1-19-12
Mini Teach Activity
2 Hours
Technology usage: Smartboard, data projector, and PowerPoint
Mrs. Howard requested assistance with the use of her Smartboard and data projector to conduct a lesson to her class. I demonstrate how to set up and use her Smartboard and data projector. Both pieces of equipment were connected to her classroom computer, enabling her to display her PowerPoint to the class. During the training, I also set up a wireless remote, allowing her to advance slides while moving around the room, interacting with her students. Without the remote she would be confine to her desk, clicking the mouse to advance each slide. Another option demonstrates was using the smartboard as an interactive tool with her student. The students would be able to touch the smartboard to advance a slide or select an answer, allowing the students to have a hands-on in their learning experience.
As a result of this mini-lesson and demonstrate Mrs. Howard has successfully managed the use of her Smartboard, data projector, wireless remote and classroom computer. Her students are now able to view and interact with PowerPoint presentations she has created for each unit taught.
Technology Facilitator Standards Meet: 1 Assist, 2 Provide, 3 Model
________________________________________________________________________________
1-19-12
Mini Teach Activity 2
6 Hours
Technology: Scientific Minds Software
Science Starters
During this activity I was responsible for setting up accounts for all teachers in the district using the program with access to the software. I created a user guide for each teacher as well as an example lesson. Each grade level had a different set up and curriculum to use. The teachers came to workshop after school that I was presenting. During the presentation, I walked the teachers through each step of the software: accessing, locating lessons, interactive quizzes for the Smartboard, worksheets, PowerPoints and vocabulary builders. Each teacher received a folder for their grade level and a copy of the printable material to assist them in using the program once they returned to their classrooms. A practice session was held, allow teachers the opportunity to see how the program would work in the classroom with their students. Another aspect of the program was using the PowerPoints as an reinforcement of STAAR material before testing. The science starters are considered a warm-up exercise required by the district but can also be used as a complete unit. After the training was complete, each teacher was to beginning using the material the following day within their classroom. I was responsible for trouble shooting on the program. The only issue that was encountered was the server being down, leaving the teachers unable to display the required science starters. The solution I found was to request a CD from the company as a backup. The CD was requested and obtained, offering the teacher’s usage when the network is down. All teachers are successfully operating the program and using the materials in their classrooms on a daily basis. Teachers are seeing positive results from students due the material covered in this program.
Standard meet: TFIII, A-E
_________________________________________________________________________________
1-23-12
Mini Teach Activity 3
1 Hour
Technology: Internet software
Teachers requested a program that would convert their PDF document to Word so that they could edit worksheets for students. I found a software offered for free at http://www.pdfonline.com/pdf-to-word-converter/. I demonstrated to the teachers how they could convert their files into a word format. Teachers that had existing files within their server folder, selected a file, plugging it into the file upload. Within five minutes teachers received the convert file via email. I had the teachers open the file and edit. Some editing required margin or setting changes. I also showed the teachers how to upload a college scholarship PDF form for, convert it, then type in the requested information. This procedure would become useful during the next few months for our high school senior.
Standard meet: TF-V, C.1
_________________________________________________________________________________
1-23-12
2 Hour
Mini Teach – Famous Artist Website
The Art Project offered by Google offers a multitude of methods and strategies for teaching art history along with integrating the use of technology in the art classroom (TF-III A.1). As the art teacher starts a unit on the different art periods through history, students are able to see the era through the internet by virtually visiting museums around the world (TF-III A.5-6). Since students have the ability and preference to research materials via the Internet, they take ownership of their assignment and learning process from a hands-on approach (TF-III A.2). As students start their research over an assigned era, while using technology to create presentations are designed to meet the ISTE NETS for students (TF-III A.3) showed Mrs. Wheatley along with her students, how the Art Projects allows you to view paintings on display in museums around the world while learning about their in which they were painted (TF-III A.6). While using the web-based site, students were instructed to view paintings up close noting the elements of art and design (TF-III A.7). At the beginning of the year student learn the elements of art, as a teaching concept, I showed the teacher and students how to use this site to select the zoom in ability to view the artwork. This feature allows you to see the details, texture, values, brush stroke or carving features of the piece.
