Second lesson plan

So earlier in class we discussed what we're doing for our individual lesson plans, well I have decided to change my topic to the importance of sleep. I hope neither of you decide to change yours to this too, but I just wanted to let you know so we don't do the same things.

Assignment 2-Part B

Meeting for podcast

Hey group,
I just wanted to remind everyone about meeting on wednesday to finish up our podcast.  We agreed on meeting on the 3rd floor computer lab.  I know we decided on meeting at 2, but could we make that 2:30? I have something that goes until 2. I hope that works for you guys, let me know. See ya wednesday!

Reading Reflection #5

 Some of the items that should be considered before starting a project with students are supplies: what supplies will be needed and where to get them from, resources: what can help you with this project. Each individual student's abilities and proper pairing of the students for the activity for best growth and learning of the students.

When planning a project, there needs to be some prior thought on the management needs for both the teachers and the students. Management may be the most difficult part of complex projects. Teachers need tools for communicating with students as well as for making milestones and events visible and notifying students when change occurs. They also need methods for getting resources to students, systems for managing work products, and assessment tools and strategies. Students also have project-management needs. How they are going to manage their time and flow of work, collaboration tools, how they are going to control materials and work drafts, as well as methods for seeking assistance are all important parts of the students project-management needs.

Some of the technological applications that should be considered for use in a project are: google documents, skype, audio instructions from the teachers, links of resource pages (or hot lists), photographs of students in the class, clocks showing the times of different time zones, flickr, updates from the teacher, multi-media blogs, and wiki's. Using these resources can be very helpful when students are involved in a complex problem. For example, when using Google Documents, students can collaborate even if they are not in the same place. If they are both online, they can watch as one another edits a document. Skype is another helpful internet application. Skype allows the students to communicate with each other or with other their teacher as well as anyone they may be using as a source of information for the project (such as interviewing a professional in the field their project is based).

Concepts in this chapter relate to my project about healthy living because it supplies some valuable resources for us to use in our project. It also demonstrated how much planning goes into the management aspect of a complex problem when being used in a classroom. For example, if I were to plan a project on healthy living with a group of students I would have to research websites and create a “hot list” of the websites I had approved and found suitable for use with the project. 

#5 reflection

There are some things to be considered when starting a project.  One thing to consider is involving a professional in the project.  This could be someone visiting the classroom, or your class visiting the professional in a field trip.  It is also a good idea, if there is not someone near by you to use technology as a way to get a hold of them, through email, blogs, or skype, like we did in lecture.  Another thing you can consider at the beginning of a project is teamwork.  You should plan both teamwork and individualized work.  When having your students work in teams you should combine students with the same interests and abilities, but also, be sure to change them up throughout the project.

            As a teacher, we need to make sure we have the proper materials and resources for our students when they are completing a project.  We also need to have good management during the project, because we are the coordinators and it is up to us to make sure the students’ projects are successful.  Some tools teachers need to include are communication tools, tools to make milestones and make it visible for students, the teachers should also make sure there are resources available for their students, and assessment tools such as ways to measure how productively they are works, to asses the level of participation of each group member, and to get feedback from their students.  The students also should have management tools, which should be included during a project.  They are, having tools to help them manage their time and materials during the project, collaboration tools, ways to work with one another, and ways to get feedback from other peers and their teacher.

            There are 3 main web-based applications to consider when creating a project.  First is using wiki, it is a simple web page that can be shared with anyone, and is a great tools for developing information.  Another web-based application would be a blog.  I can relate to this because we use them all of the time in our class.  I actually think it’s a great way to display information and to communicate with group members.  I also like the blog because any one can comment so you can get feedback in that way.  Lastly, a desktop application, which is a more innovative form of blogging, and consists of discussion boards, survey’s.  Like I said we have been using the web-based application, Blogger, for this class and I really think it has been great and is another way my students could communicate to anyone about their findings in their staying healthy project. 

Reading Reflection # 5

Caryn Hay

2/23/12

EDT 3470

Reading Reflection # 5

The chapter begins by discussing key points that should be considered before starting a project with students. The chapter suggests gathering resources, figuring out what materials are needed as well as the people and experts that could be useful. Consider milestones and deadlines by creating checkpoints that students need to complete along the way. This presents good time management and keeps the students on task. They suggest team planning, figure out when students should work alone or work with teams throughout the project. Lastly, plan for assessments, this allows teachers to prepare for what they hope their students will get from the project in the end. We have been demonstrating some of these key points within our own projects in class. We have all semester to work on these projects with our groups, and since planning a project is a process, it is good that we have a lot of time to work and expand these projects.

