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.
Sunday, April 24, 2011
Saturday, April 16, 2011
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!
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!
Sunday, April 10, 2011
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 | |
Your notes | |
Feature: Text size can be changed on the websites | |
Feature: All sites have written information/captions | |
Barrier: There is no auditory information to offer as an alternative to the visual information (except a few sites which offer videos) | |
Barrier: Not all of the websites used clarify new vocabulary Feature: Internet is available to check word definitions | |
Feature: Assignment provides step by step information | |
Feature: All sites chosen are at appropriate reading level | |
Barrier: Information is given in just one language | |
Feature: The sites used include text, images, videos, quizzes. Students create presentations using a technological mode of their choice | |
Feature: Students use information learned from class novels to complete the WebQuest and information learned about literary terms | |
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 | |
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. | |
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. | |
Your notes | |
Feature: Students use computer program of their choice to present information learned. | |
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 | |
Feature: Students search through a variety of websites for information. Each site contains different types of text, images, videos, etc. | |
Feature: Students may choose to create Glog, PowerPoint, or Prezi to create presentation. Students also type responses on a Word Document | |
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 | |
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 | |
Feature: Students are given prompts to answer with each website | |
Feature: Prompts are used to faciliatate information and a checklist is used to help students organize their assignment | |
Feature: An assessment checklist is used to help students monitor their progress | |
Your notes | |
Feature: Students get to choose which format to use to present information. | |
Feature: Students learn about real world issues that were addressed in their novels and examine multiple sites that describe the issue | |
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 | |
Barrier: While the objective was listed on the board, it needs to be more clear to students | |
Barrier: Although presentations were graded according to ability, the task was the same for all (althought grouped by reading level ability) | |
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 | |
Feature: Students received both a grade and a written comment as feedback on the Edmodo page they used to submit their assignments | |
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. | |
Barrier: Students were not given personal checklists to manage behaviors. The checklist they received focused on the assignment tasks only. | |
Feature: Students reflect in a blog post (the next lesson) what they learned from their topic and reflect on classmates’ presentations | |
Subscribe to:
Posts (Atom)