Monday, December 5, 2011
Sunday, December 4, 2011
Monday, November 28, 2011
Monday, November 21, 2011
Six Facets of Understanding
Facet 1: Explanation
In my unit I will be frequently demonstrating, modeling and showing. One way I will be doing this by giving students physicals shapes to work with. By doing this students get a hands on visual to work with and manipulate. Another way is by using you tube videos and interactive websites. These help students comprehend the main idea, while receiving examples that further their knowledge of the topic.
Facet 2: Interpretation
When teaching volume visuals are very important. In this unit I am incorporating pictures, shapes and media to help students not only learn the content, but to see it. Each illustration represents a different shape and help students evaluate what they are putting in to each formula. One way I incorporated this into my unit was using geometer’s sketch pad and geometry express. Through these visualizations students will see how volume is incorporated into their every day lives.
Facet 3: Application
Volume is very easy to incorporate into the real world, because it is everywhere. Students see volume in food stores, with pools, and anything else they decide to fill. Seeing volume everywhere helps students test and solve their own problems outside the classroom and even invent or build their own containers. In my unit I have students search around their houses and surroundings to look and find particular shapes. I believe this brings the shapes to life in the students everyday life.
Facet 4: Perspective
Volume is the perfect unit to show students perspective. Throughout my unit I have students comparing 2-D and 3-D shapes to see the differences and similarities between area and volume. By doing this students see how 2-D shapes make up the 3-D shapes. Also Geometer’s sketch pad and other website manipulatives help students interact with each shape compare it from every angle and view point.
Facet 5: Empathy
In my unit students show empathy in multiple ways. One way is working with a partner. Working with a partner requires students to be open to doing problems in different ways and consider someone else’s answer. Another way students show empathy is when students present or do examples on the board. When this occurs students get another students perspective on a problem and relate it to their own.
Facet 6: Self-Knowledge
Throughout my unit I have students do group work. Through this group work they compare and contrast answers, while reflecting on their own answers. I believe that when students work together it is easier to recognize and self-assess their own answers, while helping other do the same. Another way I have students do this is through daily homework. Sometimes students are not aware of their “blind spots” until they try it on their own.
Monday, November 7, 2011
Monday, October 31, 2011
Monday, October 17, 2011
Week 5 Assignment
My Jing!
Note: sorry for the barking dog in the background :)
Jing can be used in many different grade levels and subjects. I used it to help explain a powerpoint, which was so easy to do. I could easily see myself using this to tape a hard problem I did in the math classroom so that the students can take it home and review it to help with their homework. This could also be used during class so the teacher can continue to help students, while the presentation or powerpoint continues or even just to make sure students are staying on task and taking notes. Another way this can be used is to assist students with learning disabilities or students that have missed class. I could easily email this to a student to learn or just review what we did in class that day. Another way to use this is to physically show a teacher during professional development or just sharing how to use a specific technology or website. Overall this is a very useful technology that can be used anywhere with anything.
Note: sorry for the barking dog in the background :)
Jing can be used in many different grade levels and subjects. I used it to help explain a powerpoint, which was so easy to do. I could easily see myself using this to tape a hard problem I did in the math classroom so that the students can take it home and review it to help with their homework. This could also be used during class so the teacher can continue to help students, while the presentation or powerpoint continues or even just to make sure students are staying on task and taking notes. Another way this can be used is to assist students with learning disabilities or students that have missed class. I could easily email this to a student to learn or just review what we did in class that day. Another way to use this is to physically show a teacher during professional development or just sharing how to use a specific technology or website. Overall this is a very useful technology that can be used anywhere with anything.
Monday, October 10, 2011
Tuesday, October 4, 2011
Monday, October 3, 2011
Learning Task #3 -Week 3
1. Edmodo
This is a great idea to use in classrooms. It is a entertaining way to engage students on certain topics that might not be as interesting. This is also a great way to get their attention. I did have some difficulty getting the voice to work, but i'm sure if I kept trying I would get it eventually. I think that this is a great way for shy students to give a presentation in class or just a new way to give a presentation.
