CEP 800- Lesson Plan Reflection

The following recaps a lesson I recently taught that implemented technology.

                                                    Lesson Reflection

Lesson Plan
    Since my 8th grade students had recently finished reading science fiction novels, a science fiction graphic novel, and studied the elements of science fiction, I wanted to create an assignment that incorporated each of those things. So this lesson had students write and create their own science fiction graphic novel on the online comic creation site Pixton. They were required to include specific elements of the science fiction genre that we had discussed in class. When they finished their story, they embedded the finished product onto the class Edmodo page, viewed their classmates’ graphic novels and wrote comments on them on Edmodo. The only change that I made to the whole plan was that I modified the assignment even more than I thought I would for four of my students who have a 2nd-3rd grade reading level. I had them re-create a scene from the science fiction novel they read on Pixton, rather than write an original story. This allowed them to still use what they had learned about the genre and their specific novel, while not feeling overwhelmed.

Implementation
    The first group I taught my lesson to was my 3rd period class. I have 25 students in that class with a mix of ability levels. When I first told them they would be making a graphic novel there was quite a bit of enthusiasm. When I told them they would be writing the story themselves, most were excited about the opportunity for more creative writing. I implemented the lesson as planned: modeling the site, using guided learning, and then letting the students work independently. Students were eager to begin working on their stories on their own and they were excited to be able to use the laptops in the classroom. From time to time when a student would ask me a question, before I could answer, another student would try to help them, which was a clear sign that they were excited about what they were doing.

Reflection

With this assignment, students learned how to write and present an original science fiction story through a graphic novel format. The underlying assumptions held with this assignment were that students may have struggled with writing an original story in this unique format because they did not have much experience with either. The affordances for how the information was represented was that they had an opportunity to use technology that was easily accessible, with high quality graphics, and a very large variety of graphic options. The constraints were that each student was required to have an email account to access the site and would need to remember to save the link when they finished the project in order to turn it in.

Constructivism was used during the active learning components when allowing students to discover how to use Pixton in order to create a comic that meshed with their personal vision. Students assimilated their knowledge about how to use creation websites and their understanding of the elements of science fiction in order to understand and create a story on Pixton. Social constructivism was seen when students turned their projects into Edmodo and commented on each others’ graphic novels, allowing them to learn from each other. This lesson was intended to enhance what was already learned within the curriculum, while allowing the students to apply that knowledge in a unique format.

I assessed students’ learning throughout this lesson through their original graphic novels using the required science fiction elements that they turned in. This provided evidence that they understood the characteristics of science fiction. I also assessed how students learned from each others’ graphic novels by reading the comments written to each other on the class Edmodo page under each project.

Technology played a crucial role in this lesson. The online comic creation site not only made creative a graphic novel accessible to all students, it also frequently helped inspire students while creating their stories as they saw the various characters and backgrounds available to them. The advantage was that this site allowed all students to create a graphic novel regardless of artistic ability and made it so that changes could easily be made. The only disadvantage was that students needed an email address to log in. The only questions students had were minor trouble shooting questions, such as how to change backgrounds, or how to double check if their work had saved. Often, other students would answer each others’ questions before I even had the chance to. If it was something I had gone over already, I would try to guide them into remembering that from my example, if not, we would go through it step by step on the computer. The students were overall incredibly enthusiastic and engaged throughout the duration of this assignment. Their projects showed that they had a great grasp on the elements of science fiction and were able to be authors of their own science fiction comics.

CEP 800- Digital Story

My digital story tells the story of a workshop I taught to teachers about how to use two educational online programs. The lesson primarily used the cognitive constructivist approach.

My Video

CEP 800 Podcast

Please click below to hear my podcast about understanding how students learn.


http://lmele26.edublogs.org/files/2011/10/CEP-800-Interview3-1a3zu7f.wav

Final Wicked Problem Project

The Wicked Problem Project helped me to look at a need in my classroom and create a solution that wound up being some of my students' best work. To learn more about my Wicked Problem Project, you can read earlier blog posts or view my screencast below.

The Problem
The problem that I encountered in my classroom with technology occurred with a research project that my students write and present each year. The only limitation with this assignment is that the topic must be based on Gandhi's quote, "You must be the change you wish to see in the world."  From that, students are encouraged to think about a local, national, or worldwide problem that they truly want to see change. This has consistently been a valuable research project that has helped the students to look beyond themselves and their own needs. I am always impressed with the depth in which they explore their topics and what they learn from them. After all that researching, I feel it is important for the students to share with each other what they have learned about this problem and what solutions are possible. In the past, each student has created and presented a PowerPoint to share information about their paper. After two years of having presentations done this way, I learned that no matter how interesting the topic, all of us become bored after seeing slideshow after slideshow regurgitating information from their paper. I knew there had to be a better way to approach these presentations. The real educational problem faced is that students presenting and those viewing were not getting much benefit from the presentations. I wanted the presentations to be a meaningful learning experience for all involved.


