C4T#4

Moving At The Speed Of Creativity: A blog by Wesley Fryer

C4T Comment 1
This weekend Wesley Fryer received an email from reader of one of his books asking for an updated list of educational blogs he reads and is subscribed to. Fryer included a list of blogs to which he is subscribed to using "Feedly". Fryer listed over 700+ blogs he is subscribed to. I skimmed over this list and clicked on many of the links. I recognized a handful of these blogs and familiarized myself with many I didn't know. I feel these blogs will be very useful while building my PLN. I wrote to Wesley Fryer thanking him for his knowledge of educational blogs. I left him my blog name and the url of our class blog and a little bit about EDM 310.

C4T Comment 2
In this blog Fryer gave options for uploading videos to YouTube with school filtering. I really enjoyed this blog post because this is something I find important. In a lot of schools the site YouTube is blocked. Fryer came across this one day while his students were creating narrated slideshows he wanted to put on YouTube. He gave two ways he has dealt with this problem and described them in great detail. While reading this I saved the web page for later view as a teacher. I wrote to Fryer how much I enjoyed this post and how I will recommend it to colleagues in the future.

C4K April

Week 1, Owen's Blog

Owen goes to a Pt England school in Auckland, New Zealand. Owen is in class seven. This week Owen learned about scales. Owen says "We have been learning how to use scales and I enjoy it." with this Owen included a picture he drew. I commented on how I remember learning about scales and how useful they are. To this day I use a scale at least once a week. I enjoyed his post and his drawing. I also asked Owen what he and his classmates weighed?

Week 2, Danielle's Blog

Danielle is in Mrs. She's class 18. This week Danielle's class visited the year 4 and 5 students who were camping at the school ground as part of the outdoor educational program. I told Danielle how I enjoy camping and roasting marshmallows for smores. I enjoyed her picture very much and asked her what she likes most about camping?

Blog Assignment #13

Instructions:
Goal Setting: How will you have your students set goals for themselves in your future classroom? Do you feel that goal setting is important? Why or why not?
Goal Setting in the Elementary School Classroom
An area of study educators often overlook according to Goal Setting 101 is teaching our students how to set goals for themselves. Teaching students to set personal goals begins with teaching them to believe in themselves. Many students start school with a very limited view of what they are capable of doing. Before I can teach them to set any kind of goal for themselves, I have to help remove those so called "limitations" from their thinking. It is so important that I teach my students to believe in themselves, because without that belief, they aren't likely to achieve their goals.
Secrets to Goal Setting According to "Goal Setting 101":
1. Write clear and measurable goals.
2. Create a specific action plan for each goal.
3. Read your goals daily and visualize yourself accomplishing them.
4. Reflect on your progress to see if you are on target.
5. Revise your action plans if needed.
6. Celebrate your accomplishments!
So, how can I encourage my students to remove limitations from their thoughts and start thinking towards high goals? I can first show my students examples of how others have overcome obstacles and achieved their goals. Seeking out inspirational stories of people who are relevant to my students' lives and sharing those stories will motivate my students to set goals for themselves. I could even have my students do a research project on someone they are interested in that has set goals and reached their goals. This person of inspiration could be a someone in their community, a family member, a famous athlete, a famous singer, etc. After completing this project, I would have my students set short-term goals (these goals could include making an A on their spelling test this week, behaving appropriately, making their bed every morning before school, etc) and long-term goals (these goals could include graduating high school, going to college, starting a business, etc). I would then have my students share their goals with their classmates, and then have my students post their goals on their class blog. I believe that if students share their goals, short-term and long-term, with an audience, they would be more likely to stay accountable in achieving those goals. I believe it is so important for students to set short-term and long-term goals for themselves. When I was in elementary school, I did not know what college was until I was in the fifth grade. I feel that it is important for students to set goals for themselves that can be reached inside their classroom, but also set goals for themselves that can be reached outside the classroom. When I was young, I had no clue what my future could possibly hold! I want to help my students in understanding that planning for their future inside and outside of the elementary school classroom is something great to do. In my adult years, I set goals for myself every week, even if it is to only complete all my homework before the weekend so I can relax and enjoy a couple of days to myself. I have long-term goals such as graduating college, getting a job as an elementary school teacher, and buying a home. I have always been a very determined person and I have had a very supportive family, but what if I wasn't a determined person and lacked support? Would I believe in my abilities to be able to reach my goals? Would I even set goals for myself? This is exactly why I want to help my students BELIEVE in their abilities to accomplish whatever they are passionate about.

