Blog Phase III

I don't think that my philosophy towards education has really changed much this semester. My utmost goal is still to create a classroom environment where my students feel safe and cared about. If anything, I feel that my philosophy has been strengthened. I have worked with students who only had their classroom as a truly safe place. Working with the Rodel Foundation has really encouraged me to keep this philosophy in mind when I'm working with my future students. So for right now, my educational philosophy is the same as it was at the beginning of the semester.

I want to use technology as away for my students to broaden their horizons. Some things I hope to not use all the time. (For example, I know that Smart Boards are useful, but I still love whiteboards, and its easier for a child to write on one.) But I love the idea of using technology to promote research and creativity. (For example, I was astonished to learn how much Google Earth and Google Maps have to offer. You can take virtual field trips around the world, or you can create a personalized map!) Basically, I want to take the ideas from my lesson plans and ask myself if and how technology could contribute to make the lesson better. Then I can research and apply the correct technology to increase student engagement and interaction.

Standard 1: Facilitate and Inspire Student Learning and Creativity

1. promote, support, and model creative and innovative thinking and inventiveness.
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

1) My best example of using this was in my last lesson which had the students creating iMovies that told a story to a song. This first promoted creativity in the sense that the students were able to explore a wide variety of songs and pick their favorites. Then, they came up with a story of their own invention, and finally, they were able to put that story and music to pictures. This project allowed the students to explore and have quite a bit of creative autonomy.

2) I don't feel that most of my work this semester dealt with authentic problems. In a classroom, however, I would want to use technology to help my students keep up with current, age-appropriate news. Scholastic Kids and Time Kids would both be great resources. I would also want to encourage my students to research what they find interesting and important. If I can have a few safe online resources, then I can allow my students to think critically as they explore topics in-depth.

3&4) I learned that a great way to allow students to reflect and collaborate is through a thinking map that is on the classroom Smart Board. This allows all the students to see the collective work of the class, and they can come up and contribute to it. Then, the teacher can take a picture and the work is saved. Furthermore, I think it is extremely important for students to be able to share their work with the class. Whatever they have created and whatever technology they used, I will want to try and make that available for the entire classroom.

        This is important because it allows students freedom to explore and navigate difficult topics with the help of technology. Technology is a very integrated part of our society and we can use the advances in technology to either help or harm others. Students need to learn how to gather information and collaborate in order to contribute to their environment.

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments 

1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

1) One of my lessons from this semester that I really feel demonstrated Standard 2 was a Google Maps project. Each student researched a country of their choice and labeled that country with facts that they found relevant or interesting. Then the students were able to add pictures of that country and share their work on the class map.

2) I liked this because the students were given such a wide variety of cultures to learn from, and those cultures can reflect their interests. If a student loves ballet, they might choose France or Russia. If a student has ancestry in Germany, then they can choose Germany. Students could use the general outline to make sure their information was relevant while still having lots of choice.

3) This met different learning styles and abilities because students could use different resources to research their country. They could watch videos, listen to music, read a story, etc. Students were also able to vary the amount of information they posted depending on their abilities. In addition, students could work in a group and help each other to better use the computers to succeed.

4) In my assessment, there was simply an end goal of a certain number of informational points. But in a real classroom students could journal their experiences, continue independent study on their country and present the information, etc. 

    This standard is important because it allows students to begin to take responsibility for their own learning in an authentic way. Students will need skills to work with technology and self-regulate their learning all throughout their lives. This is a great way to begin modeling how to self-regulate and responsibly use technology in the classroom. 

Standard 3: Model Digital-Age Work and Learning 

1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
2. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

1) This is a hard standard for me to meet, although I definitely stretched my limits this semester by incorporating the Smart Board, Google Maps, and iMovie. What I've learned is that as a teacher I should never be afraid of new technology. Instead, I need to embrace the change and ask questions that will teach me how to utilize it.

2-3) I want to do this by having a classroom page that has information for my students and their families. I also want to make sure that if my students create something using technology, they are given the opportunity to display this for the community in a showcase of some sort. I need to be careful however, the use of technology should not cause stress for students who don't have access to it at home.

4) What I really learned from this course is that technology is very valuable, but there are times that it cannot replace face-to-face interaction. As a teacher, I need to keep this in mind when I incorporate new technology into my classroom, or when it is introduced to my school. I also need to be careful with electronic testing, because it only measures one aspect of a student's intelligence. However, I want to continue to explore technology and share what I discover with my peers. All of this will make me a better, more relevant teacher. 

