tag:blogger.com,1999:blog-9013081757937912832024-03-08T13:55:03.651-08:00The Catterfly's Edu"cat" SpotThe Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-901308175793791283.post-25075046707651918732014-06-23T12:33:00.001-07:002014-06-23T12:33:05.334-07:00MIND/SHIFT: Create, Capture, Upload: New Site Features Kids’ Digital ProjectsI love <b>Mind/Shift</b>!!! ... continually sharing ideas and innovations on education and learning.<br />
Apparently, a new free site <a href="http://diy.org/">DIY.org</a> has been created for children to post their projects and work. Although I haven't explored it, it seems like a great idea! Pictures can be uploaded by kids with comments or explanations about the project. It could be as simple as sharing a 100% on a spelling test. Friends or relatives could view the success!<br />
It is privacy protected.<br />
<i>DIY </i>could be a place that students can post projects created in class possibly. I'm anxious to hear about this success of this site.<br />
<a href="http://blogs.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/"><i>Create, Capture, Upload: New Site Features' Digital Projects</i></a>, <span class="meta-date">May 1, 2012 </span>
<span class="meta-comments">
</span><br />
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Here is another link and slideshow from <b>here & now</b><i>, </i>Wednesday, November 28, 2012<br />
<a href="http://hereandnow.wbur.org/2012/11/28/diy-kids-website"> DIY Website For Kids Is A Gallery Of Ideas</a><br />
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<br />The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-77911464561267483332014-06-23T12:05:00.001-07:002014-06-23T12:05:09.346-07:00NPR: To Boost Attendance, Milwaukee Schools Revive Art, Music And Gym<br />
The specials are soooo important to students, especially those who excel in art, music, or physical /sports activities. Specials don't necessarily give students a break from the 3r's as mentioned in the last sentence of the recording. Instead the specials give the brain a chance to reconfigure. More brain breaks most likely will awaken neurons that may have be idling or waiting for action. Why can't more art, music, and physical activities be included/integrated with academics! This might assist some students with engaging in academic areas which are either uninteresting or a struggle for some students.<br />
Listen:<br />
<a href="http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=323033486&m=324738272">http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=323033486&m=324738272</a><br />
<br />The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-76984771141337565182013-06-19T23:26:00.002-07:002013-06-19T23:26:28.064-07:00Emotions, Learning and TechnologyMy Voicethread on using emotions to facilitate learning while using technology can be found @<br />
<a href="https://voicethread.com/?#u2792180.b3245407.i17183155">https://voicethread.com/?#u2792180.b3245407.i17183155</a>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-30340578440958058832013-06-19T23:22:00.002-07:002013-06-19T23:27:41.473-07:00Play: A Great Way to Create MemoriesMy Voicethread on Play and Learning can be found @<br />
<a href="https://voicethread.com/?#u2792180.b3272519.i17319308"> https://voicethread.com/?#u2792180.b3272519.i17319308</a><br />
<br />The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-74799536276382067782013-06-19T22:55:00.002-07:002013-06-20T12:01:47.534-07:00Using Bloom's Taxonomy to Write Rubrics <table border="1" cellpadding="7" cellspacing="0" style="width: 584px;">
<colgroup><col width="124"></col>
<col width="154"></col>
<col width="106"></col>
<col width="142"></col>
</colgroup><tbody>
<tr valign="TOP">
<td width="124"><div align="CENTER">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>Level</b></span></span></div>
</td>
<td width="154"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;"><b>Emphasis</b></span></span></td>
<td width="106"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;"><b>Goal</b></span></span></td>
<td width="142"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;"><b>Verbs
to Use</b></span></span></td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>1</b><b><br /></b><b>Knowledge
</b></span></span>
</div>
<div style="margin-top: 0.19in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Recognition
and recall-the ability to remember facts in the way they were
first presented.</span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you know.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">List,
tell, define, identify, label, locate, recognize.</span></span></div>
</td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>2</b><b><br /></b><b>Comprehension</b></span></span></div>
<div style="margin-top: 0.19in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Grasp
the meaning and intent of information-the ability to explain or
translate into your own words.</span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you understand.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Explain,
illustrate, describe, summarize, interpret, expand, convert.</span></span></div>
</td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>3</b><b><br /></b><b>Application</b></span></span></div>
<div style="margin-top: 0.19in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Use
of information-the ability to apply learning to new situations and
real-life circumstances.</span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you can use what you have learned.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Demonstrate,
apply, use, construct, find solutions, collect information,
perform, solve, choose appropriate procedures.</span></span></div>
</td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>4</b><b><br /></b><b>Analysis
</b></span></span>
</div>
<div style="margin-top: 0.19in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Reasoning-the
ability to break down information into component parts and to
detect relationships of one part to another and to the whole.</span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you perceive and can pick out the most important points in
material presented.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Analyze,
debate, differentiate, generalize, conclude, organize, determine,
distinguish.</span></span></div>
</td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>5</b><b><br /></b><b>Synthesis
</b></span></span>
</div>
<div align="CENTER">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you can combine concepts to create an original or new idea.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Create,
design, plan, produce, compile, develop, invent.</span></span></div>
</td>
</tr>
<tr valign="TOP">
<td width="124"><div align="CENTER" style="margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><b>6</b><b><br /></b><b>Evaluation
</b></span></span>
</div>
<div align="CENTER">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="154"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></div>
</td>
<td width="106"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Show
that you can judge and evaluate ideas, information, procedures,
and solutions.</span></span></div>
</td>
<td width="142"><div style="font-weight: normal;">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="color: black; font-size: xx-small;">Compare,
decide, evaluate, conclude, contrast, develop, criteria, assess,
appraise.</span></span></div>
</td>
</tr>
</tbody></table>
The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-33674103517698385052012-07-29T18:20:00.000-07:002012-07-29T18:20:46.266-07:00Communication, Collaboration, Publication with Web 2.0 Tools and NET-S<h4>
EDIM502 (u05a1) Blog - Students Meeting the NET-S</h4>
Wake up Departments of Education in America!<br />
Today is July 29, 2012. We are in the 21st century! What students are learning now should reflect on their futures after their schooling. But, will they? That might depend on the aggressiveness of our national, state, and local education departments' mindsets.<br />
