Classroom Management Plan
16 years ago
Tuesday, April 14, 2009
Internet Safety
For this activity, I talked to a 48 year old woman. She is an advocate for internet safety. There are too many things out there that destroy lives. She is pretty knowledgeable on the subject. She makes sure to keep the computer in a public room, such as the living room, so that she can always see what her kids are doing. She also makes all her kids tell her every password they set up so that she has access to their accounts, such as facebook or myspace. You can't keep your kids from making choices, but you can help direct them in a positive way and be aware and actively involved in what they do on the internet. She doesn't allow chat rooms, because they are dangerous. She also checks the history on the computer to see the sites that people in the household have visited. She knows a lot about email, obviously to not open anything from strangers or people you don't know. She knows a lot about internet safety, and we shared different ideas about how to control things that kids see/do on the internet. It was a positive conversation. I think I learned a lot from her.
Thursday, April 9, 2009
Learning Theory
Erin Steiner
Personal Learning Theory
Psychology
April 10, 2009
Modeling and Positive Reinforcement
There are vast amounts of research that show how students learn best. I believe that modeling and positive reinforcement encourage effective learning among students. I feel that students need to have things modeled for them, and when that is done, they remember so much more. I also think that by giving students rewards for certain behaviors, they are more willing to work harder and to learn the material.
Modeling is “changes in behavior, thinking, or emotions that happen through observing another person—a model” (Woolfolk, 2008). The question now is: why is modeling so important? Can we not just expect our students to read our minds and know what we want them to do? Obviously, this is not the case. Students require much attention and instruction regarding the assignments and behaviors teachers expect. What is that saying, Monkey see, monkey do? Modeling is so effective, that even bad behaviors can be learned by students from modeling. A study shows that children who watch violence portrayed on TV and in movies are more likely to be violent themselves (Van Stolk, 1976). This is pretty scary if you think about all the garbage that is on TV and in movies now-a-days. We need to make sure that in our classroom, we are only modeling good behaviors that are school appropriate. I honestly believe that if we try our best to model good things, this will carry over into student’s home lives. This is why modeling is extremely important. We are role models for our students. If we expect them to learn something, we need to first demonstrate it ourselves.
Not only are behaviors important to model, but lesson instructions are important. We can’t expect different types of learners to all understand verbal directions or visual directions. We need to have the sight-sound connection as well as kinesthetic motions to show the students what is the expected learning outcome. We appeal to all types of learners when we do this, which proves to be extremely effective. It is also an efficient use of our time as teachers. We aren’t trying to explain one assignment four different ways. That gets to be a little bit ridiculous. We can give our instructions verbally while showing students what to do with our own bodies, and we can write the directions down. Modeling is a key factor in learning success in the classroom. If we don’t model the tasks we cannot expect our students to master the lesson we are teaching. They can’t play these guessing games…don’t we all hate mind games anyways? If we aren’t clear in showing students the expected outcome of projects and tasks, they will probably have to repeat the assignment multiple times, which is inefficient use of classroom time. Think of the time you spend on sending students back to their desks several times…you can be having other lessons that help improve students literacy and other important aspects of learning.
Another benefit of modeling to student learning is that it enhances active learning. “Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information” (as cited in Losser, 2009).
The reason I think modeling and active learning is related is because when we model tasks for our students, it usually is for them to turn around and do it themselves. Active learning helps students to be fully engaged in the class and this is only achieved through correct and decently modeled practices. Active learning can even include learning rules and procedures of the classroom. If you model the behavior you expect, they should become active and practice those newly learned techniques. Therefore, modeling is extremely vital to student learning.
The other factor that I think is helpful to student learning is self-efficacy. Self-efficacy is a person’s sense of being able to deal effectively with a particular task (Woolfolk, 2008). Self-efficacy is different than self-concept and self-esteem. You would think that this is not true, but it really is. Self-efficacy really focuses on the individual’s ability to complete a task (Woolfolk, 2008). I think this is particularly valuable to student learning, because they are able to compete with themselves and not with other people. This encourages self-esteem, because they are able to build a healthy self-image by bettering themselves.
