovered another worksheet called a KWHL. This sheet includes What we Know, what we Want to know, How we will find out (resources), and what we have Learned. I would suppose you can also include the H into a KWL plus for a very comprehensive worksheet. I find this new discovery interesting and beneficial to students. What do you think? Let me know your thoughts. For more about KWHL see: http://www.kwhl.organizer.com/
Friday, November 21, 2008
Guided Reading Case Study Critique
In this article, the interpretation of "Guided Reading" by Janet Seymour and Carmel French at the Lindisfarne North Primary School is seen more as a shared reading process. It extends from K-6th grade, which provides for continuity, better comprehension and fosters a love for reading. In the interpretation, Guided Reading provides a multitude of strategies and skills using a variety of resources, multi-intelligences, and experiences. Reading aloud, independent reading, shared reading and home reading are other important components to their reading program. Both case studies show the organization of groups, uses of a text, additional activities, and various methods of assessment. This affords students flexibility in learning styles at their own reading levels, engages them and keeps them motivated. Discussions, critical thinking, decision making, expression, interpretation, decoding words, and learning from each other seems to be the focus of these lessons. I find them to be well put together, scaffolding, and methodical in progression.
In the first case study, there were several activities going on at the same time and the students rotated, using the assistance of parental involvement. I can relate to this study, since it is a story/play that I have done with my students. I often set up centers with different activities for rotation. Each group gets the opportunity to experience each supportive activity using a different technique. I utilize stations which always involve a reading skill, in some way. Jane Seymour's case study was based on "The Three Billy Goat's Gruff "storybook and play format. The students read in small groups to adults and discuss the story (each having their own copy of the book). While the teacher works with the next group, the first group of students work on deciding who would be which character in the version of the play. After that was decided, they read the play in their respective character roles. Next, they designed and started to make a mask of their character, listing the materials they would need. They re-read the play using expression, actions and staging techniques. Upon finishing their masks, they performed the play in class and for their parents as a reader's theatre production. A narrator read from the text and the characters acted out the actions. The students put the text to life. This kind of lesson is something that the students will always remember because of the diversity and their personal involvement in creating the finished/final project. Assessing the students involved drawing and writing about their favorite character and a small check list evaluating their reading skills associated with this unit. I find this to be a model lesson and appreciate the cooperative learning that took place. It gave the students ownership and connected to their personal interpretations.
Next, Carmel French gives advise on her reading strategies and process. She advises the use of Silent Sustained Reading, while the groups rotate and work on other activities such as book reviews, writing activities, and technology. Students are introduced to new authors for further reading and development of understanding in different genres. There are Guided Reading groups in which each student reads aloud and is monitored by the teacher for fluency, interpretation, comprehension, discussion and various reading strategy skills (every 1-2 days, along with SSR group sessions). Student activities include drawing scenes from their book, creating a story map, and intervieing others in their group who act as characters in the story. These extension lessons are important to engage and motivate the students. Observing and discussing, reading pictures, inferencing, discussing the title, reading blurbs, predicting, reading other books by the same author, doing a KWL chart, vocabulary-meanings, identifying stages of the book, parts of a story and researching, helps student's comprehension, fluency and understanding. The only way to read and develop your skills is by doing it. The more you read, the more you will enjoy reading, Exposure to all kinds of reading helps students develop a love of reading. Through practice and enjoyment, students will become more fluent and develop a higher level of comprehension. Ms. French emphasizes the importance of knowing the book your students are reading. The teacher must read the book first! She also feels that re-visiting a book allows the opportunity for students to see things from different angles. Adding related work most often goes beyond the text when you re-visit a book. I think familiarity is a good way to bring new thoughts to the table. In my experience, I have always found it to be better the second time around. The students participate more and have feel comfortable sharing thoughts.
In the second case study, Carmel French outlines the process she uses for reading a complicated, mature book. Her 6th grade class worked with "The Giver" by Lois Lowry. This book is recommended for grades 6-10. It deals with stages of emotion and memories. There is always a pre-reading lesson, containing a discussion of ideas (like the anticipatory set), Q&A and "reading the book cover". The reading and discussions are guided to assist the students understanding.
They address questions in groups, and come together to share their ideas (think, pair, share concept). The chapters are broken up, with specific tasks to perform, gaining a better comprehension of the difficult reading for 6th graders. Students brainstorm and record the information in their reading log. Many questions of thought are presented and discussed, as well as re-introduced as the plot develops. The students are encouraged to develop their own thoughts and opinions based on prior knowledge and experiences relating to communities and emotions. Students self interpret phrases from the book, chart the main character's experiences and feelings, and respond to questions left for interpretation, with a writing activity. The students also write the meanings of given words, as used in context, locating them on specific pages given. The discussion points are specific and necessary for comprehension, including euphemisms and the connection, in relation to today's society. These lessons analyze a step-by-step view of the book in detail, presenting questions like what if..., who, what where, when, why and how? They present the problems, possible solutions, and resolutions. The students document and become well aware of the parts of a non-fiction book, in relation to this story. An important skill, practiced here, is to be able to form your own conclusions through reason. For the last chapter, students write and draw what they think happens. They compare their answers with the author's, researching it on the internet. After reading the entire book, students complete the plot line and character profile they have been working on, conduct interviews, and create a mural which must depict sections/ happenings in the book (given by the teacher and allowing room for student choices). A variety of resources and materials are used and important, non-fiction literacy skills are learned.
I find the topic of the book, "The Giver" to be too extreme and comprehensive for use in a 6th grade class. How many weeks did it take to do this? It seems like an awfully long time. I believe in the power of mini-lessons for elementary school learning. I find that they pique the interest of students more, as the topics/books change. A chapter book wouldn't be a mini-lesson, but something less involved and deep would be more appropriate and, I think, would serve the student better. You have to keep students motivated. This book may be something I would use in the upper grades of high school. Sixth graders are only 11-12 years old. There are many other choices of chapter books to use where you can accomplish and apply the same skills, and follow the same procedures of instruction. However, I did enjoy the detailed process given and the advice preceding this case study. Although, I liked the first case study the best. Maybe it's because it is more relative to my own subject and it is a lesson for younger students, like I teach. The continuity of a guided reading program through 6th grade is a good idea, I feel. Shared reading, discussion, Q&A, a love of books, improved comprehension skills, discussing a book cover, forming opinions, exposure to various genres, experiencing works from other authors and illustrators, connecting personal experiences to the text, offering extension activities, and bridging prior knowledge to lessons is effective and beneficial to all types of learners. A pre-reading activity or discussion, guided reading, shared reading, read alouds, think-pair-share activities, organization graphs, KWL/WHL charts, independent reading, home reading, reading/reading, vocabulary words, definitions, contextual reading, phonemic awareness, pictoral reading, audio books, e-books, visuals, dramatizations, games, technolog programs, differentiated instruction, various forms of assessments including self and peer assessments, multi-media and kinesthetic activities, accomodations and modifications for ELL and inclusion students, a variety of resources, writing and cross-content work, etc..., must all be kept in mind when planning your lessons for any subject. The list goes on and on. The more you offer your students, the more they will receive, develop, and learn to be independent readers and learners.
