Friday, July 23, 2010
Thursday, July 22, 2010
Personal Growth Plan: Week 4
“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather
Among my previous reflections, there are some consistent focuses that have emerged. The main driving force is perspective and our responsibility as educators to open our own. At the same time, we have the unique opportunity to impact the lives of others by helping them alter their own. In our classrooms, we choose to perceive students either based off of what we have heard or what we observe. I feel that it is my responsibility as an educator to push the envelope for myself and my colleagues and to continuously modify my own perspective. This will allow me to see all of my students in the best light and to allow my students to see themselves how I see them. With a positive perspective, all things are possible and the significance of this outlook could be something that greatly impacts a student, parent, or peer that we interact with. I will continue to challenge myself to perceive the world in a unique light and to see beyond what people ordinarily see. This is especially why I am interested in assisting children with special needs. To help me achieve my goals, I have established a Personal Plan of Positive Action.
Personal Plan of Positive Action:
QuickFire Challenge
Quick Fire Challenge: Acrostic Photography
You will have 30 minutes to complete and submit.
- Take pictures of things that represent each letter of your first name, which describe you. (accommodations: find pictures online or draw pictures)
- Upload images onto one slide in Google Presentations.
- Share with the teacher.
- The teacher will share finished product via LCD projector with the class.
- Students will guess the name as a means of introduction at the beginning of the year.
Monday, July 19, 2010
Wicked TPaCK Challenge
Problem: 6th graders grasping the concept of the Electromagnetic Spectrum and its wavelengths, when they cannot conceptualize the terminology.
Solution: Create a multi-sensory learning experience by combining technology, pedagogical strategies, and the content.
The technology allows me to bring an experiential learning experience as well, as students will be able to use infrared goggles. The benefit of the infrared goggles and experiential learning to the student’s growth is that it provides a real-world application of the content. It takes information that is otherwise abstract and makes it concrete. As students interact with the terminology, they are able to make more connections to the content as they see it through their own perspective.
b. What is the TC knowledge for the solution?
The use of simulations when studying the different types of wavelengths in the Electromagnetic Spectrum, will make the content more readily accessible for students because it provides a re-representation of the information. Without the use of technology, the visuals provided would be static (no movement; like a diagram in a textbook). Therefore, simulations provide students with not only a re-representation, but an extension of information accessible. The simulations show the wavelengths in action, which allows students to comprehend the terminology and develop comparisons between the different wavelengths.
The use of images that have been taken with different cameras/satellites (therefore, capturing different wavelengths and showing another example of how their frequencies differ) makes the content more accessible to students because it provides them with a real-world application of their knowledge. These images, accessed online, do so by providing a perspective of how one object can look when each different wavelength strikes it (every other wavelength is filtered out). From this, students can use their higher order thinking skills to create inferences and form comparisons between the wavelengths.
c. What is the PC knowledge for the solution?
In dealing with students who find it challenging to conceptualize the terminology, bringing experiential and visual learning experiences will provide another avenue for them to be exposed to the content. I chose to pair these pedagogical strategies with the terminology because it affords students the opportunity to create more connections to the content. Students are not just trying to memorize definitions; instead they are interacting with the content and each other. This offers students with an opportunity to identify and clarify misconceptions that may have formed, as they are taking part in social learning.
Incorporating a kinesthetic experience where students will role play as if they were different types of wavelengths will be the final piece that integrates all of the learning styles. The affordance of role playing as different wavelengths heightens recall of the content. This is possible because the kinesthetic learners create connections between their movement and the terminology. It removes any abstract elements left for students within the concept, by putting them physically into the action of the wavelengths. By combining visual, experiential, and kinesthetic experiences, it allows a variety of learners to have access to the content and to constructively build their own knowledge in a way that best suits them.
Solution: Create a multi-sensory learning experience by combining technology, pedagogical strategies, and the content.
a. What is the TP knowledge for the solution?
The technology that I have selected (simulations and images from different camera types) allows me to bring the visual and experiential aspect of my lesson to students. The affordance of simulations, the use of images, and visual learning is that when combined they provide a multi-sensory learning experience that appeals to multiple levels of learners. In the past, it has been difficult for many students to process this terminology because they could not actually see it or begin to imagine it. This caused for students to become detached from the content and unmotivated. Incorporating the visual component will allow more students to process the information, which in turn will increase their motivation and level of engagement.The technology allows me to bring an experiential learning experience as well, as students will be able to use infrared goggles. The benefit of the infrared goggles and experiential learning to the student’s growth is that it provides a real-world application of the content. It takes information that is otherwise abstract and makes it concrete. As students interact with the terminology, they are able to make more connections to the content as they see it through their own perspective.
b. What is the TC knowledge for the solution?
The use of simulations when studying the different types of wavelengths in the Electromagnetic Spectrum, will make the content more readily accessible for students because it provides a re-representation of the information. Without the use of technology, the visuals provided would be static (no movement; like a diagram in a textbook). Therefore, simulations provide students with not only a re-representation, but an extension of information accessible. The simulations show the wavelengths in action, which allows students to comprehend the terminology and develop comparisons between the different wavelengths.