Self-efficacy does not deal with self-worth judgments; it deals with judgments of personal capabilities. This is why I think it is an important aspect of learning. Students are able to see their own capabilities and rely on themselves, not others. They are able to make themselves better learners by competing with themselves. This is excellent. This reminds me of the FRIENDS episode where Monica competes with herself. She gets roped into cooking Thanksgiving dinner and her motivation is for being better than herself the year before. This is pretty neat. This is what our students need; they need to be able to recognize that they can better themselves and make goals that are attainable. I believe that self-efficacy increases motivation. Research supports my claim. Woolfolk states that self-efficacy influences motivation through goal-setting. When you set goals, you do it for the purpose to reach those goals. I feel like it’s a waste of time to make goals if you don’t plan on working to reach those goals.
I’ve learned through personal experience that the best way for me to learn is through this art of self-efficacy. It’s not always easy, but when the skill is practiced, it is more beneficial than competition in other forms. I’m a highly competitive person in certain circumstances. I easily get frustrated with others when they don’t perform the way I want them to perform, mostly in sports settings, but in others as well. What I’ve learned though is that self-efficacy makes me learn more because I can recognize my weaknesses and not what others lack. It has been a beneficial lesson for me to realize that self-efficacy enhances learning because the focus is placed on the individual and not on those around them.
So my question is: what are some teaching practices that can help these factors become evident in student learning? I think with modeling, it is based on the individual teacher. Each teacher is different. They all have different rules, consequences, classroom procedures, etc. How they chose to model their classroom policies is up to them. For me, I need to make sure to model clearly each step of what is expected. I also think it is helpful to model these things several times. By modeling each step multiple times, students are really able to see what the outcome will be and will be able to assess if they may have difficulties with a certain task.
Not only do we need to model tasks that need to be completed, but we need to model good behavior. The case study regarding violence makes it apparent that students learn negative things through modeling. If we don’t show students a higher standard, how can we expect them to live up to a high standard? Modeling is crucial because students are watching our every move…or sometimes it may feel like that. They watch our every behavior because we are a significant figure in their lives. They look up to us and expect us to teach them certain things, not only pertaining to academics. All we can do is be a good model in all aspects of our lives.
What can I do as a teacher to help self-efficacy be an important aspect in each student’s life? First, we need to be high-quality teachers which include: classroom management, instruction, and content knowledge and understanding (Payne, 2008). This helps us to increase self-efficacy in our students. Second, I think that I need to provide appropriate lessons. Guided learning and direct instruction lessons are key factors in this (Losser, 2009). Guided learning and direct instruction lessons provide students with opportunities to set goals and make sure to reach them. As a teacher, I need to provide experiences and opportunities for these goals to be reached. I need to help students to see their strengths and weaknesses and recognize what they can do better.
Modeling and self-efficacy enhance student learning. These factors are efficient to help people learn. I think that a classroom without these is probably a class that struggles. Students need to see good behavior modeled by the teacher. They also need to see the tasks that they are expected to complete modeled efficiently. Teachers need to make sure that they are placing high priority on goal setting to encourage self-efficacy. By being able to perform a task and recognize the individual capabilities, students can better themselves as learners and therefore they can see weaknesses they can work on. We need to make sure that our lessons are coherent as well as our directions. If we don’t model things appropriately, it makes self-efficacy of students hard to reach. Learning is obviously influenced by many things, but I think modeling and self-efficacy are the two most apparent.
Resources
Losser, J.L., (2009). Elementary education 302 planning and management packet.
Payne, R. K., (2008). Under-resourced learners: 8 strategies to boost student achievement.
United States: aha! Process, Inc.
Van Stolk, M. (1976). Monkey see, monkey do. Retrieved April 9, 2009 from ERIC
Database.
Woolfolk, A., (2008). Educational psychology. United States: Pearson Education, Inc.
Personal Learning Theory
Psychology
April 10, 2009
Modeling and Positive Reinforcement
There are vast amounts of research that show how students learn best. I believe that modeling and positive reinforcement encourage effective learning among students. I feel that students need to have things modeled for them, and when that is done, they remember so much more. I also think that by giving students rewards for certain behaviors, they are more willing to work harder and to learn the material.
