I definitely learned different things when in the online environment. I miss the personal interactions and the dynamic of being in class; however, I actually prefer being in an online setting. It is also because I live so far from MSU. I enjoyed have the entire week to get the requirements completed. There were some lessons when I wanted to get everything done quickly, and this past lesson, I spread out over the two weeks. What I don't necessarily enjoy is responding to other students posts. There were those times when I wanted to complete all the rquirements and had to search for a post to respond to.
When I registered for the class, I didn't realize that it was a hybrid class. I was pleasantly surprised and was glad it was. I did feel that being in class was easier than the online classes. There are times when attending class you don't necessarily need to participate (although I think I do), but with an online class you can't hide. This type of environment may work well with students who aren't as active in the classroom. I would repeat this process. I'm currently registered for a class this semester that is totally online. That class, Education Law, requires a lot of interacting using blackboard. I still feel the online classes require more work, both the Ed Law class and this class. I still would choose to take it again, probably hybrid classes are the best of both worlds.
I thought I was somewhat technically proficient, but I soon found out that I am not. I still can't post my powerpoint slides, or attach word documents to this post. As a professor, perhaps you could run sessions for those of us who aren't as proficient in the use of technology. For example, we could meet during the scheduled class time with the material created (power point, videos, etc.) and you could show us quickly how to incorporate them into our blogs. The gap in skills between students may narrow a bit. I definitely feel that this was an interesting experience, but the online sessions were more demanding than the in person classes. But that could be that I'm better in person. Still I would register all over again if I had the opportunity.
Monday, October 22, 2007
UbD - Self Reflection
I just had my first experience creating a lesson using UbD. I'm not sure I like it. It slowed me down. The lesson I tried to use utilizing UbD was a lesson that was created last year. I made some modifications based on how the lesson went last year. Tomorrow will be the second day of this lesson. It is a week long lesson. Some difficulties I encountered were knowing exactly what the template was asking for. I'm still not sure I was clear. I didn't mind the format when I typed it in word, but it was a bit confusing to read when it was posted out of the table that was created. If I used this again, I would submit my lesson plans to my supervisor (like I am with this lesson to Prof. B) using e-mail attachments. There's got to be a better way....Additional quesions may arise after I review some of my peers. I'll probably see some really good ideas and then have a lot more questions than I do now.
UbD Attempt - Superhero Project
I can't figure out how to post from word, so here's an attempt to paste it from a table. I hope this works. (It got rid of the table, but I think the information is there - does anyone know how to attach a word document. I have a lot more to post, but let's see what happens when I paste it.
I post the self-reflection piece on a separate post. Below is my attempt at designing the lesson and some handouts that students may choose to use when engaging in this lesson.
Superhero Project – Strategies for Curriculum Development
Stage 1 – Desired Results
Established Goals:
Create a dynamic Superhero utilizing the five elements of characterization
Understandings:
Five elements of characterization
One character created with group
Essential Questions:
· What are the qualities of the superhero?
· How will the five elements of characterization be included in your character?
· How will you work with your group to incorporate everyone’s ideas into one character?
Students will be able to:
Work together to create a superhero.
Creatively use elements to create character
Stage 2 – Assessment Evidence
Performance Tasks:
Show evidence of planning
Show evidence of using characterization elements
Show evidence of planning presentation
Other Evidence:
Brainstorm worksheet completed
Characterization Worksheet completed
Create plan for teacher review for presentation of superhero
Time on Task
Journal/self-evaluation/reflection
Stage 3 – Learning Plan
Learning Activities:
Demonstrate authors’ craft of elements of characterization while reading short stories
Present with Criteria sheets
Allow group time in class
Create Rubric
Create Brainstorm
Create Criteria Sheet
Below is the Guidelines, Rubric, Brainstorm sheet, Characterization Sheet - if it gets jumbled - sorry about that....
Superhero Project Part I
Developing Your Superhero
Objective: Each group will create a superhero who appeals to middle school students. The superhero must be developed using all five elements of characterization.
