After our face-to-face workshop on how media can tie into the classroom in various ways, I learned a lot about the benefits involved. I really like the idea of having a classroom of students getting the opportunity to learn about another culture through video conferencing. I also realized the work involved in making this technology based idea work in a classroom. I feel that because so many things could go wrong, such as picture or sound, I would be hesitant to include multimedia often. It may be just because the idea is new to me and therefore I am a little nervous about using it. I hope one day I can incorporate lots of it into my lessons as I do feel it can greatly enhance learning. Below is my last assignment.
Lesson By: Tamara Craft
Title of Learning Object: Developing footwork skills and balance
Subject: Physical Education
Grade Level: 10
Amazing Soccer Moves URL:
http://www.evtv1.com/player.aspx?itemnum=1511
Description of multimedia:
The website about is a short video clip of various soccer players and their amazing soccer moves. A lot of the video focuses on footwork. There are a few other sport video clips available to view on this site but the video clip titled “Amazing Soccer Moves” is the video this lesson will be targeting.
Description:
I would use this video clip to show the student what footwork and practice can look like. I would show the video clip to the class at the beginning of the P.E lesson as a hook to get the students interested in working on their soccer, specifically their footwork. I would then break down a few of the moves that were shown on the video clip and get the student to put it into practice.
Planning and Prep:
As this is a gym class I would not let the students look at the website individually but rather I would have a computer and projector set up either in the gym or classroom before heading to the gymnasium and I would get the students to view the website as a class first. To prepare I would ensure that the website was working properly and that I had an alternative site incase something went wrong. I would also ensure that the volume was working properly by testing the equipment ahead of time. I would watch the video clip and pull out various moves that I would later highlight to the class and work on them in the gym. I would ensure that there were enough soccer balls for each student or if there wasn’t enough available I would ensure that there was another activity planned and the class could take turns using the sport equipment. For the lesson itself I would break down the footwork skills that I wanted the class to work on. I would relate the skill to the video clip that we watched ahead of time. I would set up stations where the students would be working on a different skill depending on the area. When the students finished all four stations they would be allowed to find a partner and work on a passing drill. The amount of time left at the end of the lesson and as well as the students behavior would determine if I would let the class participate in a leisure game of soccer.
General Learning Outcomes: General outcome A (Activity. Basic skills: Locomotor, Nonlocomotor and Manipilative)
Specific Learning Outcomes:
Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water
A10–1 apply and refine locomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
Basic Skills—Nonlocomotor; e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging
A10–3 apply and refine nonlocomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
Basic Skills—Manipulative: receiving; e.g., catching, collecting: retaining; e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking
A10–5 apply and refine manipulative skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
ICT Outcomes:
C.2 - Students will seek alternative viewpoints, using information technologies.
3.2 - assemble and organize different viewpoints in order to assess their validity
C3. - Students will critically assess information accessed through the use of a variety of technologies.
2.2- recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used
4.1- assess the authority, reliability and validity of electronically accessed information
C7. - Students will use electronic research techniques to construct personal knowledge and meaning.
3.1- identify patterns in organized information
3.2- make connections among related, organized data, and assemble various pieces into a unified message
4.2- analyze and synthesize information to determine patterns and links among ideas
(Alberta Government, 2007).
Saturday, November 3, 2007
Thursday, October 25, 2007
Teacherweb
For assignment seven I chose to write about grade-five abstract art.
Check out my WebQuest at
http://teacherweb.com/WQ/ElementarySchool/abstract-art-sculpture/index.html
Check out my WebQuest at
http://teacherweb.com/WQ/ElementarySchool/abstract-art-sculpture/index.html
Friday, October 5, 2007
Concept Mapping
I would integrate this concept map into my classroom for grade-three science during the unit on hearing and sound. This map can be and example of what I want the students to create on there own or it can be a way of showing how sound can be categorized in various groups. I included some recorded sounds but with this image saved as a gif. the sounds won't be available within my blog. However, I could also put this concept map on a smart board with all the images mixed up and get the students to organize the map for me. Within that program I am sure there is a way to get the recorded sounds to work, therefore showing the students different audible examples. This map can also include many ICT outcomes, specifically “C4- organizational processes and P2-Students will organize and manipulate data.”
I was unfamiliar with this style of technology and therefore I was a little more skeptical about how it can be integrated effectively into the classroom. However, there are so many images and words that are available within the inspiration software; I can see now how this technology can be beneficial and a real asset to classroom learning.
Thursday, September 27, 2007
Activity: Sound and Volume
Science Clips, (2007). Sound and Hearing. Retrieved September 27, 2007 from: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml
I have chosen to look into the elementary science program specifically for grade three. Within the grade-three science curriculum there are five units that are supposed to be covered. These units include the following:
A. Rocks and Minerals
B. Building with a Variety of Materials
C. Testing Materials and Designs
D. Hearing and Sound
E. Animal Life Cycles
(Alberta Government, 2007).
