The project I viewed is Graphing our Throw Away Materials, for 6th grade. This project challenged students to collect data regarding trash generated on a daily basis, and then place that data into spreadsheets and graphs. They were required to ascertain the amounts and types of items thrown away, and then analyze resources.
It was imperative that students decide what data they would need in order to produce their spreadsheet, and to learn throw-away patterns. It forced the students to examine their own throw-away behaviors and look at their impact on how much trash is generated daily. After they had all their data, they were able to make charts and graphs to visually see the concepts they were dealing with. They then compared their own information to another class doing a similar project.
I think what's good about this project is that uses facts to illicit positive behavior change. Without being subjective, it shows students the trash generating behaviors of themselves and others. By putting raw data into charts and graphs, it requires a person to visually see, and thereby grasp, a better understanding of information. This project also employs the "higher thinking" of drawing conclusions, making predictions, solving problems. It allows students to organize and synthesize causes and effects.
How would I adapt this project for my grade level/discipline area? I think this is an outstanding project and its complexity would need to vary based on age and ability of students. I would try this at any elementary age, but vary what would be expected of the students. For primary ages, I would limit the data collecting to classroom trash observation, and then possibly produce spreadsheets and graphs as a whole group rather than individually. For grades 4-5, I would allow greater individual responsibilities, closer to the project that I observed, but keep it grade appropriate and stick to standard guidelines. I would also be sure to spend time previously (as this teacher most likely did) studying resources, renewable and non-renewable, and talking about what kinds of garbage we should expect to see. Also make predictions beforehand about what we think we will see the most of and the least of before beginning our data collecting.
Tuesday, July 21, 2009
Wednesday, July 15, 2009
Classroom Netiquette Rules
Netiquette Guidelines for Mrs. G.'s 5th Grade Class, but Useful to Everyone
"netiquette" means net (internet, or network) etiquette (manners), so in other words, it's good manners for communicating with others on-line
When writing e-mails:
- Say what you mean, mean what you say, but don't say it mean
- Title your e-mails in the subject line
- Write well, it's a reflection of you (be concise, and use spell check!)
- Use emoticons sparingly
- Save ALL CAPS for the really important stuff
- Never send angry e-mails. If you write an e-mail to someone while you're mad, save it and read it later instead!
- Only forward e-mails that should be forwarded: make sure it's appropriate for who you're sending it to, and for the writer of the original e-mail
- Stick to reading your own e-mails, respect other people's privacy
- Respond to e-mails promptly
When in discussion boards or chat rooms:
Etiquette for e-mails also applies to posting on discussion boards
- Keep personal details private: don't give out your name, address, phone number, or picture
- Spend time reading other comments before posting your own
- If anyone tries to arrange a meeting with you outside of a chat room, tell your teacher or parent immediately!
Good rules in general for all communications:
- Follow the Golden rule (even when on-line)
- If you use someone else's words, give them cedit: cite your sources
See these sources for more detailed information on netiquette:
http://www.albion.com/netiquette/corerules.html
http://www.bpl.org/kids/netiquette.htm
Monday, June 29, 2009
Jigsaw
The Jigsaw method is a new way of integrating teamwork into education. A topic is assigned to a group, and each student in the group is responsible for a certain aspect of the completed assignment.
Depending on the size of the class, 5 computers should be all that is needed. Usually a project is broken into 5-6 segments. Assuming the subject is broken into 5 parts, one group could use all the computers at one time, or one person from each group could use a computer for an alloted period of time and then give the seat to someone else in their group. It would be a slower process than when everyone has their own computer. It may take more than one day, but it would still work.
The adavantage to this method is that it provides structure for group work. Each person from the group is responsible for one aspect of the project and they need each other to succeed. It ensures that everyone relies on each other; therefore, everyone has to pull their own weight and learn from each other. There are disadvantages to the method: characteristics of the students can make things more challenging. One issue that may arise is a slower student "dropping the ball" for the rest of the group. If this becomes an issue, it is best to use an "expert group" to which students can compare their work. This would give the slower student an example of what is expected and help them complete their task. Other issues may also arise, such as a dominant member of a group trying to do too much, or an exceptionally bright student that loses interest out of boredome. Group work can be problematic, but it also provides certain benefits. As with any educational tool or process, problems will arise, but there is always a way to overcome them.
Depending on the size of the class, 5 computers should be all that is needed. Usually a project is broken into 5-6 segments. Assuming the subject is broken into 5 parts, one group could use all the computers at one time, or one person from each group could use a computer for an alloted period of time and then give the seat to someone else in their group. It would be a slower process than when everyone has their own computer. It may take more than one day, but it would still work.