Five Elements of Characterization:
1. Physical Appearance—physical traits, costume, clothes, color
choices
2. Speech—sound of voice, pattern of speaking, word choices, sayings
or mottoes
3. Thoughts—belief system, values, morals, motivation, fears, goals
4. Actions—super powers, weaknesses, heroic deeds, negative deeds
(if any)
5. What Others Think—family, friends, co-workers, enemies, the public
Requirements: Each group will reveal its superhero via a class
presentation.
· Divide responsibility for developing the five elements of characterization among the members of your group. Each member should be responsible for one or two of the elements.
· Each member will make a class presentation (two-three minutes) on his/her element(s). The total presentation time for any group should not exceed ten minutes
· Each individual presentation must include a visual aid (poster, PowerPoint, computer animation, web page, costume, etc.) or a performance (speech, song, skit, etc.).
· Grade—100 points/Due Date—Monday, 10/29
The presentation rubric is on the other side of this handout. Please review it carefully before you begin to develop your superhero presentation.
Presentation
Content
(50 points)
Shows a mastery of your element of characterization and how it is used in conjunction with the others.
50 pts.
Shows a good understanding of your element of characterization and how it is used in conjunction with the others.
43 pts.
Shows some understanding of your element of characterization and how it is used in conjunction with the others.
37 pts.
Shows little or no understanding of your element of characterization and how it is used in conjunction with the others.
30 pts.
Oral Presentation (25 points)
Follows all public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
25 pts.
Follows most public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
21 pts.
Follows some public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
19 pts.
Follows few, if any, public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
15 pts.
Visual Content
(25 points if applicable)
Visual component masterfully represents the content of your presentation. It is eye-catching and easily viewed, and reflects a masterful level of care, effort, and organization.
25 pts.
Visual component represents the content of your presentation well. It is eye-catching and easily viewed, and reflects a good level of care, effort, and organization.
21 pts.
Visual component adequately represents the content of your presentation. It is somewhat eye-catching and easily viewed, and reflects an adequate level of care, effort, and organization.
19 pts.
Visual component poorly represents the content of your presentation. It is not eye-catching or easily viewed, and reflects a poor level of care, effort, and organization.
15 pts.
Performance Content
(25 points if applicable)
Performance component masterfully represents the content of your presentation. It is engaging and easily followed, and reflects a masterful level of care, effort, and organization.
25 pts.
Performance component represents the content of your presentation well. It is engaging and easily followed, and reflects a good level of care, effort, and organization.
21 pts.
Performance component adequately represents the content of your presentation. It is somewhat engaging and easily followed, and reflects an adequate level of care, effort, and organization.
19 pts.
Performance component poorly represents the content of your presentation. It is not engaging or easily followed, and reflects a poor level of care, effort, and organization.
15 pts.
Superhero Presentation Rubric (100 points)
Name ______________________________________________ Period __________
Superhero Project Brainstorming Worksheet
The following is a list of attributes you should consider when creating your superhero. These are only suggestions. You do not have to include all of these attributes, and you are encouraged to add your own ideas.
Real name:
Superhero name:
Reason for superhero name:
Heritage (alien, human, or other):
Age:
Size and physical build:
Hair color and style:
Eye color and shape:
Mouth and teeth:
Special odor:
Vocal characteristics:
Skin and complexion:
Scars or tattoos:
Grooming habits:
Movement and posture:
Gestures and mannerisms:
Poisonous or dangerous substances:
Family background:
Economic and social status:
Regular job:
Interests and hobbies:
Level of intelligence:
Special sensitivities:
Everyday clothing:
Superhero clothing:
Superhero vehicle:
Superhero accessories:
Super powers:
Sidekick:
Fatal flaws:
How superhero reacts to others:
How others react to superhero:
Name __________________________________________ Period ____________
Superhero Characterization Sheet
After your group has brainstormed and discussed your superhero, you must reach an agreement about the five elements of characterization. Please be sure that each group member completes this characterization sheet thoroughly and accurately.
