Willettething8-14.doc - Oakland Schools

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					               21 Things Portfolio Work Sheet 8

Participant Name: AnnMarie Willette District:                 Saugatuck Public
Schools
Email address: __________awillett@saugatuckps.com_______________________
Thing Name:         Digital Images           Thing Number: ___8___         Time
Logged: 2 hrs

Complete the following activities for digital images portion of the hands-on
activity for Thing 8:
1. Create an account at one of the digital photo storage sites and upload
educationally appropriate photos for sharing with a colleague.

2. Capture a screen shot your page, include the URL to your site, and reflect
upon ways you can use this type of resource for your classroom or your setting.

*An optional assignment is to upload your photos to Slideshow and create a
multimedia show complete with effects and music and put the link to your show in
the portfolio.




http://www.photoshow.com/members/awillette/all
Reflection Part 1:
   A.    Hands On Activity/Activities – Describe lesson/s you will use with your students.
        I will use the Photoshow that I created on Roxio in my Forensic Science class to
        introduce a project that the students work on as a capstone assignment of the class.
        The students work in teams of 4 or 5 to create a crime scene and scenario for another
        group in the class to evaluate and determine what occurred and name any suspects.
        The students use the information that they learned during the trimester and their
        collective creative minds to produce a story and back up the story with evidence to be
        gathered. The Photoshow will be used to whet the appetites and get the student’s
        creative mind working before they begin the project.

        The students usually produce a PowerPoint of their findings of the case they investigate
        as part of their final exam. With the help of Roxio, my students could produce their own
        Photoshow in place of a PowerPoint to add even more creativity to their project and
        incorporate more technology into the assignment.

Reflection Part 2:
   A.    How will you use this technology application to improve learning experiences for your
        students and/or improve your own practice?
        The use of Roxio will improve the learning experiences for my student in that they will
        be able to easily incorporate a new technology tool into an assignment and see one that
        I produced to introduce a project. Additionally, the use of Roxio could be used by the
        seniors in a different class for their senior seminar presentation that is a requirement to
        graduate from Saugatuck Public Schools. Because it is free, it will be a tool that student
        who do not own their own computer and fancy editing software can utilize to give their
        project a more professional look.


   B. What effective teaching and learning strategy(ies), based on the work by Marzano
      (http://gets.gc.k12.va.us/VSTE/2008/ ) will this technology application address, to make
      a difference in the learning experience for your students?
      The use of Roxio for classroom presentations fits under Marzano’s strategy number five,
      to incorporate the use of non‐linguistic representations into my lessons.


   C. Describe an activity or lesson in your classroom, and the Michigan curriculum standard
      or Educational Technology standard you will be meeting, which uses this "thing".
      The lesson that I wrote about in my above reflection on Thing 8 is aligned to the NETS-T
      numbers 1.a, 1.b, 2.a, 2.b, 2.c, 3.a, and 4.b.

Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).
                                       Score         Score          Score            Score          Score
        Proficiency Score:
Lickert Scale                             1           2              3                 4               5
NETS-T Performance Proficiency          ------    Beginning      Developing        Proficient   Transformative

   Thing Name: Digital Story Telling  Thing Number: ___9___     Time
   Logged:      3 hrs
   Participant Name: AnnMarie Willette District:   Saugatuck Public Schools
          ____

   Complete the following activities for digital story telling portion of the hands-
   on activity for Thing 9:
   1. Create a short 2-3 minute video that includes title, content, transitions and music.

   2. Create a screen shot of it (or a URL to it, if you post it online) to include with your
   reflection in your Portfolio.

         Insert a Screen Shot below:




   3. Write about three ways digital storytelling can be used in your classroom or
   educational setting.
   One way to use digital storytelling in my classroom is to have students document the
   ways that they performed a lab exercise. Another way would be to bring show examples
   of dangers of chemical other safety hazards in the lab without having to have students
   find out first hand. Yet another way to use digital storytelling in my classroom would be
   for students to use imovie to show their understanding of a topic in my curriculum, as a
   summative assessment. The history of the development of the atomic theory comes to
mind as a topic that imovie would lend itself to very easily.