Modeling is “changes in behavior, thinking, or emotions that happen through observing another person—a model” (Woolfolk, 2008). The question now is: why is modeling so important? Can we not just expect our students to read our minds and know what we want them to do? Obviously, this is not the case. Students require much attention and instruction regarding the assignments and behaviors teachers expect. What is that saying, Monkey see, monkey do? Modeling is so effective, that even bad behaviors can be learned by students from modeling. A study shows that children who watch violence portrayed on TV and in movies are more likely to be violent themselves (Van Stolk, 1976). This is pretty scary if you think about all the garbage that is on TV and in movies now-a-days. We need to make sure that in our classroom, we are only modeling good behaviors that are school appropriate. I honestly believe that if we try our best to model good things, this will carry over into student’s home lives. This is why modeling is extremely important. We are role models for our students. If we expect them to learn something, we need to first demonstrate it ourselves.
Not only are behaviors important to model, but lesson instructions are important. We can’t expect different types of learners to all understand verbal directions or visual directions. We need to have the sight-sound connection as well as kinesthetic motions to show the students what is the expected learning outcome. We appeal to all types of learners when we do this, which proves to be extremely effective. It is also an efficient use of our time as teachers. We aren’t trying to explain one assignment four different ways. That gets to be a little bit ridiculous. We can give our instructions verbally while showing students what to do with our own bodies, and we can write the directions down. Modeling is a key factor in learning success in the classroom. If we don’t model the tasks we cannot expect our students to master the lesson we are teaching. They can’t play these guessing games…don’t we all hate mind games anyways? If we aren’t clear in showing students the expected outcome of projects and tasks, they will probably have to repeat the assignment multiple times, which is inefficient use of classroom time. Think of the time you spend on sending students back to their desks several times…you can be having other lessons that help improve students literacy and other important aspects of learning.
Another benefit of modeling to student learning is that it enhances active learning. “Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information” (as cited in Losser, 2009).
The reason I think modeling and active learning is related is because when we model tasks for our students, it usually is for them to turn around and do it themselves. Active learning helps students to be fully engaged in the class and this is only achieved through correct and decently modeled practices. Active learning can even include learning rules and procedures of the classroom. If you model the behavior you expect, they should become active and practice those newly learned techniques. Therefore, modeling is extremely vital to student learning.
The other factor that I think is helpful to student learning is self-efficacy. Self-efficacy is a person’s sense of being able to deal effectively with a particular task (Woolfolk, 2008). Self-efficacy is different than self-concept and self-esteem. You would think that this is not true, but it really is. Self-efficacy really focuses on the individual’s ability to complete a task (Woolfolk, 2008). I think this is particularly valuable to student learning, because they are able to compete with themselves and not with other people. This encourages self-esteem, because they are able to build a healthy self-image by bettering themselves.
Self-efficacy does not deal with self-worth judgments; it deals with judgments of personal capabilities. This is why I think it is an important aspect of learning. Students are able to see their own capabilities and rely on themselves, not others. They are able to make themselves better learners by competing with themselves. This is excellent. This reminds me of the FRIENDS episode where Monica competes with herself. She gets roped into cooking Thanksgiving dinner and her motivation is for being better than herself the year before. This is pretty neat. This is what our students need; they need to be able to recognize that they can better themselves and make goals that are attainable. I believe that self-efficacy increases motivation. Research supports my claim. Woolfolk states that self-efficacy influences motivation through goal-setting. When you set goals, you do it for the purpose to reach those goals. I feel like it’s a waste of time to make goals if you don’t plan on working to reach those goals.
I’ve learned through personal experience that the best way for me to learn is through this art of self-efficacy. It’s not always easy, but when the skill is practiced, it is more beneficial than competition in other forms. I’m a highly competitive person in certain circumstances. I easily get frustrated with others when they don’t perform the way I want them to perform, mostly in sports settings, but in others as well. What I’ve learned though is that self-efficacy makes me learn more because I can recognize my weaknesses and not what others lack. It has been a beneficial lesson for me to realize that self-efficacy enhances learning because the focus is placed on the individual and not on those around them.