Superhero’s Name ____________________________________________________
Physical appearance—physical traits, costume, clothes, color choices, etc.
Speech—sound of voice, pattern of speaking, word choices, sayings or mottoes, etc.
Thoughts—belief system, values, morals, motivation, fears, goals, etc.
Actions—super powers, weaknesses, heroic deeds, negative deeds (if any), etc.
What other characters think—family, friends, co-workers, enemies, the public, etc.
Prof. B - I will send all of the above in a separate e-mail, I know this isn't very easy to follow...maybe one day I'll learn how to post from word....
I post the self-reflection piece on a separate post. Below is my attempt at designing the lesson and some handouts that students may choose to use when engaging in this lesson.
Superhero Project – Strategies for Curriculum Development
Stage 1 – Desired Results
Established Goals:
Create a dynamic Superhero utilizing the five elements of characterization
Understandings:
Five elements of characterization
One character created with group
Essential Questions:
· What are the qualities of the superhero?
· How will the five elements of characterization be included in your character?
· How will you work with your group to incorporate everyone’s ideas into one character?
Students will be able to:
Work together to create a superhero.
Creatively use elements to create character
Stage 2 – Assessment Evidence
Performance Tasks:
Show evidence of planning
Show evidence of using characterization elements
Show evidence of planning presentation
Other Evidence:
Brainstorm worksheet completed
Characterization Worksheet completed
Create plan for teacher review for presentation of superhero
Time on Task
Journal/self-evaluation/reflection
Stage 3 – Learning Plan
Learning Activities:
Demonstrate authors’ craft of elements of characterization while reading short stories
Present with Criteria sheets
Allow group time in class
Create Rubric
Create Brainstorm
Create Criteria Sheet
Below is the Guidelines, Rubric, Brainstorm sheet, Characterization Sheet - if it gets jumbled - sorry about that....
Superhero Project Part I
Developing Your Superhero
Objective: Each group will create a superhero who appeals to middle school students. The superhero must be developed using all five elements of characterization.
Five Elements of Characterization:
1. Physical Appearance—physical traits, costume, clothes, color
choices
2. Speech—sound of voice, pattern of speaking, word choices, sayings
or mottoes
3. Thoughts—belief system, values, morals, motivation, fears, goals
4. Actions—super powers, weaknesses, heroic deeds, negative deeds
(if any)
5. What Others Think—family, friends, co-workers, enemies, the public
Requirements: Each group will reveal its superhero via a class
presentation.
· Divide responsibility for developing the five elements of characterization among the members of your group. Each member should be responsible for one or two of the elements.
· Each member will make a class presentation (two-three minutes) on his/her element(s). The total presentation time for any group should not exceed ten minutes
· Each individual presentation must include a visual aid (poster, PowerPoint, computer animation, web page, costume, etc.) or a performance (speech, song, skit, etc.).
· Grade—100 points/Due Date—Monday, 10/29
The presentation rubric is on the other side of this handout. Please review it carefully before you begin to develop your superhero presentation.
Presentation
Content
(50 points)
Shows a mastery of your element of characterization and how it is used in conjunction with the others.
50 pts.
Shows a good understanding of your element of characterization and how it is used in conjunction with the others.
43 pts.
Shows some understanding of your element of characterization and how it is used in conjunction with the others.
37 pts.
Shows little or no understanding of your element of characterization and how it is used in conjunction with the others.
30 pts.
Oral Presentation (25 points)
Follows all public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
25 pts.
Follows most public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
21 pts.
Follows some public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
19 pts.
Follows few, if any, public speaking rules: face the audience, make eye contact, speak slowly and clearly, don’t read your notes, stand straight and still.
15 pts.
Visual Content
(25 points if applicable)
Visual component masterfully represents the content of your presentation. It is eye-catching and easily viewed, and reflects a masterful level of care, effort, and organization.
