Blog #8

A: The reason for me that may make it hard to care is when there is a child who destroys the temper of the classroom. I expect all in the class to behave in such a way that will not inhibit their learning or others who are trying to learn. When that happens, it really flusters me. I am going to have to be prepared ahead of time to look at the situation with a positive perspective. The way I handle it will hopefully keep a positive learning tone. Any advice??

B: It’s very hard to say I connect more with one metaphor presented over the other. I really loved the concept that “We learn by beginning.” That follows right along with a poster I will put in my room that says, “The expert in anything was once a beginner.”

Since I have to for this assignment, I will choose London’s “Making Bread” metaphor. I, too feel that teaching is not a job, but it is my calling. It truly has become my inner path. Why else would I choose to overlook my business degree, and return to school for a second degree in elementary education? It’s because I truly feel that a teacher is what I am meant to be. I am very excited to allow myself to be “reshaped by what I do and to become one with it.” I also like that each loaf needs individual attention and you work with it “one loaf at a time.” For me, it will be one experience at a time, and even one student at a time. Each day is closer to the reality of having my own classroom. I can’t wait!

C: Response to Karen Epling (in your 9am cohort) Karen, I truly love how you are so focused on each individual student by creating an environment where they feel safe, valued, and capable of success. You are going to be such a positive, motivating force in every child's life you are a part of! You are already a teacher at heart!

Response to Whitney Buys: I agree with everything you chose to write about for this assignment. Such as: each person's opinion matters, it is okay to make mistakes, we celebrate each success, and the definition that "Fair is ensuring everyone gets what they need." It is inspiring to see your perspective and how much you care about your future students. They will be fortunate to have the opportunity to enjoy you as their teacher! Love ya!

Blog #7

Help Students Discover How Ideas and Skills are Useful in this World.

This felt very important to me because every child who has ever gone to school has thought, "When am I ever going to use what I am learning about right now." Students will be much more engaged, and consequently learn much more if they can see the value in it. I loved how Mr. Johnson created assignments where the students were to design and submit this design for construction of a ship’s hull to a fictitious company. This was a brilliant idea to let the students get a glimpse of how the real-world businesses make decisions. I will definitely use that idea in my classroom. I can see me using it in Math, or Science just like Mr. Johnson.

Use a Variety of Rubrics to Guide Quality

I want my students to always have clear understanding of every assignment so they will never have to guess what is expected. Using a variety of rubrics will make it easy to refer to while working on assignments. There are always students who don’t pay close attention or just forget details about what is required in assignments. I plan to go over the rubric at the beginning of a project, and then give a copy as needed to students or groups of students so they can easily know what is expected in order for them to succeed. Task specific rubrics and work habit rubrics both are important for me as a teacher to grade on readiness, and even how the student feels they are doing on an assignment.

Become Computer Savvy

I always say I know enough about computers to know I don’t know everything. But I also am not afraid to learn how to use the computer to make life easier. Using a Webquest would have been a fun extension after the students had researched the buoyancy in Mr. Johnson’s classroom. They could’ve seen other diagrams which would’ve enhanced their understanding as well.

There are endless resources on the internet, and with proper guidance and supervision, students can even shape their own inquiries. Computers are only going to become more and more a part of our everyday lives, and the more I can teach my students how to benefit from them, the better off they will be in their future learning. I don't want them to be weary, or afraid of technology. It is such a powerful tool to be harnessed.

Blog #6

4.2) Chapter 4 is all about teacher responses to student needs. Throughout the chapter there are multiple bolded subheadings (scenarios, specific strategies, and ideas for classroom routines). Choose three of them that you believe you can work on or that you would like to do in your own classroom, and explain why you chose them.

Shared Responsibility in the classroom:

I love that students will learn to be self-aware and make their own decisions when working on projects. Especially in 5th grade, the students will need to learn to take ownership of their assignments and complete them without me as a teacher still telling them exactly what to do when. Of course, this will take modeling by me, and the students will need to be scaffolded; however having the skill to be aware of what needs to be done, and figuring out how much to do at a time will be a skill they can use their entire lives.