4. Include some feedback from a student or peer about your story, and what suggestions
for improvement were recommended in your reflection.
My students laughed when they saw my kids dancing and how Quinn faked an accident to
test out his safety gear. One student said his faking of an accident shows that he is
intelligent and understands the importance of wearing a helmet.
Reflection Part 1:
   B.    Hands On Activity/Activities – Describe lesson/s you will use with your students.
        I am constantly talking about my own children in my classroom. I feel this lends to
        students being able to relate to me as a person instead of just a teacher and adds much
        laughter to my classroom. I often ask my students’ opinions on challenges I face with
        my children; do I let my 5 year-old daughter wear nail polish, what do you do when your
        3 year old thinks Tylenol tastes good and wants it all the time for every little ache and
        pain? I try to incorporate a story that lends itself to the topic we are discussing in class;
        for example, we were discussing the use of controls in experiments and the use of
        placebos in clinical trials. Is it ok for me to give my 3 year-old a teaspoon of sugar water
        and tell him it will cure his tummy ache even though I know it is just a placebo? We had
        a lively discussion about this topic and we finally arrived at a decision that if my son’s
        aches and pains don’t go away with the placebo, than it is probably is an actual problem
        and not just an attention-seeking gripe. The use of showing an iMovie staring my
        children is to add levity to an often dry subject such as chemistry.

Reflection Part 2:
   D. How will you use this technology application to improve learning experiences for your
      students and/or improve your own practice?
      This technology application can improve the learning experiences for my students
      because it gives them another avenue to show their summative learning for a unit or
      class. If the student is not a great test taker, they may be very talented in expressing
      their understanding of a subject through a more creative avenue.

   E. What effective teaching and learning strategy(ies), based on the work by Marzano
      (http://gets.gc.k12.va.us/VSTE/2008/ ) will this technology application address, to make
      a difference in the learning experience for your students?
      Thing 9 deals with offering non‐linguistic representations to my students.

   F. Describe an activity or lesson in your classroom, and the Michigan curriculum standard
      or Educational Technology standard you will be meeting, which uses this "thing”.
      Using imovie for classroom activites and discussion is aligned to the following NETS-T:
      1.a, 1.b, 1.c, 2.a, 2.c, 2.d, 3.a, 3.c, 3.d, and 4.b
Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

        Proficiency Score:                Score         Score          Score             Score          Score

Lickert Scale                                1           2              3                 4                5
NETS-T Performance Proficiency             ------    Beginning      Developing        Proficient    Transformati


  Thing Name:              Face of the Classroom                Thing Number: ___10___
                                   Time Logged:            3 hrs
Participant Name:              AnnMarie Willette        District:         Saugatuck
Public Schools                 ______

Complete the following activities for face of the classroom portion of the
hands-on activity for Thing 10:
1. Create your own web site using one of the Things or one of your own choosing.

2. Include at least three pages, text, images, documents and web-links. You may want to
use your site as a means to demonstrate some of the things you have learned from this
21 Things course.

3. Include the URL to your site and a reflection about the ways you could use a web page
creator to create a web presence.

URL:
To my main site:
http://sites.google.com/a/saugatuckps.com/willette/teacher-s-page
To my weebly site and blog
http://mrswillettescience.weebly.com/whiteboard-page.html
Reflection Part 1:
   A.    Hands On Activity/Activities – Describe lesson/s you will use with your students.
        My students in this case are my colleagues. I was asked to be the lead teacher for
        helping teachers with the online Gradebook that we use through PowerSchool. I am a
        little nervous because I have not had any formal training on this program, just from
        what we have had at school. Apparently the secretary that is in charge of the
        attendance portion of the program is too busy to help teachers with any Gradebook
        questions. I thought having a page on my website would be helpful to help teachers
        when questions arise. I made a link to an old-refurbished weebly site that I had used for
        my Master’s project that dealt with helping staff learn how to integrate the eBeam
        whiteboards into their classrooms. Many staff have visited my website page to
        download a document I put together with links regarding different whiteboard
        applications, so hopefully they will feel comfortable going to my site to register a
        question about the Gradebook.
Reflection Part 2:
           B.    How will you use this technology application to improve learning experiences
                for your students and/or improve your own practice?
                This will make teachers use a blog and see how one works while they are asking
                questions about the Gradebook.

