Monday, July 16, 2012

Tool #11 - Self Reflecting

1)  I truly enjoyed Poll Everywhere because it allows students to use their phones in the classroom where it's usually forbidden, gets them actively engaged in the classroom, and enjoying the lesson by seeing their results on the internet.  An activity I would use this with is when we are reviewing for a quiz the day of during Reasoning in Chapter 2 of Geometry.  I'll have a series of questions and statements for them to change or to find counterexamples and such.

2)  My brain and my world has expanded from all the information I never knew was out there that incorporated technology into the classroom setting.  My vision of the teacher teaching and the students learning is going to change this year where I'm truly more of a facilitator and the classroom is more student based learning.  I have already made slight adjustments to the 21st Century learner but I will need to alter a lot more ideas, lessons, and activities to accommodate them.

3)  I was completely surprised by the different types of blogs, blackboards, etc that students and teachers can converse on after the class is over.  Therefore, even though the class is over, sending them to a blog and writing their thoughts could be the exit ticket.  It's opened my eyes to being more green and not wasting as much paper with worksheets and assessments and projects.

Tool #10 - Digital Citizenship

1)  The first thing is they cannot trust the first thing seen on a Google search because of the validity of the website.  Anyone can put anything onto a website...doesn't mean it's correct or valuable information.  Learning strategies is key for students so we can develop problem solvers instead of "I don't know what to do next."  The second thing is digital citizenship is safety.  Putting any type of personal information out into the web is extremely dangerous as many news programs have shown us based on true stories of students who don't know when to stop giving out information.  Too many horrible people pray on the naive and the students need to understand that.  The last thing that students need to understand about being good digital citizens is etiquette.  Knowing when to use lol and when not to, knowing when to reply all and when to reply to sender, and being the same person face-to-face as you are online.

2)  The websitehttp://www.commonsensemedia.org/educators has many links and articles about plagiarism, netiquette, and digital communication which in turn will help the students understand their role in the world on the Internet.

3)  There are 4 parts to digital citizenship so I would split this up into 4 different lessons where each tab has a  story about the what happens to students who have bad digital citizenship along with a list of the most common mistakes.  It's easy to show all the wrong things but students do need to see the right things as well. I'll show them and have them demonstrate the right methods to being good digital citizens.

4)  At the beginning of the year would be the best time for the parents to read and understand digital citizenship.  Along with the papers from each class and the paperwork from the school, the parents are bombarded with papers but this is the most crucial time for them to read any new material going on at the school and in the classroom that concerns their child.

Tool # 9 - Stations/Centers

1) The integration of technology should serve to guide, expand, and enhance the learning objectives. Technology enables students to learn in ways not previously possible. Effective integration of technology is achieved when students are able to determine the technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to the class, teacher, or an auditorium full of people.

2) Students should always be held accountable for any material or work during the class which goes along with stations and centers. Students have a tendency to get off-topic or off-track when working in stations unless they are required to have a finished product. A rubric is essential so that the students will know what is expected of them but also, there needs to be some wiggle room in order for students to express their creative ways.

3) Thinkfinity is a great website for supplemental instruction which would work great as a station at the beginning of a lesson to reiterate and reinforce the vocabulary words. Another good website is Studdyladder. Even though it says early childhood to middle school, many of the activities are coordinated well with the current EOC curriculum. It's a free website and it combines manipulatives and technology where they can draw 3D figures or create them from 2D nets. There are several ways to show accountability, the students could print screen and copy and send it via email (lengthy process and tedious for teacher) or the student can transpose the information from the iPad onto paper and continue using it with the rest of the stations, then turn it in at the end of the lesson.

4) 2 great looking apps are AlgebraPad 2 which helps students with polynomials that are necessary in Algebra, Geometry, and Algebra 2 and gFlash+Flashcards&Tests which is basically flash cards pre-made on the computer. The station would like a few students around 1 iPad or each one having their own and working quietly together or independently (depending on the number of iPads). Every 10 minutes, there's a 2 question assessment covering what they have been going over in their stations, then they return for another 10 minutes and another assessment and so forth. The accountability would be taking the information and being able to answer the few questions. This applies well with the 10/2 rule where for every 10 minutes of instruction (station time with iPad) there are 2 minutes of some sort of self-reflection (assessment) to try and permanently put that material in their brain under learned and not memorized.

5) The students can work on a class project but each station has its own qualities to the project like a dilation. The students have to take a small picture and enlarge it or in geometry terms, dilate it, by a scale factor. One station, the students are working on what to do with the small picture and how to organize it into sections while another station is working on the mathematical portion of the scale and how big to make it. Finally, the last station could be the creative, the most fun and rewarding because of the result and that is actually dilating and making it much larger.

Friday, July 13, 2012

Tool # 8 - Look at the Tools

The following are the things I learned from the tutorials that I will install into my classroom this fall:

1)  I learned how to set up an iTunes account using the spring branch email account
2)  I learned the different components to the netbooks
3)  I learned how to sync my iPad to my work laptop so that all the info can be easily transferred

The netbooks or iPads or iPod Touches that are in the classroom will start at the beginning of the class in their docking station and end in their docking station too.  Each student will be assigned a specific device for the entire year and will be responsible if anything were to happen during the class period.  Also, they are responsible for reporting any negative marks inside or on the outside of the devices.  When the students walk in, they will grab their device and get started on a warm up where they use the device.  I'll start with using them as part of the warm up and during certain activities to see how it works, and then maybe tie it into more of the lessonIncorporating technology is the wave of the future and this is the first step.  Soon, the entire lesson will become paperless.  Lessons will be sent via blog, email, etc.