During this mini-teach the Spanish teacher asked to sit in on the lesson. She asked that I show her how to use the site for her Spanish class. She uses painting within her class, identifying objects within the painting using Spanish words instead of English. I also show her how she could reflect on the painters Diego Rivera and Frida Kahlo, Mexican artist , in relation to the Spanish heritage/history while using her Smart board, allowing students to interactive with the paints by identifying objects in Spanish. This same mini –teach was shown to the social studies teachers on integrating images related historical events students are studying. The paintings from that era depict the tragedies of war, destruction, and poverty.The Third of May, by Goya, was shown, depicting the invasion of Spain by Napoleon’s army.
Standards meet: TF-III, A 1-7
Standards meet: TF-III, A 1-7
_____________________________________________________________________________________
1-26-12
3 HoursStudent Assessments in Science
Technology/Software: DMAC Solutions (Data Management for Assessment and Curriculum)
Assessing the result of previous benchmarks is critical to identifying areas of concern. These report break down response by objective and show the level of mastery. The first report reviewed was Science for 6th thru 8th grade.
Test results per grade:
6th grade - 52 students Passed: 41 (71%)
Average Score: 78
TEKS Mastery:
Item: Sci-#7 - Mastery 78% Sci - 6.7 A - Mastery 78%
Sci #8 - Mastery 80% Sci - 6.8 A - Mastery 80%
Sci #9 - Mastery 65% Sci - 6.9 A - Mastery 60%
Sci - 6.9 C - Mastery 71%
Upon reviewing the results of the six grade test, students lack mastery in Objective 6.9 A, the investigation methods of thermal energy transfer, including conduction, convection, and radiation. Suggested remediation
would be to reteach the concept or hold tutorials to meet the needs of students who failed the objective. Addition tutorial would include all objective for students that score low in all areas. By assessing the information the teacher can create productive lessons to reteach the same concept in multiple ways. Principals also view teachers results along with students as part of the evaluation process.
7th grade - 30 students Passed: 21 (76%) - 7th grade Science is taught by two different teachers.
Average Score: 70
TEKS Mastery:
Item: Sci-#1 - Mastery 81% Sci-7.1B - Mastery 81%
Sci-#2 - Mastery 79% Sci-7.2E - Mastery 79%
Sci-#3 - Mastery 72% Sci-7.3B - Mastery 73%
Sci-#8 - Mastery 76% Sci-7.3C - Mastery 63%
Sci-7.3D - Mastery 77%
Sci-7.8A - Mastery 78%
Sci-7.8B - Mastery 75%
Areas of concern: Objective 7.3C - Identify advantages and limitations of models such as size,
scale, properties, and materials.
7th grade - 34 students Passed 18 (53%)
Average Score: 70
TEKS Mastery:
Item: Sci-#3 - Mastery 85% Sci-7.3B - Mastery 85%
Sci-#7 - Mastery 46% Sci-7.7C - Mastery 46%
Sci-#10 - Mastery 74% Sci-7.10A - Mastery 88%
Sci-#11 - Mastery 58% Sci-7.10C - Mastery 72%
Sci-#12 - Mastery 83% Sci-7.11B - Mastery 58%
Sci-#13 - Mastery 74% Sci-7.12A - Mastrey 86%
Sci-7.12B - Mastery 65%
Sci-7.13A - Mastery 78%
Sci-7.13B - Mastery 65%
Area of concern: Objectives
7.7C - Demonstrate and illustrate forces that affect motion in everyday
life such as emergence of seedlings, tugor pressure, and geotropism.
7.11B - Explain variations within a population or species by comparing
external features, behaviors, or physiology of organisms that
enhance their survival such as migration, hibrnation, or storage
of food in a bulb.
7.12B - Identify the main functions of the systems of the human organism
including the circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and endocrine
systems.
7.13B - Describe and relate responses in organisms that may result from
internal stimuli such as wilting in plants and fever or vomiting in
animals that allow them to maintain balance.