Standard 4: Promote and Model Digital Citizenship and Responsibility 

1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
2. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
3. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

1&3) This is such an important part of society today because we are still learning what the online rules of etiquette are. Cyber bullying in particular has become a huge issue with young people, because they don't understand the consequences of what they cannot see. I believe a huge part of fixing this problem is teaching students to take the same responsibility online that they are expected to demonstrate in other areas of their lives. If we model respect in the classroom, we can then begin to transfer that respect into online etiquette. We don't cheat in class, so we won't steal someone's intellectual property online, etc.

2) The wonderful thing about technology is that it encompasses such a broad range of tools and subjects. With the help of colleagues, research and technological studies, I feel confident that I can use technology to meet the needs of all of my students. No matter how diverse the classroom, I should be able to find some way for each student to participate, which is an important attribute of a good teacher.

4) Technology affords students some wonderful ways to connect with people around the globe and learn about them. I love the idea of having international email pen-pals, which would allow students to get to know about another culture very specifically. There are also wonderful programs to tour important sights around the globe, learn different languages, study world maps, etc. Online communication has become very important to our world (look at how people used Facebook to locate missing family and friends after the attacks in Paris) and it is imperative that students know how to use it in a safe and appropriate way, in order to collaborate with people from many different cultures.

The Stories of Music

The Stories of Music

Reflection comments are in italics.

Objective: Students will be able to explain how musicians compose and utilize music to tell stories and share beliefs and cultures.

Assessment: Students will create a 2-3 minute iMovie with a background track of classical music and pictures that tell a story representative of their interpretation of the music.

Opening Questions: Have you ever heard a song that seemed to be about your life? What story did it tell you? Can you think of a song that was created specifically to tell a story? Did you know that people have done that for hundreds of years?

I will want students to be thinking creatively. Taylor Swift is great, but her lyrics and their message are usually very obvious. What are some more subtle examples?

Examples:

-Danse Macabre (Dance of Death) The story of Death summoning people from the grave at Halloween. The skeletons dance until the rooster crows at dawn.

https://youtu.be/71fZhMXlGT4

Play the beginning and end. Best parts.

-The Planets: Jupiter, Bringer of Joy (Jollity)

https://www.youtube.com/watch?v=Nz0b4STz1lo

The middle section might be overplayed, but it is some of the most thrilling, beautiful music in existance.

-Quartet For the End of Time Messian was captured and taken to a German POW camp. He was trying to reconcile the despair of the camp with his Catholic faith and belief in God’s will.  

“It offers a stark juxtaposition between the destructive and creative potentials of humanity, a struggle we all embody to some degree. Do we seek to transform whatever forms of violence we experience into something creative and relational, or do we spit them out and perpetuate the cycle?”

https://www.youtube.com/watch?v=H3aLSJ1TyEE

Such a cool story of a talented composer.

Show video from Piano Guys: https://www.youtube.com/watch?v=DKC-lRhvdNY

Granted, this song initially had words that told their own story. But the Piano Guys adapted that story to fit their own.

Now students have 10 minutes to choose a piece of classical music that sounds like a story to them. They are welcome to choose their own music without assistance but if they need suggestions, they can choose from:

-Song For Viola

-Czardas

-Finlandia, Op. 26

-Hungarian Dance No. 5 in G Minor

Once students choose a piece of music, they should listen to the song and write a short story about that song on a piece of paper. It can be a story about a personal experience or a made-up story about anything else. I’ve already provided examples of both.

Once students feel comfortable with their story, the teacher will model how to use iMovie. Students can then choose pictures and create their iMovie based on the story they wrote. Their song should be the background music to the iMovie.

This part might be more difficult. But hopefully between this larger group and Shadow, I can get the help I need to teach it successfully. Make sure I’m encouraging the students to be creative and think outside of the box.

In a real classroom this lesson would be conducted over the span of several days. For this lesson we will pretend that we would pick up creating the movie tomorrow.

Standard (5th Grade, General Music, Responding):

-Explain how music listening is influenced by personal interest, knowledge, purpose, and context.

-Demonstrate and describe expressive attributes and how they support creators’/ performers’ expressive intent.

Modifications:

-If a student can’t hear the music, then they can watch the Piano Guys video and describe the story. They can still write and create a movie.

-If a student can’t see, they can listen to the music samples, choose a song, and orally share their story with the class.

