Showing posts with label Katie. Show all posts
Showing posts with label Katie. Show all posts
Wednesday, April 18, 2007
Reflection on Presentations 4/18
I felt that the presentations today were very informative. The podcasting group did a nice job describing what a podcast was, as well as how to make and listen/view one. I also liked the websites they included because they gave suggestions for how educators might use them in their classrooms. The scenarios group did a good job of telling what exactly scenarios and simulations were. To be honest, I wasn't sure what they were until today! I also liked the websites they suggested, specifically the "Instructional Strategies Online" website. This not only gives a definition of simulations, but it also shows specific examples of using them in the classroom. The search engines group also did a great job presenting. I really enjoyed the introduction activity. It made me realize just how much we use search engines every day, and how much our future students will probably use them as well. I liked that they demonstrated how to use a couple of the search engines and what information they provide. Overall, I thought all three groups did a good job on their presentations because they were informative and can be used in our future classrooms.
Monday, April 9, 2007
Reflection on Presentations
The manipulation group did a great job of demonstrating the use of different sites and ways they could be integrated into the classroom. I really liked them because, not only do they have representation of mathematical symbols, as well as pictures and graphs to help students make connections and build understanding. One idea I had was going to the computer lab for manipulations once every other week or so. This will give students a chance for a change of atmosphere, and keep them more engaged. Also, by using the computers sparingly students will be more engaged than if they were being used every day.
Tuesday, February 27, 2007
Reflection #7
Lesson 1: Hitting the Bull’s Eye
Target Audience: 10th and 11th grade Algebra II students
Big Idea: To use graphing calculator technology to teach experimental probability and make connections with geometry and algebra.
Goal: The students will learn a different use of a graphing calculator other than to just graph and do arithmetic.
Standards:
A2.1.1 Recognize and graph various types of functions, including polynomial, rational, and algebraic functions.
A2.1.4 Graph relations and functions with and without graphing technology.
A2.4.1 Write the equations of conic sections (circle, ellipse, parabola, and hyperbola).
A2.4.2 Graph conic sections.
Resources: Graphing calculators for class.
Lesson 2: Geometer’s Sketchpad
Target Audience: 9th and 10th grade Geometry students
Big Idea: Use Geometer’s Sketchpad to determine properties of quadrilaterals.
Goal: The students will visualize quadrilaterals in an engaging activity, and make conjectures about specific kinds of quadrilaterals and their properties.
Standards:
G.2.2 Find measures of interior and exterior angles of polygons, justifying the method used.
G.3.1 Describe, classify, and understand relationships among the quadrilaterals square, rectangle, rhombus, parallelogram, trapezoid, and kite.
G.3.2 Use properties of congruent and similar quadrilaterals to solve problems involving lengths and areas.
G.3.3 Find and use measures of sides, perimeters, and areas of quadrilaterals. Relate these measures to each other using formulas.
G.3.4 Use coordinate geometry to prove properties of quadrilaterals, such as regularity, congruence, and similarity.
G.8.3 Make conjectures about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture.
Resources: Geometer’s Sketchpad
Lesson 3: Exploring Linear Data
Target Audience: 8th and 9th grade Algebra I students
Big Idea: Use either a graphing calculator or the Illuminations website to construct a scatter plot and estimate/find the lines of best fit.
Goal: Students will be able to create meaningful data and use the data to describe a possible relationship between points in a scatter plot.
Standards:
A1.3.1 Sketch a reasonable graph for a given relationship.
A1.3.2 Interpret a graph representing a given situation.
Resources: Graphing calculators or Internet access to the Illuminations website
Target Audience: 10th and 11th grade Algebra II students
Big Idea: To use graphing calculator technology to teach experimental probability and make connections with geometry and algebra.
Goal: The students will learn a different use of a graphing calculator other than to just graph and do arithmetic.
Standards:
A2.1.1 Recognize and graph various types of functions, including polynomial, rational, and algebraic functions.
A2.1.4 Graph relations and functions with and without graphing technology.
A2.4.1 Write the equations of conic sections (circle, ellipse, parabola, and hyperbola).
A2.4.2 Graph conic sections.
Resources: Graphing calculators for class.
Lesson 2: Geometer’s Sketchpad
Target Audience: 9th and 10th grade Geometry students
Big Idea: Use Geometer’s Sketchpad to determine properties of quadrilaterals.
Goal: The students will visualize quadrilaterals in an engaging activity, and make conjectures about specific kinds of quadrilaterals and their properties.
Standards:
G.2.2 Find measures of interior and exterior angles of polygons, justifying the method used.
G.3.1 Describe, classify, and understand relationships among the quadrilaterals square, rectangle, rhombus, parallelogram, trapezoid, and kite.
G.3.2 Use properties of congruent and similar quadrilaterals to solve problems involving lengths and areas.
G.3.3 Find and use measures of sides, perimeters, and areas of quadrilaterals. Relate these measures to each other using formulas.
