Week 14 Video Presentation

Currently having trouble loading my presentation to the blog. Will continue trying. I used screencast-o-matic but it will not upload as of now.

Still not able to upload as a mp4 on free version. Any ideas out there on how I can get around this problem?

All right, thanks to Lee I think I have it. Follow this link and you will be good to go.

Week 13 Lesson Plan

Homework.pptx4

HOMEWORK.pptx1

Homework (2).pptx2Lesson Plan Template: UAS Distance Elementary Program

Alaska Standard: English Language Arts: A1. Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style. A4. Write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communications. A7. Communicate ideas using varied tools of electronic technology. C2. Organize project by understanding directions, making and keeping deadlines, and seeking, selecting, and using relevant resources. C5. When working on a collaborative project, take responsibility for individual contributions to the project, share ideas and workloads, incorporate individual talents and perspectives, work effectively with others as an active participant and as a responsive audience, and evaluate the processes and work of self and others. Technology: A1. Use a computer to enter and retrieve information. D2. Use communications technology to exchange ideas and information.
Goal: To have students work together in a group to research and create a presentation using technology.
Topic: Is homework beneficial to students? Why or why not?
Methodology: Teacher instruction, student group work and research, student presentations

Objective(s):
Project is organized, uses proper conventions and traits of writing.
Presents project to the class.
Uses technology to present the project.
Project is organized, followed directions, and met deadlines.
Worked well with team, completed tasks, shared ideas, gave constructive feedback.
Defended position on topic using visual aids.
Used computer to access data and create visual aid.
Used technology in presentation to present findings.
Student Assessment:
Student will create a project that is organized, uses proper conventions and traits of writing.
Student will give oral presentation to class talking about their project.
Student will create a power point or use other technology to present their project.
Student followed directions, was organized, and met the deadlines of the project.
Student worked with their group in a positive manner, and gave constructive and positive feedback.
Student defended their position on the topic with facts and a visual aid.
Student used the computer to research their data and create their visual aide.
8. Student used promethean board or computer to present their findings.

Materials: List all materials used, including technology.

Computer for each student in the group to do research.
Paper for students to brainstorm ideas.
Pencils for students to write with.
Promethean board for teacher to give instructions and for students to present their projects.

Activities: What will the teacher and children do to address the objectives?
Introduction
The teacher will first begin the lesson by explaining the activity to the students.
The teacher will then hand out the pre-test for students to take (questionnaire: see attached)
Teacher will place students in groups and begin the assignment.

Learning Activities

Students will begin by discussing in their groups which side of the topic they will defend.
Students will research using the internet their topic.
Students will create a presentation using power point, or another multi-media resource showing what they have learned and stating their stance on the topic.
Students will present their project to the class.

Closure

Teacher will hand out a post assessment for students to take.
Students will gather up all materials and be ready to transition back to class.

This lesson plan was my original idea in teaching this lesson to a group of 5th grade students during their computer lab time. However, due to MAP testing and other conflicts I was not able to do this. Instead I was able to teach a shorter lesson to a group of 3 5th grade students who were staying in for recess due to injuries. I began the lesson with a KWL chart asking them to write down what they knew about using power point and the internet to do research and what they would like to know about each. After the students filled out their answers I explained to them what they would be doing. I stated that they needed to use the internet to research the benefits of homework for students and then create a power point presentation using four slides. The slides needed to contain a title page, a page listing the pros of doing homework, a page listing the cons of doing homework, and a page describing their thoughts on homework after doing the research. I reviewed with students the need to make sure their information was from a reliable source and then told them they would present their findings at the end of the class period (which actually ended up being the following day as they were not finished in the short period of time they had on the first day). During the student activity time they were focused on reaching the topic of homework and talked with each other about what they were finding and if it was reliable. This was a good example of peer collaboration even though they were doing individual projects. Each student then put together their own power point representing their research findings. At the end they each presented their findings using the power point as a reference to me. The presentations went well. Each student spoke clearly and had facts and research to back their findings. The power points showed detail and creativity on their part as they added pictures and graphics to go with their words. After the presentations I had the students finish their KWL chart by writing down what they had learned. Each student responded honestly and showed with their power point, their presentation, their collaboration, and their answers that they learned from the activity.