The Solution

The solution to this problem was to have students create public service announcements (PSAs) to present the research as a problem that can be solved through public action. Such a project would be more authentic for both those presenting and those viewing. It also allowed students to be creative in their approach. They could combine a variety of methods, voiceover, video, text, music, and/or images, to get their message across. Each presentation was unique in both the topic and how it was presented, which created an engaging experience for viewers as well.

I knew this project would be considered successful if students were able to critically analyze the information from their research papers to create a public service announcement video that met the criteria I gave them. Another indicator of a successful project was, if all students, both creators and viewers were engaged throughout the presentations.

TPACK


How was technology used with the various types of instruction?

The flip camera and iMovie software were both introduced using a variety of pedagogical strategies. Initially, all students were introduced to both in class and through guided instruction, they got a basic idea of how the tools worked. After the initial class discussion, students were given time to explore the technological tools on their own or through collaborative learning when needed. This time to work hands on with the tools was crucial to gaining an understanding of how to operate them.

How does technology make the content more accessible to the students?

Without the video cameras and iMovie software, the students would not be able to create such moving PSA's. Really, the only other option for PSA's would have had to be through PowerPoint, which lacks the music, recording, and voiceover tools, or through live performances, which likely would not have been as moving. These two pieces of technology made it so that students could get their message across while making a lasting impression.


How do the pedagogical strategies make the content more accessible to those creating the PSA's?

The pedagogical strategies, guided instruction, independent, hands-on learning, and cooperative learning gave the students time and a way to analyze their research papers and decide on the most effective way to present the information to the public. By working with peers at times, they were able to discuss their ideas, and by working independently, they were able to create their own visions for demonstrating their research topic.

Professional Learning Plan

You can view my professional learning plan below:

Group Leadership Project

View our group leadership project here:

I had the pleasure of working with three other middle school teachers to create our group leadership project. We focused on how to use wikis as a collaborative tool in the classroom. Although our first meeting on Vyew was a bit of a calamity due to technical issues, subsequent meetings went great. Everyone contributed and worked very hard on their assigned portions of the project.

We created our storyboard and script using Google Presenter. It was a great format for us to all collaborate and communicate. Debbie recorded the script on both Screen Cast-o-matic and Audacity. To create the final project from our storyboard, I used iMovie. It was my job to edit and finalize our project. I suggested to the group that I use iMovie because of my familiarity with it. Everyone agreed that it was best to use software that I knew well for a project of this length. I think the features of iMovie are best for the tutorial format as well. I was able to add music, transitions, sound effects, edit the voice recording, edit the individual storyboard images, upload to You Tube, etc. all using iMovie.

While developing the iMovie, I learned more about the software than I previously knew. I learned how to use the precision trimmer, how to fade in and out using sounds, how to overlap sound effects with music, how to edit and insert transitions, and more. It seems that every time I use iMovie I learn something new and it is generally through trial and error (or that handy little help button). One thing I still need to figure out is how to work on effects on all images. iMovie is automatically set to Ken Burns effect on images, which often cuts off parts of the picture. I had to go through all 45 slides individually to either edit the Ken Burns effect or eliminate it. I'm sure there is an easier way to do that.

If we were to develop the same project again, I would have the script reader, Debbie, record portions of the script instead of all at once. I would have been able to play around with slide lengths and transitions more if the recording were done in different segments. However, I'm sure that, too, is something I could do on iMovie if I knew the software even better. As a group project though, I thought that this went very smoothly. Although we all have very busy lives and schedules, especially near the end of the school year, people made it a priority to meet and get their portions of the assignment done by the deadline. I think the entire group did a great job and I am very glad I got a chance to work with each of them!

Group Leadership Project Part B: Script and Storyboard

For our group leadership project we have met quite a few times on Google Docs to discuss plans and edit the presentation together. Everyone has made a very conscientious effort to diligently work on their role and have it done by the deadlines we've set in place. Also, everyone has been willing to make changes to what they did if other group members suggested it.

At the beginning stages I was worried about my level of participation because my real work would not begin until after the script and storyboard were done. However, there were a few tasks that I was able to help with in creating both the storyboard and script. I was able to add images to slides that would enhance the presentation and I created a Wordle for the last slide to tie all of our concepts together. I also edited a few parts of the script and offered feedback. The main creation of the storyboard was split between Stacy and Allyson, while the script was a collaborative effort, but largely written by Debbie. Debbie then recorded the script and sent it to me. This is where my real job came in. I uploaded all of the images and the recording to iMovie. I then needed to match the sound to the slides (Debbie also used Screen O Matic, but I wasn't sure how to add music, transitions, etc. to that so I stuck with iMovie). It was a time consuming process the way I did it and I'm guessing there are quicker ways, but it got the job done. I will now be adding in the transitions, music, sound effects, etc. and uploading it to You Tube.

