tag:blogger.com,1999:blog-68520756631631841162024-03-05T00:08:00.536-08:00Laron como habLaronLaron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-6852075663163184116.post-2229113589026089962012-08-30T16:25:00.001-07:002012-08-30T16:25:43.764-07:00IEP-Part 2<!--[if gte mso 9]><xml>
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Laron Thomas</div>
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Ed 632 Internet Resources Management Class</div>
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IEP-Part 2</div>
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<span style="mso-tab-count: 1;"> </span></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> IEP Lesson 5-<a href="https://docs.google.com/document/d/1f3d3MA9J-JhjUnKEt0453Qa1FKpZ7VzlwWXzivo_EHU/edit">Pythagorean Theorem 1</a></span></div>
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<span style="mso-tab-count: 1;"> IEP Lesson 6-<a href="https://docs.google.com/document/d/1MugwlqBGnSc0SaaUaMGd3eRYtFexbs4Xd2QSS3m-OnA/edit">Pythagorean Theorem 2</a></span></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>The
second portion of my Individual Education Project incorporates much more
technology than the first. However, the main thing I wanted to incorporate into
the project was the website <a href="http://www.mathdisk.com/">www.mathdisk.com</a>,
which I did manage to incorporate. When I taught these lessons in Algebra 1 a
couple years back, I knew that I wanted to give my students something hands-on
to help them remember the Pythagorean Theorem. So, we did an intricate cut and
paste job using rulers and such to verify and even prove the Pythagorean
Theorem in class. The project went well enough, and I may continue to use it
but probably not at the beginning of a sequence of lessons on the subject.
Instead, I think that students will initially get a lot more out of it if they
use <i style="mso-bidi-font-style: normal;">Mathdisk</i>’s “worksheet” on the
Pythagorean Theorem to verify it in Lesson 1 and then to make simple
calculations in Lesson 2. The use of <i style="mso-bidi-font-style: normal;">Mathdisk</i>
as an integral part of this lesson allows students in a sense to play around a
bit with the site and still learn by doing some calculations and changing up
the triangles. Using paper and scissors, such a project would be next to
impossible. At the least, it would take insidiously long. </div>
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<span style="mso-tab-count: 1;"> </span>There
are a few more comments I need to make about these lessons. First, I would have
to modify the existing <i style="mso-bidi-font-style: normal;">Mathdisk</i> worksheet
to make it suit our purposes. This means that I would have to do some creating
on the website, which I still have to work at learning. Second, I want to point
out that I use two other web tools. The first one is MovieMaker about
Pythagoras in Lesson 1. I could have groups of students make a simple film or I
could make one myself depending on what I wanted to do. However, I think that
biographies would be great opportunities for students to do the same story
project I did earlier in this course. There are various ways I could design
such a lesson and I’m not sure I know how I would accomplish such a lesson
right now. The easiest way would be to make the biography myself with the help
of the students. We could piece it together and watch it as an introduction to
the Pythagorean Theorem. Also, notice how I use <i style="mso-bidi-font-style: normal;">Quizlet</i> in these lessons as well. It offers a great opportunity for
the students to solidify their understandings of the vocabulary terms on day 1.
On day 2, it serves as a filler at the end of class for those who finish early.</div>
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<span style="mso-tab-count: 1;"> </span>Finally,
I would probably piece together at least two more lessons on the Pythagorean
Theorem before I would consider my direct teaching on the subject to be
complete. However, the objectives would basically be the same. Perhaps, I may
add the objective of using the theorem for real world problems as well, thus
making the lessons about a week long. I think that one week is a good length of
time given the importance of the Pythagorean Theorem as well as the algebra and
geometry necessary to work with it, which serves as a wonderful review.</div>
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<br /></div>
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<br /></div>
Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-37857965781664844292012-08-29T16:10:00.000-07:002012-08-30T16:30:22.087-07:00IEP-Part 1<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
Laron Thomas</div>
<div class="MsoNormal">
Ed 632</div>
<div class="MsoNormal">
Individual Education Project</div>
<div class="MsoNormal">
Lesson Plans</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The
first part of my Individual Education Project explores the site <i style="mso-bidi-font-style: normal;">Quizlet</i>. I was first introduced to <i style="mso-bidi-font-style: normal;">Quizlet </i>four years ago by a colleague of
mine. He found the site and started using it in his social studies classes for
vocabulary learning. He appeared to like it, and his stories indicated that the
students liked the site as well. However, at the time, I could not use it for
my math classes as I was focused on other, more important aspects of the class.
I did not want to spend the time on vocabulary development, so I continued to
teach the vocabulary informally making sure to use the words all the time in the
classroom. The site intrigued me, but the time was not right to use this
particular tool. </div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>So,
when I came across <i style="mso-bidi-font-style: normal;">Quizlet</i> again
during my Internet Resources project, I decided to explore it further and think
how I could incorporate the features and tools of <i style="mso-bidi-font-style: normal;">Quizlet </i>into my lesson plans. That is the first aspect I endeavored
to do for this project. I did it because I believe that <i style="mso-bidi-font-style: normal;">Quizlet </i>is an engaging site for vocabulary development, which can
be modified specifically for the classes needs. So, I show a number of ways I
could incorporate the site into my past lessons.</div>
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<span style="mso-tab-count: 1;"> </span>The
first lesson is really focused on learning mathematical vocabulary. This is the
same vocabulary we’d start with in Algebra 1. <span style="mso-spacerun: yes;"> </span>Incidentally, my goal is to introduce the
class to an engaging, powerful vocabulary tool that we’d use all year long. I
designed the lesson in such a way so that my students could become completely
adept at using the site. So, I focus on using each and every tool for a short
bit of time to work on the vocabulary words. This whole lesson works with and
on the <i style="mso-bidi-font-style: normal;">Quizlet </i>website. Other
important things to consider are usernames and passwords for the class and the
students, and the procedures to be continually used to use the site throughout
the school year.</div>
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<span style="mso-tab-count: 1;"> </span>The
second lesson is the following lesson for Lesson 1. It emphasizes the many ways
that <i style="mso-bidi-font-style: normal;">Quizlet </i>can and will be used in
my math classroom. First, I can use the site as a standalone warm-up exercise.
