| Analyze Learners |
|
| State Objectives |
| - Students will be able to create a graph using MS Excel when given information about presidential polls with 90% accuracy. - Students will be able to determine who has won the election based on the information of the graph they created with 100% accuracy. - Special needs student will be able to complete the same tasks with 80% accuracy. |
| Select Media, Materials, and Methods |
| - Digital Camera - Popsicle Sticks - Computers - MS Excel Programs - Projector |
| Utilize Media, Materials, and Methods |
| - Digital Camera: TSW take pictures of the candidates for the Class President and Class Vice President Positions. - Popsicle Sticks: TSW use the popsicle stick to vote for their favorite candidate for the Class President and Class Vice President Positions. - Computers: TSW use the computer to access the program needed to complete their assignment. - MS Excel Program: TSW create different graphs depicting the outcome of the election. - Projector: TSW present their graphs to the class. |
| Require Learner Participation |
4. The students will use the popsicle sticks as a vote for their candidate. 5. Each group will then use the results to create 2 different types of graphs. 6. After students are finished, each group will present their graphs to the class. |
| Evaluate & Revise |
- The graph presentation will determine if they understood how to use MS Excel. - Observation: Did the student work well with their group? Did the students speak clearly during their presentation?
- Did the students understand the instructions given? - Can students use the lesson taught for future applications? |
Friday, May 23, 2008
Lesson Plan 1
Election Day
At first I was worried as to how my group and I were going to incorporate all of our majors into one lesson plan. Two people in my group are Chamoru majors, one person is a Social Studies major, one is a Special Education major, and I’m an Early Childhood major. So coming up with one lesson that included all our majors was difficult. When we had our group meeting and decided with a lesson about elections.
Trying to write out the lesson plan was a lot easier than last semester. We had to use the lesson plan format called the “ASSURE” model, which I was used to. Last semester I was extremely confused, but this time it was my group members who were confused. I showed them a website (http://www.unca.edu/education/edtech/techcourse/assure.htm) that explained it to me and last semester and it helped them understand.
Although more than one standard from the NETS can apply to our lesson, I decided upon NETS-T.2.A;
“Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.” (http://www.iste.org/inohouse/nets/cnets/teachers/pdf/NETS_forTeachers_2007.pdf)
The part that I enjoyed the most while doing this lesson plan was creating another lesson that incorporated technology. With taking Dr. Cyrus’ class last semester I have a bigger list of resources that will help make it easier for me to enhance the students learning opportunities in the future.
Resources:
"NETS for Teachers." National Educational Technology Standards Project. 22 Feb. 2008.
Heinich, Molenda, Russell &Smaldino. 1999. Instructional Media and Technologies for Learning. 22 Feb. 2008.
Friday, May 16, 2008
Technology Tool Assessment #3
Tool: Moodle
There are clear educational uses with this tool. This is an easy to use tool and very self explanatory. Recommended for classes to keep track of assignments, due dates, and even contact information of the teacher and classmates.
| Moodle | Rating: 5 |
Tool: Firefox
I found Firefox to be a lot more useful than Internet Explorer. I ended up changing to it. FIrefox has so many add-ons to suit different people’s needs. Such as Adblock or even changing it’s skin. I also found that I had less trouble with Firefox than Internet Explorer, for example with all the pop-ups.
| Firefox | Rating: 5 |
Tool: Del.icio.us
This is a really good tool. I found it amazingly helpful to keep all my bookmarks in one place, especially if you use more than one computer. I also like that we can view and share our own del.icio.us list with our friends, classmates, and teachers. This is a very good educational tool. It is also very easy to use.
| Del.icio.us | Rating: 5 |
Tool: Google Suite
The three tools discussed, Google Pages, Google Docs, and Blogger, are very useful. All three tools were easy to use. I felt that with Google Pages there were some limitations, you can find other website creators with more . With Google Docs I liked that how a document could be edited by more than one person and the same time, although the set-back was that two people could be editing the same part and you wouldn’t be able to see until they were done. With blogger I found it ok. It’s the same as any other blog site, and easy to use.
| Google Suite | Rating: 4 |
Tool: NiceNet
NiceNet is a good place to keep in contact with group members or classmates, but that’s pretty much all. You can upload documents and share them, but I found Moodle to be a little better. NiceNet is easy to figure our and navigate. It does make contacting people a little easier.
| NiceNet | Rating: 3 |
Tool: Jing
Jing is a great tool to have. It helps make presentations or tutorials a little more interesting. Although you can take pictures and videos of what you see on your computer screen, I found that you’d need different software just to be able to save the videos on your computer and watch, which Jing does not tell you. Also, you can’t edit your video so you basically have to keep redoing your video if you mess up. Overall I think this technology tool is useful, considering it’s free.
| Jing | Rating: 3 |
Tool: Pageflakes
Pageflakes is a great way to stay organized especially if you use more than one computer. It is like having an online organizer. You can make To-Do Lists, keep contacts updated, and even check other sites without leaving the page. You can do all that and so much more and its free!
