This chapter emphasizes the importance of authentic and performance assessments. Overall, the chapter discusses how we teachers can use assessment in a way that encourages academic growth and promotes intentional learning. The book discusses rubric, and I’m glad because this is something that I’ve seen only used in my college classes.
Rubrics can be used in any grade level. It’s important that students understand what they are supposed to be doing and how they will be graded. To me, rubrics can serve as a checklist for the student. Students can use the rubric to grade their own assignment and be able to change their assignment according to their grading. This gives students responsibility and more control over what they present to the teacher. A quote from the book that I really liked described effective rubrics as “a sort of contract between educator and students” (p. 229). This is a great way to describe rubrics. As students get older, I might consider allowing students create basic rubrics for an assessment, and then pick a rubric from the class. This gives students the opportunity to set the standards in which they are graded by and gives them an opportunity to be the judge. Often students will judge themselves harder than the teacher. Also, we could discuss as a class what to put on the rubric. This is really important for creative assignments including drawings, music, and other subjective presentations.
We’ve learned in previous classroom management courses that if teachers tell students what she/he expects from them and how to behave appropriately in the classroom, then they most likely will meet those expectations. You can apply this idea with assignments and use rubrics to aid this process. The purpose of rubrics is to clarify the teacher’s expectations or how to meet the desired goal. If students understand what the expectations are and how to complete the educational goal, then students most likely will have all they need to start and complete the assignment. The book mentions that effective rubrics include specific ratings that provide students with terms and ratings that they can understand and identify how to improve their performance. Using certain words such as poor, weak, good, or excellent don’t give the student specific ratings. Using labels that actually make sense to the student and that specifically describe a behavior might help the student know exactly what they did that deserved that rating. Yet again, this can be compared to classroom behavior expectations. If a classroom rule says that students must behave appropriately, then what does the word appropriately actually mean. This is not specific enough and may not mean the same thing to students. A good rating on a presentation gives students no specific information about their presentation.
Clickers in the classroom: This sounds like a great tool. Teachers can survey what students know/don’t know. This includes discovering any student misconceptions. The book mentions that clickers can also motivate student participation because the answers are anonymous and quick. Anything that gives quiet, passive students a way to participate is wonderful. I could use this tool as a way to grade students participation. This would help students who aren’t really active talkers to receive participation points.
More clicker talk: There is no longer a battle between students to answer a question. Everyone gets to answer the questions no matter if they were/weren’t the first person to click in their answer. Another feature that I really like about clickers is that this tool allows students to see how their peers answered the question. They don’t know who answered what, but they can see that their peers may think the same thing as them. In other words, students recognize that they are not the only one who picked a specific answer. Students need some security in the classroom. They need to feel accepted and welcomed. I think this tool can do all those things. I would most likely use this tool as a discussion starter. I would pose a question, such as does air take up space? From the clicker responses, the students could pose reasons why they think one answer is right and the others are not. This also helps me as a teacher to visualize what students think and can motivate the discussion based on the results. For example, if the room goes quiet I can use the responses to pose questions for students who answered no and then for those who answered yes.
CAT ideas: “A test that adapts can…increase learner engagement and persistence, as the level of items is appropriate for the learner to be challenged but not overly frustrated” (p.237). This is the main reason why I would use computer adaptive testing (CAT) to assess my students. These tests can be completed as tests or surveys. They can be used to determine students’ prior knowledge or as a performance grade. Most likely I would use CAT as a way to determine how to change my instruction or what ideas need to be covered in more detail. I could also use this way of testing to learn about my students’ interests or as a way to encourage students to think about their opinions and what they believe. The tests or surveys could include that questions that ask students to respond to social issues, such as how they would handle a school fight or even if they believe the driving age should be raised. Students should have time to discuss their responses as a class or in small groups. This could be a way to promote a classroom community.