I think the group worked very well together and did a great job of meeting self imposed deadlines. Everyone in the group is very thorough and hard working and I think it shows in the presentation. I'm looking forward to having the final presentation completed so we can all see our hard work in a finalized format.

To view the storyboard and script, click here: 
https://docs.google.com/present/view?id=dgxr43w2_34cct369fq or scroll through the presentation below:

Mobile Learning Lab

I was very excited that we would be learning about mobile learning in the classroom. As I've said before, each of my students is given an iTouch at my school. This was our second year implementing the iTouch for every student and it is still a learning process for me. I often feel like I am just not doing enough with the iTouches. Often when I tell people that every student in my school has an iTouch, they tell me they would just love to have that in their school. While my students do use them for researching, blogging, notes, and warm ups, I just know there is so much more I could be doing. I know there are so many apps out there I could be utilizing better and I always mean to use them for both listening to and creating podcasts, but have never found the time. The iTouches have been as much a learning process for the teachers as they have been for the students. This lab excited me because I knew I'd be getting more resources regarding this topic that I could explore and bookmark. I was not dissapointed. The information on practical ideas for using cell phones in the classroom provided some really great, fresh ideas. I was happy to see that I already do or have done most of the ideas listed in the 10 tips article. However, in the 25 tips article there were really great ideas and projects. However, most of them required a camera or video and the majority of our students' iTouches don't have these (unless they are using their own iPhones, some have signed a special contract to do so). I love the idea of treasure hunts using mobile devices and many of the group project concepts. Although I can't use camera/video, I can adapt many of the ideas presented in that article to benefit my students.

I thought the information about Poll Everywhere was a really neat concept. I also found that it was incredibly quick and easy to make, so I see how it could be really useful in the classroom. My students aren't allowed to have cell phones out (unless they signed the iPhone contract), so Poll Everywhere wouldn't really work for me, but I utilize Google Forms in a similar manner with their iTouch devices.

I really enjoyed the information on Flip video cameras as well. While I used Flip cameras for my Wicked Problem Project, this information gave me many new ideas for ways to integrate the cameras more. My students just finished a career project and one of the suggestions on the site was to have students film mock interviews. This could have tied in nicely with this project. It also mentions recording students reading what they have written and publishing it on a website. I can imagine that the parents of my students would love to see their kids reading their original works. One of the biggest complaints I hear from parents of my 8th grade students is that their children never tell them what's going on at school or share their work with them. I can imagine this would give them that opportunity to connect with their teens.

Overall, this was one of the most useful labs I've encountered in this course because so much of the information can be utilized in my classroom. I was bookmarking sites like crazy as I read them so I can put this information to use next year.

Wicked Problem Project: Part D- Findings and Implications

My Wicked Problem Project has been completed and was truly a success!

Formative:

The project did get implemented as planned for the most part. Students created PSA's using the guidelines that I gave them. Overall, I was very impressed with the creativity displayed by all of the students and with how they were able to present their PSA's using the flip cameras. I followed the plan I made step by step, although I did run into timing and technology issues. Many students needed more time than I could give them and we really needed more Mac computers so that more students could edit their videos at the same time. These challenges were still worth the product that students created. I think students truly benefited from turning their research into a persuasive PSA. I look forward to using this project again next year.


Summative:

It was clear that students learned from this project and that the original problem I mentioned in part A has been solved. My problem at the beginning of this project was that I thought students weren't learning from their presentations of their research papers. If anything, the presentations became tedious and viewers began to tune them out. I felt that both the presenters and viewers were not learning from those presentations. My plan to solve this problem was to have students create public service announcements about their topics using Flip cameras and iMovie editing software. There is no doubt that this was a more effective presentation strategy. During the creation of the video, students were completely engaged when deciding how to be most persuasive in their message and what their video will look like. Furthermore, when it came time for presentations, I eagerly watched the student viewers' reactions. The videos were only 1 1/2 minutes, but students watching were immersed in the videos. Afterwards they had excited comments or questions for the presenters about the topics. I had students take notes on the videos and it was clear they had truly learned from each of the video presentations. Clearly the format of a PSA and the fact that each student was given creative license to film the PSA however they liked, made the presentations interesting and engaging for viewers. I was told by many students how much they liked making the videos and how that was their favorite project of the year. I just wish I had enough cameras and computers to allow all students to create PSA's, not just AIG students.

 

*How would you approach another project of this type differently given what you’ve learned here?
If I were to do another project based off of using the Flip cameras and iMovie, I would spend more time guiding students through how to use iMovie and provide an online tutorial for them to reference. I wound up answering the same questions about iMovie software over and over again, which could have been prevented with a more step by step tutorial. I also might have groups involved in the project instead of individuals. 

* What are the lessons learned that others might benefit from knowing about?

