Wow, totally forgot to blog...oops! I guess it's just that time of the year when we are all chugging along trying to make it until spring break...11 school days?
Unfortunately, we've only been using surface level technology right now. By that I mean that technology is primarily being used for word processing purposes, not for the construction and sharing of new knowledge.
Well...I suppose that's not true for everyone. I am doing end of unit projects with my sophomores right now over the play Othello by the good ol' Billy Shakes. For these projects students must complete three types of projects: 1) a creative visual project with a metacognitive reflection that explains rationale behind project, 2) a creative written project withe metacognitive reflection, and 3) a formal written paper. For each of these options, students have several options of project types to choose from. For example, for the creative visual students could create a drawing, painting, collage, comic strip, MovieMaker composition, extensively digitally altered pictures, etc. As you can see, some of the options allow for technology use. The same is true for the other project options. One of the formal options requires students make use of technology in constructing knowledge if they choose the option of researching a topic related to the time period and relating it to the play.
Interestingly enough, my students that really enjoy using technology are finding ways to integrate technology into the project in ways that I would not have thought of doing. For example, many students have chosen to make a collage, and are doing so by pulling images from the Internet. A couple of students have chosen to write a song for the creative written project and have set their lyrics to actual music that they are then recording on the computer so they can turn it into me. I believe one of those students is using that song for his creative visual because he is setting the song to a MovieMaker background of images. Very cool, very creative, and within their comfort level and realm of technology experience--yet still pushing them to think critically about the text of Othello.
Wednesday, March 5, 2008
Tuesday, February 12, 2008
website makes life easier
Not a lot on the technolgy front right now. Both of my classes have been focusing a lot of energy on reading from good ol' fashioned books. My seniors are currently participating in literature circles groups, so each week they work to complete their required reading, a journal, and their group role for their discussion groups. My sophomores are reading Independent Reading Books (IRBs) and we are also reading Othello in class as a group. Needless to say, everyone has pretty much had their noses in a book rather than pressed against the computer screen.
I will say, though, that in attempting to meet diverse student needs, I have found a website that has made everyone's life a little easier. In class, we are reading the No Fear Shakespeare version of the play, in which the left side of the page is the classic Shakespeare text and the right side of the page is a modern translation. Using this version has been very helpful for my high number of special needs students (to whom I recommended they just read the modern text), allowing them to follow along with the class and engage in discussions. What is convenient is that you can find this text on the web at www.nofearshakespeare.com . Once at this site, you just click on the play you want to read, and the text appears on the screen exactly like it is in our book, pagination and everything. This has been really great for catching up students who are absent, assisting students who need extra help or are working with a learning specialist, or simply to allow students in "In-School-Suspension" to stay caught up even if they are not physically in class. This online resource has also helped students as they work on their projects for this unit (a series of three different projects that really provide students with a great deal of choice in the medium and project they develop). However, these projects require students use quotes from the play. So when we are down in the media center having project work time, the students find great ease in going to this site to find the quotes they need.
I will say, though, that in attempting to meet diverse student needs, I have found a website that has made everyone's life a little easier. In class, we are reading the No Fear Shakespeare version of the play, in which the left side of the page is the classic Shakespeare text and the right side of the page is a modern translation. Using this version has been very helpful for my high number of special needs students (to whom I recommended they just read the modern text), allowing them to follow along with the class and engage in discussions. What is convenient is that you can find this text on the web at www.nofearshakespeare.com . Once at this site, you just click on the play you want to read, and the text appears on the screen exactly like it is in our book, pagination and everything. This has been really great for catching up students who are absent, assisting students who need extra help or are working with a learning specialist, or simply to allow students in "In-School-Suspension" to stay caught up even if they are not physically in class. This online resource has also helped students as they work on their projects for this unit (a series of three different projects that really provide students with a great deal of choice in the medium and project they develop). However, these projects require students use quotes from the play. So when we are down in the media center having project work time, the students find great ease in going to this site to find the quotes they need.
Thursday, January 31, 2008
Projector, yay!
Yay! We finally got a projector in my room! What's nice about it is that it is hooked up to a separate computer that sits in the back of the room and also serves as a student computer. So if/when students want to do presentations or show something on the projector I don't have to worry about them being on my computer (which is against school policy).
So far I have found the projector useful for several purposes. First, I have used it as an overhead quite a bit, so I am glad to be saving the environment in the reduction of transparencies I waste. Of course, that is surface level use. Second, I was able to use the projector to share with my students high and low quality project examples and we scored them together using a rubric. Specifically, I opened up the rubric on the computer and used the highlighter feature in Microsoft Word. As the students told me what to quality indicators were satisfied on the rubric, I would highlight that section. I found this to be particularly helpful with some of my low level learners who are still struggling with figuring out how to use a rubric. Having the highlighting up on the screen showed them how to highlight the rubric and breaking that down verbally in class helped them to understand what that means.