The use of images that have been taken with different cameras/satellites (therefore, capturing different wavelengths and showing another example of how their frequencies differ) makes the content more accessible to students because it provides them with a real-world application of their knowledge. These images, accessed online, do so by providing a perspective of how one object can look when each different wavelength strikes it (every other wavelength is filtered out). From this, students can use their higher order thinking skills to create inferences and form comparisons between the wavelengths.
c. What is the PC knowledge for the solution?
In dealing with students who find it challenging to conceptualize the terminology, bringing experiential and visual learning experiences will provide another avenue for them to be exposed to the content. I chose to pair these pedagogical strategies with the terminology because it affords students the opportunity to create more connections to the content. Students are not just trying to memorize definitions; instead they are interacting with the content and each other. This offers students with an opportunity to identify and clarify misconceptions that may have formed, as they are taking part in social learning.
Incorporating a kinesthetic experience where students will role play as if they were different types of wavelengths will be the final piece that integrates all of the learning styles. The affordance of role playing as different wavelengths heightens recall of the content. This is possible because the kinesthetic learners create connections between their movement and the terminology. It removes any abstract elements left for students within the concept, by putting them physically into the action of the wavelengths. By combining visual, experiential, and kinesthetic experiences, it allows a variety of learners to have access to the content and to constructively build their own knowledge in a way that best suits them.
Final Vodcast Project: Post 2
Storyboard/Script:
Intro/Scene 1: (Opens to Andrea and Candace using gesture-based computing...the Wii)
Andrea: “Hi, I’m Andrea”
Candace: “And I’m Candace. Today, we’re going to discuss gesture-based computing.”
Andrea: “Don’t know what gesture-based computing is? I’m sure you do! The Wii is a perfect example of this! So are the different iPhone apps that react to shaking or moving the phone in a different way.”
Candace: “Computing that uses interfaces based on human gestures. Basically, it is when computers read your body movements and react accordingly.”
Main Discussion Segment/Scene 2: (Andrea and Candace are seated, facing the camera...empty room)
Andrea: “This is a concept that is being used in some areas already and will be further developed in the future. Candace, I was reading the Horizon Report the day. Did you see all of the great uses of this technology?”
Candace: “Yeah, like how they’re using Gesture-based computing in medicine in higher education to train surgeons and perform virtual autopsies. Do you think that any of this could be useful in a school setting?”
Andrea: “Sure. Like maybe for dissecting animals in biology class.”
Candace: “I guess that would make animal lovers happy.”
Andrea: “They’re also using gesture-based games to teach sign language to children who are hearing impaired.”
Candace: “That’s cool! What a wonderful tool to help with language acquisition and the development of linguistic understanding. This could really bridge the gap for students with limitations.”
Andrea: “Yeah. Using gesture-based programs as assisstive technology. That makes sense!”
You know what else they’re using gesture-based learning for?”
Candace: “What else Andrea?”
Andrea: “To encourage fine and gross motor skills in young children.”
Candace: “Wouldn’t it be great if the software taught them to tie their shoes without needing laces....that would save all of the work of getting the knots out!”
Andrea: “Or how to get potty trained. So as teachers, what does this mean for us...?”
Candace: “It means that we need to start preparing our students to live in an interactive world. The focus will turn to practical applications, and will make the content more readily accessible. It will open up a new world of opportunity in our classrooms.”
Andrea: “Imagine being able to dissect a shark when you live in the dessert. Or train to be a surgeon using virtual tools!
Candace: “It can also be used to differentiate instruction, allowing access for students with limited mobility. It also allows us to take virtual field trips or to help kinesthetic learners create connections to the content.”
Andrea: “Some people are worried about this, that we already spend too much time in VR and that this might affect young people’s attention spans. What do you think about this, Candice?”
Candace: “On the contrary, I believe this could help reach our students that live in the digital age. None of us truly know what it is like to grow up in a world of ever-increasing technology, which is constantly evolving. Students today obtain and process information in a unique way.”
Andrea: “So we need a new and unique way to teach them! And if they are engaged in what they’re doing, their attention span won’t be a problem because they’ll want to learn.”
Ending/Scene 3:
Candace: “We should definitely start preparing now. According to the Horizon Report, we should see an increase in the use of this technology over the next 4-5 years.”
Andrea: “I’m looking forward to it”
Candace: “Thanks for listening to our talk about Gesture-based Computing. It’s kinda hot, I could go for a swim. Hey, do you want to go to the beach?”
Andrea: “Great idea!”
(Both put sunglasses on and Andrea moves her finger across the screen to reveal a beach scene)
Final Vodcast Project: Post 1
Gesture-based Computing
Tools We Will Be Using to Complete the Project:
PowerPoint (to integrate images of gesture-based computing)
Computer (to find images and for editing the final project)
Digital Video Camera (to tape our vodcast on Gesture-based computing)
iMovie (for editing project)
Tri-pod (to stabilize the video)
Timeline:
Monday, July 19th:
- Post 1st blog by 6pm
- Research topic and select which software applications to discuss
- Storyboard the Vodcast and find images to use
- Post 2nd blog with storyboard and script to Blogspot
- Use class time during morning and after school (if needed) to tape interview
- Start editing process
- Edit Vodcast in class in the morning
- Re-edit after class (make sure audio and video have good quality)
- Submit final project during the evening
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