EL Project Class Presentation (Out at ISTE)

Sorry Ladies and Gentleman,

I'll be missing this Face to Face.  I am currently at ISTE in Philly.  It is great here.  Many intelligent and wonderful teachers and other staff.  Great new toys to come.  I tried to post and did well the first day. WIFI is not the greatest at the hotels and some parts of ISTE.   I will post the other days as soon as I get to Georgia.  I will post the links and neat things I learned.  I did write them all down.  Just to let you know that next year's it is in San Diego.  Maybe we can convince the teachers to see if some of the tuition can go to sending us to ISTE as part of our curriculum.

Below is the link to the Voicethread on the EL project.  I would like very much if whoever can read and comment on the project. 


http://voicethread.com/share/2132806/

Instructional Software

Instructional Software is applications software designed specifically to deliver or assist with student instruction on a topic.

Critical aspect of using instructional software is to monitor that the students are receiving the end result which is learning by using the software.  The outcome should be the students are engaged but learning the skills that are still required from traditional learning.  There needs to be a mix and availability of the five instructional software functions.   

The Drill-and-Practice is great for practice and reinforcement of some key concepts.  It’s like the old Flashcards.  Now with “Apps” the students can download flashcard apps and create them for use in the classroom or at home.  There is a website called Quizlet that teachers can create virtual flashcards.  One of the advantages of using this site is that it contains the option of text-to-speech. This is very helpful to the ELL and special needs children to help to acquire word recognition of science vocabulary a bit quicker.   Students are more likely to use the technology to learn then just simply doing worksheets. (I know my students do).

Tutorials should be a supplementary tool for extra assistance or for further learning outside of the classroom.  A problem I see is that most tutorials are expensive programs to buy.  Many of the students can’t afford them.  They would be helpful for students that need a repetition of the material learned in class but sometimes a teacher can’t go over it right away.  The student can learn at his/her pace.  Tutorials can also be tailored to a student’s own learning behavior which is sometimes tough for teachers to do in a class of 30 or more.  They can be used as a reinforcement of the materials by giving practices and instructions.

Simulations offer the students the ability to choose a task.  It also allows for them to make the mistake without major consequences (dissecting a body).  It gives the explanation after the student has done the task.  For example in a science life science class where the students dissect frogs there are online sites and “Apps”  that schools can use over and over that help with the cost of doing real ones.  The students can preview and learned what to do before actually doing it.  There are students that don’t want to do the real thing this can give them and alternative.  They are still receiving and responsible for the content just in a different way. 

Instructional Games are where student’s heads are at (especially boys).  I always say if I can create a song or game my students would learn without even knowing.  Games can help to motivate and engage students.  There should be an element of fun in the students learning.  Keep in mind that they should be fun and keep the interest of the students but also be educational and contain elements of skills and standards that they are required.   If it is just fun and no learning than it is just a game.

Problem-Solving software can be incorporated in the software.  Software that is only focus on problem solving focuses more on content skills.  Problem-Solving software should not be one that is easily solvable.  Just like a real problem has many options so should the software when students work with them. 

Many of instructional software can be one or several of types meshed together.  The task is to determine if the software is going to have the outcome for the students that you are looking for.  There should a variety that is offer in the class.  Sticking to one type is not beneficial to the students.  It loses it engagement quality.  Students can sometime memorize the answer and outcomes eventually getting bored with them.  Then the software will end up no better than just giving out a worksheet.

ISTE First Day: Wish the Whole Class was here

ISTE Conference  3 Days
(2 Hours first day)

What a first day! Had some a Capello group start us off.  A fantastic intro video that I still have stuck in my head. Mario Armstrong in his true fashion led us to the theme. Theme was Mission Impossible we had to decode some clues to give us our response which was "Educator". There were awards given in many categories dealing with technology. Inspiring. It would be nice to strive to be one of the ones they give an award. Remember this International. Of course they gave out prizes non of I won but there is still plenty to win. Maybe I'll have better luck tomorrow. That is not what I am here for but let's face it it would be nice.

The opening keynote speaker was Dr. John J. Medina. He wrote the book BRain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. He is a doctor of the brain more specific on the neurology of the brain. I enjoyed it because it had to do with science and knew what he was talking about. One of topics he started to talk about was first the idea of what our brain was wired to do. The biggest thing was " problem solving for survival while in motion". (Fly or Fight).  Basically our brain was hard wired for surviving not learning. Imagine now how a classroom is set up. Imagine the way we teach. It does not have anything to do with survival.

