Two ideas I learned from my peers technology presentations:
-One person in my group used powerpoint in a guided reading group. I never would have thought of this. Because it was a small group setting she was able to involve the students in using the technology.
-I learned about websites available for smart boards.
Thursday, April 9, 2009
Internet Safety Awareness - doing...
Report on "doing" the Internet Safety Awareness assignment
-->who you talked with (no names are needed - just a brief description of age)
I talked to a mother of five children. Her children are grown up, married, and some now have their own children. She is 55.
I talked to a mother of five children. Her children are grown up, married, and some now have their own children. She is 55.
-->what you shared and how it went
This woman is a very wise person who was an excellent mother. In her home there was always technology. Her husband was very good at embracing new technologies and teaching giving the children opportunities to learn. Their computers were always in a public place.
She seemed very aware of all the aspects of internet. We discussed different dangers and we came to the conclusion that parents especially, and anybody who uses the internet needs to use common sense and good judgement.
We watched one of the videos on the pbs website, and then we explored my facebook account. It was great fun!
This was a positive experience and it was easy for us to talk about internet safety. It's important to be aware and help parents and the "older" generation know what their children are up to.
Wednesday, April 8, 2009
Psychology Observational and Personal Learning Reports
Personal Learning Theory
I debated doing several different things for my ten hour project. I have an ongoing list of a zillion different things I want to learn and do and improve. This semester I knew I would have a lot of crazy things happening aside from school, so I wanted to choose a project that would be stress free.
Last summer my husband and I were house-sitting and decided to play a game of tennis at the nearby court. It was a first for both of us. We loved it so much that my siblings picked up on the idea and got us tennis rackets for Christmas. Instead of letting those rackets get dusty, I decided that this ten hour project would be the perfect opportunity for me (us) to learn to play tennis.
We found another couple that wanted to jump on board with us and we began to “learn” to play tennis. The first time we went we considered the idea of making it count for a point if the ball was a “home run.” I played volleyball in high school and I grew up with a ping pong table, so I think I had somewhat of an advantage over my husband, who would’ve killed the other team if it were baseball. Once, in the parking lot next to the court, a dad was teaching his daughter how to drive. My husband’s “home run,” which was her turning point, somehow survived several times of being ran over.
Now I’m sort of addicted to tennis. If it’s sunny outside, I want to be playing. I think the Easter bunny might even be bringing me a tennis skirt instead of candy. I’m still not a pro by any means, but I think I’m at least good enough to get a rally going.
Date Time Spent Time Left
2/20 30 minutes 9:30
2/24 90 minutes 7:00
3/03 90 minutes 5:30
3/05 75 minutes 4:15
3/11 90 minutes 2:45
3/19 90 minutes 1:15
3/24 90 minutes -0:15
4/02 90 minutes -1:45
Personal Learning Theory
A perfect balance between teacher guidance and student centered learning must be maintained to achieve the most positive and productive learning environment. There are several different theorists and theories that support this view. I believe that I can draw from each theory to come up with the learning and teaching ideas that work best for me as a teacher and learner, and for my future students. Every student is unique and has different strengths, weaknesses, and needs, and thus it is most beneficial to use different ideas and techniques with different students.
Vygotsky believes that a zone of proiximal development is best. In this zone, students are grouped heterogeneously to learn from each other. More knowledgeable students learn and gain confidence as they teach their peers. Less knowledgeable students glean learning from their peers in terms that make sense to them. Students are the best teachers of each other, and the more students are involved the better. Learning is scaffolded by students and teacher in this situation, and a more knowledgable other acts as an expert on topic of learning. As teachers we can act as that more knowledgable other, or we can create student groups where students will fulfill that role.
Motivation plays a key role in how students learn. My classroom will be balanced between extrinsic rewards, to capture initial attention, and extrinsic motivation to retain student attention. As students shift their drive from extrinsic to intrinsic motivation they learn to be facilitators of their own learning. As teachers, we need to teach and support children in making choices about their learning. As good habits are structured they will become lifelong learners.
As we guide children in their educational endeavors we can set appropriate limits and guidelines. Children need these limits and guidelines—they need structure. Students will thrive even more if they can manage themselves with these limits and guidelings. In teaching children responsibility for their own learning, management becomes key. Behaviorist theories help us understand that as teachers, how we respond to students’ actions affects how they behave. In terms of classical conditioning, or learned responses to stimuli, the situation might look like this: The teacher rings a bell, the signal, or conditioned stimulus, to clean up. If the student complies (conditioned response), we can strengthen their behavior with positive reinforcement. The ideal is that we bring students to a point where they can responsible to choose their own rewards. If a student is non-compliant, we may choose different forms of punishment to weaken that negative behavior. We could use removal (negative) punishment, which decreases the chance that a behavior will occur again by removing a pleasant stimulus following the behavior, like taking away some recess time. Or we might try positive practice by having the student practice putting his things away when the bell is rung so he will know how to do it next time. The ideal, however, just as in letting them choose their own rewards, is to bring them to a point where they choose their own consequences that relate to the misbehavior. The most important point I gained from studying behaviorism is that we can help to shape our students behavior. We should provide them with love and support as we teach them to manage their own behavior and learning.
I believe that I, as a teacher, have a responsibility to design instruction to be developmentally appropriate and engaging. Theories on cognition tell us that how information is processed (information processing) in the brain effects how well it is retained. When we first process information we keep it in our working, or short term memory. We can only hold around seven pieces of information in this part of our memory at a time, and for only about 20 seconds. Knowing this, we must provide our students with mnemonic devices, elaboration techniques, distributive practice, chunking and other devices to shift information to the long term memory, where it can be retained and used again in the future.
As we seek to be the best teachers we can be, and to help our students be the best learners they can be, we must have self-efficacy. We must believe that we can do it. As I follow the ideas outlined in the paper I can help my students to believe in themselves as well and set them up to be successful and achieve.
I debated doing several different things for my ten hour project. I have an ongoing list of a zillion different things I want to learn and do and improve. This semester I knew I would have a lot of crazy things happening aside from school, so I wanted to choose a project that would be stress free.
Last summer my husband and I were house-sitting and decided to play a game of tennis at the nearby court. It was a first for both of us. We loved it so much that my siblings picked up on the idea and got us tennis rackets for Christmas. Instead of letting those rackets get dusty, I decided that this ten hour project would be the perfect opportunity for me (us) to learn to play tennis.
We found another couple that wanted to jump on board with us and we began to “learn” to play tennis. The first time we went we considered the idea of making it count for a point if the ball was a “home run.” I played volleyball in high school and I grew up with a ping pong table, so I think I had somewhat of an advantage over my husband, who would’ve killed the other team if it were baseball. Once, in the parking lot next to the court, a dad was teaching his daughter how to drive. My husband’s “home run,” which was her turning point, somehow survived several times of being ran over.
Now I’m sort of addicted to tennis. If it’s sunny outside, I want to be playing. I think the Easter bunny might even be bringing me a tennis skirt instead of candy. I’m still not a pro by any means, but I think I’m at least good enough to get a rally going.