If I was to do this lesson again in the future I would schedule the lesson so that it did not take place around testing time. Ideally I would have my own classroom and this would allow me to expand the lesson to include other technology like xtranormal, screen-cast-o-matic, and other resources the students could use to present their findings. I believe that by doing this I would give my students even more flexibility and choice in deciding what to research and how to present it. This would in turn give them the opportunity to show me what they can do and what they have learned.

Student Learning Visualization Pre-Assessment:

What do you know about power point and doing research on the internet?
How to add or look up pictures
How to type
How to change the slide design
How to change font and size
How to log on and off of the computer
How to find something on a search engine like google
How to change translations
How to start a presentation
How to add clip art
How to add our own pictures
How to save our work to our folders.
What do you want to know about using power point and doing internet research?
How to know how to find better and reliable websites for information
How to change settings
How to dismiss the click to add text boxes

Student Learning Visualization Post-Assessment

What new things did you learn while creating the power point and doing the research?
How to type faster
How to insert pictures and objects
How to change designs
How use my power point as a resource when giving my presentation
How to find information that is accurate and reliable
Feeling confident that my presentation went well due to my research and in creating the power point.

Student artifacts:

See attachments

Grading for Student One

Standard 3-Proficient Level of Performance: Performs at grade level, meets grade level expectations 2-Below Level of Proficient but Progressing: Partially meets grade level expectations, performs with some adult support and direction 1-Needs further intervention(not progressing at expected rate): performs below grade level, partially meets grade level expectations with support
LA/A1. Project is organized, uses proper conventions and traits of writing 2- slide four had grammar mistakes
LA/A4. Presents project to class 3- presented project to the teacher
LA/A7. Uses technology to present project 3- student used promethean board and power point to present project
LA/C2. Project is organized, followed directions, met deadlines 3-project met deadlines and followed directions, was well organized and easy to follow
LA/C5. Worked well with team, completed tasks, shared ideas, gave constructive feedback 3-student collaborated with peers during research and gave positive feedback when asked questions by peers
LA/D4. Defended position on topic using visual aids 3- used pictures, clip art, and power point to give their opinion
Tech/A1. Used computer to access data and create visual aide 3-student used computer and internet to do research and used power point to create their presentation
Tech/D2. Used technology in presentation to present findings 3-student use both promethean board and power point presentation to present their findings

Grading for Student Two

Standard 3-Proficient Level of Performance: Performs at grade level, meets grade level expectations 2-Below Level of Proficient but Progressing: Partially meets grade level expectations, performs with some adult support and direction 1-Needs further intervention(not progressing at expected rate): performs below grade level, partially meets grade level expectations with support
LA/A1. Project is organized, uses proper conventions and traits of writing 2-grammar, tense, and convention mistakes
LA/A4. Presents project to class 3- presented project to the teacher
LA/A7. Uses technology to present poject 3- student used promethean board and power point to present project
LA/C2. Project is organized, followed directions, met deadlines 2-project was incomplete as last slide was missing a title
LA/C5. Worked well with team, completed tasks, shared ideas, gave constructive feedback -student collaborated with peers during research and gave positive feedback when asked questions by peers
LA/D4. Defended position on topic using visual aids 3- used pictures, clip art, and power point to give their opinion
Tech/A1. Used computer to access data and create visual aide 3-student used computer and internet to do research and used power point to create their presentation
Tech/D2. Used technology in presentation to present findings 3-student use both promethean board and power point presentation to present their findings