 One lesson I learned from this project was that students need a lot of time to explore and create videos as well as a lot of guidance. At times it felt hectic and I found myself questioning why I chose such a project. I was running from computer to computer trying to answer questions galore, moving out to the halls to check on the students filming, meeting with the tech coordinator to make sure I had mics and more, and giving up my lunch period for weeks to provide more time for students who needed it. When it came time to turn the videos in, there were also problems. This was just for my AIG students. At the same time, I also had my other students making websites, blogs, Glogs, Power Points, and more. I was bound to run into technical and time issues with so many options.
 However, one positive lesson that I learned from this is that it's okay not to know the answers to everything. When I got thrown for a loop because the version of iMovie I was familiar with was different than the version the school computers had, I had to teach myself in front of the students how to use it correctly. Sometimes we searched together for answers and sometimes students were able to teach me what they had learned. It truly was a learning process for all of us, but it can be rewarding to learn along with the students.
Although hectic and time consuming, the value that the students got from the project made it all worth it and I do plan to do it again next year.



* In what ways will you endeavor to do the same project again, and what will you change or not do?

When I use this project again next year, there are some things that I plan to change and that might be beneficial for others to know. For example, the storyboard did not prove useful. If I use it again, I would need to give a sample storyboard. It really became more of a hassle than anything and most kids changed their plans midway through anyways. Also, I need stricter requirements about the script. Some students went into great detail writing their scripts and others did the bare minimum. I think if I had stricter guidelines for that it would make my expectations clearer. As I've said earlier, I also will make sure I reserve more time in the computer lab. Scheduling with other teachers is always a bit hectic. I still loved the project and the videos the students created. I absolutely plan to do it again next year.

Wicked Problem Project: Part C- Implementation

For Part C of the Wicked Problem Project,  I recorded my podcast on Audacity, uploaded it to my web portfolio that I made for CEP 811 and linked it here. Other than practicing during the lab, this was my first real experience making a podcast and figuring out how to publish it. I talked about my wicked problem project, surprises I encountered, challenges, and delights!

Enjoy!

http://lisajmele.weebly.com/uploads/4/2/7/7/4277941/podcast.mp2


Below are some of the final sample student PSA projects:

1.)  http://www.youtube.com/watch?v=jfJTQJG__38 

Cyberbullying (could not embed, but a good video)

2.) Endangered Animals: Pandas

3.)  Child Soldiers

4.) Disaster in Japan

5.) Child Labor

6.) Economic Inequality

7.)  Stem Cell Research (they had a bit of fun with this one)

Wicked Problem Project Part B: Application of TPACK

1.) What is the TP knowledge for the solution?
       The technology which will be used in my Wicked Problem Project, flip cameras and iMovie, supports the teaching strategies and methods I have chosen in many ways. Students will learn how to use the various technologies through guided learning. They will follow along with a tutorial that I will project to the class. Then, they will be given the opportunity to work independently using what they learned about how to use flip cameras and how to edit on iMovie. I will also provide links to the tutorials on my class website so students may reference them as they work independently. Although students will work independently to write and create their PSA's, I will encourage them to help each other as they run into problems. This type of cooperative learning is important because it gives students the opportunity to instruct or learn from peers.

2.)  What is the TC knowledge for the solution?

   The purpose of using a public service announcement instead of a standard slideshow presentation is to encourage students to engage in higher level thinking. They are required to take the concepts they learned about their research topic and turn it into a persuasive appeal to urge viewers' into taking action. This requires students to think critically about their topic, summarize the main ideas, and create an original, persuasive product. The technology used to do this, flip cameras and iMovie software, gives them the means to create such a product through guided learning and independent, hands-on practice. Having such technology allows students to think of the persuasive presentation as a commercial and provides them with the means to combine elements like music, speech, pictures, and videos to present their topic.

 3.) What is the PC knowledge for the solution?

By using guided instruction, time to work hands-on independently, and cooperative learning, students will be able to access the concepts of writing and filming a public service announcement in many ways. They will have time to learn from me and be walked through the process, time to explore the materials and concepts of a persuasive presentation on their own, and time to learn from their peers as they come across challenges. These varied learning methods will address the different learning styles of my students. Furthermore, because the students doing this particular assignment are gifted, it will require them to engage in higher level thinking as they create their own persuasive message and decide on how to encourage viewers to take action.

Group Leadership Project: Part A

For our group leadership project, our group, the middle school teachers, met on Thursday using Vyew. Stacy recorded our meeting using Camtasia. I must say, this was the most frustrating online experience I have had during my CEP courses yet. During the beginning of our meeting, we all talked by typing in the chat and everything was fine. As soon as we went to the webcams, it was a mess. One person was able to talk, but couldn't get the webcam to work. Another person kept being kicked out and had to sign in over and over again. I was only able to hear people from time to time and often caught the very end of what they said. I felt like I couldn't do my part to contribute because I never knew what anybody said. Also, when I clicked the 'talk' button, nothing happened, so I was never able to speak. Fortunately, I was still able to utilize the chat room feature and so I communicated by typing. While I was able to put my two cents in every so often, I often didn't know what the rest of the group was saying. The group did manage to summarize what they were saying in the chat box for me though after they had finished discussing, so I was able to contribute my thoughts at that point. Eventually, I turned my webcam off and by doing so, I was able to hear what everyone was saying much better, but I still could not talk. I have no idea why this happened. This experience made me appreciate Skype more than ever! While it was good to learn about other web conferencing tools, I think Vyew has just too many kinks that still need to be worked out.

