Thursday, November 27, 2008
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
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