If you're interested in reading the article, please use the link provided below.
http://wwwfp.education.tas.gov.au/english/guide.htm
In the first case study, there were several activities going on at the same time and the students rotated, using the assistance of parental involvement. I can relate to this study, since it is a story/play that I have done with my students. I often set up centers with different activities for rotation. Each group gets the opportunity to experience each supportive activity using a different technique. I utilize stations which always involve a reading skill, in some way. Jane Seymour's case study was based on "The Three Billy Goat's Gruff "storybook and play format. The students read in small groups to adults and discuss the story (each having their own copy of the book). While the teacher works with the next group, the first group of students work on deciding who would be which character in the version of the play. After that was decided, they read the play in their respective character roles. Next, they designed and started to make a mask of their character, listing the materials they would need. They re-read the play using expression, actions and staging techniques. Upon finishing their masks, they performed the play in class and for their parents as a reader's theatre production. A narrator read from the text and the characters acted out the actions. The students put the text to life. This kind of lesson is something that the students will always remember because of the diversity and their personal involvement in creating the finished/final project. Assessing the students involved drawing and writing about their favorite character and a small check list evaluating their reading skills associated with this unit. I find this to be a model lesson and appreciate the cooperative learning that took place. It gave the students ownership and connected to their personal interpretations.
Next, Carmel French gives advise on her reading strategies and process. She advises the use of Silent Sustained Reading, while the groups rotate and work on other activities such as book reviews, writing activities, and technology. Students are introduced to new authors for further reading and development of understanding in different genres. There are Guided Reading groups in which each student reads aloud and is monitored by the teacher for fluency, interpretation, comprehension, discussion and various reading strategy skills (every 1-2 days, along with SSR group sessions). Student activities include drawing scenes from their book, creating a story map, and intervieing others in their group who act as characters in the story. These extension lessons are important to engage and motivate the students. Observing and discussing, reading pictures, inferencing, discussing the title, reading blurbs, predicting, reading other books by the same author, doing a KWL chart, vocabulary-meanings, identifying stages of the book, parts of a story and researching, helps student's comprehension, fluency and understanding. The only way to read and develop your skills is by doing it. The more you read, the more you will enjoy reading, Exposure to all kinds of reading helps students develop a love of reading. Through practice and enjoyment, students will become more fluent and develop a higher level of comprehension. Ms. French emphasizes the importance of knowing the book your students are reading. The teacher must read the book first! She also feels that re-visiting a book allows the opportunity for students to see things from different angles. Adding related work most often goes beyond the text when you re-visit a book. I think familiarity is a good way to bring new thoughts to the table. In my experience, I have always found it to be better the second time around. The students participate more and have feel comfortable sharing thoughts.
In the second case study, Carmel French outlines the process she uses for reading a complicated, mature book. Her 6th grade class worked with "The Giver" by Lois Lowry. This book is recommended for grades 6-10. It deals with stages of emotion and memories. There is always a pre-reading lesson, containing a discussion of ideas (like the anticipatory set), Q&A and "reading the book cover". The reading and discussions are guided to assist the students understanding.
They address questions in groups, and come together to share their ideas (think, pair, share concept). The chapters are broken up, with specific tasks to perform, gaining a better comprehension of the difficult reading for 6th graders. Students brainstorm and record the information in their reading log. Many questions of thought are presented and discussed, as well as re-introduced as the plot develops. The students are encouraged to develop their own thoughts and opinions based on prior knowledge and experiences relating to communities and emotions. Students self interpret phrases from the book, chart the main character's experiences and feelings, and respond to questions left for interpretation, with a writing activity. The students also write the meanings of given words, as used in context, locating them on specific pages given. The discussion points are specific and necessary for comprehension, including euphemisms and the connection, in relation to today's society. These lessons analyze a step-by-step view of the book in detail, presenting questions like what if..., who, what where, when, why and how? They present the problems, possible solutions, and resolutions. The students document and become well aware of the parts of a non-fiction book, in relation to this story. An important skill, practiced here, is to be able to form your own conclusions through reason. For the last chapter, students write and draw what they think happens. They compare their answers with the author's, researching it on the internet. After reading the entire book, students complete the plot line and character profile they have been working on, conduct interviews, and create a mural which must depict sections/ happenings in the book (given by the teacher and allowing room for student choices). A variety of resources and materials are used and important, non-fiction literacy skills are learned.
I find the topic of the book, "The Giver" to be too extreme and comprehensive for use in a 6th grade class. How many weeks did it take to do this? It seems like an awfully long time. I believe in the power of mini-lessons for elementary school learning. I find that they pique the interest of students more, as the topics/books change. A chapter book wouldn't be a mini-lesson, but something less involved and deep would be more appropriate and, I think, would serve the student better. You have to keep students motivated. This book may be something I would use in the upper grades of high school. Sixth graders are only 11-12 years old. There are many other choices of chapter books to use where you can accomplish and apply the same skills, and follow the same procedures of instruction. However, I did enjoy the detailed process given and the advice preceding this case study. Although, I liked the first case study the best. Maybe it's because it is more relative to my own subject and it is a lesson for younger students, like I teach. The continuity of a guided reading program through 6th grade is a good idea, I feel. Shared reading, discussion, Q&A, a love of books, improved comprehension skills, discussing a book cover, forming opinions, exposure to various genres, experiencing works from other authors and illustrators, connecting personal experiences to the text, offering extension activities, and bridging prior knowledge to lessons is effective and beneficial to all types of learners. A pre-reading activity or discussion, guided reading, shared reading, read alouds, think-pair-share activities, organization graphs, KWL/WHL charts, independent reading, home reading, reading/reading, vocabulary words, definitions, contextual reading, phonemic awareness, pictoral reading, audio books, e-books, visuals, dramatizations, games, technolog programs, differentiated instruction, various forms of assessments including self and peer assessments, multi-media and kinesthetic activities, accomodations and modifications for ELL and inclusion students, a variety of resources, writing and cross-content work, etc..., must all be kept in mind when planning your lessons for any subject. The list goes on and on. The more you offer your students, the more they will receive, develop, and learn to be independent readers and learners.
If you're interested in reading the article, please use the link provided below.
http://wwwfp.education.tas.gov.au/english/guide.htm
Sunday, November 9, 2008
My Access! Efficacy Report- Article Critique
My Access, developed by Vantage Learning, is an instructional writing program that is web-based for grades 4 and up (through higher education). There are pre-writing activities, feedback given during the writing process and immediate scores given after final submissions The feedback is given through a feature called IntelliMetric, but feedback can also be given through the teacher (through the program). It provides holistic and analytical scores and has the ability to provide them in the student's vernacular language.
My Access also includes many writing genres. It is aligned with state standards and includes cross-curricular writing opportunities. Every student has an online portfolio which allows not only the student to see their progress, but their teacher, any adminiistrator and the district. Having access to the many tools available in the program helps students develop better writing skills and encourages them to improve and revise their work. With the teacher having control over the features offered, it can individualize a lesson and helps develop the student's weak areas through practice.
I believe that writing is something that must be done everyday and getting immediate feedback provides for an ongoing, comprehensive learning method that inspires maximum student achievement. I also believe that writing is an essential skill that should be practiced in all subject areas. This provides more opportunity for writing in the narrative, persuasive, informative, literary and expository style. Writing helps improve other subject areas, including reading skills. It helps develop critical thinking and reasoning skills. I have found that the more successful one is at writing, the more they'll want to write because they enjoy doing it! I feel this program will foster a love of writing to students.