<br />
Let's see what other professional leaders are saying that the workforce needs.: <br />
*The CEO of UPS described in 2005, "We look for [employees] who can learn how to learn" (Jerald, 2009).<br />
*Howard Elias, President of EMC, an American multinational corporation, stated in an article in Forbes online that there is a shortage of people with critical skills in science, technology, engineering, and math - mostly in cloud computing and big data" (Elias, 2011). Later he stated, "As adoption of these transformative technologies continues there is an increasing demand for highly specialized skills that didn't exist or were well outside the mainstream" (Elias, 2011). Then in the article he stated that companies are relying on innovators to generate products and services to advance economic growth (Elias, 2011). "If the US companies are to sate their thirst for qualified talent, fill that growing void and compete in the 21st century, we must recognize the challenge, seize the initiative, and accelerate viable solutions to address this pressing need. The problem starts early" (Elias, 2011). He goes on to discuss how our education system currently is not preparing enough students with needed proficiencies.<br />
*Craig Jerald from the Center for Public Education has written the following, " In our global knowledge economy these (American) companies realize human capital is their most important resource. As a result, jobs - especially those in globally competitive firms - are changing in 4 key ways:<br />
1. Less hierarchy and supervision<br />
2. More autonomy and responsibility<br />
3. More collaboration<br />
4. Less predictability and stability" (Jerald, 2009)<br />
<br />
ISTE (International Society for Technology in Education) has developed the NET-S (National Educational Technology Standards) to prepare students globally for the 21st century global market. Web 2.0 digital tools enable students to communicate, collaborate, and publish utilizing various platforms to meet the needs of the future job market nationally and internationally using the NET-S. We may not know all of the types of jobs the future might hold, but students of educators using the NET-S will have the cutting edge. The following are the NET-S along with the verbs to reflect the actions to be completed digitally:<br />
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology - apply, create, use models, forecast.<br />
2. Communication and Collaboration: Students use digital media and environments to communicate collaboratively, including at a distance, to support individual learning and contribute to the learning of others - interact, collaborate, publish, develop, contribute, communicate.<br />
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information - plan, organize, evaluate, synthesize, process, report.<br />
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources - plan, manage, collect, analyze, explore.<br />
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior - advocate, practice, exhibit, demonstrate.<br />
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations - use, select, troubleshoot, transfer<br />
(ISTE, 2011).<br />
<br />
Bloom's Taxonomy of the learning hierarchy names Analysis, Synthesis, and Evaluation as the goals which educators should aim. On Bloom's Taxonomy - Learning in Action wheel, each learning objective list verbs that fit the action of the objectives. Here are some of the verbs listed for each of the three higher objectives:<br />
Analysis: compare, analyze, classify, distinguish, categorize, differentiate, infer, survey, graph, report<br />
Synthesize: compose, hypothesize, develop, design, combine, construct, produce, plan, create<br />
Evaluate: judge, relate, criticize, support, evaluate, summarize, compare, recommend, critique<br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;">("Bloom's taxonomy," 2012)</span><br />
<br />
In my mind, both the NET-S and Bloom's objectives have verbs that are the same, if not similar. ISTE, professional business leaders, and the Center for Public Education are ready to challenge our students for their future. If only those making the decisions for what is currently existing in our school system would see what is truly needed, more technology, training, and better standards that will allow our students to communicate, collaborate, and publish using digital technology, progress in the right direction would be made for our future global communities. Web 2.0 tools would permit students to be creative and innovative, communicate, collaborate, research and process the information, think critically, problem solve, make decisions, show understanding of the importance of digital citizenship, and demonstrate understanding of technological operations and concepts using the various platforms available worldwide appropriately. The vast tools available now are at our fingertips. Let's advocate for their use in our education systems with the hopes that positive change will be soon!<br />
<br />
Below are just a few of the tools that can be utilized educationally for different functional platforms:<br />
To communicate (NET-S #1, 2, 3 4, 5, 6): Skype, Edmodo, Twitter, Kid Blog, Blogger, Google+ Hangout, Chatterous, Voicethread, Podcasting, RSS feeds, Voki, Gabcast<br />
To colloborate (NET-S #1, 2, 3, 4, 5, 6): Glogster, Wikispaces, Google Tools (Calendar, Docs), Prezi, Diigo, Desire2Learn, Moodle, Second Life, GoToMeeting, WizIQ<br />
To publish (NET-S # 1, 2, 3, 4, 5, 6): Google Tools (Presentations, SketchUp), Prezi, Glogster, Slideshare, Wix, Zooburst, Animoto, Fakebook, Bookemon, Voicethread<br />
<br />
Many tools can fit several platforms. <br />
<br />
References<br />
<br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;"><i>Bloom's taxonomy</i>. (2012, July 27).Retrieved from </span><a href="http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy">http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy</a><br />
<br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;">Elias, H. (2011, December 12). Do Americans have 21st century job skills?. <i>Forbes</i>, Retrieved from</span><br />
<a href="http://www.forbes.com/sites/ciocentral/2011/12/12/do-americans-have-21st-century-job-skills/">http://www.forbes.com/sites/ciocentral/2011/12/12/do-americans-have-21st-century-job-skills/</a><br />
<br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;">ISTE. (2011). <i>Net-s for students 2007</i>. Retrieved from <a href="http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx">http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx</a></span><br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;"><br /></span><br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;">Jerald, C. D. (2009). Defining a 21st century education. <i>The Center for Public Education</i>, Retrieved from</span><br />
<a href="http://www.centerforpubliceducation.org/Learn-About/21st-Century/Defining-a-21st-Century-Education-Full-Report-PDF.pdf#page=14">http://www.centerforpubliceducation.org/Learn-About/21st-Century/Defining-a-21st-Century-Education-Full-Report-PDF.pdf#page=14</a><br />
<span style="font-family: "Times New Roman"; font-size: 12.0pt;"></span><br />
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<br />The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-7903816635277376782012-06-30T21:59:00.001-07:002012-07-01T13:19:18.133-07:00About Project Based LearningEDIM502 (u01a1) Blog - PBL<br />
<br />
<span style="font-size: small;">According to Buck Institute for Education (2012), “Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.” Teachers engaging students in the Project Based Learning model are utilizing interdisciplinary 21st century real-life skills to prepare students for jobs after finishing their formal education. Project Based Learning teaches students to seek answers to questions and encourages life-long learning.