Tool # 7 - Class to Class Project


Content Object: 
TSW design and solve word problems containing the Pythagorean Theorem by grouping with partners, discussing different solutions, and projecting the project in a video tutorial to post on Math Forum: Class2Class at the cite info@MathTV.org 

Implementation: 
This project would begin the first week of school and get the students used to solving word problems and dissecting it to pull out the necessary information while discarding the unnecessary.  Once the students are comfortable solving word problems, the next step would be to design one themselves using a simple concept like deductive reasoning.  After they've dissected a word problem and designed one themselves, then it's time to put all that together into one video tutorial to post on MathTV.org.

Tools:
Internet: website: www.studygs.net/mathproblems.htm 
Online help: Google Doc, Blog, Skype, YouTube, Wallwisher for research...all of these tools can and will have great purpose with the project. 

Plan: 
The plan is to give them confidence in solving word problems by knowing all the tricks and not being discouraged when the students see one on a test.  Self-confidence is key in math and if a student knows how to solve a word problem, then that's another right answer on the test because let's face it, our entire lives are word problems.  Every fire we put out at work, every problem at home, is a word problem that we have to take apart, keep the good, throw away the bad, and make the right decision.

Tool # 6 - Discussion

Poll Everywhere:  students in this era are connected at the fingertips to their phones; therefore, let's let them use it in the classroom so they're actively participating in the lesson using what they want.  This tool is amazing in classrooms without the activboard or activexpressions or voting tools.  The students are engaged because not only are they doing something different but they are also learning and actively participating.

Here is the link to my poll:  http://www.polleverywhere.com/multiple_choice_polls/LTE1NjY3MTA0MTE

Wallwisher is another great site.  It's extremely easy to set up and build and works just like a blog, a blackboard, or even a facebook account.  All a person, in our case, a student has to do is type in the url and add a comment to the wall.  It's a great place to start discussions outside of the classroom and continue it inside the classroom with evidence of students' contributions to the discussion.  Hopefully students will enjoy using this tool inside and outside of the classroom.  It works in both places.  Blogging is the new writing style now instead of newspaper articles.  People are trying to write online as bloggers instead of journalists due to the increase in the internet's popularity.  This not only engages the students in and out of the classroom but also gives them a glimpse of a possible job in the future.

Here is the link to my wall:  http://wallwisher.com/wall/favoriteholliday


Tool # 5 - Web 2.0

Wordle takes a bunch of random words inputted by the user and randomizes them in a quick and easy fashion where there is no designing or creativeness on the part of the user.  The only negative is there is no control of the design if you have just one creative bone in your body.  Teachers can use this to test the students' knowledge of vocabulary words in a non-traditional manner.

Here is the link to my design:  http://www.wordle.net/delete?index=5500288&d=JDHF

Make Beliefs Comix is more aligned with the creative personality who can design a 3 box comix-strip.  It's fun, creative, and very easy.  Teachers can use this for students as a project to portray their ideas in a creative manner.  This also is a great way to incorporate technology into a project instead of the typical paper, markers, and glue.

Here is the link to my comic strip: http://www.makebeliefscomix.com/Comix/?comix_id=10844353C755746



Thursday, July 12, 2012

Tool # 4 - Google Docs

Any math department or team will greatly benefit from using Google Docs and apps because instead of getting confused as to which document is the most up to date, there is one location that contains it and everyone can have access to it.  As a teacher, one of the biggest problems is getting students to collaborate which each other on projects outside the classroom.  By having this Google docs folder, the students can access up to date files made by each other on whatever project they are discussing at that time. I am excited about using the Google Docs with the students when I would like information on a topic discussed in class that we didn't have time to finish or when I need them to fill out information for me or for the school.

Tool # 3 - Videos

While going onto YouTube.com, I found a site called skyingblogger.com which caters to math subjects only.  It deals only with math videos and geometry.

2 excellent videos are linked below:

http://skyingblogger.com/basic-concept-of-geometry-point-line-segment-line-and-ray-practice-part/

http://skyingblogger.com/types-of-angle-acute-angle-obtuse-angle-right-angle-reflex-angle-geometry-math-lesson1/

When it comes to the subject of copyright and fair use, I thought  I already knew the copyright law that if it has the copyright symbol next to it, no one, including teachers, can use it unless they pay a licensing fee, but if we repurpose or add value to the material, then we can use it under the fair use law.  I knew nothing about the fair use law until I watched several videos and has opened my eyes to copyright issues and ways to incorporate copyrighted materials in the classroom without getting into trouble.

The Dropbox was fast and easy to download and the concept is very useful in this age of different internet capable devices in each household.

Tool # 2 - PLN Network

Tool 2:  I enjoyed looking at different blogs and their thoughts about math and how it can relate to society today.  I particularly enjoyed math-blog.com which had several articles about math's play in history and in society like the article about Autism and mathematics how it's portrayed in movies and how it really appears in the classroom.