-Enrichment: Students can create a longer video.

-Assistance: Students can work with a partner or create a shorter video.

Building a Classroom the "Inside Out" Way

This Inside Out lesson seemed to go extremely well!

The video clips were a perfect tool. They were short enough to engage a student without them losing interest, and precise enough that it was easy to identify how the emotions acted/felt.

The videos definitely prompted some interesting conversation about the feelings related to our emotions, and how we appear to others when we are acting emotional. For example- "Fear" seems to feel completely out of control. Do we feel a lack of control when we are fearful? How do we then regain a sense of control?

While I definitely prompted and contributed to the conversation, I feel that my students were really able to lead the discussion.

The Smart Board also proved to be useful, because the students were able to come up and write their responses. We used the board to discuss what we need from other people when we feel a certain emotion, and how that can be implemented in the classroom. The responses were thoughtful and extremely helpful in guiding how I would want to build a classroom community.

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I particularly enjoyed the ideas of being allowed to go for a walk and get a drink when you are angry and need a break, thinking before communicating your disgust with others, creating an active, celebratory environment when a peer is joyful, and reassurance through discussion when you feel fearful.

Finally, we concluded by creating a set of classroom rules that reflected our emotional needs. Again, I felt like the conversation was thoughtful and our product was very successful. Here is our list of class rules:

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These rules are simple, but they cover almost any situation. Make a homework mistake? We do re-dos. A child punched a peer? We are kind to others. A student struggles with work or a home situation? We like to support others.

Our lesson got a little rushed at the end, so in a first grade classroom, I would probably have given myself 45 minutes for the lesson. And once we created our rules, I would have typed them up and hung them on a wall where everyone could see and reference them. But overall, like the final product shows, the lesson felt like a success.

I think this is a very important lesson for kids, and you presented it in an engaging and safe way! Great job! You were obviously prepared, everything went well. You had us each going up to the board, of course you mentioned in a real setting with children you would not force students to participate which is very important. Awesome.

This is the one piece of feedback I have received so far, and I felt like it definitely reflects my feelings on the lesson.

This person did comment that technology was not needed for the Smart Board and a white board could have been used. I would argue that the slides on the Smart Board were better than just writing on the whiteboard because the students could organize and associate with pictures on the Smart Board in a way they could not on the whiteboard.

"Feel Good" Teaching

Inside Out Lesson Plan:

Standards:

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (1.SL.5)

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (1.SL.4)

Reflection: I think the details aspect is going to be very key to understanding how the different emotions function. The whole of the standards tie back to that idea of community that is so essential to the whole lesson and to the development of a healthy classroom. Expressing ideas and feelings in healthy ways is important to creating an environment where students can feel safe enough to share their experiences and needs with the teacher and their peers. At a first grade level, it can be hard to recognize the needs of your peers when you are so naturally focused on your own needs. Thus this lesson is an extremely age appropriate way to help students begin to shift their paradigm of the classroom.

Objective: Students will successfully express the ideas and feelings of the Inside Out characters as well as their peers. Students will identify ways to create community and collaboration in the classroom.

Assessment: Students will label a personal table with details about the Inside Out Characters. They will also identify ways to support their peers by labeling the needs of each emotion and outlining the classroom rules on the Smart Board.

Reflection: Inside Out is currently a popular movie amongst this age group, so utilizing it can be a valuable tool.

Lesson Plan Guideline:

1. Students watch clips of the different emotions from Inside Out and label how each emotion feels and acts on their paper. (10 minutes)
2. Students come up to the board and identify their personal needs from their peers when they experience a specific emotion. (10 minutes)
3. Students conclude by using their lists of ideas and actions to help create a summitive list of rules for the classroom that can best help their peers succeed. (10 minutes)

Modifications:

Enrichment: Have students write down extra details on their worksheet for each emotion.

Supportive: Have the student draw details on the worksheet or discuss their ideas with a neighbor. If it’s challenging for them to write on the board, allow them to find a peer to assist them.

ELL: Have the student draw details on the worksheet or discuss their ideas with a neighbor. If it’s challenging for them to write on the board, allow them to find a peer to assist them.

Senses: The large screen should allow everyone to see. If they can’t hear, provide subtitles for the clips. If they cannot see, have them describe their emotions instead of looking at the emotions.

