The Fabulous Five**
This is our
team info:
Sarah Wilds theteacherabc123@gmail.com
Sandra Miraval
smiraval0419@gmail.com
Gina Lunsford
glunsford@denisonisd.net
Brenda Murphy
brendarmurphy@gmail.com
Celica Peña cpena9@rgv.rr.com
________________________________________________________________________
Hello team!
I am Sandra Miraval, and I teach 4rd
grade at a Title I school in Mesquite ISD.
I think we are going to be using this document a little bit more
starting week 3 as evidence of our projects. I will be using blue font for my
comments.
Hi Everyone!
This is Sarah Wilds and I’ll use
orange. I currently teach 7th grade,
Texas History.I look forward to working with all of you. :)
Hi, team!
This is Celica Pena, and I will use
pink, one of my favorite colors. I teach
English I Pre AP; this is my 13th year in education. I love what I do, but I’m looking forward to
becoming an administrator.
By
the way, am I supposed to be using the Gmail account I supplied in the week one
assignment? In that case, that email is celicapena@gmail.com, but I prefer
this cpena9@rgv.rr.com since the emails go directly to my phone.
Hi Team!
I’ll be using green as my color. I am
a 20 year veteran of special education, primarily in the area of Life Skills,
VAC, and Transition!
Love the name!
Hello
Team,
This
is Brenda Murphy and I will use Purple.
This is my 18th year in education and
I have taught grades 3-5.
_________________________________________________________________________
WEEK 3 Assignment - Sandra Miraval
Hello guys!
I think that here is where we need to
communicate about our team projects, because later I believe we need to show
evidence of our work in a collaborative way to our AI.
Hi team, please
click the link below. Voki is one of the
two Web 2.0 tools that I have chosen as a way of engaging students in
learning. It belongs to the
photo/video/voice category, specifically to the talking creations and voice and
to the video and slideshow subcategories.
VOKI
Voki is a tool that can be used in the
classroom, especially in activities that seek to develop listening and speaking
skills as two of the four main ways to improve our students’ communication.
Both, our shy students, and our second language learners sometimes do not feel
comfortable speaking in front of others.
With Voki, they do not need to speak out loud to be heard because they
can type their message and an avatar will speak for them. Students can also use this tool to present
information for different subjects, such as Science and Social Studies. As a matter of fact, while playing with this
tool, I discovered a wonderful 4th grade persuasive writing avatar that I will
actually use with my class.
As a future principal I will recommend Voki
to my teachers as a great tool that they could use to engage their
students. Besides the uses previously
explained, Voki could be used during transitions from one subject to another.
Teachers could incorporate this approach to encourage their students to express
themselves on the internet in a safe and confident way.
As I expressed on my message Voki is a is a
free service that allows you to create personalized speaking avatars and embed
them on websites, blogs, profiles, email messages, and in this case, on our
Google doc. I think this is a great way
of engaging our students in learning.
MIND42
Mind42 is the second Web 2.0 tools that I
have chosen as a way of engaging students in learning. It belongs to the mind mapping category.
Mind42 (Mind for two) is an online mind
mapping application. As we all are aware
of, mind maps are the diagrams we use to visually outline information,
frequently created around a word or text, placed in the center, to which we add
associated ideas. Teachers and students
would be able to manage all their ideas, whether working by themselves, on
pairs or as a group. This is just
perfect because all of us want to organize our thoughts the fast way.
If I were the principal, I would totally
recommend the tool to teachers. For
starters, Mind mapping is a researched based proven method. It is also an organization tool that helps
teachers with time-management, and it is really powerful due to its
collaborative character. Some of the
advantages of this application is that it runs in your browser, so no
installation is necessary.
Week 3 Assignment-Gina Lunsford
Hey Team! I have chosen two Web 2.0 tools to share with you - Poll
Everywhere and Celly.
Poll
Everywhere
Poll
Everywhere is a way to create real-time audience response for events using
mobile devices. Audience responses can
be gathered in any type of venue such as conferences, presentations, classrooms
- anywhere the audience can text or tweet responses. Poll Everywhere is used by
K-12 educators and Fortune 500 companies to change the way an audience
interacts with a presenter, and helps teachers reign in cellphone use in the
classroom.
Some of the
ways people have used Poll Everywhere are anonymous polls, training
comprehension checks, grading in-class quizzes, texting feedback to a
presenter, and even automated attendance tracking.
As a principal
I would most definitely encourage my teachers to use Poll Everywhere in their
classrooms. I have seen this used in several different conferences that I have
attended in the last couple of years and was very impressed with it. The audience
and presenter receive immediate feedback, and no one is singled out for right
or wrong responses. Using something like Poll Everywhere provides the teacher
the opportunity to give feedback to students and the opportunity to discuss
results (right or wrong).