He then talked about how each brain is wired differently from the wiring of other brains. He mentions different wiring in the brain and compares them highways and interstates. These are parts that are similar in everyone but it is when you get to the "alleys and boulevards" this is where everyone is different in their cognitive learning. People have a two step learning first step is to create a database. This is where you memorize concepts. The next is important and that is to improvise. Improvise in using what is in the database in order to retain it.

Dr. Medina also started mentioning about the "Theory of the Mind" or TOM. Once again everyone has a different TOM.  As teachers we need to seek this out and do what we can to nurture it in all our students.

They asked him question at the end.  I really enjoyed his answers.  One of the questions pertain to the "teaching to the test" .  He mentioned that it was an "Artificial Constraint"  The teacher feels the need to survive causing the classroom to then learn well for the score.
Another question dealt with "Academic Success" .  In order for this to occur there need to be "Emotionally Stability of the Home", need I say more, along with "Regular Aerobic Exercise" at least 3x's a week.  Where has the recess and PE programs gone?  There has been a lost of executive function in the students today.  Last was about technology.  He mentions that of course technology is changing the brain.  studies are being conduct on the protein cryptochrome that is affected by the blue light that is given off from computers and how it disrupts the sleep cycle.

Did leave with an enthusiasm for this week's event here at ISTE.  Got a some of the spotlights I want to check out.  I am going to try and tweet any cool quick things I learn at these sessions. You can follow at RA26Chica, or jsut check back here.  This is a great opportunity for anyone.  I hope that you will be able to attend one in your future.  Next year's its in San Diego.  Just wanted to give you a heads up.  Maybe this should be part of the semester class in the Summer?

Ok it is late and I got a long day of learning tomorrow.  Need my rest (I don't know how my sleep is going to be b/c of the cryptochrome I was staring at blue light)
I'll keep blogging.

Internet Curriculum Projects and Productivity Tools

Curriculum projects can assist teachers in creating a more motivating and collaborative classroom. The projects can be standard based and can lead to higher scores on standardized test.   Projects that are student directed with guidance from the teacher can be more engaging and meaningful to the student.  Students can take responsibility for their own learning.    There are many technology tools out there to allow for this to be possible.  They can range from the easy accessible software already included on the school computers like Word, Excel, and Power Point, to the ones found on the internet like Glogster, Voicethread, and GoAnimate that sometime would require registration and payment to be used. (I suggest you look for free ones first)   The tough part is to know what to use and how to implement it correctly or effective into a classroom project. The tools are great to use but older students are becoming bored with some of the same software being used over and over in the same way. Teachers becoming familiar and comfortable with using the software they add a variety of different aspects of the software and it would decrease the boredom.  

Technology correctly used can be a wonderful tool.  There are many things that a teacher can use to create, simplify, and modified curriculum to make lessons more engaging for students.  Many of these technology tools can also help with ELL and special needs children. Voicethreads, Read alouds and Podcast can be used to create lessons that assist these students to better understand a concept they are learning.  It offers an alternative to the conventional learning of just giving worksheets and taking notes. It allows that student to participate in class with an instrument that is comfortable and less demanding so they can be productive learners. 

The website “The Next Step Projects” helps teachers by providing examples and tools that have already been created by other teachers.  The teachers can just add or modify the projects to match their curriculum. One “Cool Tool” was the Museum Box.  Students can research and create a virtual box of the information they collect about a topic.  They can place images, text, even attach files such as power point presentations.   It can be accessed by the students in many different places such as home, library, and school.    

One project that I liked while researching has to deal with Geocaching.  A school county in Richmond NC got the idea of creating a school Geocaching.  Since you couldn’t go on field trips everyday or in a big group the teachers brought it to school.  When the students found the Geocaching they had activities that pertained to things they are learning in school.  One example was a cache was that they had to identify state symbols of North Carolina such as a plastic squirrel, box turtle, picture of a cardinal, dogwood blossom.  This would be great to get your students active and engaged without having to leave the school.  I was thinking of using this to make a science treasure hunt at my school.  Another way of making the treasure hunt was using QR codes.  There are generators that a teacher can use to create links, text task such as tweets or messaging, or URL’s to assist in the Treasure Hunt. 