Second, it can be used for a filler during down time for faster students. It is
an especially great way to have students finish class if they are done with all
their work. The site also gives me a tool to assess my students’ vocabulary
development without having to give formal assessments related to the vocab during
the actual quizzes and tests in class. Finally, I think that it would offer a
great homework assignment because it would be on the computer and it would be
something the students could definitely be successful with.</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The
second set of lesson plans I provide come from<span style="mso-spacerun: yes;">
</span>the beginning of a second week of study of Alaska Native groups in a 9<sup>th</sup>
grade Alaska Studies class. The basic goal of the lessons was for the students to
learn enough about the Alaska Native cultures that they could intelligently
discuss them and their key differences and similarities. The way we tackled
this goal was through reading and discussion. On the previous Friday, I had
introduced them to all the Alaska Native cultures by showing a video and having
them locate each group on a map. Now, the reading I gave them was tough, well
above their grade level. (The students were freshmen and the reading was
college level.) We read together and I had them read individually looking for
key ideas and concepts to fill into a worksheet. Things went great but I can
see that using <i style="mso-bidi-font-style: normal;">Quizlet </i>could have
immensely enhanced the learning experiences. I could have frontloaded (i.e.,
pretaught) the vocabulary for the day’s reading. As it was, I taught that
lesson in one day but I think I would have had to slow down a bit and do it as
a two or even three day assignment using <i style="mso-bidi-font-style: normal;">Quizlet
</i>to aid in vocabulary development and hence in better understandings of the
reading.</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>Thus, we see how <i style="mso-bidi-font-style: normal;">Quizlet </i>can serve a multitude of functions both inside and outside
the classroom. Further, it can be incorporated within almost any part of a
lesson to enhance the students’ understanding and grasp of the subject. Given
enough computers, ipads, smart phones, etc., I would definitely use <i style="mso-bidi-font-style: normal;">Quizlet</i> in my classroom in the future.<br />
<br />
Here are links to the 4 lessons I have written that use<i> <a href="https://docs.google.com/?authuser=0#home">Quizlet.</a></i><br />
<ol>
<li>IEP Lesson 1-<a href="https://docs.google.com/document/d/1B0Qr1IyFclkxv_o_YuGXjVCexMQk-UV-5uJbWyv4q_8/edit">Using Quizlet</a></li>
<li>IEP Lesson 2-<a href="https://docs.google.com/document/d/1vd0USxBV8MvXz8nvWCKcN5sqVEumgR4hOoNonMJSTNA/edit">Evaluating Expressions</a></li>
<li>IEP Lesson 3-<a href="https://docs.google.com/document/d/12D2XTd1vWyaYT9ksAXleTh2vzkVMu3tZwI7_PY8RIDk/edit">AK Native Cultures 1</a></li>
<li>IEP Lesson 4-<a href="https://docs.google.com/document/d/1JA24RuCM2nBt2dqL9nybr49kEjlPmZOXHMWWmfIkaRk/edit">AK Native Cultures 2</a></li>
</ol>
</div>
Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-31891949931618880392012-08-28T20:23:00.003-07:002012-08-28T20:23:46.886-07:00Internet ResourcesHere is a list of a few internet resource that will probably be helpful for me in my education practice.<br />
<br />
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.mathdisk.com/"><span style="font-size: 12.0pt; line-height: 115%;">www.mathdisk.com</span></a>
<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
This unique math
program has a lot to offer yet it is not at all perfect. The greatest benefit
may be that it redefines the term “worksheet.” For this site, a worksheet is a
working multimedia document that can be manipulated. For example, the worksheet
for sums of angles in a triangle shows a triangle and the measure of each
angle. Also, it adds up the angles to show that they add up to 180
degrees.<span style="mso-spacerun: yes;"> </span>Once displayed, teachers and
students can use the mouse to change the angles in the triangle however they like
(within the parameters, of course, that it remains a triangle) and can check
that the angles all add up to 180 degrees. This could be very valuable in
solidifying that relationship for students and I could carry it out as a form
of lab, much simpler than the tedious way of using a protractor to measure
angles of a triangle that has been constructed using a compass. Although they
are important skills for students to learn, using <i style="mso-bidi-font-style: normal;">mathdisk</i> , in this case, would help teachers concentrate on that
one isolated issue thus making it easier-and faster-to learn.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
One of the great
features of this online program is that it uses mathematical notation just like
students would see on the chalkboard or in their textbooks. Further, they can
use that notation in a fairly benign environment and in a sense get the hang of
how that works through simple examples. Not to mention that the students could
create as many examples as they’d like to persuade them to remember.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
A large pitfall
appears to be that there are not many worksheets readily available, that is,
already designed by members to the site. This translates into teachers spending
quite a bit of time designing their own worksheets. However, at least the
structure is there already for taking on such a task. Further, once that
community develops more, there will be more worksheets available. Finally, the
program would take a bit of exploration on the teacher’s part and a bit of
training for the students to use.</div>
<div class="MsoListParagraphCxSpMiddle">
<span style="mso-tab-count: 1;"> </span><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">22.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.edutopia.org/"><span style="font-size: 12.0pt; line-height: 115%;">www.edutopia.org</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
This wonderful
site offers a number of services. Mainly, it seems to provide teachers with a
fairly large online community of colleagues. As such, there are many groups to
belong to depending on the teacher’s focus area. I might be working extra hard
for a time on my classroom management, for example. Well, on <i style="mso-bidi-font-style: normal;">edutopia</i>, I could find a group to belong
to and within that group resides plentiful information on classroom management.
Further, many discussions and conversations are posted there.<span style="mso-spacerun: yes;"> </span>This is good because I could seek help, ask
questions, or even seek clarity if I wish. There are also quite a few more
technically-minded writings as well as reports and the like. The site is
organized fairly efficiently for teachers and allows teachers a good bit of
information absolutely free. But a drawback is that, having so much
information, it can almost seem overwhelming at times. And another drawback,
like so many similar sites, is that you must sign in to use the resources. I
see the number of sites I’m signed up for going up, up, and away. It’s WAY too
much for me to remember all those usernames and passwords. I guess I just have
to find a way to do so like writing them down.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">33.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.wolframalpha.com/"><span style="font-size: 12.0pt; line-height: 115%;">www.wolframalpha.com</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;">Wolfram Alpha </i>at first glance appears to
be definition oriented, higher level search engine. If that definition, you can
seek an even more detailed version. This process will generally be a bit over
students’ heads. However, for teachers this can be an invaluable resource in
making connection and better understanding the topic they may be teaching. In
the example above, the slope of a line as well as that of curves is defined.
Additionally, slope is defined in other cases such as curves with parameters
and as an angle as opposed to the “standard” distance one. Further, like
topics, keywords, and resources (both internet and print) are displayed for
those interested to investigate further.<span style="mso-spacerun: yes;">
</span>The site also provides a multitude of tools that educators can use to
illuminate such topics. It could also be a good spot to get started in
researching a particular mathematical topic. In summary, although this site
provides highly detailed information, it will most likely be too much for
students (unless given much support), but it can be especially helpful to
educators.<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">44.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.coolmath.com/"><span style="font-size: 12.0pt; line-height: 115%;">www.coolmath.com</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;">Cool Math</i> is truly a site that makes
math cool! The site opens up a wide array of options from teachers’ lesson
plans to fun math-oriented games. On the teaching side, there are nice little
lessons and units that students can work through to supplement their lessons.
These lessons vary from elementary arithmetic all the way through precalculus.
They are short and sweet, which makes the material much more understandable for
students. But, because of that, it should not take the place of the textbook,
which is crucial for students to learn how to read. Also, each lesson is
presented in an appealing way thus helping to engage the student. Also, the
site provides other great resources to students for other subjects and for such
stuff as math anxiety. The games also give teachers an opportunity to give
students a fun, engaging way to practice the material outside of problem sets,
the textbook, and other pure academic lessons. So, all in all, this site is a
wonderful aid for classroom instruction and learning.<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">55.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.realworldmath.org/"><span style="font-size: 12.0pt; line-height: 115%;">www.realworldmath.org</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
Unfortunately, I
could not really use or explore the <i style="mso-bidi-font-style: normal;">realworldmath.org
</i>website. On the surface, it appears to be a great website with a couple
dozen different types of math and problems that people face in the real world.
