Tuesday, May 7, 2013
Friday, April 12, 2013
Collaborative Learning in The Digital Age
Storybirds are a great way to get teachers and students involved interacting with each other. It also helps the teacher get to understand their students in a different way than they can when they are teaching in a classroom setting. Teachers could also assign class projects through Storybird. It is a very good way to get your students involved with more fun and creative learning ways.
Students that are in collaborative learning and who use technology are way more prepared for 21st century jobs. Jobs in the 21st century are changing everyday, there are jobs that we are not as students even being prepared because we are trying to get jobs that are around now instead of what will be around. This quote can be found under the Benefits and Disadvantages of Collaboration "technology can add flexibility of time and space" because it allows people know to hold meetings and other things without having to go meet them somewhere. The world is changing more and more each day with cell phones, computers, and the work place. In like 10 years from now probably just about every college will have a campus along with a virtual campus so if you want you can stay at home and do your school work from your house. Also the use of Skype is essential for businesses today so they can hold conferences with other parts of their company from across the world. There is just so many new things that can help us 21st century learners we just have to find ways to use them.
Students that are in collaborative learning and who use technology are way more prepared for 21st century jobs. Jobs in the 21st century are changing everyday, there are jobs that we are not as students even being prepared because we are trying to get jobs that are around now instead of what will be around. This quote can be found under the Benefits and Disadvantages of Collaboration "technology can add flexibility of time and space" because it allows people know to hold meetings and other things without having to go meet them somewhere. The world is changing more and more each day with cell phones, computers, and the work place. In like 10 years from now probably just about every college will have a campus along with a virtual campus so if you want you can stay at home and do your school work from your house. Also the use of Skype is essential for businesses today so they can hold conferences with other parts of their company from across the world. There is just so many new things that can help us 21st century learners we just have to find ways to use them.
WebQuest Rubric
World War II WebQuest
Overall Visual Appeal - There was not many different graphic designs.
Navigation & Flow - There are plenty of hyperlinks and the student wouldn't get confused or lost when doing this.
Mechanical Aspects - All of the links given in this WebQuest work and they take you where they need to take you.
Motivational Effectiveness of Introduction - The introduction was weak and all it did was just give you an idea of what the teacher would be looking for.
Cognitive Effectiveness of the Introduction - It helps you but it doesn't reference you to what you might of learned earlier.
Connection of Task to Standards - The task is rather clear in what it wants the students to do.
Cognitive Level of the Task - It is a good task but it doesn't have the students relate it to their every day lives now. Score 3
Clarity of Process - It has every step stated out to what the student is suppose to do. There just needs to be some fixes to how it is labeled.
Scaffolding of Process - They are basically assuming that the student already knows how to use the tools that you need to do this WebQuest so there is no real directions.
Richness of Process - There is all these different processes that as a group they have to do to get this project together.
Relevance & Quantity of Resources - All the information connects everything to the WebQuest.
Quality of Resources - The information thats given is information that you cant find in a normal text book.
Clarity of Evaluation Criteria - The evaluation was detailed and it told the students what they needed to do to get the most max points possible.
Overall Visual Appeal - There was not many different graphic designs.
Navigation & Flow - There are plenty of hyperlinks and the student wouldn't get confused or lost when doing this.
Mechanical Aspects - All of the links given in this WebQuest work and they take you where they need to take you.
Motivational Effectiveness of Introduction - The introduction was weak and all it did was just give you an idea of what the teacher would be looking for.
Cognitive Effectiveness of the Introduction - It helps you but it doesn't reference you to what you might of learned earlier.
Connection of Task to Standards - The task is rather clear in what it wants the students to do.
Cognitive Level of the Task - It is a good task but it doesn't have the students relate it to their every day lives now. Score 3
Clarity of Process - It has every step stated out to what the student is suppose to do. There just needs to be some fixes to how it is labeled.
Scaffolding of Process - They are basically assuming that the student already knows how to use the tools that you need to do this WebQuest so there is no real directions.
Richness of Process - There is all these different processes that as a group they have to do to get this project together.
Relevance & Quantity of Resources - All the information connects everything to the WebQuest.
Quality of Resources - The information thats given is information that you cant find in a normal text book.
