I had to make a slight modification to my IEP; after playing around in Excel for a while, I realized there was more than enough to get me going on the project. So I discarded the Powerpoint part.
While I had fun playing around and using new tools, I know there is still much that I want to do but didn't have time. I want to be able to create forms with option boxes and drop down menus and make forms for student data.
Here is a little bit of my playing around and my reflection and lesson plans. Some of the functions didn't carry over into Googledocs. Sorry about that; if anybody knows how fix that, let me know.
Monday, May 26, 2008
Wednesday, April 30, 2008
IEP
I've learned a few new tricks in Excel and Powerpoint in the last year, but I'd like to know more. I will learn at least ten new features of each program that I can use as a teacher, using the help menu, manuals and others more experienced than myself. As evidence, I will list these and show 3 of the most important ones.
In addition to creating lesson plans, I will use my newly learned Excel knowledge to manage student forms and create charts.
The above will be completed by 16 May.
In addition to creating lesson plans, I will use my newly learned Excel knowledge to manage student forms and create charts.
The above will be completed by 16 May.
Sunday, February 24, 2008
Storytelling Rubric
Ever since that fateful day in Sitka when the class tried to come up with a rubric I have had an unhealthy aversion to creating these devils.
I went to rubistar.com for help in creating it and then I inserted my own touches. I'm sure I missed something but I think the basics are there. I hope making rubrics is something that becomes easier and less painful with practice but I really don't enjoy them right now. You can view mine in googledocs here.
I went to rubistar.com for help in creating it and then I inserted my own touches. I'm sure I missed something but I think the basics are there. I hope making rubrics is something that becomes easier and less painful with practice but I really don't enjoy them right now. You can view mine in googledocs here.
Digital Story Posting
Well, this was a fun little project. I think the hardest part was thinking of a story line. Thanks to my colleagues for ideas. I also read a children's math book titled "Among the Odd and Evens" that sparked some thoughts as well.
If I wasn't overdue on this project I would have spent more time creating at least two other scenes and sharpening the images with a different medium. Several of the pictures are up there way too long. I also wonder how clear or unclear it is what actually happened. I purposely left out the details for people to be able to read through the lines a little, but does it work? I'll appreciate comments. The story is called Something in Common.
If I wasn't overdue on this project I would have spent more time creating at least two other scenes and sharpening the images with a different medium. Several of the pictures are up there way too long. I also wonder how clear or unclear it is what actually happened. I purposely left out the details for people to be able to read through the lines a little, but does it work? I'll appreciate comments. The story is called Something in Common.
Sunday, February 3, 2008
My Story (as yet, untitled)
Beginning
-> One half and one third meet at Science Camp and immediately dislike one another. They are soooo different.
-> During an outing, they become separated from the group and their hatred for one another grows.
Middle
-> After a cold night on their own, the two fractions realize they must get along and work together to find camp.
-> That night, they make a fire together and find food.
End
-> Best of friends now, they find camp and everyone is relieved to see them. They are unrecognizable to some of their peers, but soon all of the campers realize that underneath it all, they are still the same but by making compromises and working together, they can get along with anyone.
Overall Theme
The fractions realize that to get anything done, they must be a team and work together even though it seems at first as though they have nothing in common.
-> One half and one third meet at Science Camp and immediately dislike one another. They are soooo different.
-> During an outing, they become separated from the group and their hatred for one another grows.
Middle
-> After a cold night on their own, the two fractions realize they must get along and work together to find camp.
-> That night, they make a fire together and find food.
End
-> Best of friends now, they find camp and everyone is relieved to see them. They are unrecognizable to some of their peers, but soon all of the campers realize that underneath it all, they are still the same but by making compromises and working together, they can get along with anyone.
Overall Theme
The fractions realize that to get anything done, they must be a team and work together even though it seems at first as though they have nothing in common.
Useful Web Resources
NCTM Rocks!!