                B. What effective teaching and learning strategy(ies), based on the
                work by Marzano (http://gets.gc.k12.va.us/VSTE/2008/ ) will this
                technology application address, to make a difference in the learning
                experience for your students?
                The Marzano strategies that this “thing” addresses includes
                setting objectives and providing feedback in addition to incorporating
                cooperative learning.

                C. Describe an activity or lesson in your classroom, and the Michigan
                curriculum standard or Educational Technology standard you will be
                meeting, which uses this "thing".
                My website for my colleagues to collaborate and ask questions
                concerning problems that arise when using the online Gradebook that
                I have set up for The Face of the Classroom Thing is aligned to the
                following NETS-T: 2.a, 2.b, 2.c, 2.d, 3.a, 3.b, 3.c, 4.b, 4.c, 5.a, and 5.d.
4. Capture a screen shot of your page(s) to include in the portfolio.

      Insert a Screen Shot below:
Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

        Proficiency Score:            Score        Score         Score            Score          Score
Lickert Scale                            1           2             3                4               5
NETS-T Performance Proficiency         ------    Beginning     Developing       Proficient   Transformati




Thing Name: Mentoring an Online Learner            Thing Number: ___11___         Time
Logged:      2 hrs
Participant Name: AnnMarie Willette
District:     Saugatuck Public Schools


Complete the following activities for online mentoring portion of the hands-on
activity for Thing 11:
   1. Select a game piece representing the educational role (most likely the teacher or
      mentor role) you can identify with. Play the game, and as you navigate down the
      stone path of online learning, click on each wooden sign. A pop-up window will
      appear with the online program considerations pertaining specifically to that role.
      The answers are not built into the game, as the purpose is to think through the
      questions and build awareness.

   2. Copy and paste the questions for the educational role you have chosen into the
      portfolio, with the screen shot, and answer each of the questions. (There is a .pdf
      of the entire game you can view or download). Answer them to the best of your
      knowledge.
   Insert a Screen Shot below:




1. Will I be part of the planning team?
   If the course will be one that the student will need to outside lab
   experiments, I would be part of the planning team. If the course were totally
   a stand-alone online experience, then I would doubt I would be involved as a
   classroom teacher.

2. What do I know about the skills needed for online learning?
   The skills needed to successfully complete an online learning experience
   include being able to budget your time so you don’t get backlogged of the
   many tasks that come along with the course and basic technology skills.

3. What do I know about the technology involved in online learning?
   I have taken several courses online to complete my Master’s degree, so I
   know you need basic computing skills like knowing how to email
   attachments, taking screen shots and accessing information on line.

4. What are mentor responsibilities?
   The mentor is responsible for getting students accounts and enrolling them
   in the course. They are also responsible for holding the students accountable
   for working on the course everyday.
5. How many students will I be mentoring?
   The number of students that I will be mentoring is limited to the 12
   computers that are in the online learning lab. However, I could see the
   possibility of having a classroom full (30) students that could be served in
   any given class period if we were to have a larger computer lab made
   available.

6. Will there be student orientation?
   The orientation would take place the first week of regularly scheduled
   classes.

7. How will mentors be paid?
   If the mentor were a member of the teaching staff before they are asked to be
   an online mentor, they would be paid their regular teaching salary. If the
   teacher were taking on a mentoring position that is in addition to their
   regular load they would be paid for an extra prep (12% of their salary). If the
   district hires a full-time sub to mentor, then they would be paid sub pay even
   if they were a licensed teacher.

8. How will mentors be chosen?
   It depends on the year how the mentors are chosen. If a teacher has a “hole”
   in their schedule because of a small class coming through, they may be asked
   to take on the online learning lab for an hour.

9. How will mentors be trained?
   Mentors will only be trained if they ask for training.

10. Who will support the mentors with technical issues?
    The District Technology coordinator will support the mentors’ technical
    issues.

11. Is there a budget for technology needed to support students?
    Yes, there is a budget for technology needed to support students, the mentor
    would have to request the needed technology from the District Technology
    director and have it approved through the building principal.