Our youth is used to responding to immediate, accurate and incremental feedback. Douglas Reeves calls this the "Nintendo Effect". I agree with this term. They play video games to acquire a higher level and re-do them until they achieve the ultimate goal. Practice! Practice!
Practice! This is the way My Access works. Students are motivated to achieve a higher score by the ability to revise and re-submit their work. With My Access, students are given clear objectives, a rubric guide, can receive commentaries, and a set of instructional goals that are created by the teacher through the program.
The IntelliMetric scoring system is a learning engine that must be trained to score the student's work by being fed appropriately scored essays. According to the report, it appears to score more accurately than human experts. It is more consistent, immediate, and more efficient. The data says that the system gives a more accurate "true score" than the average score generated by 8-10 human experts. The scores also correlate with other methods of measurement, such as multiple choice, etc.
Many examples of evidence were given, by school districts, where students continuously improved their writing quality, increased personal writing skills and improved on state mandated writing scores. These schools were from areas of different socio-economic status and ranged from elementary through high school, including alternative education and "At Risk" schools. It showed the progress of the student's proficiency from their pre-test to the end of the year's post test. There were significant gains in writing scores, providing proof that the quality of writing is improved by using My Access. This program does appear to be effective in producing progress and improving writing skills. It keeps students engaged and motivated through its technology.
The feature "My Tutor", identifies weaknesses and gives feedback, contributing to improved writing skills. I think the rubrics and scoring system create the determination to revise and re-submit improved work also. Students can enjoy the luxury of revising, having a personal e-portfolio, receive immediate feedback and commentaries, and access helpful features/tools.
The program is user friendly and builds confidence in their writing ability through practice.
I enjoyed reading and learning about My Access. I find it exciting and beneficial for all. Using technology to improve skills, and receiving immediate feedback, is invaluable to each and every students learning. It is time efficient and motivating. The program enhances cognitive skills and is self-guided. I think it zeros in on individualized learning and develops good work habits. I feel the program develops a person's skills in all areas of learning through it's methods and medium.
My Access is an effective and complete writing program, with incremental continuity that motivates and keeps students engaged. Practice is the key to good writing skills. If your students want to get on the computer to write because they feel they can, then they will! The purchase of this web-based instructional tool was not mentioned, however it seems to reap many benefits. You can't put a price on education. If it works, it's worth it. Especially with NCLB requiring 100% proficiency by the year 2013. We have to explore all avenues and afford our students the best education possible. Why not this program! Let's empower students to help themselves. If you keep them interested, give them hope and encourage them to do the best they can, then they will! This efficacy report really showed the "power of producing effects".
http://www.vantagelearning.com/docs/myaccess/myaccess.research.efficacy.report.200709.pdf
My Access also includes many writing genres. It is aligned with state standards and includes cross-curricular writing opportunities. Every student has an online portfolio which allows not only the student to see their progress, but their teacher, any adminiistrator and the district. Having access to the many tools available in the program helps students develop better writing skills and encourages them to improve and revise their work. With the teacher having control over the features offered, it can individualize a lesson and helps develop the student's weak areas through practice.
I believe that writing is something that must be done everyday and getting immediate feedback provides for an ongoing, comprehensive learning method that inspires maximum student achievement. I also believe that writing is an essential skill that should be practiced in all subject areas. This provides more opportunity for writing in the narrative, persuasive, informative, literary and expository style. Writing helps improve other subject areas, including reading skills. It helps develop critical thinking and reasoning skills. I have found that the more successful one is at writing, the more they'll want to write because they enjoy doing it! I feel this program will foster a love of writing to students.
Our youth is used to responding to immediate, accurate and incremental feedback. Douglas Reeves calls this the "Nintendo Effect". I agree with this term. They play video games to acquire a higher level and re-do them until they achieve the ultimate goal. Practice! Practice!
Practice! This is the way My Access works. Students are motivated to achieve a higher score by the ability to revise and re-submit their work. With My Access, students are given clear objectives, a rubric guide, can receive commentaries, and a set of instructional goals that are created by the teacher through the program.
The IntelliMetric scoring system is a learning engine that must be trained to score the student's work by being fed appropriately scored essays. According to the report, it appears to score more accurately than human experts. It is more consistent, immediate, and more efficient. The data says that the system gives a more accurate "true score" than the average score generated by 8-10 human experts. The scores also correlate with other methods of measurement, such as multiple choice, etc.
Many examples of evidence were given, by school districts, where students continuously improved their writing quality, increased personal writing skills and improved on state mandated writing scores. These schools were from areas of different socio-economic status and ranged from elementary through high school, including alternative education and "At Risk" schools. It showed the progress of the student's proficiency from their pre-test to the end of the year's post test. There were significant gains in writing scores, providing proof that the quality of writing is improved by using My Access. This program does appear to be effective in producing progress and improving writing skills. It keeps students engaged and motivated through its technology.
The feature "My Tutor", identifies weaknesses and gives feedback, contributing to improved writing skills. I think the rubrics and scoring system create the determination to revise and re-submit improved work also. Students can enjoy the luxury of revising, having a personal e-portfolio, receive immediate feedback and commentaries, and access helpful features/tools.
The program is user friendly and builds confidence in their writing ability through practice.
I enjoyed reading and learning about My Access. I find it exciting and beneficial for all. Using technology to improve skills, and receiving immediate feedback, is invaluable to each and every students learning. It is time efficient and motivating. The program enhances cognitive skills and is self-guided. I think it zeros in on individualized learning and develops good work habits. I feel the program develops a person's skills in all areas of learning through it's methods and medium.
My Access is an effective and complete writing program, with incremental continuity that motivates and keeps students engaged. Practice is the key to good writing skills. If your students want to get on the computer to write because they feel they can, then they will! The purchase of this web-based instructional tool was not mentioned, however it seems to reap many benefits. You can't put a price on education. If it works, it's worth it. Especially with NCLB requiring 100% proficiency by the year 2013. We have to explore all avenues and afford our students the best education possible. Why not this program! Let's empower students to help themselves. If you keep them interested, give them hope and encourage them to do the best they can, then they will! This efficacy report really showed the "power of producing effects".
http://www.vantagelearning.com/docs/myaccess/myaccess.research.efficacy.report.200709.pdf
Friday, November 7, 2008
My Access! Writing Program Video
http://www.vantagelearning.com/school/news.html
This program is fun, motivating, and allows students to excel in their writing skills. It helps build vocabulary through the built in dictionary and thesaurus. Students go through the writing process in the traditional manner and then use this program to fine tune their stories using technology. Their work is scored using the writing rubric and is given to the learner almost instantly after submitting their work. It also improves their keyboarding skills.
I think the writing program in "My Access" is a beneficial tool for teachers and students alike. It enhances learning and uses techniques and prompts similar to standardized testing. The program is especially beneficial to the struggling student, ELL and special needs students. "My Access" aides these learners and promotes confidence in their writing abilities. Putting students in control of their own progress in developing better writing skills affords them the feeling of independence and gives them a sense of pride in their work. They can polish up what they have written and create a better product. This program individualizes the lessons and allows the student to reflect on what, and how, they have written. It think it's a great tool to use!