Grading for Student Three

Standard 3-Proficient Level of Performance: Performs at grade level, meets grade level expectations 2-Below Level of Proficient but Progressing: Partially meets grade level expectations, performs with some adult support and direction 1-Needs further intervention(not progressing at expected rate): performs below grade level, partially meets grade level expectations with support
LA/A1. Project is organized, uses proper conventions and traits of writing 2-missspellings, grammar and convention mistakes
LA/A4. Presents project to class 3- presented project to the teacher
LA/A7. Uses technology to present poject 3- student used promethean board and power point to present project
LA/C2. Project is organized, followed directions, met deadlines 2-slide three contains “add text” when it should have been taken out
LA/C5. Worked well with team, completed tasks, shared ideas, gave constructive feedback 3-student collaborated with peers during research and gave positive feedback when asked questions by peers
LA/D4. Defended position on topic using visual aids 2-Opinion slide did not defend their position, simply gave one comment
Tech/A1. Used computer to access data and create visual aide 3-student used computer and internet to do research and used power point to create their presentation
Tech/D2. Used technology in presentation to present findings 3-student use both promethean board and power point presentation to present their findings

Week 12

Essential Question: How will I demonstrate impact on student learning as a result of my differentiated lesson?

I feel that through the various forms of presentations that my students chose to use I will be able to demonstrate the impact of their learning. The students will have the opportunity to use the technology available to them in the computer lab, whether it be power point to present, or gaggle to share information, they will get the opportunity to learn new programs or use old ones to show what they know. As this will be done in one 45 minute session it will be difficult to have all students using new technology as they might not complete the tasks. However, even if the tasks are not fully completed at the end of the 45 minute session I feel that I will still be able to evaluate their level or learning and understanding based on what they have completed. I will also be able to give them feedback on what they have done so they can go back next time they are in the lab and finish their project or make the changes. Since I’m using another teacher’s class I will have to rely on them to go back and make the changes. Overall, students will show they have learned during this project by working together to complete the task assigned. They will have a change to utilize each other’s talents to complete the project, and in their presentations I will be able to assess their knowledge of their findings.

Week 11

Essential Question: What technology will I use to allow students to demonstrate they have met the standards targeted by my rubric? What are the classroom management considerations that I must address?

Technology that my students will use throughout this project are computers, gaggle, power-point, and video if they choose. Students will use the computers to research their pro or con argument as well as to access email and power-point. Students will use gaggle as a form of communication with each other about their topics and findings. Students will use power-point to create a presentation supporting their findings. If they choose students can video themselves or use other online resources instead of a power-point to present their findings.

For classroom management the students will be working in the computer lab and following the rules and expectations of the lab. Students are familiar with the expectations and know how to act in the lab. I will review rules and expectations with them before beginning the task. I do not anticipate major problems in the lab and will probably be dealing with excitement and loud talking as my only issues. For these I will review the voice level reminders and consequences and explain what happens if they are not followed.

Overall I believe that the students will be able to focus and complete the task without problems using the appropriate technology they choose.

Week 10

Week 10 Blog: Assignment #3

This has been a difficult assignment to wrap my head around. I have had a rough time figuring out as a substitute teacher that has no classroom of my own how I’m going to put any project I come up with into action in order to get credit and results. I have been thinking about this for over a week and have become extremely stressed over this assignment. I struggled, along with 4 other professional teachers to read through this assignment and figure out what exactly I was supposed to do and how I was going to implement this. In the end I believe I have a project that would work if I had a classroom and the proper class time to put it into action.
My project would go with Alaska Standards in History and Geography as students would pick a National Park, do research on it, and then debate with another group on whether the park should be funded and saved or if the park should be closed and no further money given to it. Students would do research through interviews with people that have visited the park (these could be family or friends, or they could do video (skype) conferences with people that work in the parks). From here students would put together a presentation both verbally and through pictures and videos to either promote the continued funding of their park or to stop funding and close their park down.
In this project students would work with different members of the class than the ones they sit with in their table groups. Students would work on verbal presentation skills, research skills, and technology skills. Student presentations would consist of a debate between groups and showing their videos or power points
For a rubric I would assess the students on the following:
CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, and mispronounces one word. Speaks clearly and distinctly all (94-85% the time, and mispronounces no more than one word. Often mumbles or cannot be understood or mispronounces more than one word.
Preparedness Student is completely prepared and has obviously rehearsed. They have all materials present at time of presentation. Student seems prepared but might have needed a couple more rehearsals. They have all materials present at time of presentation. The student is somewhat prepared, but it is clear that rehearsal was lacking. They have some but not all of their materials present at time of presentation. Student does not seem at all prepared to present. They do not have their materials at time of presentation.
Content Student shows a full understanding of the topic and backs up their findings with 5 or more facts. Student shows a god understanding of the topic and backs up their findings with 5 facts. Student shows a good understanding of the topic and backs up their findings with less than 5 facts. Student does not appear to understand their topic and has less than 2 facts to back up their findings.
Video/Power Pt. Video/PPT is full of information and details the findings of the report visually. Video/PPT has some information and supporting details for the report. Video/PPT has errors, contains wrong information, and doesn’t support the report. No Video/PPT is present or used during student presentation.