The website mentions that most of the lessons use primarily technology, which
is great. Yet, at the same time, I definitely would be more reluctant to use
the site because it is strong on technology. Also, it uses a very different
format for downloading (i.e., kmz files). I would definitely have to figure out
ways around those obstacles to make it work. However, I really like their
integrated approach: the math problems are not just math problems but involve
problem solving, reading, writing, politics, etc. Although I need to explore
the site more, it seems to be a winner.<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6</span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">66.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%;">wiki.geogebra.org/en</span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<span style="font-size: 12.0pt; line-height: 115%;">Apparently, this website is a piece
of software. It’s aim is to create dynamic worksheets using computer language
with commands and script. This means that it is quite a bit more complex to use
than any of these other sites listed. Thankfully, the site includes the nuts
and bolts to get started with plentiful tutorials, a complete manual, and a
forum to ask questions and read what others have asked. Presently, this would
be a work in progress for sure as I’d have to somewhat learn how to use the
site somewhat before working with my students on it. Once that point is
reached, however, it could be a rather powerful tool for math, computer
programming, and logic. It also appears that the site is in its infancy in use
as not much has <i style="mso-bidi-font-style: normal;">really</i> been said,
asked, or done on the site.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">77.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.mathisfun.com/index.htm"><span style="font-size: 12.0pt; line-height: 115%;">www.mathisfun.com/index.htm</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
The <i style="mso-bidi-font-style: normal;">mathis fun.com </i>site focuses primarily on
elementary school math. However, it does touch on secondary math, namely
prealgebra, algebra 1, and data and measure. It provides good, interesting text
for learning skills related to those areas including problems for students to
check their understanding.<span style="mso-spacerun: yes;"> </span>Although
there are worksheets, none are related to algebra. To me where this site truly
excels, however, is in its puzzles. They are fun, interesting, and downright
hard! They would work well for group projects, extra credit, or for after
quizzes and tests. <u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">88.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.thinkfinity.org/"><span style="font-size: 12.0pt; line-height: 115%;">www.thinkfinity.org</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"> </span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<span style="font-size: 12.0pt; line-height: 115%;">This is another good site with a
plethora of options and opportunities for educators. The content areas and
grades are fairly well categorized to aid in leading educators to the right
communities. Within the overall community, there is a couple discussion
questions posted every week. These questions seem to be good thought provoking
questions and will be helpful in remaining thoughtful on my teaching practices.
In the specific content areas, there isn’t quite as much going on, but you can
still find a lot of good information and discussions. I could see using this
site for reflection on my teaching practices mainly, following it for perhaps a
couple minutes every other day during the week.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">99.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.professorgarfield.org/" target="_blank">www.professorgarfield.org</a>
<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
The <i style="mso-bidi-font-style: normal;">Professor Garfield</i> site has some fun
games for lower level math students. These games would be appropriate for
middle school students or very low performing high school students. They are
kind of fun and help a bit with some basic arithmetic, pre-algebra, and algebra
skills. As such, this could be a great tool for students who are done with
assignments early or even as an incentive to motivate the students to work
extra hard on a particular learning objective.<span style="mso-spacerun: yes;">
</span>However, with certain groups of students, the games may seem a bit
childish and hence not cool. Also, the games certainly do not hit upon every
learning objective in a math classroom. <u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">110.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.superteacherworksheets.com/"><span style="font-size: 12.0pt; line-height: 115%;">http://www.superteacherworksheets.com/</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%;">Super Teacher Worksheets</span></i><span style="font-size: 12.0pt; line-height: 115%;"> offers a nice site with a lot of ready made worksheets. The
worksheets are simple and useful and they hit upon a lot of topics up to early
algebra and geometry. They may be especially useful for extra practice in
certain areas and for certain students who may be struggling with certain
topics. The site also provides an answer key, which simplifies the whole
process for the educator. Finally, although there are many free worksheets for
non-members, only members get full access to all the worksheets, which does in
fact cost $20 per year. I think given my use for them, I would choose not to
become a member as the site will be useful to me only on occasion. Those
occasions, however, are vitally important because it’ll be a time I need to
tutor one or a few students while others work on other stuff.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">111.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12.0pt; line-height: 115%;">quizlet.com </span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%;">Quizlet</span></i><span style="font-size: 12.0pt; line-height: 115%;"> is an
immensely interesting site. I think that it can be exceptionally valuable as a
vocabulary tool. It offers a number of different ways to practice and develop
vocabulary. Also, the site offers the chance to communicate and even compete
with other classrooms. This would be a great tool for unexpected circumstances
and to quiz on vocabulary since educators can access the scores their students
get. I think it’s great that the students in essence have complete control over
the grades that they get because they can practice as many times as they’d like
or take a quiz as many times as they’d like. As such, it would be a great
supplement to increase vocabulary in the mathematics classroom.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">112.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.handsonmath.blogspot.com/" target="_blank">www.handsonmath.blogspot.com</a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;">Hands on Math </i>is a truly fascinating
blog. There are some very funny, interesting and captivating entries all with
the end of looking at math in a real life context. Word problems are the
traditional “real world” math problems, but these go a step beyond by making
the word problems fun and relevant. And they sometimes provide video and other
media, which can be really helpful to students and teachers these days. Many of
the posts would be great as warm ups for the week or as a problem for Fridays
after a quiz. This is because the posts appear that they could increase (or
better arouse) engagement in math.<u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">113.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://www.mathsnacks.org/"><span style="font-size: 12.0pt; line-height: 115%;">http://www.mathsnacks.org/</span></a><u><span style="font-size: 12.0pt; line-height: 115%;"></span></u></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: .5in;">
<span style="font-size: 12.0pt; line-height: 115%;">I really like <i style="mso-bidi-font-style: normal;">Math Snacks. </i>They are funny little vignettes which address
mathematics objectives. However, they reach this aim through story. Although
the stories themselves cannot stand alone as teaching materials, I believe that
they can solidify understandings and make a lasting impact on students. They
also offer a great take off point for group or individual work to create
mathematical projects, esp. using technology.</span></div>
Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-5734833846349527152012-08-28T20:11:00.001-07:002012-08-28T20:11:54.237-07:00Online CommunityAlthough I thought that finding an online community to join would be one of the most difficult tasks, it ended up being rather easy for me. Sure, I looked and looked for awhile as well as took other students' online communities into account. There are all sorts of weird things on the internet now such as wikis and such. It's all very confusing to me. However, as I looked, I happened to come upon <i>Edutopia</i>. I looked at a bunch of the community's information and explored it a bit deciding that it was something that I could do. I could be a part of that community, and thus I joined.<br />
<br />
Over the two weeks I've been a part of the community I found a lot of valuable information and interesting conversations. To me, this site mainly gets its value from these conversations. I wasn't attracted to the blogs of any of the articles that can be read from its main page. Of course, that can all add to the potential value that the site has for me. Honestly, all that stuff is simply too much. There really is too much information out there, too many opinions, in my opinion. And there's yet another. It's all a bit overwhelming.<br />
<br />
