Developing the GAME plan for my students helped me to reach their different needs. It provides all three modalities and allows differentiated instruction (Laureate Education, 2009). As Peggy Ertmer stated I do not have to change my instruction all at once. The GAME plan allowed me a place to start by choosing two goals to focus on currently. From there I can continue to set goals, create an action plan, monitor it and then evaluate its success (Cennamo, Ross, & Ertmer, 2009).
More than my students benefited from my GAME plan. By setting, the goal of online assessments I have learned how to develop assessment my students can access from the internet whether they are in a computer lab or at home. Because of this, my department now has access to online testing for all of our students and I am currently training them on how to create their own. The online assessment is important, as our state has gone to online testing of our state standards. Students need practice with assessments in this form so they are comfortable when taking the state test.
The adjustments that I am going to make because of integrating technology into my instructional practice are the use of blogs and wikis. Creating a blog and wiki with my students has created a new passion for them and they look forward to coming to my class. They enjoy the communication that the students and I have outside of the class. Google reader has provided an easy way to track new posts on their blog so I can reply in a timely manner. This aspect of technology has had more of an impact on my class then setting of goals and finding the individual websites.
I will continue to integrate the national educational technology standards (NETs) for my students and myself in my classroom. As I become more proficient as a teacher. . The NET-s standards provide a “roadmap” for teaching effectively and with professionalism in the classroom (James, 2010). I must transform my classroom into a learning environment that will prepare my students for the digital world they will be entering when they leave high school.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful
classroom use. Mason: Cengage learning.
James, J. (2010). ISTE International Society for technology in Education.
Retrieved December 12, 2010, from International Society for technology:
http://www.iste.org/standards.aspx
Laureate Education, I. P. (2009). Ingtegrating technology across the content
areas. Baltimore: Author.
Wednesday, December 22, 2010
Wednesday, December 15, 2010
Week 7 Using the Game Plan with Students
Students that are going to function autonomously in their learning must learn to be self directed (Cennamo, Ross, & Ertmer, 2009). Therefore, in my GAME plan the first goal focused on students setting their own learning goals and then being able to assess them. In order for this to happen, I identified the NETs teacher standard of designing and developing digital-age learning experiences and assessments along with modeling digital-age work and learning as my goal (James, 2010). I need to be able to customize the learning activities to address the students’ diverse learning styles. I also needed to learn technology to provide the assessment that I wanted the students to use. By developing these learning experiences, the students will be able to apply their learning to create original works, use models and simulations to explore math concepts that ties directly to their first NETs student standard (James, 2010).
The other goal I set for myself was to assist students in the area of modeling critical thinking skills, problem solving and being able to make decision about the appropriate digital tools that would assist them in their learning. In order for this to happen, I demonstrated fluency and the ability to be able to apply current knowledge of blogs and assisted them in creating their own. I am able to model how to set up and maintain a blog along with Google reader to follow each other’s blogs. This technology allows the students to share with others which important for gifted and talented students (Laureate Education, 2009) which falls under the student standard of communication and collaboration. These goals for me also relate to the student NET standards of using critical thinking skills to manage the creating and personalizing the blog throught the use of different tools such as widgets, you tube and other various links.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
James, J. (2010). ISTE International Society for technology in Education . Retrieved December 12, 2010, from International Society for technology: http://www.iste.org/standards.aspx
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
The other goal I set for myself was to assist students in the area of modeling critical thinking skills, problem solving and being able to make decision about the appropriate digital tools that would assist them in their learning. In order for this to happen, I demonstrated fluency and the ability to be able to apply current knowledge of blogs and assisted them in creating their own. I am able to model how to set up and maintain a blog along with Google reader to follow each other’s blogs. This technology allows the students to share with others which important for gifted and talented students (Laureate Education, 2009) which falls under the student standard of communication and collaboration. These goals for me also relate to the student NET standards of using critical thinking skills to manage the creating and personalizing the blog throught the use of different tools such as widgets, you tube and other various links.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
James, J. (2010). ISTE International Society for technology in Education . Retrieved December 12, 2010, from International Society for technology: http://www.iste.org/standards.aspx
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
Wednesday, December 8, 2010
Week 6 Game Plan Update
I have learned that even though having a blog is a great first step it is important that I do not limit myself to just a blog (Davis, 2009). Quite a few different social networks are free and accessible for students. The limitation that I may face is what access I am allowed through the district. You tube, face book and my space are not allowed. I am not sure yet about twitter or wiggio. I have heard about Moodle but have not explored it. It may have one of the aspects that I am looking for in terms of getting students to help each other on line at home. Caitlin Thompson uses Moodle in her classroom and the students message each other for help. I also like Linda Phipps idea of having parents help their students by ensuring they have computer time at home. This is a concept that I am going to add in my parent letter next year as well as cover at open house.
My students have set up their blog and are really enjoying them. I was concerned that I would struggle with blog entries each week but it is easier than I thought. The students are filling out their weekly goal sheets and I am still working towards finding the websites section of addressing their learning goals. It is not for a lack of resources but of finding the time to research them. As I find the resources, I will book mark them so I have repertoire to pick from in the future. I have figured out the online assessment but have not written one yet for the students to take. My goal is to accomplish it this week.
At this pint I am not ready to set new learning goals but want to expand on the ones I have. The assessment is very important as not only will it give me information on my students but also provide practice for them before state testing. Now that I have figured out the online access problem, I want to work on writing my own problems within the program so I can generate questions. If I learn how to write questions then I can regenerate the same questions with different values. This will allow my students lots of practice on a concept until they master it. Generating question with different values requires prog4ramming ability and knowledge of html. I am rusty in html but am sure that it will come back quickly.
In terms of learning approaches, I learn best by doing. Playing with programs and websites are the fastest way for me to gain knowledge. However, I have discovered You tube and have found that you can find a video on just about anything. I need to start using it as a reference to assist in my learning.