Clarity of Evaluation Criteria - The evaluation was detailed and it told the students what they needed to do to get the most max points possible.
| Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) | ||||
Overall Visual Appeal
| 0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability. | 2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. | 4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. See Fine Points Checklist. | 2 |
Navigation & Flow
| 0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. | 2 points There are a few places where the learner can get lost and not know where to go next. | 4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. | 4 |
Mechanical Aspects
| 0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. | 1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. | 2 points No mechanical problems noted. See Fine Points Checklist. | 2 |
| Introduction | ||||
Motivational Effectiveness of Introduction
| 0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. | 1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. | 2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. |
1
|
Cognitive Effectiveness of the Introduction
| 0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. | 1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. | 2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. |
1
|
| Task (The task is the end result of student efforts... not the steps involved in getting there.) | ||||
Connection of Task to Standards
| 0 points The task is not related to standards. | 2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. | 4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. |
4
|
Cognitive Level of the Task
| 0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions. | 3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. | 6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy. | |
Process (The process is the step-by-step description of how students will accomplish the task.)
| ||||
Clarity of Process
| 0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. | 2 points Some directions are given, but there is missing information. Students might be confused. | 4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. |
4
|
Scaffolding of Process
| 0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. | 3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. | 6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: |
3
|
Richness of Process
| 0 points Few steps, no separate roles assigned. | 1 points Some separate tasks or roles assigned. More complex activities required. | 2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. |
2
|
| Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.) | ||||
Relevance & Quantity of Resources
| 0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time. | 2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. | 4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. |
4
|
Quality of
Resources | 0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia. | 2 points Some links carry information not ordinarily found in a classroom. | 4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. |
4
|
| Evaluation | ||||
Clarity of Evaluation Criteria
| 0 points Criteria for success are not described. | 3 points Criteria for success are at least partially described. | 6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric. |
6
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| Total Score |
40/50
| |||
Wednesday, April 10, 2013
WebQuest
 |  |  |  |
Your Impressions
IT has a good meaning and purpose behind it and groups would do great in it. | One person could probably do this one by themselves so it makes it almost too easy | |
This is a very good group project it has many different steps that people can do and a group would do great with this one | Some of the things people would have to do is rather easy and they would get done before everyone else in their group would. | |
This one requires a lot of people working together as a team to get the job done. | It could be too time consuming and you need to have a good time management skills. | |
This one will take time to do research on a country. | One person alone could actually do this one so it not very group friendly. | |
This is a great group one to do. | The math and physics in it would make it hard for some students to understand what they are doing. |
1.) The two best WebQuests would be Earthquake and Shakespeare because they are the ones that require a more involved group.
2.) The two worst would be Foreign Country and Waves & Sound because of how easy the country one is and the waves one is to complicated for some people to understand.
3.) Best and Worst mean to me is that they are the ones that get a group the most involved and ones that where a person doing it by themselves could do the work.
Group:
As a group we decided on the Earthquake one as being the best one overall because it got everyone involved and it would be a fun project to do because who doesn't want to see something fall down and crushed.
The worst one we decided on was the Waves & Sound one. It was the worst because of how difficult and confusing it could of been for some students.
The worst one we decided on was the Waves & Sound one. It was the worst because of how difficult and confusing it could of been for some students.
Tuesday, March 26, 2013
Tuesday, March 5, 2013
Piccasso Head
My learning styles are verbal and visual. These were my top two learning styles.
My position on learning styles is that yes I know that they do exist, but the only problem is that when you are a teacher or student in a classroom it is hard to make sure that every student truly understands the concept that you are trying to teach them. Learning styles are important in class rooms but as I read in one of the articles it said that even if learning styles may not work, they are still helpful to the teachers to better understand how to maybe teach a lesson or do different things for the lesson. (Glenn, 2009) Also in another article that I have read I found a saying that was talking about that learning styles are points along a scale that help us see the different learning styles, but we shouldn't single people out because of their learning styles. (Clark, 2000)
Learning styles will help me with my teaching in a class room because even though not everyone is the same type of learner all the students can learn just some favor different methods than others. So what I will try to do is that get a sense of the way my students will want to learn in the class and how will be the best way to teach them and everything and then base my teaching off that. If I can get all of my students involved in class and they show that they are learning better then it shows that my method is working. So many teachers have different ways they would be approaching this situation, but the best way in my opinion is to just see the way your students would like to be taught. Reason is because not every class you have will want to be taught the same way.
References:
Glenn, D. (2009, December 15). Matching teaching style to learning style may not help students. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to-/49497/
Clark, D. (2000, May 29). Learning styles . Retrieved from http://nwlink.com/~donclark/hrd/styles.html
Monday, March 4, 2013
Teacher Of The Month
Tuesday, February 19, 2013
ThinkAloud
1. Facilitate and Inspire Student Learning
and Creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning,
creativity, and innovation in both face-to-face
and virtual environments.
b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources
This think aloud helped me out as becoming a teacher because it gave me a big idea on something that I could do as a teacher. The way it makes you learn is such a good tool for teachers to use. It gets your students more involved in the activity and its interesting to see what they pick up in looking for stuff like that. I know that this assignment helped me out so much in getting ideas on what to do in my classroom. Hopefully this kind of thing will still be useful when I become a teacher.