Date Time Spent Time Left
2/20 30 minutes 9:30
2/24 90 minutes 7:00
3/03 90 minutes 5:30
3/05 75 minutes 4:15
3/11 90 minutes 2:45
3/19 90 minutes 1:15
3/24 90 minutes -0:15
4/02 90 minutes -1:45
Personal Learning Theory
A perfect balance between teacher guidance and student centered learning must be maintained to achieve the most positive and productive learning environment. There are several different theorists and theories that support this view. I believe that I can draw from each theory to come up with the learning and teaching ideas that work best for me as a teacher and learner, and for my future students. Every student is unique and has different strengths, weaknesses, and needs, and thus it is most beneficial to use different ideas and techniques with different students.
Vygotsky believes that a zone of proiximal development is best. In this zone, students are grouped heterogeneously to learn from each other. More knowledgeable students learn and gain confidence as they teach their peers. Less knowledgeable students glean learning from their peers in terms that make sense to them. Students are the best teachers of each other, and the more students are involved the better. Learning is scaffolded by students and teacher in this situation, and a more knowledgable other acts as an expert on topic of learning. As teachers we can act as that more knowledgable other, or we can create student groups where students will fulfill that role.
Motivation plays a key role in how students learn. My classroom will be balanced between extrinsic rewards, to capture initial attention, and extrinsic motivation to retain student attention. As students shift their drive from extrinsic to intrinsic motivation they learn to be facilitators of their own learning. As teachers, we need to teach and support children in making choices about their learning. As good habits are structured they will become lifelong learners.
As we guide children in their educational endeavors we can set appropriate limits and guidelines. Children need these limits and guidelines—they need structure. Students will thrive even more if they can manage themselves with these limits and guidelings. In teaching children responsibility for their own learning, management becomes key. Behaviorist theories help us understand that as teachers, how we respond to students’ actions affects how they behave. In terms of classical conditioning, or learned responses to stimuli, the situation might look like this: The teacher rings a bell, the signal, or conditioned stimulus, to clean up. If the student complies (conditioned response), we can strengthen their behavior with positive reinforcement. The ideal is that we bring students to a point where they can responsible to choose their own rewards. If a student is non-compliant, we may choose different forms of punishment to weaken that negative behavior. We could use removal (negative) punishment, which decreases the chance that a behavior will occur again by removing a pleasant stimulus following the behavior, like taking away some recess time. Or we might try positive practice by having the student practice putting his things away when the bell is rung so he will know how to do it next time. The ideal, however, just as in letting them choose their own rewards, is to bring them to a point where they choose their own consequences that relate to the misbehavior. The most important point I gained from studying behaviorism is that we can help to shape our students behavior. We should provide them with love and support as we teach them to manage their own behavior and learning.
I believe that I, as a teacher, have a responsibility to design instruction to be developmentally appropriate and engaging. Theories on cognition tell us that how information is processed (information processing) in the brain effects how well it is retained. When we first process information we keep it in our working, or short term memory. We can only hold around seven pieces of information in this part of our memory at a time, and for only about 20 seconds. Knowing this, we must provide our students with mnemonic devices, elaboration techniques, distributive practice, chunking and other devices to shift information to the long term memory, where it can be retained and used again in the future.
As we seek to be the best teachers we can be, and to help our students be the best learners they can be, we must have self-efficacy. We must believe that we can do it. As I follow the ideas outlined in the paper I can help my students to believe in themselves as well and set them up to be successful and achieve.
Friday, April 3, 2009
Internet Safety
This week the assignment was about internet safety. Here are the questions and answers for this weeks posting.
Reading:
1. What article did you choose to read for your fourth article?
“Entertainment and the Media” from For the Strength of Youth pp.17-19
2-4. What were the most important things you learned from the readings? How will what you have read influence your actions as a parent and/or teacher of children and youth? How can you use what you have learned from the reading to have a positive influence on family and friends?
For me, the answers for questions 2-4 go hand in hand and somewhat overlap, so I will answer them altogether.
These readings reinforced in my mind the importance of taking a stand for our values. In relation to technology and media, I hope to follow the pattern my parents set up as I was growing up. My parents embraced new technology and gave us ample opportunity to use it as well. My childhood experience align with the guidelines and themes in the reading as to how to appropriately use technology in our homes. The guiding principles I got from the articles we are the following:
-teach and educate yourself and your children: know the dangers, the benefits, what to do to be safe, preventative measures
-be aware and proactive: this goes along with the point above, but is more about applying what you know than just knowing. Once you have learned how to appropriately use technology and keep yourself and your children safe, follow through with that knowledge. Use filters, keep the computer in a high traffic area, don’t give out too much information, etc.
I hope to implement these principles as a teacher, and one day, as a parent of youth.
1. What article did you choose to read for your fourth article?
“Entertainment and the Media” from For the Strength of Youth pp.17-19
2-4. What were the most important things you learned from the readings? How will what you have read influence your actions as a parent and/or teacher of children and youth? How can you use what you have learned from the reading to have a positive influence on family and friends?
For me, the answers for questions 2-4 go hand in hand and somewhat overlap, so I will answer them altogether.
These readings reinforced in my mind the importance of taking a stand for our values. In relation to technology and media, I hope to follow the pattern my parents set up as I was growing up. My parents embraced new technology and gave us ample opportunity to use it as well. My childhood experience align with the guidelines and themes in the reading as to how to appropriately use technology in our homes. The guiding principles I got from the articles we are the following:
-teach and educate yourself and your children: know the dangers, the benefits, what to do to be safe, preventative measures
-be aware and proactive: this goes along with the point above, but is more about applying what you know than just knowing. Once you have learned how to appropriately use technology and keep yourself and your children safe, follow through with that knowledge. Use filters, keep the computer in a high traffic area, don’t give out too much information, etc.
I hope to implement these principles as a teacher, and one day, as a parent of youth.
watching:
1. Am I aware of the benefits and dangers children face when online with cyber bullying and online predators?
Wow. I was aware before this assignment of the dangers of the Internet, but not to the extent that I am now, after watching some of those videos. It is disgusting and appalling the extent to which some allow themselves to fall prey to those dangers. I was mostly aware of the danger of predators and addictions to games and things like facebook and myspace. After watching these videos I learned more about the dangers of cyberbullying, support for eating disorders, other addictions, etc.
The internet is a powerful tool for good or for bad.
Often, when children and youth are going through difficult times they find it easier to trust and turn to “friends” online than to their real friends and family.
The Internet offers an escape to fit in and be comfortable to explore their identity.
We must be aware and educate our children about the dangers so they can be safe.
2. Where can I go for information and resources that can be used to teach Internet safety?
Here are a few websites I found the most helpful:
http://www.netsmartz.org/resources/reallife.htm - This website has videos to educate as well as activities, worksheets, etc to do with youth.
http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/main.html - videos about youth’s relationships and interactions online
http://ilearn.isafe.org/ - tips to safety education
3. Am I committed to empowering children by teaching them about internet safety?
Yes. We can and should educate children about the dangers. Show them videos from the resources listed above. Make it real to the children and youth. It’s easy to hear about the dangers and say it could never happen to me, or I wouldn’t do that. Make sure they really understand that the dangers apply to everyone. As a parent, I think the biggest key is to be involved and aware of your children and their lives.
As teacher’s, one idea for an assignment is the following: After watching videos by youth about their experiences play Tracking Teresa, found at http://www.netsmartz.org/resources/reallife.htm. Then have each student go through their postings on their blogs, facebook, myspace, chatrooms, etc and gather all the information they can about themselves, as if they were a predator.