12. Will the mentor have a budget?
    The mentor would have a budget that any regular classroom teacher would
    have for school supplies.

13. Who will be the point of contact for the course?
    The councilor would be the point of contact for the course.
   14. How will I communicate with administrators etc.
       The mentor would communicate through email with anyone involved with
       the student.

   15. Is our acceptable use policy current?
       Our acceptable use policy was approved in 2009 by the Board of Education.

   16. Will we accommodate assistive technology?
       The mentor would accommodate any assistive technology that a student
       would need in the ways of headphones, text-to-speech, and wheel chair
       access.


Reflection Part 1:
   A. Hands On Activity/Activities – Describe lesson/s you will use with your
   students.
   I would love to get my Moodle Site up and running again for Chemistry to get
   more online learning in my classes. I could add this to a layered curriculum for
   advanced students so they could access it at home or at school. The problem
   that I run into with using Moodle is I can’t always be assured to have a computer
   lab available everyday or once a week to keep it current.

Reflection Part 2:
   A. How will you use this technology application to improve learning
      experiences for your students and/or improve your own practice?
      Knowing the possible questions that could arise if I am ever asked to be a
      mentor during an online learning experience will help my own practice since
      I will be more prepared to have solutions already in place before students
      take a course.

   B. What effective teaching and learning strategy(ies), based on the work by
      Marzano (http://gets.gc.k12.va.us/VSTE/2008/ ) will this technology
      application address, to make a difference in the learning experience for your
      students?
      The Marzano strategies that this “thing” addresses includes;
      setting objectives and providing feedback in addition to incorporating
      cooperative learning.
   C. Describe an activity or lesson in your classroom, and the Michigan
      curriculum standard or Educational Technology standard you will be
      meeting, which uses this "thing".
      Thing 11 supports the following NETS-Ts; 1.a, 1.b, 1.c, 1.d, 3.b, 4.a, 4.b, and
      4.c. Using Moodle, as I suggested in the Reflection for Part 1 above, in my
      chemistry classes would be a way that I could learn more about online
      mentoring experiences and be more versed with problems that might arise
      with students.


Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

       Proficiency Score:            Score        Score         Score           Score          Score

Lickert Scale                           1           2            3                4               5
NETS-T Performance Proficiency        ------    Beginning    Developing       Proficient   Transformati
Thing Name: Online Interactive Learning Tools             Thing Number: ___12A__Time
Logged:      2 hrs
Participant Name:          AnnMarie Willette                  District:
       Saugatuck Public Schools

Complete the following activities for online interactives portion of the hands-
on activity for Thing 12:
1. Visit the Illuminations site or choose a site from the Wiki (there are a number of
curricular and grade level interactive sites) and go through one of the interactive
activities. Go to your portfolio and write a short description of the activity and how you
would use this activity in a lesson. Include the URL to the site you are using.

http://www.thatquiz.org/tq-m/science/periodic-table/
       Insert a Screen Shot below:




Reflection Part 1:
   A. Hands On Activity/Activities – Describe lesson/s you will use with your
   students.
   I will use the online interactive quiz for my chemistry classes that is located at
   http://www.thatquiz.org/tq-m/science/periodic-table/. I start off my
   Matter Unit by giving my students 35 element names and symbols to memorize.
   This online site will be helpful in giving my students practice-using technology,
   typing, and for reviewing the element symbols. In addition, the quiz is providing
   the location of each element, which is a topic for a later unit.
Reflection Part 2:
   A. How will you use this technology application to improve learning experiences
       for your students and/or improve your own practice?
       This technology application will improve my students learning experiences
       because with this interactive element quiz you can at choose which periods
       the elements will come from. This is the first online element quiz that I have
       found that has this option. I have not required my students to visit any other
       online quiz of the elements because they could get any of the 118 elements in
       a quiz and I only require my students to memorize 35 of them. I also like that
       this online quiz can have students either type in the name spelled correctly
       or the symbol which is how I set up my paper-pencil quizzes.

  B. What effective teaching and learning strategy(ies), based on the work by
    Marzano (http://gets.gc.k12.va.us/VSTE/2008/ ) will this technology
    application address, to make a difference in the learning experience for your
    students?
    The use of this ‘’thing” addresses the following effective teaching and learning
    strategies of Marzano; Reinforce effort and provide recognition and the use of
    non-linguistic representations.