Project Based Learning (PBL) transforms the roles of the students and the role of the teacher.</span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;"> Here are some wonderful examples of PBL and this transformation:</span><br />
<br />
<span style="font-size: small;"><b>More Fun Than a Barrel of...Worms?! </b> by Diane Curtis @ Edutopia </span><span style="font-size: small;"><a href="http://www.edutopia.org/more-fun-barrel-worms" target="_blank">http://www.edutopia.org/more-fun-barrel-worms
</a></span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;"><b>Geometry Students Angle into Architecture Through Project Learning</b> by Sara Armstrong @ Edutopia <a href="http://www.edutopia.org/geometry-real-world-students-architects" target="_blank">http://www.edutopia.org/geometry-real-world-students-architects</a></span><br />
<div class="MsoNormal">
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;"><b><i> </i>March of the Monarchs: Students Follow the Butterflies' Migration<i> </i></b>by Diane Curtis @ Edutopia</span><br />
<span style="font-size: small;"><a href="http://www.edutopia.org/march-monarchs" target="_blank">http://www.edutopia.org/march-monarchs
</a></span></div>
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">As noticed in the examples, the teacher’s role is to gather students’ background knowledge and present the <b>Big Idea</b> (Johnson, 2012, p. 8)or broad topic that would be of importance and interest to the students. The teacher is like a facilitator. Peer teams or groups might be formed to work together. <b>Guiding Questions, Activities </b>(Johnson, 2012, p. 8), tools, games, simulations, and <b>Guiding Resources </b>(Johnson, 2012, p. 8) are provided for students so that they can solve the <b>Essential Question</b> (Johnson, 2012, p. 8) that they have formulated on the topic and meet the curriculum and standards that are required. Ensuring that the needs of all children are met is important. Like a manager, the teacher assists in the creation or creates the time management needed for the projects. Students' progress is monitored. Feedback, guidance or suggestions are given. Rubrics for <b>Assessment </b>(Johnson, 2012, p. 8) are created either by the teacher or with assistance with the students. </span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;"> The students’ roles in the PBL examples are extremely active and hands-on. Their job is to solve the problems involving the Essential Question that was elicited. After participating in activities and explorations that the teacher or students have chosen, students develop their <b>Solution</b>s (Johnson, 2012, p. 8) to the Essential Question. These <b>Solution</b>s or <b>Action</b>s (Johnson, 2012, p. 8) are shared with peers, tested or fine-tuned, implemented, and then presented to their class, school, and/or community. Findings are usually <b>Publish</b>ed (Johnson, 2012, p. 8) in some manner whether through sample observations or multi-media sources. The students’ final job is to <b>Reflect </b>(Johnson, 2012, p. 8) on what was learned or accomplished.</span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;"> Student engagement is a definite plus for PBL. Parents love the excitement that they see from their children/teens. Ingo Schiller, a parent of two Newsome Park students stated, “There’s actually a visible hunger to learn” (Curtis, 2001). Students are enthusiastic and search for knowledge. In the video <i>Journey North: Children Practice Real Science by Monitoring Butterflies</i> (Curtis, 2002), Frances Koontz, the teacher, mentioned that students take ownership of their work. They act like scientists and interact with real scientists. Just by using this model, Frances was able to cover language arts, math, science and social requirements.</span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">Project Based Learning implements real life application to real life problems/challenges. Good work habits, communication skills, peer collaboration, strategy building, creative thinking, and use of 21st Century tools and resources prepare students for today’s world and their futures.</span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">References</span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">Armstrong, S. (2002). Geometry students angle into architecture
through project learning [article]. Retrieved on June 30, 2012 from <a href="http://www.edutopia.org/geometry-real-world-students-architects">http://www.edutopia.org/geometry-real-world-students- architects</a></span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">
</span><br />
<div class="MsoNormal">
<span style="font-size: small;">Buck Institute for Education (2012). What is project-based
learning? [article] retrieved on June 30, 2012 from <a href="http://pbl-online.org/About/whatisPBL.htm">http://pbl-online.org/About/whatisPBL.htm</a></span></div>
<span style="font-size: small;"><br /></span><br />
<div class="MsoNormal">
<span style="font-size: small;">Curtis, D. (2002). Journey north: Children practice real
science by monitoring monarchs. [Video file] Retrieved June 30, 2012, from <a href="http://www.edutopia.org/journey-north-butterfly-migration-project-video">http://www.edutopia.org/journey-north-butterfly-migration-project-video</a></span></div>
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">Curtis, D. (2002). March of the monarchs: Students follow
the butterflies’ migration [article]. Retrieved on June 30, 2012 from
<a href="http://www.edutopia.org/march-monarchs">http://www.edutopia.org/march-monarchs</a></span><br />
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">Curtis, D. (2001). More fun than a barrel of . . . worms?!
