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.
Thursday, January 31, 2008
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.
Friday, November 16, 2007
Valid Sources with My Seniors
Earlier this week my seniors began a project that we will be working on for the rest of this semester and will continue next semester. It is a career exploration project in which they will basically research their future career from every possible angle. The items listed in the table of contents are as follows:
Part I—Semester 1
1. Introduction—What is a basic description of career; why do you want to go into this field?
2. Qualifications—What skills, knowledge, and training are needed for this career?
3. Employment Package—What can you expect in terms of salary, benefits, and retirement?
4. Organizations—What are the groups associated with your career? What is their purpose?
5. Employment Opportunities—What are the growth rates and employment rates?
6. Works Cited—List of sources used in your research for Part I.
Part II—Semester 2
7. Advancements—How has your profession advanced and where is going in the future?
8. Famous Person—Research a famous person in that field, how were they influential?
9. Upcoming Election—How will the Presidential election affect your career
10. Economy—What influence is the economy having on your career?
11. In the News—What are major happenings in your career that put it in the news?
12. Pros & Cons—What are the benefits and drawbacks of entering into this career?
13. Resume & Cover Letter—Provide these items tailored to fit your career.
14. Conclusion—Final thoughts and reflection after extensive exploration of career.
15. Class Skills—How will you use reading, writing, speaking, and group work in your career?
16. Updated Works Cited—List of sources used in your research for Parts I & II.
The basic format for working through this unit will be to to work through each of the items on the table of contents one at a time. For each item I will introduce the students to the topic and have them brainstorm what they know related to their career. They will then conduct research related to that topic, then return to the class and draft their formal write-up (some of these will require charts, time lines, etc.), then they will peer review, and then return to the lab to type it up and put it in their Career Exploration Portfolio.
At the beginning of this week I went over the topic of sources and citations. Specifically related to sources, I really reinforced the concepts of reliable and valid sources. We discussed what it means if a source is not reliable and what it means if a source is not valid. I walked them through examples of both, and then the most fun part was when I opened up the Internet and we started searching a topic together. For example, with one hour we decided to search the average salary of garbage men. Then, once we were on the Internet, I would open sites and have the students determine if they thought it was a reliable and valid website. Most helpful was that the students really began to understand why blogs and wikipedia are not good sources to use in research. When we discussed how the last three letters of a URL can be helpful in determining the validness of a website (ex. .gov, .edu., .org). They saw this as a little "trick" that they now knew the secret to, like these sites had been trying to keep this a secret this whole time.
I noticed that when the students were researching that they seemed to be using valid sources and as a result they were finding much better information. I am curious to see how this turns out in class today when they start drafting #2 on the ToC.
Part I—Semester 1
1. Introduction—What is a basic description of career; why do you want to go into this field?
2. Qualifications—What skills, knowledge, and training are needed for this career?
3. Employment Package—What can you expect in terms of salary, benefits, and retirement?
4. Organizations—What are the groups associated with your career? What is their purpose?
5. Employment Opportunities—What are the growth rates and employment rates?
6. Works Cited—List of sources used in your research for Part I.
Part II—Semester 2
7. Advancements—How has your profession advanced and where is going in the future?
8. Famous Person—Research a famous person in that field, how were they influential?
9. Upcoming Election—How will the Presidential election affect your career
10. Economy—What influence is the economy having on your career?
11. In the News—What are major happenings in your career that put it in the news?
12. Pros & Cons—What are the benefits and drawbacks of entering into this career?
13. Resume & Cover Letter—Provide these items tailored to fit your career.
14. Conclusion—Final thoughts and reflection after extensive exploration of career.
15. Class Skills—How will you use reading, writing, speaking, and group work in your career?
16. Updated Works Cited—List of sources used in your research for Parts I & II.
The basic format for working through this unit will be to to work through each of the items on the table of contents one at a time. For each item I will introduce the students to the topic and have them brainstorm what they know related to their career. They will then conduct research related to that topic, then return to the class and draft their formal write-up (some of these will require charts, time lines, etc.), then they will peer review, and then return to the lab to type it up and put it in their Career Exploration Portfolio.