The adavantage to this method is that it provides structure for group work. Each person from the group is responsible for one aspect of the project and they need each other to succeed. It ensures that everyone relies on each other; therefore, everyone has to pull their own weight and learn from each other. There are disadvantages to the method: characteristics of the students can make things more challenging. One issue that may arise is a slower student "dropping the ball" for the rest of the group. If this becomes an issue, it is best to use an "expert group" to which students can compare their work. This would give the slower student an example of what is expected and help them complete their task. Other issues may also arise, such as a dominant member of a group trying to do too much, or an exceptionally bright student that loses interest out of boredome. Group work can be problematic, but it also provides certain benefits. As with any educational tool or process, problems will arise, but there is always a way to overcome them.
Thursday, June 25, 2009
Googley
There are many tools available to students and teachers through Google for Educators. Three classroom tools that I might use with elementary students are: Google Earth, Sketch Up, and Blogger. I would use Google Earth in the classroom to explore neighborhoods, witness geology in other parts of the world, and it can even be used to explore the skies with Astronomy units. Sketch Up sounds like a fun way to create 3D models for units of study. A few projects that come to mind are: landscape or gardening, architecture, and stores. Blogger of course could be a great way to get students excited about journaling. They could also share schoolwork and post messages. I'd say there's no doubt how well the Google tools can work for high school students, but a lot of it is appropriate for elementary too, like the ideas above.
Google Docs has several advantages. It's an easy and efficient program for all students to use without having to buy any software. It's accessible anywhere, so they can work at projects from any computer; home, school, or otherwise. Students can work on things together while physically separate.
On a personal note, I only recently discovered Google Docs when my husband suggested it for a project I've been involved with. My daughter's school has a big fund raising auction every year and for the past 4 years, I've volunteered to be the database person, which means that I enter all the donation entry forms. This is getting to be a very big job, every year the auction grows and now the school is growing too, so the amount of donation forms next year will be record breaking I'm sure. This year I was really groaning about how this is too much for one person, and my husband showed me Google Docs. In about 5 minutes he set up a template that everyone could use to enter their own data. Isn't this just a wonderful Google Docs commercial? Perfect info-mercial material! Anyway, I hope that people will embrace this next year so that one person will never have to spend countless hours again entering all that information, everyone can be responsible for their own! The database person's job would then be to oversee the entries, troubleshoot and fix mistakes. That sounds more manageable (especially for a volunteer position!)
Google Docs has several advantages. It's an easy and efficient program for all students to use without having to buy any software. It's accessible anywhere, so they can work at projects from any computer; home, school, or otherwise. Students can work on things together while physically separate.
On a personal note, I only recently discovered Google Docs when my husband suggested it for a project I've been involved with. My daughter's school has a big fund raising auction every year and for the past 4 years, I've volunteered to be the database person, which means that I enter all the donation entry forms. This is getting to be a very big job, every year the auction grows and now the school is growing too, so the amount of donation forms next year will be record breaking I'm sure. This year I was really groaning about how this is too much for one person, and my husband showed me Google Docs. In about 5 minutes he set up a template that everyone could use to enter their own data. Isn't this just a wonderful Google Docs commercial? Perfect info-mercial material! Anyway, I hope that people will embrace this next year so that one person will never have to spend countless hours again entering all that information, everyone can be responsible for their own! The database person's job would then be to oversee the entries, troubleshoot and fix mistakes. That sounds more manageable (especially for a volunteer position!)
Friday, June 19, 2009
Supportive Legislation
There have been several laws and programs put into place to assist individuals with disabilities. As an educator I find it essential to address issues of special needs, and to express my desire and intention to comply with supportive legislation. I would like to discuss three acts that have been crucial in assisting disabled individuals.
The Assistive Technology Act (ATA) began as the Technology-Related Assistance Act of 1988, also known as "The Tech Act." The term "assistive technology" refers to technology and devices designed to aid individuals with various types of disabilities in all settings (home, work, school, etc.) The focus of this act is to improve access to and awareness of this technology. In 1998, the Tech Act became the Assistive Technology Act, and in 2004, it was re-authorized with amendments.