Use Graphic Organizers to Help Structure and Extend Thinking:

I have found that graphic organizers are a great extension to aid in understanding so many concepts. They can help clarify ideas when planning essays, understanding ideas or vocabulary, etc. They can be used to help students as they read, study, take notes, plan assignments, and so much more. I am excited to use these in my classroom. They can really help those students who learn visually.

Use Participation Prompts:

Question cues: Letting students know ahead of time what they will need to share with the class helps the student have some time to think through their answer before answering. I always like to formulate my questions/comments before participating in a classroom discussion.

Think Alouds are also helpful prompts in that the student can orally share their though process as they previously solved this problem and have now been asked to share their idea with the class. Watching a peer answer a problem on the board by explaining their thought process might really help someone in the class who is struggling.

Think-Pair-Share is also a great prompt where you share your ideas with a partner and then take both ideas and participate in a whole class discussion. When students have already had a chance to hear some ideas, they can continue forward confidently in the class discussions.

5.1) On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.” I felt this from Carol when she was my teacher. It was a powerful experience that really did change me as a teacher. Is there a teacher in your past who seemed to have this “contract” with you? Please tell about it.

It was in fourth grade where my teacher, Mr. W. helped me believe in my capabilities as a student and even as a person. I was very aware that I was the only girl in my class who wore glasses and only my true friends never teased me about it. There was one conversation I specifically remember having with my teacher when he gave me a note to take home and have my parents sign permission for me to go to the Alpine School District Office to take some kind of test. Only one other boy came with us and we rode with two teachers in his car. I remember asking why I was chosen over everyone else in the grade. He said something to the effect of, "You have done excellent on your assignments and I know you will represent our school well." Since that time, I was always willing to do my best in anything I set my mind to accomplish. As soon as you know someone else believes in you, it increases your own beliefs about your capabilities exponentially! I want to increase in each child their own belief in their abilities and future success. If they are willing to work hard, they can achieve greatness in all they do!

Bog #5 Differentiation

Chapter 2 and 3 meaningful quote.

p. 31

"Invested teachers act as mentors for students, as advocates, and as partners."

I agree whole-heartedly with this idea. A student should feel that they have a mentor on their side to model what they are to learn (so they learn it correctly).

Having an advocate in their corner who believes in the student and will stand up for their rights is something I have always felt important. Every kid needs an advocate. I become a Momma bear when I see any child being unkindly treated. I become their voice and stand up for their rights.

Teachers can be a partner with their students by showing their zest for always wanting to learn more. They can also be excited about the curriculum and pass that excitement along to their students. Students need to feel their teacher would never ask them to do something that the teacher wouldn't do herself in order to learn about that particular subject. They will eventually come to feel, "If it's important enough to the teacher, it's important enough for me."

p.17

"Each learner needs to come to see that he or she is a nonnegotiable part of a classroom system with interdependent parts."

Students should always feel that they are an integral part of their classroom. They area part of a classroom "family" (if you will). Each person should look out for each other, put up with some behavior and not accept others. Also, every person should be expected to participate in some way in the learning process each and every day. When they do participate, their contribution should be valued and not threatened.

When a student makes an effort to participate in the class (and their own personal) learning, they come to realize they are needed and will fulfill that role by making more contributions. I want everyone to want to learn in my classroom, and I especially want all to feel as if this is where they are meant to be.

Blog #4 - Differentiation

Tell me about any part of Principal Sylvia Allan's presentation that "struck a chord" in you, (either positively or negatively), and how you think it will affect you in your teaching.

Where do I begin? Or finish? I literally loved everything she suggested and shared during her time with our classes. No wonder you two are such good friends. You are so much alike! For this blog, I will make a small random list of just a few ideas I already agree with, or that Sylvia has helped me recognize the importance of:

-Having greeting time only on Mondays.

-Kids have to use all five senses to care about something.