Advantages:

• The program was free
• All four of us were able to be there
• You could type/chat and communicate through webcam (if it had worked)
• All of us could view and write on a document while chatting
• Had features like a hand raising button

Disadvantages:

• Connection problems for one person
• Audio problems for me
• Webcam issues for one person
• Made communication a very difficult and long process

Overall, it was good to learn about web conferencing, but there were many challenges with it this time.

You can see some of the group meeting video here:

Wicked Problem Project: Part A- Description of Need or Opportunity

Educational Need/Opportunity
Each year in my 8th grade language arts class, students research and write a 4-6 page essay about a topic of their choosing. The only limitation is that the topic must be based on Gandhi's quote, "You must be the change you wish to see in the world."  From that, students are encouraged to think about a local, national, or worldwide problem that they are truly interested in and truly want to see change. Students pick everything from animal abuse to effects of Hurricane Katrina to saving the arts in schools. This has consistently been a valuable research project that has helped the students to look beyond themselves and their own needs. I am always impressed with the depth in which they explore their topics and what they learn from them. However, after all that researching, I feel it is important for the students to share with each other what they have learned about this problem and what solutions are possible. In the past, each student has created and presented a PowerPoint to share information about their paper. After two years of having presentations done this way, I learned that no matter how interesting the topic, all of us become bored after seeing slideshow after slideshow. I knew there had to be a better way to approach these topics. The real educational problem faced is that students presenting and those viewing were not getting much benefit from the presentations. I want the presentations to be meaningful for all involved and of course for students to learn about problems affecting our world. This year I decided that it will be more effective if my students create a public service announcement. Not only will this meet multiple standards within the NC Standard Course of Study, it will also make the presentations more authentic and important to both the student creating it and the students viewing the PSA. With the point of a PSA being to grab viewers' attention and urge them to take action, it will create the challenge of deciding how to create the best argument for their cause. It will cause students to have to think critically and persuasively. While they have done this within their writing, a PSA would cause them to have to think of their topic from a completely different perspective and in a new format. They will need to write a script, identify the problem immediately, speak persuasively, use appropriate images, text, and music to persuade, and present plausible and practical solutions all within a minute and 30 seconds. Some of the standards within our curriculum that will be addressed by this assignment are:

2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms 

3.02 Continue to explore and analyze the use of the problem-solution process

3.03 Evaluate and create arguments that persuade

Adding in Technology

 My plan to use technology to help with this project is to use video cameras to film PSA's and iMovie to edit and finalize them. Another option is to just use iMovie to create the entire PSA (using images, music, text, voiceovers only). I think that creating a PSA will be a more authentic experience for students than creating a PowerPoint and repeating what they already said in their research paper. A PSA will allow students to think creatively about how to best approach a topic in a way that will touch viewers and at the same time motivate them to take action. The level of planning and thinking involved with a PSA will be a much better use of their time than simply restating facts from their papers onto a PowerPoint. Furthermore, a video PSA will be more effective than presenting this as a live skit. Students will have had time to edit their message and include film/images/music/motivating text.

Logistics 

While I truly think this would be best for all students, the amount of technology I have for this type of project is limited. Due to this, I will have to limit the PSA portion of the assignment to my AIG students (Academically/ Intellectually Gifted) because it will provide them the extra challenge that AIG students are required to receive in class. In the future I hope to be able to open the PSA assignment up to all students. In the meantime, this year I will give other students the option of using Glogster, Prezi, or making their own website, as opposed to requiring just a PowerPoint. I will also provide multiple formats for other students to present with (ie. from perspective of someone who has experienced the topic). This will still allow them to analyze the key parts of their papers and they will still be required to identify proposed solutions and to give viewers ways to take action.

Other logistics for my AIG students making the PSA's will be as follows:

3 flip video cameras (1 from Donors Choose and 2 from Digital Wish-they have a 2 for 1 special for teachers!)

2 team Canon video cameras

10 Mac computers with iMovie (in the computer lab)

6-8 days of class time

There are anywhere from 5-10 AIG students per class

Students will be allowed to film around the school within the first 2-3 days and will be required to begin editing by the 4th/5th days. I will provide a tutorial in class ahead of time on how to use iMovie, but most students are already familiar with this program from a 7th grade iMovie project they completed. Although 5 video cameras won't cover every AIG student in each class, they will also have the option of using just text/music/pictures, which would not require a video camera. Also, they will be allowed to use their own video cameras if they choose and have parent approval. In the past, students have preferred to bring their own technology (laptops/iTouches/video cameras/digital cameras) for projects and it has not been a problem.