1. Am I aware of the benefits and dangers children face when online with cyber bullying and online predators?
Wow. I was aware before this assignment of the dangers of the Internet, but not to the extent that I am now, after watching some of those videos. It is disgusting and appalling the extent to which some allow themselves to fall prey to those dangers. I was mostly aware of the danger of predators and addictions to games and things like facebook and myspace. After watching these videos I learned more about the dangers of cyberbullying, support for eating disorders, other addictions, etc.
The internet is a powerful tool for good or for bad.
Often, when children and youth are going through difficult times they find it easier to trust and turn to “friends” online than to their real friends and family.
The Internet offers an escape to fit in and be comfortable to explore their identity.
We must be aware and educate our children about the dangers so they can be safe.
2. Where can I go for information and resources that can be used to teach Internet safety?
Here are a few websites I found the most helpful:
http://www.netsmartz.org/resources/reallife.htm - This website has videos to educate as well as activities, worksheets, etc to do with youth.
http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/main.html - videos about youth’s relationships and interactions online
http://ilearn.isafe.org/ - tips to safety education
3. Am I committed to empowering children by teaching them about internet safety?
Yes. We can and should educate children about the dangers. Show them videos from the resources listed above. Make it real to the children and youth. It’s easy to hear about the dangers and say it could never happen to me, or I wouldn’t do that. Make sure they really understand that the dangers apply to everyone. As a parent, I think the biggest key is to be involved and aware of your children and their lives.
As teacher’s, one idea for an assignment is the following: After watching videos by youth about their experiences play Tracking Teresa, found at http://www.netsmartz.org/resources/reallife.htm. Then have each student go through their postings on their blogs, facebook, myspace, chatrooms, etc and gather all the information they can about themselves, as if they were a predator.
Monday, March 30, 2009
Tech Lesson Slideshare
Here is the slideshow presentation of my technology lesson. Enjoy!
What I learned from watching others' presentations:
I really enjoyed looking at other powerpoints about technology integration. The biggest thing for me was just to see how different people integrated technology to give me more ideas of what I could do in my classroom. It was also interesting to see, based on what technology was available, what was integrated. From this experience I have learned that when it comes to technology integration, if there's a will there's a way!
Fact Families Slideshow
View more presentations from vw35.
What I learned from watching others' presentations:
I really enjoyed looking at other powerpoints about technology integration. The biggest thing for me was just to see how different people integrated technology to give me more ideas of what I could do in my classroom. It was also interesting to see, based on what technology was available, what was integrated. From this experience I have learned that when it comes to technology integration, if there's a will there's a way!
Friday, March 20, 2009
aaah technology
My technology-enhanced lesson was on fact families. Prior to preparing for this lesson, I didn't know what they were, so I'm going to assume most people don't and explain. There are 3 numbers in a fact family that all relate to each other. For example, 2,3,5. With these three numbers, you can make two addition sentences and two subtraction sentences.
2+3=5
3+2=5
5-3=2
5-2=3
At my school there is not much technology at all, especially in the younger grades. They don't have any official computer instruction, especially keyboarding, until third grade. I am teaching first. My options for technology in any lesson there are limited to an overhead projector, using the teacher microphone, projecting something from the computer onto a very small tv screen, or going to the computer lab. I chose the last option.
First I instructed the children in class. I modeled the idea using interactive and kinesthetic learning. We practiced in class before going to the computer lab. The ideal technology integration would use the computers for modeling as well, but given the experience my students have with computers and what is available at that school I didn't think that was a wise choice.
After practicing the idea enough in class that I felt the students would be successful using a computer game I found online, we went to the computer lab.
Getting the students to the website took some work, as none of them, unless at home, have ever had any keyboard experience, and many struggle with reading and writing in general. I modeled how to get to the website and wrote the address on the markerboard. The students did a pretty good job at getting to the website, but it took a while.
Once there they loved the game! The game I used put a fact family and the =, +, and - symbols at the top of the screen. At the bottom of the screen were boxes, and the students were to click on the appropriate symbols to fill in the fact family sentences. When they finished all four, they would either get a smiley or frowny face if they got it right or wrong. A voice stated what they were clicking on so they were even receiving multi-sensory stimulation. Such fun! Here's a screenshot of the game:
2+3=5
3+2=5
5-3=2
5-2=3
At my school there is not much technology at all, especially in the younger grades. They don't have any official computer instruction, especially keyboarding, until third grade. I am teaching first. My options for technology in any lesson there are limited to an overhead projector, using the teacher microphone, projecting something from the computer onto a very small tv screen, or going to the computer lab. I chose the last option.
First I instructed the children in class. I modeled the idea using interactive and kinesthetic learning. We practiced in class before going to the computer lab. The ideal technology integration would use the computers for modeling as well, but given the experience my students have with computers and what is available at that school I didn't think that was a wise choice.
After practicing the idea enough in class that I felt the students would be successful using a computer game I found online, we went to the computer lab.
Getting the students to the website took some work, as none of them, unless at home, have ever had any keyboard experience, and many struggle with reading and writing in general. I modeled how to get to the website and wrote the address on the markerboard. The students did a pretty good job at getting to the website, but it took a while.
Once there they loved the game! The game I used put a fact family and the =, +, and - symbols at the top of the screen. At the bottom of the screen were boxes, and the students were to click on the appropriate symbols to fill in the fact family sentences. When they finished all four, they would either get a smiley or frowny face if they got it right or wrong. A voice stated what they were clicking on so they were even receiving multi-sensory stimulation. Such fun! Here's a screenshot of the game:
Tuesday, March 17, 2009
Ideas anyone?
As my school does not have much technology available, especially in the lower grades, I think the best type of integration will be through computer games for practice of lesson concepts.
Today for math I taught about fact families. I found a game on the internet that I thought the children might really enjoy, that would enable them to get lots of practice and familiarity with the concept. When we go to computer time this week, I will have the children play this game. It can be found at this website: http://www.ezschool.com/Games/FactFamily1.html
Today for math I taught about fact families. I found a game on the internet that I thought the children might really enjoy, that would enable them to get lots of practice and familiarity with the concept. When we go to computer time this week, I will have the children play this game. It can be found at this website: http://www.ezschool.com/Games/FactFamily1.html
Monday, March 9, 2009
The First Week of the Practicum: technology observations
It was interesting to see what technology Sage Creek had available to students and teachers. I was surprised how little technology Sage Creek actually had. I have taught in title 1 schools in the past that had more technology available than this school. My classroom in Sage Creek has two computers. One is the teacher's computer, hooked up to the internet (but no wireless is available), and the other is a student computer that is used for reading and math tutoring programs. The computer screen can be displayed on the tv screen, but it's small and I don't think would really lend itself to this first grade classroom learning environment.
My teacher wears a microphone, sometimes, that projects her voice into speakers so all the students can hear. She said she wrote the grant to get the microphones and speakers a few years back. Now all of the new classrooms come equipped with that technology.
On Friday we visited the computer lab. The teacher takes her students to the computer lab on her own. There is not a computer technician or specialist that I know about. Our students were learning about telling time. There was a link to a game called "beat the clock" on the school website. The game timed how fast students matched the time up to the clock and their job was to get the best time, or beat the clock. There were also several links to other fun games on the school website, categorized by grade level.
Keyboard instruction starts in grade 3 at this school, and the younger grades don't do as much with technology.
My teacher wears a microphone, sometimes, that projects her voice into speakers so all the students can hear. She said she wrote the grant to get the microphones and speakers a few years back. Now all of the new classrooms come equipped with that technology.