So my question is: what are some teaching practices that can help these factors become evident in student learning? I think with modeling, it is based on the individual teacher. Each teacher is different. They all have different rules, consequences, classroom procedures, etc. How they chose to model their classroom policies is up to them. For me, I need to make sure to model clearly each step of what is expected. I also think it is helpful to model these things several times. By modeling each step multiple times, students are really able to see what the outcome will be and will be able to assess if they may have difficulties with a certain task.
Not only do we need to model tasks that need to be completed, but we need to model good behavior. The case study regarding violence makes it apparent that students learn negative things through modeling. If we don’t show students a higher standard, how can we expect them to live up to a high standard? Modeling is crucial because students are watching our every move…or sometimes it may feel like that. They watch our every behavior because we are a significant figure in their lives. They look up to us and expect us to teach them certain things, not only pertaining to academics. All we can do is be a good model in all aspects of our lives.
What can I do as a teacher to help self-efficacy be an important aspect in each student’s life? First, we need to be high-quality teachers which include: classroom management, instruction, and content knowledge and understanding (Payne, 2008). This helps us to increase self-efficacy in our students. Second, I think that I need to provide appropriate lessons. Guided learning and direct instruction lessons are key factors in this (Losser, 2009). Guided learning and direct instruction lessons provide students with opportunities to set goals and make sure to reach them. As a teacher, I need to provide experiences and opportunities for these goals to be reached. I need to help students to see their strengths and weaknesses and recognize what they can do better.
Modeling and self-efficacy enhance student learning. These factors are efficient to help people learn. I think that a classroom without these is probably a class that struggles. Students need to see good behavior modeled by the teacher. They also need to see the tasks that they are expected to complete modeled efficiently. Teachers need to make sure that they are placing high priority on goal setting to encourage self-efficacy. By being able to perform a task and recognize the individual capabilities, students can better themselves as learners and therefore they can see weaknesses they can work on. We need to make sure that our lessons are coherent as well as our directions. If we don’t model things appropriately, it makes self-efficacy of students hard to reach. Learning is obviously influenced by many things, but I think modeling and self-efficacy are the two most apparent.
Resources
Losser, J.L., (2009). Elementary education 302 planning and management packet.
Payne, R. K., (2008). Under-resourced learners: 8 strategies to boost student achievement.
United States: aha! Process, Inc.
Van Stolk, M. (1976). Monkey see, monkey do. Retrieved April 9, 2009 from ERIC
Database.
Woolfolk, A., (2008). Educational psychology. United States: Pearson Education, Inc.
Tuesday, April 7, 2009
Other's presentations
I learned a lot from the other presentations. I think the one thing that stuck out the most is that kids love using technology. It is important for them to have something new to do and to use. Everyone had really creative ideas that the kids seemed to really enjoy. The technology really just enhanced the learning objective.
Internet Safety
1. What article did you choose to read for your fourth article?
I read "Let our voices be heard" by M. Russell Ballard
2. What were the most important things you learned from the readings?
The most important things I learned from this was that we need to stand up for what we know is right. We know what brings the spirit into our lives and what drives it away. If we are not careful, the things we see in the media will affect our spirituality, slowly but surely. I also learned that it is important for our children to know what is right and wrong. We need to teach them the things they should be watching and what is inappropriate.
3. How will what you have read influence your actions as a parent and/or teacher of children and youth?
I want to make sure that the computers are in the living rooms or somewhere that there is a lot of foot traffic. I also will make sure that no TVs are in bedrooms. That is just asking for trouble, I think. I need to be an example to the students I am trying to influence. If I don't model good behavior, how can I expect them to behave? Also, it is important to stress the need for parental control/blocks on internet and TV. I want to make sure this is known.
4. How can you use what you have learned from the reading to have a positive influence on family and friends?
I think the positive influence is in sharing what information I have in helping others stay safe on the internet. Obviously, the internet is readily available and no one can stay away from it completely. I can encourage people to just make smart decisions about what they watch and listen to and what they let their children watch and listen to. I can make sure to stress the importance of family and the unity that we can find as a family. I can also encourage people to stay away from degrading things and only look for uplifting things.
