Monday, December 13, 2010
Saturday, December 11, 2010
Lesson Plan - Group #2
Title: English (World Literature)
Subject: Poetry – Romeo & Juliet by William Shakespeare
Grade Level: High School 10th Graders
Analyze Learners
General Characteristics
Participants in this class are 10th graders in high school. The class consists of 20 students – 12 boys and 8 girls. Ethnicities of the students include a majority of Chamorros, Filipinos, and Caucasians. Other ethnicities included are that of Micronesians, Chinese, and Black. There is one exceptional individual with speech impairment.
Learning Styles
The lesson will use methods catering to the different learning styles of each student. There will be opportunities to work individually as well as in groups. The students will be exposed to multimedia devices for the lesson. Student with speech impairment will be given more time to speak during his/her turn and certain modifications will be accepted in regards to the homework assignment.
Objectives
Following this lesson, students should be able to:- Define and explain poetic terms presented in class when given a quiz.
- Identify and clearly describe poetic elements when given various poetic forms.
- Perform/present their song by the next week demonstrating comprehension of the five (5) core poetic elements.
Methods, Media, and Materials
Methods
The instructor will start off the lesson with a video of a classic depiction of William Shakespeare’s Romeo and Juliet as well as a modern adaptation. The focus of the lesson will be on Act II, Scene II: The Balcony. The instructor will define terms and use them in examples to demonstrate their usage in poetry. The instructor will also present poetic elements in the form of song.
Media
The students will be shown a video via laptop and projector. An iPod and speakers will be used to present song examples of poetry.
Materials
- Video
o Laptop
o Projector
- Worksheets
- Audio
o iPod
o Speakers
Utilize Media and Materials
Prepare the Materials
The instructor must make sure that all the multimedia is functioning properly. They must be tested in advance to ensure smooth transitions during the lesson. Handouts of the poetry examples should be copied and ready to distribute after the core poetic elements are defined. White board and markers will be used in the event that the video projector or other multimedia devices malfunction. Instructor will have student volunteers to act out the Balcony Scene, modern and classic versions.
Prepare the Environment
The classroom should be checked for things such as working outlets, correct amount of chairs or desks for ample work space. Should the outlets not work, the instructor will have batteries for the audio system.
Require Learner Participation
Initial Activity
After the video introduction of Romeo and Juliet, students will be given poetic terms to define. They will also be given an example poem for them to interpret as a class. They will then be separated into groups. Each group will receive the same poem, “37” by Emily Dickinson and will be instructed to interpret the poem using the core elements. After ten minutes the students will present their findings along with their personal justification behind the elements they state.
Evaluate and Revise
Homework
Students will be asked to create a song addressed to his/her Romeo or Juliet. Students must be prepared to exhibit their composition with optional accompaniment and/or performance (i.e. skit, dance, song, etc.). Song must incorporate all core elements discussed in class.
Trinkets & Goodies - Technology Assessment #2
Eight Technological Tool Reviews
1. Moodle
Link: http://campus.uogdistance.com/
My Rating: 4.5
Moodle is a useful web application for online class activities. The site is useful for students to stay up-to-date with their classes, to submit assignments, to anticipate future activities, and to communicate with fellow classmates among other functions. Despite its benefits, the numerous sidebars and the amount of scrolling required to search for the week's agenda cause a slightly cluttered feeling. Also, searching for particular dates, resources, and links is rather difficult. If these were grouped together in categories or were tagged, the search would be more efficient. Overall, I would recommend that classes use the Moodle to promote a paper-free classroom and a green environment.
2. Firefox
Link: http://www.mozilla.com/en-US/firefox/upgrade.htmlMy Rating: 5
Firefox is a free, user-friendly web browser. With easy navigation and the added feature of pop-up blocker, this browser is very convenient. An added bonus is that the user can easily personalize various aspects of the browser to suit his/her personal needs (i.e. images on the taskbar, additional toolbars, etc.), which can be accessed for free at the Firefox website. I would definitely recommend this web browser for everyone since it is fast and (at most times) reliable.