G.3.4 Use coordinate geometry to prove properties of quadrilaterals, such as regularity, congruence, and similarity.
G.8.3 Make conjectures about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture.
Resources: Geometer’s Sketchpad
Lesson 3: Exploring Linear Data
Target Audience: 8th and 9th grade Algebra I students
Big Idea: Use either a graphing calculator or the Illuminations website to construct a scatter plot and estimate/find the lines of best fit.
Goal: Students will be able to create meaningful data and use the data to describe a possible relationship between points in a scatter plot.
Standards:
A1.3.1 Sketch a reasonable graph for a given relationship.
A1.3.2 Interpret a graph representing a given situation.
Resources: Graphing calculators or Internet access to the Illuminations website
Sunday, February 11, 2007
Reflection #5 -- Hotlinks
Edublogs.org -- Blog creation site for educators and students
This site allows you to set up your own blog for your classroom (if you're a teacher) or as a student. As some of its features it has spam protection and you can add multiple pages to your website, or upgrade to Premium for even more. The best part of this site is that it was built by educators for educators and have committed themselves to helping other teachers at all levels integrate blogging into their classrooms.
http://edublogs.org/
This site is a compilation of blogs created by educators or people dedicated to research in education and technology. They even have blogs interating subject areas, including a math one! Woo-hoo! :-)
http://www.teachers.answers.com/main/teachers_weblogs.jsp
Weblogg-ed.com -- The read/write web in the classroom
This site has a long list of sample blogs and articles on how you can integrate blogging and other technology into your classroom. All these can be found in the right-hand column under "Categories."
http://weblogg-ed.com/
Reflection #5
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=137&id=Art_1270
The video I watched was called "Highschool.com." It discussed the many different public and private schools that are now offering classes through the Internet. The schools provide classes for students in grades 7-12 and in a variety of subjects, from random electives to AP classes. In the case of Virtual High School (or VHS), a group of public schools came together to create the school. Each school has at least one teacher that has committed to teaching an online course. Of the teachers interviewed, the majority of them liked having a virtual classroom. They said that they have a much more interactive classroom, and are able to meet with more students one-on-one if they need extra help. One teacher even said she feels that she can evaluate students' strengths and weaknesses more quickly in the virtual classroom than a real one. However, even the professionals agree that a student's high school experience should not be limited to only Internet classes; the school social environment has too much of an impact on students lives to be dismissed. In the end, though, it is the students that are in charge of their own education since having online courses, students have to ve self-motivated to keep up with course work. However, with a 90% course completion rate and AP students showing a 10% higher achievement on exames, these Internet classes must be doing something right!
The majority of the technology used in this video includes personal computers, laptops, and the Internet. Students also use other technology such as calculators and conference call systems for certain classes. Nearly all the technology used was student and teacher-centered; both students and teachers had to use the same technology, namely computers and the Internet, for educational success. Using this technology, I believe, does make the lessons more engaging for students. Using a computer is much more interactive than sitting in a classroom where the teacher may or may not be engaging the students. Using computers and the Internet requires students to be attentive and engaged in the what is going on during the lesson. Also, many times students can begin their lessons at a time that is convenient for them. This enables them to choose what time they "go to school" and will most likely be a time when they are more able to concentrate.
From a teacher's point of view, a great deal of planning must go into each lesson taught in a virtual classroom. One educator pointed out that one's tone of voice cannot be used in text form, so he has to be especially careful with how he words instructions and lessons. Also, teachers must take the time to develop their course website and any tools they wish to implement on that site, such as activities, discussion forums, downloads, etc. It is also important for teachers to remember that since not all their students attend the school in which they teach, the instructors must be willing to spend extra time outside of school on the phone (or using other means of communication) with students who need extra help. However, this allows for individualized time with students, as well as a great way to get to know students and develop a relationship with them. Assessment using virtual classrooms can be done any number of ways, including standard tests and quizzes. However, one could also use online activities that track students' achievement and pin-point students' strengths and weaknesses.
Overall, I saw many advantages to using a virtual classroom for a few courses during a student's high school career. Internet classes require that students be self-motivated to complete the course. Students are likely to be more engaged, and teachers can help more students one-on-one using a virtual classroom. However, I believe this only goes so far; a student who does not have a chance to interact face-to-face with their teacher loses the chance to get to know their instructor on an even deeper level. Also, it takes initiative for a student to call a teacher they have never seen or met before. If I were to ever teach a virtual course I almost feel that calling each student before class begins would be at least a good starting point to take the first step and introduce myself.