Code to group: nbanek
The first image is the teacher page and the second is the students. Edmodo is a great tool for teaching and learning. From a teaching perspective you can view how a student likes to learn(hands on, listening, or visual) and also what they are aspiring to become in their future. It is also great because I can post assignments for my class right on the site and have a calendar so students can see when upcoming assignments and exams are coming up. Also you can award your student a badge for having a good day at school or sending their assignment in on time. From a student perspective it is a way for them to stay organized, they can ask their classmates or teacher questions about their assignments and they can also check their grades. This site is also great for parents because it is one place where they can see what their child progress is and they can email the teacher through it and just be more involved in their child's learning process.
2. Voki
This is a great idea to use in classrooms. It is a entertaining way to engage students on certain topics that might not be as interesting. This is also a great way to get their attention. I did have some difficulty getting the voice to work, but i'm sure if I kept trying I would get it eventually. I think that this is a great way for shy students to give a presentation in class or just a new way to give a presentation.
Learning Task #2 -Week 3
1. How can you change your instructional practices to include the use of technology and the Internet in the content-area curriculum?
As a first year teacher I am learning new things every day. Every new technology I learn through the IT program at NYIT and also on my own I find ways I can integrate new technology into my everyday lessons. I can use; YouTube videos to engage visual learners during lessons, the smartboard for probability lessons or showing the TI calculator interactively on the smartboard or just doing examples on the smartboard, games from math playground or similar sites to have students do examples in a fun way or as Dr. Hsu said do a global activity such as having a class in another country that uses the metric system send measurements to my class to convert and vice-verses. Through these new technologies that I am learning everyday I will be ever changing my lessons to keep them up to date with the new technology that is occurring.
2. What professional development and/or resources will they need in order to make these changes?
To do most of these technologies I mentioned teachers will need a smartboard. They will need a smartboard so that they can easily interact with the programs and also have the students interact in a hands on environment. As of professional development, I know most schools offer at least a few programs a year, but to make technology integrated into daily lessons there will need to be more professional development offered. So if the school has the budget to offer more professional development and also to provide every classroom with either a smartboard or an available laptop cart all of the technologies I stated above are possible.
3. What ideas do you have for grouping students so they have equal access to technology in the classroom?
Having the smartboard in a classroom is a easy way to get an entire class to interact and engage in a technology filled lesson, but not every classroom has one. Some classrooms have one or two computers and in that case you can have students do a station activity where each student will be able to be on the computer at some point during the class. The most effective way to give students equal access is to sign up to have the computer lab or library. In these places students can each have a computer/laptop and do their work individually therefore giving every student equal access.
As a first year teacher I am learning new things every day. Every new technology I learn through the IT program at NYIT and also on my own I find ways I can integrate new technology into my everyday lessons. I can use; YouTube videos to engage visual learners during lessons, the smartboard for probability lessons or showing the TI calculator interactively on the smartboard or just doing examples on the smartboard, games from math playground or similar sites to have students do examples in a fun way or as Dr. Hsu said do a global activity such as having a class in another country that uses the metric system send measurements to my class to convert and vice-verses. Through these new technologies that I am learning everyday I will be ever changing my lessons to keep them up to date with the new technology that is occurring.
2. What professional development and/or resources will they need in order to make these changes?
To do most of these technologies I mentioned teachers will need a smartboard. They will need a smartboard so that they can easily interact with the programs and also have the students interact in a hands on environment. As of professional development, I know most schools offer at least a few programs a year, but to make technology integrated into daily lessons there will need to be more professional development offered. So if the school has the budget to offer more professional development and also to provide every classroom with either a smartboard or an available laptop cart all of the technologies I stated above are possible.
3. What ideas do you have for grouping students so they have equal access to technology in the classroom?
Having the smartboard in a classroom is a easy way to get an entire class to interact and engage in a technology filled lesson, but not every classroom has one. Some classrooms have one or two computers and in that case you can have students do a station activity where each student will be able to be on the computer at some point during the class. The most effective way to give students equal access is to sign up to have the computer lab or library. In these places students can each have a computer/laptop and do their work individually therefore giving every student equal access.