3. Google Apps
Link: http://www.google.com/apps/My Rating: 5
Google Apps are additional features included with any Google account. Many useful applications can be found in Google Apps, including ad-free blogging, online photo albums, eBooks, and online documents among the many other features. I have been a G-Mail user since the beginning of my college career and have explored a few of the features. I had the chance to experience Blogger and Google Docs for the first time this semester. Blogger is an easy-to-use blogging site. Each section of the Dashboard is labeled and easy to navigate. The blog can be personally customized and several designs are readily available for application. Also, Google Docs is helpful for sharing and group editing documents. Creating documents and inviting others to view these documents is hassle-free. I would definitely recommend others to use and explore the various Google Apps. There are so many to explore!
4. Delicious
Link: http://www.delicious.com/My Rate: 5
As a free social bookmarking service, users have the opportunity to save interesting and important websites to their account. Retrieving one's saved bookmarks is made easy through the addition of tags, titles, and notes. In addition to the easily accessible and user-friendly bookmark list, users can find and share with other users who have bookmarked similar websites, which can add to the listing of more beneficial online resources. Personally, this is one of my favorite tools introduced in ED-271. I definitely recommend this website, especially to obsessively organized perfectionists!
5. Mediafire
Link: http://www.mediafire.com/My Rate: 4
MediaFire is a free online file storage site. Files can quickly and efficiently be uploaded and saved online. This website is convenient for those with many files and little memory space on their computer device. All commands and buttons are easily locatable. In addition, storing files online is free of charge! However, the biggest downside is that the website is filled with peskily invasive advertisements. Otherwise, the website is very convenient (as long as the individual is patient enough to evade the ads).
6. Vyew
Link: http://vyew.com/site/
My Rate: 3.5
Vyew is an online meeting place for groups, in which participants can share files and images, send instant messages, video conference through webcam, synchronize desktops, and make conference calls. Images and files can be marked, edited, and applied with "sticky notes." This tool is very useful for teaching, presenting, and meeting among other functions. Despite its versatility, Vyew is slightly cluttered and takes a little extra time to load. Also, while using this tool with my other group members, the "Talk" function that allows conference calls was very low quality, making voices almost indiscernible. If audio functions are not necessary for your group meeting, then this tool will be useful.
7. SpicyNodes
Link: http://www.spicynodes.org/My Rate: 4
SpicyNodes is an alternative presentation tool for Microsoft's PowerPoint presentation program. This tool is especially applicable to text-oriented presentations with very few images. Unfortunately, during creation and presentation, SpicyNodes moves and loads rather slowly, which can be a slight inconvenience. Shorter and superficial presentations may benefit the most from this device. Otherwise, this tool is helpful in making connections between points and ideas. (Tip: Use the same device that you created your SpicyNode project on during presentation to avoid unexpected malfunctioning!)
8. Moonfruit
My Rate: 4.5
Moonfruit is a free, user-friendly website builder. Signing up to build a website is quick and only requires three steps. To begin creating a website, the user chooses the type of website (business, personal, other), the design application, and the kind of information to be included on the site. Adding information and images into the desired slots is very quick and easy. (Caution: On some computer devices, the builder may take a little extra time to load.) This is my first time encountering this website builder, and it has left me with a very good impression so far. The imaging is beautiful and clean-cut, as well. Although there are no guides to specify the function of each button, users can figure them out by trying them all. I recommend this site to those who are interested in creating a website without hassle!
Saturday, October 23, 2010
All for One, One for All - Technology Assessment #1
Everyone needs a push in the right direction. Without such prodding, an individual may linger in the same inert limbo for years on end. Thus, the responsibility of guiding students rests upon educators. To address such a substantial issue we must begin with a foundational component —class participation. Educators should encourage all students to fully participate in class by understanding students' needs, determining appropriate materials, and allotting equal attention.