Research/Resources

http://web.utk.edu/~impact/iMovie.html - This site gives great tutorials for how to use iMovie, using iMovie lesson ideas, and sample videos made with iMovie

http://kathyschrock.net/psa/index.htm - This site has many, many sample student PSA's as well as great resources for how to make a PSA

http://www.youtube.com/watch?v=9gspElv1yvc - This site shows a Sarah McLachlan PSA that has been on television lately. I plan to use this to introduce students to the concept of PSA's.

http://www.flipvideospotlight.com/resources/shooting.aspx - Tips for how to shoot using a Flip video camera

http://www.freetech4teachers.com/2010/03/20-ways-to-use-flip-cameras-in.html - This site gives ideas for various ways to use Flip Cameras in the classroom

http://www2.facinghistory.org/Campus/bethechange.nsf/home?OpenForm - This site tells stories of others who made a change. I plan to use it as a starting point.

Plan for Implementation:

My students will be completing their research papers this week, so they will begin this project as soon as they turn in their papers. To begin, students will be required to complete a story board and script before they are given a video camera or permission to work on iMovie. I will approve their story board/ script to ensure that it truly is a PSA and it meets the guidelines I have set out for them. They will have about three days to film and three days to edit and finalize their videos. All videos will need to be burned, uploaded to YouTube, or saved to a flash drive to turn them in. Students should be completing the entire project during the duration of this CEP course as it is only a two week project.

Indicators of Success:

I will know that the project has been successful if it is clear that students are able to critically analyze the information from their essay to create a persuasive, motivating video that clearly identifies why their topic is a problem and what viewers can do to help solve the problem. I will grade the videos with a rubric that will look at things like a clearly identified topic, the information is presented as a problem, statistical information presented, a clear solution presented, organizations that can help presented, the video is a PSA in nature that uses appropriate video/images to motivate, etc.

As with all new projects, I'm sure there will be some challenges in starting this one. However, I believe my students will thrive because they love the opportunity to be creative, especially when using new technology. I'm looking forward to seeing their public service announcements as a way of spreading the message about a topic they genuinely care about.

CEP 812: Video Introduction

Hello- to view my video introduction please click on the following link:

Lisa's Video Introduction

CEP 811: Final Reflection

 It's hard to believe that CEP 811 has already come to an end. It felt like this course really flew by! For my final assignment, I was asked to reflect on this course.  Below are the questions and responses.

• What are some things that you have learned about effective teaching strategies when integrating technology?

I learned that when integrating technology into the classroom, it is important to test out whatever technology format you plan to use. With my STAIR assignment, I had to go through the entire thing testing out correct answers and incorrect answers. It seemed like just when I thought it was perfect there would be another minute detail that needed to be fixed. If I hadn't tested this out thoroughly before giving it to students to complete independently, it could have been a real problem. The STAIR assignment also taught me a great way to use PowerPoint so that students could access it while using different learning strategies. I also learned that it is very important to design the technology-based task with the assessment goals already planned out.

• How did integrating web-based technologies help you think about and evaluate uses of technology?

 Integrating web-based technologies, such as the PowerPoint STAIR, helped me to think about PowerPoints in a different way. In the past, I have used it as a tool for students to create presentations. Now, I know that I can actually use PowerPoint as a way to lead students through a lesson independently and as a way to assess their learning. It helped me to realize that technology can be used in a variety of formats and it is important to explore all different options. I also learned the importance of evaluating the type of technology used for to make sure it adds value to the lesson and isn't just being used for the sake of using technology.

• How have you met your own personal goals for learning about technology integration?

With this course, I learned about MERLOT, which will be an incredible resource, UDL principles, how to use Wikis, information about online learning and using technology with face to face learning, and much more. I have had the opportunity to reflect on my own lesson plans and the technology used within them, created/edited a wiki, made a web portfolio, and created a STAIR Power Point. All of these experiences have helped me to become a more knowledgeable teacher, especially when it comes to integrating technology. I feel that I have met personal goals for learning about technology integration because I tried new technological formats and analyzed the uses of each type of technology. I also have shown myself that although I may not know how to do something when it comes to new technology, with persistance and online guidance, I can learn. When first trying to publish to my afs space, I struggled with how to correctly do so. I had to watch the videos provided multiple times before I got the process right. It's always such a learning experience when you struggle and struggle with something and then finally achieve success. I am grateful for what I learned during this course because I know it will make me a better teacher for my students.

• Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

My goal is simply to continue learning and continue being open to new things. Coming into the CEP courses I thought I knew so much about technology and thought that I used technology effectively in my classroom a great amount. Now I am seeing that there is so much out there that I can still learn, and of course, it is always changing. I look forward to seeing what other great tips I learn from my future CEP courses. During CEP 810, my long term goal was to get into the MAET program. At this point I have already been accepted to the MAET program, so my new long term goal is to learn as much as I can from each course and apply it to my own classroom. I also hope to one day work as a technology supervisor in a school. Ideally, I would love to be able to go to other teachers' classes and teach them how to effectively integrate technology. I also am interested in teaching online courses through NCVPS someday. I really don't know what the future holds for me, but I'm sure that the MAET program is my first step on the journey.

Online Experiences within the Classroom

This week in class I read all about online teaching and online experiences within the classroom. This year, more than ever before, I have been conscientiously working to make sure that my students are receiving varying online experiences. I have worked hard to ensure that students are using their iPod Touch units on a regular basis to enhance their learning experiences and given them opportunities with many different types of technology. Although there have been some challenges along the way, it has definitely helped students take accountability for their own learning and explore texts on a deeper level as they explored the information they read with the various types of technology.

I also read the Michigan Merit Curriculum Online Experience Guideline. It helps to identify ways to create online experiences in schools for middle and high school students. I've already used WebQuests, Wikis, and Online Research with my students, which are three of the online experiences mentioned in the article. Another online experience it references is blogging. My students have commented on my blog posts as a way of communicating with others about their literature circle novels, but they've never had their own blogs. I could see using this in my classroom in the future. If students each had their own independent blogs, the pedagogical strategies it would incorporate are taking ownership of their writing, gaining more writing experience, and having a live audience they are writing for, which would provide motivation to write. They would also be able to comment on peers' blogs, creating a sense of community. Furthermore, it would help students reflect on their own learning experiences. I would really like to incorporate independent blogging into my classroom. I also love the idea of using podcasting in the classroom. I think this would be especially useful for my students because they each have an iTouch. They could record useful information or assignments right on their mobile devices. I could see this being especially helpful with vocabulary review, as shown in the Vocabulary Podcast from Princeton Review that was provided in the article.  

Of the Online Experiences referenced in the document, I think a Learning Management System like Moodle or Blackboard may be the most difficult to incorporate. This is because my school has never used such a system and I think it would be quite time consuming to explain to students how to use such a system. While I know there are many benefits to these systems, I think that it is unnecessary for our school and would require time to train teachers, students, and parents how to become familiar with the features of such systems.

I am grateful for this article because it provides great explanations of how/ why to incorporate online experiences in the classroom and useful samples. I look forward to exploring how to incorporate many of these online experiences in my own classroom.

Wiki Explorations

This week I had my first ever experience editing Wikipedia. It's funny to me because I've used Wikipedia countless times to find information or as a starting point, but until today, I never really realized how easy it was to edit.

One of our assignments was to edit our school's Wikipedia page. My school district had a Wikipedia page, so I decided to edit that. I had tried it at school one time and found that my district blocked that option. Interestingly, they blocked their site from being edited while using the district server, but when using my own server, I could edit it just fine. I assume they did not want students messing around with the information on the site.

Here is a screen shot of the Wikipedia page and a change that I made to it:

Our superintendent is retiring after this school year so I added information about him and his years of service.

I also have created my own Wiki site using wikispaces. This is the link to that site: http://mrsmelesclass.wikispaces.com/
My students edited the Wiki to post information they found about the author of their science fiction/fantasy novels. They, too, were amazed at how simple it was to edit. It was a fun activity because as the day went on each student saw what the class before them had written. It also posed the challenge to them of having to find new information that wasn't already added. By my final class of the day, they found that they had to be very creative in their quest for information. Of course, not every book was used in all five classes, so some kids lucked out! Students were able to do their research and post to the Wiki on their iPod Touch units in their literature circle groups. It was a great way to incorporate researching and collaboration with a larger group. I look forward to using Wikis in my classroom more often!