Learning Task #1 -Week 3
In the article, “Literacy instruction with digital and media technologies” by Diane Barone and Todd Wright, it describes how in the past years technology has been drastically increasing in schools/classrooms. This article also discusses how a fourth grade teacher brought technology into his daily lessons. He achieved this by having one to one laptop use for each of his students. This allowed students to interact with their classmates through instant message and email during group work and access worksheets and media files used in the classroom. Technology in the classroom also benefits the students by providing differentiated instruction on a daily basis. I feel that having one to one laptop access available to students really helps students see learning in a different light, but it is not always in the budget so having a laptop cart is a great alternative. Also professional development in schools is a great way to educate teachers to make them more comfortable with integrating technologies into daily lessons.
The brochure, “New Literacies and 21st Century Technologies” had many great ideas on how to integrate communication technologies effectively into schools. One main point they addressed was the importance of professional development. Professional development helps prepare teachers to use technology to motivate students and to close the gap between social and academic use of technology. Also teachers should not only participate in professional development they should educate themselves by researching and reading professional publications. Another point that was addressed is how the district should provide equal opportunities and access for all students. I also liked that in this article it encouraged parents to participate in learning new technology with their children. Lastly it talked about how generic literacies such as text books are no longer sufficient in the 21st century and new literacies such as wikis, blogs, avatars, podcasts and mobile technologies have taken over.
In the article, “Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies” by Donald Leu, he explains how literacy has had a major affect in every day life since Sumerian society back in forth century B.C. Since then it has been changing drastically, so drastically, that researchers lack a definition on what new literacies are and how they can move the definition beyond only paper printed media. This article also states that as much as literacy is changing the foundations that were required to read paper printed texts will always exist. Another point this article made is how as teachers we need to prepare students for their futures and doing that requires the use of multiple technologies. Technology is used not only at home and in classrooms, but it is used in majority of jobs. So by keeping teachers educated and up to date through professional development we can keep students up to date with the ever changing literacies and technologies.
Sunday, September 25, 2011
Learning Task 2: Demo on UbD
Stage 1-Desired Results
- Established Goals:
- NY Math 7.PS.6 -Represent problem situations verbally, numerically, algebraically, and graphically
- NY Math 7.PS.11-Work in collaboration with others to solve problems
- NY Math 7.PS.14- determine information required to solve the problem
- NY Math 7.RP.5- Develop, verify, and explain an argument, using appropriate mathematical ideas and language
- NY Math 7.CM.3- Organize and accurately label work
- NY Math 7.CM.10- Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
- NY Math 7.A.6- Evaluate formulas for given input values (surface area, rate, and density problems)
- Understandings:
Students will understand that...
- The perimeter of a trapezoid is the same as any other geometric shape
- That the area of a trapezoid though similar to other shapes is different and they must be careful when using the formula
- That plotting the points of a trapezoid is the same procedure as any other shape
2. Essential Questions:
- How can we compare the perimeter formula of a trapezoid to the previous perimeter formulas we have recently learned?
- How is the trapezoid area formula similar to the triangle area formula?
- How is the trapezoid area formula similar to the parallelogram formula?
- Does it matter what base you use first in the formula? Why or why not?
- How do you know where the height is located in the trapezoid?
3. Students will know...
- Formulas for calculating perimeter and area of a trapezoid
- How to plot a trapezoid on a coordinate plane
4. Students will be able to...
- Calculate the perimeter and area of a trapezoid
- Plot a trapezoid on a coordinate plane
Stage 2-Assessment Evidence
- Performance Tasks:
- Students will plot a trapezoid on a coordinate grid (making sure to label all points graphed) and then find the perimeter of their trapezoid and calculate the area of their trapezoid. After they will give the points of their trapezoid to a classmate and have them plot, and calculate the perimeter and area and see if their answers match.