This program is fun, motivating, and allows students to excel in their writing skills. It helps build vocabulary through the built in dictionary and thesaurus. Students go through the writing process in the traditional manner and then use this program to fine tune their stories using technology. Their work is scored using the writing rubric and is given to the learner almost instantly after submitting their work. It also improves their keyboarding skills.
I think the writing program in "My Access" is a beneficial tool for teachers and students alike. It enhances learning and uses techniques and prompts similar to standardized testing. The program is especially beneficial to the struggling student, ELL and special needs students. "My Access" aides these learners and promotes confidence in their writing abilities. Putting students in control of their own progress in developing better writing skills affords them the feeling of independence and gives them a sense of pride in their work. They can polish up what they have written and create a better product. This program individualizes the lessons and allows the student to reflect on what, and how, they have written. It think it's a great tool to use!
Sunday, November 2, 2008
Lessons and Turkeys
http://www.lessonplanet.com/directory/Social_Studies/Ho
Looking for Thanksgiving lesson plans?... or something else?
Check out this site. Just type in what you are searching for.
The lessons range from Pre-K to a Higher Education level.
Also, I hope you enjoy this clip. I thought it was cute and hope you do too!
http://noolmusic.com/videos/thanksgiving_turkey_-_i_will_survive.php
Looking for Thanksgiving lesson plans?... or something else?
Check out this site. Just type in what you are searching for.
The lessons range from Pre-K to a Higher Education level.
Also, I hope you enjoy this clip. I thought it was cute and hope you do too!
http://noolmusic.com/videos/thanksgiving_turkey_-_i_will_survive.php
Scholastic Computer Lab Favorites
http://teacher.scholastic.com/activities/clf/tguidesitemap.htm
Wow! This website is filled with so many things to do. I spent a half hour looking and didn't even touch the surface of all that is offered. I will definitely continue to explore this site. I like the fact that there is no preparation time needed as well. This allows the students more time on task. The educational games and lessons are fun and engaging. Having technology lessons that range from 15-30 minutes long allows any teacher to fit theses activities into a single period. Students can work individually on different activities while in the computer lab. This is advantageous to all. Thank you, Catarina and Dr. Luongo, for bringing this website to light.
Wow! This website is filled with so many things to do. I spent a half hour looking and didn't even touch the surface of all that is offered. I will definitely continue to explore this site. I like the fact that there is no preparation time needed as well. This allows the students more time on task. The educational games and lessons are fun and engaging. Having technology lessons that range from 15-30 minutes long allows any teacher to fit theses activities into a single period. Students can work individually on different activities while in the computer lab. This is advantageous to all. Thank you, Catarina and Dr. Luongo, for bringing this website to light.
Friday, October 24, 2008
Why iTeach with iPods Article
I found this article very enlightening. I was aware of the entertainment abilities of the iPod but had no idea it could be used as a teaching tool or had the capacity to be used in the ways it was presented in the article. The educational uses are definitely innovative. Who would have thought that this portable device could help students develop research skills, oral skills and writing skills? Not I. It engages students and puts them in the driver's seat, allowing them to produce their own product or to continue researching from the efforts of others.
Recording presentations to be fine tuned and shared with classmates and the teacher is a great advantage. Needing a desktop/laptop with iTunes, an iTalk microphone and, of course, an iPod is neccessary to perform these tasks. Having access to a free service like yousendit.com is also convenient and helpful in sending large audio files to the instructor. Although, set up for this type of technology seems a bit complicated, it sounds like it is worth the trouble. Training is very important and a campus/district server must have an RSS file that will do ongoing updates.
The information given in this article was overwhelming. It discussed enhanced podcasts. They can contain images hyperlinked to websites using Chaptertoolme, which is also a freeware, but must be prepared by the teacher. The podcasts can be reviewed over and over again and can be stopped and started while students go into the embedded hyperlinks. I can see why using podcasting allows more class time for discussion and higher order learning activities. Students can download all the files in a certain topic at once, organized by the instructor. I think organizing podcasts by topic helps students organize their thoughts for future discussions.
There's also a notes function on the iPod, but the iPod has to be set to an external drive through iTunes. This is something I would like to explore and learn how to do. This seems like an invaluable function. Students could review and study from their iPod, anywhere they are! And using the voice notes function, through a microphone, sounds like something I would be interested in using immediately. I could read my class notes for my graduate classes, recording them and studying with them. I could even take notes as I read the chapters for this class, reviewing them at a later time. Therefore having access to them whenever and wherever I am.
The history project on the Cuban Revolution, discussed in this article, used iPods to record and analyze interviews and promoted further investigations on the topic. The advantages presented was that it created the development of a new curriculum unit at Georgia College and enabled the students to build on prior research. Another advantage to podcasts is the 24/7 availability. Confidence in reading and oral skills were developed through using iPods as well. You can repeat, re-do, revise and review your work, building better proficiency in reading and oral presentations as well as becoming more in tune with the key points at hand. This helps initiate the process of reflection. These advantages are positive, interactive, and beneficial.
I believe that using podcasting along with blogging helps students process and integrate what they have learned in their class discussions. In blogging, writing helps you recall, review, retain and process information. It makes you think and allows you to express yourself in the written word, while podcasting can help you refine your oral skills through presentations and improve reading skills. I do believe that practice makes perfect! Using these methods of technology, collaboratively, fosters an exchange of ideas between the student and teacher, student to student, and presents different aspects on the subject, while developing a unity of hybrid community learners that continue to learn together.
Needless to say, there are downsides. This article honestly exposed some drawbacks to using iPods for podcasting. Until the student has gained expertise with these functions, technical support is needed. The iTalk mike's audio quality is not great either. The instructor will most likely spend an enormous amount of time downloading information and uploading and preparing for podcasting. Training and expertise is essential to develop this method of teaching and the set up of an RSS feed is a must. The Really Simple Syndication file must be continuously updated as well. Of course, in using any technology, you must always allow for technical problems, too. However, it appears to be a learning approach that keeps the students interested, engaged and the correspondence of further learning in their hybrid community continues beyond the end of the semester.
The project, conducted by Deborah L. Vess, using iPods, created a learner-centered environment where students were continuously engaged and encouraged. Its many functions, newly known to me, assisted her in developing a community of explorers with a common goal. I agree that podcasting enriches the learning experience and is probably appropriate for some students at the high school level, and definitely at the college level. It brings a new perspective to education, and although the mike technology needs to be improved, the advantages and various uses are well beyond what my expectations where of this tiny device.
I recently purchased a video iPod for the sole purpose of entertainment, not aware of all these other functions and freeware. As a music teacher, I use it to play songs my students are learning. I am just mastering the skill of downloading songs from my CD's and from iTunes, categorizing them into my monthly units. Using the iPod, as a tool for notes, is something that has sparked my interest and I feel it will enhance my studies. I can't wait to attempt to try it. I really don't think I'm ready to delve into the very technical aspects of its other capabilities yet, and don't have a need as an elementary teacher now, but this article has brought a new awareness to the possible use of iPods as an educational tool.