Because this may be our last blog about the book’s chapters, I wanted to say how useful this textbook has been for me. So far, this textbook has been worth buying. I have a few questions for our class: Has anyone seen clickers used in a classroom other than a college class? Do you see yourself creating your own rubrics or using a technology tool to create rubrics? This may depend on the assignment and grade level of your students.
Thursday, October 29, 2009
Sunday, October 25, 2009
Chapter 9: Visualizing with Technology
Visualization software can provide students with a math representation that fits their needs and that makes sense to them. The book on page 199 displays a picture of several different representations of linear relationships. I think providing students with multiple representations or access to software that will help them create their own representations will aid students develop a deeper understanding about a concept. If students can show an idea in multiple forms and manipulate various recording methods to describe the concept, then they most likely fully understand the concept. I’ve thought about using Microsoft Excel to help students organize mathematical information. TinkerPlots may be a better option and is a software that I would like to do some more research on. From the book’s description and the information from the web site listed in the book, leads me to believe that this might be a good tool for elementary students. Because math tends to be such a “scary” subject for students, I want to provide them with as many aids and possibly technology hooks that will encourage their mathematical development.
The book suggests using cell phones, cameras, video, and camcorders as a way to engage our students. These are technology devices that most students are familiar with. Why not turn these “toys” into educational tools? The book suggests using the tools for digital documentaries in the classroom. This is a great suggestion. Digital documentaries can be accompanied by writing or just serve as a lesson on how images can tell a story without words. Students could discover any important facts of storytelling and how it has affected our history or cultures throughout the world. Student can use any of the tools to create a movie or video of whatever they want: a speech, a recording of a science experiment, a performance, an interview, and even as a lesson taught by students. There are so many easy ways to include some form of digital visual aspect into a lesson. The experience with these tools may help prepare students for other technology devices such as handhelds. If students prove they can use cameras in an appropriate way then there is no reason to move to another piece of technology.
I liked the book’s suggestion to use videos as a way to provide students feedback. My cohort will be doing something similar to this in our Science class. We are teaching in front of our peers while being recording. Later we will get to grade ourselves by the video recording. Why do ballet classrooms have mirrors? This is basically the same concept. Students can see and hear themselves, and then determine if they need to fix their body language or language during a speech or presentation. If students are using some sort of recording device in an assignment, then they will have chances to see or hear themselves while they are editing their video or podcast. It’s very important that we teachers provide students time to change their work or improve it if needed.
Overall, I enjoyed this chapter. There were several aspects that I already knew about, yet I still learned about some math software. Has anyone had any classroom experience with TinkerPlots or other mathematical software?
The book suggests using cell phones, cameras, video, and camcorders as a way to engage our students. These are technology devices that most students are familiar with. Why not turn these “toys” into educational tools? The book suggests using the tools for digital documentaries in the classroom. This is a great suggestion. Digital documentaries can be accompanied by writing or just serve as a lesson on how images can tell a story without words. Students could discover any important facts of storytelling and how it has affected our history or cultures throughout the world. Student can use any of the tools to create a movie or video of whatever they want: a speech, a recording of a science experiment, a performance, an interview, and even as a lesson taught by students. There are so many easy ways to include some form of digital visual aspect into a lesson. The experience with these tools may help prepare students for other technology devices such as handhelds. If students prove they can use cameras in an appropriate way then there is no reason to move to another piece of technology.
I liked the book’s suggestion to use videos as a way to provide students feedback. My cohort will be doing something similar to this in our Science class. We are teaching in front of our peers while being recording. Later we will get to grade ourselves by the video recording. Why do ballet classrooms have mirrors? This is basically the same concept. Students can see and hear themselves, and then determine if they need to fix their body language or language during a speech or presentation. If students are using some sort of recording device in an assignment, then they will have chances to see or hear themselves while they are editing their video or podcast. It’s very important that we teachers provide students time to change their work or improve it if needed.
Overall, I enjoyed this chapter. There were several aspects that I already knew about, yet I still learned about some math software. Has anyone had any classroom experience with TinkerPlots or other mathematical software?