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
My students have set up their blog and are really enjoying them. I was concerned that I would struggle with blog entries each week but it is easier than I thought. The students are filling out their weekly goal sheets and I am still working towards finding the websites section of addressing their learning goals. It is not for a lack of resources but of finding the time to research them. As I find the resources, I will book mark them so I have repertoire to pick from in the future. I have figured out the online assessment but have not written one yet for the students to take. My goal is to accomplish it this week.
At this pint I am not ready to set new learning goals but want to expand on the ones I have. The assessment is very important as not only will it give me information on my students but also provide practice for them before state testing. Now that I have figured out the online access problem, I want to work on writing my own problems within the program so I can generate questions. If I learn how to write questions then I can regenerate the same questions with different values. This will allow my students lots of practice on a concept until they master it. Generating question with different values requires prog4ramming ability and knowledge of html. I am rusty in html but am sure that it will come back quickly.
In terms of learning approaches, I learn best by doing. Playing with programs and websites are the fastest way for me to gain knowledge. However, I have discovered You tube and have found that you can find a video on just about anything. I need to start using it as a reference to assist in my learning.
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
Friday, December 3, 2010
Week 5: Game Plan Update
Oops! I have two blogs and put my update on the wrong one. I am know on the correct one. :-)
I have been able to accomplish three of my sub goals such as having my students identify the math skill they would like to learn and setting up the sites or curriculum that will help them. My students wanted to be generic in their goals but in talking to them individually, I was able to help narrow down to a specific skill that was doable within a week. Having this conversation was quick but insightful. It helped to open communication between my students and me about what they felt were their weak areas instead of identifying them myself. I am curious to see if that translates into a more motivated learning environment. I was concerned about being able to manage finding individual skills for each student within my class but there appears to be groupings of specific skills among students such as multiplying and dividing fractions. By them filling out the forms and from the conversations, I am able to find more specific help for them as my goal is for them to be able to design and develop their own academic plan. I also want them to monitor their goals and the form allows them to keep track of what they have accomplished as they keep it in their math file.
They are in the process of setting up their blogs as I was able to get them into the computer lab. The blogs are meant to be their tool for reflection and communication. I want them to be able to evaluate their learning progress and determine if they are successful in meeting their goals this is the last step in the GAME plan and is very important for the students to become a self-directed learner (Cennamo, Ross, & Ertmer, 2009). Flexibility is the key to getting my goals met as we are having late starts due to weather. Once they are set up then the students will be able to access them from the classroom.
I have the knowledge to now post tests on line but if the skills I want are not in the current question bank then I will have to write them. If I want the questions to take advantage of the features of the program such as cloning problems with new numbers or toggling between multiple choices and writing the answer in then I have to learn the programming aspect of the program. It does not appear to be difficult but time consuming. Like Peggy Ertmer stated I have to have the confidence that I can learn this program so my students can access it (Laureate Education, 2009).
I have learned several things about my students and needs for myself. Organization and management are always issues within the classroom and a learning curve for new projects. I need to allow for more time between when students identify their goals and when they need the necessary technology, programs and/or sites to work on their goals. I was trying within the one period to identify their goals and find appropriate technology and realized that I needed at least a day or two until I develop a better repertoire. I was surprised that I only have about four students that had Google accounts and had to help students with setting them up. These students are digital natives and yet I have more technology skills than they do.
I have several questions that come to mind this week such as should I rely on them telling me when they have had enough practice and are ready to move on? How am I going to assess these skills so that I know they are mastering them? How often do I need to assess them? How important is it for me to assess these skills if I am checking their work quickly or am providing technology that gives them instant feedback?
Some of the adjustments to my plan include having students creating an avatar before setting up their Google account. Also discussing safety issues on the internet about what information they should and should not display. I really need to back up and do some assessments of their computer skills. I am going to have the students fill out the computer survey from Reading the Web by Eagleton and Dobler (2007). Another adjustment I have made is to focus on accomplishing one thing at a time instead of try to tackle all my sub goals at once.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
Eagleton, M., & Dobler, E. (2007). Reading the web. New York: Guilford.
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
I have been able to accomplish three of my sub goals such as having my students identify the math skill they would like to learn and setting up the sites or curriculum that will help them. My students wanted to be generic in their goals but in talking to them individually, I was able to help narrow down to a specific skill that was doable within a week. Having this conversation was quick but insightful. It helped to open communication between my students and me about what they felt were their weak areas instead of identifying them myself. I am curious to see if that translates into a more motivated learning environment. I was concerned about being able to manage finding individual skills for each student within my class but there appears to be groupings of specific skills among students such as multiplying and dividing fractions. By them filling out the forms and from the conversations, I am able to find more specific help for them as my goal is for them to be able to design and develop their own academic plan. I also want them to monitor their goals and the form allows them to keep track of what they have accomplished as they keep it in their math file.
They are in the process of setting up their blogs as I was able to get them into the computer lab. The blogs are meant to be their tool for reflection and communication. I want them to be able to evaluate their learning progress and determine if they are successful in meeting their goals this is the last step in the GAME plan and is very important for the students to become a self-directed learner (Cennamo, Ross, & Ertmer, 2009). Flexibility is the key to getting my goals met as we are having late starts due to weather. Once they are set up then the students will be able to access them from the classroom.
I have the knowledge to now post tests on line but if the skills I want are not in the current question bank then I will have to write them. If I want the questions to take advantage of the features of the program such as cloning problems with new numbers or toggling between multiple choices and writing the answer in then I have to learn the programming aspect of the program. It does not appear to be difficult but time consuming. Like Peggy Ertmer stated I have to have the confidence that I can learn this program so my students can access it (Laureate Education, 2009).
