I had seen a couple of the "In Plain English" videos prior to this week, and I love them! They are so creative, short but informative, and understandable. What a great idea to use this style as a project for students. The science videos were really great, and I'm sure that it helped the student's comprehension to be asked to create pictures and then audio for an explanation. Kudos to the teacher and the students! Again, time is my nemesis when working with any tool like this. If the students spend a lot of time on their art and less time on the audio content, then I'm not sure it would be worth it. However, I do think it would be worth a shot, especially for concepts like protein synthesis or photosynthesis that, for me, must be taught with many visuals.
Creative Commons is a neat site. There have been several comments about how it is not always convenient to ask for permission to use certain media, so Creative Commons gives an alternative to that. As teachers, we must make our best effort to be legal and to teach our students the citation processes that are required. It only makes sense that when someone gives time, energy, and ideas to create media that they have ownership of it.
I really enjoyed reading about the research done in 1951 concerning films and learning. I began showing a series of videos this year in my lower level environmental science class. I also found a great video on garbage collection and I used it also. I previewed each video, took notes, developed some questions, and then showed them in sections. After each section of the video we would have a class discussion, write down important points, then go on to the next section. The interest level in this group of students improved dramatically when we were watching video clips about different topics. In interviews these students shared that they felt that they learned better when we watched the videos. I felt kind of guilty, but then again, no one would see trash the same way after watching that video - it was awesome! Reading this chapter also made me feel a lot better about using video for instructional purposes. The guidelines for best practice were very helpful.
Wednesday, June 30, 2010
VoiceThread -WOW!
I spent a good part of yesterday's time playing with the voicethread tool. I am really excited about using this in my class. My first try at a voicethread leaves some room for improvement, but I was very impressed with the ease of use and the quick downloads of images. In addition, the tools for comments are very neat. I really like the way a viewer can comment using a microphone or keyboard. The interactivity of the tool will fit my class needs very well.
I think the first project I will try in the classroom will be an add on to the river water quality project. One of the challenges we encountered both years with testing was the ability of the students to follow written directions consistently among groups. It might be beneficial to assign one type of test to each of 8 groups and then require them to make a voicethread instructional piece on their test. This would accomplish three objectives: 1) each group would understand at least one test completely 2) the whole class would be able to view instructions online of any test they are required to complete and 3) since the instructions are interactive, anyone can ask a question online if the content is not clear. This last point should help the creators of the voicethread to hone their communication skills, as I learned while I experimented!
I think the first project I will try in the classroom will be an add on to the river water quality project. One of the challenges we encountered both years with testing was the ability of the students to follow written directions consistently among groups. It might be beneficial to assign one type of test to each of 8 groups and then require them to make a voicethread instructional piece on their test. This would accomplish three objectives: 1) each group would understand at least one test completely 2) the whole class would be able to view instructions online of any test they are required to complete and 3) since the instructions are interactive, anyone can ask a question online if the content is not clear. This last point should help the creators of the voicethread to hone their communication skills, as I learned while I experimented!
Tuesday, June 29, 2010
Glogster Thoughts - No. Maybe? Yes. . .
I've been reading for several days about the "glogs," and have viewed the ones that have been done by the participants in this course. I'm really love the idea that we are able to document classroom activities, etc. with pictures so easily due to digital cameras, so as a rule I am really into any tool that makes the documentation easier. The glogs are cool, but I am having a hard time seeing the benefit of using them for high school students. I had to reduce all the pictures I wanted to use to a lower resolution, then it took awhile to upload to the site. For me, the time wasn't worth the effort, as opposed to, say, working in powerpoint. But, I see that the benefit of glogging would be the interaction between the students online at home, maybe? For each of these tools I keep thinking -" This is cool, but how would I use it in the classroom to promote learning, understanding, and critical thinking skills?"