Celly
Celly is
another type of mobile social networking that provide the users to create
building blocks call “cells” for collaboration, knowledge sharing, and group
communication on any mobile device. The users create groups of unlimited
members and has such features as joining by text in seconds, multiple choice
polling, group messages, web alerts, and scheduling reminders. Phone numbers
are kept private, which is important in groups such as schools, where students
and teachers can communicate through Celly. And, Celly group messages can be
moderated by one or more curator to keep the conversations on-topic and
friendly.
Other groups
that use Celly can include city governments (departmental communication,
outreach), businesses (staff coordination, field service communication),
families (chat with relatives, everyday planning), teams and clubs (game and
practice alerts, ridesharing), and neighborhoods (watch groups, lost and
found).
I have seen
and been a part of this type of collaboration tool at my school. Our counselors
use Celly to create grade level groups (freshmen, sophomores, juniors, and
seniors), to share important grade level communication such as prom, class
meetings, graduation information, and homework details. I have loved it because
it helps me work with my special education students to ensure that they are
receiving the same information that their peers receive. Our parents love it,
because they are also included (many parents/families don’t have computers, but
most have cell phones). I would definitely encourage all of my staff to use
Celly - it works!
WEB 2.0
TOOLS
Ning
Ning
is an online collaborative tool which is similar to social media sites like
Twitter, Facebook, and somewhat like MySpace.
It allows people to post blog statements and allow others in the,
online, community to respond to the post and interact. Ning allows the creator to control who is
involved in the online group and also whether the group is public or
private. Teachers can use Ning as a way
for students to interact with one another in a controlled environment. It can use a forum for questions or as a
project where students can assume identities of various characters and respond
to one another’s questions in character.
Voicethread
Voicethread
is a unique program that allows people to upload documents (or pictures) and
then record their voices. You can share
your documents will various people and also them to make comments on the
documents. Or you can allow the public
to view, and listen to, your document.
This is a great tool to use in your classroom- especially for students
who require oral administration of work.
Students can access the Voicethread link from any computer. The creator has the ability to control who
comments or simply views the page.
Week
3 Assignment: Brenda
Hello Team, I have chosen Wallwisher and PREZI Web 2.0
tools share with you. Wallwisher belongs to the brainstorming/collaboration
category and PREZI belongs to the presentation tool category.
Paper For The Web
Wallwisher is a wall
set up for brainstorming and collaborating online. Wallwisher brings the
flexibility of notes on paper to the web.
Wallwisher allows users to write, collaborate and share content on an
empty canvas with many people on the same page at the same time. The idea is
deliberately simple in order to allow many uses for the service. For example,
you could create noticeboards, scrapbooks, playlists, charts, polls, and use it
to brainstorm or to manage events. There are two features that greatly improve
the user’s experience. They are
real-time collaboration and file uploads. Creating a new wall is just a click
away and you can then share it with your friends, family or co-workers. Wallwisher is another way to put content on
the web without any knowledge as well.
This tool is very
useful in the classroom and yes, I would recommend the tool to teachers for a
number of reasons. For one reason, it can be used to show new learning. For example, you could have students share
their learning about spiders using wallwisher instead of using sticky notes and
sticking them to a chart or wall.
PREZI is a
presentation tool that helps you organize and share your ideas. PREZI makes sharing ideas more fun and
engaging. With PREZI, you can learn how to organize, present, and share your
ideas. Sometimes, we as teachers have the task of conveying complex ideas in a
short amount of time and struggling to fit enough detail into each slide.
Often, we are forced to fragment data, charts, and diagrams by breaking them up
over several slides, where the connection between them is lost. I like PREZI
because it allows me as an educator to show the connectivity and breadth of a
topic without losing access to the fine details, links between lessons become
obvious and content comes alive.” Rather than being stuck in a static slide,
with no context of where you came from or where you’re going, PREZI’s zooming
canvas empowers you to show the big picture and then zoom in on the details.
This adds relevant context to your idea by presenting an integrated view of how
each detail relates to each other and to the big picture. I would recommend this tool to teachers
because it can be used for class collaboration in order to make your
presentation more engaging and it will be a presentation that your audience
will remember. It’s great for
interactive classroom sessions or group projects. PREZI can be access anywhere. It stores your presentations in the cloud for
easy access from anywhere. You can edit
and present from the classroom, library, or home.
Week 3 Assignment by Celica
Pena: PreZentit and Animoto for Education
PreZentit allows users to create presentations in a few
clicks, wherever they are. Users only need a web browser to work with their
team in the same presentation at the same time. Presentations can be private or
public, and each one has its own web address. Presenters can download their
presentations and show them even without an Internet connection. There is no
limit in the number or length of the presentations and users have 250MB to
store images. The presentations are web pages (HTML), so users could even edit
them manually if they want. PreZentit is free at the moment, but the company is
looking into expanding and creating premium accounts.
What I like about this presentation tool and the reason
I, as a principal, would suggest teachers use it is that not every student has
the ability to meet with his/her group. As teachers assign group work, the
possibility of students not finding time to meet is a concern. With PreZentit,
students can work from their own homes and collaborate much like we are doing
on this Google Doc.