Monday, February 18, 2013
Information Literacy
Summary of Bias
The author didn't leave out many facts, if any. Ms. Welsh did a fine job collecting ideals and opinions from both sides of the debate.
Personally, I would have liked to read more statistics about other schools in America, and across the Globe, that have armed teachers working on their campuses.
I don't feel that Ms. Welsh's article itself had words that created positive, or negative reactions. However, there is a comment section attatched to the article and in it are anonymous people who are posting furiously about their opinions. A few "fighting words" in the comment section are anything to do with bringing up mental health, the "extra cost" of gun training, and any person who has a mispelled comment in the section gets smited.
Ms. Welsh's article doesn't seem to have any bias in it at all, she articulated herself well and presented both sides of "armed teachers" very well.
The author didn't leave out many facts, if any. Ms. Welsh did a fine job collecting ideals and opinions from both sides of the debate.
Personally, I would have liked to read more statistics about other schools in America, and across the Globe, that have armed teachers working on their campuses.
I don't feel that Ms. Welsh's article itself had words that created positive, or negative reactions. However, there is a comment section attatched to the article and in it are anonymous people who are posting furiously about their opinions. A few "fighting words" in the comment section are anything to do with bringing up mental health, the "extra cost" of gun training, and any person who has a mispelled comment in the section gets smited.
Ms. Welsh's article doesn't seem to have any bias in it at all, she articulated herself well and presented both sides of "armed teachers" very well.
Is there an author? Is the page signed?
|
Yes there is an author for this web article. Teresa Welsh.
|
Is the author qualified and/or reputable? An expert?
|
Yes her credentials are listed, but she is only an intern at US News. This is an opinion based article.
|
Who is the sponsor?
|
Sponsored by US News.
Yes there is an “about” link.
|
Is the sponsor of the page reputable?
How reputable?
|
Yes, the sponsor is a reputable news source.
Highly reputable
|
Are there links that take you outside of the site?
|
There are “related articles”, but they are all US News articles and do not take you to different websites.
|
Accuracy
Reliable and error-free information. Conformity to fact. Precision; exactness.
Questions to Ask
|
Clues to Look For
|
Is the information reliable and error-free?
|
Yes there are no grammatical errors, the information seems very reliable. No bias.
|
Is there an editor or someone who verifies/checks the information?
|
Teresa Welsh.
|
Where doubt exists, can the information be cross-checked with a reliable source?
|
Yes, she has links to her sources and to her in text citations. The people she quotes are also valid sources.
|
Objectivity
Judgment based on observable phenomena and uninfluenced by emotions or personal prejudices
Questions to Ask
|
Clues to Look For
|
Does the information show a minimum of bias?
|
Ron Paul posted a link to this site.
(see "AUTHORITY")
|
Is the page designed to sway opinion?
|
The page is not designed to sway the opinion of the readers, but the article gives a clear, unbiased view point from both sides, and then the writer leaves room in a comment section for opinions to be shared.
|
Is there any advertising on the page?
|
Yes there are a few outside advertisements to Target. The Canadian walmart!
|
Currency
Belonging to the present time, being in progress now: current negotiations, prevalent, especially at the present time.
Questions to Ask
|
Clues to Look For
|
Is the page dated?
|
The page is dated December 20th, 2012.
|
If so, when was the last update?
|
No updates listed.
|
How current are the links? Have some expired or moved?
|
They still work, they are current and related links.
|
Technical Strategies for Evaluating Web Sites
1. Study the URL
The URL seems to be a legitimate and working URL. It is from a well-known news source and world news producing website.
3. Where are you on the web?
http://www.usnews.com/opinion/articles/2012/12/20/should-teachers-be-armed
4. Does the page have overall integrity and reliability as a source?
Yes, I would say the webpage has a well meaning integrity and over all is very reliable on its topics.
Yes, I would say the webpage has a well meaning integrity and over all is very reliable on its topics.
5. Who owns the domain name?
US News
Wikipedia Reliability
|
Wikipedia
Reliability Worksheet
Student:
Ryan Leishman
Article title: Illuminati
Answer the following questions to
see how reliable a Wikipedia article is.
Any one of the following cleanup
banners means the article is an unreliable source:
Reliable references: The Illuminati Order Possibly unreliable references: "The Enlightenment, Freemasonry, and The Illuminati" Definitely unreliable references: "The Barack Obama Illuminati Connection"
(Stub, Start, C, B, GA, A, FA)? What issues
around the article are being discussed? Do any of them make you doubt the
article's reliability?