I have learned several things about my students and needs for myself. Organization and management are always issues within the classroom and a learning curve for new projects. I need to allow for more time between when students identify their goals and when they need the necessary technology, programs and/or sites to work on their goals. I was trying within the one period to identify their goals and find appropriate technology and realized that I needed at least a day or two until I develop a better repertoire. I was surprised that I only have about four students that had Google accounts and had to help students with setting them up. These students are digital natives and yet I have more technology skills than they do.
I have several questions that come to mind this week such as should I rely on them telling me when they have had enough practice and are ready to move on? How am I going to assess these skills so that I know they are mastering them? How often do I need to assess them? How important is it for me to assess these skills if I am checking their work quickly or am providing technology that gives them instant feedback?
Some of the adjustments to my plan include having students creating an avatar before setting up their Google account. Also discussing safety issues on the internet about what information they should and should not display. I really need to back up and do some assessments of their computer skills. I am going to have the students fill out the computer survey from Reading the Web by Eagleton and Dobler (2007). Another adjustment I have made is to focus on accomplishing one thing at a time instead of try to tackle all my sub goals at once.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
Eagleton, M., & Dobler, E. (2007). Reading the web. New York: Guilford.
Laureate Education, I. P. (2009). Ingtegrating technology across the content areas. Baltimore: Author.
Wednesday, November 24, 2010
Monitoring My Game Plan
In terms of my first goal of having student design and developing their own academic plan, I have the form created and have found several resources. Some of the resources I have found are: cool math games.com, multiplication drill and programs for the smart board using manipulitives. The idea of students developing their own academic plan is for self assessment. Self assessment is a way that students can use to understand the criteria they are using (Cennamo, Ross, & Ertmer, 2009).
I am finding the resources that I need with the help of my colleagues. Mike Ondayko informed me of a site he uses called portaportal to create online test for his students. A school partner and I have also been working on our test generator and getting tests posted on line. We had success today and found a way to post tests for our students. I have learned that these tests also will allow numeric answers and short answer questions. The short answer questions are not automatically graded but the students have put their answers in a box just as if they would on the state test. These features are important to myself and my department as it allows us to give our students practice with online testing before the state test in the spring. It also helps us create equality within the classroom by working with those students who do not have access to computers at home. We need to provide equity in access so all students can become successful and well adjusted learners (Nieto & Bode, 2008). I have learned a lot about connecting the tests online. Working with the program and trying to find a place to load the tests has been time consuming but will be very helpful. Finding resources are not hard it is just time consuming because I have to check out each site for appropriateness (Eagleton & Dobler, 2007).
I do not need to modify my plan at this time other than the amount of time some items are taking such as developing the assessments. However, I do need the weather to cooperate so I can have time with my students. We have had two-hour delays cutting our class times to about 30 minutes, which is not enough time to instruct my student in setting up blogs and to get through all of the plans.
The questions that have arisen are about time management and organizations. I am concerned about being able to monitor their blogs on a weekly basis and helping the students adjust to taking tests online.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
Eagleton, M., & Dobler, E. (2007). Reading the web. New York: Guilford.
Nieto, S., & Bode, P. (2008). Affirming diversity: the sociopolitical context of multicultural educaiton. Boston: Pearson Custom Publishing.
I am finding the resources that I need with the help of my colleagues. Mike Ondayko informed me of a site he uses called portaportal to create online test for his students. A school partner and I have also been working on our test generator and getting tests posted on line. We had success today and found a way to post tests for our students. I have learned that these tests also will allow numeric answers and short answer questions. The short answer questions are not automatically graded but the students have put their answers in a box just as if they would on the state test. These features are important to myself and my department as it allows us to give our students practice with online testing before the state test in the spring. It also helps us create equality within the classroom by working with those students who do not have access to computers at home. We need to provide equity in access so all students can become successful and well adjusted learners (Nieto & Bode, 2008). I have learned a lot about connecting the tests online. Working with the program and trying to find a place to load the tests has been time consuming but will be very helpful. Finding resources are not hard it is just time consuming because I have to check out each site for appropriateness (Eagleton & Dobler, 2007).
I do not need to modify my plan at this time other than the amount of time some items are taking such as developing the assessments. However, I do need the weather to cooperate so I can have time with my students. We have had two-hour delays cutting our class times to about 30 minutes, which is not enough time to instruct my student in setting up blogs and to get through all of the plans.
The questions that have arisen are about time management and organizations. I am concerned about being able to monitor their blogs on a weekly basis and helping the students adjust to taking tests online.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
Eagleton, M., & Dobler, E. (2007). Reading the web. New York: Guilford.
Nieto, S., & Bode, P. (2008). Affirming diversity: the sociopolitical context of multicultural educaiton. Boston: Pearson Custom Publishing.
Wednesday, November 17, 2010
Review of my Game Plan
I have created one of the resources needed for helping the students to create their own academic plan. I created a form for them to fill out in which they identify their current level in the different areas of math. I will then sit down this week and start meeting with them individually. Once each student has identified the area they want to focus on first, I will then come up with resources for them. I will find websites and technology that will help them. I will then develop both formative and summative assessments. My next step is to meet with each student individually. To assist in their individualized learning I currently used programs that individualize the students learning. Using the multiple formats allows students to practice their skills according to Cennamo, Ross, & Ertmer (2009).
One of the resources I need to access is our technology department within the district. A partner and I have been trying to place assessments online but have run into a roadblock. Students no longer have access to common folders and so we have to place the assessment on the internet with a link for them to access them. We have had to give the problem to the technology department because we do not have the rights needed to do this. We had a meeting scheduled for this week but had to postpone it because the technician needed more time to figure the problem out. Creating this assessment is important for our students in that our state testing is no online. The students need access to online testing so they become proficient with it before our state testing. It is important that we offer this technology to students who do not have computers at home so they are not at a disadvantage at testing time. We want to level the playing field for all students and provide equity and fair access for all (National Board for Professional Teaching Standards, 2010).