Friday, October 16, 2009
Chapter 8: Designing with Technologies
Chapter 8
While reading chapter 8, I felt more intimated by the programs and simulations described at the beginning of the chapter. First off, I’ve never been introduced to the programs and software described in this chapter, except Scratch. I’m interested in how I could use them in a classroom setting- most likely an upper elementary and a middle school setting. There are various programs and software mentioned in the book, so I discussed below two programs from the chapter and how I would try to use them in my future classroom.
I see how the computer-aided design (CAD) program would help students fully understand the design of an object. The CAD program gives students the opportunity to build 3-D shapes/objects. Students are able to focus on how the structure of an object will determine its usefulness and success. I’m intimidated by these programs, and maybe the content (math and engineering) that usually corresponds with these programs are what is really intimidating me. Out of the CAD programs discussed in the book, I like the SketchUp program the best. This focuses on architectural design and allows students to travel through their design or “walk-through” the design.
In a way, this reminds me of the Sims game. You had to build and decorate your house in Sims, and this is similar to SketchUp. I think it would be possible to use this with upper elementary students…maybe. Students could build a house using SketchUp, but create the house under certain conditions. The house would need to be appropriate for a specific geographic location, withstand the weather in the location, and correspond with the social issues at the location. So housing in Africa may need to look different than the housing in northern Canada. Students could ask themselves what materials they would use to build their homes. Will different materials help their house better survive a geographical location? This integrates a CAD program into the social studies curriculum. Am I stretching a little too far? I downloaded SketchUp to play around with the program, and it’s not easy. It might be possible for 5-6 graders to do this in groups, or build the house as a class. The teacher would need to supply students enough time to get familiar with the program. I’m not sure if this would work or not.
iStopMotion: This software was described in the book as an aid to storytelling. I definitely could use this in my future classroom. I would use this software in my classroom as a way to encourage students to write stories. This could be the end result to a yearlong writing project. Students could begin by writing their own movie script. With this part of the project students could learn about details, grammar, dialogue, and other writing skills. Then after several drafts students could start their own movie or create a movie trailer. This isn’t just a motivating factor for writing, but a realistic use for it. This sounds a lot more fun and entertaining than just recording students while they act out their scripts. I’m not sure what the difficulty level is for this software, but the book on page 182 makes the software sound elementary friendly.
Something I really like in this chapter is the Musical Sketch Pad.
This online musical environment can help students see/hear the difference in a note that is drawn higher up on the sketch pad and one that is drawn lower. This can help students connect ideas way before they start using staffs or any other musical notation.
The tools listed in this chapter encourage me to explore them and see how they really work. These tools may not work in every elementary setting, but I think it’s important for us to know about them and know how to use some of them just in case we have the privilege of working with an upper elementary class that could use these tools successfully.
While reading chapter 8, I felt more intimated by the programs and simulations described at the beginning of the chapter. First off, I’ve never been introduced to the programs and software described in this chapter, except Scratch. I’m interested in how I could use them in a classroom setting- most likely an upper elementary and a middle school setting. There are various programs and software mentioned in the book, so I discussed below two programs from the chapter and how I would try to use them in my future classroom.
I see how the computer-aided design (CAD) program would help students fully understand the design of an object. The CAD program gives students the opportunity to build 3-D shapes/objects. Students are able to focus on how the structure of an object will determine its usefulness and success. I’m intimidated by these programs, and maybe the content (math and engineering) that usually corresponds with these programs are what is really intimidating me. Out of the CAD programs discussed in the book, I like the SketchUp program the best. This focuses on architectural design and allows students to travel through their design or “walk-through” the design.