Blog Assignment #12

What assistive technologies are available to you as a teacher?
iPad Usage For the Blind
In the video iPad Usage For the Blind, Wesley Majerus is a technology specialists who demonstrates how the blind can use iPads.
Technology is absolutely amazing and has opened up so many opportunities to the blind. For example, the iPad has several apps that provide great assistant to the blind. These apps can not only be downloaded on the iPad, but the iPhone as well. Technology is really changing the world by helping those with impairments. For example, the app called Ariadne GPS allows the visually impaired to take solo walks by themselves. The interactive maps make it easier to explore the world around you. Whenever you cross a street a signal vibration will automatically come on. This tool can even announce stops on a bus or train. The best part about the iPad is that it can read any form of text aloud to the visually impaired which makes learning less difficult for them. Without technology none of this would even be possible! It is simply amazing what obstacles technology can help people overcome. After learning about the app called Braille Pro I found this tool to be very interesting. This app allows you to learn Braille and translate English to braille. This tool would be great for parents learning braille with their kids. It would also be great for parents who need help creating their child's books in Braille. This is an excellent tool and I would definitely use it. I believe that iPad usage for the blind is wonderful. I hope that one day it could allow every visually impaired student to enroll in public education systems instead of having to go to a school for the impaired. In my future classroom, I would certainly use these apps if I had a visually impaired student. The iPad truly is a remarkable learning device!

Teaching Math to the Blind
In the video Teaching Math to the Blind, it was very interesting. It has never cross my mind about how blind people learn. Professor Art Karshmer introduces a system he created using blocks and grids to aid blind students in solving math problems. He stated that braille is not read in two dimensions, so were a seeing person can line an addition problem one number on top of the other, and add from right to left to solve problems. This is how the system works. the students scans the blocks with braille and a visual number on the front with a barcode scanner. Then the computer reads the number aloud. I found this system to be very educational. I like the thought that students with a learning disability can learn in the same way as we learn. It's just amazing to learn new things!! After watching that video, I decided to do some more research on assistive technology devices that's useful in the classroom. In my search I found a software program called FaceMouse . It's a software designed to assist people with limited movement. Students will use only their face and head movement. FaceMouse uses standard webcam to allow your face to control and move the computer's mouse point. It will control the mouse pointer by following your head movements, facial gestures, and any actions such as mouth opening, closing, and eyebrow movement. I have provided a video link to FaceMouse Overview so you can better understand the concept.I think that both of these tools are beneficial to the students and future educators. I have never giving thoughts about how I would student. These resources were great and helpful.

Project #12 Part B

Blog Assiggnment #11

Chloe Woodham:
In the video Back To The Future, Mr. Brian Crosby tells us about how he gets his class of multicultural and at risk students to learn how to use project based learning. He starts off by telling us about his class and how most of his students do not know what city they live in. Crosby uses technology to gain the interest of his class. The students use laptops to connect to different students around the world. Mr. Crosby collaborated with a local university to create a balloon that would carry a camera and microphone into the different layers of the atmosphere. By doing this, students were able to see first hand the journey that the balloon made. The students were able to create the payload of the balloon and take a hands on approach to this project creating a highly motivating learning environment. They were each asked to write a story about the balloons journey from the perspective of the balloon. These stories were then posted to a class blog along with photos and videos to be shared with the world in a project called “High Hopes”. The students made stratocards with the high hopes that they had for their lives and this also allowed students around the world to post theirs as well. This project also tied into the science atmosphere with cultural and language learning. In this way, children around the world were able to share ideas and information which makes the world a smaller, more neighborly place. What we can learn from this is that teaching is not about giving students busy work and hoping that they will grasp the concepts from that work. Learning is more effective when the students are captivated by the material. We think that teaching is about making the students learn for themselves and from their peers around them. We also believe that by doing projects this allow students to be interactive with each other. By motivating students with exciting projects they will actively absorb information and retain it for life. Mr. Crosby also showed us the value of public sharing when he was able to use technology to allow a young girl with cancer to be part of his class and participate with her peers instead of being homeschooled. That is a beautiful gift and he should be applauded for not allowing that girl to be isolated.