One of the resources I need to access is our technology department within the district. A partner and I have been trying to place assessments online but have run into a roadblock. Students no longer have access to common folders and so we have to place the assessment on the internet with a link for them to access them. We have had to give the problem to the technology department because we do not have the rights needed to do this. We had a meeting scheduled for this week but had to postpone it because the technician needed more time to figure the problem out. Creating this assessment is important for our students in that our state testing is no online. The students need access to online testing so they become proficient with it before our state testing. It is important that we offer this technology to students who do not have computers at home so they are not at a disadvantage at testing time. We want to level the playing field for all students and provide equity and fair access for all (National Board for Professional Teaching Standards, 2010).
Friday, November 12, 2010
GAME PLAN for MY MATH STUDENTS
GAME Plan
In my math plus class for struggling math students they work on strengthening their weaker math skills.If my students are going to function autonomously in their learning they must learn to be self directed (Cennamo, Ross, & Ertmer, 2009). I need to involve the students in setting their own goals, create a plan to accomplish those goals and then have a way to evaluate if they have accomplished them. This class is based on individualization so it is important to be able to timely evaluate the students and provide feedback to them. In reviewing the NET-S Standards for teachers to accomplish these needs and to strengthen my technology skills I have chosen to focus on performance indicators two and three. By strengthening my knowledge of technology it will enable me to integrate it into my class (Laureate Education, 2009).
My Goal for the first area is to have students design and develop their own academic plan to monitor their goals and progress. My sub goals would be:
1) Have students identify their current math level through the range of programs currently being used.
2) Have students identify the area they want to improve.
3) I will find websites and technology that will help them improve their skills.
4) I will develop multiple formative and summative assessments to monitor their progress.
My Action plan would be to create a template for the students to fill out which identifies their plan. I need to learn how to build tests using our current curriculum test generator. I would talk to my colleagues about websites that are appropriate for different skills. I would Monitor my progress by the number of resources I have found for my students and if their skills are being supported. I will also monitor my ability to create tests and investigate more technology to assist them. I will Evaluate my success by the plans my students create, followed and modified. Do I see an increase in their math ability and their engagement in class? I would also check to see if the students are accessing the appropriate websites and technology. I would also assess if I got online tests created for them?
My Goal for the second area is to design learning experiences and assessments for my students to use with their plan. My sub goals would be:
1) I will set up online assessments for them.
2) I will have students set up blogs and blog weekly about the skills they have mastered or need help.
3) I will monitor their blogs weekly through a RSS feeder.
My Action plan would be to research and work with our tech department to place my curriculum tests on line so the students can access them. I would investigate getting students each of their blogs and have access to them during school. I will help my students set up their blogs using the four steps of portfolio development; define, design, develop and deliver(Cennamo, Ross, & Ertmer, 2009). I would set up a RSS feed so I can monitor them easily. I would Monitor my progress by my ability to learn the test programs and to get them online. I would also consider how students are using the blogs. I would ask myself if it easy for myself to monitor the blogs or is there a better way. I will Evaluate my success by having the students use the blogs and online assessments. I will be checking to see if there is increase in student learning and engagement.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
International Society for Technology in Education Standards for Teachers. (2010). Retrieved November 7, 2010, from International Society for Technology in Education: http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate Education, I. P. (2009). Technology integration for meaningful classroom use. Baltimore: Author.
In my math plus class for struggling math students they work on strengthening their weaker math skills.If my students are going to function autonomously in their learning they must learn to be self directed (Cennamo, Ross, & Ertmer, 2009). I need to involve the students in setting their own goals, create a plan to accomplish those goals and then have a way to evaluate if they have accomplished them. This class is based on individualization so it is important to be able to timely evaluate the students and provide feedback to them. In reviewing the NET-S Standards for teachers to accomplish these needs and to strengthen my technology skills I have chosen to focus on performance indicators two and three. By strengthening my knowledge of technology it will enable me to integrate it into my class (Laureate Education, 2009).
My Goal for the first area is to have students design and develop their own academic plan to monitor their goals and progress. My sub goals would be:
1) Have students identify their current math level through the range of programs currently being used.
2) Have students identify the area they want to improve.
3) I will find websites and technology that will help them improve their skills.
4) I will develop multiple formative and summative assessments to monitor their progress.
My Action plan would be to create a template for the students to fill out which identifies their plan. I need to learn how to build tests using our current curriculum test generator. I would talk to my colleagues about websites that are appropriate for different skills. I would Monitor my progress by the number of resources I have found for my students and if their skills are being supported. I will also monitor my ability to create tests and investigate more technology to assist them. I will Evaluate my success by the plans my students create, followed and modified. Do I see an increase in their math ability and their engagement in class? I would also check to see if the students are accessing the appropriate websites and technology. I would also assess if I got online tests created for them?
My Goal for the second area is to design learning experiences and assessments for my students to use with their plan. My sub goals would be:
1) I will set up online assessments for them.
2) I will have students set up blogs and blog weekly about the skills they have mastered or need help.
3) I will monitor their blogs weekly through a RSS feeder.
My Action plan would be to research and work with our tech department to place my curriculum tests on line so the students can access them. I would investigate getting students each of their blogs and have access to them during school. I will help my students set up their blogs using the four steps of portfolio development; define, design, develop and deliver(Cennamo, Ross, & Ertmer, 2009). I would set up a RSS feed so I can monitor them easily. I would Monitor my progress by my ability to learn the test programs and to get them online. I would also consider how students are using the blogs. I would ask myself if it easy for myself to monitor the blogs or is there a better way. I will Evaluate my success by having the students use the blogs and online assessments. I will be checking to see if there is increase in student learning and engagement.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason: Cengage learning.
International Society for Technology in Education Standards for Teachers. (2010). Retrieved November 7, 2010, from International Society for Technology in Education: http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Laureate Education, I. P. (2009). Technology integration for meaningful classroom use. Baltimore: Author.