Some
of the topics being discussed do make me feel like it could be unreliable,
but then again you could say that these people are putting their own opinions
in and one discussion was how to join the Illuminati so you know that it
could be unreliable.
How did you rank this article
(Reliable, Partially Reliable or Unreliable)? Give at least three reasons to
support your answer.
1.
I
rank this article as partially reliable because not all of the sources on it
were accurate sources.
2.
There
was one source on it that was completely outrageous and had no true meaning
to what the topic was about
3.
The
other sources when you check them give you better information and more
expanded information on the matter, but then you had those few that were just
completely out there.
|
Thursday, January 31, 2013
Wednesday, January 30, 2013
Questions On The Wikipedia homework
1. Which school found itself in the middle of national controversy?
A.) Vermont University
B.) Middlebury College
C.) Maine University
2. What were the three core concerns that suggested needs for policy and pedagogical interventions?
A.) Participation Gap, Transparency Problems, Ethics Challenge
B.) Transparency Challenge, Participation Problems, Ethics Gap
C.) Ethics Problems, Participation Challenge, Transparency Gap
3. How many out of the eleven skills were mentioned in the reading?
A.) Five
B.) Seven
C.) Four
A.) Vermont University
B.) Middlebury College
C.) Maine University
2. What were the three core concerns that suggested needs for policy and pedagogical interventions?
A.) Participation Gap, Transparency Problems, Ethics Challenge
B.) Transparency Challenge, Participation Problems, Ethics Gap
C.) Ethics Problems, Participation Challenge, Transparency Gap
3. How many out of the eleven skills were mentioned in the reading?
A.) Five
B.) Seven
C.) Four
Tuesday, January 29, 2013
Thursday, January 24, 2013
Wednesday, January 23, 2013
Are Digital Media Changing Language
"Spell-check, along with online search engines, may be convincing us that devoting energy to honing spelling skills is anachronistic."
I picked this statement because as someone that does use word processing spell check is what I use to fix words that I don't know how to spell from time to time. I know that I use to sit down in elementary school all the time and learn and learn how to spell words but once i started using the computer, when I needed to spell bigger words out then I would use spell check to make sure I got all of the words spelled right. I do think that spell check is getting students away from the art of perfecting their spelling skills but then you have to think does it really matter because of the way the world today is changing so quickly.
Also, I do not think that the digital media is ruining the understand for young people of the English language. If anything digital media is making us better at understanding the language. We as digital people can do so much more now than just open a book and have to read it to find out the answers to questions and making sure things are correctly written when all we have to do is type it in online and a website can fix the sentence if its wrong. So if anything digital media is a great thing for the people of today, and its only going to be getting better.
This article may not necessarily explain my reason but I think it is a good article of study.
I picked this statement because as someone that does use word processing spell check is what I use to fix words that I don't know how to spell from time to time. I know that I use to sit down in elementary school all the time and learn and learn how to spell words but once i started using the computer, when I needed to spell bigger words out then I would use spell check to make sure I got all of the words spelled right. I do think that spell check is getting students away from the art of perfecting their spelling skills but then you have to think does it really matter because of the way the world today is changing so quickly.
Also, I do not think that the digital media is ruining the understand for young people of the English language. If anything digital media is making us better at understanding the language. We as digital people can do so much more now than just open a book and have to read it to find out the answers to questions and making sure things are correctly written when all we have to do is type it in online and a website can fix the sentence if its wrong. So if anything digital media is a great thing for the people of today, and its only going to be getting better.
This article may not necessarily explain my reason but I think it is a good article of study.
Tuesday, January 22, 2013
Monday, January 21, 2013
The Future of Work
In watching the video I was surprised that how fast companies were changing there style of jobs. More and more companies now don't need their workers to be in person everyday because they can do their work from their very home. Another thing is the use of Skype. Skype is a very helpful tool to not just businesses but to the average person because they too could use it to help contact someone that is out of long distance phone call range. One final thing that struck me was, and I strongly agree with it, is that a college degree is becoming what the high school degree was 20 years ago. Use to be all you needed was a high school degree to do most of the jobs in today's world, but now you need at least a 2 if not 4 year degree from college to better yourself in today's world.
The most prepared I have been for the future of work is when I came to college because here some teachers allow us to use our cell phones to participate in class. Which I think is a good thing because with smart phones and iPhones being out that is all a company one day will be using. It is incredible what a smart phone and iPhone can do in today's world.
The most prepared I have been for the future of work is when I came to college because here some teachers allow us to use our cell phones to participate in class. Which I think is a good thing because with smart phones and iPhones being out that is all a company one day will be using. It is incredible what a smart phone and iPhone can do in today's world.
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