For this assignment I have decided to choose the hearing and sound unit.
My teaching activity would be a brief lecture on sound and vibrations. I would bring in a few different types of instruments and demonstrate the various volume and sounds that can be created when hitting, striking, or plucking an instrument lightly or heavily. I would explain a bit about sound travel and how the vibrations work. I would explain how the sound is louder for the student near the instrument then it would be if a student was out in the hall. I would pass the instruments around or call on volunteers to come demonstrate how the different force expresses a different sound. I would then go to the computer lab and give the students the web address above and get them to apply what they just learned by practicing on this website. As the teacher I would circle the room while they were working to ensure that the class was on task but also to be available for any questions.
After reading through the program of studies I understand that there are several outcomes that are expected but also outcome that I would like to see once this unit was finished.
The general learning outcomes of grade-three science include, being able to investigate through observation, recognize patterns and make predictions, as well as examine a problem and develop a solution.
For the unit on sound and hearing specifically students should understand sound, volume, vibrations, pitch, sound travel, human ears/ animal ears and finally sensitivity. Students should know the nature of sound and how to produce and control it. They should know that sound comes from vibration and that loud sound can damage hearing. Students should also know the process of soundproofing and sound amplifying. For the application part of this unit there are also several steps that the students should know. They should be able to demonstrate various ways of producing sound and also describe how the human ear senses vibrations. Students should be able to compare hearing in humans to hearing in animals as well as describe the changes in hearing as a result of loud noise or aging.
For the ICT learner outcomes the unit would involve Category C2: “Communicating, Inquiring, Decision Making and Problem Solving” as well as C6 where “students will use technology to investigate and/or solve problems.” Lastly Category F6: “Foundational Operations, Knowledge and Concepts” will be used, where students demonstrate a basic understanding of technology, such as using the curser to click on icons.
The lesson I just created covers some of the program of study outcomes that are required by the government of Alberta. The class would learn about volume, some vibrations, pitch, and some sound travel. The students would also get the chance for self-assessment by using the site online to see how much they can remember. They would also be gaining experience and basic understanding of using technology to help them learn. I feel that not only does the integration of technology meet some of the ICT outcomes, but it also is a fun and interactive way of getting the students involved and applying what they know. Plus, the website is a great tool that can be used for practice and self-assessment.
Below are some other sources that teach more about sound and hearing.
Bitesize revision, (2007). Science-Changing sounds. Retrieved September 27, 2007 from:
http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/changing_sounds.shtml
Discovery Education, (2007). The Phenomenon of Sound Waves. Retrieved September 27, 2007 from: http://school.discoveryeducation.com/lessonplans/programs/soundwaves/
National Arts Centre, (2006). The Instrument Lab. Retrieved September 27, 2007 from: http://www.artsalive.ca/en/mus/instrumentlab/
Teacher Planet, (2006). The Ear and Hearing (series 1). Retrieved September 27, 2007 from: http://www.teacherplanet.com/links/redirect.php?url=http://clerccenter.gallaudet.edu/InfoToGo/567/567.html
I have chosen to look into the elementary science program specifically for grade three. Within the grade-three science curriculum there are five units that are supposed to be covered. These units include the following:
A. Rocks and Minerals
B. Building with a Variety of Materials
C. Testing Materials and Designs
D. Hearing and Sound
E. Animal Life Cycles
(Alberta Government, 2007).
For this assignment I have decided to choose the hearing and sound unit.
My teaching activity would be a brief lecture on sound and vibrations. I would bring in a few different types of instruments and demonstrate the various volume and sounds that can be created when hitting, striking, or plucking an instrument lightly or heavily. I would explain a bit about sound travel and how the vibrations work. I would explain how the sound is louder for the student near the instrument then it would be if a student was out in the hall. I would pass the instruments around or call on volunteers to come demonstrate how the different force expresses a different sound. I would then go to the computer lab and give the students the web address above and get them to apply what they just learned by practicing on this website. As the teacher I would circle the room while they were working to ensure that the class was on task but also to be available for any questions.
After reading through the program of studies I understand that there are several outcomes that are expected but also outcome that I would like to see once this unit was finished.
The general learning outcomes of grade-three science include, being able to investigate through observation, recognize patterns and make predictions, as well as examine a problem and develop a solution.
For the unit on sound and hearing specifically students should understand sound, volume, vibrations, pitch, sound travel, human ears/ animal ears and finally sensitivity. Students should know the nature of sound and how to produce and control it. They should know that sound comes from vibration and that loud sound can damage hearing. Students should also know the process of soundproofing and sound amplifying. For the application part of this unit there are also several steps that the students should know. They should be able to demonstrate various ways of producing sound and also describe how the human ear senses vibrations. Students should be able to compare hearing in humans to hearing in animals as well as describe the changes in hearing as a result of loud noise or aging.