Other than that, not much technology use right now. We've been spending a lot of class time reading the play. I had wanted to use some media clips in a Jack Daw we did to start the unit off, but for some reason I could not find the small film clips and was running short on time. So the students did the Jack Daw using other forms of media I had gathered already (such as images and articles, etc.).
I did just get my eThemes request back. I asked them to find resources that I could use when teaching the novel Night. I haven't had a chance to look at those items yet, but a skim at the resources looked really good. I'll probably end up using a lot of the resources for pre-novel introduction activities to help students become familiar with topics and interested in reading the novel.
So far I have found the projector useful for several purposes. First, I have used it as an overhead quite a bit, so I am glad to be saving the environment in the reduction of transparencies I waste. Of course, that is surface level use. Second, I was able to use the projector to share with my students high and low quality project examples and we scored them together using a rubric. Specifically, I opened up the rubric on the computer and used the highlighter feature in Microsoft Word. As the students told me what to quality indicators were satisfied on the rubric, I would highlight that section. I found this to be particularly helpful with some of my low level learners who are still struggling with figuring out how to use a rubric. Having the highlighting up on the screen showed them how to highlight the rubric and breaking that down verbally in class helped them to understand what that means.
Other than that, not much technology use right now. We've been spending a lot of class time reading the play. I had wanted to use some media clips in a Jack Daw we did to start the unit off, but for some reason I could not find the small film clips and was running short on time. So the students did the Jack Daw using other forms of media I had gathered already (such as images and articles, etc.).
I did just get my eThemes request back. I asked them to find resources that I could use when teaching the novel Night. I haven't had a chance to look at those items yet, but a skim at the resources looked really good. I'll probably end up using a lot of the resources for pre-novel introduction activities to help students become familiar with topics and interested in reading the novel.
Tuesday, January 15, 2008
WebQuest & Tribune Website
My students did the Othello WebQuest yesterday and I was surprised by the amount of difficulties some students had and the ease other students had. In the 50 minute class period, some students only completed 1/3 of the assignment despite the fact that they worked hard all hour. Of course, I did not punish them for this...rather, I scored the assignment by looking at what the majority of the class was able to complete during the class time. However, I was still very surprised to see that many students struggle with basic Internet research skills. For example, one of the questions ask students to look up the images of 3 different people who have played the role of "Othello" in film or in live theater and copy that image into the Word document. It also asks them to note the actor who played that role and the year they played it. Many students were easily able to do the copy and pasting part, but it was the searching part where they struggled.
At the same time, I had some students who did remarkably well on the assignment. In fact, it was almost like polar opposites. Students either completed nearly all of the assignment, or only 1/3 of the assignment. Either way, I think all students benefited. Those who were able to complete more obviously benefited from more knowledge gained and more exposure to the topics. Students who completed less learned much less in terms of the content, but the practice with search the Internet will benefit them in future assignments. Students need to become much more skilled in this area, and I'm glad this activity served that purpose as well.
Just wanted to make the note...I use my super cool projector with seniors everyday in replacement of an overhead...but today I was able to use it to make the content more relevant to the students. We have been doing daily mini-lessons on the importance of reading, and have been focusing on the aspect of improving vocabulary through reading (particularly in the way you learn words simply by reading them in context, like a sponge soaking up information). During the warm up I logged onto the Columbia Daily Tribune website and we read a news article searching for new words with which they were not familiar. They really like looking in the news paper because the info was fresh off the press, and thus, more relevant to them.
Anyway, not much technology use this month...will let you know what in store for the future, though.
At the same time, I had some students who did remarkably well on the assignment. In fact, it was almost like polar opposites. Students either completed nearly all of the assignment, or only 1/3 of the assignment. Either way, I think all students benefited. Those who were able to complete more obviously benefited from more knowledge gained and more exposure to the topics. Students who completed less learned much less in terms of the content, but the practice with search the Internet will benefit them in future assignments. Students need to become much more skilled in this area, and I'm glad this activity served that purpose as well.
Just wanted to make the note...I use my super cool projector with seniors everyday in replacement of an overhead...but today I was able to use it to make the content more relevant to the students. We have been doing daily mini-lessons on the importance of reading, and have been focusing on the aspect of improving vocabulary through reading (particularly in the way you learn words simply by reading them in context, like a sponge soaking up information). During the warm up I logged onto the Columbia Daily Tribune website and we read a news article searching for new words with which they were not familiar. They really like looking in the news paper because the info was fresh off the press, and thus, more relevant to them.
Anyway, not much technology use this month...will let you know what in store for the future, though.