At the beginning of this week I went over the topic of sources and citations. Specifically related to sources, I really reinforced the concepts of reliable and valid sources. We discussed what it means if a source is not reliable and what it means if a source is not valid. I walked them through examples of both, and then the most fun part was when I opened up the Internet and we started searching a topic together. For example, with one hour we decided to search the average salary of garbage men. Then, once we were on the Internet, I would open sites and have the students determine if they thought it was a reliable and valid website. Most helpful was that the students really began to understand why blogs and wikipedia are not good sources to use in research. When we discussed how the last three letters of a URL can be helpful in determining the validness of a website (ex. .gov, .edu., .org). They saw this as a little "trick" that they now knew the secret to, like these sites had been trying to keep this a secret this whole time.
I noticed that when the students were researching that they seemed to be using valid sources and as a result they were finding much better information. I am curious to see how this turns out in class today when they start drafting #2 on the ToC.
Wednesday, October 31, 2007
A Few Questions & 1 Wondering
First, I have a couple of questions, and I thought I'd post them to the blog to see if my reader might be able to answer them.
1) We submitted a plan for a technology based activity/lessons and I submitted a research paper, what if that has changed and it is no longer what we thought it would be. Specifically, I will not be doing a full fledge research paper during 1st semester like I thought I would. Instead, I am spending 3 weeks doing an introduction into the research process where we will work on developing an argument, how to find research from books and electronic sources, and citations. Then, sometime next semester we will do a full research paper (I think...) . So I was wondering if this change is okay? I was also wondering, if it is not okay, can I switch that assignment to be the one that my students are about to do with creating a technology project based on myths we have read? Thoughts?
2) Can we submit our eThemes now if we want? I was reading further about that assignment, and I want to be sure that I have my eThemes materials before we do the unit, so that I can do my assignment on time. Can I submit them now? I read the information that is posted on Blackboard, is there anything else I need to know?
And finally...my 1 wondering:
I wonder how successful my students will be at creating this technology project. This is the project that I describe in a previous blog. I am introducing this project to my students tomorrow. They will begin preparing the information on the myths in a packet and then we will meet in the computer lab next week. My mentor and I were talking and she asked how experienced I think my students are with technology, and to be honest, I was able to answer it. From my experience with a project recently where they had to create a presentation and could chose what ever method of presenting, many groups chose PowerPoint presentation, and one group made a digital video. There were absolutely no limitation on this presentation, and technology was not a requirement...they chose this. So that indicated to me that many students are very familiar with technology, which I had assumed anyway. I suppose I am just afraid that when the students start this project that I will find out that there are some students who are not even able to create a project using Microsoft Word. I plan on suggesting that the students partner with someone who is good with technology if they are not...and I will put up on the board students who are good at various programs so they know who to go to with questions. I guess I will just have to give it a shot...and will let you know how it goes.
Wish me luck!
1) We submitted a plan for a technology based activity/lessons and I submitted a research paper, what if that has changed and it is no longer what we thought it would be. Specifically, I will not be doing a full fledge research paper during 1st semester like I thought I would. Instead, I am spending 3 weeks doing an introduction into the research process where we will work on developing an argument, how to find research from books and electronic sources, and citations. Then, sometime next semester we will do a full research paper (I think...) . So I was wondering if this change is okay? I was also wondering, if it is not okay, can I switch that assignment to be the one that my students are about to do with creating a technology project based on myths we have read? Thoughts?
2) Can we submit our eThemes now if we want? I was reading further about that assignment, and I want to be sure that I have my eThemes materials before we do the unit, so that I can do my assignment on time. Can I submit them now? I read the information that is posted on Blackboard, is there anything else I need to know?
And finally...my 1 wondering:
I wonder how successful my students will be at creating this technology project. This is the project that I describe in a previous blog. I am introducing this project to my students tomorrow. They will begin preparing the information on the myths in a packet and then we will meet in the computer lab next week. My mentor and I were talking and she asked how experienced I think my students are with technology, and to be honest, I was able to answer it. From my experience with a project recently where they had to create a presentation and could chose what ever method of presenting, many groups chose PowerPoint presentation, and one group made a digital video. There were absolutely no limitation on this presentation, and technology was not a requirement...they chose this. So that indicated to me that many students are very familiar with technology, which I had assumed anyway. I suppose I am just afraid that when the students start this project that I will find out that there are some students who are not even able to create a project using Microsoft Word. I plan on suggesting that the students partner with someone who is good with technology if they are not...and I will put up on the board students who are good at various programs so they know who to go to with questions. I guess I will just have to give it a shot...and will let you know how it goes.
Wish me luck!
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