To answer my own question, here is how I would use this tool as a classroom assignment. In environmental science we usually do posters about environmental history, focusing on people who have made a difference. Each student chooses a person and finds information about how that viewed the environment, what role he/she played in the development of any environmental legislation, and how that person's actions made a difference for our present day environmental situation. If the students were assigned the same project, but completed it using glogster, there would be several advantages. One, we would not be using poster board! YAY! Two, it would save class time. Now I let the students bring in the posters, then they move around the room taking notes on them. If we used glogster, they could view the posters at home and take notes. Three, there would be an inteactive component that is possible in the class, but not usually seen. I could add to the assignment that the students must make comments about 3 of the classmates glogs. Sometimes students will make useful comments in class, but unless it is a requirement, it does not happen. In addition to these three advantages, they would also be learning a tool on the web.
Okay, I guess I talked myself into trying Glogster!
To answer my own question, here is how I would use this tool as a classroom assignment. In environmental science we usually do posters about environmental history, focusing on people who have made a difference. Each student chooses a person and finds information about how that viewed the environment, what role he/she played in the development of any environmental legislation, and how that person's actions made a difference for our present day environmental situation. If the students were assigned the same project, but completed it using glogster, there would be several advantages. One, we would not be using poster board! YAY! Two, it would save class time. Now I let the students bring in the posters, then they move around the room taking notes on them. If we used glogster, they could view the posters at home and take notes. Three, there would be an inteactive component that is possible in the class, but not usually seen. I could add to the assignment that the students must make comments about 3 of the classmates glogs. Sometimes students will make useful comments in class, but unless it is a requirement, it does not happen. In addition to these three advantages, they would also be learning a tool on the web.
Okay, I guess I talked myself into trying Glogster!
Friday, June 25, 2010
Reflections on Science and Literacy
Literacy is an active phenomenon. Its power lies not in a received
ability to read and write, but rather in an individual’s capacity to put
those skills to work in shaping the course of his or her own life.
—Paulo Freire, Pedagogy of the Oppressed
ability to read and write, but rather in an individual’s capacity to put
those skills to work in shaping the course of his or her own life.
—Paulo Freire, Pedagogy of the Oppressed
Wow! I really can relate to this quote from the Science and Literacy article by Marlene Thier. I feel strongly that as a teacher, I am not only charged with teaching content from my area- science, but I am also accountable for showing students how they are responsible for their own education. They should leave my classes as better thinkers and better learners of all content, not just science. Freire said it better in this quote - "to put those skills to work in shaping the course of his or her own life. "
That being my philosophy, I must determine the best path for aiding my students. In the literacy article, Their gives several concrete ideas of how to accomplish these goals. Performance expectations are familiar to me - we worked on developing some of these goals in my previous class- Foundations of Action Research- focused on science expectations. In this article, the focus is on literacy. For me, these performance expectations give the students a clear idea of what they need to accomplish, but it does the same for me as the teacher. I also liked Their's list of guidelines for writing as you read. Implementing just a few of these ideas each semester would improve student's ability to retain what they read, no matter what the content. The third part of this article focuses on metacognition, which is the awareness of the student of their own methods of learning. I really liked the quote from the student that remarked that
“When you read, it should be a little voice in
your head like a storyteller is saying it. If that’s not
there, then you’re just looking at the words.”
I know that too many times my students just look at words. I catch myself doing that too, so these ideas can help me as well.
New Tools - Diigo
After reading multudes of posts, I was ready to dive in to a new tool, so I tried Diigo. Wow - I was excited about this tool. I had heard about it before, but during the school year I really don't feel I have the time to really work on new technology, so I had never tried it. That's is a great thing about this course - I am getting credit for exploring tools I would like to check out anyway. I have only tried a few of Diigo's uses, but I am thrilled that I can put all my bookmarks in one place with tags. I have always had a hard time with the bookmarks in my favorites tab. In fact, I can't even use it anymore because I can't find anything there. My favorites tag is like an attic that hasn't been cleaned out in 10 years. What is the use of all those sites if you can't find anything? Anyway, I think diigo will be different because it is searchable by tag or by title. Also exciting is that I am able to highlight a portion of the text AND save it, then send it to someone via email, embed on a blog, etc. I can see potential for working with students reading current events in environmental science. They would be able to mark passages that are of interest and make sticky notes (another feature) about what they have found. These could be presented in the classroom, or sent to classmates without using any paper. I like it!