First, allowing students to feel understood and appreciated can spark their interest in curricular content. Diversity is inevitable in the classroom. Despite the weight of the task, being familiarized with their class(es) will greatly benefit teachers and their students. Patterns of students who possess similar behaviors, personalities, academic strengths and weaknesses, talents, and interests will become more pronounced after much observation. After awhile, adjusting to address certain issues in a lesson becomes simple. Such flexibility in lesson planning is necessary and important, especially when considering students with disabilities. These adjustments can be applied in learner analysis and participation methods.
With learner analysis, educators should research the different aspects of the particular disability and the personalized devices that are utilized to prevent from being caught off-guard in any given situation. Also, if the student does not already have a suitable assistive device, brainstorming with fellow colleagues and local businesses who have the resources could aid in creating equipment that would best assist the student. As often as I could personally provide assistance, I will offer my service or refer the student's caregivers to those with proper experience/resources.
Addtionally, with participation methods, educators need to be creative in engaging the entire class. We must incorporate innovative ideas to allow everyone the chance to share their input, even those with disabilities. For example, a class may include a student with either a speech impediment or learning disability. Even if the student takes longer to respond to a question, providing additional prompts and asking the rest of the class to pay attention will give the student the courage to speak out.
Second, along with understanding class needs, choosing appropriate and easily operable media materials can enhance the classroom experience. Media/material selection is another significant area in lesson planning that must be adjustable for students with special needs. I believe that everyone should be provided the same lesson with specific modifications rather than "watering down" the content to place every student on the same level. Instead of lowering standards or prolonging the lesson, maintenance of high standards and appropriate pacing with personalized modifications for those who are either ahead or behind the average would benefit everyone. For example, for a student with stiff joints or underdeveloped muscles, instead of assigning him/her the same worksheet as the rest of the class or changing the lesson completely, the educator could reformat the same content electronically, giving everyone the same opportunity to succeed.
Last, in conjunction with considering student needs and choosing appropriate media materials, offering each student equal treatment and attention can bolster their desire to learn. Participation is requisite in all classes. However, involvement manifests in various forms, including the provision of visible output or intellectual input. Students who produce the effort and energy to learn should be encouraged to continue in their perseverance. For others who are falling behind, I would exhort them to test their capabilities while clarifying the problem areas. For example, I may have a student who has a slight hearing impairment and minor visual impairment, causing the student to find difficulty discerning between different sounds and distinguishing between objects. I may assign a project to my class requiring the choreography of a dance routine to an instrumental song with a beat representative of the mood and meter in their choice of any Shakespearean sonnet. For the student with the hearing and visual impairment, my suggestion to that student's group would be to practice on wood flooring with the stereo on the ground. In addition, I would suggest that they dance barefoot with the student with disability (so that he/she can "feel" the beat through his/her feet) and mold the steps when their group member does not understand the moves. Thus, by providing prompt and proper suggestions and feedback to all students, everyone is given the same chance to succeed.
In conclusion, educators should wholly promote student participation by understanding student needs, determining appropriate materials, and allotting equal attention. In recognizing the unique characteristics of the students, modifying the methods in lesson plans allows flexibility. Through familiarization, determination of appropriate supplies and devices that enhance learning experiences can be done efficiently. Then by combining these techniques with affording attention to the entire class, students will feel more encouraged to offer their best efforts in class. If students understand the lesson, the desire to explore other subjects heighten. Our actions as educators at present affects our students' futures. Who knows? The next Margarett Fuller, Jean-Martin Charcot, Florence Goodenough, George Balanchine, or Tiler Peck may be sitting in our classroom waiting for that appropriate push in the right direction.
First, allowing students to feel understood and appreciated can spark their interest in curricular content. Diversity is inevitable in the classroom. Despite the weight of the task, being familiarized with their class(es) will greatly benefit teachers and their students. Patterns of students who possess similar behaviors, personalities, academic strengths and weaknesses, talents, and interests will become more pronounced after much observation. After awhile, adjusting to address certain issues in a lesson becomes simple. Such flexibility in lesson planning is necessary and important, especially when considering students with disabilities. These adjustments can be applied in learner analysis and participation methods.