I read "Let our voices be heard" by M. Russell Ballard
2. What were the most important things you learned from the readings?
The most important things I learned from this was that we need to stand up for what we know is right. We know what brings the spirit into our lives and what drives it away. If we are not careful, the things we see in the media will affect our spirituality, slowly but surely. I also learned that it is important for our children to know what is right and wrong. We need to teach them the things they should be watching and what is inappropriate.
3. How will what you have read influence your actions as a parent and/or teacher of children and youth?
I want to make sure that the computers are in the living rooms or somewhere that there is a lot of foot traffic. I also will make sure that no TVs are in bedrooms. That is just asking for trouble, I think. I need to be an example to the students I am trying to influence. If I don't model good behavior, how can I expect them to behave? Also, it is important to stress the need for parental control/blocks on internet and TV. I want to make sure this is known.
4. How can you use what you have learned from the reading to have a positive influence on family and friends?
I think the positive influence is in sharing what information I have in helping others stay safe on the internet. Obviously, the internet is readily available and no one can stay away from it completely. I can encourage people to just make smart decisions about what they watch and listen to and what they let their children watch and listen to. I can make sure to stress the importance of family and the unity that we can find as a family. I can also encourage people to stay away from degrading things and only look for uplifting things.
Thursday, April 2, 2009
Psych Observation Reflection
For this observation, I watched my mentor teacher, Mrs. King. I observed a really interesting math lesson. Mrs. King was introducing polygons to the students. They had a class discussion about what polygons were. She had different shapes on the board and the students had to sort through them and figure out what a polygon actually was. The really fun activity was that the students would get to do a picture scavenger hunt around the school looking for different polygons.
During this lesson, I saw many strategies that we have talked about in class. Behaviorism was one of the theories that we have studied that I saw in place. For this activity that I observed, Mrs. King told the students that if they paid attention, listened, and participated in the discussion that we would do a really fun activity. This really motivated the students, a good example of extrinsic motivation. The students were really engaged during the class discussion on polygons. You could tell they really wanted to do the “fun activity”. During the class discussion, the teacher really applied Bloom’s taxonomy. She asked the students simply recall questions to see if the students really remembered the knowledge they just gained. She also asked more critical thinking questions to really see that the students understood what was being taught. The students had to apply their new-found knowledge in order to identify and evaluate the different shapes and categorize them according to if they were polygons or not.
The principles were effectively implemented. The students were engaged and Bloom’s taxonomy was reached. The teacher made sure to ask questions that both required recall of information and critical thinking. She also had activities that allowed students to apply the knowledge they just learned. They had to analyze and evaluate different shapes and place them into categories of polygons or not. The Behaviorism was effectively implemented because activity was meant to increase a certain behavior, the behavior of participating in class.
I think the way she taught is similar to the way I teach. I always try to provide students with different types of questions so that I can see if they can remember the information as well as really understand it. I always provide activities for my students to do so that they can apply what we have just discussed. This is extremely important. Students need to be able to apply their knowledge so that they can see what they may not understand.
The behavior of the students was interesting. They loved the activity as well as class discussion. They were all extremely engaged, and I think that is because they got to apply their knowledge. Because they were so engaged, I could tell that they were really trying hard to understand what polygons were and how to classify them. They all did a great job and got to do the picture scavenger hunt which allowed them to apply their knowledge even further.
During this lesson, I saw many strategies that we have talked about in class. Behaviorism was one of the theories that we have studied that I saw in place. For this activity that I observed, Mrs. King told the students that if they paid attention, listened, and participated in the discussion that we would do a really fun activity. This really motivated the students, a good example of extrinsic motivation. The students were really engaged during the class discussion on polygons. You could tell they really wanted to do the “fun activity”. During the class discussion, the teacher really applied Bloom’s taxonomy. She asked the students simply recall questions to see if the students really remembered the knowledge they just gained. She also asked more critical thinking questions to really see that the students understood what was being taught. The students had to apply their new-found knowledge in order to identify and evaluate the different shapes and categorize them according to if they were polygons or not.
