(2nd grade level - reading/language arts - synonyms/antonyms)
Good Morning class! Today we will be learning about synonyms and antonyms. A synonym is a word that has the same meaning as another. An antonym is a word that means the opposite of another word. Now I know those names sound kind of silly and confusing, but I have a great way to help remember them. So, repeat after me, “Synonym-same! Antonym-opposite!” ready, go! (kids repeat). Great job, everyone!
Now let’s try some examples. If I want to find a synonym for the word happy, what is another word I could use? (student: glad?) Yes, glad is a perfect example for that! Great job. Let’s try another. How about a synonym for the word sharp? (student: smart?) Well, that is an awesome answer, but you’re thinking of a different sort of sharp than I am. Actually, I was thinking of the other kind of sharp like… (student: pointy!) Yes, that’s great! Wow, you guys are so awesome at this!
Let’s try some antonyms now. If I wanted to find an antonym for the word wet, what could I use? (student: dry). Yes, that’s exactly right! How about we do just one more, since I think you are getting the hang of it quite well. What is an antonym for early? (student: late?) Great job! I definitely think you all have it down good now.
Tuesday, November 20, 2012
Tuesday, November 6, 2012
Reflection #4
10
Rules to Promote Digital Citizenship:
1. Do not use
Social Media sites such as Facebook, Twitter, Myspace, etc or other non-school
related sites unless specified and “okayed” by the teacher. (Standard A: Advocate
and practice responsible use of information.)
2. Never use
someone else’s work and claim it to be your own, even by accident. (Standard A:
Advocate and practice legal and ethical behavior, Standard B: Create original
works as a means of personal or group expression.)
3. Always list
every website that you used for any information. (Standard B: Locate, organize,
and ethically use information from a variety of sources and media, Standard C: Demonstrate personal responsibility for lifelong learning)
4. Use only
reliable and approved websites to ensure you are using accurate and up-to-date
information. (Standard C: Collect and analyze data to identify solutions and/or
make informed decisions, Standard C: Demonstrate personal
responsibility for lifelong learning.)
5. Never give
your password to anyone else, even friends. (Standard A: Advocate and practice
legal and ethical behavior.)
6. If someone
does give you their password or forgets to log out, do not ever log in as
someone else or use someone else’s account. (Standard D: Exhibit leadership for
digital citizenship, Standard A: Advocate and practice legal and responsible
use of information and technology.)
7. Do not
download anything unless specifically instructed to do so by the teacher in
case of viruses or other harmful effects. (Standard B: Select and use
applications effectively and productively, Standard A: Advocate and practice
safe and responsible use of information and technology.)
8. Do not eat
or drink at the computer- spills happen when you least expect it! (Standard A:
Advocate and practice responsible use of technology.)
9. Be
respectful of the computer and any accessories accompanying it-you might not be
the only person using it! (Standard A: Advocate and practice safe and
responsible use of technology.)
10. If you are
unsure of anything, for example, how to work a certain program, ask the
teacher! (Standard B: Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity, Standard C:
Demonstrate personal responsibility for lifelong learning.)
Tuesday, October 30, 2012
Original Graphic
This is my graphic I created for my chosen topic, Voki. I'm not as artistically blessed as some, but I tried my best!
Tuesday, October 23, 2012
Reflection #3
Tuesday, October 16, 2012
Chapter Summaries
Ch. 2 Summary:
Chapter two of Technology Integration for Meaningful Classroom Use is about Self-directed learning and how it can be implemented in the classroom.
The chapter starts out by discussing what self-directed learning is, “any increase in knowledge , skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time.” Now while that definition is quite broad, the basic concept I got out of it is using your surroundings to help further learning. The GAME plan is one of the biggest concepts of self-directed learning in the chapter- basically; it is the steps for students to take to guide their self-directed learning.
The next big aspect discussed in the chapter was on developing portfolios. Portfolios are a way for students to document their learning, show off their skills, or to document growth. Although there are many types of portfolios, the one discussed are assessment portfolios (used for assessing students), employment portfolios (for showcasing students’ skills), professional development portfolios (used for documenting growth). Portfolios can be created in a variety of ways (spreadsheet, blogs, word processors, etc), depending on which type you are creating. The GAME plan is also implemented to help guide students, but the four main steps to creating a portfolio are: Define, Design, Develop, and Deliver.
I think self-directed learning is a great method, especially for online classes, because students get to take more responsibility for their work.
Ch. 4 Summary:
Chapter four in Technology Integration for Meaningful Classroom Use is about Digital Tools that Support Learning, in other words, how technology can assist in learning.
Computers are great for providing tutorials, web searches, databases, and concept maps. All of these are helpful in student learning because students get to learn so many things at once-technologically and the subject they were studying. The chapter discusses how to create your own website in the same terms as creating a portfolio: define your site, design your site, develop the site, and deliver.
Computers can also be used to tell stories. They allow users to “reflect, represent, and communicate what they know,” typically in a more personal sense. There are five steps to this: write a script, develop a story board, locate images, create a digital story, and share with others. This is basically what our class did with the Autobiography project, and it can be used in many other ways with students to help learning.
Another way computers are helpful are for not only individual learning outcomes, but for group and community outcomes as well. When students get to work together, they are able to engage in discussion and usually stimulate their thinking more than just sitting at a desk reading quietly. Pertinent conversation is important in classrooms because it helps with reasoning, problem solving, and knowledge construction. It is also a great way to communicate with other peers- emails, social networking sites, blogs, wikis, and similar ways help children understand not only themselves, but people maybe from other cultures too. As technology is growing, webcams and web conferencing provide additional support in that area.