With learner analysis, educators should research the different aspects of the particular disability and the personalized devices that are utilized to prevent from being caught off-guard in any given situation. Also, if the student does not already have a suitable assistive device, brainstorming with fellow colleagues and local businesses who have the resources could aid in creating equipment that would best assist the student. As often as I could personally provide assistance, I will offer my service or refer the student's caregivers to those with proper experience/resources.
Addtionally, with participation methods, educators need to be creative in engaging the entire class. We must incorporate innovative ideas to allow everyone the chance to share their input, even those with disabilities. For example, a class may include a student with either a speech impediment or learning disability. Even if the student takes longer to respond to a question, providing additional prompts and asking the rest of the class to pay attention will give the student the courage to speak out.
Second, along with understanding class needs, choosing appropriate and easily operable media materials can enhance the classroom experience. Media/material selection is another significant area in lesson planning that must be adjustable for students with special needs. I believe that everyone should be provided the same lesson with specific modifications rather than "watering down" the content to place every student on the same level. Instead of lowering standards or prolonging the lesson, maintenance of high standards and appropriate pacing with personalized modifications for those who are either ahead or behind the average would benefit everyone. For example, for a student with stiff joints or underdeveloped muscles, instead of assigning him/her the same worksheet as the rest of the class or changing the lesson completely, the educator could reformat the same content electronically, giving everyone the same opportunity to succeed.
Last, in conjunction with considering student needs and choosing appropriate media materials, offering each student equal treatment and attention can bolster their desire to learn. Participation is requisite in all classes. However, involvement manifests in various forms, including the provision of visible output or intellectual input. Students who produce the effort and energy to learn should be encouraged to continue in their perseverance. For others who are falling behind, I would exhort them to test their capabilities while clarifying the problem areas. For example, I may have a student who has a slight hearing impairment and minor visual impairment, causing the student to find difficulty discerning between different sounds and distinguishing between objects. I may assign a project to my class requiring the choreography of a dance routine to an instrumental song with a beat representative of the mood and meter in their choice of any Shakespearean sonnet. For the student with the hearing and visual impairment, my suggestion to that student's group would be to practice on wood flooring with the stereo on the ground. In addition, I would suggest that they dance barefoot with the student with disability (so that he/she can "feel" the beat through his/her feet) and mold the steps when their group member does not understand the moves. Thus, by providing prompt and proper suggestions and feedback to all students, everyone is given the same chance to succeed.
In conclusion, educators should wholly promote student participation by understanding student needs, determining appropriate materials, and allotting equal attention. In recognizing the unique characteristics of the students, modifying the methods in lesson plans allows flexibility. Through familiarization, determination of appropriate supplies and devices that enhance learning experiences can be done efficiently. Then by combining these techniques with affording attention to the entire class, students will feel more encouraged to offer their best efforts in class. If students understand the lesson, the desire to explore other subjects heighten. Our actions as educators at present affects our students' futures. Who knows? The next Margarett Fuller, Jean-Martin Charcot, Florence Goodenough, George Balanchine, or Tiler Peck may be sitting in our classroom waiting for that appropriate push in the right direction.
Wednesday, September 29, 2010
So Demands the Lesson Plan
Against a backdrop of one hundred eighty school days, creating solid lesson plans for those days can seem rather daunting. After all, what claims as much excitement than "flying by the seat of your pants"? However, despite the glamour of spontaneity, educators who desire to wisely utilize instructional time recognize the value of carefully planning each lesson. Lesson plans can be replicated from colleagues and other resources but cannot replace personal scrutinization, maintenance, and execution in order to ensure students' success. Lesson planning is a demanding task which consists of setting aside sufficient time, exerting extensive effort, and conveying creativity.
First, lesson planning requires an allotment of ample time. Personally, the time-consuming nature of lesson planning, especially in formulating objectives, was the least appealing among the demands. Yet by having a set agenda, educators can prioritize their activities in order to elicit desired outcomes from their students (Milkova, n.d.). Although the time needed for a proper lesson plan seems laborious, the lesson may be rendered ineffective during execution if insufficient time is designated for planning. My group endeavored to formulate a solid lesson plan for tenth grade learners in a World Literature course by meeting at least once a week for approximately an hour outside of the classroom. Once we had presented our ideas, we took the time to evaluate and devise appropriate exercises for this grade level in conjunction with the A.S.S.U.R.E. format.