Possibly, some day, after receiving my Master's degree, if I decide to teach at one of the local Colleges/Universities, I may decide to utilize some of these iPod techniques. I agree with Professor Vess, from Georgia College & State University, in the philosophy that using technology as an educational tool is worth considering, if it helps accomplish something better than I can do without it. I am thankful to the History teacher, Deborah L. Vess, who wrote this article, and to Professor N. Luongo, my graduate Reading teacher who has brought it to light. KUDOS ladies!
http://moscow.spc.edu/@@96325ddcac862207c4dcc9252ff270af/courses/1/GE-570-HYB-08FASG/content/_5395_1/why%20iteach%20with%20ipods.pdf
Tuesday, October 14, 2008
A BrainPop Reaction
BrainPop does have a lot of great features and covers a variety of subject areas, including music. I think it's a super site. I like the interaction, and all of its components. However, it's just under $1000.00 for a subscription. In my observation, I liked what I saw but that's a bit expensive. I think it would be worth it to invest in a school subscription, but for BrainPop and BrainPop Jr. it would cost even more. Also, in the agreement there is no guarantee that you will not catch a virus from the site either. Can a school afford to take that risk? As a future administrator, I would take that into consideration.
In this time of financial crisis I don't think my school would be willing to subscribe. I can ask, but the staff would have to buy into it for it to be beneficial and frugal. Anyway, this year's school budget has already been earmarked and spent. I think it is something to consider in the future! Music is what I was looking for, since it is what I teach, although I found the other subjects quite interesting for the student. There are workshops offered, tools, lesson plans and a newsletter for the teacher.
Not to go off on a tanget, but I really don't feel that the arts get the respect they deserve. There's more to music than music itself. In my classes, I teach academics through music. Maybe I'm an exception to the rule as a music teacher. I coordinate my lessons with the classroom teachers and help reinforce what they are learning, with developmentally appropriate lessons. I bring a different aspect to their learning.
There are songs about everything under the sun, but my CCCS are not connected to the CCCS of the academic subjects. This I do myself. It's a lot of work but I feel it's worth the effort, as long as my students benefit from it. I think they do! Making the connection relative to the student's studies gives my lessons a greater value and meaning, as well as develops them culturally.
The focus in my district this year is music and literacy. My lessons cover a lot of things involving literacy. They include the reading of words (lyrics), introducing new words that represent familiar and unfamiliar concepts, new meanings in context, dramatization, comparisons, speaking (singing), creative writing, morphemic analysis and contextual analysis, utilizing prior knowledge, cultural awareness, and listening to words, to name a few. Various skills are developed that co-exist with these strategies in my classroom as well.
I appreciate the resources available to the classroom teacher but wish there were more music resources that cater to the style in which I teach. I find them to be quite limited. Maybe there are resources that I'm not aware of, but my experience has been that it is scarce compared to the academic subject areas. Is it possible that this is an area of need that I should develop? I guess only time will tell.
http://www.brainpop.com/educators/blog/
In this time of financial crisis I don't think my school would be willing to subscribe. I can ask, but the staff would have to buy into it for it to be beneficial and frugal. Anyway, this year's school budget has already been earmarked and spent. I think it is something to consider in the future! Music is what I was looking for, since it is what I teach, although I found the other subjects quite interesting for the student. There are workshops offered, tools, lesson plans and a newsletter for the teacher.
Not to go off on a tanget, but I really don't feel that the arts get the respect they deserve. There's more to music than music itself. In my classes, I teach academics through music. Maybe I'm an exception to the rule as a music teacher. I coordinate my lessons with the classroom teachers and help reinforce what they are learning, with developmentally appropriate lessons. I bring a different aspect to their learning.
There are songs about everything under the sun, but my CCCS are not connected to the CCCS of the academic subjects. This I do myself. It's a lot of work but I feel it's worth the effort, as long as my students benefit from it. I think they do! Making the connection relative to the student's studies gives my lessons a greater value and meaning, as well as develops them culturally.
The focus in my district this year is music and literacy. My lessons cover a lot of things involving literacy. They include the reading of words (lyrics), introducing new words that represent familiar and unfamiliar concepts, new meanings in context, dramatization, comparisons, speaking (singing), creative writing, morphemic analysis and contextual analysis, utilizing prior knowledge, cultural awareness, and listening to words, to name a few. Various skills are developed that co-exist with these strategies in my classroom as well.
I appreciate the resources available to the classroom teacher but wish there were more music resources that cater to the style in which I teach. I find them to be quite limited. Maybe there are resources that I'm not aware of, but my experience has been that it is scarce compared to the academic subject areas. Is it possible that this is an area of need that I should develop? I guess only time will tell.
http://www.brainpop.com/educators/blog/
Saturday, October 11, 2008
"7 Ways to Reinforce Spelling in the Classroom"- video
http://www.teachertube.com/view_video.php?viewkey=f05d833fb61efd890006
I liked this video. It gave tips on how to build vocabulary in the classroom. Various strategies and methods given were:
1. posting words with phonetics
2. say, spell, write and draw the word
3. practice writing the words in a creative writing passage
4. Present a word with it's syllables
5. create a personal spelling journal
6. Keep parents informed of vocabulary words being learned
7. create a rule strategy which is a procedure the student will follow if they can't spell a word
These 7 tips skimmed the surface of the information read about in Chapter 5 of our text. The video promotes http://www.teachnology.com/ which sounds like another good tool for teachers to tap into. However, to use the site at it's fullest capacity, you need to be a paying member. They do offer a free newsletter. I signed up for that.
I believe that a text/book comes alive through meaning and the understanding of vocabulary. It is essential for comprehension and learning. Just to mention a few, utilizing graphic organizers puts words into perspective, dramatizing gives the word/s a sense of reality, and word play reinforces vocabulary in a fun way. I use these methods in my music class during my lessons on the various adaptations of Cinderella from different countries. We compare and contrast the stories with a venn diagram, act them out, do think alouds and reinforce vocabulary with crossword puzzles. I find the interaction and discussions, along with writing a script and performing it brings reality into the lessons and a multicultural awareness that my students can connect with. The school I teach at has students from many cultures. It brings their own experiences and knowledge to the forefront, motivates them and keeps them engaged.
The 7 tips given in the video overlap some of the techniques mentioned in our text, such as VSS, speaking, spelling, writing and drawing a word, using a dictionary to find a meaning, morphemic analysis, contextual analysis, and high frequency words. I especially liked the rule strategy created and explained in the video. It gives the student a process for being able to spell a word through their own efforts and gives them a chance to use various resources, including their peers, before seeking the teacher's help. This is student directed and is a very effective way to develop active word learners. I enjoyed the video, but find that the textbook is invaluable, clear and precise. For those reading this blog who are not in my graduate class, the textbook I referred to above is:
Creating Literacy- Instruction for all Students (2008- 6th edition) by Thomas G. Gunning.
The publisher is Pearson (Allyn and Bacon). This book is invaluable. It's a definite must have item!
I liked this video. It gave tips on how to build vocabulary in the classroom. Various strategies and methods given were:
1. posting words with phonetics
2. say, spell, write and draw the word
3. practice writing the words in a creative writing passage
4. Present a word with it's syllables
5. create a personal spelling journal
6. Keep parents informed of vocabulary words being learned
7. create a rule strategy which is a procedure the student will follow if they can't spell a word
These 7 tips skimmed the surface of the information read about in Chapter 5 of our text. The video promotes http://www.teachnology.com/ which sounds like another good tool for teachers to tap into. However, to use the site at it's fullest capacity, you need to be a paying member. They do offer a free newsletter. I signed up for that.