-Memorizing poems and discussing as a class to understand the message is inspiring.

(Especially “The Storms of Life” and rating our own life storms and put them in a storm category.)

-Don’t send “Mommy Projects” home.

-“Classroom Hero” gets to pick a gift they would like to give the class that day. (more recess)

-Vegetables/Dessert/Medicine

-@ Parent Teacher Conference, Do NOT say anything negative about their child that is a surprise.

-Last Day of School Morning meeting: “I am a better person with you in my class because…”

Focusing on the classroom community that CARES will help me in my teaching when making decisions on how to address general problems up to gigantic ones. I have always loved being a part of a group that has a sense of respect for all other members and they actually look out for one another. I feel our 10-2a cohort had that friendship solidified so strongly and I see it happening again with our intern cohort as well. I will do all I can to make it happen in every future classroom where I am the teacher.

Blog #3

With the reading you've done so far, about differentiation, can you see any differentiation I have organized for you in this course? Look at the assignments (listed on page 3 of the full syllabus and outlined on pages 7 - 11). Which one appears to you (not your friends, or study buddies, but to YOU) as if it may be the product and process differentiated for student interest? Briefly explain why you think so, and connect it to something you read in Ch. 1 of Fulfilling the Promise.

Every part of this class shows examples of differentiation. Our blog reports allow us to report and reflect on the information you have given us to read. The Classroom Community Key Assignment wants us to report on ideas which are important to us and the possibility of us utilizing in our own classroom. And a third example is the most student interest directed assignment of all. It is the final project and presentation. We choose between four separate projects and prepare it for ourselves to be used in our classrooms. This, to me coincides with the “Cogs of Differentiation” found on pages 10-12 in Fulfilling the Promise.

The three cogs focus on:

1)What the student seeks – This final project shows a challenge but also gives a purpose.

2) What the Teacher Responds - You have invested your time and planning to invite us to participate, reflect on what we’ve learned, and opportunities to learn and grow exponentially.

3) Curriculum and Instruction are the Vehicle- The final project is focused, engaging, demanding, scaffolded and important! It fulfills every notch in that cog. Thank you for caring enough about what we need to help us in every way!

Blog #2 Differentiation

1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.

Mr. Saunders began morning meetings since the beginning of the school year. He followed the general guidelines of Greeting, Sharing, Group Activity, and Morning Message. I suspect he began the sharing part of morning meetings with everyone sharing their response to a general topic or question. After several months, Mr. Saunders sharers were asked to speak clearly on a focused topic, and have the classmates respond with on-topic questions or comments. At first, the questions were not eliciting more than a yes, or no response, so Mr. Saunders decided to help the sharers become more vibrant when presenting their topic.

First, he would check in with the sharers ahead of time. During this time, he would ask open-ended questions so the sharer could sharpen their presentation and add a little intrigue to their topic. With others, he would help the sharer tone down their presentation and stay focused and succinct.

Next, he would check-in with the sharers on the morning of their time to share and excitedly ask if they were ready. He would also give positive encouragement, such as: “You can do it” or “I can’t wait to hear you share!”

By briefing the student sharers ahead of time, Mr. Saunders helped these students elicit more detail, vividness, and even suspense in their presentations. This, in turn made the questions more interesting to all in the class.

Mr. Saunders feels very strongly about morning meetings and has taken the time to help the students increase their level of enjoyment and learning when sharing with their classmates.

2. In both part I of Differentiation in Practice and chapter 1 inFulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?

All student traits should constantly be assessed by the teacher (readiness, interest, andlearning profile) but Tomlinson also realized the most influential trait is affect. The way the student feels about themselves, their work and their classroom are aspects which are vital to the student being receptive to learning. The student’s emotions (or feelings) are deeply connected to the student’s cognition. When they feel comfortable capable, and safe they will find their potential for learning is increased.