Tuesday, August 24, 2010
Wednesday, June 23, 2010
Reflection on Learning Theory and Technology
My learning theory is students learn best when the modalities of visual, auditory and kinesthetic are built into the lessons so that all students are reached. Students should be actively engaged in activities, either individually or with a group, where the emphasis is on the process and not the product with the teacher being the guide on the side instead of the sage on the stage. This engagement allows students to construct meaningful representations within math.
My learning theory has not really modified much since the beginning of this course. However, I have already planned to adjust my instructional practice to include more technology that will support my personal theory of learning. I plan to implement voice threads, and use the features in word like the readability scale and summarizing. Students are proficient with power point so I want to use voice thread as a way to present their mathematical findings and to introduce new technology. It allows the students to bring in graphics creating non-linguistic representations plus receive feedback from many different sources including their parents. (Laureate Education, 2009).
I am excited to work with our school staff in implementing the use the readability scale tool in word. Our school has focused on increasing our writing scores and we did until the last couple of years. Our students have learned how to write paragraphs and five paragraph essays very well but if we can now focus on the level of their writing, it will help them to increase the sophistication of their writing (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe that by focusing on their readability they will be able to increase the sophistication of their writing.
My two long-term goals for integrating technology into my instructional practice are 1) to create problem-solving activities that incorporate technology in each chapter of my math book and 2) to learn to use the smart board effectively so I can tie it into lessons on a daily or weekly basis to make it seamless. Goal 1 will be completed this summer, as I will pick either a lesson or a culminating activity for each chapter and start developing activities that incorporate technology beyond what I already use. I have designed one already and plan to continue through the summer. We just adopted a new curriculum so as I develop these lessons I will be able to use them every year and continue to build new ones. Goal 2 will be started this August with training and continued throughout the year as I am going to be one of the district’s trainer of trainers for the smart boards. By doing this I will learn the smart board and have to be able to apply it to the classroom for both myself and other teachers.
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
My learning theory has not really modified much since the beginning of this course. However, I have already planned to adjust my instructional practice to include more technology that will support my personal theory of learning. I plan to implement voice threads, and use the features in word like the readability scale and summarizing. Students are proficient with power point so I want to use voice thread as a way to present their mathematical findings and to introduce new technology. It allows the students to bring in graphics creating non-linguistic representations plus receive feedback from many different sources including their parents. (Laureate Education, 2009).
I am excited to work with our school staff in implementing the use the readability scale tool in word. Our school has focused on increasing our writing scores and we did until the last couple of years. Our students have learned how to write paragraphs and five paragraph essays very well but if we can now focus on the level of their writing, it will help them to increase the sophistication of their writing (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe that by focusing on their readability they will be able to increase the sophistication of their writing.
My two long-term goals for integrating technology into my instructional practice are 1) to create problem-solving activities that incorporate technology in each chapter of my math book and 2) to learn to use the smart board effectively so I can tie it into lessons on a daily or weekly basis to make it seamless. Goal 1 will be completed this summer, as I will pick either a lesson or a culminating activity for each chapter and start developing activities that incorporate technology beyond what I already use. I have designed one already and plan to continue through the summer. We just adopted a new curriculum so as I develop these lessons I will be able to use them every year and continue to build new ones. Goal 2 will be started this August with training and continued throughout the year as I am going to be one of the district’s trainer of trainers for the smart boards. By doing this I will learn the smart board and have to be able to apply it to the classroom for both myself and other teachers.
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Wednesday, June 9, 2010
Bringing Theory, Instruction, and Technology Together
Homework and Practice Instructional Strategy
“It takes 24 practice sessions with a skill in order to achieve 80 – percent competency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Knowing this it is important that students receive feedback quickly to keep errors to a minimum and the use of technology can make that happen. There are many websites that provide practice especially in math that engage the student. I actually implement two programs currently with some of my students. One program identifies student’s age level within the different standards and then provides guided instruction and practice for them at that level. If an error is made it is identified and corrected immediately. The other program is a drill program working on fact fluency. For this area I believe connectivism best applies as student learning is being enhanced by technology and the diversity of the networking ability that allows students to readapt patterns in their prior knowledge (Orey, 2001). There is Social Constructivism involved as there is still interaction between the teacher and other students when additional help is needed. These two learning theories are dovetailed together within my homework and practice policies. Other technology that I use with my students for homework and practice is the use of the curriculum website with online book, practice quizzes, and online tutorials. I can set up an online quiz for the students and they get immediate feedback plus it emails me the results so I know in the morning what I need to review in class that day. I tried setting up a blog this year for discussion and to answer questions at night but it has been slow to take off with the students.
Notetaking and Summarizing Instructional Strategy
Teaching students how to take notes and summarizing is important in all subject areas. It may look differently based on the subjects which means they need to be taught different strategies. Technology has made this very easy with programs like inspiration, word, power point, wiki’s, blogs even excel to name a few. Teaching students how to use graphic organizers such as inspiration or any of the fore mentioned programs definitely falls within social constructivism. The students are actively involved in creating an external artifact that can be shared with others (Laureate Education, 2009). One way I would implement these strategies with my students is for example using power point to have the students collaborate on the procedures of solving a math problems such as finding volume of different 3- dimensional prisms. In the fall, I would like to develop a class wiki for my regular math class next year consisting of class notes for the day, tips and other ideas the students have that will help them when they are outside of class.