   C. Describe an activity or lesson in your classroom, and the Michigan curriculum
      standard or Educational Technology standard you will be meeting, which uses
      this "thing".
      The activity which I described and provided a screen shot for above is aligned to
      the following NETS-T; 1.a, 1.b, 1.c, 1.d, 2.a, 2.b, and 2.c. This activity uses the
      interactive quiz to start the Matter Unit during which students need to
      memorize 35 elements from the periodic table. In place of a paper-pencil quiz, I
      will have students access the quiz online and take a screen shot of their results
      to include as a formative assessment.
Thing Name: Online Interactive Learning Tools          Thing Number: ___12B___
       Time Logged:        1 hr
Participant Name: AnnMarie Willette                        District:
       Saugatuck Public Schools


Complete the following activities for online interactives portion of the hands-
on activity for Thing 12:
2. Go to Google Earth. Type your address in the "Fly to" area and locate your house. Take
a screen shot and paste it into your portfolio.

3. Take one of the Sightseeing tours in Google Earth. Locate the tours under "Places" and
click the + sign next to Sightseeing. Then select one tour to go on. Write a short
description of the tour for your portfolio.

       Insert a Screen Shot below:
This is a screen shot from the sightseeing tour of the Mt. St. Helens volcano on the
West Coast of our Country. When click on the blue boxes information and pictures
show up of various locations on and around the crater before and after the lava
dome blew off. This sightseeing tour will be helpful in explaining about the type of
volcanoes that exist because of the convergent boundary that is located below the
area.
Reflection Part 1:
   A.    Hands On Activity/Activities – Describe lesson/s you will use with your students.
        The use of Google Earth will fit well into my Earth Science class next trimester. I have
        had a little practice using it a few years ago, but this “thing” reminded me how it will be
        really neat to add this to the unit where we work with plate tectonics and the various
        landforms that are a direct result of plates colliding together.

Reflection Part 2:
   B.    How will you use this technology application to improve learning experiences for your
        students and/or improve your own practice?
        This technology application will improve both my own practice and improve the learning
        experiences of my students by making the sites we look at in textbooks come alive on
        the interactive whiteboard.

   C. What effective teaching and learning strategy (is) based on the work by Marzano
      (http://gets.gc.k12.va.us/VSTE/2008/) will this technology application address, to make
      a difference in the learning experience for your students?
      The use of non-linguistic representations is the effective teaching and learning strategy
       of Marzano’s work that this “thing” addresses.


   D. Describe an activity or lesson in your classroom, and the Michigan curriculum standard
      or Educational Technology standard you will be meeting, which uses this "thing".
      The use of Google Earth in my Earth Science class will meet the following NETS-T: 1.a,
      1.b, 1.c, 1.d, 2.a, 2.b, and 2.c. Having the ability to sightsee at volcanoes that we talk
      about in class in real time will be helpful for students to remember what type of
      volcanoes they are at the same time reinforcing geography and map directions. Each
      student will need to explore a landform caused by plate tectonics using Google Earth
      and present the information they learned to the rest of the class. Using Google Earth
      will integrate more technology into my classroom and will replace the poster project I
      have done in the past for this same topic.

Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

        Proficiency Score:                Score        Score          Score              Score          Score
Lickert Scale                                1           2              3                  4               5
NETS-T Performance Proficiency             ------    Beginning      Developing         Proficient   Transformati
Thing Name: Online Video Resources            Thing Number: ___13___       Time
Logged:      2hr
Participant Name: AnnMarie Willette                         District:
       Saugatuck Public Schools


Complete the following activities for online video portion of the hands-on
activity for Thing 13:
Explore the online video resources available to you.
( Discovery Streaming
 Learn360
 Teacher Tube
 School Tube)
For your portfolio, capture a screen shot of one of your video sources.
       Insert a Screen Shot below:




       http://www.edutube.org/en/video/brainiac-alkali-metals

For the reflection portion of your portfolio,
1. Describe how you could integrate online video resources into your classroom
instruction.
       Reflections:
       Many reactions involving chemistry are too expensive or dangerous to perform in
the high school science classroom. Using online video resources is an easy way to
accomplish being able to show the results of a cool reaction without having to set-up the
equipment or more importantly, no one will be harmed by just showing the video. The
video I took a screen shot above shows how the alkali metals react in water. I have the
students perform one of the labs, and do a demo of another one of the metals, but I
would even know where to get the rubidium or cesium that they show in the video.