The principles were effectively implemented. The students were engaged and Bloom’s taxonomy was reached. The teacher made sure to ask questions that both required recall of information and critical thinking. She also had activities that allowed students to apply the knowledge they just learned. They had to analyze and evaluate different shapes and place them into categories of polygons or not. The Behaviorism was effectively implemented because activity was meant to increase a certain behavior, the behavior of participating in class.
I think the way she taught is similar to the way I teach. I always try to provide students with different types of questions so that I can see if they can remember the information as well as really understand it. I always provide activities for my students to do so that they can apply what we have just discussed. This is extremely important. Students need to be able to apply their knowledge so that they can see what they may not understand.
The behavior of the students was interesting. They loved the activity as well as class discussion. They were all extremely engaged, and I think that is because they got to apply their knowledge. Because they were so engaged, I could tell that they were really trying hard to understand what polygons were and how to classify them. They all did a great job and got to do the picture scavenger hunt which allowed them to apply their knowledge even further.
Wednesday, April 1, 2009
PSYCH quiz questions
1. What is an individual's knowledge and beliefs about themselves?
2. Good teachers have positive interpersonal relationships, are organized, and are ___?
3. What is a situation in which no choice is clearly right?
answers:
1. self-concept
2. good motivators
3. moral dilemma
2. Good teachers have positive interpersonal relationships, are organized, and are ___?
3. What is a situation in which no choice is clearly right?
answers:
1. self-concept
2. good motivators
3. moral dilemma
Tuesday, March 24, 2009
Tech Idea-Week 11
I have not had the opportunity to teach my technology lesson yet. We are still planning on doing the scavenger hunt that I described in my previous post. We will have the students go around the school in groups with a digital camera, and take pictures of all the different shapes and angles we have been learning about. Then, we will create a review game using i-clickers so that the students can be prepared for their assessment. Both of these things include technology and are closely aligned with the core curriculum that our class needs to be learning.
Tuesday, March 17, 2009
Tech Teaching Idea
My third graders have just started a polygon unit. For my lesson, I want to test their understanding of polygons, so I would split them into groups and assign each group a camera. I would have them go around the school and take pictures of different polygons found throughout. We would them come back and I would print off the pictures and the teams would have to collaborate and create a poster or other graphic organizer and explain to the class why they shapes they took pictures of are polygons (closed, no curved edges, and 3 or more sides).
Tuesday, March 10, 2009
Tech Inventory
When I first got into my classroom I thought, "Wow! There is NO technology in here". However, I was sadly mistaken. My teacher has carefully planned lessons that incorporate technology, even if it is just watching a projected video from her laptop, or using a microphone for class. When I asked her about other technologies, it turns out the school is more technologically advanced than I thought! It turns out that there are many resources for teachers to use technology in their classrooms.
The 6th grade students have access to SMART boards, which I must say are pretty cool! I think that they help students to have hands-on learning with technology...what more could you ask for? Students have an opportunity to go weekly to the computer lab to learn more about technology and the great resources that can be found using it. I think that my school has plenty of opportunities for students to use technology and for teachers to get technology into the classroom. It really is a great thing!
The 6th grade students have access to SMART boards, which I must say are pretty cool! I think that they help students to have hands-on learning with technology...what more could you ask for? Students have an opportunity to go weekly to the computer lab to learn more about technology and the great resources that can be found using it. I think that my school has plenty of opportunities for students to use technology and for teachers to get technology into the classroom. It really is a great thing!
Tuesday, March 3, 2009
Google Earth
So, I hope this worked...Google Earth is harder to work than I thought! Basically, I used it so that my students would have an idea where in the world each type of ecosystem is...
Click here for the tour
if that doesn't work, just go to http://sites.google.com/site/foript287/my-files
Click here for the tour
if that doesn't work, just go to http://sites.google.com/site/foript287/my-files
Wednesday, February 25, 2009
Psych Questions--Quiz 8
True or False:
1. ___ Goals that are specific, moderately difficult, and that are able to be reached in the near future increase motivation.
2. ___ Arousal is a feeling of tension.
3. ___ Self-actualization is an object that encourages or discourages behavior.
4. ___ The contribution of a task to meeting one's goals is utility value.