[article]. Retrieved on June 28, 2012 from <a href="http://www.edutopia.org/more-fun-barrel-worms">http://www.edutopia.org/more-fun-barrel-worms</a></span><br />
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<span style="font-size: small; line-height: 115%;">Johnson,
L. F.; Smith, R. S.; Smythe, J. T.; Varon, R. K. (2009). Challenge-based
learning: An approach for our time. Austin, TX: The News Media Consortium. Retrieved on June 30, 2012 from </span><span style="font-size: small; line-height: 115%;"><a href="http://www.nmc.org/pdf/Challenge-Based-Learning.pdf">http://www.nmc.org/pdf/Challenge-Based-Learning.pdf</a></span></div>
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<br />The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-21495562050485602402010-08-09T14:43:00.000-07:002010-08-09T19:17:42.179-07:00EDIM508 Reflection on Third Grade Virtual Field Trip: A Tour of 3rd Grade ReadingMy Virtual Field Trip using Google Earth is an ongoing project. The purpose of using Google Earth for this trip is to give third grade students in my class the opportunity to learn about the geography and cultures in various countries of the world. Google Earth provides a way to integrate technology into lessons and expose young students to the use of a new tool. <br />The third grade reading anthologies used by our district have many stories from places around the world. This is an ideal scenario for using Google Earth with the students. <br /><br />Instructional 3rd Grade PA Standards:<br />7.1.3.A.: Identify how basic geographic tools are used to organize and interpret information about people, places, and environment.<br />7.1.3.B.: Identify and locate places and regions as defined by physical and human features.<br />1.9.3.A.: Use media and technology resources for directed and independent learning activities.<br />1.9.3.B.: Understand media as a source of information and entertainment.<br /><br />Instructional Goals: <br />Students will integrate the discipline of reading with geography and technology.<br />Students will learn to use Google Earth and understand its relevance while learning about new places around the world.<br />Students will develop a respect and appreciation for different cultures around the world. <br /><br />The trip begins in the town of the students’ school. An image of a bus is located in front of the school. As students read stories from various countries and cultures, Google Earth can develop additional geographical, historical, and wildlife information, points of interest, and an appreciation of these places. Videos, video segments, links to related websites, and assignments are included in the tours. The assignments address inventions from other countries, language barriers, immigration, and appreciation of other cultures.<br /><br />The first trip is to China, land of the story <em>The Mulan Legend</em>. In China the students will visit Beijing, the Forbidden City, the Great Wall, a free market, and the Giant Panda Sanctuary.<br /><br />The second trip is to Russia, home of the grandparents of the author Patricia Polacco who wrote <em>The Keeping Quilt</em>. Here students will be introduced to Catherine the Great and explore her palace. Photographs of Siberian tigers and Russian nesting dolls can be seen here.<br /><br />The next trip will bring students back to the United States to El Barrio which is Spanish Harlem in New York City where the story <em>Grandma’s Records </em>takes place. Then story was written by Eric Velasquez who is a son of Afro-Puerto Rican parents. In the near future would like to create a trip on Google Earth to Puerto Rico and expose the students to the music there.<br /><br />After reading <em>The Talking Cloth </em>by Rhonda Mitchell, students will travel to Ghana. Here students will watch a video about life in Ghana and complete an assignment about the interests of Ghana. At <a href="http://www.eduplace.com/kids/hmr/mtai/mitchell.html ">http://www.eduplace.com/kids/hmr/mtai/mitchell.html </a>Rhonda Mitchell exposes students to cultural art. This site will be included at a later date.<br /><br />The last trip of the year has not been created, yet. The trip will continue to New Mexico where the story <em>Dancing Rainbows </em>by Evelyn Clarke Mott takes place. The life of some Native Americans will be visited here.<br /><br />Howard Gardner states “The task for educators becomes clear: if we are to fashion persons who respect differences, we need to provide models and offer lessons that encourage a sympathetic stance. Models set by teachers constitute a crucial starting point.” (p. 110, Gardner) I feel that this Google Earth project for third graders provides an excellent opportunity to model positive connections and appreciation for all cultures and for the students to begin to develop their awareness and appreciation of the likenesses and differences of various cultures.<br /><br />Gardner, Howard. <em>Five Minds for the Future</em>. Boston, Massachusetts. Harvard Business School Press. 2007. Print.<br /><br />Here is my <a href="http://docs.google.com/leaf?id=0B-qz4KbkwMGwYzVkYzQwMDItNGE5OS00NzI1LTljZTgtYzg2ZjhkMWMyNWFi&hl=en&authkey=CMWu_oMO">Third Grade Virtual Field Trip: A Tour of 3rd Grade Reading</a>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-36226093113714847082010-08-08T15:21:00.000-07:002010-08-08T16:10:27.191-07:00EDIM508 Week 7: Places Online That Will Contribute to My Professional GrowthThe <a href="http://community.discoveryeducation.com/blogs.cfm">Discovery Educational Network </a>(DEN)hosts many educational blogs across the U.S. which are worth the time to explore. The blogs are written by numerous leaders of educational technology.I plan on reading blogs and posts in the DEN for my professional growth. It a very resourceful place to visit. There is so much in the DEN that it can be overwhelming. If I set a time every week to explore as much as I can within a timeframe, I'm sure that I will have expanded my knowledge on the use of digital technology for educational purposes. It will also increase my Professional Learning Network (PLN). <br /><br />While exploring the DEN, I found an awesome site which I will continue to follow for my professional growth <a href="http://www.angelamaiers.com/">www.angelamaiers.com</a>. Angela Maiers is a leader in 21st century education. Being an advocate for the use of technology in education, she conducts workshops and training sessions on 21st Century Learning, critical thinking, reading, and communication. On her site, which she continually updates, Angela posts parts of her presentations along with slides. Examples of a few are: Passion Driven Learning, Question Asking: An Essential 21st Century Skill, Professional Learning Networks. Links to the Top 100 Language Blogs and the Top 100 Edublogs are on her site. She posts her favorite videos and books which she recommends. She has even published a book <em>Classroom Habitudes</em>. On her site, comments which include more links to more resources can be found. I feel that her web site is the path to my future. I, also, follow her on Twitter where she daily shares videos, new innovations with technology, and effective educational practices. Angela Maiers is an inspiration!The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com1tag:blogger.com,1999:blog-901308175793791283.post-28575146888697743152010-08-02T15:19:00.000-07:002010-08-02T16:53:39.407-07:00EDIM508 Unit 6 Using Digital Media to Develop a Student's Respectful MindJulene Reed states that students "must be able to work with people