Tuesday, June 22, 2010
New Insights Every Day
I still have not figured out the Google Reader deal, even though I had clicked and clicked! However, I have had a breakthrough which is just as exciting! When I opened my blog this morning to post, I realized that all of the blogs I clicked to "follow" show up on the dashboard of this blog site. I feel like I am way behind on understanding all the web lingo and places to click, even though I have always been a "computer" person. Being a "web" person is different, I guess.
The "viral video" idea is great! I show video clips to my classes frequently, as it seems this culture is drawn to that media. I have one son who loves to read and watches very little TV (22 years old) then I have another (19 years old) who has always been drawn to video. I have kidded him since he was 15 or so that one day he should write a book -everything I need to know I learned on video. I am kidding, of course, because I lament the loss of the importance of the printed page to this generation. I see it in my classes at school, as well as in my son. But, I could rant about it all day, so I must ask myself - what is most important? My job is to teach students to think and improve their critical thinking skills- hopefully that will include reading, but if they can be "hooked" by video, then I decided it is worth using.
The article by Eric Brunsell, "Teaching Kids to Think 2" was very helpful to me in laying out a plan for developing critical thinking using the popcorn video. I like the ABC plan - activity before content - that he discussed, and the McCain 4D problem solving approach. I know that I have seen ideas similar to these before, but for some reason these struck me as as very useful for my classroom. Sometimes I just need a fresh idea!!
The "viral video" idea is great! I show video clips to my classes frequently, as it seems this culture is drawn to that media. I have one son who loves to read and watches very little TV (22 years old) then I have another (19 years old) who has always been drawn to video. I have kidded him since he was 15 or so that one day he should write a book -everything I need to know I learned on video. I am kidding, of course, because I lament the loss of the importance of the printed page to this generation. I see it in my classes at school, as well as in my son. But, I could rant about it all day, so I must ask myself - what is most important? My job is to teach students to think and improve their critical thinking skills- hopefully that will include reading, but if they can be "hooked" by video, then I decided it is worth using.
The article by Eric Brunsell, "Teaching Kids to Think 2" was very helpful to me in laying out a plan for developing critical thinking using the popcorn video. I like the ABC plan - activity before content - that he discussed, and the McCain 4D problem solving approach. I know that I have seen ideas similar to these before, but for some reason these struck me as as very useful for my classroom. Sometimes I just need a fresh idea!!
Friday, June 18, 2010
Guiding Principles
I guess it hit me today as I read some other posts that technology is really not available to students in my classroom. I do have a projector, which I use for powerpoints, video clips, videos, and other visuals. I have access to some websites on that computer, so I am able to pull up information if necessary. However, we have no computers and other than very basic lab equipment (electronic balances) nothing electronic. Since all of my students have a computer with web access at home, that is where I see this course influencing the student's education.
The article, "Evaluating Technology Use in the Classroom," caused me to think about how I use technology now in the classroom. The four ways that technology is being used in the classroom was very thought provoking. It vaguely reminded me of Bloom's Taxonomy in that our level of technology use can be spread among the four areas. The last area, creating new and different learning experiences for the students, will take the most preparation from the teacher, but should enhance the student's learning more, just as asking the higher level questions like analysis or synthesis questions.
Here is my first try at the guiding principles for using technology in the classroom:
1. I will always ask myself the question, "Does this activity improve the scientific experience for the students?"
2. I will avoid using technology just because the students think it is cool.
3. I will focus on the content of a project, and not how well the student is able to use the technological "bells and whistles."
4. I will maintain a balance between what is old (and works!) in the classroom and what is new and will add a spark to the learning experience.
The article, "Evaluating Technology Use in the Classroom," caused me to think about how I use technology now in the classroom. The four ways that technology is being used in the classroom was very thought provoking. It vaguely reminded me of Bloom's Taxonomy in that our level of technology use can be spread among the four areas. The last area, creating new and different learning experiences for the students, will take the most preparation from the teacher, but should enhance the student's learning more, just as asking the higher level questions like analysis or synthesis questions.
Here is my first try at the guiding principles for using technology in the classroom:
1. I will always ask myself the question, "Does this activity improve the scientific experience for the students?"
2. I will avoid using technology just because the students think it is cool.
3. I will focus on the content of a project, and not how well the student is able to use the technological "bells and whistles."
