I was very intimidated by this class in the beginning. Mr. Becksfort and his laid back teaching style set me at ease right away. The low key atmosphere helped me relax. I think because of this I was way more open and willing to try new things. We did not have the pressure of mass reading material and tests. It was a very hands on practical class. The information was presented (using technology) and then we were given ample practice time in class. I appreciated having the time in class while Mr. Becksfort was there to "trouble shoot". For a lot of us these were new skills being taught. There is nothing more frustrating than trying to conquer something new on your own. I was worried that I would become so frustrated that I would either give up or turn out sub-standard work. The only reason that did not happen was all the one-on-one help!!
Because of this class I am now addicted to Prezi. I have created 4 presentations on prezi.com since Mr. Becksfort introduced us to it. I also love voicethread.com. These are two great tools I will continue to use. My teenagers cannot believe I have a blog and a web site. The best part clearly was Mr. Becksfort and all his help. The downside is remembering all the things introduced to us. The worst part of the class was continually feeling lost and/or confused. However, the mini successes along the way (blog, web site, prezi, and voicethread) brought such a feeling of pride and accomplishment. I truly appreciate the teaching style and laid back environment of this course.
Friday, April 29, 2011
Thursday, April 28, 2011
Technology and Teaching
Technology definitely changes the way we teach. I'm sure there are still plenty of teachers who have not entered the 21st century. I must admit I was in about 1999 when I started this course. I now see the value in keeping up with the technological times. It is a central part of the life experiences of students today. They have grown up with fast food, cell phones, internet, movies on demand, microwavable everything, books online, the list goes on and on. The point being...they are experiencing life where just about anything can be obtained and/or completed instantly.
If teachers want to reach the 21st century learner, technology is essential. The tools teachers have to create lessons are virtually endless. The hard part is keeping up with it. However, the most basic technologies are great for record keeping and communicating. Teachers today have the ability to instantly get a message to a parent or instantly check a student's grades. These are both time savers!!
While there are many up-sides to technology, teachers must use it wisely. There isn't anything wrong with going back to the basics every now and then. I think some of us would refer to that as the "good old days" when life was simple.
If teachers want to reach the 21st century learner, technology is essential. The tools teachers have to create lessons are virtually endless. The hard part is keeping up with it. However, the most basic technologies are great for record keeping and communicating. Teachers today have the ability to instantly get a message to a parent or instantly check a student's grades. These are both time savers!!
While there are many up-sides to technology, teachers must use it wisely. There isn't anything wrong with going back to the basics every now and then. I think some of us would refer to that as the "good old days" when life was simple.
Wednesday, April 13, 2011
2.0 Tools
The introduction to Web 2.0 tools, for me, was unsettling. As the discussion of Web 2.0 tools progressed, I realized how little I know. It turns out you really only need to know a few to create great learning experiences. I used Voice Thread (www.voicethread.com). The site provides a creative, free, easy way to develop tailor made lessons. I used it for a phonics lesson. Once you have your sequence of pictures, you record your voice and/or printed text. I loved it!! I thought it was very easy to learn. It would not be a tool I would use if I needed movement in the lesson. These are still shots. Voice thread allows you to "tell the story".
This tool provides the teacher a flexible way to tailor the content for a particular student or a particular lesson. I was amazed at how easy it was to create this lesson. The students could add there voice to a lesson. The teacher could tell social stories using voice thread. The possibility are endless. I am excited to share my (short) lesson and share my experience with this tool. If I can navigate this web site, ANYONE can.
This tool provides the teacher a flexible way to tailor the content for a particular student or a particular lesson. I was amazed at how easy it was to create this lesson. The students could add there voice to a lesson. The teacher could tell social stories using voice thread. The possibility are endless. I am excited to share my (short) lesson and share my experience with this tool. If I can navigate this web site, ANYONE can.
Thursday, April 7, 2011
Value in Learning From Fiction
The way I interpret the question for our blog post this week is to reflect and/or assess the value in comparing movies about teachers. Usually our posts are directly tied to the assignment for that week. With that said, I found watching movies about teachers inspiring. The movies I watched were based on true stories. However, I'm sure the writers and director took a lot of creative liberties. Hence, creating a work of fiction.
After watching these movies I realized the best teachers make a concerted effort to reach their students. There are specific qualities that are inherently required to interest, motivate, and gain the trust of any group of learners. The teacher must be willing to get to know their students. It is much easier to interest and motivate them if you have at least a general understanding of there lives. What is their frame of reference? What are their experiences? By knowing them and tailoring your approach to teaching them, you are on your way to gaining their trust. Once a group of learners trust in you and the environment you have created, you have a better chance of getting them to want to do well. The ultimate goal of a teacher should be to get your students to want to learn. Students who have a hunger for achievement, are more receptive to being challenged. Teachers who are able to get their students to believe in themselves are in a better position to continue to raise the bar.