from all parts of the world." By going on virtual field trips online and visiting web sites set up for students to see how people around the world live, thrive, their sense of community, the beauty of their land, and the problems they face, students can be exposed to diversity and likenesses around the world. This will prepare them for their futures of collaborating around the world to solve local, community, state, national,or world problems for the benefit of the planet, whether through business, environmental institutions, education, manufacturing, or the arts. <br /><br />Our school's 3rd grade reading anthology stories travel to many places around the world. A few stories follow up by providing a short social studies lesson about the region of the world in which the story was written, but many don't. The stories lend themselves to the possibility of learning more about parts of the world. Exposing young students to various cultures is a way for them to develop a respectful mind. (Gardner, p. 103-125)<br /><br />Here is an example: One of the stories is about a child living in Ghana. On the web site <a href="http://www.mywonderfulworld.org/educators_welcome.html">http://www.mywonderfulworld.org/educators_welcome.html</a> students can connect to this site <a href="http://pbskids.org/africa/myworld/index.html">http://pbskids.org/africa/myworld/index.html</a> . Here students can see photographs taken by 4 students living in different countries in Africa, one being Ghana. The African students describe what their schools are like and what they do after school. The site also has a spot for students to listen to a thumb piano and play a thumb piano online, a video showing and giving directions for making a mask, and a Swahili folktale. <br /><br />Connecting with students from another coutry around the world would be wonderful experience. Art, stories, photographs, and daily routines could be shared. On the web site My Wonderful World, classes can set up epals. Here is a list of possible epals that can be established from teachers in Ghana <br /><a href="http://www.epals.com/esearch/?st=bs&cou=gh">http://www.epals.com/esearch/?st=bs&cou=gh</a> .<br /> <br />I'm looking forward to sharing this possibility with my co-teachers in 3rd grade. If not Ghana, another country would be fine. This is a great opportunity for children to begin to communicate globally and to develop positive relationships outside of their community. While establishing global communities in school, students can practice using Howard Gardner's respectful mind.(Gardner, p. 103-125.)<br /><br /><br /><br />Reed, Julene. <em>Global Collaboration and Learning</em>. 2010. <a href="http://www.edtechmag.com/k12/events/updates/global-collaboration-and-learning-2.html">http://www.edtechmag.com/k12/events/updates/global-collaboration-and-learning-2.html</a><br />Gardner, Howard. <em>Five Minds for the Future</em>. Boston, Massachusetts. Harvard Business School Press. 2007. PrintThe Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-79718079389700519422010-07-30T13:25:00.001-07:002010-07-30T13:25:18.660-07:00Glogster<img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bHQ9MTI4MDUyMTI1ODgzMSZwdD*xMjgwNTIxNTEwNzE4JnA9MjIxNjMxJmQ9Jm49YmxvZ2dlciZnPTImbz*2ZGQzYTJjNDMzZjU*/M2I1OGM5ZTBhNjBiNzI4ZDdkNiZvZj*w.gif" /><embed src="http://edu.glogster.com/flash/flash_loader.swf?ver=1280311478" flashvars="sl=http://edu.glogster.com/flash/glog.swf?ver=1280311478&gi=9364731&ui=4703876&li=3&fu=http://edu.glogster.com/flash/&su=http://edu.glogster.com/connector/&fn=http://edu.glogster.com/fontyedu/&embed=true&pu=http://edu.glogster.com/blog-thumbs/1/9/36/47/9364731_2.jpg&si=6&gw=4,1,0&gh=5,5,5" type="application/x-shockwave-flash" wmode="window" allowScriptAcces="always" allowNetworking="all" allowFullScreen="true" height="555" width="410"> </embed>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-12500726825059494302010-07-30T11:36:00.000-07:002010-08-03T06:06:03.520-07:00EDIM508 Reflection: Using Glogster in My ClassroomMy glog (<a href="http://edu.glogster.com/">http://edu.glogster.com/</a>)is titled <em>Amazing Ants</em>. It’s has been created for 2nd graders to develop background knowledge for the reading of the book <em>Ants</em>. This is also in their anthologies. This background knowledge will improve fluency and increase comprehension. The standards that are addressed in the glog:<br />Pa Learning Standards for Early Childhood: Second Grade<br />Key Learning Area: <br /> Approaches to Learning: Demonstrates Imagination, Creativity, and Invention<br /> 5.2 Use and connect materials/strategies in uncommon ways to investigate and problem solve<br /> Reading, Writing, Speaking, and Listening<br />1.1 Learning to Read Independently<br />C. Demonstrate fluency, the ability to read grade level text orally with accuracy, appropriate rate and expression<br />D. Demonstrate a rich listening and speaking vocabulary, the ability to understand and use words to acquire and convey meaning<br />E. Demonstrates comprehension, the cognitive process involving the intentional interaction between reader and text to convey meaning<br /> 1.2 Reading Critically in all Content Areas<br /> B. Identify and use a variety of media to gain information<br /> 1.4 Types of Writing<br />Informational: Develop and demonstrate the writing of informational pieces that provides information related real-world tasks<br /> 1.6 Speaking and Listening<br /> A. Apply listening and speaking strategies effectively<br /> B. Use electronic media for learning purposes<br /><br />For second graders the glog will be a model for them to use and to see how Glogster can be used to create projects in their futures. When I first show them the glog <em>Amazing Ants</em>, I will speak to them briefly about how I made it by recording my voice and finding videos, photos and images that I uploaded. I will answer any questions they may have about the creation of it. I could give them the glog address for <em>Amazing Ants </em>so they would be able to access it from home. I may give the website for Glogster. In addition, my discovery writing assignment may access some creativity in some students. <br /><br />Glogster is a generator of creative ideas! I’m sure that students will be motivated to use it. Glogster definitely meets the goals of creators. It can “extend knowledge, ruffle the contours of the genre, and guide a set of practices along a new and hitherto unanticipated direction.” (Gardner, p. 98) I definitely feel like I have met all of this criteria this week in the creation of my first glog! To sum it up, using Glogster is a fabulous avenue for students to learn, practice, and be assessed on academic knowledge, to engage in creativity, and to use digital media/technology, a 21st century skill. <br /><br />Gardner, Howard. <em>Five Minds for the Future</em>. Boston, Massachusetts. Harvard Business School Press. 