Tuesday, April 14, 2009
Internets talks
My wife and I discussed with her Aunt how she uses the internet in her home this weekend. We talked about how through talking about the internet and making some decisions early a lot of things can be avoided. Even for those who are not as technology savvy internet safety can be obtained. We also discussed how much computer literacy is a necessary skill in today's world. As parents we have an important role to keep our families safe from the dangers of the internet.
Readings
1. What article did you choose to read for your fourth article?
Fighting Internet Filth
By Mario Hipol
August 2005 Ensign
2. What were the most important things you learned from the readings?
This isn't something I learned, but I liked the idea of using pop-up filters, showing kids how to use credible internet browsers, and to keep kids from using P2P file sharing applications. By doing this, kids and students can keep computers safe from harmful material and viruses.
3. How will what you have read influence your actions as a parent and/or teacher of children and youth?
Teach them correct principles to make the correct choices is one thing, but providing them an opportunity to make mistakes with the internet can have lasting consequences. I will keep computers in public places in my home, and make sure students are always given access to the internet, but with supervision.
4. How can you use what you have learned from the reading to have a positive influence on family and friends?
Lead by example. As people come into my home they and they see how someone can be connected to the internet, take the necessary precautions and still have a safe environment for their children and family.
Fighting Internet Filth
By Mario Hipol
August 2005 Ensign
2. What were the most important things you learned from the readings?
This isn't something I learned, but I liked the idea of using pop-up filters, showing kids how to use credible internet browsers, and to keep kids from using P2P file sharing applications. By doing this, kids and students can keep computers safe from harmful material and viruses.
3. How will what you have read influence your actions as a parent and/or teacher of children and youth?
Teach them correct principles to make the correct choices is one thing, but providing them an opportunity to make mistakes with the internet can have lasting consequences. I will keep computers in public places in my home, and make sure students are always given access to the internet, but with supervision.
4. How can you use what you have learned from the reading to have a positive influence on family and friends?
Lead by example. As people come into my home they and they see how someone can be connected to the internet, take the necessary precautions and still have a safe environment for their children and family.
Tuesday, April 7, 2009
Techno Lesson Slideshow
My notes didn't work, so these are the notes:
2. Mrs. Haggerty is not afraid of technology, but she has mentioned that she does not know very many creative and effective ways to use it in her classroom. I offered some of my ideas, and I think she may use more in the future.
3. Students have a hard time understanding the difference between cities, states, countries, and continents. I wanted to teach them this concept. I felt that through this google earth tour of the world, I could better prepare them to understand the concept. Students didn’t have access to a computer lab, so I couldn’t let them discover on their own. Ideally, I would have spent 30 minutes in Google Earth letting them play around with the concept of city, state, country etc. on their own, but because of limitations on my own time, I could not. Right before our last day, a computer lab opened in the school where a lesson like that could, and probably will be taught.
4. I started on a zoom out view of the earth. I talked about how the Earth was made of large bodies of land called continents. I stated the objective clearly, that we were going to go on a field trip without leaving our seats.
5.I let Google Earth zoom all the way into their school, where I had placed a logo on the soccer playing fields. They connected with the school and some of the students came to the screen and pointed out the playground, and where the bus drops them off. Then I showed them that draper was a city, smaller than a state. The state which we live in is…
6.I showed the students that Draper Elementary was just a small dot compared to all of Utah. Again, if I could have had the opportunity to let the students discover and play with Google Earth on their own, I would have jumped at the opportunity. But because the computer lab was under construction the entire time I was there, I couldn’t.
7. I explained that Draper was a city inside of a state inside of a country, America.
8. America is apart of something larger than a country called a continent. The zoom feature of this slideshow helped run this lesson, they could see the zoom in, and zoom out during this portion better than other portions.
9.What continent is this?
None of the kids knew. That was OK. They didn’t get it right the first time, and they didn’t leave the lesson knowing the continent’s name. My objective wasn’t to inform them of the names of each continent, but it was to help them understand the relationships between their community and the world.
10.My favorite part of this lesson came here.
Mr. Young: Does anyone know what continent this is?
Student 1: Africa!
Mr. Young: No…
Student 2: Australia!
Mr. Young: nope, not that either.
Student 3: Texas!
This illustrated to me that they have a hard time understanding what I was trying to teach, and further convinces me that this could be a most effective tool to teach them this.
11.The slide show goes on.
12.
13.
14. Seven or eight students knew this one. Probably because it is the most unique of all the continents.
15.
16.I created a pop-up, and for this lesson I had one member read it to the class. If I had the students working in groups with their own computer, I might give them a task at each location, or one location. It worked well for my lesson, but in the future I will probably do it a bit differently.
17.
18.
19.I brought the slideshow to a close by bringing them back to Draper Elementary. It seemed to me that the zoom function really hit home that time. They saw the earth zoom out, and then zoom back into Utah, and their school come into view.
I could have used the technology more effectively in letting the students use Google Earth to learn the concept in my objective. I would have too, given the opportunity.
I think the technology gave this learning activity the backbone it needed to learn a difficult concept for first graders. Without technology it could be learned, but the technology helped greatly in the aid of learning.
The students may learn this concept without technology, but allowing them to discover it on their own using the technology could be quite beneficial. Using it as a discovery model instead of direct instruction would be the most effective, and I would try to implement that more next time.
You could do a similar activity without technology, but it would seem like a boring direct instruction lecture about each of the continents. Would not engage the students in the same way.