Likewise, Tomilnson’s list of classroom elements: content, process, and product were not complete without including learning environment. The operation and tone of the classroom affects everything. A positive mood in the classroom, where seriousness about work balanced with celebration of successes increases the potential for responsive thinking. All the other elements could be found in a classroom, but if the mood is negative, this will affect the student’s emotions and subsequently close the gateway to helping each student become more fully engaged and be a successful learner.

3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.

The three components shared in the book: friendly, predictable, and orderly are all pieces of academic achievement. When you are missing one (such as friendly), then this puzzle is not complete. This idea is shared widely among educators where they have seen first-hand how friendliness is a valuable aim towards a productive learning school year.

Students must know each other’s names and need to feel they belong. They will define their commonality and differences. When students participate in group-building activities, they create a trust and bonding where friendships can thrive. Also, when students feel they are part of a bigger community, they are more likely to help other friends to progress towards a common goal. Each student in the class should be thought of as a friend. During the first six weeks, students are given examples of how friends treat each other in this classroom. Teachers may need to convey that friendly greetings and invitations to eat lunch with others are noted and appreciated. Alternatively, the students may also need a reminder that sneering responses are not tolerated or appreciated.

Predictability and Orderly are both important components in a classroom as well, but they are not more important than Friendly. When you can teach students in a positive learning environment where the mood is friendly, then each student’s academics will increase. The best case scenario will be to apply all aspects to a classroom for the benefit of the teacher and especially the students. Success in this area will provide a promise of a fantastic school year.

Differentiation Post #1 ( Hi Dr. Peterson ) smiley face

1. What grade (and in which school) will you be teaching?

As of right now it will be 5th grade. I am excited for the experience I will gain since my years of experience actually involve K-2. I do love the curriculum of US History though...

2. What is your favorite children's book? There are so many!!!

Goodnight moon was one of the first I read to my children where they would read along with me.

3. If you watch TV, what shows do you most enjoy?

I watch TV as a family so we watch: American Idol (sometimes), Amazing Race, and Undercover Boss

BRADY BUNCH @ 5:30 every weeknight on KBYU!!!

4. What movie affected you enough that you'd be willing to see it again?

I have always loved Scarlet Pimpernell with Jane Seymore.

Many family movies we watch alot. Tangled is the most recent that we liked.

5. What are you really good at?

I enjoy getting to know people. Everyone has something positive about them!! Some are overflowing! (especially many teachers I have been blessed to be a student of).

6. What is a talent you wish you had?

Finding enough time in the day to spend time with my family and still get homework done and sleep 8 hrs :)

7. Tell me your background in sports and/or athletics.

I have played sports all my life especially since I had no sisters and four brothers.

We played catch and basketball out in my yard every summer.

When I was in 9th grade, I tried out for the volleyball team and made it. I was hooked.

I still play volleyball when I can (I just played it with an unorganized group last night since I knew it would be the last night in a long time where I wouldn't have homework looming )

Learning how to be a team player and build others is one of the most valued experiences I attribute to playing sports.

I even want my classroom "THEME" to be sports. I saw a bulletin board that had lots of cut out soccer balls heading into a goal with the title: "Aiming for our 5th grade goals." I am going to use that too!!

8. Tell me your background in visual arts, dance & drama.

I took a little dance in elementary school, and really felt too self-conscious in my youth to participate in drama. I can sketch okay, but although I don't participate much in these arenas, I truly appreciate all three.

9. What is your musical background? (Lessons? Singing? Instrument? Read music? Enjoy listening to music? What kinds?)

I LOVE music. I play the piano, and all of my brothers played instruments, including trumpet, saxophone, and trombone. All my close friends are singers, and I can sing a small range in tune, but it is not a performing soloist voice.

I love listening to ALL kinds of music.

My 4 daughters and I have been listening to musical soundtracks, such as Disney's AIDA (music by Elton John), Joseph and the Amazing Technicolor Dream Coat, and Wicked.

10. What would you be doing this summer, if you were not going to be an intern?

Be with my four beautiful daughters in the day and night.

