Module 2 has introduced me to many new online resources that I plan to embed in my instruction or use to help create/plan my instruction in the coming school year. Thank you Dr. Wirtz for introducing me to Rubistar! It will make my life so much easier since I use a lot of Rubrics for my class assignments and projects.
I have encountered HotChalk before but I want to make use of it this year. HotChalk is the resource that I recommend. It will enable you to create quizzes and the system will grade the quiz. You can also create and assign lessons!
The Wiki got me excited about some really cool resources that I can't wait to try! For instance the resource that Bill Pilgrim posted, http://edmodo.com/, is the perfect resource to create assignments, interact with students as well as parents. I can't wait to explore and hopefully be able to use this in my classroom this year. Other websites that were posted that will change the way I teach are http://www.tenmarks.com/, http://www.freerice.com/, http://www.epals.com/ (I'm so excited about this one for writing), http://www.carlscorner.us.com/or (this one will help out with reading interventions), and of course there are many, many more.
I have an eno board (similar to a smart board) so I am really interested in the sites such as, http://www.nlvm.usu.edu/ed/nav/vlibrary.html, http://exchange.smarttech.com/details.html?id=f0400a83-0731-40fe-a8ad-a98e2aaa18c1, http://www.ppst.com/, and http://exchange.smarttech.com/search.html to allow me a more hands on interactive style of teaching.
So, how will all these online sources change my teaching? They will allow me to create interactive lessons in which to actively engage my learners, have activities on the computer that my students will be able to access and learn from, make assignments, grade assignments and much more. With all this immersion of technology into my class, my teaching will never be the same, it will be changed forever and I will only learn how to implement more strategies and new technologies as time goes by.
My video blog is below this blog ;)
Saturday, June 18, 2011
Saturday, June 11, 2011
Ways that I am Currently Engaging My Fifth Grade Learners
I would like to think that I am actively engaging all my learners all the time but let's face it, we all need a little help and new strategies that will actively engage our learners. That's why we're taking this class right?!
I actively engage learners in my math class by using manipulatives. During instruction, I model the concept and how to use the manipulatives correctly. The students have them at their desks and follow along while I'm modeling and then they're off to solve thier own problems! The students love to get their hands on something and go but you do have to lay the law down from the beginning; manipulatives are not toys or weapons...and there must be consequences (good and bad) for proper use of manipulatives.
My school is trying to install intelligent classrooms in every room but of course it's very expensive. We do a walk-a-thon every year and this past school year the PTA donated all their proceeds from fundraisers to the technology fund. We were able to purchase laptops for all teachers and seven intelligent classrooms. All of our rooms have projectors and document cameras so we were purchasing the Eno board and stylus, software, and teacher slate. Since there were only seven, the technology committee decided that there would be one per grade level and the technology lab. If you were interested, you had to write an essay on how you already use technology and how you would use the new technology. I did this and won the Intelligent classroom for my room. Unfortunately, the items weren't installed until the last week of April when testing began. We did state testing and more testing that the district requires and then RTI benchmarking...needless to say between the kinks in the system and the late install date, I barely had a chance to use the wonderful stuff. However, I created several things the kids could interact with and had the Everydaymathgames.com on during recess so students could play against each other. I plan to use my intelligent classroom to actively engage all learners. Hopefully, down the line, I'll get the clicker system that goes with the Eno products.
I use a system of accountable talk in my classroom to keep the students actively engaged. I teach four to five of the ideas each week for the first few weeks and then we're ready to use accountable talk for the rest of the year across all disciplines. There are signs posted in my room that have each piece of accountable talk as a reminder. Examples of accountable talk include pair/share, defend a position, defend your position, back it up, make a chain of responses...I can't recall off the top of my head all of them; there's like 15 to 20. The book I chose, Number Talks, uses defend your position (solution) and back it up. Parrish (2010) states, "However, students are asked to defend or justify their answers to prove their thinking to their peers. In number talk classrooms, students have a sense of shared authority in determining whether an answer is accurate. The teacher is not the ultimate authority, and students are expected to think carefully about the solutions and strategies presented." (p. 11) I too use this strategy, especially in math. I don't sit/stand with my teachers book in my hand. I stand with a blank journal just like the kids (and no it doesn't have the answers in it either) and work through the problems too. I don't record my answer and then I ask, "What did you get for number 4 Johnny?" He tells me his answer and I ask if anyone else has that answer too (they show by thumbs up or thumbs down) and then I ask him to explain his answer in words and last have him show his strategy on the board. If his was right I see some of the thumbs down change to thumbs up when I do a reassessment and I'll usually ask someone, "You had your thumb down before, why did you change it to thumbs up?" The child saying I was wrong is not sufficient they have to explain their reason and justification of a thumbs up. If the child was wrong to begin with I'll ask someone who had an opposing idea to explain why he thinks Johnny's answer isn't working and see if he can fix the visual on the board and/or create a new visual.