25 pts.
Visual component represents the content of your presentation well. It is eye-catching and easily viewed, and reflects a good level of care, effort, and organization.
21 pts.
Visual component adequately represents the content of your presentation. It is somewhat eye-catching and easily viewed, and reflects an adequate level of care, effort, and organization.
19 pts.
Visual component poorly represents the content of your presentation. It is not eye-catching or easily viewed, and reflects a poor level of care, effort, and organization.
15 pts.
Performance Content
(25 points if applicable)
Performance component masterfully represents the content of your presentation. It is engaging and easily followed, and reflects a masterful level of care, effort, and organization.
25 pts.
Performance component represents the content of your presentation well. It is engaging and easily followed, and reflects a good level of care, effort, and organization.
21 pts.
Performance component adequately represents the content of your presentation. It is somewhat engaging and easily followed, and reflects an adequate level of care, effort, and organization.
19 pts.
Performance component poorly represents the content of your presentation. It is not engaging or easily followed, and reflects a poor level of care, effort, and organization.
15 pts.
Superhero Presentation Rubric (100 points)
Name ______________________________________________ Period __________
Superhero Project Brainstorming Worksheet
The following is a list of attributes you should consider when creating your superhero. These are only suggestions. You do not have to include all of these attributes, and you are encouraged to add your own ideas.
Real name:
Superhero name:
Reason for superhero name:
Heritage (alien, human, or other):
Age:
Size and physical build:
Hair color and style:
Eye color and shape:
Mouth and teeth:
Special odor:
Vocal characteristics:
Skin and complexion:
Scars or tattoos:
Grooming habits:
Movement and posture:
Gestures and mannerisms:
Poisonous or dangerous substances:
Family background:
Economic and social status:
Regular job:
Interests and hobbies:
Level of intelligence:
Special sensitivities:
Everyday clothing:
Superhero clothing:
Superhero vehicle:
Superhero accessories:
Super powers:
Sidekick:
Fatal flaws:
How superhero reacts to others:
How others react to superhero:
Name __________________________________________ Period ____________
Superhero Characterization Sheet
After your group has brainstormed and discussed your superhero, you must reach an agreement about the five elements of characterization. Please be sure that each group member completes this characterization sheet thoroughly and accurately.
Superhero’s Name ____________________________________________________
Physical appearance—physical traits, costume, clothes, color choices, etc.
Speech—sound of voice, pattern of speaking, word choices, sayings or mottoes, etc.
Thoughts—belief system, values, morals, motivation, fears, goals, etc.
Actions—super powers, weaknesses, heroic deeds, negative deeds (if any), etc.
What other characters think—family, friends, co-workers, enemies, the public, etc.
Prof. B - I will send all of the above in a separate e-mail, I know this isn't very easy to follow...maybe one day I'll learn how to post from word....
Sunday, October 14, 2007
Not a Motivator...Results Now
I just finished reading the first four chapters of Results Now by Mike Schmoker. It wasn't a motivator at all. My first impressions reading this is "how negative." I know this blog post is to look at our own school, practice and see if I can relate to what he does. There are some things I can relate to....but as a classmate (Ellen) pointed out in class, we are a profession that is quick to throw education under the bus....do other professions criticize as frequently and openly as current and previous educators do?
In our district, we do have curriculum. I feel that the majority of us do follow the curriculum. Our school district does quite well in state testing. I'm not sure I agree with Schmoker, that we should avail ourselves to the "Overlooked Opportunity" of state materials that would help teachers align their curriculum with state assessments. So what, we teach to the test, what happens with the creative side that Pink thinks we should provide more opportunities for in education. I would like to see Schmoker and Pink (maybe Friedman) in a room together to discuss education as a whole. I wonder if they belong to similar think tank types of research that it sounds like Schmoker makes a living at.