On Friday we visited the computer lab. The teacher takes her students to the computer lab on her own. There is not a computer technician or specialist that I know about. Our students were learning about telling time. There was a link to a game called "beat the clock" on the school website. The game timed how fast students matched the time up to the clock and their job was to get the best time, or beat the clock. There were also several links to other fun games on the school website, categorized by grade level.
Keyboard instruction starts in grade 3 at this school, and the younger grades don't do as much with technology.
Tuesday, March 3, 2009
Virtual Tour: Music History
I have spent way longer than it probably should have taken me on this assignment. Copy and paste the link below into your address window to download and take my music history tour in Google Earth! Or, you can find the link under my class links on the right. It is the .kmz file - the only file downloaded on that website. Have fun and I hope you learn something new!
http://sites.google.com/site/myiptwebsite/google-earth-files
http://sites.google.com/site/myiptwebsite/google-earth-files
Thursday, February 26, 2009
Cognitive Apprenticeship Lesson for Psychology
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Behaviorism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.
1) Observe an expert - a “business owner” of and ice cream shop will talk through and model the process of balancing expenses in a checkbook style register. (It’s not shown here, but in their register and in the example register the columns will have soft lines for each place value.)
Prices:
Cones sold - $2 each
5 gallons ice cream - $15
Cones (1 box of 30) - $10
During the model, certain students will be “plants” in buying cones to make the business model more lifelike, and the more knowledgeable other will demonstrate the record of expenditures and income.
2-4) External Support/Scaffolding/Articulation
– In small groups, students will set up their own business. Each individual will be given a register and will be responsible for keeping their own register. Each business will get 10,000 to start their balance.
- Each group will only have 1 product to sell and 2 expenses
- Half of the class will sell and half will buy for the first ten minutes, then buyer and seller will switch roles for the second ten minutes.
-Students will keep registers of their shops income and expenses. They can work as a group to keep and balance their record, but each individual will be responsible of having their own filled out copy of the register. The register filled out during the model will be left on display to act as a help to those who need it.
-Students will have five minutes at the end to perfect their register and check their balance on a calculator to be sure they added and subtracted correctly.
The more knowledgeable other, who is the teacher, the model, and peers who might find this task easier will provide external support to the students to scaffold their levels of learning and help them as they need help. They will help bridge the gap of what the students could do without help and what they need help to be successful at. Further scaffolding and external support is provided with the specific details of the assignment (set amount of money, 1 source of income and 2 expenses, etc.)
The dialectal relationship is very important at this point as the more knowledgeable other and the learner work together to yield the most learning possibile.
5) Reflect – have a class discussion
-Was it as easy as the MKA made it look?
-Did your math match up with your peers? The calculator?
-How did you know which column to put at item (income or expense)?
-How might you do it differently next time?
6) Give the whole class the following scenario to work on individually and a register to complete the task.
You are the owner of a pizza shop.
Your expenses are:
Pizza - $4
Pizza boxes - $1
Your product/income will be
Pizza - $10
Here is what you need to record and balance on your register:
You start with a $15,000 balance.
Day one you buy 150 pizzas and 150 pizza boxes.
You sell 100 pizzas.
Day two you buy 160 pizzas and 160 pizza boxes.
You sell 123 pizzas.
Day three you buy 192 pizzas and 192 pizza boxes .
You sell 191 pizzas.
Day four you buy 220 pizzas and 220 pizza boxes.
You sell 185 pizzas.
Day five you buy 220 pizzas and 200 pizza boxes.
You sell 201 pizzas.
The zone of proximal development is maintained because once the students have mastered the first task as a group, they are given a harder task to complete individually. The students are always being pushed one step further in their learning.
Tuesday, February 24, 2009
Virtual Tour Plans
Content:
6th grade music: Standard 1, Objective 3
Discover how songs, singing games, and dances relate to various cultures in the history of the world. (See Social Studies Core.)
Technology:
Google earth is a great technology tool for the student to use to be able to take a virtual tour about music history. At every stop in the tour a different aspect of google earth is focused on, such as panoramio, ruler, 3d buildings, and places. As students complete the tour they will learn and master skills required to navigate google earth.
Pedagogy:
This is a fun and engaging way to integrate technology, music, geography, and history all in one lesson. As students complete the tour their learning about famous composers from
Thursday, February 19, 2009
Developmental Cognitivism Lesson Plan for Psychology
Behaviorism Lesson Plan
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Developmental Cognitivism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.
This activity takes advantage of adaptation, or adjusting to the environment. When students initially place their cards under the appropriate columns, they are most likely assimilating-fitting new information into existing schemes. Some students may go through a state of cognitive dissonance at the beginning of the activity, some might experience cognitive dissonance during the thumbs up part of the activity, and some might not experience it at all. Those who do go through this “out of balance” state as they realize their original notions about numbers may have been wrong, will hopefully accommodate, or adjust their thinking to fit the information/environment and reach a state of equilibrium.
Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds
Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.
Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)
When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.
Adaptation and cognitive dissonance are also part of this game. As students realize there are incorrect about their theories and experience cognitive dissonance they will adapt by accommodating and reach a state of equilibrium.
Instruct:
Ask the students if they can name each column of place value.
Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
Numbers with zero, the placeholder
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
Guided learning is taking place here. The teacher is acting as a guide to help students to make connections with their previous experience and the new knowledge.
Homework 1: Mapping
Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”
Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.
Classification take place throughout the lesson as students are asked to classify numbers into their respective place value categories.
The majority of the lesson is discovery learning, with the exception of the instruction part, as the teacher is letting the students discover meaning for the numbers on their own through experience.
Symbolic schemas are used throughout the lesson. Symbolic schemas are arbitrary representations of things they stand for, and connect to language. The concept of labeling place value as “ones,” “tens,” or “hundreds” is a symbolic scheme.
4 principles employed:
1) stage-based learning – instruction is catered to the stage the students are in. At age 8, some students will be in the preoperational stage and some will be in the concrete operational stage. To meet preoperational needs concrete objects/manipulatives are used. Children are given extensive hands on practice and are asked to apply their knowledge in different situations. Concrete operational needs are met as concrete manipulatives are used, presentations are brief and well organized, and students have the opportunity to classify and group objects and symbols.
2) uniqueness of individual learning – Because different situations apply better to different learners, several activites are incorporated in the lesson that will appeal more to various individuals. Also, while working in groups, students are also required to work and learn on an individual level.
3) Experience that involves action – this lesson is full of action. Students are constantly moving both themselves and manipulatives. The activities in the lesson and the instruction are paced to move and engage.
4) Necessity of social interaction – students work in groups all throughout this lesson. Group work is important as students often learn more from and are influences more by their peers than by adults.
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Developmental Cognitivism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.
This activity takes advantage of adaptation, or adjusting to the environment. When students initially place their cards under the appropriate columns, they are most likely assimilating-fitting new information into existing schemes. Some students may go through a state of cognitive dissonance at the beginning of the activity, some might experience cognitive dissonance during the thumbs up part of the activity, and some might not experience it at all. Those who do go through this “out of balance” state as they realize their original notions about numbers may have been wrong, will hopefully accommodate, or adjust their thinking to fit the information/environment and reach a state of equilibrium.
Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds
Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.
Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)
When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.
Adaptation and cognitive dissonance are also part of this game. As students realize there are incorrect about their theories and experience cognitive dissonance they will adapt by accommodating and reach a state of equilibrium.