Anyways, the conversations take place within a number of interesting categories such as "project-based learning", "technology tools", and "classroom management" just to mention a few. It appears that within each category, there are a few moderators who are highly involved in asking questions, writing blogs, etc. It seems that most of these people are some form of administrators. The rest of the community consists of teachers scattered throughout the world.<br />
<br />
One of the conversations I immediately replied to was a "technology tool" called mathdisk. You can read one of my conversations here <a href="http://www.edutopia.org/groups/technology-tools/173624">http://www.edutopia.org/groups/technology-tools/173624</a>. A creator (or advertiser or sorts) of a mathematics tool on the web posted a comment that this particular site existed. Interested, I checked the site out and gave a quick simple review. I pointed out that the tool was really cool, but there wasn't very many ready made worksheets for educators to use. The site's creator valued the comment and informed me that there was much work going on but not being published to the site. The moderator gave a comment as well to which I replied based on his bad connotation of the term "worksheet". He still hasn't answered but I'm interested to find out.<br />
<br />
I also went joined a conversation about wisdom that we had gleaned in terms of classroom management. I read a few comments (out of well over 100!) and posted mine. A teacher who had been in Chevak for 25+ years told me, "You have to get the students' respect." And I truly believe that is a very important quality in the classroom. But I find, given my style of teaching, I can't demand it but welcome it by modelling my own respect for each and every student in the classroom. I truly try to value each student's immense value to my life and to my classroom, that value is my respect for them as people. However, that doesn't mean that I respect it when they make bad choices. You can find my comment here <a href="http://www.edutopia.org/groups/classroom-management/8278?page=10">http://www.edutopia.org/groups/classroom-management/8278?page=10</a>, which I believe is Comment #101. Additionally, someone replied with a tool that I can check out to meet my goal. Very cool!<br />
<br />
I like the format of a conversation, an opportunity to exchange valuable ideas to become better educators. This is in essence what it means to be colleagues. Although I don't think I'd participate on the site but occasionally, it still will be a valuable addition to my teaching repertoire. It gives me yet another place I can go to learn more about my profession and share with others what I have learned. <br />
<br />Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-81517325386155143122012-08-02T18:56:00.004-07:002012-08-02T18:57:31.867-07:00Storytelling RubricI produced my storytelling rubric, which I like to keep simple. It's important, esp. when students do the assessing, that I follow the KISS guidelines. So I use 3 qualitative assessment points or traits-1) understanding, 2) planning, and 3) presentation. I think that these are the key points. Also, I think that it's nice to have qualitative assessment of it by teacher and students. This gives wiggle room. As far as I'm concerned, if a students don't like their grades, they can argue why it should be better and I am willing to listen and change the grade. This is a very good learning opportunity for both student and teacher although it can be rather time intensive. I give each of the three traits and equal weight of 10 points, which is easy for students to grade and understand. (How is it 1 through 10?)<br />
<br />
The document can be found and read on my Google Docs at the following link: <a href="https://docs.google.com/document/d/1S61aomiKCm-ZET7mE4b6EA453DuOP0JCDYof7hMJLJI/edit">https://docs.google.com/document/d/1S61aomiKCm-ZET7mE4b6EA453DuOP0JCDYof7hMJLJI/edit</a>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-90288543187483337462012-08-02T17:11:00.000-07:002012-08-02T17:11:45.172-07:00Digital Storytelling ReflectionThe process for completing this Digital Storytelling Project was as follows. First, I studied meaningful digital storytelling, which provided a template for creating a story map for my story. Because my friend Dustin recommended that I do one on dimensional analysis. That recommendation helped me in getting started on this project. The first difficulty in a project like this is always figuring out what to do a project on, so that was very helpful. So, I personalized the story including an example I will really use for myself. This was all done in the initial stage of this project.<br />
<br />
After the story map, I filled in the story map with details to make a script. The next step simply piggy-backed on the script writing: making a 2-column story map. In Column 1, I included the script, and in Column 2 I thought deeply about what media would correspond to the piece of script to illustrate each section in a movie.<br />
<br />
This initial stage to me represents the planning/writing stage of the story. I enjoyed thinking about and writing what I would do my project on. Also, I think it was very helpful to make a story map, which helped me think about how I could write a cohesive, understandable piece. Also, it was very helpful in writing the script and eventually associating the script with media images and videos.<br />
<br />
The second stage, the production stage, I found to be excruciatingly difficult and not much fun at all. I started by trying to use MovieMaker to create the story. This did not work very well. I tried to put some video pieces on it but it didn't work. First of all, our old computer just could not handle the huge video files. Also, the video files would not show up to be moved into the MovieMaker file. It appeared impossible and I became quite frustrated. So, I switched formats. My sister let me use her Mac and iMovie to complete the project. This program isn't as user friendly as MovieMaker, but was much nicer because I could import video into it. Finally after a grueling month, I had something created. And thankfully it's done. You can find the video at <a href="http://www.youtube.com/watch?v=-JYB6UOzl2E&feature=plcp">http://www.youtube.com/watch?v=-JYB6UOzl2E&feature=plcp</a><br />
<br />
I think the process will be very helpful for students. In particular, students often have difficulties with the planning process to tell compelling stories. I would emphasize or even totally focus on this planning stage. I don't feel really comfortable enough with the media and video programs to make that a requirement. I think I'd only integrate that stage into the process if the students wanted to do it. Otherwise, I may skip it. Plus there's always the difficulty of getting enough computers and such.Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-14355026536543630192012-06-06T12:56:00.002-07:002012-06-06T12:56:31.776-07:002-Column Story TableI think this 2-column story table of mine is a bit long as it'll probably go 4 minutes, which is our maximum time allowed. Also, it seems to me that doing the media portion will be excruciatingly difficult. I don't even know where to begin. I guess I'll begin with one step and continue the journey from there if Jason okays it.<br />
<br />
Here is the link: <a href="https://docs.google.com/document/d/1KGx9X-1_g26kuXi-jLO6-1XL7VOuCtGaqrSRUpUjm2U/edit">https://docs.google.com/document/d/1KGx9X-1_g26kuXi-jLO6-1XL7VOuCtGaqrSRUpUjm2U/edit</a><br />
<br />
Enjoy!Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-68385280761646747282012-06-04T12:51:00.001-07:002012-06-06T12:57:19.219-07:00Dimensional Analysis ScriptMy Dimensional Analysis Script<br />
<br />
Based on my Story Map, I have written a script for my Dimensional Analysis story. You can find it in my google docs at the following location:<br />
<a href="https://docs.google.com/document/d/1Y5ExoWgxZS1z_Ef77_pN5FqsfI0LlgdsqbeISeVXWr4/edit?pli=1">https://docs.google.com/document/d/1Y5ExoWgxZS1z_Ef77_pN5FqsfI0LlgdsqbeISeVXWr4/edit?pli=1</a><br />
Thanks!Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-30779552045322645702012-06-01T00:24:00.000-07:002012-06-01T00:41:03.184-07:00<div style="text-align: center;">
My Story Map</div>
<div style="text-align: center;">
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<br /></div>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-37445268064628377382012-02-01T17:14:00.000-08:002012-02-01T17:56:02.806-08:00Ed's Fill of PhilI finally, after only 4 years, completed my <span style="font-size:180%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">philosophy of education video</span> </span>project. I found myself facing <span style="font-weight: bold;">2 </span>main <span style="color: rgb(255, 0, 0);font-size:180%;" >obstacles </span>as i attempted this project.<br /><br />You can access the video via the following link: <a href="http://youtu.be/1kEg-CQHA2U">http://youtu.be/1kEg-CQHA2U</a><br /><span style="color: rgb(0, 51, 0);font-size:180%;" >1.</span> I found it <span style="font-style: italic;">excruciatingly extremely </span>difficult to shorten and <span style="color: rgb(0, 102, 0);font-size:180%;" >rewrite my philosophy</span> of education. I still read my own philosophy of education-the written version-and think, "How in the world did I write this?" Certainly, the original still doesn't contain everything as a living document, but it comes pretty darn close.<br /><br /><span style="font-size:180%;">2.</span> I found it difficult to motivate myself to go into the <span style="font-size:180%;">"UNKNOWN". </span><span style="font-size:100%;">I think that I find it particularly difficult to work on something related to technology when I have had such a disdain for it all my life. Sometimes I think that technology takes the fun and learning out of learning. But I realize that at other times it actually facilitates learning. This seems to be the key to using technology in the classroom-discerning technology's usefulness.