I LOVE my children and one of many reasons I have chosen this profession is so that I will be home in the summers when they are. This last year truly has been a sacrifice and I hope they will see the benefit of my time spent studying in the future.

11. What would you like me to know about you that I haven't asked?

After class today, I was very excited to learn everything! Maybe it's because I am so close to actually having my own class that I am looking at every piece of information and how I can utilize it in my future classroom.

Thanks for your positive influence!

My Beliefs

I feel that technology advances daily, and if I, as a teacher don't keep up with it, I will be doing myself and my students a HUGE disservice. Many teachers don't feel comfortable using technology in their classrooms, mainly because it will take too much time preparing and besides, they have taught the material enough years that it has become perfected.

This is unfortunate. I do not want to look past using technology. Thank goodness my husband is religiously interested in everything up and coming. I learn alot from him, or at least get a general interest in the new technology and he is more than willing to have my computer be a guinea pig.

The main concern for me is to make sure I use the technology in a way that will enhance a topic, and not just use it because I can. If writing 2 x 2 = 4 on the white board will suffice, I don't think I should waste extra time setting up my computer and projector to show the exact same thing. On the other hand, there are many computer games that students could "play" and end up practicing their times tables while playing an internet game... see www.prongo.com

I already am frequently asked to help out others who are having difficulty working on a computer. This is the best way to learn, since I am not remotely as stressed out as the person with the question. I can calmly assess the situation and work towards a solution. It is usually solved by the person themselves, once they talk through what's not working.

I see myself being the "go to" person (just like you, Doc Waters) to help out other teachers trying to use technology in the classroom. If it gets more teachers to be willing to try it out, then it will be worth it.

Yay for technology!

Lessons Learned

When we showed our digital story, the electrical plug on the cart which had the projector hooked up to it was very faulty. We had tested it while the kids were out to recess, but the projector only worked on that first test run.
After trying just a few troubleshooting tips, I decided to just use my laptop as the screen, and have a more intimate showing while the kids sat in the back of the classroom on the floor. My University Supervisor commented that you can never count on technology...which has helped me to learn at least two lessons.
Lesson 1: Don't base your whole lesson on technology only...always have a backup plan.
Lesson 2: Don't panic when technology doesn't work. If you need to, write down possible troubleshooting techniques (in case you panic and can't think straight in the heat of the moment). Most of the time there is a back door approach that can get you up and running just the same.

Strengths and Weaknesses

Before taking this class, I felt like I had so many strengths and very little, if any weaknesses in using technology. I have been teaching classes for Microsoft Office products and Word Perfect products for over 10 years. Because of my experience, I was allowed to test out of the technology class needed to be taken before this one. The first week in class was very eye opening. One of my weaknesses is thinking I know enough... this will never be true. btw, This week has been a whirlwind of unplanned personal time as I have needed to support my sweet mother-in-law who lives in SLC (yes, I said sweet. She is truly a gem.) is dying of Leukemia and has already lived past her 2 month time limit. Also, my 16 year old nephew (same side of the family) was in a snowboarding accident over the weekend where he was taken to Primary Children's Hospital due to two compressed vertibrate fractures. He is not paralyzed, thank goodness, but we are very close to him and I honestly totally forgot about reading so much before posting these three blogs... Having mentioned this, I didn't finish all the reading and viewing on this assignment but here is my attempt at completing this PDP assignment. Please consider giving me some credit for trying.

MY Strengths:
I am willing to try out new programs and learn something new. I have learned that most computer programs are designed to be similar to others....in where to save, how to find the main info, etc. For example, WordPerfect and Word were created to fulfill a need, and thus till have many features the same. Because of this, the user-friendly attempts in each program I have been introduced has been

I love to have the spirit of discovery. Many times I find myself nervous to test out a new computer program, but I plug through it just the same, since I always am glad that I did. My husband is the king of trying out new technology, and it has somewhat rubbed off on me.

I'm not afraid to search for help online, or using the help feature in any program.