Animoto is a video creation service (online and mobile)
that makes it easy and fun for anyone to create and share extraordinary videos
using their own pictures, video clips, words and music.
Students and teachers simply upload pictures and video
clips, choose style, add words and music, and click the "produce
video" button. Then, “Animoto’s cinematic technology does its magic and in
minutes brings it all to life with a beautifully orchestrated production” that
can be shared in the classroom, with family, and with friends. Animoto Lite is
free for students and allows up to 30 seconds of recording. Educators can apply
for a free Animoto Plus account for use in the classroom in order to take
advantage of more features such as full length videos, limited styles, and
music tracks.
As a principal, I’d share this tool with the teachers so
that they can find fun ways to engage their students. This works especially
well when introducing a concept that students have not been to keen on. This
tool, through music and flashing screens can engage the students into learning.
Aside from being used as a teaching tool, students can also create
presentations using Animoto. For instance, when teachers want students to
demonstrate their understanding of a certain concept, they can create 30 second
Animoto video clips to share with the class. There are so many possibilities
with this tool.
Project
Based Learning Activities
S.Wilds
Harry Truman on Trial by
Kari Sears
TEKS: 7th grade, Social Studies, 7.1E
This activity focuses on the repercussions of Truman’s
decision to drop the atomic bomb on Hiroshima and Nagasaki. Students participate in a trial to determine
if President Truman committed a war crime by using the atomic weapon. Students will complete the following
activities within the project: a KWL
chart on conflict between the nations, a class discussion, outline map of
countries involved in WWII, a multimedia presentation of key leaders during the
war, and the trial simulation. This
project has a group component and individual components as well (some of the
individual components are listed above.) The culmination of the project is the
mock trial of Truman.
TEKS: 7th grade, Social Studies 7.5A
In this project students will research a historical
character (teachers could use this for actual historic figures or allow
students to create their own figure.) In
this particular lesson, students will create their own historical figure- a
slave. Their file must be historically
accurate. The file includes an
introduction page where students outline the purpose of the file and an
explanation of the project. (In this
particular project, students created historical fiction regarding
slavery.) Students write a personal
narrative for their historical character.
The project also includes a portrait and artifacts.
Civil Rights Museum by
Melissa Vincent
TEKS: 7th grade, Social Studies 7. 1A, 7.1D
In this activity, students created an exhibit, regarding
the Civil Rights Movement, for a museum.
The requirements for the project included: an art piece, replica of historical
artifacts, an interactive component, modern world connection, timeline with
pictures, biography of at least two people, and a pamphlet for those attending
your exhibit. Throughout the project students were required to submit weekly
updates explaining their participation in the group’s project.
Project Based Learning Activities - Gina Lunsford
Get Moving!-Fonner,
Linda; Teach 21 Project Based Learning
TEKS: 5th Grade Health,HE5.6.01, 5.6.03,5.6.04, 5.7.05; 5th Grade
math, M.O.5.5.4
This project
based learning activity covers both health and math as it relates to childhood
obesity. Students will complete a project dealing with ideas for how to get
more exercise at and at school, especially during indoor recess (inclimate
weather often leads to lack of physical activity) that can be accessed by any
individual (not just those in good physical condition) and including persons
with disabilities. Students will have a major group project that will include
an exercise video, brochure, oral presentation, or a digital story; and a major
individual project consisting of an exercise log. Every student will keep a
daily exercise log throughout the project as well as seek information from
health and fitness experts such as a doctor, the school nurse, and coaches.
Students will present their projects at the end of six weeks Performance
objectives include “know” - vocabulary
(mean, mode, median, aerobic); and “do” - take a pulse, develop a healthy
exercise video, use Flip Videos, make a digital story or brochure, present
finding, analyze data, and use a pedometer.
How Smart is Your Food?-McClintock,
Stacey; Teach 21 Project Based Learning
TEKS: 5th Grade math, M.O.5.1.1, 5.1.3, 5.1.6, 5.1.7, 5.1.11, 5.4.5
In this
project based learning activity, students at a school host a “Smart Foods=Smart
Kids” event to promote local wellness and healthy eating. Before the event the
students in teams will select four healthy recipes from USDA Recipes for
Schools to include 1 entree, 2 side dishes and 1 dessert. At the end of the
project the teams will present their recipes to people attending the event. The
attendees will vote for their favorite recipes. Math objectives that will be
covered will include reading, writing and ordering numbers, estimation,
ordering and comparing fractions, adding and subtracting decimals and
fractions, and converting customary capacity units. Students will have a major
group products (Order and Compare Nutrition Facts Activity, Estimation Station,
Decimal Dilemma Mini Lessons, Powerpoint Presentation) and major individual
projects (Decision Making Chart, Interview with a Cafeteria Worker, Gallon
Being Mini Lesson, My Pyramid Worksheet). Performance Objectives include “Know”
- place values between hundreds and hundredths, number of cups, pints and
quarts in a gallon, components of the food pyramid, definition of capacity,
numerator, denominator, simplest form; and “Do” - compare whole numbers,
compare decimals, convert within the customary units of measurement and
capacity, identify equivalent fractions, add fractions with like and unlike
denominators, add and subtract decimals, write fractions in simplest form, and
create and present a powerpoint presentation.