<br /><br /><br />In terms of the <span style="font-size:130%;"><span style="font-weight: bold;">process </span><span style="font-size:100%;">putting the media piece together, I ran into a problem when I had to <span style="font-size:180%;">find</span> MovieMaker on the internet. It was quite challenging and my friend actually had to find it for me to download the program. Then, I posted the <span style="font-size:180%;">pictures</span> and they all turned to <span style="font-size:180%;"><span style="color: rgb(204, 0, 0);">red X's</span></span></span></span></span>. So I let Jason Ohler, my instructor, know what was happening and he immediately told me the solution. Moreover, it worked! Otherwise, the project went pretty smoothly-<span style="font-size:180%;">As smooth as butter.</span><br /><br /><div style="text-align: center;"><span style="color: rgb(0, 0, 153);font-size:130%;" ><span style="font-weight: bold;">Reflection</span></span><br /><div style="text-align: left;"><span style="font-size:100%;"><br />I found this assignment rather <span style="font-style: italic;"><span style="font-size:180%;">helpful</span> </span>in clarifying my philosophy of education in the sense that it made me <span style="font-weight: bold;"><span style="font-style: italic;">think about my philosophy </span></span><span style="font-style: italic;">time and time again. </span>Whenever I discussed education with others, I'd ask questions relating to their philosophy and I'd try to remember my thoughts and responses to write down for my own philosophy of education. However, I believe that in a <span style="font-style: italic;"><span style="font-weight: bold;">short </span></span>assignment like this, I couldn't really hit my exhaustive philosophy of education. But that's ok because I don't think that a potential employer would like to hear that necessarily.<br /></span></div><br /><div style="text-align: left;">Verdict: Great assignment and very helpful<br /><br /><div style="text-align: center;"><span style="color: rgb(51, 0, 51);"><span style="font-size:130%;"><span style="font-weight: bold;"><br />Uses</span><br /></span></span><div style="text-align: left;"><span style="color: rgb(51, 0, 51);"><span style="color: rgb(0, 0, 0);"><span style="font-size:100%;">A project like this could be very <span style="font-weight: bold;"><span style="font-size:130%;">useful </span></span><span style="font-size:130%;"><span style="font-size:100%;">from time to time in the classroom</span></span></span></span></span>. I think it's a motivational tool for students to do some creative things in terms of <span style="font-weight: bold;">explaining</span> or <span style="font-weight: bold;">describing</span> things that they are learning. For example, a <span style="font-weight: bold; font-style: italic;">project</span> could be: be as wacky as you want in teaching me how to solve an equation. Or, when I was in high school, we showed a vignette illustrating one of the Bill of Rights. It appears that our imagination is the limits on the uses of a project like this.<br /><br />Cheerios,<br />LT<br /><span style="color: rgb(51, 0, 51);"></span></div></div></div><br /></div>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-89433398771182595022012-01-03T15:50:00.000-08:002012-01-03T16:17:13.968-08:00Ode to the End of Energy Conservation ProjectThis evaluation will be in 2 parts:<br /><ol><li> I will evaluate my presentation.</li><li> I will discuss how this project may be used in my classroom.</li></ol><span style="color: rgb(102, 0, 0);"><span style="font-weight: bold;"><span style="font-size:180%;">1. Presentation</span></span></span><br /><ul><li>I find it rather funny because I practiced this presentation numerous times on my own to get it on camera a few years ago.<br /></li><li>It seemed to come out easily when I gave it one more time this December. I think that teaching as well as performing speeches and presentations over the last couple years has made it much much <span style="font-style: italic;">much </span><span style="font-weight: bold;">easier</span> to do so now.<br /></li><li>The presentations seemed readily <span style="font-weight: bold;">understandable</span> as I focused on the heart of the matter, not wandering from this topic to that one but instead following a logical, organized set of ideas based on this particular project.<br /></li><li>Finally, the presentation came out very <span style="font-weight: bold;">clearly</span> in terms of speech.<br /></li><li>However, I did notice <span style="font-weight: bold;">one tick</span>, which sometimes can make a presentation interesting, and sometimes it can get in the way. I tended to make a alveolar click sound, that is, the <span style="font-style: italic;">tsk tsk tsk</span> sound we make toward children in trouble or to horses to giddy up.</li></ul><br /><span style="color: rgb(102, 0, 0);"><span style="font-weight: bold;"><span style="font-size:180%;">2. Project for Classroom</span></span></span><br /><ul><li>First of all, in a class I taught I would make sure that the project fell within my <span style="font-weight: bold;">content standards,</span> which it most certainly would. However, I would need to clarify, at least within my own teacher's mind, the objectives of the project.<br /></li><li>Along with this, I also try to make it a point to explain this connection to my students, especially when we work on projects. On the <span style="font-weight: bold;">technical technological </span>side, I think that it would be important to create a working rubric and to make it clear the outcomes of the project beforehand, also clarifying the timeline of such a project.<br /></li><li>Also, I believe that I would need to prepare a more thorough project of my own and present it to my students as an example to strive for.<br /></li><li>Finally, I would probably provide a bunch of ideas, perhaps going through a brainstorming session with the class, of possible projects to work on. I find that choosing a project and getting started the most challenging for myself and for other students.</li></ul><br />Cheerios,<br />LTLaron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-37560677814193415222009-01-06T23:18:00.000-08:002009-01-07T00:50:48.005-08:00The Mind ToolLaron Thomas <a href="mailto:llthomas2@uas.alaska.edu">llthomas2@uas.alaska.edu</a> January 6, 2009<br />"Tools for the Mind" by Mary Burns<br /><br /><br /><div align="center"><span style="font-size:180%;color:#660000;">Overview of Article</span></div><div align="center"><span style="font-size:180%;color:#660000;"></span></div><div align="left"><span style="color:#660000;"></span><span style="color:#000000;"> In the article "Tools for the Mind," Mary Burns uses a three-pronged argument for computers to be used in the classroom to deepen student understanding. </span>Burns gives a brief history of technology integration into the classroom. She likens this history to a pendulum. When computers first arrived, everyone was "gung ho" to implement their use in the classroom (In fact, computers were known as "mind tools."). The evidence toward this end is that much funding was allocated toward technology integration in teacher workshops and buying the technological goods. However, the schools found problems for four main reasons:</div><ol><li><div align="left">Districts focused on teacher training in skills, not in enhancing student learning.</div></li><li><div align="left">Districts have failed to meet the needs in continuing professional development and providing proper technological resources.</div></li><li><div align="left">Schools have mistakenly equated technology use with instructional quality.</div></li><li><div align="left">People have classified all software as equally good for learning.</div></li></ol><p align="left"> Then, because of these misled assumptions and lack of adequate training as well as educational reform such as NCLB, the pendulum quickly swung to the opposite side. Funding was-and is-being cut in the area of technology. There have been no good educational results, or the <em>eureka </em>has been few and far between. However, this has been the result of those misguided practices and assumptions.</p><p align="left"> The heart of the mater is this: "Can technology improve student learning? Yes. Computers can provide transformative student learning experiences that would otherwise not be possible." However, in order for this to be the case, educators must see computers as tools just like worksheets, readings, labs, lectures, activities, etc. As such, educators should focus on applying computer use to higher order thinking activities. Finally, Burns provides some strategies for such applications.</p><p align="left"></p><p align="center"><span style="font-size:130%;color:#990000;">Reference Points</span></p><ul><li><div align="left"><span style="color:#000000;">Computers serve as "mind tools" when used with learner-centered instruction and a curriculum focused on authentic larning.</span></div></li><li><div align="left">Computers were thought to automatically lead students to higher-order thinking.</div></li><li><div align="left">Budget cuts due to NCLB aimed at technology because no reasearch linked technology to improved learning.</div></li><li><div align="left">Over concentration on technology to the bane of the most important pillars of education, namely congnition, instruction, assessment, and curriculum</div></li><li><div align="left">However, if used correctly, computers can in fact transform student learning experiences, e.g., Connecticut Compromise.</div></li><li><div align="left">Classroom technology use is mostly of the sensory-motor kind such as show-and-tell powerpoint presentations.