Paul Anderson’s Blended Learning Cycle. In this video, Mr. Anderson talks about his combination of blended learning and the learning cycle. Blended learning is a combination of online, mobile, and classroom learning. The Learning Cycle contains five key components: Engage, Explore, Explain, Expand, and Evaluate. He uses this system of learning to create his own unique learning style he names QIVERS`.Q: Question-Mr. Anderson begins each unit with a driving question about a subject matter the students are unfamiliar with. I: Investigate- he asks the students to hypothesize what they believe the answer to that question is. V: Video- he gives the students video links with instructions and information so that they can explore the subject matter independently. E: Elaboration- he then explains the subject matter and provides his class with more detailed information. R: Review- in this stage, he reviews with the students one on one to ensure the student understands the information. S: Summary quiz- he gives a quiz to evaluate the students knowledge. What we can learn from Mr. Anderson is a successful way to teach our students. His method allows students to be engrossed in the learning process. He allows them to question freely and learn why they are wrong or right. In this way, he is teaching science and how to be an independent learner at the same time.

Meagan McRae:
What can we learn about teaching and learning from these teachers?

The first video that I watched was entitled Making Thinking Visible, by Mark Church. In this video Church's students had watched a video the day before concerning early human beginnings. Church then had his students write simple one sentence headlines, in their small groups, to sum up what they had watched and present it to the class. At the end of the lesson Church plans on having them do this project again and discuss how the headlines have changed from the first day to the last day of the lesson. By just writing down a simple headline on a piece of paper, Church's students can see what they have learned and how their knowledge on this subject has increased. Students can then gain further insight from other students headlines through a class discussion. I believe this is a good exercise in the classroom since it is visually showing the students what they have learned over time as well as how they have adapted and changed their opinions.



The second video that I watched was Sam Pane 4th Grade. This was an extremely interesting video where Pane had his students create comic strips about internet safety. Since students are going to be using technology more in the classroom, they need to know how to be safe about its use. Each student created a comic strip that incorporated themselves as well as the super hero they had created. One of the subjects covered involved not putting your personal information into a site, while another discussed the importance of using safe search engines. The super comics that the students created were very clever and well done, and the students seemed to really enjoy the project. They enjoyed sharing the comics they had created with their fellow classmates as well as seeing what other students had created. I believe this is a smart way to go about teaching this topic to students. By making the lesson interesting, teachers can teach what may other wise be a boring topic and students can have fun while learning. Along the way students are being creative, enjoying themselves, and learning about a program that they might want to use for another assignment or free time project. Pane is a perfect example of using technology in the classroom effectively and having students really be engaged and active in the classroom.

Brittany Sparks:
The first video I watched was: Project Based Learning by Dean Shareski takes the viewers into a high school classroom in Canada. The students in this high school classroom do not learn segmented subjects. Three teachers have come together to combine History, English, and Information Processing. The teachers are embedding the principles of project based learning to create a better and different learning experience for the students. Research has proven that project based learning increases the amount of engaged learners and provides an opportunity for deeper understanding of the material. These teachers use technology in their classroom to enhance student learning. The first time they tried to use project based learning it was successful but, they knew that there was room for improvement. The students in their class room are getting excited about projects they are doing. They are extremely proud of themselves. Another important part of project based learning is it gives the students a chance to use technology to bring the content to life. The teachers in this class have also realized there is more time to give students feedback right away on a project or activity.

The sec video I watched was: Roosevelt Elementary's PBL Program

. This video describes how project based learning is a different style of learning. It is a different style because it is indepth learning. PBL is integrated thematic instruction and it is based on real world problems. Teachers provide resources for students. The students then work on a project or presentation. Another important part of PBL that was addressed in this video is the students have a choice. Meaning they are giving them an opportunity to make their own decisions. In a PBL classroom a person will see students learning 2lst century skills. The students will be able to use these skills in the future. The students are learning to work independently and in groups. They are also learning how to communicate with one another, solve problems, and support one another in the classroom. PBL is self motivating and the students at Roosevelt Elementary are truly excited to learn and show what they have accomplished.