I do feel that administrators accept the mediocrity in some. Schmoker points out that not many administrators will honestly provide feedback to teachers to improve instruction. One change that could be made for administrators to follow is to provide relevant, pertinent, helpful observations to teachers. The mentality of administrators and teachers need to change. Professionals need to work together to improve instruction. Even the best teacher ever, can improve.
I do feel teachers are in isolation. That is one of my biggest problems with content area teachers. I am a special education teacher; therefore, I have the opportunity to work with many different teachers. I became a better teacher because of my work with other teachrs. I feel that every teacher should be required to observe at least three teachers every year. I have picked up many skills by working with very capable and not so capable teachers. I became better in my resource classes because of them. Administration can impact teaching by allowing time for other teachers to work together, share lessons, observe each other and talk during the school day.
In one of Schmoker's studies, he found that "They do not prepare lessons and assessments togher, and they do not test and refine their lessons regularly on the basis of assessment results." In our school, there are departments that do...it proves to be effective. The tests and quizzes are the same, how the students are taught is left to the teachers professional judgements. I just found him to be very negative....maybe, I'll give it another day or two and see if I can see more valid points.
Is the rest of his book, more complaints on education? If so, I'll wait until they are posted on Blackboard before I buy the book......ugh!
In our district, we do have curriculum. I feel that the majority of us do follow the curriculum. Our school district does quite well in state testing. I'm not sure I agree with Schmoker, that we should avail ourselves to the "Overlooked Opportunity" of state materials that would help teachers align their curriculum with state assessments. So what, we teach to the test, what happens with the creative side that Pink thinks we should provide more opportunities for in education. I would like to see Schmoker and Pink (maybe Friedman) in a room together to discuss education as a whole. I wonder if they belong to similar think tank types of research that it sounds like Schmoker makes a living at.
I do feel that administrators accept the mediocrity in some. Schmoker points out that not many administrators will honestly provide feedback to teachers to improve instruction. One change that could be made for administrators to follow is to provide relevant, pertinent, helpful observations to teachers. The mentality of administrators and teachers need to change. Professionals need to work together to improve instruction. Even the best teacher ever, can improve.
I do feel teachers are in isolation. That is one of my biggest problems with content area teachers. I am a special education teacher; therefore, I have the opportunity to work with many different teachers. I became a better teacher because of my work with other teachrs. I feel that every teacher should be required to observe at least three teachers every year. I have picked up many skills by working with very capable and not so capable teachers. I became better in my resource classes because of them. Administration can impact teaching by allowing time for other teachers to work together, share lessons, observe each other and talk during the school day.
In one of Schmoker's studies, he found that "They do not prepare lessons and assessments togher, and they do not test and refine their lessons regularly on the basis of assessment results." In our school, there are departments that do...it proves to be effective. The tests and quizzes are the same, how the students are taught is left to the teachers professional judgements. I just found him to be very negative....maybe, I'll give it another day or two and see if I can see more valid points.
Is the rest of his book, more complaints on education? If so, I'll wait until they are posted on Blackboard before I buy the book......ugh!
Saturday, October 6, 2007
Quotable Quotes
Attached is a small summary of some quotes we read during this unit. It was compiled to sumarize some questions and statements made by others that we as educators should consider when teaching our youth. Sorry it's not real fancy, but if you just read the quotes, it gives us something to think about. Enjoy.
Okay - I can't figure it out - if anyone knows how to attach a power point presentation here - please leave me a comment. Thanks - until then....
Okay - I can't figure it out - if anyone knows how to attach a power point presentation here - please leave me a comment. Thanks - until then....
Thursday, October 4, 2007
Did You Know?
My initial reaction was wow. I’m not sure ..I know…any more. I can’t believe it. I always heard US was behind China and India. As far as education goes, they have more honors students then we have students. China will be the number one English speaking country in the world? That doesn’t seem right….Could it be?