</div></li><li><div align="left">Only 6% of classroom technology use uses higher order thinking skills such as spreadsheets and databases.</div></li></ul><p align="center"><span style="font-size:130%;color:#660000;">My Reflection</span> </p><p align="left"> To me, this article seems to be an honest and sober assessment of the past and future of classroom technology use. I really liked how Burns tells the history and relates the themes of change in educators' view of classroom technology use. She illuminates the problems in educators' thinking toward computers in giving up on their implementation. </p><p align="left"></p><p align="left"> The big picture appears to me from this article that educators must think critically about intention and implementation in regards to technology just like they do with other tools for student learning experiences (e.g., activities, readings, etc.). That is, computers don't magically solve all the problems facing educators in the classroom. In fact, they make it more complicated because they add another aspect to our thinking about what to do in the classroom. I agree with Burns that we should focus on how we can use technology of to increase students' ability to think at a higher level. </p><p align="left"></p><p align="left"> However, I still wonder how exactly I can use technology in the classroom to increase higher-order thinking. This is partially because higher-order thinking skills are harder to teach anyways. But I will definitely often use the questions Burns proposes that we ask ourselves. The other side of the difficulty is that I need to learn how to use GIS tools and spreadsheet/databases better and with more confidence. In this way, I'd be able to use them and give assignments that students could use them on. I also wonder if there would be other ways to use computers to enhance student learning and thinking. I think I'll have to take this objective by objective and assignment by assignment. </p><p align="left"></p><p align="left"></p>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-15783464308551475522008-12-16T16:04:00.000-08:002008-12-17T21:18:34.680-08:00Kinetic EnergyWell, my energy conservation project is finished. Whew! I found it challenging in a number of ways. And I didn't live up to my expectations. For example,<br /><br /><br /><ul><li>I didn't keep track of the weather. (But then again who needs to here in Ketchikan. It rained. The temp was between 30 and 45 fahrenheit. It was windy.)</li></ul><br /><br /><ul><li>Also, I didn't keep track of my data very well. I used a little black notepad. After Day 3, I didn't use it again to chart my gas consumption. Oops!<br /></li></ul><br /><br />I learned a lot about my habits and that I don't really have enough time to drive anywhere-even if I could here in Ketchikan. Back and forth, back and forth. To and fro I went daily home to school, school to home. It amazes me, however, how much money and gas can be saved with people car pooling, biking, or walking.<br /><br /><p>My powerpoint can be found at <a href="http://www.slideshare.net/kaugpak">http://www.slideshare.net/kaugpak</a>. It goes over the basics of my study-my observations, data collection, analysis, and conclusion. </p><p>Also, my very detailed-but not detailed enough-spreadsheet can be found at <a href="http://spreadsheets.google.com/ccc?key=po3KdBbMBxZK8FjADxzDqdA&hl=en">http://spreadsheets.google.com/ccc?key=po3KdBbMBxZK8FjADxzDqdA&hl=en</a>. </p>Finally, I don't really have any plans to improve my gas consumption right now. I'm so busy and it's simply too difficult to care for a bike here in Ketchikan. Further, it would waste too much time to walk everywhere I went. Although, I admit that would be a most excellently fun thing to do. Oh well, maybe when I actually get a job.Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-73819151719712972352008-10-26T23:46:00.000-07:002008-11-20T21:19:06.540-08:00The Gas Fast<span style="font-size:180%;"><span style="color:#cc0000;">Question</span>:</span> How much gas do I consume in one week of normal driving?<br /><br />There are at least three important things related to the consumption of gasoline.<br /><br /><ul><li>First, supply and demand of oil drives to a large degree the world's economies. </li></ul><p></p><ul><li>Second, gas is very important to politics and foreign policy. </li></ul><p></p><ul><li>Finally, oil is a big issue for the environment. </li></ul><p></p><p>All these issues are much more complex than mentioned and in fact are interrelated in rather complex ways, too. Through all the complexities, there is a thread of simplicity: oil and gas are volatile topics this day and age.<br /></p><p>My wife and I each have a car. I putz around in a little green "tortoise," while my wife cruises in a red Subaru. I never thought that I'd ever get as reliant on a car as I am. I've always walked, biked, or ridden the bus, or hitchhiked where I needed to go. That is...until a year ago. </p><p>For these reasons, I will carefully examine how much gas I use during a week of driving. I plan to do this by filling up the tank every evening so I can figure out how much I drive in a day. I also will record where I go and why I go there as well as such factors as weather. It should be interesting.<br /></p><p>Chao for now.</p>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-66487129404799661342008-10-22T17:41:00.000-07:002008-11-20T21:23:04.869-08:00<div align="center"><span style="font-size:180%;color:#000066;">The Practice of Read/Write the Web</span><br /><br />Laron Thomas <a href="mailto:llthomas2@uas.alaska.edu">llthomas2@uas.alaska.edu</a> October 22, 2008<br />“The Educator’s Guide to the Read/Write Web” by Will Richardson<br /><br /><strong><span style="color:#660000;">Overview of Article </span></strong></div><p>In <span style="font-size:130%;">Richardson</span>’s article “The Educator’s Guide to <span style="font-size:130%;">Read/Write the Web</span>," he proposes a <span style="color:#ff0000;">change</span> in educators’ <span style="color:#ff0000;">paradigms</span> toward <span style="color:#ff0000;">technology use</span>. </p><p>First, he claims that most <span style="color:#ff0000;">educators use</span> <span style="color:#ff0000;">technology</span>, and esp. the internet, to simply <span style="color:#ff0000;">consume information</span> if they use it at all. According to Richardson, <span style="color:#ff0000;">this</span> is old school thinking and <span style="color:#ff0000;">not</span> the<span style="color:#ff0000;"> goal of education</span>. Instead, <span style="color:#ff0000;">educators</span> should use the newly available resources to <span style="color:#ff0000;">create</span> unique and highly interactive learning situations for the <span style="color:#ff0000;">students</span> where they can <span style="color:#ff0000;">produce</span> as well as consume. Hence, the name is Read/Write the Web. </p><p>This is the essence of the Read/Write Web paradigm. <span style="color:#ff0000;">Students</span> can <span style="color:#ff0000;">use blogs, wikis, RSS</span> (Really Simple Syndicatiton) such as <span style="color:#ff0000;">podcasting</span> to <span style="color:#ff0000;">collaborate with others</span> in a growing pool of knowledge on the internet. </p><p><span style="color:#ff0000;">Richardson</span> goes a step beyond just reporting what’s new out there on the internet; he further <span style="color:#ff0000;">discusses</span> what educators need to do (i.e., the <span style="color:#ff0000;">demands on teachers</span>) to switch their pedagogical paradigms so that they can use these new educational tools, and the <span style="color:#ff0000;">risks and benefits</span> of taking such an approach toward education.<br /><br /><span style="font-size:180%;"><strong><span style="font-size:130%;color:#660000;">Reference Points</span></strong><br /></p></span><ul><li><span style="color:#000000;">Read/Write Web focuses on tools now available on the internet to enhance student learning</span></li><li><span style="color:#000000;">Blogs can be used by students for reflections, collaborations, and student portfolios</span></li><li><span style="color:#000000;">I esp. like the idea of blogs used “to build classroom resource portals and to foster online learning communities,” (p 24) which students can be a part of</span></li><li><span style="color:#000000;">Richardson points out using podcasting for such things as “audio tours of local museums and points of interest, weekly news programs about their [the students and teachers’] classrooms, oral histories and interviews, and more” (p 26).</span></li><li><span style="color:#000000;">The teachers should not be the "sage on the stage" but the "guide on the side," modeling thier role as “content creators” (p27) and modeling how to use technology for academic purposes</span></li><li><span style="color:#000000;">Teachers should carefully monitor students with consideration of privacy and safety of everyone involved, school rules, and state and national laws as well as appropriateness of material<br /></span><br /><strong><span style="color:#660000;"></span></strong></li></ul><p align="center"><strong><span style="color:#660000;">My Reflection</span></strong><br /></p><p></p><p>I <span style="color:#000000;">found this article to be very helpful and thought provoking.