I feel that if I had a classroom and time to put it together with planning and my students that I could implement this project and complete the requirements of this assignment. However, I’m still worried about being able to do it properly without having the tools (students, classroom, etc..) to do the assignment. I feel that it would be difficult to do this given the time frame to complete it.

Week 9

Going into this week I had never heard of a pearltree so I had no idea how to use one. However, after seeing the class pearltree and exploring it I see that it can be a useful tool for the classroom. One way I thought of to use it is when doing the Salmon studies unit for 4th grade. You would create the tree with a headline of Salmon and then branch it out from there. You could have categories that contained videos of your class lessons or ones you showed in class for students to review, you could have one on pictues and diagrams that illustrate the stages of salmon or how to disect one, another branch could contain links to websites or resources, you could have one that had all the worksheets and homework, another that had the projects in it and finally one that had photos and videos of students working with the salmon, feeding them, releasing them, disecting them etc.. I think the pearltree would be fun to try in a classroom in other subjects to help students with tutorials, have different types of lessons and activities for below level learners, on level learners and your advanced learners. So that is how I would look at incorporating a pearltree into my future classroom.

On a side note I feel successful this week as I was able to complete two instructional videos using screen-o-matic and have them sent to my team to be posted on our website for assignment two. I think in some areas I’m getting the hang of some of this technology stuff.

Week 8

The website I chose to try out was abcya.com. This website has games and activities that help kids build skills related to the curriculum and standards. Since I don’t have my own classroom I used my third grade daughter in the experiment. She was able to log on by herself, chose her grade level and navigate the website with ease. I chose three games for her try out based on the Alaska math standards A1.
The first game she played was called fraction bingo. In this game she had to decide which fraction was equal to the one listed on top of the board. For instance, if she was given 2/3 and she had the choice of 4/6, then she would match that one. During this game she was engaged and needed little help on the easy level. After getting comfortable in the easy level she decided to move onto the challenging level. In this level she took longer to solve the problems but she was able to learn the skills and I feel mastered them as she was able to decide if she needed to divide, multiply and by what number in order to find the equivalent fraction.
The second game she played was called raceway number values where she had to decide if numbers were greater than, less than, or equal to each other. Again she was engaged and did well is the easy level with no help. In the challenge level she asked questions as the numbers were negatives and decimals, but once she did them one time she was able to complete the rest on her own. I feel that she learned and mastered the skills on this one as well. At the end of each level there was also a racecar activity to collect gold bonus coins and she enjoyed that as well.
The third game was dolphin counting money where she needed to add up coins and dollars to equal the dollar amount given. This game was helpful to her as she has struggled with money until this year and it helped her see how to equal an amount using different coins and dollars. She was engaged, learned the skill and mastered it as well.
Overall I feel that these games would benefit third graders who needed a different way to learn these skills in the classroom. They are fun and educational and provide a way for students to be engaged while learning. There are tons more games on this site as well for reading, words, and fun activities as well. I would recommend it to the classroom.
For my PLN communication I talked to my wife who is a teacher and suggested I look into the site to begin with as she had learned about it in a technology class and has used it during computer lab times for kids. I also emailed two classmates about the site and one of the responded by telling me that she used it in her classroom as a resource and her K students love it. I have not heard back from the other classmate. I also posted on twitter and have not received any feedback but will continue to see if anyone posts.