5. ___ Failure-avoiding students do not take risks.
Answers: 1. true 2. false 3. false 4. true 5. true
1. ___ Goals that are specific, moderately difficult, and that are able to be reached in the near future increase motivation.
2. ___ Arousal is a feeling of tension.
3. ___ Self-actualization is an object that encourages or discourages behavior.
4. ___ The contribution of a task to meeting one's goals is utility value.
5. ___ Failure-avoiding students do not take risks.
Answers: 1. true 2. false 3. false 4. true 5. true
Tuesday, February 24, 2009
TPACK for Google Earth tour
Content:
Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Pedagogy:
Technology:
Google Earth is a great way for students to see certain places and really get inside the culture or surroundings of an area. Google Earth will help students to see different types of ecosystems and why/ how they are different. This is a great tool for students to visualize aspects of an ecosystem.
Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Pedagogy:
- observing
- classifying
- questioning/predicting
- group learning
- inquiry
Technology:
Google Earth is a great way for students to see certain places and really get inside the culture or surroundings of an area. Google Earth will help students to see different types of ecosystems and why/ how they are different. This is a great tool for students to visualize aspects of an ecosystem.
Google Earth Plan!!!
Here is my table for my tour plan
| Location | Activity | Google Earth Content |
| 1. Mojave Desert | Discuss as a class what a desert ecosystem looks like. With a partner, draw a desert ecosystem, like the Mojave Desert | terrain/panoramio |
| 2. Nebraska | Discuss as a class what the Great Plains are and what a plain ecosystem is. As a class, research 3 states within the Great Plains | terrain/panoramio |
| 3. Sri Lanka | Talk about tropic ecosystems and research Sri Lanka. What makes this a tropical location? | terrain/panoramio |
| 4. North Pole | Discuss as a class what a tundra ecosystem looks like. Ask the students if they know of any other tundra ecosystems. | terrain/panoramio |
| 5. Inner Mongolia (China) | In groups, research grassland ecosystems. Look up Inner Mongolia and come up with at least one other grassland location. | terrain/panoramio |
| 6. Rocky Mountains | With a partner, talk about mountain ecosystems. Find 3 other mountain ecosystems and share these with the class. | terrain/panoramio |
| 7. Daintree Rainforest, Queensland, Australia | As a class, discuss a forest ecosystem. Ask the students what this would entail and see if they know of any other forest ecosystems other than the Daintree Rainforest. | terrain/panoramio |
| 8. Florida Everglades | Research Florida and the Everglades. Talk about what a wetland ecosystem is. As a class, discuss what types of animals are found there and what type of vegetation is included in these regions. | terrain/panoramio |
| Details of image overlay / path / polygon | polygon |
Wednesday, February 18, 2009
Psych quiz questions: quiz 7
Choose the correct letter to the corresponding definitions.
1. ___ adopting the norms, behaviors, skills, beliefs, language, and attitudes of a particular community.
2. ___ a system of interacting activities that results in a self-consciously active and reflecting learning environment.
3. ___ evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution.
4. ___ learning through observation of others.
5. ___ accomplishments modeled by someone else.
a. Fostering communities of learners (FCL)
b. Social Learning Theory
c. Situated learning
d. Vicarious experiences
e. Critical thinking
Answers: 1. C, 2. A, 3. E, 4. B, 5. D
1. ___ adopting the norms, behaviors, skills, beliefs, language, and attitudes of a particular community.
2. ___ a system of interacting activities that results in a self-consciously active and reflecting learning environment.
3. ___ evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution.
4. ___ learning through observation of others.
5. ___ accomplishments modeled by someone else.
a. Fostering communities of learners (FCL)
b. Social Learning Theory
c. Situated learning
d. Vicarious experiences
e. Critical thinking
Answers: 1. C, 2. A, 3. E, 4. B, 5. D
Tuesday, February 17, 2009
Animals Are Awesome
Animals are awesome--a story of surprising alliteration. For this technology assignment, I made an ABC book about animals, but used alliteration to learn new vocabulary words. I know I'm probably the worst artist known to mankind, but enjoy. :)
Wednesday, February 11, 2009
Educational Psych Quiz Questions--Module 2-5
Write the letter of the correct definition beside the word.