</span> I like how it describes the present context and technology tools before going into how educators can use them. Richardson provides many great examples of how these tools can be used in the classroom and to change the curriculum. The ideas he gives readers offer me a great source for starting to apply the use of technology in the classroom. Yet, with those applications of technology comes increased responsibility. </p><p>Our responsibility as educators is to think and collaborate to answer some tough questions. Richardson essentially asks, “What is literacy?” and provides some good ideas for how I can restructure my ideas of literacy as being more than just reading and writing. </p><p>Also, he suggests an “open content” model. I think this is an ideal that cannot be fully realized in the classroom; there are problems. Students are not automatically creators because it takes work. I find that they need <em>A LOT</em> of guidance so to think that they could create on their own seems a bit far fetched. I think that this is the case especially when students collaborate and when they use technology. </p><p>Finally, Richardson notes that one of our goals should now be to lead students to questioning and evaluating sources. This, I believe, is the goal of education in and of itself regardless of whether it’s technology-filled or traditionoal. Evaluation being on the top of Bloom’s Taxonomy, i.e., the most complex task, most students can only begin to perform these tasks. It’s not that they are not capable, but they are just not ready yet. That said, it is a great goal to shoot for.</p>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-83299288631219738912008-10-20T21:39:00.000-07:002008-11-20T21:34:31.318-08:00AnthroTech Reflection<div align="center"><span style="font-size:180%;color:#000066;"><span></span><span style="font-size:180%;color:#000066;"></span><span></span><span style="font-size:180%;color:#000066;"></span>Anthropology 101:<span style="font-size:130%;">The Culture of Computer</span></span></div><div align="center"><span style="font-size:130%;color:#000066;"></span></div><div align="left"></div><p align="left">This assignment asks the question, "What is the culture of computer in the Ketchikan Gateway Borough School District?" </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>To answer this question required a lot of fun, interactive work. It required me to participate in the assignments and projects of the schools' (i.e., Schoenbar Middle School or SMS, and Ketchikan High School or Kayhi) students to find out what they know and think about their use of technology. </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>I also had to observe my mentor teacher and how she interacted via computer and e-mail with the administrators and ed tech leaders. I even participated by sending such e-mails and communicating with those people to get things done. </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>Finally, I had to interact with the ed tech leaders by meeting them and talking with them, not an easy task at all here in the KGBSD.</p><p> </p><p> </p><p> </p><p>I learned that the students in our district aren't as far along as I thought they'd be. Although they certainly know more than me, they aren't as adept as many older people think kids are. Even I can keep up! There is still a lot of use of paper and pencil, and in the KGBSD this is still the preferred means of learning. </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>The trends are changing, however. In fact, the KGBSD is a 'tweener, being in between the technology-less schools I grew up in and the technology-filled schools some might be (and most colleges seem to be quickly becoming). We have a lot of potential but have a long ways to go to use the technology we have most effectively. </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>I also learned that the ed tech guys are biz-ee (that is, extremely busy). You only catch a glimpse of them as they whiz by from school to school, call to call, problem to problem.</p><p> </p><p>Most importantly, I think that this project helped me in finding out who to go to for help and how to reach them. Also, I now know the technology policies for the school and how to get the right gear to supplement my teaching. Finally, I understand where we're going as a learning community in our use of technology. </p><div align="left"><u><span style="color:#800080;"></span></u></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"></div><div align="left"><a href="http://docs.google.com/Doc?id=dqg2vvm_19s648ffc">http://docs.google.com/Doc?id=dqg2vvm_19s648ffc</a></div>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-83170709406009989832008-09-14T17:38:00.000-07:002008-09-14T20:00:51.279-07:00Article Assessment 1<div align="left">Laron Thomas <a href="mailto:llthomas2@uas.alaska.edu">llthomas2@uas.alaska.edu</a> Sept 14, 2008</div><div align="left"><em>Listen to the Natives </em>by Marc Prensky</div><div align="left"> </div><div align="left"><span style="font-size:180%;color:#009900;">Overview</span></div><div align="left"><span style="font-size:180%;color:#009900;"></span> </div><div align="left"><span style="color:#000000;">Marc Prensky in his 2001 article <em>Listen to the Natives </em>argues that teachers need to teach via digital media. His argument goes that, unlike in the past, today's generation of students are way different than past generations' students. He defines them as <em>digital natives </em>and <em>digital immigrants </em>respectively. Prensky states, "Our students are no longer 'little versions' of us,' as they may hve been in the past. In fact, they are <em>so </em>different from us that we can no longer use either our 20th century knowledge or our training as a guide to what is best for them educationally." Using this fundamental assumption, he argues for an all-out change in our education system. Along this line, Prensky proposes the following changes:</span></div><ul><li><div align="left">teachers hired for empathy not content knowledge</div></li><li><div align="left">student engagement over content</div></li><li><div align="left">students as classroom desicion makers of curriculum</div></li><li><div align="left">teachers as facilitators </div></li><li><div align="left">digital classroom with use of cell phones, wikis, video tapes, blogs, ebay, etc.</div></li><li><div align="left">programming taking the places of traditional literacy</div></li><li><div align="left">math through gaming</div></li></ul><p align="left">In this way, teacher, parents, and administrators ought to listen to the natives for educational reform and classroom change.</p><p align="left"><span style="font-size:180%;color:#006600;">Reference Points</span></p><ol><li><div align="left"><span style="color:#000000;">Cliche language metaphor where today's students are <em>native speakers</em>, and the teachers are the <em>digital immigrants </em>of computers video games, and the internet.</span></div></li><li><div align="left">Students today are "evolving" so quickly that educators can't keep up with the usual inservice trainging and workshops.</div></li><li><div align="left">Too much emphasis on teachers' content knowledge. Instead, we need to focus more on their empathy and guidance abilities.</div></li><li><div align="left">Teachers should put engagement before content knowledge and encourage the students to design instruction by asking them how they'd teach class.</div></li><li><div align="left">Teachers still work as discussion guides but must learn to incorporate students' new prior knowledge.</div></li><li><div align="left">If educators listen to today's brightest students, they may provide the solutions to today's thorniest education problems, e.g., Webcam evaluations of teachers and streamline the homework submission and correction process.</div></li><li><div align="left">Herding and teacherds, i.e., "Herding is students' involuntary assignment to specific classes or groups, not for their benefits but for ours."</div></li><li><div align="left">"Programming is perhaps<em> the</em> key skill necessary for 21st century literacy. Many kids are already proficient enough to do their assignments as programmers.</div></li><li><div align="left">Techno-Byte: U.S. teachers who say that computer technology has affected the way they teach: To some extent--86%, A great --55.6% (eSchool News, 2005)</div></li><li><div align="left">Curriculum of the past is a "legacy" curriculum, which is not needed and "becoming an increasingly moribund and irrelevant institution." Students need to be learning about nanotechnology, bioethics, genetic medicine, and neuroschience and can meet with professionals in these fields via media.</div></li></ol><p align="left"><span style="font-size:180%;color:#006600;">My Reflection</span></p><p align="left"><span style="color:#000000;">I think that this article is absolutely rediculous in its content. The only way I can read it with out dropping dead laughing is if I take the weaker version of Prasky's argument. Prasky must have been using his stronger argument as a hyperbole, an overexaggerated story. He seems to use this as a call to wake educators up to changing trends in students' prior knowledge and teaching methods and tools. If he really meant what he said, I wonder how this article could have EVER been published. First, I will focus on the huge fallacies of his strong argument and how its complete nonsense. Second, I will turn gears towards what I think his point was in the weaker version of his argument.</span></p><p align="left"><span style="font-size:130%;color:#660000;">Strong Version (Hyperbole?)