Sunday, December 30, 2007
Jack Daw & WebQuest
So, like I said in the last blog, during the months of January and February, I am really going to have to limit the amount of time my students are in the computer lab. This is unfortunate because my students will be reading some really great literature that really could really lend itself well to technology--first they will be reading Othello by Shakespeare, and then they will read Night by Elie Wiesel.
I know that for Othello I plan to use technology primarily in pre-reading activities as a method of "hooking" the students into Shakespeare--which is often a very daunting task. The students will participate in two activities that integrate technology as a means of providing introductory knowledge and material and to help create connections with the students:
1) Jack Daw--students will move between stations that have a variety of materials related to information about the Elizabethan era. Some of the materials include photocopied reading materials about the Globe Theater, images of Queen Elizabeth accompanied by reading material, images of clothing at the time, a PowerPoint about Shakespeare and his life, a small film about Queen Elizabeth, reading material and a small film clip about the plague.
2) WebQuest--I found the questions for this WebQuest at the PBS website that provides lesson ideas for teaching various Shakespeare plays. What I really liked about this WebQuest is that it has students look up more than just information, it also has them look up images and visuals. This will really help the students when they begin reading the play because they will have images of the characters in their minds. The WebQuest also helps the students better understand the racial attitudes of the time and the historical context of the play.
Mid-Late February: we will begin reading Night, and I am still trying to figure out exactly what I will do in that unit. That is the unit for which I am submitting my eThemes request, so I will probably wait until they have sent me my eThemes resources. I do know that will be a great unit for technology use, though, particularly through film clips, images, news, maps, etc.
I know that for Othello I plan to use technology primarily in pre-reading activities as a method of "hooking" the students into Shakespeare--which is often a very daunting task. The students will participate in two activities that integrate technology as a means of providing introductory knowledge and material and to help create connections with the students:
1) Jack Daw--students will move between stations that have a variety of materials related to information about the Elizabethan era. Some of the materials include photocopied reading materials about the Globe Theater, images of Queen Elizabeth accompanied by reading material, images of clothing at the time, a PowerPoint about Shakespeare and his life, a small film about Queen Elizabeth, reading material and a small film clip about the plague.
2) WebQuest--I found the questions for this WebQuest at the PBS website that provides lesson ideas for teaching various Shakespeare plays. What I really liked about this WebQuest is that it has students look up more than just information, it also has them look up images and visuals. This will really help the students when they begin reading the play because they will have images of the characters in their minds. The WebQuest also helps the students better understand the racial attitudes of the time and the historical context of the play.
Mid-Late February: we will begin reading Night, and I am still trying to figure out exactly what I will do in that unit. That is the unit for which I am submitting my eThemes request, so I will probably wait until they have sent me my eThemes resources. I do know that will be a great unit for technology use, though, particularly through film clips, images, news, maps, etc.
Sunday, December 16, 2007
End of the Semester
So, we're at the end of the semester and I feel like I've word very hard at infusing my curriculum with technology use. Both my sophomores and seniors have completed creative projects with the help of technology, allowing the technology to serve as a creative medium for displaying knowledge. Additionally, both groups also engaged in the research process using technology, with a focus on the many different research resources, and also determining valid/reliable resources. I feel this has benefited the students.
I was very surprised to see how well the students took the idea of determining resources to be valid and/or reliable. When I would interact with students during the research process I would hear students say comments such as, "I am having trouble finding an Internet resources because the only websites that show up do not look very valid and reliable." With comments such as this, I am confident that no one will turn in a research project with Wikipedia marked as a valid and reliable source, and that really makes me feel pleased. If they can determine the difference between sources when focusing on validity and reliability, that will affect how they look at all sources in their life...how they look at magazines, newspapers, advertisements, how they interact with people, whether or not they are easily persuaded by a scam. I just think it will make them more aware all around in their life.
So, while they have been very engaged in the technology world, I feel like I have driven the Media Center staff crazy. Whether with my seniors or sophomores, I feel like I am always down there. During the first part of second semester, I do need to spend some time out of the lab for the sake of my fellow faculty members. I know that many of them do a research paper second semester, and I should leave that room for them. My goal for next semester is to find a way to bring the technology to them. It's a little bit easier with my seniors because that room now has a projector, but the room for my sophomores is still waiting for its projector. Oh, the cool things I could do with them if we had a projector. I guess we'll just have to wait, and if it is absolutely crucial, I'll bring in one of the projectors on a cart.