The chapter then goes on to discuss the management needs for students and teachers. Some of the student management needs are collaboration tools, methods for seeking assistance, and ways to work interactively and see how parts ass up to the whole. Systems for managing work products, tools for making milestones and events visible and for notifying students when changes occur, and assessment tools and strategies are just some of the teacher management needs that the chapter lists.

The chapter concludes by discussing the technology applications that should be considered when designing a project. This relates to what we are doing in class with our projects, because we have to plan on what technology sources our students would use during their projects. The book suggests, wiki, blogs, and web-based “desktop” applications. Two examples of these applications are also given which are, drupal, and textpattern. 

Reading Reflection #4

    Kim Poe

EDT 3470

February 17, 2012

Reading Reflection #4: Strategies for Discovery

This chapter presented a lot of useful information regarding designing projects to teach your class. One of the main points that it touched on several times was to “revisit the framework.” This means making a final list of learning objectives for core subjects, decide on the specific skills you want to address, and identify learning dispositions you want to foster, such as persistence and reflection. It is really important to have proper framework for your lesson to expand on before you attempt to teach it. It is also important to imagine what students would know or be able to do once they have learned. You need to have a set goal of what you want them to learn or accomplish from this project before you begin it.

It also mentioned in this chapter to be very careful when trying to use projects that you find online. It is a good idea to go over them with colleagues in order to receive other's professional feedback. Going over projects and lesson ideas with your colleagues is also a great way to build relationships with them if you have not yet already done so. Also, it can never hurt to ask a more experienced teacher for advice on what they think might work best. I also liked the idea of drawing out a project sketch / asset map when planning a project. The example on page 72 really helped me by having a visual of what they were talking about.

Overall, I got a lot of good ideas for when it comes to planning my own projects as a teacher. I learned that not all projects on their internet are “ready for use”, and it is ok as a teacher to tweak a project and make changes to it so it will better work for your needs and the needs of your students.

Reflection #4

            When creating a project for your students, there are a few things or pitfalls to watch for.  One pitfall being that your activity should be the same time length as the learning outcome, and should not be shorter.  If this does happen you can easily add on to the project by deciding where they can take the topic to the next level.  Another potential pitfall is the use of too much technology in a project and you should consider allowing students to create unique and high-quality learning products.  Another pitfall to watch for when creating a project for elementary students, you should use multiple themes for a topic rather than looking at your topic in one way the whole time.  Lastly, a potential pitfall in project design, don’t make it too complicated with too many steps, but still have it contain critical thinking.

            Some features of the best projects include: being loosely designed with the possibility of different learning paths, are generative, which cause students to construct meaning, captures students interest through real-life experiences, reaching beyond school to involve others.  Some more features include using rich resources, using 21^st century skills and literacies, which includes communication, project management and technology use, getting important learning dispositions, including persistent risk-taking, confidence, resilience, self-reflection, and cooperation and having students learn by doing.  All of these features are good to keep in mind when designing a project.  There are a lot of different places in which project ideas come from.  Project plans are developed by and for teachers on multiple website resources, from news stories, contemporary issues from students questions or interests.  Also, with one successful project it will most likely lead you to another successful project.

            As an educator we need to know how to design a project.  As we being, we need to take into context the school calendar, curriculum sequence, and student readiness and student interests.  At the beginning of creating a project, you need to list the learning objectives in which your students will be able to do at the end of the project.  You also need to decide which 21^st century skills to be addressed.  Next in the process of designing a project is to establish evidence of understanding and determining what you want your students to learn.  Next, you will want to think about the project theme, which you will want to consider a lot of the features of a good project.  It’s a good idea to get feedback from colleagues of your project so day, and be able to revise your work.  Write a project sketch, not very detailed on what your project contains so far and that is how you get a start on a project.  Although we are creating our own projects in groups together, as it is stated in the textbook we aren’t exactly using what we can to the fullest potential because what we are doing in class is like a “practice project” and we don’t have students or colleagues to communicate with or that will affect our beginning of a project, like the text stated. 

Reading Reflection # 4

Caryn Hay

2/15/12

EDT 3470

Reading Reflection # 4

In this chapter I learned a lot of helpful tips and ideas for how to select and design projects. The chapter begins by discussing the pitfalls when designing a project. Pitfalls are what to stay away from when designing a project. They suggest staying away from the cool and interesting aspects of a project, and focusing more on the overall quality of what the student will learn once the project is completed. Some examples of pitfalls they mention are staying away from long activities that reduce the learning outcomes of the student. Another pitfall is staying away from students researching topics on the Internet and presenting that information in a slideshow, the chapter considers this to be a dressed-up version of a research project. Another pitfall is trivial thematic units, which means to structure the project so the theme is not just reoccurring in everything, but that the theme is leading them to learn about something differently. The last of the pitfalls they mention is staying away from overly scripted projects, give students some room to make critical decisions and not just follow a recipe.