MY Weakenesses:
As I mentioned above, I sometimes am complacent in certain programs to think I know enough about how to use that particular program. It has been eye opening to realize there are so many options the developers have put into programs that many end users never even find out about.

I need to make sure the technology I use will actually make the lesson plan better, rather than just look cool. (I am all about using cool technology which is not a weakness, but can be used incorrectly and not enhance a specific subject).

My Field Experience Learning Project Reflection

Park View Elementary School has an enrollment of 551 students. Demographic information includes: 10% American Indian, Asian/Pacific Islander, and Black. The remaining 90% is White. Almost 40% of the students qualify for free lunch. In Mrs. Ewell’s (our cooperating teacher) 4th grade classroom, there were 30 students. The classroom setup had five hexagonal-shaped tables with six students at each table.

Mrs. Ewell was pleasant and welcoming from the very beginning. She was flexible and allowed for adjusting her schedule so we could be observed when Susan Stone, the UVU University Supervisor came two different times. She included us in discussions about the student’s progress and helped us to feel we were part of the classroom. We were also allowed freedoms while teaching to utilize classroom management as we saw fit.
I don’t know exactly how Mrs. Ewell feels about the technology piece we (Jessica G. and I) created because there was a lot going on during the time we showed our digital story and she was taking care of other matters (in another classroom). The digital story was about Mountain Men and Tall Tales. This was our “hook” for a writers workshop lesson where the students would be writing their own tall tale during the last part of the lesson time.
The lesson we created was integrating social studies into the writing time scheduled for the students. Mrs. Ewell would always comment how prepared we were and that she appreciated that from us. I feel she was happy with how this lesson went and the children were very good about staying on task. The creative tall tales which were read in front of the class were fantastic! One of my favorites was about a man who could blow cheese out of his nose. This character helped out a small community from starving. What great creative minds!
The training session had to be brief due to time constraints. The day before the training session, I was permitted to install Photo Story 3 (free version) to her computer desktop. During recess break the next day, we had her sit down at the computer and actually create a digital story together with us. She selected many class pictures taken during the field trip to the Utah State Capital just days earlier. As we walked her through each step, Mrs. Ewell could see first hand how user-friendly and intuitive this software is. We had her explore in the music section and she created a fun, exciting song and attached it to her Digital Story. Later, I sent her an email with a link to the USOE folk music website. This is where we selected the songs we used on our own Digital Story. Within a few minutes she played her digital story and it looked very impressive. Her smile told us she enjoyed it too.
Being a part of this service-learning project has been a good experience. I am a believer in improving anywhere you are. Helping the teaching community utilize and understand how much more technology can enrich everyone’s life can always be a positive endeavor.
I feel my cooperating teacher gained new knowledge of this PhotoStory Program, it’s capabilities, and her ability to create one without taking up too much of her time. She was already somewhat savvy with uploading pictures from her camera to the computer. So, learning this program was naturally the next step. It was great timing for her.
I always gain enjoyment when I have been able to share some of my knowledge with someone who wants to do something easier or better. It’s even better when they realize it was beneficial to welcome change and learn something new. When you try to help others, it is important that you teach in a helpful and not condescending way. That way the person will accept the new knowledge and not feel pressured.
I feel that this assignment was definitely worth it because I don’t think any student teacher would feel confident enough to present a digital story the first time they taught in an authentic learning environment. I appreciate the opportunity and because I feel it was a success, I plan to incorporate more technology all throughout my teaching career.

Field Experience #12-Presenting the Digital Story in the Classroom

What:

This past week we were observed on Monday and we presented our Digital Story to kick off the Mountain Man Unit. Our teacher asked us to teach social studies during writers workshop time. The cart that was plugged into the wall and to the projector had faulty wiring and it was VERY frustrating to keep the cord at just the correct angle to make sure power would be continual. After a few minutes of troubleshooting, I made an executive decision to not use the projector. Moving the laptop to a back corner of the classroom, I asked the students to come sit on the floor and get to where they could see my laptop. They were extra quiet since the speakers on the laptop could only get so loud. We were also able to easily have a short discussion right after the digital story finished. It was a more comfortable setting.