4. I will maintain a balance between what is old (and works!) in the classroom and what is new and will add a spark to the learning experience.
Thursday, June 17, 2010
Setting the Stage Reflection
WOW! I agree with someone who posted the other night-EBrunsell commented that something was burning, and one of our classmates said "That's my brain frying!" Mine too!
So much to learn - I also appreciate the comments of a previous student who reflected on balance. There is no way that my old brain (or my brain when it was younger!) can take in all that the web has to offer. Since that is true, I found a particular comment in the reading very interesting. In the assignment "Web 2.0 is the Future of Education," when asked about how to combat content overload, the author's answer was "to produce more content." Hopefully my understanding of this comment will increase as time goes by!
I am also intrigued by the fact that the "read/write web" is very participative. In my experience teaching, more participation by the students frequently leads to higher levels of critical thinking, as evidenced in the questions that ae asked. Also by experience I see that if students are interactive they are much more likely to retain concepts and content than by listening to a lecture or taking notes. If the web can encourage more student interaction, then sign me up! I want to learn all I can about how to make this technology work in the classroom. Physical study groups accomplish this same purpose, and have traditionally met in the halls of schools, at lunch, and at friend's homes the night before the test. If electronic study groups can achieve this goal, then the "study group" can meet at any time just by posting a comment. Hopefully the ability to ask and answer questions at any time would allow for more continuous learning, not just at crunch time.
As with all changes, the input of time from the instructor will be significant, but I think it will be worth the effort.
So much to learn - I also appreciate the comments of a previous student who reflected on balance. There is no way that my old brain (or my brain when it was younger!) can take in all that the web has to offer. Since that is true, I found a particular comment in the reading very interesting. In the assignment "Web 2.0 is the Future of Education," when asked about how to combat content overload, the author's answer was "to produce more content." Hopefully my understanding of this comment will increase as time goes by!
I am also intrigued by the fact that the "read/write web" is very participative. In my experience teaching, more participation by the students frequently leads to higher levels of critical thinking, as evidenced in the questions that ae asked. Also by experience I see that if students are interactive they are much more likely to retain concepts and content than by listening to a lecture or taking notes. If the web can encourage more student interaction, then sign me up! I want to learn all I can about how to make this technology work in the classroom. Physical study groups accomplish this same purpose, and have traditionally met in the halls of schools, at lunch, and at friend's homes the night before the test. If electronic study groups can achieve this goal, then the "study group" can meet at any time just by posting a comment. Hopefully the ability to ask and answer questions at any time would allow for more continuous learning, not just at crunch time.
As with all changes, the input of time from the instructor will be significant, but I think it will be worth the effort.
Wednesday, June 16, 2010
The Beginning of Web 2010
I never thought I would have a blog, but as my 19 year old son says, "Mom, you're in the 21st century, but now you need to get into 2010." Okay, so I just started texting about 3 weeks ago. I'll be honest, to me it is just something else to keep up with, BUT it does open more communication lines with my children, some students, and to younger co-workers that I wouldn't have otherwise. I don't want to become one of those people who doesn't want to change, because I know I will be left behind! So, if I can text, I guess I can blog!
Taking a course that forces me to become more web knowledgeable will be a great experience. There is so much to learn! My goal for the summer is to develop a plan to use this technology to draw students into the learning process, to use the tools they love for educational purposes, and to help them see that education, even science education, is not just in school - it is everywhere in life. My hope is that the web tools I learn this summer will encourage my students to be more interactive in the classroom and more aware of the science of the world around them. How can I encourage students to think critically about scientific issues confronting the world, and not just be concerned about what grade they made on the last test?
Taking a course that forces me to become more web knowledgeable will be a great experience. There is so much to learn! My goal for the summer is to develop a plan to use this technology to draw students into the learning process, to use the tools they love for educational purposes, and to help them see that education, even science education, is not just in school - it is everywhere in life. My hope is that the web tools I learn this summer will encourage my students to be more interactive in the classroom and more aware of the science of the world around them. How can I encourage students to think critically about scientific issues confronting the world, and not just be concerned about what grade they made on the last test?
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