I was very surprised to see how well the students took the idea of determining resources to be valid and/or reliable. When I would interact with students during the research process I would hear students say comments such as, "I am having trouble finding an Internet resources because the only websites that show up do not look very valid and reliable." With comments such as this, I am confident that no one will turn in a research project with Wikipedia marked as a valid and reliable source, and that really makes me feel pleased. If they can determine the difference between sources when focusing on validity and reliability, that will affect how they look at all sources in their life...how they look at magazines, newspapers, advertisements, how they interact with people, whether or not they are easily persuaded by a scam. I just think it will make them more aware all around in their life.
So, while they have been very engaged in the technology world, I feel like I have driven the Media Center staff crazy. Whether with my seniors or sophomores, I feel like I am always down there. During the first part of second semester, I do need to spend some time out of the lab for the sake of my fellow faculty members. I know that many of them do a research paper second semester, and I should leave that room for them. My goal for next semester is to find a way to bring the technology to them. It's a little bit easier with my seniors because that room now has a projector, but the room for my sophomores is still waiting for its projector. Oh, the cool things I could do with them if we had a projector. I guess we'll just have to wait, and if it is absolutely crucial, I'll bring in one of the projectors on a cart.
Tuesday, December 4, 2007
Seniors having more success
I recently started the research unit with my sophomores. Instead of doing a major research paper like I had originally designed for this class, I decided to pair it down so as not to totally confuse and frustrate my kids. Specifically, instead of having the students spend 8 weeks completing research and writing a paper, they are spending 3 weeks learning the research process and writing an outline with citations.
Just as with my seniors, we had the whole discussion about valid and reliable resources. I do feel that this discussion went much better with my sophomores. I described non-valid resources as being like a stop sign, just avoid all together, don't even waste your time (and, of course, I described what non-valid sources are and how to recognize them...such as wikipedia, blogs, web posts, etc.). Then I described non-reliable resources through the metaphor of a yield sign. You can use these sites, but approach them with caution (and when I described these, I provided examples like political websites for politicians, religious websites, business sites). They really seemed to understand this. I was really glad that I was able to get them to really think about websites in this way because previously they felt that everything on the internet was a valid source. I don't know if I mentioned this, but I did this same lesson with my seniors. I feel that it was effect for both groups.
Interestingly enough, both groups seem to have a great deal of trouble when it goes to actually finding resources on the computer (whether they be databases--which I taught--or websites). They really seem to have problems when it comes to problem solving through the brick walls in the research process. When they come to a "brick wall" or a problem, they just want to give up, they don't know how to think through the problem solving process. For example, they don't think to re-word their search, or to try and search in a new location, or try and search with new materials, etc. I'm not sure if this is a generational thing...we've all heard the term the "now generation"...meaning they want results immediately. I think that could be part of it. However, for a generation that is more tech savvy than every before, I was truly surprised to see this.
The next time I do a major project where the kids must complete research, I think I will prep them for it by providing numerous webquest opportunities. Specifically, I think it would be really beneficial to have them work through their problems, "brick walls," in a low pressure situation where they can really explore how to find answers and work around research difficulties. I think completing a few webquests would definitely help with this.
The students had two days to complete research during class time: one day was on the computer using databases and internet, the other day was for book sources. I'll be curious to see the quality of research the students find.
Just as with my seniors, we had the whole discussion about valid and reliable resources. I do feel that this discussion went much better with my sophomores. I described non-valid resources as being like a stop sign, just avoid all together, don't even waste your time (and, of course, I described what non-valid sources are and how to recognize them...such as wikipedia, blogs, web posts, etc.). Then I described non-reliable resources through the metaphor of a yield sign. You can use these sites, but approach them with caution (and when I described these, I provided examples like political websites for politicians, religious websites, business sites). They really seemed to understand this. I was really glad that I was able to get them to really think about websites in this way because previously they felt that everything on the internet was a valid source. I don't know if I mentioned this, but I did this same lesson with my seniors. I feel that it was effect for both groups.
Interestingly enough, both groups seem to have a great deal of trouble when it goes to actually finding resources on the computer (whether they be databases--which I taught--or websites). They really seem to have problems when it comes to problem solving through the brick walls in the research process. When they come to a "brick wall" or a problem, they just want to give up, they don't know how to think through the problem solving process. For example, they don't think to re-word their search, or to try and search in a new location, or try and search with new materials, etc. I'm not sure if this is a generational thing...we've all heard the term the "now generation"...meaning they want results immediately. I think that could be part of it. However, for a generation that is more tech savvy than every before, I was truly surprised to see this.
The next time I do a major project where the kids must complete research, I think I will prep them for it by providing numerous webquest opportunities. Specifically, I think it would be really beneficial to have them work through their problems, "brick walls," in a low pressure situation where they can really explore how to find answers and work around research difficulties. I think completing a few webquests would definitely help with this.
The students had two days to complete research during class time: one day was on the computer using databases and internet, the other day was for book sources. I'll be curious to see the quality of research the students find.
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