2007. Print.The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-73097891305297171612010-07-27T13:10:00.000-07:002010-08-03T05:53:57.206-07:00EDIM508 Unit 5 Creating Content Outside the ClassroomIn working with children 5 – 8 years old, I have not heard them talking about creating content online at home. I have not even heard any discussions on creating content. I do know that they create in many ways at home. They use technology such as digital cameras, video cameras and computer/video games. They watch YouTubes and listen to IPods. I researched “how children create content online” in various ways and continually saw articles on online safety for children and parents, which is truly important. <br /><br />I also found an article which showed research by Temple and Duke Universities which was of interest. When underprivileged students were given computers to use at home, their scores on state testing dropped, producing a wider gap. “Providing technology to children at home does not necessarily enhance learning. Computers in the home are mainly used for entertainment such as gaming, videos, social networking. Many families lack the knowledge on how to use a computer for research, exploring the world or current events. Parents' behavior and attitudes toward technology are a critical factor in predicting a child's experience with various media. Research shows that students who have at least one parent with a graduate degree are significantly more likely to create content, online or off-line, than others. Says sociologist Eszter Hargittai of Northwestern University, "While it may be that digital media are leveling the playing field when it comes to exposure to content, engaging in creative pursuits remains unequally distributed by social background."<br /><a href="http://www.philly.com/dailynews/opinion/20100719_Temple_professor_Renee_Hobbs__A_computer_doesn_t_make_kids_smart.html"> http://www.philly.com/dailynews/opinion/20100719_Temple_professor_Renee_Hobbs__A_computer_doesn_t_make_kids_smart.html</a><br /><br />This leads me to believe that educators need to guide <em>parents</em> and <em>students</em> in computer use. Digital and media literacy is essential. As a teacher I now feel that I should provide resources that should be shared with parents so that they can steer their children towards these types of sites. There are many interactive games educational and noneducational online which are easy for parents to find. Here are some new sites which I discovered which promote creativity and sharing of creative stories and art:<br /><br /><a href="http://togetherville.com/">http://togetherville.com/ </a> This is an online social safe network for children 6 -10 years of age. Parents control with whom the child socializes. It’s similar to facebook, but for children and managed by the parents. Mostly are communicating with relatives and close friends that parents have allowed. Children can not only socialize, they can create art and share it within their network. They can play games, watch child safe videos, listen to music for children within that age range.<br /><br /><a href="http://www.creativegamesforkids.com/">http://www.creativegamesforkids.com/</a> : Children have free access to games that stimulate creative thinking<br /><br /><a href="http://www.kidswritethesite.com/">www.kidswritethesite.com </a>: Children can submit stories, art, poems, reviews. Each week 3 submissions for each type of art are selected from around the world and featured. Anyone can view them. It’s a great way for children to get published. It’s a great way to view artistic development from around the world. It is “child safe”.<br /><br />A way that I would like to have my students create content in the classroom is by having them draw a creation based on a topic or I could post a piece of art and attach a voicethread (<a href="http://voicethread.com/">http://voicethread.com/</a>) Students could develop a story about it. I would allow other students to comment or tell their own story. If possible I would like parents to share their thoughts. In this way students could create content, but in a safe environment.<br /><br />The research article mentioned earlier has reiterated to me how important it is for educators to guide students learning in the use of media and tech tools. Students will let their talents go to waste if not encouraged to create!<br /><br />After viewing this video of Brian Crosby teaching his disadvantaged 4th-6th graders, I am inspired to work towards his level of use of Web 2.0 tools to connect children to the world, to collaborate, to create content, and to motivate children. Here it is: <em>Passion-Driven Learning in Action </em>http://www.angelamaiers.com/2010/07/blogging.html<br /><br /><br /><br />Temple professor Renee Hobbs: <em>A computer doesn't make kids smart.</em> (<a href="http://www.philly.com/dailynews/opinion/20100719_Temple_professor_Renee_Hobbs__A_computer_doesn_t_make_kids_smart.html">http://www.philly.com/dailynews/opinion/20100719_Temple_professor_Renee_Hobbs__A_computer_doesn_t_make_kids_smart.html</a> )<a href="http://www.angelamaiers.com/2010/07/blogging.html"></a>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-89366527353678926542010-07-20T07:17:00.000-07:002010-08-03T05:58:32.605-07:00EDIM508 A Creative Activity Using a Digital Resource" The creator's goal is to extend knowledge, to ruffle the contours of genre, to guide a set of practices along new and hitherto unanticipated directions." (p. 98, Gardner)I feel that creativity can definitely be nurtured in the classroom even through structured curricula required in daily teaching. We can encourage students throughout the day to think outside the box when they try to think of strategies for gathering infomation to solve problems or answer questions. The way that we ask questions can encourage creative thoughts. There is always more than one way to solve a problem or answer a question or write about a topic. As teachers, we should allow creative expression of ideas. The student with an answer that sounds abstract may be the person using creativity the most, even if the teacher feels that the answer is incorrect. Instead of stating that the answer is incorrect, the teacher can acknowledge how the student arrived at that answer and state to the student that the thought was creative. Students with creative abilities are often receiving negative feedback from teachers for not writing on the topic, for being incorrect, for not thinking like the teacher. If teachers want to endorse creativity, then they should <em>think outside the box </em>on ideas in which this can be done and show appreciation for students who demonstrate the same.<br /><br />Children create in many ways if we provide the opportunity and if they trust that they will not be criticized on their ideas. I'm presenting a simple tool that will allow students to express some nonjudgmental creative writing and art. The activity also incorporates the use of background knowledge. The tool is <em>Postcard Creator </em><a href="http://www.readwritethink.org/files/resources/interactives/postcard/">http://www.readwritethink.org/files/resources/interactives/postcard/</a>. These activities could be used with 2nd-5th graders. <br /><br />Skills that should have been practiced prior to engaging in this activity are: knowing the parts to a friendly letter, writing addresses, capitalization of proper nouns, in particular places such as streets, cities, and states. Students could be exposed to postcards in several ways: the teacher sharing postcards that were received, teacher modeling how to write a postcard, teacher or student reading of any of the Postcard books, such as these:<br /><em>Postcards from Pluto: A Tour of the Solar System </em>by Loreen Leedy<br /><em>Postcards from Mr. Pish (Volume 1)</em> by K. S. Brooks<br /><em>China (Postcards from)</em> by Zoë Dawson <br /><em>Postcards from Buster: Buster and the Giant Pumpkin (L1)</em> by Marc Brown<br /><em>Postcards from Paul (Newsbox)</em> by Hazel Scrimshire and James P. Smith<br /><em>Postcards from the United States </em>by Denise Allard<br /><em>Postcards from Kitty </em>by Margaret Wang and Pattie Silver<br /><em>At the Beach: Postcards from Crabby Spit </em>by Roland Harvey<br />and there are many more for many grade levels.