2. Explain the features of one of the four tools listed above.
       Reflections:
3. Compare/contrast each one's strengths and weaknesses in your reflection.
Submit your reflection as part of your portfolio.
        Reflections:
Discovery Streaming: Our district is no longer a paying member of Discovery
Streaming. The 360 free videos through DS are not adequate enough for me to
bother with making lesson plans around the use of DS anymore.
Teacher Tube is valuable since you can search on it and not have to worry about any
inappropriate content or language appearing in a video. I use many YouTube videos
in class, but I usually check to see if there is a similar video on Teacher Tube so I
don’t have to worry about the students seeing inappropriate messages or ads. We
can access Youtube on our teacher computers, so if I find an Youtube video I usually
don’t search for the same video on Teacher Tube, however; I will start using Teacher
Tube when I have students do writing samples using a video just to be on the safe
side.
Our district just started using Learn360 this school year. I previewed it last year
when district leaders asked us to check and compare Learn360 and DS. I was
impressed with the layout of the site and how videos can be searched for using
standards. There are not many teacher materials tied to a video like DS. I like that
you can build assignments within Learn360 and add online quizzes that students
can take on their own time.
Schooltube.com is an interesting site and offers more than just video sharing for a
teacher. There is a section that helps with learning how to use and make videos in
classrooms. There are also experts in the classroom that can answer questions or
show you how to incorporate videos into your lessons. There are lessons that
teachers have uploaded that I can use if students are absent, or for review. This will
probably be how I will use Schooltube.com in my classroom and on my website.

Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

        Proficiency Score:              Score        Score         Score         Score          Score
Lickert Scale                              1           2             3             4               5
NETS-T Performance Proficiency           ------    Beginning     Developing    Proficient   Transformati
                 21 Things Portfolio Work Sheet
                                    Revised 12-21-09


Thing Name:           Podcasting       Thing Number: ___14___ Time Logged:

Participant Name: AnnMarie Willette                        District:
       Saugatuck Public Schools

Complete the following activities for podcasting portion of the hands-on
activity for Thing 14:
1. Locate and listen to a podcast. Write a brief summary of the content and place
this in your portfolio.
       Reflections:
                                                                       The authors talk
                                                              about how Hollywood gets
                                                              it wrong in movies where
                                                              cleaning up crime scenes is
                                                              concerned. The cleaning up
                                                              of crime scenes involves
                                                              biohazard suits and other
                                                              protective equipment. I
                                                              would use this podcast in
                                                              my Forensic science class
                                                              to help explain more about
                                                              how the real=world is
                                                              totally different from what
they see on television. The topics of cleaning up murders, suicides, and meth labs are
discussed and what tools are needed to clean up various body fluids and chemicals.

2. Create a podcast in Audacity, Gcast or GarageBand (Mac users). (Note: We
recommend you purchase a headset with microphone for this activity. The built-in
microphone in laptops leaves much to be desired in quality of the recording.)

       Insert a Screen Shot below: Garage Band was used to create the ChemA
       Review Podcast
3. Post your podcast on your web site or Blog. There are several places you can
upload your Podcasts. You can upload the podcast to your Blog that you created or
your Weebly page, or in a course management program (Blackboard or Moodle).
Once you upload it take a screen shot and make sure it includes the url to your
podcast file so we can enjoy listening to it. Place the screen shot in your portfolio.
       Insert a Screen Shot below:
http://sites.google.com/a/saugatuckps.com/willette/chemistry-a/chemistry-a-review




Reflection Part 1:
   A . Hands On Activity/Activities – Describe lesson/s you will use with your
   students.
   The podcast that I created will be used for students that need extra practice, or
   might have missed the review session in class, on the Chemistry A Exam review
   sheet. I posted my podcast on my website and the students may access another
   copy of the review sheet if they misplaced the one I gave them in class.
   Reviewing for a final exam is a skill the students need to become familiar with
   quickly to be successful in high school. The majority of my students are
   freshman and have had very little practice taking entire trimester exams, so
   giving them an additional mode of learning and reviewing besides just lecturing
   in class may help them become more self-directed learners.