References
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
“It takes 24 practice sessions with a skill in order to achieve 80 – percent competency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Knowing this it is important that students receive feedback quickly to keep errors to a minimum and the use of technology can make that happen. There are many websites that provide practice especially in math that engage the student. I actually implement two programs currently with some of my students. One program identifies student’s age level within the different standards and then provides guided instruction and practice for them at that level. If an error is made it is identified and corrected immediately. The other program is a drill program working on fact fluency. For this area I believe connectivism best applies as student learning is being enhanced by technology and the diversity of the networking ability that allows students to readapt patterns in their prior knowledge (Orey, 2001). There is Social Constructivism involved as there is still interaction between the teacher and other students when additional help is needed. These two learning theories are dovetailed together within my homework and practice policies. Other technology that I use with my students for homework and practice is the use of the curriculum website with online book, practice quizzes, and online tutorials. I can set up an online quiz for the students and they get immediate feedback plus it emails me the results so I know in the morning what I need to review in class that day. I tried setting up a blog this year for discussion and to answer questions at night but it has been slow to take off with the students.
Notetaking and Summarizing Instructional Strategy
Teaching students how to take notes and summarizing is important in all subject areas. It may look differently based on the subjects which means they need to be taught different strategies. Technology has made this very easy with programs like inspiration, word, power point, wiki’s, blogs even excel to name a few. Teaching students how to use graphic organizers such as inspiration or any of the fore mentioned programs definitely falls within social constructivism. The students are actively involved in creating an external artifact that can be shared with others (Laureate Education, 2009). One way I would implement these strategies with my students is for example using power point to have the students collaborate on the procedures of solving a math problems such as finding volume of different 3- dimensional prisms. In the fall, I would like to develop a class wiki for my regular math class next year consisting of class notes for the day, tips and other ideas the students have that will help them when they are outside of class.
References
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Wednesday, June 2, 2010
Cooperative Learning and Technology
Social constructivism believes that learning occurs when individuals are involved in meaningful social activities (Orey, 2001). I cannot think of a better way than using cooperative Learning as it provides activities and helps students to construct meaning for new knowledge by interacting with others (Pitler, Hubbell, Kuhn, & Malenoski, 2007). With the development of read write web, there are a many sites that teachers and students can use for either organizing, remote group access or inquiry based activities increasing the amount of communication outside the classroom. Learning or group work is no longer limited to the classroom or gathering together at a friend’s house but can be done even when one of the members is out of town. The collaborative organization on the website has exploded allowing students and teachers to have shared calendars’, shared bookmarking and the ability to create online learning communities. Web quests and simulations provide activities in which students can explore concepts at the levels of analysis, synthesis and evaluation (Pitler et al).
When using technology with the cooperative learning groups they can provide support for the individual learners along with teachers and parents. Cooperative learning can also provide instant feedback to both the student and the teacher as the teacher is able to observe students interactions thus assessing their abilities. Besides observations other authentic assessments that can be used are rubrics, peer assessment and writing reflection.
If you are interested in some of the sites I have alluded to above I have listed them below. I picked the ones that I can access from my school and I have either used or am exploring to use in my class next year.
• Webquest – original WebQuest site
• Second Life – Multi-User Virtual Environment (Educators can set up their own virtual world project (Dembo, 2008)).
• Google Docs – online collaboration tool (This allows multi users to share documents
• moodle.org – Is a course management system in which the teacher can create an online learning site
References
Dembo, S. (2008, October). Virtual worlds for educators. District Administration,
48-52.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
When using technology with the cooperative learning groups they can provide support for the individual learners along with teachers and parents. Cooperative learning can also provide instant feedback to both the student and the teacher as the teacher is able to observe students interactions thus assessing their abilities. Besides observations other authentic assessments that can be used are rubrics, peer assessment and writing reflection.
If you are interested in some of the sites I have alluded to above I have listed them below. I picked the ones that I can access from my school and I have either used or am exploring to use in my class next year.
• Webquest – original WebQuest site
• Second Life – Multi-User Virtual Environment (Educators can set up their own virtual world project (Dembo, 2008)).
• Google Docs – online collaboration tool (This allows multi users to share documents
• moodle.org – Is a course management system in which the teacher can create an online learning site
References
Dembo, S. (2008, October). Virtual worlds for educators. District Administration,
48-52.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Monday, May 31, 2010
Wednesday, May 26, 2010
Generating and Testing Hypothesis
When I think of generating and testing hypothesis I always think of Science however after reading “Generating and Testing Hypotheses” I can see how it can be applied to many different subjects (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When using a problem based approach students go into the activity with a belief that they think they are going toprove through the activity. Using technology can help the students spend more time interpreting rather than collecting data for example a concept like ordering fractions many trials can be done quickly using virtual manipulatives. The student will have a hypothesis regarding how to order fractions and through the use of manipulatives will either prove or disprove their theory. This experience can cause disequilibrium so the student will work to make or change their current hypothesis, belief or schema to fit the reality causing learning to take place (Laureate Education, 2009).
Many of the different tools that were explored this week such as internet relay chat rooms or simulations are all avenues that students and teachers can use to communicate and explore the different theories they are studying. The emphasis is put on the student participation, engagement in the activity and sharing it with others all the while bringing in their own experiences and expanding upon them. They provide the avenue for the students to “construct” their own learning.
Resources
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Many of the different tools that were explored this week such as internet relay chat rooms or simulations are all avenues that students and teachers can use to communicate and explore the different theories they are studying. The emphasis is put on the student participation, engagement in the activity and sharing it with others all the while bringing in their own experiences and expanding upon them. They provide the avenue for the students to “construct” their own learning.
Resources
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Wednesday, May 19, 2010
Cognitivism in Practice
When trying to teach students you always want the information to go from short to long term memory and make connections that allow students to be able to recall the information when needed. There are quite a few instructional strategies that assist in this and now technology can expand upon them. One of the all time favorites is concept maps which help learners to organize and visualize information which according to Dr. Orey replicates the network model of memory. There are several programs, such as inspiration, that allow students and teachers to create concept maps allowing them to be easily manipulated and edited as many times as desired. This visual information also provides and supports dual coding of information making it easier for students to remember the information. These concept maps can be used both for organizing information to write an essay or to take notes during a lesson.