In a way, this reminds me of the Sims game. You had to build and decorate your house in Sims, and this is similar to SketchUp. I think it would be possible to use this with upper elementary students…maybe. Students could build a house using SketchUp, but create the house under certain conditions. The house would need to be appropriate for a specific geographic location, withstand the weather in the location, and correspond with the social issues at the location. So housing in Africa may need to look different than the housing in northern Canada. Students could ask themselves what materials they would use to build their homes. Will different materials help their house better survive a geographical location? This integrates a CAD program into the social studies curriculum. Am I stretching a little too far? I downloaded SketchUp to play around with the program, and it’s not easy. It might be possible for 5-6 graders to do this in groups, or build the house as a class. The teacher would need to supply students enough time to get familiar with the program. I’m not sure if this would work or not.
iStopMotion: This software was described in the book as an aid to storytelling. I definitely could use this in my future classroom. I would use this software in my classroom as a way to encourage students to write stories. This could be the end result to a yearlong writing project. Students could begin by writing their own movie script. With this part of the project students could learn about details, grammar, dialogue, and other writing skills. Then after several drafts students could start their own movie or create a movie trailer. This isn’t just a motivating factor for writing, but a realistic use for it. This sounds a lot more fun and entertaining than just recording students while they act out their scripts. I’m not sure what the difficulty level is for this software, but the book on page 182 makes the software sound elementary friendly.
Something I really like in this chapter is the Musical Sketch Pad.
This online musical environment can help students see/hear the difference in a note that is drawn higher up on the sketch pad and one that is drawn lower. This can help students connect ideas way before they start using staffs or any other musical notation.
The tools listed in this chapter encourage me to explore them and see how they really work. These tools may not work in every elementary setting, but I think it’s important for us to know about them and know how to use some of them just in case we have the privilege of working with an upper elementary class that could use these tools successfully.
Monday, October 5, 2009
Chapter 7
There is a lot to this chapter and some of the content is review from the technology class we were required to take before entering the Proteach program, such as the difference in synchronous and asynchronous communication. I’m going to pick certain aspects of the chapter that I like/disliked.
In my daily elementary school class, I really don’t envision using Instant messaging or other synchronously communication as an individual activity. Not all my students will have the typing skills or the literacy skills to have quick, instant conversations online. However, I do see myself using a lot of asynchronous communication in both individual or group assignments. I think this form of communication can provide students with the opportunity to think before they type or “talk” to their Internet pal and hopefully be better understood than they might be in a class discussion where time is ticking. This idea of rushing students to finish one subject so the next one can start really shortens the time spent on class discussions and lessens the value students may get from these discussions. Online discussion boards, e-mails, and other forms of asynchronous communication can solve this problem if students have access to the Internet at home. Realistically, I see myself using this form of technology the most in my classroom. I can always print out what students write in discussion boards and e-mails or display the responses up on a screen. This will give students a chance to explain their discussion further in person for some face-to- face discussions if this is needed in a particular class.
The book suggested using discussion boards as a way to deliver ESLs opportunities that will help build their language skills in both their L1 and L2. Our class briefly talked about this when Caroline talked about the contemporary issue concerning ESLs and technology. This is a great way to help students who don’t speak English as a first language to remain a part of their native identity and add to this identity with new language skills. This is definitely a good idea to help students who may not be able to come up with an English response as quickly as their peers. This gives them time to form sentences and access to online dictionaries if needed. Overall, we teachers need to try to encourage all students to participate in class, and this may be a way to include ESLs.
Videoconferencing: This is such a great tool. It’s also cost effective in the long run. After buying the technology required for the videoconferencing, I won’t have to worry about any other finances that come along with a field trip or guest speakers. The book discusses how teachers should prepare their students for the right behaviors, background knowledge, and appropriate questions to ask during the virtual conversation. This isn’t different than the preparations teachers might discuss before a field trip or a presentation by a guest speaker. This tool has such a motivational factor to get students involved. However, I’m concerned with technical difficulties that may come up during the videoconferencing. What happens if you lose signal or equipment messes up. Teachers will need to have a backup plan for these freak incidents. If I have access to this tool, I see myself using this to give my students opportunities and experiences that may be unavailable in an average fieldtrip. Who knows, if I make the right connections and contacts I could pick and chose what types of videoconferencing my students experience? However, I still think it is a good idea to provide real field trip opportunities for students. Sometimes being in the actual place and learning may help knowledge stick or remain in their memories. For example, a trip to the Jacksonville Zoo and Gardens or to the Kennedy space station just may not be the same when delivered on a screen. But then not all students live in Florida and have access to these awesome places. So, I think videoconferencing definitely has a place in my future classroom but so do fieldtrips.