I believe that a text/book comes alive through meaning and the understanding of vocabulary. It is essential for comprehension and learning. Just to mention a few, utilizing graphic organizers puts words into perspective, dramatizing gives the word/s a sense of reality, and word play reinforces vocabulary in a fun way. I use these methods in my music class during my lessons on the various adaptations of Cinderella from different countries. We compare and contrast the stories with a venn diagram, act them out, do think alouds and reinforce vocabulary with crossword puzzles. I find the interaction and discussions, along with writing a script and performing it brings reality into the lessons and a multicultural awareness that my students can connect with. The school I teach at has students from many cultures. It brings their own experiences and knowledge to the forefront, motivates them and keeps them engaged.
The 7 tips given in the video overlap some of the techniques mentioned in our text, such as VSS, speaking, spelling, writing and drawing a word, using a dictionary to find a meaning, morphemic analysis, contextual analysis, and high frequency words. I especially liked the rule strategy created and explained in the video. It gives the student a process for being able to spell a word through their own efforts and gives them a chance to use various resources, including their peers, before seeking the teacher's help. This is student directed and is a very effective way to develop active word learners. I enjoyed the video, but find that the textbook is invaluable, clear and precise. For those reading this blog who are not in my graduate class, the textbook I referred to above is:
Creating Literacy- Instruction for all Students (2008- 6th edition) by Thomas G. Gunning.
The publisher is Pearson (Allyn and Bacon). This book is invaluable. It's a definite must have item!
Sunday, October 5, 2008
Check Out Autumn Watch
http://www.bbc.co.uk/cbeebies/autumnwatch/themesong/
In my effort to find a song about autumn for my students, I stumbled upon this site. The song is multicultural and the site is more than I expected. All of the activities are about the autumn season. It teaches about nature, incorporates literacy through karaoke and read-a-long stories, contains quizzes and games and has a video with a written narration. Lots of things are printable and it even has a spot where you can send a picture and/or story about nature in your area to them. There's a vocabulary section too. Your students can print out a personalized club card, a book cover to create their own book about nature and a certificate that can be given at the end of the project. It's interactive and a great way for students to read, discover and create. This site is geared toward the elementary level student. It incorporates earth science, music, reading and writing, as well as technology skills. It utilizes multi-intelligences and can be used as a tool for differentiated instruction. You can even learn about the season as it is presented from around the world with entries from other countries. The site is generated from the UK and teaches about multi-cultural awareness also. Check it out! It's educational, fun and inviting. Enjoy!
In my effort to find a song about autumn for my students, I stumbled upon this site. The song is multicultural and the site is more than I expected. All of the activities are about the autumn season. It teaches about nature, incorporates literacy through karaoke and read-a-long stories, contains quizzes and games and has a video with a written narration. Lots of things are printable and it even has a spot where you can send a picture and/or story about nature in your area to them. There's a vocabulary section too. Your students can print out a personalized club card, a book cover to create their own book about nature and a certificate that can be given at the end of the project. It's interactive and a great way for students to read, discover and create. This site is geared toward the elementary level student. It incorporates earth science, music, reading and writing, as well as technology skills. It utilizes multi-intelligences and can be used as a tool for differentiated instruction. You can even learn about the season as it is presented from around the world with entries from other countries. The site is generated from the UK and teaches about multi-cultural awareness also. Check it out! It's educational, fun and inviting. Enjoy!
Saturday, October 4, 2008
About Starfall.com
I love this program. It's interactive and motivating. It covers a variety of skills for the young student as well as a variety of subjects. As a music teacher, I like the music section and use it with my students. It reinforces topics I teach, reviews it and uses recall as an assessment. Starfall exercises multi intelligences and serves as a good supplemental resource for all students. The emergent reader benefits, as well as a more accomplished reader. I enjoyed the multicultural stories myself. In my observation, this program covers alphabetic knowledge, phonological awareness, fluency, vocabulary, comprehension and assessment. You can use starfall to scaffold instruction and have a high frequency word list to follow up as a writing activity too. I enjoyed learning about the different aspects of this program and plan to incorporate it into my lessons in other ways, besides just the music element. It can be used as differentiated instruction for the young reader and individualizes learning, using technology. I highly recommend this program. I think it has many assets that will benefit students at different levels.
Providing Differentiated Instruction Article Critique
Reading levels and skills of students are varied depending on their exposure and interest at the elementary level. All too often, teachers are overwhelmed with this challenge. Providing differentiated instruction has become a way of life in today's classrooms. No Child Left Behind is a common denominator in the quest to reach all students at all levels, for 100% proficiency in literacy on state tests by the year 2013-2014. I am an avid believer that technology and education can assist in this quest. The resources are out there to utilize, so why not try them!!!
This article, by Adria F. Klein, is based on differentiated instruction. It discusses and provides on line resources that cater to the individual learner at their instructional reading level. The web-based collection of resources assist the teacher in monitoring their student's progress and brings a variety of reading strategies, methods and skills into the classroom that are cost efficient, interactive and creative. These web pages are a great supplement to your student's learning experiences. They are accessible around the clock, comprehensive and time savers. The Learning Pages are a compilation of websites that will motivate and improve reading skills utilizing differentiated learning. It is a suite of resources that can assist the teacher, as well as the student in different classroom settings.
Reading strategies, such as alphabetic knowledge, phonological awareness, high frequency words, fluency, vocabulary, comprehension and assessment/reflection are the key skills that students must obtain for reading success. Differentiated instruction and a scaffolding of these skills, combined with technology, is a winning combination for improving the student's reading abilities and success. They can be used to customize lessons to the needs of each student. Incorporating the Learning Pages suite into your instruction will enable your students to reach higher levels of performance in their reading and writing skills at an individual level, and keep them engaged, fostering a love for literacy.
I found the article to be very informative and I can foresee the unlimited benefits. The possibilities of using the web to supplement and enhance instruction are boundless. In the world of education, I realize that differentiated instruction and the use of technology go hand-in hand. You must afford your students all of the possibilities and opportunities available to education. This suite of resources is at our disposal and is cost effective. Download your books, get lesson plans, individualize your instruction, engage your students and provide them with the virtual experience they are desiring! http://www.readinga-z.com/research/raz_whitepaper.pdf
This article, by Adria F. Klein, is based on differentiated instruction. It discusses and provides on line resources that cater to the individual learner at their instructional reading level. The web-based collection of resources assist the teacher in monitoring their student's progress and brings a variety of reading strategies, methods and skills into the classroom that are cost efficient, interactive and creative. These web pages are a great supplement to your student's learning experiences. They are accessible around the clock, comprehensive and time savers. The Learning Pages are a compilation of websites that will motivate and improve reading skills utilizing differentiated learning. It is a suite of resources that can assist the teacher, as well as the student in different classroom settings.
Reading strategies, such as alphabetic knowledge, phonological awareness, high frequency words, fluency, vocabulary, comprehension and assessment/reflection are the key skills that students must obtain for reading success. Differentiated instruction and a scaffolding of these skills, combined with technology, is a winning combination for improving the student's reading abilities and success. They can be used to customize lessons to the needs of each student. Incorporating the Learning Pages suite into your instruction will enable your students to reach higher levels of performance in their reading and writing skills at an individual level, and keep them engaged, fostering a love for literacy.