So, after enjoying the digital story, we read a Tall Tale about Paul Bunyan and then asked the students to create their own tall tale. I feel the students were more focused on the assignment than usual because they had connected to the digital story more than they would have been connected to the assignment without showing the story.

Now What:

In any digital story I share in the future, I will remember to have the students not watch it from their desks. It was much more memorable and made a greater impact when the students were sitting close to the screen and sitting comfortably on the floor. (Although, I know for many adults "sitting comfortably on the floor" is an oxymoron. lol ) I was very proud of this digital story and shared it with close friends and family. Thanks for providing this experience.

Reflection # 10? or 11?

What:
This past week in field was spent teaching our 5 lesson plans to the 4th graders at Park View Elementary. This class is very social and I have learned alot!! One of the lessons was to take the students to the computer lab. During this time they were to follow instructions on their handout to take them to a specific website which tells more about government explorers (Kit Carson, John W. Powell, John Stansbury, Capt. Bonneville, etc.) Each student had been assigned a specific explorer and to become an expert on them.
So What:
I liked that the students were able to do research online in a protected setting. I hope it was liberating for them to know there is so much information available at their fingertips. We had a few not follow directions or computer login problems but that was to be expected. All in all I felt this particular lesson was a positive experience and very memorable.
Now What:
I want my future students to feel comfortable and be well informed about how to use the internet in a beneficial way to learn . We need to keep up with the times.

Reflections #9

What: Being able to meet on Monday and having the experience in the actual classroom on Wednesday was quite a transition. The first two days of field were 9 a.m.-2:30 p.m. and the first day was very draining. I was glad for the experience to see how a class functions for an entire day, though. The teacher used a "projector" that shows whatever paper is under the "camera" area. She especially used it during math modeling and reinstruction.

So What:
It was good to see that this school has a laptop which hooks up with a projector, and that the teacher was interested in learning about our digital story and how it was made.

Now What:
Our five lessons we have created has one which includes a WebQuest lesson for the students to use the computer lab to find out additional information about their assigned Utah explorer. It will be a great experience to teach (or review) the children how to find out information and use that ability in future assignments. I appreciate the technological advances that, when used appropriately can make teaching even better.

Digital Story -

What:
This week since you were gone, we still met in the classroom and all worked diligently with our cohort partners. It was really nice to have that allotted time set apart to catch up on anything pending, and especially perform research together for our Digital Story. Normally when you go into the Computer Lab during free time, it is very quiet-- like a library-- since no one wants to disturb others. But in our computer classroom there was much more talking ...it was not loud enough to understand anything being said, but still a low rumbling of voices...I was ok with it for that specific time and purpose.
So What:
I think our cohort really benefited mentally to be able to have this time available during the time we are already at school. Every class we are taking is getting to the pivotal moment of experiencing and succeeding in field, and it was great to be able to take a step back and review and recheck all our class expectations. Thanks :)
Now What :
You may want to consider setting aside some time like this with future classes. Maybe not spend quite so much time on learning all of the Copyright laws and replace it with time to regroup and reassess what is coming up...It really helped my psyche.

btw, I hope your conference and presentation went well.

Sincerely,

JaNae

Reflection: Digital Story 2

What:
It was interesting to see the evolution of the copyright laws. My section had to do with music. It was a good message to know that just because you can find info, pics, etc. on the internet, it doesn't mean it is free. Although, I will have to spend at leas a few more hours reading up on all the other sites listed (especially the two you pointed out)
So What:
I like that you have us protect our work by assigning us place a copyright on our own. It is good to be respectful to everyone's creativity.
Now What:
Anything I create I want to share with others. I am a big fan of not reinventing the wheel, and sharing good ideas. When I do copyright my creations, I will allow others to use them and also make it better. It will be fun to teach my cooperating teacher how to make a digital story. She is very interested in them and a willing learner --- yeay.

