Teacher-Parent Communication

It is my belief that the level of communication between the teacher and the parents should be consistent and effective. One of the forms of communication I would use to interact with my student’s parents would definitely be an informative classroom webpage. On this webpage, parents would find weekly homework assignments, classroom projects, information about field trips, forms and documents (in case students misplace the forms/documents sent home in their daily folders), and school-wide announcements.  There would also be a contact section for parents to leave comments and/or send emails. This webpage would be used to inform parents collectively. I have also found the GroupMe app to be very helpful with providing information to groups of people. This is also another way I could inform parents not only collectively, but also instantly. On an individual basis, I would call parents, and conduct parent-teacher conferences when necessary. I am quite fond of text messaging so allowing the parents to contact me throughout the day via text message may also be a good idea.   

Initial findings on self-directed learning proj.

When first downloading the SMART Notebook software you are given the option to download multiple features that the software offers. One of the most interesting things I noticed was that you are given the option to choose any language you would like to use the software with. I felt that this could be very useful for ELL students, especially with the influx of people from Korea. I also think it’s really great that the software offers tutorials for every aspect of its programming. Learning how to use the software seems to be easy. The gallery essentials, toolkits, and lesson activities that come with the software are all resourceful, and also the fact that you can insert and save outside resources or data is helpful. It seems to be a great teaching aid. I guess what I would want to learn now is how to really apply the software in the classroom, and how to be creative in doing so.

Implementing Assessments

1.      Teacher-made test- This type of assessment would be efficient for my lesson because we will complete several learning activities that illustrate the story of Ruby Bridges, and formulating this test myself will allow me to determine whether the students learned the key facts. I feel that this type test is more effective than a standardized test because the instructor knows what specific information he/she is assessing, as well as what students really needed to learn. This test will also allow me to evaluate how effective my lesson was, and what I need to do differently. This assessment will be implemented at the conclusion of the lesson.

2.      Observation/conferences- These types of assessments will occur naturally during my lesson because there is a lot of peer interaction. Jotting down notes as I observe the students will lead to the things we discuss during group and individual conferences. Observing the students’ behavior, as they watch the movie will also guide the individual conferences, addressing issues that may occur such as students falling asleep, chatting, or playing during the movie. These types of assessments will be implementing throughout the entire lesson.

3.       Portfolio- This type of assessment would be efficient for my lesson because we will complete several writing activities that could be assessed to determine the effectiveness of the lesson along with the students’ learning progress. Before completing several of the shared interaction activities using technology students will complete worksheets that will go in their portfolios. For example before completing the sequence of events chart using the SMARTnotebook software students will complete a sequence of events worksheet independently to prepare them for the class activity. I will collect data for the portfolios throughout the entire lesson. 

Milestone 3 Integrated Lesson

Tool #1: The Ruby Bridges Movie

·         Before the lesson: Watch the movie myself. Make a guided questions worksheet for the students.

·         During the lesson: Instruct students to complete the guided questions worksheet as they watch the movie.

·         After the lesson: Check the guided questions worksheet. Test student’s knowledge of the movie through a traditional exam.

Tool #2: MyScript Memo app

·         Before the lesson: Learn about or test the app. Maneuver through the different features of the app with the students.

·         During the lesson: Instruct the student’s to take their own notes during the movie to have for other assignments.

·         After the lesson: Review the notes the students took using the app.

Tool #3: The Feelings Game

·         Before the lesson: Play the game myself. Create a tally sheet or score card to keep up with the number of right and wrong answers students got on the first try. Discuss the meaning of the game’s featured feelings with the student’s to be sure all students understand.

·         During the lesson: Provide students with directions to get to the website. Assist them with making choices by providing them with scenarios/examples to help guide them in making the right decision.

·         After the lesson: Review the score cards.

Tool #4: SMARTnotebook software

·         Before the lesson: Explore the software and gather/choose specific features or tools to use. Explain/Demonstrate how the features or tools will be used.

·         During the lesson: Allow students or myself to use the tools or features.

·         After the lesson: Reflect on how well, or not, the selected tools or features worked during the lesson, as well as how well the students enjoyed the tools or features.

Tool #5: Inspiration software

·         Before the lesson: Explore the software and gather/choose specific features or tools to use. Explain/Demonstrate how the features or tools will be used.

·         During the lesson: Allow students or myself to use the tools or features.

·         After the lesson: Reflect on how well, or not, the selected tools or features worked during the lesson, as well as how well the students enjoyed the tools or features.

Milestone Integrated Lesson 2

1.              The lesson that I have chosen to alter is a lesson about the little African-American girl, Ruby Bridges, who made history by making a brave decision to continue attending an all-white school regardless of the opposition she faced daily. During this lesson students will work on comprehension skills, vocabulary skills, and identifying the sequence of events.