I found the article to be very informative and I can foresee the unlimited benefits. The possibilities of using the web to supplement and enhance instruction are boundless. In the world of education, I realize that differentiated instruction and the use of technology go hand-in hand. You must afford your students all of the possibilities and opportunities available to education. This suite of resources is at our disposal and is cost effective. Download your books, get lesson plans, individualize your instruction, engage your students and provide them with the virtual experience they are desiring! http://www.readinga-z.com/research/raz_whitepaper.pdf
Sunday, September 28, 2008
Letter Writing Lesson Video
http://www.teachertube.com/view_video.php?viewkey=489b0da0c67a0713f80b
This video shows an attempt at identifying the letter "f" in an abstract way. The success of the lesson depends not only on the accuracy of each student involved, but their ability to visualize what is being written through the sense of touch from behind them. It uses teamwork and prior knowledge. The letter "f" can be easily construed as a "t" if not carefully executed. As a result, the student's "felt" the letter incorrectly by the time the last person went. It's like playing telephone. The end result was unsuccessful. I would think that you could accomplish the same type of activity with better success if you had each child blindfolded and feeling the letter outlined with yarn on a piece of cardboard. This would give consistency to the shape of the letter for better recognition and would allow the child to identify it in a frontal position as they would do when reading or writing. As each child felt the letter I would have them write it on a personal slate board/white board for assessment purposes. I think the concept was a good one but the task involved too many factors leaning toward an unsuccessful result in the activity demonstrated. I do, however, feel that you should challenge your students, but never set them up for failure, especially at a young age. Encourage them, keep them interested with games such as this one, be creative, promote literacy, and at the same time, boost their self esteem.
This video shows an attempt at identifying the letter "f" in an abstract way. The success of the lesson depends not only on the accuracy of each student involved, but their ability to visualize what is being written through the sense of touch from behind them. It uses teamwork and prior knowledge. The letter "f" can be easily construed as a "t" if not carefully executed. As a result, the student's "felt" the letter incorrectly by the time the last person went. It's like playing telephone. The end result was unsuccessful. I would think that you could accomplish the same type of activity with better success if you had each child blindfolded and feeling the letter outlined with yarn on a piece of cardboard. This would give consistency to the shape of the letter for better recognition and would allow the child to identify it in a frontal position as they would do when reading or writing. As each child felt the letter I would have them write it on a personal slate board/white board for assessment purposes. I think the concept was a good one but the task involved too many factors leaning toward an unsuccessful result in the activity demonstrated. I do, however, feel that you should challenge your students, but never set them up for failure, especially at a young age. Encourage them, keep them interested with games such as this one, be creative, promote literacy, and at the same time, boost their self esteem.
http://www.schooltube.com/video/1179/Its-Read-Aloud-Time
This reading video uses various reading strategies to promote comprehension, interpretation, evaluation and analyzation. The lesson promotes literacy through understanding, repetition, movement, vocalization, vocabulary, reading, reasoning and higher order thinking skills. It brings the children into the story line and makes it an interactive experience in which they can draw from their own personal experiences and prior knowledge. I enjoyed it and hope you do.
Thursday, September 25, 2008
Light an Educational Fire Video
http://www.youtube.com/watch?v=Kjm-t6VfQ6g Here's a video I'd like to share with you. It's very brief and to the point. Encouraging students makes them enthusiastic about learning. Tap into your student's interests and watch the spark ignite. Surfing the web is one way to motivate students of today. Allow them to take off soaring by using modern technology.
Wednesday, September 24, 2008
Educational Blogging Article Review
The article, by Stephen Downes, was enlightening and educational. To understand and reach your students, in the classroom, you must first listen. I find the student's perspective on blogging interesting. Utilization of technology/blogging affords students the ability to retrieve directions, assignments, grades, general information, guidelines, post their work, reflect and record personal thoughts. It motivates them to read and write more often and opens up the opportunity to read comments from fellow bloggers from all parts of the world. This exchange of thoughts promotes higher order thinking skills and encourages students to reflect on their work. Across America, blogging for some teachers may seem like a complex process, due to a lack of understanding or experience, but for students, their readiness and yearning to incorporate blogging into the learning process is long overdue.
Blogging is a medium that expands a student's knowledge and experiences far beyond the traditional classroom. It has established a form of communication that has rapidly grown and captured our youth. It's a part of their life. They're digital learners. Blogging reveals a persons inner most thoughts, interests and attitudes. It exercises a persons ability to be receptive to other perspectives and assists in the sharing of knowledge. Blogging enhances reading skills, encourages good writing skills, fosters analytical skills, reflection, research and organizational skills, to name a few. There is a whole gamut of learning that is acquired when using weblogs to connect education to today's student.
The history of blogs, software and applications provided gave the pro's and con's to blogs for educational purposes. However, if the blog is monitored by the teacher and the student's are given guidelines and trained properly, it can be an effective tool to supplement your classroom. Blogging makes a person think twice about what to write and how to write it. Blogging is an interactive source of communication that brings self initiated thoughts to the table. Using it for educational purposes is an innovative way to help students feel connected and engaged. In education, students must be given a reason to want to blog, with the purpose of working towards a goal, but with the freedom and respect of others. Keep students engaged with topics of personal interest to them. Communication and the sharing of information provides a healthy stimulus for educational growth.
To succeed in the use of blogs as an educational, supplemental tool you should give guidelines, take proper security measures, provide adequate training and have a meaningful purpose. It will motivate and keep your students engaged on a different level. Blogging offers additional resources and adds some spice into the bland chicken soup, so to speak. Keep your students motivated in their digital world and watch them soar! This may be the "missing link" all teachers have been searching for! http://www.downes.ca
Blogging is a medium that expands a student's knowledge and experiences far beyond the traditional classroom. It has established a form of communication that has rapidly grown and captured our youth. It's a part of their life. They're digital learners. Blogging reveals a persons inner most thoughts, interests and attitudes. It exercises a persons ability to be receptive to other perspectives and assists in the sharing of knowledge. Blogging enhances reading skills, encourages good writing skills, fosters analytical skills, reflection, research and organizational skills, to name a few. There is a whole gamut of learning that is acquired when using weblogs to connect education to today's student.
The history of blogs, software and applications provided gave the pro's and con's to blogs for educational purposes. However, if the blog is monitored by the teacher and the student's are given guidelines and trained properly, it can be an effective tool to supplement your classroom. Blogging makes a person think twice about what to write and how to write it. Blogging is an interactive source of communication that brings self initiated thoughts to the table. Using it for educational purposes is an innovative way to help students feel connected and engaged. In education, students must be given a reason to want to blog, with the purpose of working towards a goal, but with the freedom and respect of others. Keep students engaged with topics of personal interest to them. Communication and the sharing of information provides a healthy stimulus for educational growth.