</span></p><p align="left"><span style="color:#000000;">In this argument, I could attack many claims Prensky makes. I'll start with his main assumption that kids of the 21st century are digital natives and the adults are digital immigrants. Some psychologists propose a dichotomy between learning and acquiring knowledge. In this dichotomy, they propose (and I admit that I agree with them) that languages are acquired, not learned. Unless under very special circumstances, all people-and only people-everywhere acquire unconsiously at least one language pretty much completely by the time they turn five years old. Nobody needs to teach children language even though they don't know anything coming into the world. This language is one of the most complex systems. For example, computational linguists can only come to a very gross approximation of language as it is. It is a human phenomenon, which is different from learning knowledge consciously. Technology is learned consciously. In fact, this analogy is a cliche and is not even true. Many adults know how to use computers and media a lot better than kids. Kids may learn more about using media as they get older, but then again maybe they won't. In this way, the article is a gross overgeneralization. I'm not particularly savvy yet I haven't found many kids who know how to use media better than I do. </span></p><p align="left">Further, there are some really BIG questions left untouched. Prensky mentions that the schools are not meeting the children's educational needs. Prensky proposes empathetc not necessarily knowledgable teachers, students as designing the curriculum, and "fun" instruction over content. Although I don't think that teachers have to be experts, they must know their subjects fairly well to be able to teach it. It's absolutely rediculous to even think of students creating their own curriculum. If we want to institute this, we are saying that children know what's best for them and should be the teachers. Where are the parents and the authority figures like the curriculum developers and teachers? The most educated people on these issues are the curriculum committees and teachers, not the students. Period. Now that's "common sense." Additionally, Prensky assumes that our educational woes (which is a questionable topic as is) have to do with lack of engaging teachers. I believe content can be fun and engaging, and it can motivate students to want to learn more. Finally, Prencky proposes programming as literacy. The problem with this is that students have to learn to program. Traditional literacy is really a prerequisite to programming much like his claim that we need to teach students nanotechnology. How can you get into nanotechnology without first understanding the physics and chemistry that make it possible? </p><p align="left">So, Presky make A LOT of unfounded assumption on education and the teaching profession. He is BIG on change and <em>lean </em>on fact.</p><p align="left"><span style="font-size:130%;color:#660000;">Weak Version</span></p><p align="left"><span style="color:#000000;">Despite the completely outlandish comments Prensky makes, his article has a thread of truth. Educators, administrators, curriculum designers and the like must think about how they can change curriculums to be more up-to-date, more relevant, and more apt to use technology to illuminate content used in teaching. Meanwhile, we must realize that qualitative knowledge is what we're going for, i.e., understandings. There are many way to reach these understandings and using different media sources can be a great way to teach such stuff. I as an educator can think of ways to make content learning more engaging by allowing my students to use these media sources. Further, they can play games to learn math, communicate with experts in their fields, etc. However, I think that we can and should make the content engaging in its own right for virtue that it is what it is. </span></p><p align="left">Finally, I want to point out that it is important to listen to our students. They can assess us as teachers. They can help us as teachers by answering questions such as "What did you think about how we taught that?" and "Do you have any suggestions for how we can improve and make learning X more interesting?" It is true that we must listen carefully to what our students have to say. Then we can modify our curriculum, or game plan, accordingly.</p><p align="left"><span style="color:#006600;"></span> </p>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-60059643047214191202008-09-10T01:15:00.000-07:002008-09-10T01:30:31.916-07:00Futuring 3<strong><span style="font-size:180%;">Sabrina's Journey</span></strong><br />Sabrina's journey took her from her home in Klawock. Scared and liberated, she embarked on a circular adventure to Durango, CO and back home to Klawock. Her journey chronicles her feelings about each place. She asks herself the question, "Do I belong here?" Then she answers and explains why she answered the way she did.<br />This is absolutely a wonderful photo/audio essay. It answers an extremely important personal question we all have. Then she answers by explaining and describing all the situations she has been in on her adventure back home. It's a great reflection piece that my students could do. I think in particular this project appeals to the students I work with. English language learners need all the speaking practice they can get. It would be a great essay topic. "Do you feel you belong?"Use pictures and audio to explain. Many other questions could be asked also.Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-84837134280863125972008-09-10T00:54:00.000-07:002008-09-10T01:04:25.424-07:00Futuring 2<strong><span style="font-size:180%;">EPIC 2015</span></strong><br />To me, EPIC 2015 was a bunch of gobbdiddlygoop. Certainly it has a point as to an increased use and reliance on technology. In every classroom, I see computers where the students can access the internet and search for information. This never ever would have been imagined when I was in high school. (I didn't even hardly know how to use a computer until I was a sophomore/junior in college.)<br /><br />The clip mentioned that podcasts allow people to communicate their own thoughts and music to others. According to EPIC 2015, it predicts that this will eventually lead to no newspaper medial as we have today. Instead, news-owned by Googlezon-would be given by individuals.<br /><br />I don't see it because journalism is a profession and I think it will change to the times. Also, I think that it wouldn't make us as reliable on computers if we didn't want to be. To me, it all seems kind of odd and (yawn) a little boring. Too much information and worse too much bogus information. But it still should be able to be used <strong>WISELY </strong>in the classroom. In what way? I don't know.Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0tag:blogger.com,1999:blog-6852075663163184116.post-78347871451423710642008-09-09T23:39:00.000-07:002008-09-10T00:25:39.607-07:00Futuring<strong><em><span style="font-size:130%;color:#663366;">Fox and School Train</span></em></strong><br />How would I "grade" or assess these two assignments? This question consists of two parts:<br /><ol><li>What rubric I would use to grade the two works, and</li><li>What grade I would give each of them</li></ol><p>I will refrain from answering one in hopes that my answer to two will implicitly reveal the rubric I use to grade them. </p><ul><li><strong><em><span style="color:#000099;">School Train</span></em></strong></li></ul><p><em>School Train </em>is a very fascinating take on metaphor. The students compare the school to a train. I think that the use of video media helped these fourth graders communicate their ideas. They made some good and interesting connections: </p><ul><li>test-pull hard </li><li>conductor-principal</li><li>sit a lot </li><li>it takes a loooong, looooong time</li></ul><p>Some of these would never be uttered by children in oral/written projects. Also, these connections appear to be highly reflective and do show an understanding of the concept. Obviously their use of video to show the school and the class was good. I think they could have connected what was going on in real time classes with the train more, i.e., more photos of the students in classes. Further, I think that, with the class working together as they did, they could have made more connections to solidify the metaphor and illustrate that they knew what they were talking about. I say this because my first impression was, "Do they know what metaphor is?" The other question is "What did each student put in? Was it equal? Or was it highly differentiated?"</p><blockquote></blockquote><p><strong><span style="font-family:georgia;color:#cc0000;">The verdict:</span> </strong>I would grade the class favorably. It's not an A, but also not a C. I give them a <span style="font-size:180%;">B</span><span style="font-size:100%;">.</span></p><ul><li><strong><em><span style="font-size:130%;color:#000099;">Hannah-Fox Becomes A Better Person</span></em></strong></li></ul><p>I think that Hannah's traditional story was well done. I loved the use of visual and auditory media in her story. In a culture where stories are oral, the use of video was especially powerful. The story just wouldn't be the same if Hannah had written it down. Further, this story has a little more "meat" in it than the <em>School-Train</em> did. She uses the cultural characteristics poster at the beginning and closes it with one of those morals at the end. I don't know if the song was exactly appropriate to the occasion but it sounded nice. Plus, songs go well with stories. (I'm sure the teacher and song writers knew what they were doing.)The background images were outstanding and really brought the story to life. She looked a little uncomfortable up front and probably could have tweaked that a little bit. However, her movements and sound effects were fantastic. Also, I think given a language/culture class, she could have used some more words in Tlingit (she only introduced herself). It would have been nice to hear at least fox/duck/turtle/dove/bug in Tlingit, too. </p><p><strong><span style="color:#cc0000;">The verdict:</span> </strong>For good substance, backgrounds, moral, character development, etc. I give Hannah an <strong><span style="font-size:180%;">A-</span><span style="font-size:100%;">.</span></strong></p><p><span style="color:#cc0000;"></span></p>Laron Thomashttp://www.blogger.com/profile/14801468052071619275noreply@blogger.com0