Connecting Math to Our Lives-Glesen,
Linda, Dallas, TX, iEARN Master Teacher
Math Standards: 4.14A, 4.14B, 4.14C, 4.14D, 4.15A, 4.15B, OA4.1,
OA4.2, OA4.3; ELA Standards: RI5.5, RI 4.7, W 4.1, W4.2, SL 4.1, SL 5.5, L 4.5
This project
based learning activity, students will learn how math is used in families and
communities around the world. They will learn to think globally and how they
can make a difference in their community and world by solving real problems
with math. Students will learn terms, principles and facts such as explaining,
recording observations by using objects, words, pictures, numbers and
technology; using graphs to compare data; and solving problems by collecting,
organizing, displaying and interpreting sets of data.This project includes all
content areas (creative arts, language arts, math, science, social studies).
Student projects will be presented at the end of 5 weeks in the form of concept
maps, peer assessment, and oral presentations.
Project Based Learning
Activities
Brenda Murphy
PBL #1 Amazing Race: U. S. Regions
ELA/Social Studies ;
4th Grade
PRIMARY: 4.W.1,
4.SL.1, 4.SL.4
Duration: 3-4 weeks
Author(s): Myla Lee
In
this PBL, students will create a show segment for The Amazing Race for another
class. As a class, students will
present their final product and regional artifacts to another class as an
Amazing Race Challenge. Ultimately, the students will reflect on what they
learned and write about how other regions in the United States influence their
lives. The objectives for this project
are: represent the different United
States regions and investigate the various types of geographical regions (e.g.,
political regions, economic regions, landform regions, vegetation regions). The
students will watch an episode of The Amazing Race and they will make segments
from the show. Each segment will take the racers across the regions of the
United States. The final challenge will
be for another class to actually try their challenge. This is a fairly
inexpensive project. The only resources needed are various maps of the United
States, a host site, and maybe computers.
There can be several formative assessments during the project such as
quizzes/Test, learning logs, rough drafts of plan, online test/exams, maps,
practice presentations etc. Likewise, a
Summative Assessment (end of Project) should be given such as an Oral
Presentation, Essay Test, Self-Evaluation, Performances, multiple Choice
tests. At the end of the project,
students reflect on their learning or what they learned from doing this project
by completing a Survey, Journaling, Whole-Class Discussion or all three
methods. This seems like a very exciting project that any student would enjoy
doing.
PBL #2 Finding Solutions to Hunger
Grade Level: K-2
Content Area: Language
Arts, Math, Social Studies
Created By: Tim
Steffen, New York City, New York, USA, iEARN Master Teacher
Math/Social Studies /
Grade: K-2
Duration: 1- 8 weeks
The
name of this PBL is Finding Solutions to Hunger. The main objective of this PBL
is for students to learn about the similarities and differences of people’s
food choices, access to food in different countries/cultures, and learn the
causes of hunger in the world. A
valuable lesson can be taught through this PBL and that is we all can make a
difference in the world if we are informed.
Therefore, sharing this information with others will raise awareness
about hunger issues.
This PBL correlates with the common core state
standards for Math: Measurement and
Data. Students will represent and
interpret data through-out the project. As part of the Social Studies
curriculum, three class periods a
week would be dedicated to this project because each week builds on the
next. For example, Week 1 research
question- - What’s for Dinner? What Influences What We Eat? Students make
individual and class graphs of the foods they eat at home. Weeks 2 & 3
research question -- What do people in other countries eat? Students choose a
country they want to study. Weeks 4 thru 8 research inquiries – Why are there hungry
people in the world? Is there enough food in the world for everyone? Then students will study/research the main
food staples of their chosen country, how people access the food, and if there
are any challenges to obtaining food. Technology will be needed for this
project because students will be introduced to iEarn, how it works, and the
students/classes from around the world with whom they’ll collaborate. So the students will need computers with
internet access. Students will research
their topics and share this work with students in other classrooms who are
working on the same topic. They will compare and contrast what they’ve
learned. For example, if students from
different schools choose to study the food of China, then these children would
connect with each other and share their research and ideas.
There
are several ways this project can be assessed. One easy ways is for the teacher
to do observation throughout the project or meet with students to reflect on
their work and the project. The students
can reflect on what they learned by peer teaching, a student portfolio, or
having students reflect as a
group and/or individually on the project.
Besides showing the video to the collaborating classrooms, the students
will show it to others in the school. They will take questions from other
students and based on how well the students can answer the inquiries, the
teacher will assess what they’ve learned and determine if there is anything
else that might be needed to enhance and/or extend the project.