Reflection: I feel like this lesson plan has lots of potential because it has such an important theme, and so many ways that technology easily lends itself to the activity. If there is extra time at the end, have students copy down the rules and decorate them!

Teaching the World

Previously on this blog, I shared my Google Map lesson plan. Here's how that lesson plan went.

Being able to use the Google Map was an excellent tool, I felt like everyone was truly able to see everyone else's work in a new and visual way. This worked well. The actual country information didn't work as well. I had misjudged the time (my college students researched at the same pace as my actual third graders), and so they didn't label all three points, which was what would have met my objective.

I also didn't guide the students the way I would have my 3rd graders. Some of my group members felt that this was a mistake. I felt like it gave them freedom to research, but maybe I'll try being more hands on next time.

I used a class Google Map that I had the students label. Each student chose a country and then three points within that country to research. I had set an example of what I wanted in France on the map. I felt like the technology really lent itself well to this lesson. Everyone was able to easily see everyone else's work, and visualize where the points were on the map- the technology aspect didn't feel at all forced. But while the lesson plan didn't go over, it didn't allow the students enough time to finish their three points. However, the lesson did start late because of some problems with the computers loading.

The students didn't meet the objectives, only one of them successfully created three points, and none of them had five details for all of their points. Again, I think a lot of this had to do with time, and the comments supported this. (It would be best as an ongoing project rather than a contained lesson.) However, I think that standard wise, they were able to explore the use of maps and cultures as I had hoped. I think the comments also supported this. (You had an example ready to go, we knew exactly what you expected of us and you were willing to help us succeed in the lesson. This was a really cool use of google maps. I've never used it for this before... I would definitely use this in my future classroom! Great idea, Rebecca. I think the lesson allowed children to be creative and explore their own interests at their own pace.)

From this lesson, I learned how nicely technology can integrate into an appropriate lesson. I also learned what a valuable tool Google Maps can be. However, I also learned that I need to give myself more time to teach than I actually expect- even with college students! And that I should be hands on with college students, even if they complain about it later. I will try and incorporate those lessons into my next lesson plan.

https://www.google.com/maps/d/edit?mid=zIgtHQ7F26l0.k2nOeukg6Xqo&usp=sharing

Lesson Planning Like A Boss

Countries and Mapping Lesson Plan:

Grade 3

Objective: Students will be able to create three points in their country (capital, important city, place of historical significance) on the class map. Each point will detail specific information (from the student’s research) about the country or city. At the end of the lesson, students will be able to see their peers’ research by looking at the points created on the class map.

Assessment: At the end of the lesson, students will have labeled three specific points in the country of their choice. Each point will have at least 5 facts, including population and significance. (In a real 3rd grade classroom, I would have students put down fewer details per point point or expand the time of the lesson.)

Reflection: If I wanted to provide a grade for students, I could grade them on whether or not they had three points with five comprehensive, supporting details.

Standards: Arizona Common Core, 3rd Grade Social Studies Standards

Concept 1:

The World in Spatial Terms

-PO 7. Locate physical and human features using maps, illustrations, images, or globes: a. physical (i.e., seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula)

b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads)

Concept 2:

Places and Regions

-PO 1. Locate major physical and human features from content studied (e.g., Greece, Canada, Spain, United States) on maps and globes.

-PO 2. Describe how physical and human characteristics of places change from past to present.

Concept 4:

Human Systems

PO 3. Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent).

Reflection: Looking at the map like this is a way for students to first look at the details of what creates a specific country (Concept 4). The students start by pinpointing a human feature (Concepts 1&2)- the capital, and listing the population for the capital. Then they are able to identify other cities or physical features of significance. As they research each place, they will be able to withdraw relevant facts (history, attractions, landmarks, etc.) that will allow them to better look at human interaction within the country. In particular, their point of historical significance will allow them to study how civilization evolves over time (Concept 2).

Lesson Plan Guideline:

1. Have students join the google map that has already been created. Have them follow along on their computer screen as the teacher uses the French map to model the guidelines for the students. (Three points- capital, important city, and place of historical significance, and the requirements for each point.) (5 minutes)
2. Allow the students to research the country of their choice and create points. (In a third grade class I would have pre-selected websites, but for this, they can research wherever they want to. (15 minutes)
3. Have students take turns sharing the information they collected while their peers follow along on their screens. (10 minutes)

Reflection: This should give students time to both focus on a topic and research it, but to also share what they have learned and be verbally engaged in the topic.