1. ____ covering neurons with a fatty sheath.
2. ____ space between neurons.
3. ____ order of words in phrases or sentences.
4. ____ changes in an individual's thinking.
5. ____ changes in the body.
options:
a. syntax
b. physical
c. myelination
d. cognitive
e. synapses
answers: 1. c 2. e 3. a 4. d 5. b
1. ____ covering neurons with a fatty sheath.
2. ____ space between neurons.
3. ____ order of words in phrases or sentences.
4. ____ changes in an individual's thinking.
5. ____ changes in the body.
options:
a. syntax
b. physical
c. myelination
d. cognitive
e. synapses
answers: 1. c 2. e 3. a 4. d 5. b
Monday, February 9, 2009
TPACK questions: Storyboard
Here are my TPACK questions for my storyboard project.
Content:
Standard 1, Objective 2:
Develop language through viewing media and presenting.
Pedagogy:
The writing project we will make is an ABC book. For this project, I decided that it meets many of the third grade language arts state curriculum. This book will be a book using alliteration to learn new vocabulary, including animals the students may not be familiar with. We would go through the alphabet and brainstorm lists of animals for each letter. As a class, we would then decided on one animal per letter and construct our book using alliteration. This is a fun way to get the students involved in their learning, especially with something as difficult as learning new vocabulary terms and literary devices. Then as individuals or in small groups, we would design our own ABC book, and use PhotoStory to create it.
Technology:
We will use PhotoStory to complete this project. This is a good fit with the content, because students are required to use media to present projects. This program will allow students to use creativity to design their books. It allows for many different learning styles to feel comfortable, because there is much to learn from technology, and many ways to direct our learning.
Content:
Standard 1, Objective 2:
Develop language through viewing media and presenting.
Pedagogy:
The writing project we will make is an ABC book. For this project, I decided that it meets many of the third grade language arts state curriculum. This book will be a book using alliteration to learn new vocabulary, including animals the students may not be familiar with. We would go through the alphabet and brainstorm lists of animals for each letter. As a class, we would then decided on one animal per letter and construct our book using alliteration. This is a fun way to get the students involved in their learning, especially with something as difficult as learning new vocabulary terms and literary devices. Then as individuals or in small groups, we would design our own ABC book, and use PhotoStory to create it.
Technology:
We will use PhotoStory to complete this project. This is a good fit with the content, because students are required to use media to present projects. This program will allow students to use creativity to design their books. It allows for many different learning styles to feel comfortable, because there is much to learn from technology, and many ways to direct our learning.
Storyboards are FUN!
Despite the fact that I might be the worst artist mankind will ever know, here is my delightful story that my students would help create...We are going to make an ABC book about our animal friends.
Note: Page 1
Note: Page 2
Note: Page 3
We would of course, continue through the alphabet, so that our animal friends can help us learn our letters!
Note: Page 1
Note: Page 2
Note: Page 3
We would of course, continue through the alphabet, so that our animal friends can help us learn our letters!
Wednesday, February 4, 2009
Educational Psych Quiz Questions Module 15-17
1. What is the learning of involuntary responses?
a. Classical Conditioning
b. stimuli
c. Operant Conditioning
answer: A. classical conditioning
2. When a stimulus disappears in order to strengthen behavior, it is called what?
a. positive reinforcement
b. presentation punishment
c. negative reinforcement
d. removal punishment
answer: C. Negative reinforcement
3. When behavior is suppressed, what 2 things can occur?
a. positive or negative reinforcement
b. presentation or removal punishment
answer: B. presentation or removal punishment
a. Classical Conditioning
b. stimuli
c. Operant Conditioning
answer: A. classical conditioning
2. When a stimulus disappears in order to strengthen behavior, it is called what?
a. positive reinforcement
b. presentation punishment
c. negative reinforcement
d. removal punishment
answer: C. Negative reinforcement
3. When behavior is suppressed, what 2 things can occur?
a. positive or negative reinforcement
b. presentation or removal punishment
answer: B. presentation or removal punishment
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