Instruct:
Ask the students if they can name each column of place value.
Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
Numbers with zero, the placeholder
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
Guided learning is taking place here. The teacher is acting as a guide to help students to make connections with their previous experience and the new knowledge.
Homework 1: Mapping
Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”
Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.
Classification take place throughout the lesson as students are asked to classify numbers into their respective place value categories.
The majority of the lesson is discovery learning, with the exception of the instruction part, as the teacher is letting the students discover meaning for the numbers on their own through experience.
Symbolic schemas are used throughout the lesson. Symbolic schemas are arbitrary representations of things they stand for, and connect to language. The concept of labeling place value as “ones,” “tens,” or “hundreds” is a symbolic scheme.
4 principles employed:
1) stage-based learning – instruction is catered to the stage the students are in. At age 8, some students will be in the preoperational stage and some will be in the concrete operational stage. To meet preoperational needs concrete objects/manipulatives are used. Children are given extensive hands on practice and are asked to apply their knowledge in different situations. Concrete operational needs are met as concrete manipulatives are used, presentations are brief and well organized, and students have the opportunity to classify and group objects and symbols.
2) uniqueness of individual learning – Because different situations apply better to different learners, several activites are incorporated in the lesson that will appeal more to various individuals. Also, while working in groups, students are also required to work and learn on an individual level.
3) Experience that involves action – this lesson is full of action. Students are constantly moving both themselves and manipulatives. The activities in the lesson and the instruction are paced to move and engage.
4) Necessity of social interaction – students work in groups all throughout this lesson. Group work is important as students often learn more from and are influences more by their peers than by adults.
Tuesday, February 17, 2009
Deep
I've been having technical difficulties getting my video to work on teacher tube, so here it is on you tube. Enjoy!
Monday, February 16, 2009
Annie Deep in the Ruts
This is a "photo story" I made about my great, great grandmother. My mom used to tell my this story as a child and it was one of my favorites.
Thursday, February 12, 2009
Behaviorism Lesson for Psychology
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Behaviorism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifing relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.
Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds
Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.
This game incorporates several behavorial strategies. A fixed ratio positive reinforcement schedule is employed. It is positive reinforcement because the a stimulus (getting to shoot a basket to earn points to line up first) is increasing behavior. It is a fixed ratio because the students will get to shoot a basket for every 4 correct answers. Positive practice is occurring as students get a chance to correct their wrong answers. Observational learning, learning by observing others, helps those who may be shaky with this concept as they see their peers correctly place their number cards and hear the numbers out loud.
Instruct:
Ask the students if they can name each column of place value. Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
Numbers with zero, the placeholder:
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
Homework 1: Mapping Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.
(Completing homework, a less desired activity, to play a game, a more desired activity, is an example of
the Premack Principle. This is also positive reinforcement)
Task Analysis: understand place value up to 10,000
1) categorize previously written numbers according to number of digits
2) write number example of each place value up to 10,000
3) learn the labels for each place value column up to 10,100
4) categorize written numbers into place value columns
5) verbalize categorized numbers
6) relate numbers and place value to real life examples
Tuesday, February 10, 2009
Pioneer Storyboard
Here is my storyboard. I choose to use a story about my great, great grandmother. I'm really excited to see how it turns out when I put it all together in Photostory. 
TPACK for Photostory Lesson
Content:
4th grade Language Arts Standard 1: Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Objective 1: Develop language through listening and speaking.
a) Identify specific purpose(s) for listening
b) Listen and demonstrate understanding by responding appropriately (e.g.,).
c) Speak clearly and audibly with expression in communicating
d) Speak using simple and compound sentences with appropriate subject-verb agreement and tense.
4th grade Language Arts Standard 1: Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Objective 1: Develop language through listening and speaking.
a) Identify specific purpose(s) for listening
b) Listen and demonstrate understanding by responding appropriately (e.g.,).
c) Speak clearly and audibly with expression in communicating
d) Speak using simple and compound sentences with appropriate subject-verb agreement and tense.
Objective 2:Develop language through viewing media and presenting
a) Identify specific purpose(s) for viewing media
b) Use a variety of formats in presenting with various forms of media
a) Identify specific purpose(s) for viewing media
b) Use a variety of formats in presenting with various forms of media
Pedagogy:
-analyzing and interpreting viewed media
-communicating thoughts and ideas through spoken language
-making connections to previous knowledge
-distinguishing between fact and opinion
-multiple step directions: restate, clarify, questions, summarize, elaborate
-creating media representations with visual images and spoken language
Students will view my video as an introduction to the lesson. As they view the video, they will be asked to think about the following questions:
-what might be the purpose for viewing this video?
-What message does this story communicate to you?
-When did the story take place?
-Why were they in a wagon train? Where were they traveling to and from?
-What facts can you gather about the time period from this story?
-What might you have felt like if you were Annie’s mother?
Students will then choose a family member or friend to share a story with them. The story can be about family history, personal experience, something the person feels passionate about, etc.
With the information gathered from the interview they will be responsible to restate, clarify, questions, summarize, elaborate as they create their own Photostory video.
Throughout the lesson students will have to think critically and understand and represent their understanding through language.
Technology:
The program used for this lesson is called Photostory. http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Photostory is a good fit with the content and pedagogy of this lesson because it a technology tool that allows users to create a visual, digital representation using photos or images, voice, music, and more. Students will be able to effectivly communicate their stories in this program as it is easy to use. It is fun and engaging as students will enjoy the success of their work. It is also a good choice because it can be downloaded on any pc for free.
-analyzing and interpreting viewed media
-communicating thoughts and ideas through spoken language
-making connections to previous knowledge
-distinguishing between fact and opinion
-multiple step directions: restate, clarify, questions, summarize, elaborate
-creating media representations with visual images and spoken language
Students will view my video as an introduction to the lesson. As they view the video, they will be asked to think about the following questions:
-what might be the purpose for viewing this video?
-What message does this story communicate to you?
-When did the story take place?
-Why were they in a wagon train? Where were they traveling to and from?
-What facts can you gather about the time period from this story?
-What might you have felt like if you were Annie’s mother?
Students will then choose a family member or friend to share a story with them. The story can be about family history, personal experience, something the person feels passionate about, etc.
With the information gathered from the interview they will be responsible to restate, clarify, questions, summarize, elaborate as they create their own Photostory video.
Throughout the lesson students will have to think critically and understand and represent their understanding through language.
Technology:
The program used for this lesson is called Photostory. http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Photostory is a good fit with the content and pedagogy of this lesson because it a technology tool that allows users to create a visual, digital representation using photos or images, voice, music, and more. Students will be able to effectivly communicate their stories in this program as it is easy to use. It is fun and engaging as students will enjoy the success of their work. It is also a good choice because it can be downloaded on any pc for free.
Thursday, February 5, 2009
Cognitive Lesson Plan for Psychology
http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Cognitive Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) Students will be able to represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Students attention will be captured by triggering their sensory memory. Each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not. (Sensory memory is triggered because students are experiencing learning through their senses here. They had to find/feel the card under the desk, physically move to place it under the appropriate heading, then use their body to indicate whether the cards were placed correctly or not.)
Thus far, students only had to have a declarative knowledge (knowing that) in relation to place value because both the name of the place value and an example of the number were written on the board. If students couldn’t yet distinguish the names of place values, they could place the number by matching it to the number written in numeral.