The value (for me) in completing this assignment was the realization that teachers who are willing to go the extra mile, think outside the box, and always stand up for what they think their students need make the best teachers. These movies showed people who never gave up on their students and did not allow their students to give up on themselves.
After watching these movies I realized the best teachers make a concerted effort to reach their students. There are specific qualities that are inherently required to interest, motivate, and gain the trust of any group of learners. The teacher must be willing to get to know their students. It is much easier to interest and motivate them if you have at least a general understanding of there lives. What is their frame of reference? What are their experiences? By knowing them and tailoring your approach to teaching them, you are on your way to gaining their trust. Once a group of learners trust in you and the environment you have created, you have a better chance of getting them to want to do well. The ultimate goal of a teacher should be to get your students to want to learn. Students who have a hunger for achievement, are more receptive to being challenged. Teachers who are able to get their students to believe in themselves are in a better position to continue to raise the bar.
The value (for me) in completing this assignment was the realization that teachers who are willing to go the extra mile, think outside the box, and always stand up for what they think their students need make the best teachers. These movies showed people who never gave up on their students and did not allow their students to give up on themselves.
Tuesday, April 5, 2011
Movie Comparison Paper
Movie Comparison Paper
I watched Freedom Writers staring Hillary Swank and Stand and Deliver staring Edward James Olmos. Both movies were based on true stories. They depicted high school teachers, new to the profession, who were enthusiastic and eager to educate their students.
The two teachers portrayed were truly inspirational. They had the “difficult” students. Their students had low academic scores and came from low socioeconomic homes. The diverse ethnicity of the students in Freedom Writers added to the problems the teacher, Mrs. Gruwell, had to overcome. The school was part of the voluntary integration project in California during the early nineties. Several students were bussed to the school from outlying neighborhoods. This created a school population separated by race. The students, whether white, Hispanic, Asian, or African American, all stayed within their own groups. It facilitated a gang like atmosphere at the school. None of her students, initially, felt they belonged. They brought their territorial attitudes into the classroom. With this “gang mentality”, difficult home lives, low academic scores, and unwillingness to learn, the school administrators and teachers had written them off.
Erin Gruwell, a first year teacher, chose this school because of the voluntary integration project. She felt the “war” needed to be fought in the classroom. She would not falter in her ambition to reach them. Erin Gruwell battled to gain their respect and struggled with the department heads to obtain the materials she thought would reach them. Her determination and willingness to hold her ground on both fronts lead to her success in motivating them to want to learn. She really stepped outside the box and created a classroom environment tailored to their life experiences. She did not simply teach them, she took them out and showed them. They became so vested in their educational experience with her that room 203 became their home. The students in room 203 published their journal writings and titled it Freedom Writers.
There were similar experiences for Jamie Escalante. He was the teacher portrayed in Stand and Deliver. This story took place in the early eighties at East Garfield High School in East LA. This school was populated with Mexican American students. The school was facing the loss of funding due to low academic scores. He left a career to become a teacher. While older than Erin Gruwell, he was also a first year teacher. His attitude was that students would rise to the level of expectations. If you set the bar high and show them they can learn, they will rise to the occasion. He taught remedial math. Within days he was teaching them algebra and by their sophomore year he was teaching them AP Calculus. Mr. Escalante dedicated an immense amount of time and expected his students to dedicate their time to achieve the ultimate success, passing the AP Calculus exam. Like in Freedom Writers, this group of students became a family. They were dedicated to their teacher and each other. In 1982 all 18 students passed the AP calculus exam (twice).
Both of these teachers moved heaven and earth to reach their students. They took a personal interest in their lives and in their ability to learn. Neither one let the students use their ethnicity or home lives as an excuse to fail. They believed in these kids and taught the kids to believe in themselves. The students in both stories accomplished great things against all odds. The teachers did not simply teach them English and/or Calculus. They taught them how to overcome adversity, trust in each other, and believe there is value in learning. The title, Stand and Deliver, sums up the accomplishments of both teachers. They both stood up for their students and delivered everything they promised.
Thursday, March 31, 2011
Value in Portfolio Assessments
Students are evaluated and assessed in a variety of ways all throughout their educational life. Most of these assessments are evaluating a student's performance at that point in time. Having students create a body of work allows both the teacher and the student to see the progression of their skills. It is just as important for the student to see how they have improved. This affords them the opportunity to see their journey not just the end result.
There are other advantages to requiring students to create Portfolios by which to assess their abilities. For one it allows students to showcase their work. It forces students to keep a collection in one transportable place. It also helps a student stay organized and hopefully mindful of a bigger picture. Knowing each piece of work is part of a larger body that will be evaluated may create a more diligent effort.
There are other advantages to requiring students to create Portfolios by which to assess their abilities. For one it allows students to showcase their work. It forces students to keep a collection in one transportable place. It also helps a student stay organized and hopefully mindful of a bigger picture. Knowing each piece of work is part of a larger body that will be evaluated may create a more diligent effort.