The chapter offers many examples of features that go into making great projects. A few of those features are, loosely designed projects with the possibility of different learning paths, realistic and therefore cross multiple disciplines, and to have students learn by doing. Project ideas can come from pretty much anywhere such as, news stories, contemporary issues, students questions or interests, and so much more. Lastly, in the chapter they discuss the steps to follow when designing a project, which we are following in class with our own projects. Following these steps allows us to work with one another and create great projects that we can possibly use one day in our classrooms.

Response #3

            When administering a project for a class, it is a great idea to incorporate 3 or 4 subjects into their projects.  These subjects can be anything that relates to the topic of the project.  This “big idea” makes the project more hands-on and evolves interests, and helps them think about real-world contexts because the project has multiple components.  It is also important to keep in mind, 21^st century skills your students will develop through the project.  Looking at blooms taxonomy, and the thinking skills such as analyze, evaluate, and create are things that our future students will have to use, when researching.  I think this is very important because you want your students to learn, understand and apply what they are researching and basing their project is on.  When I have my own classroom I will want my students to truly be involved in what they are learning, and not just do the project to get it done.

            21^st century literacy and skills, I think are very linked together are both should be used widely, both of these learning and teaching techniques will help students even after school and will follow them into the real world.  Literacy is identifying, understanding and interpreting written material.  Having these skills and applying them to a project will compose for a better understanding of a topic as a whole.

            The essential learning functions include ubiquity, giving your students the ability to learn form handheld devices, anywhere, anytime they want.  Another essential function is deep learning, teaching your students to go beyond “filtered” information and make sense of the information.  By making things visible and discussable students can understand more by providing visuals, such as graphs, maps and pictures.  Expressing ourselves by sharing ideas, and building community through blogs and social networks, is an essential learning function, we now have instant tools we should use and take advantage of them.  Collaborating and building on others ideas to learn is another essential learning function.  Using more filtered search engines for research is yet another valuable essential learning function.   Being able to properly manage your time during a project will be an ever lasting learning function because that will carry on into other aspects of a students life.  Deep learning happens when you look at your aspect in all views possible, so being able to effectively do that and share all the work you find and develop is the last effective learning function.  In our class right now we are working in groups, to slowly create a project that we can use on elementary aged students, gradually, we are developing all of these aspects that will help us create our own project-based learning lessons and projects.  Each week we learn about new things that we can add and will affect our projects and topics, this chapter really related to our class in that way.

Website evaluations

We're supposed to make sure that none of us use the same websites for our evaluation, so just to make sure the 3 that I am using are:

choosemyplate.gov

learntobehealthy.org  

kidnetic.com

Hopefully neither of you are using one of these 3 websites, let me know which ones you guys are using so we don't evaluate the same. Thanks!

Caryn Hay

2/8/12

EDT 3470

Reflection # 3

The chapter begins by discussing the “big ideas” which are the core concepts or the main point of the subject we are trying to teach. As teachers we will be planning lots of projects, and being able to identify the “big ideas” is the first task. When we are planning these projects we should be constantly relating them to real world experiences.

This chapter also discusses the 21^st century skills and literacies. These skills allow your students to go beyond the typical learning activities and develop more important skills. Some of the higher thinking skills the chapter talks about are, analyzing, evaluating, and creating. The concept of these skills/literacies is to go deeper and incorporate more into the lesson.

Finally the chapter outlines the eight essential learning functions. The first is ubiquity, which is trying to get students to learn not only in the classroom but outside the classroom as well. The second is deep learning; this means we need to get students to search for research from the main source and not sources that have been adjusted. The third is making things visible and discussable. This is where concept maps, like the ones we have been doing for our projects in class, come in handy. The fourth is expressing ourselves, sharing ideas, and building community. We are using this function in our projects by creating blogs and e-pals. The fifth is collaboration, sharing ideas with others is a better way to learn together and get feedback from the people around us. We are doing this in class by working with others to create these projects because we can all share our own ideas to come up with the best for our project. The sixth function is research; teaching students to go beyond the web and using other sources for research can help them get all types of information. The seventh is project management; this allows students to manage their own time as well as many other key points of their project. Last but not least, the eighth is reflection and iteration, students should be reflecting on their work daily in journals or blogs to be able to look back at throughout the project. All these essential functions can help us when creating projects for our future students. 