For the ICT learner outcomes the unit would involve Category C2: “Communicating, Inquiring, Decision Making and Problem Solving” as well as C6 where “students will use technology to investigate and/or solve problems.” Lastly Category F6: “Foundational Operations, Knowledge and Concepts” will be used, where students demonstrate a basic understanding of technology, such as using the curser to click on icons.
The lesson I just created covers some of the program of study outcomes that are required by the government of Alberta. The class would learn about volume, some vibrations, pitch, and some sound travel. The students would also get the chance for self-assessment by using the site online to see how much they can remember. They would also be gaining experience and basic understanding of using technology to help them learn. I feel that not only does the integration of technology meet some of the ICT outcomes, but it also is a fun and interactive way of getting the students involved and applying what they know. Plus, the website is a great tool that can be used for practice and self-assessment.
Below are some other sources that teach more about sound and hearing.
Bitesize revision, (2007). Science-Changing sounds. Retrieved September 27, 2007 from:
http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/changing_sounds.shtml
Discovery Education, (2007). The Phenomenon of Sound Waves. Retrieved September 27, 2007 from: http://school.discoveryeducation.com/lessonplans/programs/soundwaves/
National Arts Centre, (2006). The Instrument Lab. Retrieved September 27, 2007 from: http://www.artsalive.ca/en/mus/instrumentlab/
Teacher Planet, (2006). The Ear and Hearing (series 1). Retrieved September 27, 2007 from: http://www.teacherplanet.com/links/redirect.php?url=http://clerccenter.gallaudet.edu/InfoToGo/567/567.html
Wednesday, September 19, 2007
Blogging in the Classroom
There are many positives and negatives that come into play went integrating technology, such as blogging, into a classroom. After reviewing the readings I feel that blogging can be a very beneficial tool of learning in the classroom if used properly. However, I also feel that the age level of such a source should be taken into consideration. For this assignment I have decided to look into grade 8 students with a focus on the curricular area of social sciences. Clarence Fisher expresses in the first link below, the positive influence that blogging can have on student learning. I agree with him that blogs can be a way for students to learn and discover new places, and cultures in this world. They can also take ownership in sharing their own culture and traditions. Below are some links that address blogging in the classroom.
http://remoteaccess.typepad.com/remote_access/2006/05/blogs_invitatio.html
http://kmh274.wordpress.com/2007/06/14/blogs-in-the-classroom/
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
The grade 8 curriculum involves learning about culture and community as well as getting to know the history of other cultures. I can see the how learning directly through the stories of other students from different countries can be more impacting then reading about culture through a textbook. However, there are also several dangers in using this type of technology. Blogs are great ways for student to easily read and learn great detail about another student and his or her culture. Therefore it is very crucial for restrictions to be set in place to ensure web safety. I choose to support blogging being integrated into the classroom at the grade 8 level because I feel that student in this generation would most likely be already involved in web based interactions with peers, such as “facebook” or “myspace.” Therefore I feel that teaching blogging in a classroom will help structure the value of such resources, and give opportunities for students to learn the importance of safety when using the web.
The steps below can be followed to learn how to ensure safety in the classroom…
It is import to remember that as a teacher you are responsible for all that takes place in your classroom. Therefore I would ensure that the students are on task when working on computers during class time. I would also personally read the blogs of my students to make sure that the content of their work is appropriate and not too personal.
I might also set up some blocking devices where I link all the class blogs together and make is so that only members of the class can add comments on each others blogs. If there was a way to block random viewers from seeing the sites, I would also set in place that restriction. It would be neat to get in touch with another teacher overseas and link that classroom of students with my own classroom of students so that the cultural learning experience is a structured and safe and environment.
http://remoteaccess.typepad.com/remote_access/2006/05/blogs_invitatio.html
http://kmh274.wordpress.com/2007/06/14/blogs-in-the-classroom/
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
The grade 8 curriculum involves learning about culture and community as well as getting to know the history of other cultures. I can see the how learning directly through the stories of other students from different countries can be more impacting then reading about culture through a textbook. However, there are also several dangers in using this type of technology. Blogs are great ways for student to easily read and learn great detail about another student and his or her culture. Therefore it is very crucial for restrictions to be set in place to ensure web safety. I choose to support blogging being integrated into the classroom at the grade 8 level because I feel that student in this generation would most likely be already involved in web based interactions with peers, such as “facebook” or “myspace.” Therefore I feel that teaching blogging in a classroom will help structure the value of such resources, and give opportunities for students to learn the importance of safety when using the web.