The trick is to add technology a little at a time.  Teachers shouldn’t add to much technology at first.  The teachers also should have knowledge and feel comfortable to add the technology.  They don’t have to wait to be experts.  If they do new technology will come out and their once knowledge becomes obsolete.  The teachers shouldn’t be scared to learn from the students.  Many students are more versed in technology.  They are growing up with it in their hands.  The students can help teachers and feel like they accomplished and are productive entities in a classroom.  Have fun.  If it doesn’t work put aside and try something else.  With all the technology out there you will find one (or more) that will fit.  

Final Two Video Discussion (The judge is still out on which is first)

My top two. (Can’t really decide which is first or second)


Getting Down and Dirty with Engaged Learning; Amy Crandall

The video was a great extension on the ones seen in class. It is great to see project based learning working well. It is nice to know that the students start at an early age and then continue through the higher grades. The best thing is seeing the students engaged and active in their own learning. I agree with you that the teachers took on more the role of facilitator then a guide. The teachers let the students choose their topic and only helped to steer them to something that was feasible. Technology was seen being used throughout. I agree with the LoTi level of 5. I would have like to have seen more technology use in some of the final products instead of boards. It did seem that the higher the grade the more technology was used. I still haven’t seen them using technology to check the market. The song about worms at the beginning showed interdisciplinary to include music. Math, science and language arts seem to be other major components. Assessments don’t seem to big a part of these videos. In a way I like that because it shows that they are more interested in the student and their learning then just making good grades (although they are important). They do mention that their test scores go up but they don’t make it the main focus and doesn’t take away from the students actually learning.


Learning Landscape: Kids Monitor Terrain with Tech ; Shannon Albright

The video was great in showing engaged learning and continuously show the engagement of the students learning from one year to the next. The older students were then given the task of helping and teaching the younger students. Each student is also made in charge of an organism and then later needs to share it with others in the group. The students are also being exposed to an actual change in an environmental area in their community. The students can continue to work and observe the changes in the same place from year to year. They are observing, hypothesizing, collecting data, and experimenting at a previous prairie wetland that was used for cattle land and crop that destroyed the biodiversity found within. Now the students have a chance to see how it can be restored and are a part of the restoration project.

The school didn’t have the technology at first but they received a grant to buy equipment that the students now use to collect their data. With the use of technology the teachers became more a guide throughout the project. The students used computers and a variety of probes to collect data. Once they have gathered all the information they discuss their findings and send it to the Glacial Ridge Wildlife Refuge. They also have scientist come and help with the information. I agree with Shannon that the LoTi Level is at 4 and almost a 5 because the students own problem solving wasn’t really evident. I enjoyed the comment made of not using textbook. Those textbooks get outdated by the time they get them. They use technology to gather real time data found on respected science website to correlate with their own findings. They have a true real world experience in their own community.

The thing I try to keep in mind is that these videos of course only probably tell a small part of the whole project. Both of these video talked about a collaboration not just among the community but within their own school. It demonstrated on how it was not just a one year project and that as they continue they find new ways of continuing their learning but at a different level. Further research would be needed to see if the weaker engaged learning indicators are actually not weak and are just not present in the videos. I do see that these projects require not only the collaboration of the community but most importantly the collaboration of other subject matters to have a truly engaged learning project. My hope and goal is that learning about other successful projects will help me to design and implement a successful one at my own school.

I want project based learning in my classroom (I have the Technology)

Anatomy of a Project: "Soil Superheroes"

http://www.edutopia.org/maine-project-learning-multiple-disciplines-community-guide-video

The 7^th grade students at King Middle School in Maine worked on a semester long project on how bacteria are beneficial to the health of soil.  Their end product is a cartoon pamphlet that will be distributed in local garden centers, university, and local main flower show.  This project matches the 7^th grade Life Science standards and can be modified for the 6^th grade Earth Science Standards of Georgia.  6th grade does not focus on the bacteria (life science) but more on the composition and conservation of the soil.  The project idea could be modified to work with local farmers and scientists to work on effective ways to conserve the soil.

The teachers across several subject areas started by working together to schedule the project throughout the semester and build a model before the students began working on the project themselves.  Their pamphlet required a variety of subject areas such as a science, math, language arts, art, and contained multimedia.   They had community scientists come in to work together with the students to provide feedback.  They had Comic book Artist come to present and teach the students how to make an effective cartoon.  The students made storyboards and planned out their cartoons.  Once they completed their cartoons they scanned them and added them to their pamphlets along with other vital information to be distributed in the community.   