<br />"The <em>Postcard Creator </em>helps students learn to identify all the typical parts of a postcard, and then generate their own postcard messages by typing information into templates. Students fill in the address, details on the postcard's artwork, and the postcard message. The finished postcard can then be previewed, edited, and printed. After printing their texts, students can illustrate the front of their postcards in a variety of ways, including drawing a picture, creating a collage of images, or printing and pasting clipart in place. <br />The tool is easy to use, made even easier with the Postcard Planning Sheet, a printable PDF students can use to draft and revise their work before creating and printing their final postcards on the computer. See a completed sample Postcard based on <em>Where the Wild Things Are </em>for details on what a student's work might look like." (<a href="http://www.readwritethink.org/classroom-resources/student-interactives/postcard-creator-30061.html">http://www.readwritethink.org/classroom-resources/student-interactives/postcard-creator-30061.html </a>)<br />Here are some ideas that could be used to inspire creativity for the writing of the postcard, although the possibilities are endless, and stiffling creative ideas should be discouraged: <br />1)Write a short letter to any fictional character from any book. If students need starters, suggestions could be given: <br />Write to the character about something that you wish that they would have done.<br />If I were you (the character)...<br />Ask the character questions that you want answered.<br />2)Pretend you are a character from a fictional book and are writing to another character.<br />3)Write to an author, president, artist.<br />4)Pretend that you are a famous person and are writing a postcard.<br /><br />One other aspect of creativity that this tool allows is for the creator to design a front, name it, and briefly describe it.By using <em>Postcard Creator</em>, students are engaging in a creative activity. The brevity of the writing should be encouraging for students who do not like to write in length.<br /><br />"The challenge to the educator is to keep alive the mind and sensibility of the young child." (p. 84, Gardner) "It is vital to keep open alternative possibilities to foreground the option of unfettered exploration." (p. 86, Gardner)<br /><br />Gardner, Howard. <em>Five Minds for the Future</em>. Boston, Massachusetts. Harvard Business School Press. 2007. Print.The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-55149376529667846332010-07-16T11:59:00.000-07:002010-07-17T10:37:24.682-07:00EDIM508 How Multi-Media Presentations Foster the Development of Both the Disciplined and Synthesizing Minds(I will be using the abbreviation MMP for multi-media presention throughout this blog.)<br />First, let's look at how a muti-media presentation fosters a disciplined mind by examining the four steps of achieving a disciplined mind:<br />"1) Identifying the important concepts within the discipline.<br />2) Spend a significant amount of time with this topic using a variety of examples.<br />3) Approach the topic in a number of ways.<br />4) Set up performances of understanding: Be able to give performances of understanding in a variety of conditions." (p. 32-34, Gardner)<br />Whether the MMP is used by an instructor or is used as a tool that will be created, the four steps are being fostered. First, the purpose of the presentation is identified. Next, an MMP can provide ample time to explore the concept. The MMP can be presented by an instructor. It can be used at a learning center. It often takes more than one view to get a grasp of everything presented and therefore, can be watched repeatedly for better understanding. After watching an MMP, the student can explore the topic by other means, different resources. The topic is usually approached in a variety of ways on an MMP: visually with videos and images,auditorily with music or recordings, in a game-like fashion, or by connecting to other links of information on the topic.Last, an MMP is a tool a student could create to show his/her understanding in a variety of multi-media ways, such as showing understanding by creating a song on the topic, creating an organizer, graphics, a piece of graphic art, creating a digital story. The media is a resource for providing multiple means of expression to display understanding. The instructor could use the creations as assessments of understanding of the topic/concept.<br /><br />Now let's see how an MMP fosters a synthesizing mind. Syntheses is how we "knit together information from disparate sources into a coherent whole." (p. 46, Gardner)A MMP definitely does this! Let's look at the most common kinds of syntheses:<br />A "narrative" (p. 47, Gardner) can be written as a MMP such as a digital story. "Taxonomies, complex concepts, rules and aphorisms, powerful metaphors, images,and themes, embodiments without words, theories, and metatheories" (p. 47-50, Gardner)can all be created and exposed on a MMP. Links to resources, imaging, videos, recordings could all be used on an MMP to demonstrate these synthesises. <br />The components of synthesizing are the same components that are used to create an MMP. <br />1) "A goal" (p. 51, Gardner) The creator of an MMP needs to have a purpose of the syntheses that will be achieved. Why is the MMP being created?<br />2) "A starting point" (p. 51, Gardner) Why was there a need to develop a MMP and where does the topic exposure need to begin.<br />3) "Selection of strategy, method, and approach" (p. 51, Gardner)Choose the various media tools in which the concept will be infused.<br />4) "Drafts and feedback" (p. 52, Gardner) Start to create the MMP.View it from an audience's viewpoint to see if it makes sense or if it will be effective in reaching the initial goal.<br />The blending of the various forms of media along with the knowledge that is to be shared <em>is</em> syntheses.<br /><br />My MMP project will create disciplined minds by providing multiple means of representation of vocabulary to increase understanding of literature that will be read. The multiple exposures of the vocabulary by various media and activities should improve comprehension while reading the literature. The activites also lend themselves to developing listening and speaking skills. The integration of the media with vocabulary development, listening skills, speaking skills, and the reading of the literature makes this interdisciplinary. Students will also gain knowledge on how to use technology to acquire information. Syntheses will begin when the students will be able to read the literature fluently due to the multiple means that the vocabulary was presented. The students then will be able to express knowledge orally and written on the topics of neighborhoods, communities, and cities. It becomes an expression of the blending or knitting of information from various sources...syntheses of a child.<br /><br />Gardner, Howard. <em>Five Minds for the Future</em>. Boston, Massachusetts. Harvard Business School Press. 