Presentation Critique
Presentation Critique
It is a bit disconcerting watching yourself on video. Most people have an image of themselves. They have an idea in their mind of how they look and sound. Even though we use mirrors when we get ready or to check ourselves during the day, we still hold on to this mental image. Mirrors and photographs only show a snapshot in time. A video obviously provides a running depiction. It enables you to view yourself through the lens of how others see and hear you. It allows you to see your facial expressions, body language and gestures. You also hear your own voice, your tone, inflections and your pace. The purpose of this paper is to critique my video taped lesson plan.
The day I presented the lesson I felt incredibly please with my presentation. I am extremely comfortable presenting anything in front of anyone. I felt it was an effective, interesting lesson. Then I viewed the video. There were certain aspects of my presentation that immediately jumped out at me. First, my voice was shockingly irritating. While I thought the pace of my speaking was appropriate, my tone was boarder line infantile. The lesson was designed for children with the intellectual development of a kindergartner. I made an effort to use colorful, encouraging language, but I was hoping it would sound more instructional rather than maternal. In other words, I wanted to come across as a teacher of kindergartners rather than a mother playing a game with her 5 year-old. There were parts of the presentation that my voice cracked or seemed to go 3 octaves higher than my regular speaking voice. It was very nice to be able to edit those parts out.
Next, I was surprised at how much I turned to look at the SmartBoard. Children with special needs require more eye contact, more engaging body language. I felt I was a bit too tied to the technology being used. Part of that was the nature of the assignment. In reality I would not present this material in such a communal way. I would present it in a much more intimate manner. However, if I did have a group or a lesson that lent itself to such an instructional tool, I would practice the lesson with the technology to ensure more a more fluent presentation. I fumbled with the technology in about three different places during the lesson.
There were things I liked and thought were done well. As I stated above, the pace of the lesson was good. Most of the lesson was fluent and smooth. I knew the content. I presented it in a clear, organized, fluent manner. I like the materials (i.e. the three worksheets) I used to present the lesson. I thought they were colorful, developmentally appropriate, and engaging.
If I could do the lesson again, I would watch my tone and be mindful of the “dumbing down” effect. I don’t know if you can really change the sound of your own voice. It is something that most people never get used to, hearing their own voice on tape. Hopefully simply being aware of my voice going up to almost a shrill at points will help keep that aspect in check. I would definitely practice the lesson with the SmartBoard. I needed to be more familiar with how to use the technology to ensure a more fluid, smooth flow.
It is a bit disconcerting watching yourself on video. Most people have an image of themselves. They have an idea in their mind of how they look and sound. Even though we use mirrors when we get ready or to check ourselves during the day, we still hold on to this mental image. Mirrors and photographs only show a snapshot in time. A video obviously provides a running depiction. It enables you to view yourself through the lens of how others see and hear you. It allows you to see your facial expressions, body language and gestures. You also hear your own voice, your tone, inflections and your pace. The purpose of this paper is to critique my video taped lesson plan.
The day I presented the lesson I felt incredibly please with my presentation. I am extremely comfortable presenting anything in front of anyone. I felt it was an effective, interesting lesson. Then I viewed the video. There were certain aspects of my presentation that immediately jumped out at me. First, my voice was shockingly irritating. While I thought the pace of my speaking was appropriate, my tone was boarder line infantile. The lesson was designed for children with the intellectual development of a kindergartner. I made an effort to use colorful, encouraging language, but I was hoping it would sound more instructional rather than maternal. In other words, I wanted to come across as a teacher of kindergartners rather than a mother playing a game with her 5 year-old. There were parts of the presentation that my voice cracked or seemed to go 3 octaves higher than my regular speaking voice. It was very nice to be able to edit those parts out.
Next, I was surprised at how much I turned to look at the SmartBoard. Children with special needs require more eye contact, more engaging body language. I felt I was a bit too tied to the technology being used. Part of that was the nature of the assignment. In reality I would not present this material in such a communal way. I would present it in a much more intimate manner. However, if I did have a group or a lesson that lent itself to such an instructional tool, I would practice the lesson with the technology to ensure more a more fluent presentation. I fumbled with the technology in about three different places during the lesson.
There were things I liked and thought were done well. As I stated above, the pace of the lesson was good. Most of the lesson was fluent and smooth. I knew the content. I presented it in a clear, organized, fluent manner. I like the materials (i.e. the three worksheets) I used to present the lesson. I thought they were colorful, developmentally appropriate, and engaging.
If I could do the lesson again, I would watch my tone and be mindful of the “dumbing down” effect. I don’t know if you can really change the sound of your own voice. It is something that most people never get used to, hearing their own voice on tape. Hopefully simply being aware of my voice going up to almost a shrill at points will help keep that aspect in check. I would definitely practice the lesson with the SmartBoard. I needed to be more familiar with how to use the technology to ensure a more fluid, smooth flow.
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