One final way computers are useful is they speed up the learning process. Years ago, people only had access to the huge encyclopedias in the library, and you weren’t even allowed to check them out. Today, students can access online databases that have up-to-date articles from all around the world that are wonderful for essays and a lifesaver on time. The only downside to this is that anyone can post on these sites, so the information might not always be 100% accurate, so students always need to make sure to find credible and reliable sites to use.
Ch. 6 Summary:
Chapter six in Technology Integration for Meaningful Classroom Use is about customizing student learning activities.
Every child is different, and they all come from different backgrounds and home lives, so teachers have to try and find ways to adapt to everyone’s needs. A variety of assessments can be used to help teachers figure out where the students are at. One type is summative assessments, which are used to evaluate learning, usually in the form of a test or exam. The second type is formative assessments, used during the learning process, and help the teacher see where the lesson needs adjustment for certain students. One activity the book mentions that helps with this type of feedback is the KWHL chart: what do students “know” about a topic, what do they “want” to know about the topic, “how” they plan to find the information, and what they “learned” after researching.
After doing these assessments, teachers can then use the results to help the students set goals, monitor student learning, and evaluate their own instruction to see if perhaps the way they are teaching it isn’t getting across to the students.
One way that teachers can make the lessons and activities meet the students’ needs is by implementing the Universal design for Learning. This suggests that “teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments.” Using this in the classroom provides greater flexibility for teaching everyone in a way they can understand the information by setting goals, individualizing learning, and monitoring and evaluating student learning, teachers will have an easier job getting the information across.
Chapter two of Technology Integration for Meaningful Classroom Use is about Self-directed learning and how it can be implemented in the classroom.
The chapter starts out by discussing what self-directed learning is, “any increase in knowledge , skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time.” Now while that definition is quite broad, the basic concept I got out of it is using your surroundings to help further learning. The GAME plan is one of the biggest concepts of self-directed learning in the chapter- basically; it is the steps for students to take to guide their self-directed learning.
The next big aspect discussed in the chapter was on developing portfolios. Portfolios are a way for students to document their learning, show off their skills, or to document growth. Although there are many types of portfolios, the one discussed are assessment portfolios (used for assessing students), employment portfolios (for showcasing students’ skills), professional development portfolios (used for documenting growth). Portfolios can be created in a variety of ways (spreadsheet, blogs, word processors, etc), depending on which type you are creating. The GAME plan is also implemented to help guide students, but the four main steps to creating a portfolio are: Define, Design, Develop, and Deliver.
I think self-directed learning is a great method, especially for online classes, because students get to take more responsibility for their work.
Ch. 4 Summary:
Chapter four in Technology Integration for Meaningful Classroom Use is about Digital Tools that Support Learning, in other words, how technology can assist in learning.
Computers are great for providing tutorials, web searches, databases, and concept maps. All of these are helpful in student learning because students get to learn so many things at once-technologically and the subject they were studying. The chapter discusses how to create your own website in the same terms as creating a portfolio: define your site, design your site, develop the site, and deliver.
Computers can also be used to tell stories. They allow users to “reflect, represent, and communicate what they know,” typically in a more personal sense. There are five steps to this: write a script, develop a story board, locate images, create a digital story, and share with others. This is basically what our class did with the Autobiography project, and it can be used in many other ways with students to help learning.
Another way computers are helpful are for not only individual learning outcomes, but for group and community outcomes as well. When students get to work together, they are able to engage in discussion and usually stimulate their thinking more than just sitting at a desk reading quietly. Pertinent conversation is important in classrooms because it helps with reasoning, problem solving, and knowledge construction. It is also a great way to communicate with other peers- emails, social networking sites, blogs, wikis, and similar ways help children understand not only themselves, but people maybe from other cultures too. As technology is growing, webcams and web conferencing provide additional support in that area.
One final way computers are useful is they speed up the learning process. Years ago, people only had access to the huge encyclopedias in the library, and you weren’t even allowed to check them out. Today, students can access online databases that have up-to-date articles from all around the world that are wonderful for essays and a lifesaver on time. The only downside to this is that anyone can post on these sites, so the information might not always be 100% accurate, so students always need to make sure to find credible and reliable sites to use.
Ch. 6 Summary:
Chapter six in Technology Integration for Meaningful Classroom Use is about customizing student learning activities.
Every child is different, and they all come from different backgrounds and home lives, so teachers have to try and find ways to adapt to everyone’s needs. A variety of assessments can be used to help teachers figure out where the students are at. One type is summative assessments, which are used to evaluate learning, usually in the form of a test or exam. The second type is formative assessments, used during the learning process, and help the teacher see where the lesson needs adjustment for certain students. One activity the book mentions that helps with this type of feedback is the KWHL chart: what do students “know” about a topic, what do they “want” to know about the topic, “how” they plan to find the information, and what they “learned” after researching.
After doing these assessments, teachers can then use the results to help the students set goals, monitor student learning, and evaluate their own instruction to see if perhaps the way they are teaching it isn’t getting across to the students.
One way that teachers can make the lessons and activities meet the students’ needs is by implementing the Universal design for Learning. This suggests that “teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments.” Using this in the classroom provides greater flexibility for teaching everyone in a way they can understand the information by setting goals, individualizing learning, and monitoring and evaluating student learning, teachers will have an easier job getting the information across.
Tuesday, October 2, 2012
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