In my daily elementary school class, I really don’t envision using Instant messaging or other synchronously communication as an individual activity. Not all my students will have the typing skills or the literacy skills to have quick, instant conversations online. However, I do see myself using a lot of asynchronous communication in both individual or group assignments. I think this form of communication can provide students with the opportunity to think before they type or “talk” to their Internet pal and hopefully be better understood than they might be in a class discussion where time is ticking. This idea of rushing students to finish one subject so the next one can start really shortens the time spent on class discussions and lessens the value students may get from these discussions. Online discussion boards, e-mails, and other forms of asynchronous communication can solve this problem if students have access to the Internet at home. Realistically, I see myself using this form of technology the most in my classroom. I can always print out what students write in discussion boards and e-mails or display the responses up on a screen. This will give students a chance to explain their discussion further in person for some face-to- face discussions if this is needed in a particular class.
The book suggested using discussion boards as a way to deliver ESLs opportunities that will help build their language skills in both their L1 and L2. Our class briefly talked about this when Caroline talked about the contemporary issue concerning ESLs and technology. This is a great way to help students who don’t speak English as a first language to remain a part of their native identity and add to this identity with new language skills. This is definitely a good idea to help students who may not be able to come up with an English response as quickly as their peers. This gives them time to form sentences and access to online dictionaries if needed. Overall, we teachers need to try to encourage all students to participate in class, and this may be a way to include ESLs.
Videoconferencing: This is such a great tool. It’s also cost effective in the long run. After buying the technology required for the videoconferencing, I won’t have to worry about any other finances that come along with a field trip or guest speakers. The book discusses how teachers should prepare their students for the right behaviors, background knowledge, and appropriate questions to ask during the virtual conversation. This isn’t different than the preparations teachers might discuss before a field trip or a presentation by a guest speaker. This tool has such a motivational factor to get students involved. However, I’m concerned with technical difficulties that may come up during the videoconferencing. What happens if you lose signal or equipment messes up. Teachers will need to have a backup plan for these freak incidents. If I have access to this tool, I see myself using this to give my students opportunities and experiences that may be unavailable in an average fieldtrip. Who knows, if I make the right connections and contacts I could pick and chose what types of videoconferencing my students experience? However, I still think it is a good idea to provide real field trip opportunities for students. Sometimes being in the actual place and learning may help knowledge stick or remain in their memories. For example, a trip to the Jacksonville Zoo and Gardens or to the Kennedy space station just may not be the same when delivered on a screen. But then not all students live in Florida and have access to these awesome places. So, I think videoconferencing definitely has a place in my future classroom but so do fieldtrips.
Saturday, October 3, 2009
Friday, October 2, 2009
Chapter 6
Chapter 6
Overall, this week’s chapter discusses how to create an online community for students and teachers. I believe students can learn when they are working with others, but there has to be a sense of community in the classroom for students to really work collaboratively. The Internet provides opportunities to work together using Wikis or independently using blogs. These resources can give students the chance to have an active role in their education even if they are not very active in the physical classroom.
Blogs: This is something I want to talk about, because I think blogs can be a very useful and important tool for some students who don’t necessarily speak up in front of their peers. Students can think about what they learned and apply that knowledge; in addition, there is no pressure from a ticking clock while they write. Blogs give students more freedom to take their time and really focus on their thoughts. This tool can give students a chance to explain their thoughts thoroughly and comment on their peers’ thoughts. The book mentions that students in a 5th grade class where surprised that other people actually cared about what they wrote and commented on their blogs. Yet again, this is a way that gives writing a purpose and value to our students. The book suggests that an unstructured writing format may start to appear in students’ blog entries. I think this problem can emerge no matter what tool is used to publish student work. However, this is something to address before it happens. This can go along with a lesson about Internet behavior and manners online. Making students think about first impressions could help solve the unstructured writing format. Why would you talk to a stranger for the first time in incomplete sentences or confuse them by the order of subjects you bring up? I think this is a fixable problem, and the value of blogs in the classroom greatly exceeds this single problem.