In looking at using word and teaching students how to summarize I did not know that word had an auto summarize option. This is a feature that can be very powerful especially for struggling students and teaching them not to plagiarize. I had always wondered why someone would use the track changes feature but it is a great visual model of how to summarize a paragraph for taking notes so students learn to focus on the important concepts. My daughter learned to summarize by reading many passages and underlining key words and crossing out unnecessary information. She spent hours of homework doing this to learn how to read for information and summarize. If she had been taught to use the track changes feature and given text on the computer she would have learned the same thing and would have saved her hours of tedious writing especially when writing is difficult due to hand tremors. I am sure at this point she has lost the connection because it is not a task that she used beyond the 4th grade. However using word it would have had more applications for her since the majority of her research is done on the internet and she could then simply copy it into word and use those techniques to summarize the important information for her reports. Plus she would use it in different contexts building numerous connections helping to store the information into long term memory.
In looking at using word and teaching students how to summarize I did not know that word had an auto summarize option. This is a feature that can be very powerful especially for struggling students and teaching them not to plagiarize. I had always wondered why someone would use the track changes feature but it is a great visual model of how to summarize a paragraph for taking notes so students learn to focus on the important concepts. My daughter learned to summarize by reading many passages and underlining key words and crossing out unnecessary information. She spent hours of homework doing this to learn how to read for information and summarize. If she had been taught to use the track changes feature and given text on the computer she would have learned the same thing and would have saved her hours of tedious writing especially when writing is difficult due to hand tremors. I am sure at this point she has lost the connection because it is not a task that she used beyond the 4th grade. However using word it would have had more applications for her since the majority of her research is done on the internet and she could then simply copy it into word and use those techniques to summarize the important information for her reports. Plus she would use it in different contexts building numerous connections helping to store the information into long term memory.
Tuesday, May 11, 2010
Homework, Practice and Behaviorism
The technology and specifically the internet have changed the students’ access to getting help with homework when their parents are unavailable or unable to help them. Most textbooks come with websites that students can utilize for studying. There are additional websites such as WebMATH in which students can type in a math problem and it will show a step by step solution. Behaviorists believe that if a behavior can be learned then it can be unlearned. By using sites like WebMATH students will learn the proper steps and unlearn the incorrect steps. Other websites provide practice or drills in various skills from vocabulary to math facts. It has been stated that students need about 24 practice sessions to achieve about 80 percent success rate (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using such sites as Keyboarding Practice or Prentice Hall Social Studies Skills Tutor students can get the practice they need to achieve the 80 percent success rate. Behaviorists believe that behavior is a learned habit therefore if students practice long enough then they will learn the material hence the development of these types of websites. The practice sites give the students immediate feedback providing either positive or negative reinforcement of the skill.
Pearson. (2010). Social Studies Skills Tutor. Retrieved May 11, 2010, from Prentice Hall Social Studies Skills Tutor: http://www.phschool.com/curriculum_support/ss_skills_tutor/
Pitcher, M. (2002, August 22). Keyboarding Practice. Retrieved May 11, 2010, from http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/
Webmath - Solve your math problem. (2009). Retrieved May 11, 2010, from Webmath: http://www.webmath.com/exponents.html
Pearson. (2010). Social Studies Skills Tutor. Retrieved May 11, 2010, from Prentice Hall Social Studies Skills Tutor: http://www.phschool.com/curriculum_support/ss_skills_tutor/
Pitcher, M. (2002, August 22). Keyboarding Practice. Retrieved May 11, 2010, from http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/
Webmath - Solve your math problem. (2009). Retrieved May 11, 2010, from Webmath: http://www.webmath.com/exponents.html
Behaviorism and Reinforcing Effort
“Effort is the most important factor in achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) and yet many students attribute achievement to environmental factors. It is recommended that the students track their effort and achievement so they see the relationship between effort and achievement. This can be accomplished by developing an effort rubric with the students. Then as they work through a current unit they track their grades and effort on a spreadsheet. At the end of the unit they can create a chart that shows a clear representation of the relationship between effort and grades. By having the students tracking their effort this way it allows the teacher and students to see observable and measurable behavior. You could even go as far as to say that the weekly grade and effort score is a stimulus for the student to make a choice (or response as the behaviorist state it) regarding their effort for the next week which is what the teacher wants. When you break down many of the teaching techniques in the classroom you will find them rooted in behaviorism.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.
Sunday, February 21, 2010
Reflection on Understanding the Impact of Technology on Education, Work, and Society
I have always been fairly technology savvy but did not have the time to explore some of the new items such as blogging, wikis, creating videos, podcasts etc. on my own time. This class created the environment that I needed, with just the right amount of guidance to start investigating blogging, rss streaming, wikis and podcasts. The one activity that had the largest impact on my skills was creating a wiki with others online. I had not thought of a group project online before and it really opened my eyes to fact that technology is truly not limited by physical location.
I plan to continue to expanding my knowledge of integrating technology into my classroom through a variety of methods. My first is in continuing to take courses through the Masters program. I also want to continue to follow blogs through goggle reader such as the thinking stick (Utecht, 2007). The variety of blogs often have ideas of how to use technology in the classroom, its affect on students’ achievement or current trends in technology. My last intention is to continue using the technology I learned this semester so I become proficient in it and can use it with my students.
I have two long term goals in which one of them is to learn how to integrate the smart board into the classroom. I just received a smart board and currently use it daily even if it is to explore the files so I can become familiar with it. I would like to get to the point where it is as natural to use the white board as it is the document camera currently. My second goal is to develop generic formats with technology that can be used within math regardless of the grade or concept that is being taught. For example I have thought of having the kids develop podcasts of vocabulary that they then download to their iPods to help them learn. The reason for the generic formats is that my class assignments have changed from year to year and I would like to be able to utilize the technology that I have learned without starting over each time my class changes.