2007. Print.The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-23914050027864802672010-07-13T23:21:00.000-07:002010-07-13T23:21:41.872-07:00A Vision of K-12 Students Today<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/_A-ZVCjfWf8&hl=en_US&fs=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/_A-ZVCjfWf8&hl=en_US&fs=1" width="425" height="344" allowScriptAccess="never" allowFullScreen="true" wmode="transparent" type="application/x-shockwave-flash"></embed></object>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-81619742615989715592010-07-13T06:28:00.000-07:002010-07-16T11:42:42.784-07:00EDIM508 Blog: Incorporating Digital Media in an Interdisciplinary ActivityThe activity that I'm going to discuss is one that is being encouraged in all math classes from K-12. It is a skill that is assessed on PSSA's. Students are asked to write the steps they used in solving math problems. This skill involves math knowledge and being able to express knowledge in writing. For this activity the writing would need to be very sequential without omitting important thought processes. Kindergarteners, early first graders, and students with writing disabilites could express their strategies orally. To incorporate digital media into this activity, students could post blogs with a teacher made weblog for the math class. The blogs should express their strategies for solving an assigned math problem. I believe that many students might be surprised at how many different ways a problem can be solved when reading other blogs. In fact, I believe that <em>teachers</em> are often amazed at the students' thought processes! I believe that it would be possible for non-writers or those with less writing abilities to be able to draw how they solved the problem and record their strategies on a program such as SAM Animation ( http://www.samanimation.com/ )or some other program that I am not familiar with yet. Maybe some other teachers may have some ideas on how this could be done. <br />This activity is interdisciplinary because it involves math, oral or written expression, reading (of others' blogs) and incorporates the digital media of blogging.The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-33119607550918239502010-07-06T10:25:00.000-07:002010-07-09T14:27:02.516-07:00u02a1 EDIM508 Blog on Digital Media: Using a Video SegmentOne of the reading themes for our school's second grade is <em>Around Town: Neighborhood and Community</em>. The pieces of literature are about various cultural families who live in cities. Our school setting is rural and many children go on vacations "to the mountains" of Pennsylvania. They rarely visit cities and have little background knowledge when this literature is presented. With Discovery Education streaming I located a video <em>Let's Explore: In the City</em> in which a host answers childrens' questions about a city. Video segments from it answer questions about <em>What is a City?,</em> <em>Neighbors and Community, Transportation</em> in the city, <em>Homes</em> in the city, <em>Buildings</em> in a city, <em>Things To See and Do</em> in a city, <em>Workers and Jobs</em> in a city and a <em>Review</em>. The use of these video segments throughout the theme would assist students in understanding the vocabulary associated with neighborhoods, communities, cities, and various cultural language that is presented. This in turn will improve the students comprehension of the literature.<br />My specific goal is to increase vocabulary and improve comprehension. The video segment that I will focus on for a specific topic will be <em>Neighbors and Community</em>. This video segment includes a visit to Chinatown. The first piece of literature that is read for this theme is titled <em>Chinatown</em>.<br />1. Discuss knowledge from the students about cities, possibly from visits or movies seen. Chart vocabulary about the city elicited from the students.<br />2. Visually present the words "neighborhood" and "community". In the classroom students will point to their neighbors and discuss what it means to be a neighbor. Ask the students if they have any other neighbors. Introduce the video segment and watch <em>Neighbors and Community</em>.<br />3. As a class, build a community with different neighborhoods using different types of blocks for each neighborhood.<br />4. Think, Pair, Share about the video segment: The teacher will name the topic. One partner will compare the city with our town and rural neighborhoods. The other partner will contrast the city with our rural and town neighborhoods. The topics will be: buildings, homes, traffic, transportation, people, food.<br />5. Writing activity: You are visiting your friend who lives in Chinatown.<br />Choice A: Write 4 sentences that tell what you think you will see and do.<br />Choice B: Write 4 very different types of questions you want to ask you friend about Chinatown.<br /><br />Prior to the reading of the story Chinatown, the following words will be presented with digital images/video segments: tai chi, herbs, seafood, cobbler, wok, Chinese New Year celebration.<br />Here is the video segment.<br />http://player.discoveryeducation.com/index.cfm?guidAssetId=a6f54a0e-59f8-4c96-bdd3-b1ec2444d48d&productcode=HUB&CFID=8691234&CFTOKEN=94616385The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-84664175086761378642010-06-29T10:22:00.000-07:002010-06-29T10:22:28.965-07:00A Vision of Students Today<object style="BACKGROUND-IMAGE: url(http://i1.ytimg.com/vi/dGCJ46vyR9o/hqdefault.jpg)" width="425" height="344"><param name="movie" value="http://www.youtube.com/v/dGCJ46vyR9o&hl=en_US&fs=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/dGCJ46vyR9o&hl=en_US&fs=1" width="425" height="344" allowscriptaccess="never" allowfullscreen="true" wmode="transparent" type="application/x-shockwave-flash"></embed></object>The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0tag:blogger.com,1999:blog-901308175793791283.post-20416823312221414532010-06-26T14:16:00.000-07:002010-06-26T14:54:08.741-07:00This is me!This will be my 30th year as an elementary Learning Support teacher in the same district in which I started teaching. My role has changed through the years. For years I taught EMR and LD students in a classroom in which the students were in my special education room based on need, but usually for 4 or more hours a day. I basically was the students' main teacher each day. Next, for several years my classroom consisted of 14-16 K-6th graders with disabilities. For the next many years my classroom consisted of 12-15 K-3rd graders of "need" usually for most subjects. The last few years our school building became an "inclusive" school. So, my role has changed. I've been co-teaching with K-2nd for reading and/or math. Our district uses PLC (Professional Learning Communities) and is developing the use of the PRTII to determine the needs of all students. In our building I'm on the K, 1st, and 2nd grade teams. I'm on the Learning Support team for our district. And, I'm on the "At Risk" team for our building. Our building has established a 30 minute enrichment/intervention time for all students daily. So, currently I'm usually delivering interventions to regular education students who are on Tiers 2 0r 3 and to LS students daily. This coming year I also will be working with the 3rd grade teachers in our building for the first time. I guess that I'll be on the 3rd grade team, too. It seems that every year is a new adventure.<br />I became interested in acquiring an Instructional Media degree after taking an online class on UDL (Universal Design of Learning). I'm excited, yet anxious to learn to do all the things that my sons can do with technology. Also, I want to be able to share what I learn with my colleagues, especially when developing interventions for students.The Catterfly in Edu"cat"http://www.blogger.com/profile/07020465900475168085noreply@blogger.com0