For more information, please see:
http://www.ataporg.org/atap/legislative?id=act1998
A site which provides information on technology available for disabled individuals:
http://www.abledata.com/
A colleague's explanation of the ATA with links to other sources:
Dawn Rupp http://www.aboutmeedtech202.blogspot.com/
Another of these laws is the Individuals with Disabilities Education Act or IDEA. This law requires that services be provided, nationwide, to children with disabilities. Under different sections of this act, all ages are addressed from birth to age 21.
For further information on IDEA, please see the following sources:
http://www.ed.gov/offices/OSERS/Policy/IDEA/index.html
http://idea.ed.gov/
A colleague's explanation of IDEA with links to other sources:
Christine Nichols http://iblog-christie.blogspot.com/2009/06/idea-legislation.html
Lastly, The Americans with Disabilities Act (ADA) provides protection to disabled individuals against discrimination from employers, labor unions, and government and private enterprises. Please see my blog entry titled "Americans with Disabilities Act" for further information on the ADA, as well as links to very informative websites.
Two colleagues who have also researched the ADA:
Tiffany Bailey http://tiffanyannbailey.blogspot.com/
Nate Evans http://nateevansblog.blogspot.com/
Each of the above acts has specific intentions. The ATA, to help provide valuable technological advances to those in need, IDEA, to help provide proper service in education to young students, and the ADA which protects disabled citizens from discrimination. These government interventions are very important to me because they ensure that all students receive what they need in the educational system. I will abide by all the above mandates in an effort to differentiate for each student and help him/her meet his/her goals. It is my goal that each student to be as successful as possible.
Please feel free to speak to me anytime about the above laws, or any issues associated with them.
The Assistive Technology Act (ATA) began as the Technology-Related Assistance Act of 1988, also known as "The Tech Act." The term "assistive technology" refers to technology and devices designed to aid individuals with various types of disabilities in all settings (home, work, school, etc.) The focus of this act is to improve access to and awareness of this technology. In 1998, the Tech Act became the Assistive Technology Act, and in 2004, it was re-authorized with amendments.
For more information, please see:
http://www.ataporg.org/atap/legislative?id=act1998
A site which provides information on technology available for disabled individuals:
http://www.abledata.com/
A colleague's explanation of the ATA with links to other sources:
Dawn Rupp http://www.aboutmeedtech202.blogspot.com/
Another of these laws is the Individuals with Disabilities Education Act or IDEA. This law requires that services be provided, nationwide, to children with disabilities. Under different sections of this act, all ages are addressed from birth to age 21.
For further information on IDEA, please see the following sources:
http://www.ed.gov/offices/OSERS/Policy/IDEA/index.html
http://idea.ed.gov/
A colleague's explanation of IDEA with links to other sources:
Christine Nichols http://iblog-christie.blogspot.com/2009/06/idea-legislation.html
Lastly, The Americans with Disabilities Act (ADA) provides protection to disabled individuals against discrimination from employers, labor unions, and government and private enterprises. Please see my blog entry titled "Americans with Disabilities Act" for further information on the ADA, as well as links to very informative websites.
Two colleagues who have also researched the ADA:
Tiffany Bailey http://tiffanyannbailey.blogspot.com/
Nate Evans http://nateevansblog.blogspot.com/
Each of the above acts has specific intentions. The ATA, to help provide valuable technological advances to those in need, IDEA, to help provide proper service in education to young students, and the ADA which protects disabled citizens from discrimination. These government interventions are very important to me because they ensure that all students receive what they need in the educational system. I will abide by all the above mandates in an effort to differentiate for each student and help him/her meet his/her goals. It is my goal that each student to be as successful as possible.
Please feel free to speak to me anytime about the above laws, or any issues associated with them.
Tuesday, June 16, 2009
Americans with Disabilities Act
The Americans with Disabilities Act (ADA) was passed as public law in 1990 and became effective in 1992. The act is meant to provide protection, on several levels, against discrimination toward citizens with disabilities.
The act is written in five sections to address specific kinds of discrimination. Title one specifies that employers and labor unions are not allowed to discriminate against qualified applicants or employees who are or become disabled. An employer is required to accommodate the disability if it does not impose on the operation of business. Title two demands that government agencies not discriminate against disabled individuals in their programs and activities. Physical adaptation of a building to facilitate handicapped citizens is an issue addressed throughout the act.
Titles three through five focus on enterprises who offer public goods and services. These establishments are not allowed to deny goods, services, or programs to people based on their disability. Examples of such facilities include stores, restaurants, and hotels. Telephone companies are required to meet certain demands in this regard as well. Telecommunication devices and services must be made available to the hearing and speech impaired. Miscellaneous provisions including dispute resolution are addressed in the last section of the act.