Activity
Students will continue to keep the idea of place value in their working memory through Rote Memorization—they will learn a song.
Before learning the song students will write an example of each number on a piece of paper on their desk. Students will now learn the song (rote memorization) to remember the place values. As they sing they will point to the numbers written on the board, triggering again their sensory memory. A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundredsOnes, tens, hundredsOnes, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsOnes, tens, hundreds
Students have been keeping place value in their working memory. Working memory only lasts for approximately 20 seconds, so in order to keep something in working memory it must be rehearsed over and over. By practicing something over and over, knowledge is transferred from working memory to long-term memory.
Instruction: (taken from the UEN website)
Instructional Procedures Places, Everyone
1. Each student should receive a copy of the Place Value Houses. (attached at the end of the lesson plan)
2. The teacher should have a copy of the Place Value Houses on an overhead.
3. Have students cut out their Place Value Houses and glue them in their journal.
4. Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
5. Write a four or five digit number on the overhead or chalkboard. (e.g. 6, 348 or 45, 823). Model how to say this number by pointing to where each number would be represented on the houses. Explain to students that when reading or writing a large numeral, it is helpful to break it down into periods and read each period as a simple one, two or three digit numeral. Also help students see that the commas between each house represent pauses when reading a numeral, just as they do in reading text. Whenever a student comes to a comma in reading or writing a large numeral, he knows to pause and say or write a period name. It is very important when you are modeling that you do not say “and” when reading the number. “And” represents a decimal, so when reading 6,348 you would not say six thousand three hundred and forty eight you would say six thousand three hundred forty eight. Model a few numbers to show students how to read large numbers. After you have modeled it a few times have students begin to say and point to the numbers that would be represented on their place value house chart.
6. Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
7. Divide the class into two groups.
8. Give each student in each group a single digit card. (0-9)
9. Teacher reads a number (e.g. 12, 543) and the students arrange themselves in the proper order. Each student in the group will help each other to form the number. Once they have formed the number they raise their hand to show they have completed the number. The teacher then asks them to say the number out loud. You can continue this activity having them create many different numbers with their cards. (See extensions for more ideas to use with this activity.)
10. After each number they create they can write that number in their journal in standard form, expanded form and word form. They can also use the place value stamps to create the number.
11. Next, you will need a Place Value Chart there is a black line or your students can make their own by following these simple steps.
a. Lay a sheet of paper horizontally, fold one side in thirds and crease it and fold the other side in thirds and crease it.
b. Open up your sheet. Draw lines along the two vertical creases.
c. Measure and draw a horizontal line one inch from the top edge of your sheet.
d. Beginning on the left side, label the four resulting boxes: Millions, Thousands, and Units.
e. Measure and draw another horizontal line 1⁄2 inch below the first one.
f. Beginning on the right side of the paper, measure and draw a vertical line 1 1⁄4 inches from the edge. Extend this line from the first horizontal line down to the bottom edge of the paper.
g. Measure and draw another vertical line 1 1⁄4 inches from the first one. Extend this line from the first horizontal line down to the bottom edge of the paper.
h. From left to right, label the three resulting small boxes “H” (hundreds), “T” (tens), and “O” (ones).
i. Continue measuring and drawing vertical lines (1 1⁄4 inches apart) across the paper so that the thousands and millions sections are exactly like the units section.
j. Label the three column headings (“H”, “T”, and “0”) in each section.
k. If you want a pocket at the bottom to hold number strips just fold the bottom up 1 1⁄2 inches and tape or glue on each end.
12. Once they have their place value chart made you can laminate it and use overhead markers and/or use the Place Value Strips.
13. Read a number to them and have them place their Place Value Strips in the correct order to create the number provided.
14. Next have students go to a journal and write the number in standard form, expanded form, and word form. They can also use their place value stamps and stamp them in their journal to create the number given.
15. Students can work with partners and they can create numbers together or one partner can say a number and the other would create it on their place value chart.
Activity: peg-type mnemonics
In groups, students will come up with acronyms to help them remember the place values from one to ten-thousand. For an example, read the “one, two, buckle my shoe…” poem. Students get to create their own memory device for place value.
Homework 1: Mapping Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. This homework assignment asks students to use conditional knowledge (when and why) because they are applying prices to real life objects. They need to know when and why numbers pertain to certain objects and are used in real life.
This homework assignment prevents decay. Decay is the weakening and fading of memories with the passing of time. By practicing place value again, at a later time, students bring place value back into working memory, and hopefully transfer it to long term memory. The time between class and when students do their , and then play the game in class the next day is called interference. Interference is the process that occurs when remembering certain information is hampered by the presence of other information.
Distributed practice is practice in brief periods with rest in between. Working on place value in class, then taking a break/rest, practicing it for homework, then practicing it again in class is distributed practice.
Place Value (Cognitive Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) Students will be able to represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Students attention will be captured by triggering their sensory memory. Each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not. (Sensory memory is triggered because students are experiencing learning through their senses here. They had to find/feel the card under the desk, physically move to place it under the appropriate heading, then use their body to indicate whether the cards were placed correctly or not.)
Thus far, students only had to have a declarative knowledge (knowing that) in relation to place value because both the name of the place value and an example of the number were written on the board. If students couldn’t yet distinguish the names of place values, they could place the number by matching it to the number written in numeral.
Activity
Students will continue to keep the idea of place value in their working memory through Rote Memorization—they will learn a song.
Before learning the song students will write an example of each number on a piece of paper on their desk. Students will now learn the song (rote memorization) to remember the place values. As they sing they will point to the numbers written on the board, triggering again their sensory memory. A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundredsOnes, tens, hundredsOnes, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsOnes, tens, hundreds
Students have been keeping place value in their working memory. Working memory only lasts for approximately 20 seconds, so in order to keep something in working memory it must be rehearsed over and over. By practicing something over and over, knowledge is transferred from working memory to long-term memory.
Instruction: (taken from the UEN website)
Instructional Procedures Places, Everyone
1. Each student should receive a copy of the Place Value Houses. (attached at the end of the lesson plan)
2. The teacher should have a copy of the Place Value Houses on an overhead.
3. Have students cut out their Place Value Houses and glue them in their journal.
4. Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
5. Write a four or five digit number on the overhead or chalkboard. (e.g. 6, 348 or 45, 823). Model how to say this number by pointing to where each number would be represented on the houses. Explain to students that when reading or writing a large numeral, it is helpful to break it down into periods and read each period as a simple one, two or three digit numeral. Also help students see that the commas between each house represent pauses when reading a numeral, just as they do in reading text. Whenever a student comes to a comma in reading or writing a large numeral, he knows to pause and say or write a period name. It is very important when you are modeling that you do not say “and” when reading the number. “And” represents a decimal, so when reading 6,348 you would not say six thousand three hundred and forty eight you would say six thousand three hundred forty eight. Model a few numbers to show students how to read large numbers. After you have modeled it a few times have students begin to say and point to the numbers that would be represented on their place value house chart.
6. Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
7. Divide the class into two groups.
8. Give each student in each group a single digit card. (0-9)
9. Teacher reads a number (e.g. 12, 543) and the students arrange themselves in the proper order. Each student in the group will help each other to form the number. Once they have formed the number they raise their hand to show they have completed the number. The teacher then asks them to say the number out loud. You can continue this activity having them create many different numbers with their cards. (See extensions for more ideas to use with this activity.)