Based on some of the statistics, I think we need to prepare students to be more independent learners and thinkers. The jobs we are preparing students for now don’t even exist yet. If we can help them learn to get along with others, to challenge each other, to discover their own learning, then they could be successful in jobs. I find that students who are more independent and can manage their own education tend to be more confident and secure in themselves. This confidence would hopefully, allow them to perform well in jobs in the 21st century. Successful students are learners who can adapt to current technologies and embrace the use of technology and use it to its fullest potential. For example, if the student is a poor writer, they could use multiple technologies that would allow them to improve their writing, whether they have grapho-motor difficulties or even sentence structure. There are tools out there that they can assist all types of student to perform at a level at least equal to their peers.
To be successful in changing the current paradigm to a more innovative paradigm people need to accept change. Accepting change can occur if teachers, students, parents all work together to look for ways to improve education for all. Teachers need to be trained, parents need to support the teacher training, and parents also need to be supportive of their child’s education and potentially a shift from the traditional math/science/social studies /English curriculum to a more innovative curriculum. Curriculum needs to incorporate general and advanced skills to assist our student to adjust and embrace fast changing technology and future jobs.
Who’s scared? I’m scared. I’m scared on multiple levels. I’m scared personally because I have children who hopefully will be productive members of society. Who knows where their future lies. I’m scared professionally, as I’m trying to transition from the classroom to a position of administration, I will be charged with assisting staff to make curriculum changes to help students be successful in the 21st century. Are students scared too? I’m not sure; the students I deal with have total faith in their teachers. I don’t think they realize education can be different.
What do we do with the teachers who refuse to use technology? First and foremost, we need to be sure these teachers have been trained. Not just put in a training session and then say go use it in your classroom, but have been trained, have observed the desired use of technology in action, had opportunities to try and succeed (or fail) without penalty and the opportunity to grow. If after multiple attempts to help the teacher use technology – then perhaps more corrective actions should be investigated.
Did I know? Now I know more. Is there more to know? I always assume there is. Let’s see what the future brings.
Based on some of the statistics, I think we need to prepare students to be more independent learners and thinkers. The jobs we are preparing students for now don’t even exist yet. If we can help them learn to get along with others, to challenge each other, to discover their own learning, then they could be successful in jobs. I find that students who are more independent and can manage their own education tend to be more confident and secure in themselves. This confidence would hopefully, allow them to perform well in jobs in the 21st century. Successful students are learners who can adapt to current technologies and embrace the use of technology and use it to its fullest potential. For example, if the student is a poor writer, they could use multiple technologies that would allow them to improve their writing, whether they have grapho-motor difficulties or even sentence structure. There are tools out there that they can assist all types of student to perform at a level at least equal to their peers.
To be successful in changing the current paradigm to a more innovative paradigm people need to accept change. Accepting change can occur if teachers, students, parents all work together to look for ways to improve education for all. Teachers need to be trained, parents need to support the teacher training, and parents also need to be supportive of their child’s education and potentially a shift from the traditional math/science/social studies /English curriculum to a more innovative curriculum. Curriculum needs to incorporate general and advanced skills to assist our student to adjust and embrace fast changing technology and future jobs.
Who’s scared? I’m scared. I’m scared on multiple levels. I’m scared personally because I have children who hopefully will be productive members of society. Who knows where their future lies. I’m scared professionally, as I’m trying to transition from the classroom to a position of administration, I will be charged with assisting staff to make curriculum changes to help students be successful in the 21st century. Are students scared too? I’m not sure; the students I deal with have total faith in their teachers. I don’t think they realize education can be different.
What do we do with the teachers who refuse to use technology? First and foremost, we need to be sure these teachers have been trained. Not just put in a training session and then say go use it in your classroom, but have been trained, have observed the desired use of technology in action, had opportunities to try and succeed (or fail) without penalty and the opportunity to grow. If after multiple attempts to help the teacher use technology – then perhaps more corrective actions should be investigated.
Did I know? Now I know more. Is there more to know? I always assume there is. Let’s see what the future brings.
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