2. 

o   Tool #1:

a.       The Ruby Bridges movie that was released in 1994.

b.      I would use this video towards the end of the lesson. Being that it evokes so many emotional responses I would use it before the students are scheduled to play they corners game.

c.       Initially I would want to use the video as an activity for the whole class. However, depending on whether or not I had students with special needs, and depending on what their needs were, they video may not be used for the whole class. As I just stated it evokes several emotions and I would not want to agitate the students.

d.      Although this movie is twenty years old it still retells the story effectively and efficiently. I feel that it is a great way to “bring home” the story of Ruby Bridges. Plus movies are a great attention grabber for students at the elementary level, and all levels for that matter.  

o   Tool #2:

a.       MyScript Memo app used for note taking on iPads.

b.      Being that I plan to incorporate a test to the assessments portion of the lesson, I would prompt students to take notes using this app during the movie. I would give a few guiding questions but I would strongly urge them to make a note of anything they think is important.

c.       This app would be used for the whole class. Students that need more help than others using the iPad or the app would simply be given the help they need.

d.      I like this app because it is not keyboard-based, therefore students will still be able to practice their handwriting skills.

o   Tool #3:

a.       The Feelings Game on the do2learn.com website.

b.      While most of the students are playing the corners game, other students will partner up to play this online identification game.

c.       This tool would be primarily used for students below grade level, or students with special needs. The idea is to pair these students with students that are at or above grade level to play this game and relate the feelings to how Ruby Bridges felt throughout her journey. This way all students will still actively participate in peer-to-peer discussion at a level that’s engaging to them.

o   Tool #4:

a.       There were several learning tools that I could be useful from the SMARTnotebook software. The two tools that stuck out the most were: the traffic light template that could be used throughout the lesson to make sure all of the students are comprehending everything we’ve discussed/learned so far and the sequence of events template that could be used to arrange the order things occurred in the story.

b.      I think that having a PowerPoint to refer back to throughout the lesson would be helpful to keep things organized, and to keep track of our progress. The traffic light signals could appear in random places throughout the text to check student’s comprehension level. I could also use a physical laminated copy of the template to hold up during class activities if I feel students are off task or confused. The sequence of events template could be used to check students understanding of the story. Being that a traditional test will be incorporated in the lesson I feel that it is strongly important to review what we’ve learned throughout the lesson. This tool could be used in a quiz format or as a class discussion/activity.

c.       These tools would be used for the whole class.

d.      There were several other learning aides on the site but these two were appealing to the eye.

o   Tool #5:

a.       Using the Inspiration software would be a great way to master the who, what, when, where, and how content of the lesson. Instead of using the Anchor chart we would take a more digital approach by making our own authentic class chart. The chart could then be used as a basic study tool for the students.

b.      This tool could be used after the reading of the story, and added to in extended detail as we watch the movie and complete other activities.

c.       This tool would be for the whole class.

Milestone 1 Integrated Lesson

1 1.  Give a brief summary of the lesson and web address.

The title of the lesson plan I chose is: Listening Comprehension Read Aloud-Who Was Ruby Bridges? During this lesson students will be read to aloud. They will work on comprehension skills, vocabulary skills, and sequence of events. After working on these skills students will group up based on which students describe Ruby Bridges similarly using one word, and discuss why they choice this particular word. There are also writing assignments attached to this lesson plan to awaken student’s imagination.

http://alex.state.al.us/lesson_view.php?id=33200

2   2.    Where does the lesson fit on Bloom’s taxonomy? This lesson fits under the comprehension stage of Bloom’s taxonomy because the students are summarizing and discussing the story and their feelings.

3  3.  What role does technology play? What is the teacher using? What are the students using? Technology doesn’t play a major role in this lesson. Teachers are promoted to show the Ruby Bridges movie; this could be done using a smart board, or television set. There is no technology for students to use.

4. After reading chapter 4-what digital tool (s) could you add to the lesson to support student learning? Explain in depth where and how it would be used. I think a virtual field trip in relation to this lesson would be great for students to experience. Allowing students to type some of the responses, instead of writing them would also be a way to incorporate technology into the lesson. 

Blog Post #1

1. What technologies were used when you were a student? How were they used?

• o   Computers were the most common type of technology used when I was a young student. They were typically used to take accelerated reading test, and to play informational/curriculum-based games.
• o   Overhead projectors were also used often. They were used during instruction time as a teaching tool. Some teachers also promoted participation by allowing the students to use them.  

2. How were technology related skills taught to you? What was emphasized?

• o   The one thing that I really remember in elementary school is the teachers making us log onto the computers ourselves instead of doing it for us. Even if we couldn't get it after so many tries they would just make sure we had the right log in information wrote down.
• o   They stressed how important it was to become familiar with using computers because it would be used more as we got older. Completing assignments online became more common in middle school.
• o   And by the time I reached 9^th grade there was a technology course in place. We took typing tests, as well as paper test about our knowledge of the keyboard and shortcuts. We also learned about properly restarting computers, and keeping them clean. Everything was always hands on, it may have been demonstrated a time or two but it was vital to learn from experience.
• o   It was also important to use safety rules and guidelines like: no liquids near the computers or making sure your hands were dry before plugging/unplugging equipment.

3. What skills and knowledge do you already possess to help you effectively integrate technology into instruction?

• o   I've had some experience creating a teacher webpage, and it made it clearer that parents having access to the classroom schedule and assignments is very helpful. It gives the parents the opportunity to work on special projects and assignments with their children beforehand if they would like.
• o   I've also witnessed children working on the Promethean bored, and I found that using these kinds of tools really motivate the children to participate in learning.
• o   I’m very comfortable with using programs such as Microsoft Word Documents and PowerPoint, which could both be used as effective teaching tools.
• o   I also believe that experience is the best teacher so I know that I want the children in my classroom to have access to technology (computers, laptops, i Pads, Kindles).

4. What skills and knowledge do you hope to learn in this class?

• From this class I hope to gain more skills and knowledge about technology that will be useful in the classroom. I know that the world is constantly changing, and with all of the new gadgets being invented it’s important to stay familiar with the “new stuff” to be able to best adapt to the children.