10. After each number they create they can write that number in their journal in standard form, expanded form and word form. They can also use the place value stamps to create the number.
11. Next, you will need a Place Value Chart there is a black line or your students can make their own by following these simple steps.
a. Lay a sheet of paper horizontally, fold one side in thirds and crease it and fold the other side in thirds and crease it.
b. Open up your sheet. Draw lines along the two vertical creases.
c. Measure and draw a horizontal line one inch from the top edge of your sheet.
d. Beginning on the left side, label the four resulting boxes: Millions, Thousands, and Units.
e. Measure and draw another horizontal line 1⁄2 inch below the first one.
f. Beginning on the right side of the paper, measure and draw a vertical line 1 1⁄4 inches from the edge. Extend this line from the first horizontal line down to the bottom edge of the paper.
g. Measure and draw another vertical line 1 1⁄4 inches from the first one. Extend this line from the first horizontal line down to the bottom edge of the paper.
h. From left to right, label the three resulting small boxes “H” (hundreds), “T” (tens), and “O” (ones).
i. Continue measuring and drawing vertical lines (1 1⁄4 inches apart) across the paper so that the thousands and millions sections are exactly like the units section.
j. Label the three column headings (“H”, “T”, and “0”) in each section.
k. If you want a pocket at the bottom to hold number strips just fold the bottom up 1 1⁄2 inches and tape or glue on each end.
12. Once they have their place value chart made you can laminate it and use overhead markers and/or use the Place Value Strips.
13. Read a number to them and have them place their Place Value Strips in the correct order to create the number provided.
14. Next have students go to a journal and write the number in standard form, expanded form, and word form. They can also use their place value stamps and stamp them in their journal to create the number given.
15. Students can work with partners and they can create numbers together or one partner can say a number and the other would create it on their place value chart.
Activity: peg-type mnemonics
In groups, students will come up with acronyms to help them remember the place values from one to ten-thousand. For an example, read the “one, two, buckle my shoe…” poem. Students get to create their own memory device for place value.
Homework 1: Mapping Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. This homework assignment asks students to use conditional knowledge (when and why) because they are applying prices to real life objects. They need to know when and why numbers pertain to certain objects and are used in real life.
This homework assignment prevents decay. Decay is the weakening and fading of memories with the passing of time. By practicing place value again, at a later time, students bring place value back into working memory, and hopefully transfer it to long term memory. The time between class and when students do their , and then play the game in class the next day is called interference. Interference is the process that occurs when remembering certain information is hampered by the presence of other information.
Distributed practice is practice in brief periods with rest in between. Working on place value in class, then taking a break/rest, practicing it for homework, then practicing it again in class is distributed practice.
Tuesday, February 3, 2009
TPACK for The Tech Savvy Teacher
Content:
The standard I focused on for my science lesson was standard 1 from the 3rd grade science core: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space.
Pedagogy:
I asked students to understand the content through observation, classification, inferences, and processing and analyzing data. The idea of having them pretend they were astronauts on a mission applied the content in a fun, interactive way. Students felt like they were having fun and meeting a challenge instead of answering a boring list of things they were required to know.
Technology:
I used World Wind, a program developed by NASA. The program is intended to allow users to explore the surface of the Earth, moon, and other planets from space. The content asks that students understand the shape and physical appearance of the Earth and moon as viewed from space, and that is exactly what World Wind is designed to do. This technology and content fit with the pedagogy as well because this approach demands that students observe, infer, apply, and analyze their experience to answer the questions that the “mission” asks.
The standard I focused on for my science lesson was standard 1 from the 3rd grade science core: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space.
Pedagogy:
I asked students to understand the content through observation, classification, inferences, and processing and analyzing data. The idea of having them pretend they were astronauts on a mission applied the content in a fun, interactive way. Students felt like they were having fun and meeting a challenge instead of answering a boring list of things they were required to know.
Technology:
I used World Wind, a program developed by NASA. The program is intended to allow users to explore the surface of the Earth, moon, and other planets from space. The content asks that students understand the shape and physical appearance of the Earth and moon as viewed from space, and that is exactly what World Wind is designed to do. This technology and content fit with the pedagogy as well because this approach demands that students observe, infer, apply, and analyze their experience to answer the questions that the “mission” asks.
The Tech Savvy Teacher
“The World is Round…and full of technology!”
In our day and age we take it for granted that we know the Earth is round, that it is the third planet in the solar system, and even that we know what a solar system is! I remember my teachers trying to bring this concept to life when I was an elementary school student. We made a model of the solar system out of Styrofoam balls, hanging them in a cardboard box with string and paperclips. Then we further explored the surface of the earth by making 3dimensional maps out of clay. I spent hours on my map, trying to mold the mountains just tall enough and the valleys just deep enough. I couldn’t wait to use the water color paints to make the land green and the water blue. I loved these activities as a kid, and I still use them in my classroom with my students. But just as people in the age of Columbus had to adjust to the idea of a round world, today we have to adjust to the wealth of technology at our fingertips and learn how to implement it into our classroom instruction.
The following acticity shows just one way to implement technology using World Wind, a program by NASA. World Wind allows its users to explore the surface of the Earth, moon and other planets from space.
Grade 3, Science standard 1: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space by observing, classifying, inferring about, processing and analyzing data.
In our day and age we take it for granted that we know the Earth is round, that it is the third planet in the solar system, and even that we know what a solar system is! I remember my teachers trying to bring this concept to life when I was an elementary school student. We made a model of the solar system out of Styrofoam balls, hanging them in a cardboard box with string and paperclips. Then we further explored the surface of the earth by making 3dimensional maps out of clay. I spent hours on my map, trying to mold the mountains just tall enough and the valleys just deep enough. I couldn’t wait to use the water color paints to make the land green and the water blue. I loved these activities as a kid, and I still use them in my classroom with my students. But just as people in the age of Columbus had to adjust to the idea of a round world, today we have to adjust to the wealth of technology at our fingertips and learn how to implement it into our classroom instruction.
The following acticity shows just one way to implement technology using World Wind, a program by NASA. World Wind allows its users to explore the surface of the Earth, moon and other planets from space.
Grade 3, Science standard 1: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space by observing, classifying, inferring about, processing and analyzing data.
Help students navigate through World Wind to answer the questions for thier mission. Here are some tips:
This is the default screen you will see when you open the program.
Navigation in World Wind is fairly intuitive. Click on a spot and drag the mouse to move around the world.
To zoom in, roll the wheel in your mouse forward/up, and backward/down to zoom out. If your mouse doesn't have wheel, then hold down the left and right mouse buttons as you move the mouse forward/up to zoom in, and backward/down to zoom out.
The layer manager allows you to add and remove features for the program. To make it easier to see the land on the Earth, unselect "global clouds," circled in yellow.
The moon is navigated just at the Earth was. If you don't want place names to show, uncheck it in the layer manager on the left of the screen. On the top of the screen are icons that will give the user a better look at features of the moon up close.
To switch to view the moon, open the file menu, and click moon. This will appear:
The moon is navigated just at the Earth was. If you don't want place names to show, uncheck it in the layer manager on the left of the screen. On the top of the screen are icons that will give the user a better look at features of the moon up close.This is what it looks like zoomed in on the moon.