The steps below can be followed to learn how to ensure safety in the classroom…
It is import to remember that as a teacher you are responsible for all that takes place in your classroom. Therefore I would ensure that the students are on task when working on computers during class time. I would also personally read the blogs of my students to make sure that the content of their work is appropriate and not too personal.
I might also set up some blocking devices where I link all the class blogs together and make is so that only members of the class can add comments on each others blogs. If there was a way to block random viewers from seeing the sites, I would also set in place that restriction. It would be neat to get in touch with another teacher overseas and link that classroom of students with my own classroom of students so that the cultural learning experience is a structured and safe and environment.
Thursday, September 6, 2007
Greetings
Welcome to my blog!
My name is Tamara Craft and I was born in Creston, B.C. At a young age I moved with my family to Whitehorse, Yukon, where I grew up. Above is a picture of the house that my dad built that I grew up in. Living in Whitehorse had its challenges as well as its perks. Although the winters can be extremely cold, the northern lights and stars are breathtaking. My favorite however, is the summers where we get 24-hour-daylight! For as long as I can remember I have wanted to be a teacher. I started off wanting to teach elementary school but as I get older I realize how much I also enjoy working with the older age levels. I think that one day it would be great to experience it all. I would have to say that I am more then excited that I have gotten into the education faculty and I can't wait to see all that I will be learning about over the next two years.
Today was our first 'Technology and Education' class and I was surprised and excited to find out that we are going to be doing a lot of the course work through computers and without face-to-face interaction. I really enjoy computers but I wouldn't say that I am extremely talented when it comes to working with them. I do agree with what my professor said about technology and how it allows individuals to become excellent teachers because, technology is the future. I am a little worried that I might get a little lost but I am grateful for the opportunity to get extra help during the scheduled lab times. Today in class we looked at several video clips that middle school students put together. The clips are very touching and well put together. The video clips are great examples of how technology can be used in a classroom in a positive way. It also addressed how young students can reach the world using technology, causing change, and making a difference.
So I can see how blogging and using other forms of technology can be a great asset in the schools. Blogging creates a way for the students to communicate what they are feeling to their peers and their teacher in an open way, by using multimedia. Students are able to bring across there own ideas and take pride and ownership for the things that they do. Students can learn to work with multiple forms of technology such as editing, problems solving, managing time and data, researching, and understanding the importance of technology, how it applies to society and the work field today.
However, there are many other factors that need to be addresses when integrating blogging into a classroom. Blogging can be a great way to allow parents and peers to view the work of the students and feel apart of their learning, but it can also become a safety issue. Students need to be aware of the harm that improper use of professionalism and privacy can result in various kinds of danger. Overall, if used properly blogs and other types of technology can enhance learning in a classroom causing students to feel a sense of accomplishment where they are also being equipped for a technology driven world.
My name is Tamara Craft and I was born in Creston, B.C. At a young age I moved with my family to Whitehorse, Yukon, where I grew up. Above is a picture of the house that my dad built that I grew up in. Living in Whitehorse had its challenges as well as its perks. Although the winters can be extremely cold, the northern lights and stars are breathtaking. My favorite however, is the summers where we get 24-hour-daylight! For as long as I can remember I have wanted to be a teacher. I started off wanting to teach elementary school but as I get older I realize how much I also enjoy working with the older age levels. I think that one day it would be great to experience it all. I would have to say that I am more then excited that I have gotten into the education faculty and I can't wait to see all that I will be learning about over the next two years.
Today was our first 'Technology and Education' class and I was surprised and excited to find out that we are going to be doing a lot of the course work through computers and without face-to-face interaction. I really enjoy computers but I wouldn't say that I am extremely talented when it comes to working with them. I do agree with what my professor said about technology and how it allows individuals to become excellent teachers because, technology is the future. I am a little worried that I might get a little lost but I am grateful for the opportunity to get extra help during the scheduled lab times. Today in class we looked at several video clips that middle school students put together. The clips are very touching and well put together. The video clips are great examples of how technology can be used in a classroom in a positive way. It also addressed how young students can reach the world using technology, causing change, and making a difference.
So I can see how blogging and using other forms of technology can be a great asset in the schools. Blogging creates a way for the students to communicate what they are feeling to their peers and their teacher in an open way, by using multimedia. Students are able to bring across there own ideas and take pride and ownership for the things that they do. Students can learn to work with multiple forms of technology such as editing, problems solving, managing time and data, researching, and understanding the importance of technology, how it applies to society and the work field today.
However, there are many other factors that need to be addresses when integrating blogging into a classroom. Blogging can be a great way to allow parents and peers to view the work of the students and feel apart of their learning, but it can also become a safety issue. Students need to be aware of the harm that improper use of professionalism and privacy can result in various kinds of danger. Overall, if used properly blogs and other types of technology can enhance learning in a classroom causing students to feel a sense of accomplishment where they are also being equipped for a technology driven world.
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