Tuesday, March 24, 2009
Inventory
Mrs. Haggerty's first grade classroom in Draper Elementary is full of technology. She claims that she doesn't know how to use it, and doesn't think how to use it instinctively, but she seems to do just fine.
Her class has the following
Her class has the following
- LCD projector
- TeacherCam (she can film her desk and her kids can see it up on the big screen)
- 3 iMac computers in the back (They're OLD though... like OS9 with 96 MB of RAM... but they work)
- a laptop
- Teacher mic (she's wears a mic all the time and there are speakers around the classroom so her students can hear her)
PowerPoint lesson
It was pretty simple, but the kids ate it up. It was for a small group, I planned for 4, but one was sick. I used my computer, and they crowded around it and they loved it. I used a remote control to change each screen so I didn't have to reach and hit the space bar.
The lesson went well, and I plan to use this and other technology (and I have used other technology) in the future.
The lesson went well, and I plan to use this and other technology (and I have used other technology) in the future.
PLE week 10
I planned this lesson for week 10
Standards: Language Arts, Standard 7 Objective 3, a. Students will identify use and features of grade level text and identify aspects of literature such as problems, and problems being solved.
Objective: Students will identify three problems in the book Corduroy, and discuss the final “Main Problem” (which is that Corduroy is in search of a friend,) and how the other problems and the main problem relate.
Assessment
Formal:
The children have read the book once. I will have them read the book again, but this time I will have them look for the problems Corduroy meets, and have them mark that page with a post-it note. Students should mark 3 problems and explain them orally.
1. Hook- I’m going to show them how I use post-it notes to help me identify places I want to remember when I reading something.
2. Telling- They already know that every story has at least one problem, and that a problem needs to be solved. This has been drilled into their heads for a long time. I want them to be able to identify how small problems can lead up to the main problem.
3. Instruction/modeling- I will show the students how I have identified problems on my own about the story. I will show them that I have used post-it notes to mark the pages and remember where the problems were. I will use powerpoint on my computer to show my three problems, and my main problem. I want the kids to find 3 of their own, and see how they compare to mine at the end. My language might sound something like this:
a. “I have read this story, marked three problems that I could find, and then found one “Main Problem”. What I want you to do is find your own 3 problems… they might be the same as mine, they might be the same as someone else, but they might be different altogether. When you’re done reading we’ll come together and share.
4. Independent Practice- Have the students find the problems in the book on their own. When they find one, they are to raise their hand and I will give them a post-it note. When they’re all finished they will share the problems they found with each other, and compare them to mine. See if they find the “main problem” and if they can identify how the small problems relate with the main problem
5. Closure- Compare the problems they find to mine. If they do not match up, then the closure is that everyone can find different problems in the story, but most if not all problems relate to the main problem. If they do match up, then talk about how the problems we found together relate to the main problem
Management-
These kids need to stay on task for this to work. They watch how fast others read, and skip pages to keep up, so I will do my best to make sure they don’t skip pages. I think giving them the post-it notes and having them search for problems might curb their desire to skip pages. (I might be wrong) The culture in the classroom is for the students to take off once they have read the book twice, so I will let them know that they are to have a discussion after they read it, so they don’t jump up and take off. For early finishers I will have them read the book again, and see if they can find any other problems.
Standards: Language Arts, Standard 7 Objective 3, a. Students will identify use and features of grade level text and identify aspects of literature such as problems, and problems being solved.
Objective: Students will identify three problems in the book Corduroy, and discuss the final “Main Problem” (which is that Corduroy is in search of a friend,) and how the other problems and the main problem relate.
Assessment
Formal:
The children have read the book once. I will have them read the book again, but this time I will have them look for the problems Corduroy meets, and have them mark that page with a post-it note. Students should mark 3 problems and explain them orally.
1. Hook- I’m going to show them how I use post-it notes to help me identify places I want to remember when I reading something.
2. Telling- They already know that every story has at least one problem, and that a problem needs to be solved. This has been drilled into their heads for a long time. I want them to be able to identify how small problems can lead up to the main problem.
3. Instruction/modeling- I will show the students how I have identified problems on my own about the story. I will show them that I have used post-it notes to mark the pages and remember where the problems were. I will use powerpoint on my computer to show my three problems, and my main problem. I want the kids to find 3 of their own, and see how they compare to mine at the end. My language might sound something like this:
a. “I have read this story, marked three problems that I could find, and then found one “Main Problem”. What I want you to do is find your own 3 problems… they might be the same as mine, they might be the same as someone else, but they might be different altogether. When you’re done reading we’ll come together and share.
4. Independent Practice- Have the students find the problems in the book on their own. When they find one, they are to raise their hand and I will give them a post-it note. When they’re all finished they will share the problems they found with each other, and compare them to mine. See if they find the “main problem” and if they can identify how the small problems relate with the main problem
5. Closure- Compare the problems they find to mine. If they do not match up, then the closure is that everyone can find different problems in the story, but most if not all problems relate to the main problem. If they do match up, then talk about how the problems we found together relate to the main problem
Management-
These kids need to stay on task for this to work. They watch how fast others read, and skip pages to keep up, so I will do my best to make sure they don’t skip pages. I think giving them the post-it notes and having them search for problems might curb their desire to skip pages. (I might be wrong) The culture in the classroom is for the students to take off once they have read the book twice, so I will let them know that they are to have a discussion after they read it, so they don’t jump up and take off. For early finishers I will have them read the book again, and see if they can find any other problems.
Tuesday, March 3, 2009
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