Another tool I use to actively engage my students would be the use of math games to support the content learned in the lesson or to use during RTI to help solidify a struggling math concept. My school adopted the Everyday Math program so it does help that a lot of the math games I use, I have the materials needed.
Parrish, S. (2010). Number Talks: Helping
Children Build Mental Math and
Computation Strategies. Sausalito,
CA: Math Solutions
I actively engage learners in my math class by using manipulatives. During instruction, I model the concept and how to use the manipulatives correctly. The students have them at their desks and follow along while I'm modeling and then they're off to solve thier own problems! The students love to get their hands on something and go but you do have to lay the law down from the beginning; manipulatives are not toys or weapons...and there must be consequences (good and bad) for proper use of manipulatives.
My school is trying to install intelligent classrooms in every room but of course it's very expensive. We do a walk-a-thon every year and this past school year the PTA donated all their proceeds from fundraisers to the technology fund. We were able to purchase laptops for all teachers and seven intelligent classrooms. All of our rooms have projectors and document cameras so we were purchasing the Eno board and stylus, software, and teacher slate. Since there were only seven, the technology committee decided that there would be one per grade level and the technology lab. If you were interested, you had to write an essay on how you already use technology and how you would use the new technology. I did this and won the Intelligent classroom for my room. Unfortunately, the items weren't installed until the last week of April when testing began. We did state testing and more testing that the district requires and then RTI benchmarking...needless to say between the kinks in the system and the late install date, I barely had a chance to use the wonderful stuff. However, I created several things the kids could interact with and had the Everydaymathgames.com on during recess so students could play against each other. I plan to use my intelligent classroom to actively engage all learners. Hopefully, down the line, I'll get the clicker system that goes with the Eno products.
I use a system of accountable talk in my classroom to keep the students actively engaged. I teach four to five of the ideas each week for the first few weeks and then we're ready to use accountable talk for the rest of the year across all disciplines. There are signs posted in my room that have each piece of accountable talk as a reminder. Examples of accountable talk include pair/share, defend a position, defend your position, back it up, make a chain of responses...I can't recall off the top of my head all of them; there's like 15 to 20. The book I chose, Number Talks, uses defend your position (solution) and back it up. Parrish (2010) states, "However, students are asked to defend or justify their answers to prove their thinking to their peers. In number talk classrooms, students have a sense of shared authority in determining whether an answer is accurate. The teacher is not the ultimate authority, and students are expected to think carefully about the solutions and strategies presented." (p. 11) I too use this strategy, especially in math. I don't sit/stand with my teachers book in my hand. I stand with a blank journal just like the kids (and no it doesn't have the answers in it either) and work through the problems too. I don't record my answer and then I ask, "What did you get for number 4 Johnny?" He tells me his answer and I ask if anyone else has that answer too (they show by thumbs up or thumbs down) and then I ask him to explain his answer in words and last have him show his strategy on the board. If his was right I see some of the thumbs down change to thumbs up when I do a reassessment and I'll usually ask someone, "You had your thumb down before, why did you change it to thumbs up?" The child saying I was wrong is not sufficient they have to explain their reason and justification of a thumbs up. If the child was wrong to begin with I'll ask someone who had an opposing idea to explain why he thinks Johnny's answer isn't working and see if he can fix the visual on the board and/or create a new visual.
Another tool I use to actively engage my students would be the use of math games to support the content learned in the lesson or to use during RTI to help solidify a struggling math concept. My school adopted the Everyday Math program so it does help that a lot of the math games I use, I have the materials needed.
Parrish, S. (2010). Number Talks: Helping
Children Build Mental Math and
Computation Strategies. Sausalito,
CA: Math Solutions
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