Digital Story 1

What:

It was awesome to see the examples of digital stories. Especially the one you presented. It was quite intimidating to think I will need to come up with an idea that could be as powerful and create so much emotion from those watching as the one presented in class.

So What:

Jessica and I have spoken to our cooporating teacher and she is very supportive of us teaching in her classroom. From what I have heard from some other partners, we have potential of this being a fantastic experience. We know we will be covering the "mountain men" in social studies and also during writing time.

Now What:

Jessica and I will now start looking for pictures, and information with which we can create a motivating, interesting, and informative digital story. I am very excited to learn how to do this, and then teach it to our cooperating teacher who is very interested in learning from us too.

Vidcast - Key Assignment Reflection

“Succeed at School” Vidcast
JaNae Wilson and Tamara Krause

5th Grade Core
Health Education Standard I:
Students will learn ways to improve and manage mental health and stress.

The topic of improving mental health and stress became an interest to us (and our fellow classmates) as we began our first block in the UVU Education program. We wanted to share some helpful ideas with our fellow co-hort classmates. We soon discovered that these simple, easy steps could apply to our 5th grade classroom as well. A public service announcement (PSA) was our choice of format. By using the acronym “PASSING,” we wanted it to be easier for kids to remember all of the steps.
P is for Prioritize.
A is for Aerobic Exercise.
S is for Sleep.
S is also for Study.
I is for daily “I” Affirmations.*
N if for Nutrition.
G is for Goals.

*Many may think of daily affirmations as silly, but they are really effective at
building self-esteem and positive EQ (emotional intelligence).

We want to teach our students that by practicing these simple steps, they will not only pass tests in school, but develop life-long strategies that will help them throughout their lives to be successful and happy.

Our podcast connects to Nets Standards by promoting and modeling creative, innovative thinking and inventiveness. It also connects by communicating relevant information and ideas efficiently to peers and students using a variety of digital-age media and formats. With customizing and personalizing learning activities to address students diverse learning styles, these working strategies and abilities using digital tools and resources are also included.

The podcast also connects to INTASC Standards. In 2 (c) design and articulate instruction aligned with Utah. In 2(g) centered curriculum across multiple content areas. And also in 3(e) differentiate instruction to meet individual student learning needs.

A possible drawback to using this presentation in our future classroom is that the level of information may not be detailed enough for 5th graders. It would, however be a great intro to the topic discussion. Some of the topics could involve adopting behaviors to help maintain mental health; reading; exercising; life long learning and abstaining from substance abuse.

Future plans for this series would possibly include the students making their own podcast for the classroom. They would work in small groups and could even present on other subject areas (social studies, health, even math) as well. This would also be great start of a series of mental and emotional behavioral topics that are included in the Health Core curriculum. All students need to be able to handle the stresses of school and learn to balance and maintain a healthy mental life. This Vidcast is not only fun and entertaining but teaches important tools for students of all ages.

Vidcast Reflection

What:
Tamara and I decided to enhance our podcast from the last assignment and use that topic as our vidcast. Making a vidcast is alot of work. We changed our minds a few times when considering which programs to use to make this happen. We also felt we needed garage band, so we talked Mike into helping us again to record our voices.
(p.s. I really liked the video link about why blog in the classroom. Giving ownership, collaboration, motivation, interaction, and all of the other reasons presented made sense to me. It is very important to help prepare today's students with tomorrow's digital future.)
So What:
I am realizing how much effort it takes to make a vidcast, and the topic needs to be something you value or definitely plan to use in the future. Knowing that you created a vidcast is very empowering as well as just fun! Planning ahead makes things much easier, but also being willing to make adjustments is key.
Now What:
I am excited to finish the PowerPoint and put in the sound clips on each slide, then if there is time during class, I also want to try making a vidcast using Photostory3. In future classes, the students can work in groups and create their own vidcast. This could be used in Art, Social Studies, Math, etc. Then we can watch them all at a party at the end of the unit. (Older students would seem to be easier to do this with than the younger, K-2 grades).