Modifications:

Enrichment: Have students create more points or give more in-depth details per point.

Supportive: Lower the number of points required and work with the student to identify relevant information online.

ELL: Allow them to research a country where their language is spoken and find resources in their language. The students can then use pictures as a visual aid when they present and explain (in English) what they have learned.

Senses: If a student can’t use a computer, print out a hard copy of the map of their country. Allow them to research through books. If they cannot easily write or speak, allow them to use visuals. If they can’t see, focus on the verbal part of their presentation.

Reflection: These should help to allow students to be successful.

That Time Rebecca Did Some Storybird-ing

Storybird is a great resource, if you haven't learned about it already. It's a website where you can choose pictures or pieces of art and use them to illustrate your very own story. (To be fair, I just illustrated the verses of Mary, Mary Quite Contrary. But I'm sure that you could create a really wonderful story of Harry Potter proportions.)

And then you star the stories you like, and leave comments on the way someone wrote a story. Basically, you Facebook stories. And it's wonderful, but it's also something that needs managed. Something that a teacher needs to become involved in.

Storybird is useful for any age group and ability level. The illustrations are perfect for describing sight words and drawing inspiration to write a chapter book. For little authors, it is truly an ideal tool, and one I would prescribe to almost any classroom.

However, students need a chance to create their own pictures. To come up with original ideas that have nothing to do with a picture placed in front of them. Storybird can be a great resource, but students should still be familiar with the feel of a pencil and a sheet of notebook paper.

So I would use Storybird to begin creative assignments. I could even allow my students to give online feedback to their peers, and that could easily tie in with a lesson on "netiquette", and maybe even cyber bulling.

But I would want to monitor Storybird, to make sure my students were staying focused and safe online. I would want to give them opportunities to create and use their own unique art.

It's a good lesson for life. There are only seven basic plots in the world, after all. We are constantly creating stories out of the environment around us. But at some point, our story needs to become our own. Drawing too much inspiration out of another story (or picture) becomes plagarism. Storybird-ing is a step up from copying the teacher, but my students won't yet be able to fully spread their own wings (pun intended).

iContact (aka Blog Post 1)

Rebecca's Theory of Education:

My first and foremost goal as an educator is to create a sense of love and security in all my students. I firmly believe that once a student has their physical and emotional needs satisfied, they are much more receptive to learning. So my goal is to create a classroom environment where each student has their individual needs met- whether that be a snack for a missed breakfast or a need for physical touch (like a hug.)

Once that safety is established I want to create a classroom where discussion and learning is a collaborative effort between the students and teacher. I want my students to be able to express their ideas, feelings, and interests in meaningful, relevant conversation, while still respecting their peers' beliefs. I want to accomplish this by utilizing times for open discussion and plenty of engaging, hands on activities. I also want to have plenty of time for students to "show and tell" about their interests and home activities. If students can apply personal experience with what we are learning, they are far more likely to comprehend and remember the lessons.

Finally, I want an organized classroom environment. Being organized as a teacher is imperative to the teacher's sanity and the smoothness of how a lesson runs. In the perspective of a student, organization creates structure, which makes the classroom environment a stable place for them to learn and grow as individuals.

I Love Technology:

I really do. I don't remember using too much of it when I was in school. We had those really old, bulky projectors and we'd wheel in TVs for movie days (Bill Nye on VHS!), but that was about it.

 I think technology is now an integral part of today's society. I treasure my i-phone and computer (maybe a bit too much.) The advantages are immense. I can contact my friends living in Argentina and Rwanda almost instantaneously. In the classroom, I can take my students on virtual field trips around the world, and allow them to create a book report in new and creative ways.

But...

I worry about how dependent we are becoming on technology. What's going to happen when someone gets lost in the woods and doesn't have their GPS to guide them home? What happens when someone else vandalizes a cell-phone tower and suddenly half of Flagstaff has no internet service?

In addition, I worry about the social effects of technology. I could say a lot, but no one can compete with these words of wisdom from Ellen DeGeneres and Amy Poehler (skip to minute 1 for the beginning of the technology part- watch the whole video if you want to learn about Santa Claus' parents):

So I want to use technology to build up meaningful experiences in my class. I want my students to create interesting presentations and research topics of interest. I really want a smart board.

But I also want my students to take time to read actual books made of paper. To conduct research through observation. To make eye contact with their peers.

After all, what's the point of having the whole world at your fingertips if you don't even know your own backyard and neighbors?