To succeed in the use of blogs as an educational, supplemental tool you should give guidelines, take proper security measures, provide adequate training and have a meaningful purpose. It will motivate and keep your students engaged on a different level. Blogging offers additional resources and adds some spice into the bland chicken soup, so to speak. Keep your students motivated in their digital world and watch them soar! This may be the "missing link" all teachers have been searching for! http://www.downes.ca
Wednesday, September 17, 2008
Teacher's Virtual Lives Conflict With Classroom
Does the youth of today have personal morals.? A teacher, or future teacher, is held to higher standards. They are role models and should portray their best assets on Book Face or My Space. What is the purpose of publishing photos that reveal inappropriate behavior anyway? Are these people even aware that this is inappropriate? Who are they trying to impress? I don't see any humor in it! There is a cause and effect issue in dealing with publications like this.
Any person who decides to become a teacher must be aware of their actions and future consequences. What kind of morals do they possess? They're setting themselves up for failure in the work force. Students love to gossip and find out about teacher's personal lives, especially in high school. They must keep their students in mind and their reputation as an upstanding citizen. Maybe part of the teaching curriculum should include character education!!! This is taught to our students, isn't it? What's good for the goose is good for the gander.
Many times students idolize their teachers and try to follow in their footsteps. Students are impressionable. What are you telling your students when you have photos and comments on the web that promote lewd and inappropriate behavior? There's no good to come of it, so what's the purpose? I just don't know what some of the younger teachers are thinking about these days! They should possess certain personal qualities that are consistent with good role models.
Teachers are held to higher standards and are expected to maintain those standards or suffer the consequences. If this is not something they are willing to uphold, they shouldn't be in the teaching field. If they don't have the foreseeability to know right from wrong in their own personal lives, how can they guide their students in the right direction. Teaching is not just about content areas. You teach the whole person..., building a strong, moral society for the future!
http://abcnews.go.com/TheLaw/story?id=4791295
Any person who decides to become a teacher must be aware of their actions and future consequences. What kind of morals do they possess? They're setting themselves up for failure in the work force. Students love to gossip and find out about teacher's personal lives, especially in high school. They must keep their students in mind and their reputation as an upstanding citizen. Maybe part of the teaching curriculum should include character education!!! This is taught to our students, isn't it? What's good for the goose is good for the gander.
Many times students idolize their teachers and try to follow in their footsteps. Students are impressionable. What are you telling your students when you have photos and comments on the web that promote lewd and inappropriate behavior? There's no good to come of it, so what's the purpose? I just don't know what some of the younger teachers are thinking about these days! They should possess certain personal qualities that are consistent with good role models.
Teachers are held to higher standards and are expected to maintain those standards or suffer the consequences. If this is not something they are willing to uphold, they shouldn't be in the teaching field. If they don't have the foreseeability to know right from wrong in their own personal lives, how can they guide their students in the right direction. Teaching is not just about content areas. You teach the whole person..., building a strong, moral society for the future!
http://abcnews.go.com/TheLaw/story?id=4791295
Sunday, September 14, 2008
The Innovative Classroom
This video gives everyone an awareness of the various means of technology out there and available. My goal is to start incorporating some of these technologies into my classroom and personal life. It's brief but gets the point across. Enjoy! http://www.youtube.com/watch?v=RADBrLM8JZk
Chat Rooms in Elementary School
Although I've never used a chat room, this sounds like a good idea if done with the safety of the students in mind. Creating private chat rooms with password protection sounds like the best way to go. Especially with 1st grade students. As stated by Amy Grigsby in Alpine, Texas: www.epals.com, would be a great way to have students chat with other students. I would start with partner schools in the district, expand to the US, and then, possibly, other countries. It has to be done in a step by step process. Learning should be fun and geared to personal interests.
I like this concept and am going to try it with my 1st and 2nd graders next month. It has my interest, so I'm sure it will have theirs. Assigned projects using chat rooms sounds like a fun way to learn about others and to share their knowledge with each other. Partner classrooms sound like a great way to motivate and involve my students in a style of learning that conforms to their interests and is innovative to the district. Affording my students with the opportunities that the world of technology has to offer is inviting, exciting and something they are entitled to.
I agree that there is good and bad in using the internet with young children, but the good does out weigh the bad. One of the best ways that students learn is through peer teaching. Student to student, at the same grade level, puts the learning into their world. Many great things can be accomplished through peer teaching, with guidance from an adult (teacher). Give children a chance to do what they were born to do. Experiment and absorb as much knowledge as they can, because they want to. Let's keep them engaged! Bring their world into your classroom!
Response to Professor Luongo's Blog Sit - Article entitled "Let's Chat: Chat Rooms in the Elementary School" by Amy Grigsby (agrigsby@alpine.esc18.net)
I like this concept and am going to try it with my 1st and 2nd graders next month. It has my interest, so I'm sure it will have theirs. Assigned projects using chat rooms sounds like a fun way to learn about others and to share their knowledge with each other. Partner classrooms sound like a great way to motivate and involve my students in a style of learning that conforms to their interests and is innovative to the district. Affording my students with the opportunities that the world of technology has to offer is inviting, exciting and something they are entitled to.
I agree that there is good and bad in using the internet with young children, but the good does out weigh the bad. One of the best ways that students learn is through peer teaching. Student to student, at the same grade level, puts the learning into their world. Many great things can be accomplished through peer teaching, with guidance from an adult (teacher). Give children a chance to do what they were born to do. Experiment and absorb as much knowledge as they can, because they want to. Let's keep them engaged! Bring their world into your classroom!
Response to Professor Luongo's Blog Sit - Article entitled "Let's Chat: Chat Rooms in the Elementary School" by Amy Grigsby (agrigsby@alpine.esc18.net)
Saturday, September 13, 2008
Hi and Welcome to My Education Blog
Hello everyone,
I finally got my blog site going. I'm a music teacher in the Jersey City Public Schools and have been in public education for 25 years. I've been reading a lot of your blogs. We have a very diverse group. I'm glad we met face to face first. Dr. Luongo has been very instrumental in helping me get things going. Thank you Dr. Luongo. Blogging is new to me and many people I know. I can't wait to show them how to do it and start their own blogs. Everyone is interested in learning. Since I only teach very young children, I don't think I will be using blogs for school, but it has opened my eyes to other possibilities, such as i-pods and other computer software. My students range from age 3-7. If you have any other suggestions, please let me know. Thanks.
I finally got my blog site going. I'm a music teacher in the Jersey City Public Schools and have been in public education for 25 years. I've been reading a lot of your blogs. We have a very diverse group. I'm glad we met face to face first. Dr. Luongo has been very instrumental in helping me get things going. Thank you Dr. Luongo. Blogging is new to me and many people I know. I can't wait to show them how to do it and start their own blogs. Everyone is interested in learning. Since I only teach very young children, I don't think I will be using blogs for school, but it has opened my eyes to other possibilities, such as i-pods and other computer software. My students range from age 3-7. If you have any other suggestions, please let me know. Thanks.
Change is good
The world of education and technology is definitely changing the way we teach. As technology continues to advance, so does the education world. The students of today live in a fast and immediate world of communication. It is literally at their fingertips. It is a craze that has engulfed the youth of today. Teachers need to realize the importance of keeping their students actively engaged in their world. Yes, the world has changed and we have to change with it. It is an ongoing change that has exploded and is unavoidable. Change is good, but difficult to some. Where will technology bring us in our lifetime, teachers? Where will it bring our students in their lifetime? Only time will tell!
Subscribe to:
Posts (Atom)