PBL # 3: Selling A Cell
Math / 5th-6th Grade
PRIMARY: 6.SP.5,
6.SP.3, 6.SP.2
Creator: DeLorenzo, Gina L.
Source: TLI 2008 PBL Plans
The
main purpose of this PBL is that students will use math and computer skills to
compare Cellular Telephone Services and plans for the purpose of choosing an
appropriate plan for their specific needs. This PBL correlates with the common
core state standards for Math: 5.1 - read, write, order and compare all whole
numbers, fractions, mixed numbers and decimals using multiple strategies. Resources needed for this project are fairly
easy to attain. The students will need
the help of the Math Teacher, computers with internet access, cell phones, any
Web 2.0 tools in the category of Presentation and Collaboration, literature from: AT&T, Sprint, U.S. Cellular and
Verizon. Students will keep a math
journal, reflecting observations and progress.
They will assess their group in terms of collaboration. A rubric will be prepared for students to use
as they assess their own individual project as well as other groups’ projects.
The project evaluation will be the Presentation of project. Students will begin by defining cellular
telephone services and plans currently used at home if applicable. They will survey peers to identify the average
number of minutes and average number of text messages used per month. Students will then analyze various service
plans available and cell phone options.
After all members of the team have demonstrated an understanding of this
information, they will begin working on their individual presentation. The multimedia presentation will showcase the
best cellular telephone service plan suited for each individual family.
Week 4 Project Based Learning Activities
Celica Pena
Length: 10 days
Grade: 10th
Subject: World History and English II
TEKS: WH 11A and B, 12A and B
ELA 5A,
B, C, Fig. 19 (B), 13 A-E Expository writing process personal response
In
this project, students will create a personal response essay detailing the
decision their group made about a moral dilemma based on their reading of The Hunger Games, knowledge of totalitarianism
and global depression, and their connection with global and community
engagement. Students will do graphical organizers, assigned readings, and
quizzes to assess their progress and understanding of government and English
content. Workshops will be given on each
of the new or confusing concepts so that students will have the appropriate
knowledge and understand of what is required. Group academic discussions
(teacher facilitated) concerning research and content, at times in lieu of
workshops. The teacher will keep track
of student collaboration through biweekly interim deadlines on Google Doc and
daily calendar. Teachers will also have
multi-level resources available specialized to research for their comic books.
Check two to three times per week with each targeted student for level of
understanding/comprehension. Have
back-up tools available for students (i.e. graphic organizers, colored markers,
assistive reading folders, etc.) for use at any time.
PBL #2: Living
Legacies by Ramsey Boyce, April (Teach 21 Project Based
Learning)
Length: 4 weeks
Grade: 9th
Subject: ELA
TEKS: 12 A-C, 21C, 22A-C, 25A
This
four week unit is designed to encourage students to discover the hidden stories
of their families and community. During the course of this project, students
will interview members of their community and/or family members and develop a
newsletter that provides background of the time period of the story and the
person telling the story. Additional stories will be shared with the students
by downloading clips from the stories that have been shared with members of
Story Corps (www.nationaldayoflistening.org),
one of the largest oral history projects in the world. During the course of the project each person
will need to write their personal reflections about the project in their
project journal. Reflections do not need to be done daily; however, they do
need to be completed at least once or twice a week. In the journal students
should reflect on how the team is working, what aspects of the project are
proving to be the most difficult and list any things they think should be
changed. Students will meet with the teacher/advisor as a team at least once a
week to compare notes and discuss any complications. The teacher/advisor should
meet with the individual members to discuss their journal entries. While
previewing each show, students will share the pros and cons of the project and
describe the problems that arose and how they addressed each.
PBL #3: This
Summer’s Best Seller! By Kathy Craig (Teach 21 Project Based
Learning)
Length: Unknown
Grade: 9th
Subject: ELA
TEKS: 15D, 21C, 22A-C, 23A-E, 25A, 26A
Students
will take on the role of literary agents for the opportunity to represent and market
an author’s book of their interest. They will then work to create and deliver a
persuasive pitch and marketing strategy to a panel of judges to add their
chosen “classic” to the school’s summer reading list. Finally the students will then market the selected book to the
students who will be responsible for reading it that summer. Group will create
a survey/poll and administer to their peers to reflect popular book choices
among kids their own age. Individual students
will first select a classic to read and research from a list of available and
popular texts. Then, they will record responses from their reading in a reading
response journal as well as conduct research and record research in proper
format on note cards and source cards. Next, they will write an individual
persuasive speech using their reading response journal and note cards to
convince a panel of judges that their selected book should be added to this
year’s summer reading list. All students will contribute to the planning,
drafting, and presentation of the group’s pitch and marketing strategy, and all
will complete a reading response journal, daily logs, and group and self
evaluations. The group will combine
their best individual arguments from the individual persuasive speeches into a collaborative
group pitch in support of the book (Groups will be determined by book
selection). The group will share the responsibility of creating a marketing
strategy to promote and advertise their selected book. The group will share in
the delivery of the group pitch for the book and the presentation of the
marketing strategy.