C4T #3

C4T#3, Comment 1: " May the force(s) be with you"
This C4T I was given the blog "PRPRN" this stands for Physical Education Practitioner Resource Network. The aim of this blog is to bring together physical education teachers, coaches, physical activity leaders, volunteers and university practitioners from around the world to talk about practice, young peoples’ experiences of physical activity, and research. The leader of the blog is Ashley Casey.
This week’s blog looks at the inherent difficulties of pedagogical change and of stepping away from the “traditional way” of teaching physical education. It asks how we might be increasingly aware of what we can and cannot change in the short term with regards to teaching and learning in PE and how we might know the difference. It also challenges us all to adopt a critical approach to teaching that is grounded in theoretically informed practice or praxis. We learn how to behave in different situations and at different times. I believe We learn when ‘lines in the sand’ might be crossed, should be crossed or must never be crossed. In sport we learn where the hard and fast rules lie and where the grey areas exist. Once we learn these ‘rules of the game’ we then discover how and when we might push the boundaries, perhaps to stretching point while avoiding the breaking point. For example, you only have to listen to the television pundits talking about what happened ‘off the ball’ to realize what a player can get away with and what they can’t. In other words we are socialized into the things that we do through observing and listening to others.

C4T#3, Comment 2: " Knowing the difference between changeable and unchangeable practices"
This week’s blog explores the notion of socialization and asks how much of what occurred to an individual, both before and during a career as a teacher, impacts on the decisions that they make and the practices they hold dear. Drawing on a seminal paper in this field the blog asks us to consider the multiple forms of socialization that shape and meld the teachers that we eventually become. Furthermore it asks us to be more aware of the different (and ongoing) ways that people learn to be teachers. I believe we talk a lot of change in Physical Education, of moving away from the 'traditional methods' and of using new methods. But what if the traditional ways work, what if they do present students the opportunity to progress and get results year on year, why do we then need to 'change' the ways we teach? There needs to be more of a concern about becoming the type of teacher you want to be, of trying new ideas and focusing on your teaching, whether that be as an 'new idea' or 'traditional approach' than bringing about change. By being the teacher they want to be and changing their classroom there is an opportunity to open discussions and doors to change for others. Even though change in others may not be readily seen it is not reasonable to suggest they are unwilling to change their practice or develop their classrooms, it could be considered that they do not feel it necessary to label their teaching, as they do not fit into just one category. After all teaching is not a one-size fits all approach.

C4K March Summary

Week 1, Meliana's Blog

This week I had the opportunity to visit Meliana's page on Mrs. She's class blog site. This week Mrs. She's class was learning to write explanation stories. I was able to view Meliana's video on 'What is a Good Friend?'. I told Meliana how important it is to know the qualities of a good friend and that i thought she listed some great qualities in a friend. I told Meliana that i think we would be good friends because we both know how to be a good friend. I also told Meliana that i have a lot of good friends and they are very important. I am fascinated by the use of technology from the second graders in Mrs. She's classroom. I only wish I had the tools and resources when I was a student in elementary school. I also informed Meliana that I am looking forward to watching more of her videos.

Week 2, Jordan's Blog

This week i had the pleasure of viewing Jordan's blog he is a year 7 student at Pt England School in Auckland, NZ. He in Class 2 with Mrs Lagitupu. This week Jordan introduced his readers to a new game he has been playing online called Free Rice. This game lets you donate real grains of rice to poor families in South Africa who go hungry. Jordan has already donated 1000 grains of rice. Jordan explains the rules and that when you get an answer right the United Nations World Food Program donates 10 grains of rice. Jordan includes a warning that "This game may make you smarter and improve your speaking, writing, thinking and grades.

Week 3, Nathan's Blog

Nathan is a Year 8 student at Pt England School in Auckland, NZ. He is in Class 5 with Ms Paget. This week Nathan discusses what his class is learning in science. They learn science for 5 weeks, this week they learned about solids, liquids and gases using eggs. I told Nathan that I am in college and I still learn more about solids, liquids, and gases. The experiment they tried sounded fun and I would like to try it in my classroom one day.

Project #10 Interview Movie