| Pageflakes | Rating: 5 |
Tool: Tripod
Tripod is another website creator that goes beyond its competitors. You can easily edit your page and see how it looks as you edit. It has many different tools to spice up your page and easy to follow steps. Once again a great technology tool for free!
| Tripod | Rating: 5 |
http://blogs.peregrinatio.org/wp-content/uploads/2007/11/moodle1.jpg
http://affiliatefortunecookies.com/wp-content/uploads/2007/05/firefox_logo.jpg
http://www.nelsonguirado.com/media/users/nguirado/del.gif
http://www.maip.com/media/images/Google%20Logo.jpg
http://www.un.org/depts/OHRM/sds/lcp/Spanish/images/special/Specials_070Rub/nicenet.gif
http://www.jingproject.com/img/jing-logo.gif
http://www.pageflakes.com/ImageFile.ashx?instanceId=Static_4&fileName=pageflakes_logo.PNG&cacheDuration=10080
http://charsnow.tripod.com/imagelib/oneminute/tripod_small.gif
Saturday, April 19, 2008
I Familiå-ku
I Familiå-ku
The idea for this lesson plan came about within 5 minutes of thinking “Oh my God, Dr. Cyrus is asking to hear our ideas… and I don’t have one!” As the questioning got nearer, I decided on a Social Studies lesson dealing with family members. I wanted my students to tell me and their classmates about their family members and their roles, but I wanted them to do it in a more exciting way. Not like the usual “show and tell.”
Trying to write out the lesson plan wasn’t hard, but my mind has been elsewhere for the past few weeks that I just procrastinated. Once again we had to use the lesson plan format called the “ASSURE” model, which I’m extremely used to and is soon becoming my favorite lesson plan format. I still followed the format from a website (http://www.unca.edu/education/edtech/techcourse/assure.htm) that I’ve used since last semester.
Although more than one standard from the NETS can apply to my lesson, I decided upon NETS-T.2.A;
“Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.” (http://www.iste.org/inohouse/nets/cnets/teachers/pdf/NETS_forTeachers_2007.pdf)
The part that I enjoyed the most while doing this lesson plan was creating yet another lesson that incorporated technology. I used Google Pages to create a website displaying my lesson plan and a sample end product. I liked using Google Pages again. I find that it’s very easy to navigate. The only problem is that you can’t do much with it. Overall I like that I’m getting to refresh myself with the tools I used last semester. With taking Dr. Cyrus’ class last semester and continuing this semester I have a bigger list of resources that will help make it easier for me to enhance the students learning opportunities in the future.
Resources:
"NETS for Teachers." National Educational Technology Standards Project. 22 Feb. 2008.
Heinich, Molenda, Russell &Smaldino. 1999. Instructional Media and Technologies for Learning. 22 Feb. 2008.
Thursday, April 10, 2008
Assistive/Adaptive Technology
To revise a lesson plan that includes a student with a disability I would first need to look at the students IEP to get a better understanding of the certain accommodation the student needs. This student should be considered in all aspects of the lesson plan; with analyzing the learners, modifying the objectives, and selecting the appropriate media, methods, and materials that may include assistive technology.
I thought about how I would modify our lesson for a student with Cerebral Palsy. In the first part with analyzing out learners, I would want to include a notation that indicates we have a student with Cerebral Palsy and that there will be accommodations for that student. I may want to include the information from their IEP that shows the student needs adaptive supports to compensate for his disability.
There should be special accommodations for the student in the area of learning styles. His IEP would state that his personal notes should be supplemented by including notes from his peers, overhead transparency copies, PowerPoint displays and print outs, and any other visual aids.
With our activity we have the students voting using popsicle sticks and create graphs using MS Excel. Our accommodation could be to have the student with Cerebral Palsy use a personal computer to vote by viewing the candidates’ picture on the computer. His computer should have computer adaptive hardware; key guard, adaptive mouse, specialty software with word prediction and mind mapping.
The student would have a non-distracting area where he can go to speak into the computer to complete his assignments. The assessments should be verbal and when that is not possible, the student should be given extra time to complete the activity. The evaluation of whether the revisions were appropriate will depend on the student’s ability to complete his work and the amount of time it takes to complete. In addition to our modifications to the lesson plan, the classroom will need to be modified with wider paths for the wheelchairs and a table that can be raised and lowered. The student’s IEP will be required for successful planning and structure of the classroom layout and lesson.
In newspapers, magazines, and educational articles researchers are beginning to report results of studies comparing the achievement of disabled students in an inclusive class with those in a separate special education class. So far, the students in the inclusive classes seem to be doing a little better, particularly in the social skill area.
Some people are worried that non-disabled students will suffer academically with the inclusion because of the special attention given to disabled students in their classes, but early studies indicate they do not. In fact, there are prospective benefits for non-disabled children such as reducing their fear of others who are very different from themselves.