The video I watched was called "Highschool.com." It discussed the many different public and private schools that are now offering classes through the Internet. The schools provide classes for students in grades 7-12 and in a variety of subjects, from random electives to AP classes. In the case of Virtual High School (or VHS), a group of public schools came together to create the school. Each school has at least one teacher that has committed to teaching an online course. Of the teachers interviewed, the majority of them liked having a virtual classroom. They said that they have a much more interactive classroom, and are able to meet with more students one-on-one if they need extra help. One teacher even said she feels that she can evaluate students' strengths and weaknesses more quickly in the virtual classroom than a real one. However, even the professionals agree that a student's high school experience should not be limited to only Internet classes; the school social environment has too much of an impact on students lives to be dismissed. In the end, though, it is the students that are in charge of their own education since having online courses, students have to ve self-motivated to keep up with course work. However, with a 90% course completion rate and AP students showing a 10% higher achievement on exames, these Internet classes must be doing something right!
The majority of the technology used in this video includes personal computers, laptops, and the Internet. Students also use other technology such as calculators and conference call systems for certain classes. Nearly all the technology used was student and teacher-centered; both students and teachers had to use the same technology, namely computers and the Internet, for educational success. Using this technology, I believe, does make the lessons more engaging for students. Using a computer is much more interactive than sitting in a classroom where the teacher may or may not be engaging the students. Using computers and the Internet requires students to be attentive and engaged in the what is going on during the lesson. Also, many times students can begin their lessons at a time that is convenient for them. This enables them to choose what time they "go to school" and will most likely be a time when they are more able to concentrate.
From a teacher's point of view, a great deal of planning must go into each lesson taught in a virtual classroom. One educator pointed out that one's tone of voice cannot be used in text form, so he has to be especially careful with how he words instructions and lessons. Also, teachers must take the time to develop their course website and any tools they wish to implement on that site, such as activities, discussion forums, downloads, etc. It is also important for teachers to remember that since not all their students attend the school in which they teach, the instructors must be willing to spend extra time outside of school on the phone (or using other means of communication) with students who need extra help. However, this allows for individualized time with students, as well as a great way to get to know students and develop a relationship with them. Assessment using virtual classrooms can be done any number of ways, including standard tests and quizzes. However, one could also use online activities that track students' achievement and pin-point students' strengths and weaknesses.
Overall, I saw many advantages to using a virtual classroom for a few courses during a student's high school career. Internet classes require that students be self-motivated to complete the course. Students are likely to be more engaged, and teachers can help more students one-on-one using a virtual classroom. However, I believe this only goes so far; a student who does not have a chance to interact face-to-face with their teacher loses the chance to get to know their instructor on an even deeper level. Also, it takes initiative for a student to call a teacher they have never seen or met before. If I were to ever teach a virtual course I almost feel that calling each student before class begins would be at least a good starting point to take the first step and introduce myself.
Monday, February 5, 2007
Reflection #4
My previous experience to blogging before this class was limited. I did have a Xanga website for a while, but I haven't updated it in a long time because I spend more time on Facebook. ;-) But I think having a blog can be very beneficial for my future classroom. I can use it to keep students and their families updated on classroom happenings, as well as post interesting things I find on the Internet. Since the Internet is becoming much more accessible, I think it will be a very good tool for communicating between the classroom and home lives of students.
Thus far, this class has helped me to find a new site to blog and how to use it. I'm interested in learning about how to post other things besides pictures, though. I'd also like to know if there was any way to build in a chat-room or discussion forum for students to talk to each other, instead of just leaving comments on my own posts.
Thus far, this class has helped me to find a new site to blog and how to use it. I'm interested in learning about how to post other things besides pictures, though. I'd also like to know if there was any way to build in a chat-room or discussion forum for students to talk to each other, instead of just leaving comments on my own posts.
Reflection #3
Throughout my K-12 experience, I encoutered different technologies in my classrooms. These include overhead projectors, computers, TVs, VCRs, calculators, DVDs, the Internet, cell phones, and satellite TV. The best tecnology integration I had in school was in high school. My pre-calculus teacher hooked up her calculator to the overhead projector to show us how to solve problems on our own. The technologies I've had the most experience with inclue the Internet, word processing, e-mail, and power point. The least amount of experience includes podcasts, creating web pages, and games/simulation. I would most like to learn how to create and maintain a website during this course.
The video shown in class two weeks ago included many of my "top five" technological innovations. These include the smart boards, blogs, podcasts, video/audio conferencing, and websites. In my own classroom, I would use blogs and podcasts to keep my students and their families updated on what is going on in my class, as well as giving and receiving feedback. This I think would also be good to post interesting things for student access. The main thing I learned from that class period is that technology is not limited to chalk boards and computers with power point. It is always evolving and there will always be new things to integrate into one's classroom.
The video shown in class two weeks ago included many of my "top five" technological innovations. These include the smart boards, blogs, podcasts, video/audio conferencing, and websites. In my own classroom, I would use blogs and podcasts to keep my students and their families updated on what is going on in my class, as well as giving and receiving feedback. This I think would also be good to post interesting things for student access. The main thing I learned from that class period is that technology is not limited to chalk boards and computers with power point. It is always evolving and there will always be new things to integrate into one's classroom.
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