The students were given an organizing tool to guide them in organizing their data.  Their folders were scaffold according to the subject areas. This allowed for the students to easily locate the information when they needed for the final product.  The scaffolding of the folders was taught before the students even learned about bacteria. They also were given questions to help guide them in their research. Later local scientist came to the school to help and provide feedback to their research.

Engaged Learning Indicators:

I felt that the following indicators were strong and present in the following (video) “Soil Superheroes” project.

Standards-based: The 7th grade Teachers came together to produce a project based learning for the semester.  Life Science standards were addressed when they incorporated the bacteria and used technology to complete their final product

Challenging:  The students did not just learn about what a bacteria was they had to show the role that bacteria plays and why bacteria can be important. 

Authentic:  The students took on the role of a scientist in researching bacteria’s in the soil and how they are beneficial.  They then had to take that information and make an informative pamphlet that was going to be distributed in the local community.  The students had scientist and artists provide feedback on their research and final product development before it was to be published for distribution.  This project falls in about 1/2 of the learning experience continuum. 

Multidisciplinary:  Students used the following subject areas to complete their products; Math for the size of the bacteria, Science the majority of the research, Language Arts to properly discuss and address their issues to the community, Art for the cartoon, and Multimedia using different technology tools to complete their product.

Student Roles:  Explorers, Teachers, and Producers.  Bacteria are seen many times as a bad thing.  The students were to look at them as a helpful tool instead.  They needed to research and work with local scientists to build up their information.  They were then to make a pamphlet that included all the vital information that was to be distributed in the community to other consumers.  It would be nice to see if the students had more of their personal questions being addressed throughout the project.    

Teacher Role; Guide – Co-learner / Co-investigator:  The teachers came up with the schedule and models for the students to follow.  The teachers also gave students questions they needed to answer and guide their research.  Teachers even learned from the scientists prior to the project to be able to help and guide their students throughout the project.

Collaborative:  The students worked with the local scientists and artists for feedback on the information they were providing on the pamphlet.  The students also critiqued their fellow peers work when they presented.  

Performance-based:  The students need to complete a pamphlet at the end of the project to be distributed to the local community. 

I believe that this project falls somewhere in the middle of the authentic continuum.  Many indicators are present but some are a little weak or don’t seem to be present.  The project seems to be in greater part teacher directed.  It doesn’t show much of where the questions were more students directed.  Students did take a big part in developing and collaborating with scientist and artist in the community for the development of their product. The students also had to think of bacteria in a different way as oppose to what the conventional learning of bacteria.   The students didn’t just have to learn what is a bacteria but they had to show the benefits and uses of a bacteria.  Critiquing by the local community and fellow peers was evident but I would have like to been informed of a rubric or how the teachers were assessing the students throughout the project since it was an extensive and lengthen throughout the semester.  How did the students remain on task on the project since it was spread out? 

The students were about at a 7 in motivation.  The idea of using a comic as part of the product was a good idea.  It is a different aspect then just having to write out information.  The pamphlet allowed the students to target different people in the community and teach them about bacteria in their own soil.  Also having their product mass produced in multiple community places and events is a motivation for students.  They see their work counting for something and not just a useless piece of paper worked on for a long time.

In the video the LoTi Level appears to be at a 4.  Technology was useful in organizing the student’s data and completing the final product. The teachers explained and provided a guide to organizing the data on the school server and then how they would be able to retrieve it at a later date.  Students used to the computer to research their questions from all their subject area.  They used scanners and other software to edit the comic.  They used other software to create their pamphlet. There were other sources of technology mentioned but not shown.  It would be nice to maybe have them use a computer program or website that helps create cartoons.  

This video provided a great insight to project based learning.  It provided a great template for setting up an intricate project.  At the bottom of the video there were posting for the template and examples you could use.  The other good thing is that the template can be modified to accomplish the 6^th grade standards or other lower grade levels. There are many places for improving and strengthening the indicators.  Of course in the short video not all indicators were properly provided. With technology changing there can be in the future ways to improve or add on to the project to help strengthen those indicators.    This video shows that it can be done.  You do, however, need to have the support of your fellow faculty and community to have a successful project that touches upon the standards and in which the student learns without even knowing.