Kim's Concept Map

Chapter 2 Reflection

 A learning community can be any group of educators who want to collaborate current teaching methods, results, and learn from each other and together about other successful teaching strategies.  These groups can be small or large, and formal or informal.  It can simply be a few teachers within a school, or school district.  This group can also be formed online and through blogs.   No matter how these teachers communicate, weather its virtual or face-to-face, formal or informal, the purpose is for teachers and educators around the world to work as teams, solving problems, learning new strategies together, and supporting one another.  When teachers collaborate in these communities, they can share ideas, past ideas, and their students work to determine the best teaching ideas and methods.  Teachers were never given a lot of time together other than to plan their weeks, now with learning communities, teachers have more time to work together on specific lessons and new findings, which is overall, a learning experience for all teachers.

            This whole idea of communicating with other educators is beneficial in itself, by contacting a teacher down the hall or across the globe can really motivate and strive these teachers to learn new things and share their own teaching thoughts.  Both teachers and their students benefit from project-based learning and the learning communities, as it provides everyone with great tools and useful findings within technology that better focuses the classroom on their subjects and its shown in the results that this process is effecting teachers and students positively.  Some ways professional learning communities effect teachers include, minimizing teachers isolation, increasing their commitment, sharing responsibility, more powerful learning, a higher likelihood of fundamental, systemic change.

            I really enjoyed reading the personal stories of the many teachers who have become a part of these educational communities in their career, and how much it changed their aspect of project-based learning, and how much it affected their teaching styles, after teaming up with many different teachers.  This chapter really got me excited for becoming a teacher, and I really think that I will take advantage of a learning community, and possibly even start my own, just like a teacher from one of the examples in the book.  I also think it is great that we, pre-service teachers, are learning about these great tools now, rather than later in our career, because knowing this before even going out into the field can be very beneficial for us, especially starting out, we are going to need all of the support and help we can get from other teachers.  Additionally, in this course, by working together with our colleagues, we are already learning the fundamentals of educational learning communities, and grasping the concept of the whole notion and “practicing” it in this course, which will be very valuable for each and every one of us, when we do become educators. 

Reading reflection #2

Kim Poe

EDT 3470

February 3, 2011

Reading Reflection #2

The main topic discussed in this chapter was the need for teachers to collaborate and communicate in order to create and maintain an effective learning environment. In the chapter it said that professional collaboration and mentoring are part of the accompanying professional development experiment. Formal opportunities for teachers to work together remain scarce. It is important to use every opportunity available to collaborate with your fellow teachers.

Being comfortable with teamwork is an acquired skill. Be prepared for your fellow teachers to critique your choices and classroom practices. You need to enter collaboration with an open mind and respect colleges who are sharing their journey with you. There needs to be a comfortable environment where everyone feels open to sharing their opinions and discussing other's opinions. Mutual respect should be shown between all of the colleagues.  

Reading Reflection # 2

Caryn Hay

EDT 3470

2-3-12

Reflection # 2

            This chapter focused on learning communities. Learning communities started in the business world around the 90s. This gave these business workers the opportunity to work with one another to accomplish projects. People began to wonder how this would transfer over into the education world. We push the effects of our students working together all time. Children can learn how to communicate and develop skills that are helpful in the real world. This is where many teachers got the idea that teachers should begin to work in learning communities. Teachers often work together when it comes to the “housekeeping” issues for the school such as, scheduling and planning school events, and then they are usually on their own when it comes to the classroom. This is where the idea of learning communities would benefit teachers comes into play, they could learn to work in small groups and brainstorm about planning lessons, and have the chance to give each other feedback on each of their ideas. I think it is great to be able to work with other colleagues, because it only leaves room for the lessons and ideas to improve. I have always been told “two heads is better than one” and I believe that is true.

Teachers should never be afraid to ask for some feedback, and collaborating together benefits the students as well. Some of the benefits include, decreased teacher isolation, increased commitment, shared responsibility, and more of a powerful learning takes place. This idea would be totally something I would use within my own classroom, and it is exactly what we are doing in class with our projects. We are put into groups and are going to be forced to think like teachers and try to create lessons that benefit students. It is great practice for us to practice giving feedback and taking feedback for the future. 

Heather's first draft of concept map

Assignment # 2 - Part A

This is my rough draft of my concept map.

Map link

Like for map between our school and ePal school

Google Document

Here is the link to our Google Document.