Week 4
Project Based Learning
Examples
By: Sandra Miraval
Project Name: Connecting Math to Our Lives
Grade: K-5
Subject: Math
Creator: Linda Giesen, Dallas, TX, USA, iEARN
Master Teacher
Source: http://us.iearn.org/projects/curriculum-integration-toolkit/integration-plans/plan/connecting-math-our-lives
Common Core
Standards/ TEKS
Math
4.6.A use patterns and relationships to develop
strategies to remember basic multiplication and division facts (such as the
patterns in related multiplication and division number sentences (fact
families) such as 9 x 9 = 81 and 81 ÷ 9 = 9)
4.4.D use multiplication to solve problems (no more
than two digits times two digits without technology)
4.4.E use division to solve problems (no more than
one-digit divisors and three-digit dividends without technology).
4.14.B solve problems that incorporate understanding
the problem, making a plan, carrying out the plan, and evaluating the solution
for reasonableness
ELA
4.11.C describe explicit and implicit relationships
among ideas in texts organized by cause-and-effect, sequence, or comparison
4.11.D use multiple text features (e.g., guide
words, topic and concluding sentences) to gain an overview of the contents of
text and to locate information
4.18.A create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple
facts, details, and explanations;
(iii) contain a concluding statement
4.29 work productively with others in teams. Apply
earlier standards with greater complexity. Participate in teacher- and
student-led discussions by posing and answering questions with appropriate
detail and by providing suggestions that build upon the ideas of others.
4.26 organize and present their ideas and
information according to the purpose of the research and their audience. Draw
conclusions through a brief written explanation and create a works-cited page
from notes, including the author, title, publisher, and publication year for
each source used.
Project Idea:
The purpose of this
project is to help the students to understand and appreciate how math is used
in families and communities around the world.
As well as to invite them to
make a difference in their community and the world by solving real problems
with their math skills. It is important to encourage them to practice their
skills in order to solve problems and to be proud of their knowledge and work
product.
Introduction stage of the project:
●
Muddiest point:
Students are asked to write down the muddiest point in the lesson (up to
that point, what was unclear)
●
On Minute Paper: Teacher decides what the focus of the
paper should be. Ask students, "What was the most important thing you have
learned? What important question remains unanswered? Set aside 5-10 minutes of
next class to discuss the results. May be used in middle of class also.
●
Graffiti Walls: The
teacher places a large sheet of paper on a smooth surface and invites the students
to write or draw what they know about the topic. Students "sign"
their work or statements, allowing the teacher to see, at a glance,
misconceptions, naive conceptions, prior knowledge, and new learning
Implementation of the project:
Students will be
involved once a week. The project will last between 5-6 weeks.
On week 1 the project
is presented to the students. As a focus entry the students will watch the “Discovering the Internet: Netiquette video”. The self assessment
could be in the form of KWL Chart ---Students complete a chart at the beginning
of a unit of study, to determine what they already "K" know about the
topic, and "W" what they would like to learn about the topic. The
following week the project is sharing with parents to determine the final goal.
On the third week the students will begin a research "Connecting Math to
Our Lives". There are actual websites with that title. Week 4, the
students will begin working on their emails, and the teacher will assign them a
peer tutoring. On week 5 the students will be brainstorming places in the
community where math is used. Some of the possible places are : talk to fire
department...how many times out; how often do they check the vehicles, water
department --how much water on average do households use, police ---how many
calls do they get per day, giving tickets. In the following weeks students
could go after school in small groups to interview the people in their community.
Parents would get involve too by driving them around the neighborhood. In the end of the unit
students will revisit their charts and work on the "L" what I learned
column.
Project Name: A Newspaper Project: It’s News to Me!
Grade: 4th
Subject: ELA
Creator: Brown,
Deb Austin
Common Core
Standards/ TEKS
4.6 understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are
expected to:
(A) sequence and
summarize the plot's main events and explain their influence on future events;
(B) describe the
interaction of characters including their relationships and the changes they
undergo; and
(C) identify whether
the narrator or speaker of a story is first or third person.
4.11 analyze, make
inferences and draw conclusions about expository text and provide evidence from
text to support their understanding. Students are expected to:
(A) summarize the
main idea and supporting details in text in ways that maintain meaning;
(B) distinguish fact
from opinion in a text and explain how to verify what is a fact;
(C) describe explicit
and implicit relationships among ideas in texts organized by cause-and-effect,
sequence, or comparison; and
(D) use multiple text
features (e.g., guide words, topic and concluding sentences) to gain an
overview of the contents of text and to locate information.