2. Other Evidence:
- Students will take notes throughout the class on examples done and of the video they will watch
- Students will be assigned a homework sheet on what they did in class
- Students will take a quiz on trapezoids
- Students will take a unit test on the perimeter and area of multiple geometric shapes
Stage 3-Learning Plan
- Learning activities:
- Remind students of what they did in the previous class (Classifying trapezoids) by putting up a do now question for them to do.
- Students will take notes and do a few examples on how to calculate the perimeter of a trapezoid.
- Students will Watch a short video (from math playground) on how to calculate the area of a trapezoid and they will take notes as they watch it.
- Students will then work on a few examples on the smart board on how to solve the area of a trapezoid and will explain to the class step on how they came up with their answer.
- Students will then take notes on how to plot and label a trapezoid on a coordinate plane.
- Students will then use the plotted trapezoid and solve the perimeter and area and show the class step by step on how they solved it.
- Students will then complete the activity previously mentioned in the performance tasks.
Tuesday, September 20, 2011
Week 2 Big Picture: Learning task #1 Show me your lesson plan
1. What does your lesson plan look like?
-Unit
-Day
-Objectives
-Prior Knowledge and Experience
-Standards
-Materials
-Methods of assessment
- Learning Activities
-Introductory
-Developmental
-Concluding
-Plans for students with special needs
-Alternative activities
-Assignments
2. Explain to me how you prepare your lesson(s)?
First I see what standards are in place for the unit. Then I see what I want then to comprehend by the end of the lesson and make my objectives accordingly. From there I look to see what their previous knowledge is to the material at hand. From this I usually see if they comprehended the lesson from the day prior by making a do now on the material from the day before/homework. From there I will work my way into the developmental material by doing some sort of activity/notes. Once finished they will practice what they just learned. After I will make a concluding question to check overall comprehension. And last assign homework for further practice and reinforcement.
3. How do you evaluate learning outcomes?
I check this by; going over/giving homework, doing do nows with the class, group work, testing(quizzes & tests) and station activities.
4. Do you consider your lesson plan(s) effective?
From my student teaching experience I do. Student teaching in Bethpage HS every student I taught in the 10th grade honors class improved their grades or kept them the same, which showed me that the changes I made in their daily routines(note taking, activities) proved sucessful. In Merrick Ave MS students grasped the concepts and showed me that they did by doing well on daily hw and on group projects.
-Unit
-Day
-Objectives
-Prior Knowledge and Experience
-Standards
-Materials
-Methods of assessment
- Learning Activities
-Introductory
-Developmental
-Concluding
-Plans for students with special needs
-Alternative activities
-Assignments
2. Explain to me how you prepare your lesson(s)?
First I see what standards are in place for the unit. Then I see what I want then to comprehend by the end of the lesson and make my objectives accordingly. From there I look to see what their previous knowledge is to the material at hand. From this I usually see if they comprehended the lesson from the day prior by making a do now on the material from the day before/homework. From there I will work my way into the developmental material by doing some sort of activity/notes. Once finished they will practice what they just learned. After I will make a concluding question to check overall comprehension. And last assign homework for further practice and reinforcement.
3. How do you evaluate learning outcomes?
I check this by; going over/giving homework, doing do nows with the class, group work, testing(quizzes & tests) and station activities.
4. Do you consider your lesson plan(s) effective?
From my student teaching experience I do. Student teaching in Bethpage HS every student I taught in the 10th grade honors class improved their grades or kept them the same, which showed me that the changes I made in their daily routines(note taking, activities) proved sucessful. In Merrick Ave MS students grasped the concepts and showed me that they did by doing well on daily hw and on group projects.
Introduction
Hi everyone! My name is Jackie Boeshore. I graduated from SUNY Oneonta in May 2010 with a degree in Adolescent Education in math 7-12. I student taught in Merrick Ave MS teaching 7th grade and also in Bethpage HS teaching 10th grade honors and SAT prep. I am currently substitute teaching in Wantagh school district.
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