Reflection Part 2:

   A How will you use this technology application to improve learning experiences
   for your students and/or improve your own practice?
   This new technology application will improve the learning experiences of my
   students by providing another avenue or opportunity to learn a topic. Podcasts
   could also be used for differentiating lessons for students who may need more
   practice on topics. Additionally, podcasts could be used for advanced learners
   who can handle a more in-depth, individualized learning plan.
   B. What effective teaching and learning strategy(ies), based on the work by
      Marzano (http://gets.gc.k12.va.us/VSTE/2008/ ) will this technology
      application address, to make a difference in the learning experience for your
      students?
      The podcast that I created for thing 14 represents a use of non-linguistic
      representations in my classroom.

        C. Describe an activity or lesson in your classroom, and the Michigan
        curriculum standard or Educational Technology standard you will be
        meeting, which uses this "thing".
         2.b, 2.c, 2.d 3.a, 3.c, and 4.b. I created a podcast as a review activity for my
        chemistry classes. Students will be able to listen to this podcast on
        their own time in order to have the correct answers on the review sheet. I
        also added additional study tips for the exam on the podcast. It is a pretty
        basic podcast, but I can see many applications for this in my classroom in
        the future. One idea is to have the students create podcasts of their
        learning instead of doing a written report.


Self – Evaluation of your NETS-T Proficiency on this Thing (Please tell us
where you think you are at upon completion).

        Proficiency Score:                   Score         Score           Score               Score           Score
Lickert Scale                                   1            2               3                   4                5
NETS-T Performance Proficiency                ------     Beginning       Developing          Proficient    Transformati




           21 Things Portfolio Capstone Reflection
For things 8-14, please type in your reflection. Submit this portion of the portfolio to your instructor
                                            by the deadline.

Things 8-14 – Capstone Reflection
   C. How will you use these technology applications to improve learning experiences for
      your students and/or improve your own practice?
      To complete thing 14, I created a podcast of a review session for my chemistry classes.
      Providing students with another chance to review for an exam using a podcast that I
      created will improve the learning experiences for my students. I think using podcasting
      as an avenue for review is a good way to incorporate technology and help my students
      feel more confident in their understanding of chemistry.
D. What effective teaching and learning strategy(ies), based on the work by Marzano
   (http://gets.gc.k12.va.us/VSTE/2008/ ) will these technology applications address, to
   make a difference in the learning experience for your students?
   The use of podcasting in the classroom or outside of the classroom deals with using non-
   linguistic learning activities in my teaching, which is one of Marzano’s effective teaching
   strategies.

E. Choose one of the seven things and describe an activity or lesson you could use in your
   classroom. Include in the description how the lesson meets either a Michigan curriculum
   standard or another Educational Technology standard.
   I created a podcast of using two pages of the review sheet I give to my chemistry
   classes. Many times students don’t see the need to focus on reviewing for exams in
   class. It is frustrating as a teacher to work hard on a review sheet and have hardly any
   of the student’s even attempt to complete it on his or her own. Many of the students
   just wait until a teacher goes over the review sheet in class and write down the answers.
   With a podcast of the answers available, the students can download and listen to the
   answers on their own time, so I don’t have to “waste” time going over it in class. I can
   spend time on questions that the students may have after working through the review
   sheet and the podcast on their own. I can see other applications for podcasting besides
   just for review sessions. I am planning on producing a podcast of some of the reading
   assignments that have a lot of technical words that are probably unfamiliar to the
   student. Also, many students disregard any graph or picture that are in the readings, so
   I could point these out to the student in the podcasts.

    The use of podcasting in education is aligned to NETS-T: 1.a, 1.b,1.c, 1.d, 2.a, 2.b, 2.c, 2.d
    3.a, 3.c, and 4.b.

				
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