You can see how easy it is to use technology in the classroom! As a student, wouldn't you have loved playing with this technology to supplement your styrofoam model of the solar system and your 3-D clay map? As a teacher, can you see how this technology makes abstract ideas concrete? Stay tuned for the next edition of The Tech Savvy Teacher: Mapping the world and more with Kidsperation...
Tuesday, January 27, 2009
T what?
TPACK...technological pedagogical and content knowledge. That's a mouthful. The easiest way for me to understand what this acronym means is to break each part up into my own connotations relating to the course interpretation.
Technological = technology...how well we understand and can use technology
Pedagogical = how well we know how to teach
and
Content = how well we know the topics we are teaching
Knowledge = what we know
Basically, as teachers, we can use any cominations of the these terms. We could have great technological knowledge, but not be very good at teaching it. We might know the subject content (content knowledge) and masterfully present it to our students with our pedagogical knowledge, but not know how to integrate our technological knowledge into our teaching. The ideal is a mix of all of the above.
We learned the term "modalities" in our ed psych class. The best teachers use multiple modalities as they teach, reaching all types of learners in the process. That's kind of how I interpret TPACK. We use all the components of TPACK to reach our learners.
I think most of us teachers have the pedagogical and content knowledge down (hopefully!). The trick is the technology part. The kids we are teaching are raised in a world of technology. My nephew could operate the computer better than his mom when he was 5!
For me, something that stood out in the reading was that using a powerpoint reading is NOT considered using technology for learning. Yes, you are using technology, but the kids are not. A powerpoint is serving the same purpose any visual, like a posterboard, serves. The key is to get your students using technology! Don't show them, but let them do!
I love google. For the technologies we explored I played with google earth and google sky. I've only used it a little before, and they have raised the bar! You can change the daylight settings, or watch the sunrise from a particular setting. How cool is that?
For kids, we could have them play with map making and directions. You can click on little icons that give details about particular places. I might have my class write directions of how to get to the doctor, or vet, or park from their house. Figuring that out on google earth is way more fun than just drawing a map themselves. It also makes the learning more concrete.
I also checked out Kidsperation, or Inspiration 8. It's a program that allows you to make awesome visuals like outlines, bubble charts, tree charts, etc. You can even create a visual one way, and with the click of the button the program would convert it to a different type of visual. (multiple modalities...wink wink) I might have a student who learned best with text representations. But another student might learn better with pictures. Viola...just click one button and I have both! This is ideal for group projects or class presentations. Don't ya just love technology?
Technological = technology...how well we understand and can use technology
Pedagogical = how well we know how to teach
and
Content = how well we know the topics we are teaching
Knowledge = what we know
Basically, as teachers, we can use any cominations of the these terms. We could have great technological knowledge, but not be very good at teaching it. We might know the subject content (content knowledge) and masterfully present it to our students with our pedagogical knowledge, but not know how to integrate our technological knowledge into our teaching. The ideal is a mix of all of the above.
We learned the term "modalities" in our ed psych class. The best teachers use multiple modalities as they teach, reaching all types of learners in the process. That's kind of how I interpret TPACK. We use all the components of TPACK to reach our learners.
I think most of us teachers have the pedagogical and content knowledge down (hopefully!). The trick is the technology part. The kids we are teaching are raised in a world of technology. My nephew could operate the computer better than his mom when he was 5!
For me, something that stood out in the reading was that using a powerpoint reading is NOT considered using technology for learning. Yes, you are using technology, but the kids are not. A powerpoint is serving the same purpose any visual, like a posterboard, serves. The key is to get your students using technology! Don't show them, but let them do!
I love google. For the technologies we explored I played with google earth and google sky. I've only used it a little before, and they have raised the bar! You can change the daylight settings, or watch the sunrise from a particular setting. How cool is that?
For kids, we could have them play with map making and directions. You can click on little icons that give details about particular places. I might have my class write directions of how to get to the doctor, or vet, or park from their house. Figuring that out on google earth is way more fun than just drawing a map themselves. It also makes the learning more concrete.
I also checked out Kidsperation, or Inspiration 8. It's a program that allows you to make awesome visuals like outlines, bubble charts, tree charts, etc. You can even create a visual one way, and with the click of the button the program would convert it to a different type of visual. (multiple modalities...wink wink) I might have a student who learned best with text representations. But another student might learn better with pictures. Viola...just click one button and I have both! This is ideal for group projects or class presentations. Don't ya just love technology?
Tuesday, January 20, 2009
Teacher Observation for Psychology
Relief Society Lessons
A question that has intrigued me ever since I began to teach and learn about teaching in a public school setting is that of “church teaching.” I learn so many great things and get so many ideas that I can use in a classroom full of children, but how can I successfully implement those into a regular family ward Relief Society or Sunday School lesson full of mostly elderly people who can’t hear and move the same way children do? I believe that we all learn like children. We all appreciate engaging lessons that apply to our lives and get us thinking. Nobody likes to sit still for an hour.
This past Sunday I gained some enlightenment into my question. As I sat in Relief Society my eyes caught view of a beautiful poster board. It was a work of art with pictures and words. I was intrigued before the lesson began. Anyone who cared enough to put this amount of time into a visual must really care about her material. Throughout the lesson, this teacher shared with us her talent for art with different visuals. You could see her enthusiasm for the topic, and her love for us as she was willing to share her talents to help us learn.
I don’t think this teacher planned her lesson thinking, “I’m going to be sure to implement a constructivist learning approach as opposed to a behaviorist approach. She didn’t probably think in terms of labeling her methods like we have to in our college classes.. Her approach was based on the pure principle of love. She loved the topic, the gospel, the “students,” and she did everything in her power to let that love show and touch the audience.
There might be some things I would do differently if I taught this same lesson. I wish I could do it exactly the same—it was so effective—but everyone is different. I couldn’t duplicate that artwork if I tried. I might bring myself into the lesson in a different way, perhaps through music, but my goal would be to show love as she did.
Saturday, January 17, 2009
RSS, Web 2.0, Goodreads, it's delicious....
Well I have to say adding an RSS feed is pretty sweet. It eliminates all that clicking around to check a bazillion differnt websites. But I have mixed feelings about it. In some wierd way, I kind of like having to check a bunch of different websites. I don't know, maybe I have an internet addiction or something. Or maybe it's just a good way to procrastinate doing other homework assignments you just don't feel like doing.
Delicious and goodreads are pretty useful, too. It's nice to have all your resources save in a place you can access online instead of having to save them to your hard drive, or email account, like I used to do. And it's useful to have a network of others that you can see what they are reading or using and share ideas. hmmm...i guess I kinda like technology! The only think I don't like is having a hundred differnt accounts that you have to remember!
Delicious and goodreads are pretty useful, too. It's nice to have all your resources save in a place you can access online instead of having to save them to your hard drive, or email account, like I used to do. And it's useful to have a network of others that you can see what they are reading or using and share ideas. hmmm...i guess I kinda like technology! The only think I don't like is having a hundred differnt accounts that you have to remember!
Tuesday, January 6, 2009
week 1 - technology
My technology background... well I remember in second grade we took a keyboarding class. It was awesome. There were games to see how fast we could type, like the racecar one. Did any of you ever have those? Then in high school we were required to take a Word and Excel class. I went to a really small, lame high school so they had to fill time with something. In my art class last semester we learned some basic photoshop skills, which I love! And I have another blog previous to this one, but I don't update it very much. oh...and I LOVE google! Did you know that you can text google on your phone, for free? You can get weather, sports scores, movie times, directions...
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