UDL Guidelines Educator Checklist

For my latest assignment in CEP 811, I analyzed a recent lesson plan that I had made using Universal Design for Learning principles. At first I was nervous to undertake such a thorough examination of a lesson that I had already used this year. I was happily surprised to find out that I did meet many of the UDL principles in my lesson. Since this lesson was based on literature circle novels that my students used, it already was based on differentiation according to reading levels. When I created the assignment, I, of course, had my students' reading levels in mind based on which book they read. I also found out that there were ways I could have made the lesson even more adaptive to my students. Some of the things mentioned, like visual alternatives, do not apply to any of the students I currently have this year, but are of course good to keep in mind. Other principles, such as making the goals clearer to students would have made the lesson better for my students. Although it is not practical to analyze every lesson using these rigorous principles, it is an eye-opening experience and something I will keep in mind as I develop new lessons.  UDL Guidelines – Educator Checklist –Lisa Mele
I.    Provide Multiple Means of Representation:	Your notes
1.       Provide options for perception
1.1  Offer ways of customizing the display of information	Feature: Text size can be changed on the websites
1.2  Offer alternatives for auditory information	Feature: All sites have written information/captions
1.3  Offer alternatives for visual information	Barrier: There is no auditory information to offer as an alternative to the visual information  (except a few sites which offer videos)
2.       Provide options for language, mathematical expressions, and symbols
2.1  Clarify vocabulary and symbols	Barrier: Not all of the websites used clarify new vocabulary Feature: Internet is available to check word definitions
2.2  Clarify syntax and structure	Feature: Assignment provides step by step information
2.3  Support decoding of text, and mathematical notation, and symbols	Feature: All sites chosen are at appropriate reading level
2.4  Promote understanding across language	Barrier: Information is given in just one language
2.5  Illustrate through multiple media	Feature: The sites used include text, images, videos, quizzes. Students create presentations using a technological mode of their choice
3.       Provide options for comprehension
3.1  Activate or supply background knowledge	Feature: Students use information learned from class novels to complete the WebQuest and information learned about literary terms
3.2  Highlight patterns, critical features, big ideas, and relationships	Feature: To assist students in following directions while completing the WebQuest, text size, font, and color varied in order to cue them to the correct section to work on and make directions more clear
3.3  Guide information processing, visualization, and manipulation	Feature: Information was “chunked” according to which novel students used and prompts were given to aid students in analyzing each website. Only necessary directions were provided.
3.4  Maximize transfer and generalization	Feature: Students used the provided prompts while exploring the websites and wrote answers as they came across them. Also, in a prior lesson, all literary terms used had been taken down in student notes and quizzed for understanding earlier.
II.   Provide Multiple Means for Action and Expression:	Your notes
4.       Provide options for physical action
4.1  Vary the methods for response and navigation	Feature: Students use computer program of their choice to present information learned.
4.2  Optimize access to tools and assistive technologies	Feature: Students use Internet sites to learn information from the WebQuest. The addition of the Internet and the ability to type responses helps those with hand coordination challenges
5.       Provide options for expression and communication
5.1  Use multiple media for communication	Feature: Students search through a variety of websites for information. Each site contains different types of text, images, videos, etc.
5.2  Use multiple tools for construction and composition	Feature: Students may choose to create Glog, PowerPoint, or Prezi to create presentation. Students also type responses on a Word Document
5.3  Build fluencies with graduated labels of support for practice and performance	Feature: The novels read by the students are appropriate to their reading level. Therefore, all websites used in the WebQuest were chosen at the appropriate reading level for each novel. Ie. Those who read Life of Pi were gifted students and therefore the websites used for their WebQuest were of a more challenging reading level
6.       Provide options for executive functions
6.1  Guide appropriate goal setting	Feature: There was a checklist for students to use to make sure they were on track. Also, students were led step by step through which website to read and what information they should learn from that site
6.2  Support planning and strategy development	Feature: Students are given prompts to answer with each website
6.3  Facilitate managing information and resources	Feature: Prompts are used to faciliatate information and a checklist is used to help students organize their assignment
6.4  Enhance capacity for monitoring progress	Feature: An assessment checklist is used to help students monitor their progress
III.  Provide Multiple Means for Engagement:	Your notes
7.       Provide options for recruiting interest
7.1  Optimize individual choice and autonomy	Feature: Students get to choose which format to use to present information.
7.2  Optimize relevance, value, and authenticity	Feature: Students learn about real world issues that were addressed in their novels and examine multiple sites that describe the issue
7.3  Minimize threats and distractions	Feature: Students are each assigned their own individual computer to work on and given assigned seats near others who will minimize distractions. When presenting, student groups are assigned to ensure students work with others who are good for them. A daily agenda is also written on the board and students check it as part of the daily routine
8.       Provide options for sustaining effort and persistence
8.1  Heighten salience of goals and objectives	Barrier: While the objective was listed on the board, it needs to be more clear to students
8.2  Vary demands and resources to optimize challenge	Barrier: Although presentations were graded according to ability, the task was the same for all (althought grouped by reading level ability)
8.3  Foster collaboration and community	Feature: Students present the information they found to a small group of peers. Peers can ask questions of the presenter to learn more about the topic and the novel
8.4  Increase mastery-oriented feedback	Feature: Students received both a grade and a written comment as feedback on the Edmodo page they used to submit their assignments
9.       Provide options for self-regulation
9.1  Promote expectations and beliefs that optimize motivation	Feature: Any students who were confused or off-task were given immediate feedback. Students reflected on their presentations in a blog post during the following lesson.
9.2  Facilitate personal coping skills and strategies	Barrier: Students were not given personal checklists to manage behaviors. The checklist they received focused on the assignment tasks only.
9.3  Develop self-assessment and reflection	Feature: Students reflect in a blog post (the next lesson) what they learned from their topic and reflect on classmates’ presentations

© CAST 2011