This class has been challenging and very enjoyable which is what I love. I look forward to continuing the technology classes in this program and applying them to my classes.
I plan to continue to expanding my knowledge of integrating technology into my classroom through a variety of methods. My first is in continuing to take courses through the Masters program. I also want to continue to follow blogs through goggle reader such as the thinking stick (Utecht, 2007). The variety of blogs often have ideas of how to use technology in the classroom, its affect on students’ achievement or current trends in technology. My last intention is to continue using the technology I learned this semester so I become proficient in it and can use it with my students.
I have two long term goals in which one of them is to learn how to integrate the smart board into the classroom. I just received a smart board and currently use it daily even if it is to explore the files so I can become familiar with it. I would like to get to the point where it is as natural to use the white board as it is the document camera currently. My second goal is to develop generic formats with technology that can be used within math regardless of the grade or concept that is being taught. For example I have thought of having the kids develop podcasts of vocabulary that they then download to their iPods to help them learn. The reason for the generic formats is that my class assignments have changed from year to year and I would like to be able to utilize the technology that I have learned without starting over each time my class changes.
This class has been challenging and very enjoyable which is what I love. I look forward to continuing the technology classes in this program and applying them to my classes.
Wednesday, January 27, 2010
Partnership for 21st Century Skills
Partnership for 21st Century Skills website (http://www.21stcenturyskills.org/) takes a little bit of exploring to find the gems but is definitely worth the time. I did not see anything in particular that I disagreed with on the website. I was surprised to see that one of the partners was Appalachian Technology in Education Consortium because when you think of Appalachian you think of a very rural area with very little technology. At first glance it gives the appearance that it is focused towards administrators of districts and states however there are some great resources for teachers.
The most useful information for teachers was found under tools and resources labeled as Route 21 and Video 21. Route 21 has links that can be browsed by support systems, skills or knowledge. Under support systems I found an assessment tool for math that upon further exploration may be useful in my class. Under knowledge I found a link to MIT with a game that teaches pre-algebra and algebra concepts through a video game format. This is not the typical video game where solving math problems get you a reward at the end but are embedded throughout the game. I can use it as a full game with the students or can break it into parts and coordinate it with the pacing of my curriculum. Video 21 provided video lessons of teachers using technology in their classroom. This is a very valuable tool because as educators we rarely get to see others teach much less use technology within our subject area.
As an educator I gained a valuable resource for finding new creative and innovative ways to integrate technology into my classroom. Not only can I view how others are using technology but in ways beyond what I am currently using. I have online learning in my classroom and the use of some programs but am looking at advancing my ability of using technology and incorporating the technology literacy’s the students need to learn. As I increase my knowledge students should not only grow within their math skills but their ability to interface with technology. This is crucial since I teach eighth grade and the students are suppose to be technology literate by the end of eighth grade.
The most useful information for teachers was found under tools and resources labeled as Route 21 and Video 21. Route 21 has links that can be browsed by support systems, skills or knowledge. Under support systems I found an assessment tool for math that upon further exploration may be useful in my class. Under knowledge I found a link to MIT with a game that teaches pre-algebra and algebra concepts through a video game format. This is not the typical video game where solving math problems get you a reward at the end but are embedded throughout the game. I can use it as a full game with the students or can break it into parts and coordinate it with the pacing of my curriculum. Video 21 provided video lessons of teachers using technology in their classroom. This is a very valuable tool because as educators we rarely get to see others teach much less use technology within our subject area.
As an educator I gained a valuable resource for finding new creative and innovative ways to integrate technology into my classroom. Not only can I view how others are using technology but in ways beyond what I am currently using. I have online learning in my classroom and the use of some programs but am looking at advancing my ability of using technology and incorporating the technology literacy’s the students need to learn. As I increase my knowledge students should not only grow within their math skills but their ability to interface with technology. This is crucial since I teach eighth grade and the students are suppose to be technology literate by the end of eighth grade.
Sunday, January 17, 2010
Wednesday, January 13, 2010
I teach 8th grade math and believe I can use a blog to facilitate critical thinking and mathematical communication. My goal for using the blog in the classroom right now is to post a problem of the week to spark critical thinking and communication among my students. I will need to educate them how to properly respond on the internet and work on asking questions to help solve the problem instead of going straight to the answer. Working collaboratively on the internet is a new concept for my students and is very different then working in groups in the classroom.
I would also like to create a forum for each of my classes where they can ask for help with their homework when at home. Right now I am hoping to create a place where they can ask each other questions as well as myself when we are on the internet. In the future I am hoping to post notes from the classroom so they have them as a references.
I would like to explore further uses of the blogs and will be encouraging input from my students to help me develop a blog that will fit their needs. As my creativity is inspired I am sure that I will come up with more uses.
I would also like to create a forum for each of my classes where they can ask for help with their homework when at home. Right now I am hoping to create a place where they can ask each other questions as well as myself when we are on the internet. In the future I am hoping to post notes from the classroom so they have them as a references.
I would like to explore further uses of the blogs and will be encouraging input from my students to help me develop a blog that will fit their needs. As my creativity is inspired I am sure that I will come up with more uses.
Wednesday, January 6, 2010
Water Bucket Problem
I have a 5 gallon bucket and a 3 gallon bucket. I want exactly 4 gallons. How can I get exactly 4 gallons using the other two buckets?
When working on the solution, start by posing a question to whomever is on line. Do not go straight to the answer. Work on getting the solution together and feel free to add pictures, diagrams or whatever helps you to solve this. You can ask question to me and I will be checking it frequently but remember I do not give answers only clarifications.
Good Luck and Enjoy!
When working on the solution, start by posing a question to whomever is on line. Do not go straight to the answer. Work on getting the solution together and feel free to add pictures, diagrams or whatever helps you to solve this. You can ask question to me and I will be checking it frequently but remember I do not give answers only clarifications.
Good Luck and Enjoy!
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