A recent movie titled "Music Within," is based on the true life story of Richard Pimentel, the author of the Americans with Disabilities Act. It is an inspirational story and an outstanding dramatization of the struggles faced by Americans with disabilities, especially during the post Vietnam War era. I highly recommend it.
For more information on the ADA, see these sources:
http://www.ada.gov/
http://www.eeoc.gov/facts/fs-ada.html
http://www.mrsc.org/Subjects/Legal/ada/adainfo.aspx
http://www.dol.gov/dol/topic/disability/ADA.htm
For more information on the movie "Music Within," or to watch the trailer:
http://www.musicwithinmovie.com/
The act is written in five sections to address specific kinds of discrimination. Title one specifies that employers and labor unions are not allowed to discriminate against qualified applicants or employees who are or become disabled. An employer is required to accommodate the disability if it does not impose on the operation of business. Title two demands that government agencies not discriminate against disabled individuals in their programs and activities. Physical adaptation of a building to facilitate handicapped citizens is an issue addressed throughout the act.
Titles three through five focus on enterprises who offer public goods and services. These establishments are not allowed to deny goods, services, or programs to people based on their disability. Examples of such facilities include stores, restaurants, and hotels. Telephone companies are required to meet certain demands in this regard as well. Telecommunication devices and services must be made available to the hearing and speech impaired. Miscellaneous provisions including dispute resolution are addressed in the last section of the act.
A recent movie titled "Music Within," is based on the true life story of Richard Pimentel, the author of the Americans with Disabilities Act. It is an inspirational story and an outstanding dramatization of the struggles faced by Americans with disabilities, especially during the post Vietnam War era. I highly recommend it.
For more information on the ADA, see these sources:
http://www.ada.gov/
http://www.eeoc.gov/facts/fs-ada.html
http://www.mrsc.org/Subjects/Legal/ada/adainfo.aspx
http://www.dol.gov/dol/topic/disability/ADA.htm
For more information on the movie "Music Within," or to watch the trailer:
http://www.musicwithinmovie.com/
Tuesday, June 9, 2009
Introduction
This is beginning as an assignment for ED Tech 202 in the Summer of 2009...we'll see if it continues. My husband has been urging me to have a blog for years, a venue for my rants and raves about life. I think he may be tired of listening to me. No, that couldn't be.
I am currently an ELL Tutor at an Elementary school. I love my job! I have a BFA in Ceramics from BSU and I am now working toward my teaching certification. My teaching focus will be Elementary Education with possibly an ELL endorsement. I am interested in teaching because (as aforementioned) I love it! I think it is the most important job. What could matter more than helping kids learn?
A little about me...I was born with uncanny powers, all I have to do is twitch my nose and whatever I want comes to fruition...oh wait, that's what I wanted to happen. In truth, I was raised in Meridian, Idaho with positively mortal powers. I played tennis and danced on drill team, and dreamed of the day I would leave that one-horse town and bust out in the big city. Now here I am in Boise, ID.
I am the mom of one miraculous human and one quirky and adorable guard dog who is part min-pin, chihuahua, bat, rat, and opera singer. I have had many occupations in my life, to name a few: retail clerk, bartender, bell hop, Realtor. As I mentioned above, I have a degree in Art so I have a penchant for aesthetics. (Can one have a penchant for aesthetics? Perhaps that's a bad word choice, may need to edit that out later.)
I am currently an ELL Tutor at an Elementary school. I love my job! I have a BFA in Ceramics from BSU and I am now working toward my teaching certification. My teaching focus will be Elementary Education with possibly an ELL endorsement. I am interested in teaching because (as aforementioned) I love it! I think it is the most important job. What could matter more than helping kids learn?
A little about me...I was born with uncanny powers, all I have to do is twitch my nose and whatever I want comes to fruition...oh wait, that's what I wanted to happen. In truth, I was raised in Meridian, Idaho with positively mortal powers. I played tennis and danced on drill team, and dreamed of the day I would leave that one-horse town and bust out in the big city. Now here I am in Boise, ID.
I am the mom of one miraculous human and one quirky and adorable guard dog who is part min-pin, chihuahua, bat, rat, and opera singer. I have had many occupations in my life, to name a few: retail clerk, bartender, bell hop, Realtor. As I mentioned above, I have a degree in Art so I have a penchant for aesthetics. (Can one have a penchant for aesthetics? Perhaps that's a bad word choice, may need to edit that out later.)
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