Significant demand lies within lesson planning which consists of setting aside sufficient time, exerting extensive effort, and conveying creativity.. Sufficient time must be allocated specifically for lesson planning. Effort must be applied to the time that is utilized in lesson preparation since students can detect whether or not the teacher believes that the class is worth his/her time. In addition, the teacher should be thoroughly aware of the loop holes and areas of potential malfunction. In essence, the creative vivacity must be apparent in order to hold students' interest throughout the entire instructional time. As effective pre-service educators, recognizing and applying the demands of lesson plans today will definitely be fruitful for our students in the future.
First, lesson planning requires an allotment of ample time. Personally, the time-consuming nature of lesson planning, especially in formulating objectives, was the least appealing among the demands. Yet by having a set agenda, educators can prioritize their activities in order to elicit desired outcomes from their students (Milkova, n.d.). Although the time needed for a proper lesson plan seems laborious, the lesson may be rendered ineffective during execution if insufficient time is designated for planning. My group endeavored to formulate a solid lesson plan for tenth grade learners in a World Literature course by meeting at least once a week for approximately an hour outside of the classroom. Once we had presented our ideas, we took the time to evaluate and devise appropriate exercises for this grade level in conjunction with the A.S.S.U.R.E. format.
Second, along with sufficient time, lesson planning necessitates considerable effort. Ideas, as grand as they may be, will not manifest themselves without action. Every aspect of the lesson plan solicits the application of effort, even when considering materials that will be utilized in class and in preparation for class. Also, if the materials for the lesson were to malfunction, a back-up plan should always be in place before class starts. Without a "Plan B," students' interest can be easily lost and difficult to regain. In preparing for the activities, two of the technological materials that my group capitalized upon were the online-based file storage MediaFire and the PC video software MovieMaker. Documents and scripts related to our compiled lesson plan were stored in MediaFire, while the digital story aspect of the lesson plan was created through MovieMaker. Despite the mind and willpower needed for such exertion, students will appreciate the effort by the end of the school year. Besides, students can recognize whether or not a teacher cares for their classes based on the effort that is applied into the strategies and activities employed during lessons.
Last, in addition to time and effort, lesson planning involves avid creativity. Once objectives are finalized, the fun in lesson planning emerges. From the commencement of the lesson, students' interest must be piqued so that they would willingly imbibe the topic (Milkova, n.d.). Through my group's poetry lesson, I believe that our lesson plan directly achieves Standards 1A and 1C from the International Society for Technology in Education (ITSE) NETS*T. These standards mandate that "Teachers promote, support, and model creative and innovative thinking and inventiveness" and "promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes" (ITSE, 2008). My group's lesson exhibits these standards since our evaluation of student comprehension relies on the class interpretation and personal articulation of Act 1, Scene 5 in William Shakespeare's Romeo and Juliet. Creativity is the glue that sticks student's interest to the teacher's topic.Significant demand lies within lesson planning which consists of setting aside sufficient time, exerting extensive effort, and conveying creativity.. Sufficient time must be allocated specifically for lesson planning. Effort must be applied to the time that is utilized in lesson preparation since students can detect whether or not the teacher believes that the class is worth his/her time. In addition, the teacher should be thoroughly aware of the loop holes and areas of potential malfunction. In essence, the creative vivacity must be apparent in order to hold students' interest throughout the entire instructional time. As effective pre-service educators, recognizing and applying the demands of lesson plans today will definitely be fruitful for our students in the future.
References
International Society for Technology in Education. (2008). NETS FOR TEACHERS 2008. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Milkova, S. (n.d.). Strategies for effective lesson planning. Retrieved from http://www.crlt.umich.edu/gsis/P2_5.php
Saturday, September 4, 2010
School of the Future
The School of the Future in Philadelphia presents several exciting features while promising a variety of benefits for the students in attendance. However, despite the glamour of a completely electronic school, I am personally uninterested in such a school. I believe from this School of the Future will arise unprecedented difficulty due to adverse affects to physical well-being, issues in biodegradability and renewable resources, and grand expenses.