Here are some safe blogging sites for classroom use:
http://classblogmeister.com/index.php
http://edublogs.org/
http://www.21classes.com/
I thought it was very useful that the book mentioned previewing students’ blog entries before they are actually posted. This gives the teacher control over inappropriate content. This also makes sure that the blogging experience stays a safe experience.
Viewing the Internet as a solution to some troubles such as time constraints in the classroom seems to be a good idea. The Internet gives students immediate access to information, opportunities to communicate with others, and provides students with a new tool to use when exploring how they can use what they know. Our chapter this week discusses how valuable the Internet can be not only for our students’ success but for us teachers too. The Internet can be a great way to discuss classroom ideas or tips for other teachers. For my coursework, I have already used online sites to help support my lesson plans. I definitely plan on using online sources as a reference when creating activities or when trying to figure out the best way to handle a certain educational issue that I come across in my future classroom. This semester in Proteach has really helped to open my eyes to several online resources. We are completing Web site reviews in most of our classes this semester and learning which sites are reliable.
This is a website that I found that is a place for teachers to share their ideas and find items to support their curriculum: http://www.teachade.com/
Overall, this week’s chapter discusses how to create an online community for students and teachers. I believe students can learn when they are working with others, but there has to be a sense of community in the classroom for students to really work collaboratively. The Internet provides opportunities to work together using Wikis or independently using blogs. These resources can give students the chance to have an active role in their education even if they are not very active in the physical classroom.
Blogs: This is something I want to talk about, because I think blogs can be a very useful and important tool for some students who don’t necessarily speak up in front of their peers. Students can think about what they learned and apply that knowledge; in addition, there is no pressure from a ticking clock while they write. Blogs give students more freedom to take their time and really focus on their thoughts. This tool can give students a chance to explain their thoughts thoroughly and comment on their peers’ thoughts. The book mentions that students in a 5th grade class where surprised that other people actually cared about what they wrote and commented on their blogs. Yet again, this is a way that gives writing a purpose and value to our students. The book suggests that an unstructured writing format may start to appear in students’ blog entries. I think this problem can emerge no matter what tool is used to publish student work. However, this is something to address before it happens. This can go along with a lesson about Internet behavior and manners online. Making students think about first impressions could help solve the unstructured writing format. Why would you talk to a stranger for the first time in incomplete sentences or confuse them by the order of subjects you bring up? I think this is a fixable problem, and the value of blogs in the classroom greatly exceeds this single problem.
Here are some safe blogging sites for classroom use:
http://classblogmeister.com/index.php
http://edublogs.org/
http://www.21classes.com/
I thought it was very useful that the book mentioned previewing students’ blog entries before they are actually posted. This gives the teacher control over inappropriate content. This also makes sure that the blogging experience stays a safe experience.
Viewing the Internet as a solution to some troubles such as time constraints in the classroom seems to be a good idea. The Internet gives students immediate access to information, opportunities to communicate with others, and provides students with a new tool to use when exploring how they can use what they know. Our chapter this week discusses how valuable the Internet can be not only for our students’ success but for us teachers too. The Internet can be a great way to discuss classroom ideas or tips for other teachers. For my coursework, I have already used online sites to help support my lesson plans. I definitely plan on using online sources as a reference when creating activities or when trying to figure out the best way to handle a certain educational issue that I come across in my future classroom. This semester in Proteach has really helped to open my eyes to several online resources. We are completing Web site reviews in most of our classes this semester and learning which sites are reliable.
This is a website that I found that is a place for teachers to share their ideas and find items to support their curriculum: http://www.teachade.com/
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