4.15 use elements of
the writing process (planning, drafting, revising, editing, and publishing) to
compose text. Students are expected to:
(A) plan a first
draft by selecting a genre appropriate for conveying the intended meaning to an
audience and generating ideas through a range of strategies (e.g., brainstorming,
graphic organizers, logs, journals);
(B) develop drafts by
categorizing ideas and organizing them into paragraphs;
(C) revise drafts for
coherence, organization, use of simple and compound sentences, and audience;
(D) edit drafts for
grammar, mechanics, and spelling using a teacher-developed rubric; and
(E) revise final
draft in response to feedback from peers and teacher and publish written work
for a specific audience.
4.18.A create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple
facts, details, and explanations;
(iii) contain a concluding statement
4.26 organize and present their ideas and
information according to the purpose of the research and their audience. Draw
conclusions through a brief written explanation and create a works-cited page
from notes, including the author, title, publisher, and publication year for
each source used.
4.14.C compare
various written conventions used for digital media (e.g. language in an
informal e-mail vs. language in a web-based news article).
4.24.A follow the
research plan to collect information from multiple sources of information both
oral and written, including:
(i) student-initiated
surveys, on-site inspections, and interviews;
(ii) data from
experts, reference texts, and online searches;
(iii) visual sources
of information (e.g., maps, timelines, graphs) where appropriate
Students goals
●
Skim and scan news
sources to find information to communicate to the school community
●
Determine cause/effect
as well as fact/opinion concerning news information and draw conclusions based
upon research findings
●
Generate questions as
they read news information and determine which information to communicate to
the school community
●
Put news events in
chronological order so that news stories are easily understood by readers
●
Summarize news events
and write the information into news stories in their own words, honoring
copyrights
●
Incorporate information
from notes into the finished product
●
Draw conclusions from
comprehensive notes and incorporate these ideas into news stories
Project Idea:
News is everywhere—scrolling, crawling, and broadcasting on
television, internet, radio, and newspaper.
It is a 24/7 phenomenon. In
keeping with 21st century learning and the mission of preparing today’s
learners for the world of work—students will be given the challenge to develop,
write, and publish a 21st century globally-themed newspaper. Students will skim and scan media sources for
story ideas; they will generate questions and apply strategies for gathering,
compiling, and recording the news. They
will create written news stories for the purpose of communicating the news to
the school community—and will publish their stories in a globally-themed school
newspaper. The target audience will be the extended
school community—all the while focusing on topics that are of interest locally,
nationally, and internationally. Ideas
will come from a variety of information sources—but ultimately will become
stories decided upon and written by students.
During the project they will work to investigate, compile, write, and
publish the newspaper that will be made available to the community in
electronic as well as paper formats. An
electronic version of the newspaper will be uploaded to the school
website. Hardcopies of the newspaper
will be printed and distributed to all school students, parents, employees, and
business partners. Also, copies will be
taken to area restaurants and businesses for distribution to the general
public—completing the real-world application of the content standards and
learning objectives.
Entry Event:
A kickoff assembly for fourth grade students will be
held. The business editor from the local
newspaper will attend to help launch the project. This reporter/editor will talk with students
about his life as a press member. He
will bring his backpack of interesting items and will show students all of the
tools that a reporter uses in his job.
He will answer questions that the students might have about writing and
reporting the news. At the end of the
entry event, he will give each student a reporter’s notebook and pen to aid
them in taking notes during the project.
Much excitement will be generated by his real-life tools of the trade,
stories, and experiences.
Project Name: Family Time-What’s It Cost?
Grade: 4th
Subject: ELA
Creator: Worley,
Angelah
Common Core
Standards/ TEKS
4.3.A use addition
and subtraction to solve problems involving whole numbers
4.4.D use
multiplication to solve problems (no more than two digits times two digits
without technology); and
4.4.E use division to
solve problems (no more than one-digit divisors and three-digit dividends
without technology).
4.4.B represent
multiplication and division situations in picture, word, and number form
4.14.B solve problems that incorporate understanding
the problem, making a plan, carrying out the plan, and evaluating the solution
for reasonableness
4.12.B use tools such as a
clock with gears or a stopwatch to solve problems involving elapsed time.
Students Goals
●
Students will perform
basic computations with whole numbers including: addition, subtraction,
multiplication, and division.
●
Students will create
and solve real-world problems using multiplication.
●
Students will be able
to calculate elapsed time in hours/minutes.
●
Students will count
coins and bills and determine correct change
Project Idea:
Families from your community are hoping to enjoy a weekend
vacation, but aren’t sure where to go.
As their travel agent, they want you to make plans for an entire weekend
of family time by picking the place to visit, creating a schedule of
activities, and estimating the cost of the weekend get-away. The culminating event will be group
presentations in which you share your vacation ideas as apprentice travel
agents to the parents and staff at our school PTO meeting. A panel of judges including the principal,
the technology specialist, a parent from the community, a local travel agent,
and your teacher will score your presentations based upon the Presentation
Rubric.
Entry Event:
Invite a guest speaker from AAA or other vacation-oriented
business to present ideas for recreation in and around “Wild, Wonderful West
Virginia” and discuss the process of helping families plan their vacations.