National Council of Teachers of Mathematics is a must for a math teacher at any level. Membership includes legislative updates and opportunities for e-workshops via email. The Illuminations section of the website has fantastic lesson plans for all grade levels and all strands. Check it out. www.nctm.org
The Shodor Foundation is a non-profit organization devoted to advancing math and science education through modeling and technology. They have some awesome interactive activities. A Hilbert Curve Generator? What could be better? Their website has other good resources, but I put the link directly to the fun activities. For a good time, click here.
I'm not sure this website will be useful to anyone else, but for me it has become invaluable. www.interventioncentral.org has a wealth of information for administering and managing math CBMs (Curriculum Based Measures). I am in the process of implementing CBMs for multiplication, division, equivalent fractions and adding/subtracting fractions.
National Council of Teachers of Mathematics is a must for a math teacher at any level. Membership includes legislative updates and opportunities for e-workshops via email. The Illuminations section of the website has fantastic lesson plans for all grade levels and all strands. Check it out. www.nctm.org
The Shodor Foundation is a non-profit organization devoted to advancing math and science education through modeling and technology. They have some awesome interactive activities. A Hilbert Curve Generator? What could be better? Their website has other good resources, but I put the link directly to the fun activities. For a good time, click here.
I'm not sure this website will be useful to anyone else, but for me it has become invaluable. www.interventioncentral.org has a wealth of information for administering and managing math CBMs (Curriculum Based Measures). I am in the process of implementing CBMs for multiplication, division, equivalent fractions and adding/subtracting fractions.
Article Summary #5
Overview
In "Assistive Technologies for Reading," Ted S. Hasselbring and Margaret E. Bausch describe several reading programs that provide support and interventions for struggling language learners. Assistive technology provides ways for students with disabilities to function at or near grade level. The authors concede that technology isn't a magic bullet and the main focus should be on providing quality instruction. But technology coupled with good instruction will produce dynamic results.
Reference Points
1. Reading support programs like Read & Write Gold allow students to hear text read aloud in varying gender, speed and pitch.
2. The word prediction feature of Read & Write Gold provides the student several word choice options based on context and the first few letters typed, making composition much quicker.
3. Students are more likely to listen to the text being reread by the program than by the teacher.
4. Reading intervention programs like Read, Write & Type, Read Naturally and READ 180 have led to gains in reading fluency and comprehension.
5. READ 180 is designed for older students, those in grades 4-12; it allows them to watch a short video on the background of the text they are about to read.
Reflection
Getting students to read at grade level is major issue in schools. The district I teach in has spent much time and money on programs and experts. Reading First targets K-2 and is not an assistive technology program. According to the experts hired, younger students do better with more face-to-face contact. We play lots of phonics and phonemic awareness games with them. However, READ 180 sounds like it would be an ideal program for the older students. It seems as though there are too many computer programs targeting younger students when really they just need more one-on-one time. I would like to see the results of a human doing the same thing a computer is doing in these programs.
In "Assistive Technologies for Reading," Ted S. Hasselbring and Margaret E. Bausch describe several reading programs that provide support and interventions for struggling language learners. Assistive technology provides ways for students with disabilities to function at or near grade level. The authors concede that technology isn't a magic bullet and the main focus should be on providing quality instruction. But technology coupled with good instruction will produce dynamic results.
Reference Points
1. Reading support programs like Read & Write Gold allow students to hear text read aloud in varying gender, speed and pitch.
2. The word prediction feature of Read & Write Gold provides the student several word choice options based on context and the first few letters typed, making composition much quicker.
3. Students are more likely to listen to the text being reread by the program than by the teacher.
4. Reading intervention programs like Read, Write & Type, Read Naturally and READ 180 have led to gains in reading fluency and comprehension.
5. READ 180 is designed for older students, those in grades 4-12; it allows them to watch a short video on the background of the text they are about to read.
Reflection
Getting students to read at grade level is major issue in schools. The district I teach in has spent much time and money on programs and experts. Reading First targets K-2 and is not an assistive technology program. According to the experts hired, younger students do better with more face-to-face contact. We play lots of phonics and phonemic awareness games with them. However, READ 180 sounds like it would be an ideal program for the older students. It seems as though there are too many computer programs targeting younger students when really they just need more one-on-one time. I would like to see the results of a human doing the same thing a computer is doing in these programs.
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