First, the school presents a hazard to physical well-being. Although completely ridding educational facilities of paper-based textbooks and embracing an array of software may seem favorable, I am uncomfortable with having kids sit in front of a computer screen for approximately ten hours every day (approximately five hours of instructional time, two hours for homework/studying, and two hours for miscellaneous personal interests). This causes unnecessary strain to their eyes and brain. Instead, balance should be sought. Individual reading books, dictionaries, and reference books could remain paper-based in order to prevent complete loss of the skills acquired from such resources (i.e. manual alphabetization, scanning through speed reading, etc.). No computer can ever replace the texture and fragrance of a book, old or new.
Second, the school may face adverse affects in the future in terms of biodegradability and being renewable. Most (if not all) computerized devices are produced from fossil fuels and contain programmed obsolescent schemes from their capitalistic creators. Thus, each student (or "learner") will be required to purchase a new laptop every other year, if not annually. Unlike computers, paper can be recycled and naturally reproduced by the earth. Even though trees would be saved by utilizing computers, what will happen when we no longer have fossil fuels to create our precious technological machines?
Last, the school is exceptionally expensive. Should other districts desire to replicate this model, our nationwide debt would continue to enlarge and sooner engulf the country. Even if other schools get the chance to copy the designs of such an alluring model, districts that cannot afford such large expenditures will continue to suffer with slow, outdated systems they currently operate. Such phenomenon leaves the excluded students feeling unimportant or not as treasured as those who are admitted to the exclusive schools of the future.
In conclusion, I believe that the School of the Future in Philadelphia can be doomed due to adverse affects to physical well-being, issues in biodegradability and renewable resources, and grand expenses. If we were to erect schools of the future throughout the United States, I believe it would prove to be disastrous, at least during this present time. Are schools of the future earth friendly? Is having exclusivity in such a school beneficial to all students across the country? Will building such schools solve problems of laziness, high drop out rates, and decreasing graduation rates? With much ardency I declare, "No."
First, the school presents a hazard to physical well-being. Although completely ridding educational facilities of paper-based textbooks and embracing an array of software may seem favorable, I am uncomfortable with having kids sit in front of a computer screen for approximately ten hours every day (approximately five hours of instructional time, two hours for homework/studying, and two hours for miscellaneous personal interests). This causes unnecessary strain to their eyes and brain. Instead, balance should be sought. Individual reading books, dictionaries, and reference books could remain paper-based in order to prevent complete loss of the skills acquired from such resources (i.e. manual alphabetization, scanning through speed reading, etc.). No computer can ever replace the texture and fragrance of a book, old or new.
Second, the school may face adverse affects in the future in terms of biodegradability and being renewable. Most (if not all) computerized devices are produced from fossil fuels and contain programmed obsolescent schemes from their capitalistic creators. Thus, each student (or "learner") will be required to purchase a new laptop every other year, if not annually. Unlike computers, paper can be recycled and naturally reproduced by the earth. Even though trees would be saved by utilizing computers, what will happen when we no longer have fossil fuels to create our precious technological machines?
Last, the school is exceptionally expensive. Should other districts desire to replicate this model, our nationwide debt would continue to enlarge and sooner engulf the country. Even if other schools get the chance to copy the designs of such an alluring model, districts that cannot afford such large expenditures will continue to suffer with slow, outdated systems they currently operate. Such phenomenon leaves the excluded students feeling unimportant or not as treasured as those who are admitted to the exclusive schools of the future.
In conclusion, I believe that the School of the Future in Philadelphia can be doomed due to adverse affects to physical well-being, issues in biodegradability and renewable resources, and grand expenses. If we were to erect schools of the future throughout the United States, I believe it would prove to be disastrous, at least during this present time. Are schools of the future earth friendly? Is having exclusivity in such a school beneficial to all students across the country? Will building such schools solve problems of laziness, high drop out rates, and decreasing graduation rates? With much ardency I declare, "No."
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