EDLD 5352 Week
5 Assignment - Gina Lunsford
Web Conference
Reflections:
I have listened to
and read all of the Web Conferences up to February 10. I chose not to attend
these web conferences, because in the past, I found them difficult to follow
and difficult for everyone to stay on topic. I felt the same way just reading
and listening to these web conferences for this course.
I think, in
theory, web conferences are a wonderful idea! The premise and intent, I
believe, is for the web conference to “take the place of” what would be
classroom discussion, if we had an actual classroom. And, that is the part that
I do miss! The problem for me is that there is too much going on! Audio issues,
people losing their connections, conversations about the Super Bowl - all of
that taking place while people are trying to get questions answered or make
comments regarding the assignments. It’s distracting. And, in one web
conference, I believe one participant never got an answer to her question - I
least I didn’t hear it, nor did I read it.
The positive side
of these web conferences is that there is information and/or clarification
given on many questions we have as students. It is just that the format really
frustrates me! I have to dig and listen/read all of the other “stuff” that is going
on to get to the meat of the matter.
Some of the good
things I have found out are the Facebook Study Group; clarification on taking
the ILD and PDAS (in regard to requirements for graduation); how to contact a
field supervisor; graduation; the Lamar Competency Exam; and posting weeks 4
and 5 in TK20.
I don’t know what
the answer is for someone like me who struggles with staying focused in a web
conference. I know, in reading and listening that others have found them
helpful. I actually have two other people in my district who are in this same
program. While we are not in the same “groups,” we are in the same course, and
we meet as a small group many times to discuss our classes, the assignments,
get clarification, and in general, help each other out. What I have learned in
taking all of my courses at Lamar, online, is that I do actually miss
face-to-face interaction with a professor and my peers/classmates. However,
having time to actually “go” to a class somewhere other than my home computer
is not an option for me. So I have “made do” with what is available and am, in
spite of my personal “issues,” enjoying the process.
Reflections and
Status Report for Campus-Supervised Internship
My
campus-supervised internship is going well. I feel I will be on track to finish
by the end of this course. I have four areas that I still am working on:
Transportation, Food Services, Philosophy/History of Education, and
Professional Library. I meet regularly with my campus supervisor, as well as
other administrators, to discuss the my progress, status, and to answer any
questions that I may have. While this has been somewhat time consuming with all
that is going on, it has been very informative and actually, fun, at times!
Everyone is very helpful and ready to assist me with whatever I need.
Action Research
My Action Research
is complete. My project consisted of a “study” of how our district fairs in
connecting our general education students and special education students. At
first, I was only using our high school for this project, but over the summer,
my campus supervisor suggested that I visit with one of our elementary campuses
who models almost to perfection, the idea that “all students are general
education students first.” In going to her campus and visiting with her staff,
I have found that this particular administrator not only embraces this idea,
but embodies it. And it is reflected in her staff and in the students, right
down to the lowest function student. It has been refreshing to visit with this
campus, and to talk to parents about how they view this idea.
That being said,
our high school still struggles with this concept, and unfortunately, it is
widespread among the faculty, staff and administration. But, we are working on
it, and are able to share how the elementary campus facilitates this idea, and
we are coming up with ideas of our own. It’s a work in progress.
Technology
Skills and Knowledge Project
I have thoroughly
enjoyed this course! First of all, I have learned so much about Google and
Google documents - I have been asking myself why I have not learned about this
before now. What I have found out is that my colleagues who are younger than me
(I’m 48, they are in their late 20’s), already knew how to really use Google
and Google documents. What this tells me is that it is crucial that I stay on
top of technology and it’s ever changing world so that I’m not behind on
things.
Second, I have
loved learning more about Web 2.0 tools. Of course, I have not been able to
fully explore and learn all there is to know about what is out there, but at
least now, I know what “Web 2.0 tools” means! I loved reading my teams “share”
on our Google document, and then going to look at what they shared even closer.
One thing that really struck home was Prezi. In my early courses, Prezi was
mentioned as a presentation tool, and I had no idea what it was. I am a
Microsoft PowerPoint person - and now, I’m learning about this new tool. The
only thing I wish is that we could see what other teams shared.
Third, I have
loved the Project Based Learning Ideas! As I stated when covering PBL - I am a
huge fan of this concept! Being in Special Education, I know how important it
is for our special needs students to be able to show what they have learned,
not by the normal listening to the lecture/teaching and then taking a test, but
by, in their own way, creating a project that show mastery of understanding.
Once again, this is a concept used proficiently at the elementary campus where
I have had the pleasure of observing. The grade level teams use Project Based
Learning on a regular basis. Consequently, testing scores are up and those
students love it.
There is so much
more to learn! This class is just another example of why I need more than 24
hours in day. But, because I consider myself a lifelong learner, I will seek
out the opportunities to continue to learn more about and embrace technology!
No comments:
Post a Comment