8th grade - 68 students Passed: 57 (84%)
Average Score: 80
TEKS Mastery
Item: Sci-#3 -Mastery 71% Sci-8.3B - Mastery 71%
Sci-#4 -Mastery 90% Sci-8.4B - Mastery 90%
Sci-# 5 -Mastery 91% Sci-8.5A - Mastery 91%
Sci-#6 -Mastery 82% Sci-8.6A - Mastery 84%
Sci-#8 -Mastery 75% Sci-8.6C- Mastery 76%
Sci-#9 -Mastery 79% Sci-8.8D - Mastery 81%
Sci-8.9A - Mastery 71%
Sci-8.9B - Mastery 79%
Sci-8.9C - Mastery 69%
Area of concern: Objective
8.9C - Interpret topographic maps and satellite views to identify land and
erosional features and predict how these features may be reshaped
by weathering
Standand meet: TF-IV, A.1, B
_______________________________________________________________________________
2-8-2012
Mini Teach Experience:
1 Hour
Technology: Laptops and Geometer's SketchPad software
Collaboration with one of our math teachers lead to the planning of an technology based lesson using, SketchPad, a Geometric program . The teacher and myself explored the program, its functions and content for implementation. During the actual lesson, Mrs. Bing was able to present the instructions while I assisted students with the program and computers errors. Once the program was established, I assisted the teacher and students in setting up their table for the Hiker presented in the word problem. Students would use the worksheet provided for the needed steps within the program. Explore allowed students to create a table for their calculation used in math problem for distance of the two hikers in time segments. I assisted the teacher and students with the objectives: coordinate plan and plotting points. The software allows students to define the coordinate system by using graphing snap points on a graph. The steps to plotting the points and animating the graph took a little time and extra assistance. Once I had all the student's graphs verified by plotted their points. I demonstrated the animation tool which was use to help them visually see the hiker's movement. The students used the tool bar within the program to stop the hikers where their paths crossed.
Students grasp the visual concept once they completing there calculations on the worksheet.
Download Geometer's Sketchpad at http://www.keypress.com/x24070.xml
Standards meet: TF-III A.1, B.1, C.1, E.1-2, TF-V C.6
________________________________________________________________________________
2-9-12
1 Hour
Technology: Clickers
The fifth grade math teacher wanted to include Clickers into her math lessons. I recently won a set of clickers at the TCEA Convention. The teacher and I search the internet for a lesson that had already been created to use with her class. The clickers offered students the ability to answer questions anonymously will acting as though they were participating in a game like setting. We selected word problems as one of the lessons to use with the clickers.
http://www.mystfx.ca/special/mathproblems/grade5.html
I installed the software for the eInstruction Clickers and verified that all clickers were working correctly. The teacher and I ran through a trail lesson prior to the instructing the class, displaying answer choices and results on the Smart board. I model how to maintain the class by circulating the room, making sure students stayed focused and on task. Since this lesson was a group, we discussed additional ways to have students use the clickers. For students that lack skills to successfully complete word problems on their own they would be grouped with two other students, working together to find a solution and sharing the clicker to enter their answer. For the diverse learners additional problems were added to actively engage them throughout the lesson. The teacher was able to instantly see the results and address issue of concern. The Clicker program offers assessment and data reports to use for grading, class discussion, post and pre-test.
The Clickers actively engage students during the entire class period and the teacher was able to gauge their level of understanding on each concept by the prompt feedback. By using the clickers students were engage at a different level of instructions were they viewed the assignment as a game, eager to learn in a different way. During the search of the internet for pre-existing activities I discovered multiple ways that teachers in other subjects could benefit from the clickers. Clickers would also be an excellent tool to incorporate during tutorials or test reviews.
Standards meet: TF-1 A.2, TF-II, B.1, F.1, TF-III A.1, D.1
______________________________________________________________________________
2-10-12
3 Hours
Technology: Enchanted Learning: Asteroids, Comets, and Meteors
Enchanted Learning is an educational site that offers instructional based materials that are aligned with teaching objectives. This web-based site supports materials taught in 6th grade science covering the solar systems. For their class assignment, students were instructed to use Enchanted Learning to complete their research and required questions on asteroids, comets, and meteors as space objects within the solar system. I assisted the students in locating the site by the web addressed and navigating through the site to learn the different of the three space objects. During the 3 day assignment, students were given a laptop to conduct their research. To ensure students were on task and proceeding actively on the assignment, I monitored student’s activities by moving around the room and redirecting as needed. The site covered the needed material for the unit over space objects as required by the state and district. The alignment allowed students to actively engage in the learning process by searching for information available within the site while viewing images, creating a visual of learning and real time of the next occurrence of Halley’s Comet or meteor showers.
As a facilitator, it is important that technology allows students and teachers to connect with real life experiences and knowledge, creating a memorable experience. Web-based instruction can offer materials and hands-on learning that textbooks lack or fail to grasp. Using computers in the classroom requires teachers to be aware of the interactions of his or her students by actively monitoring the computer screens to ensure success and completion of the assignment. Teachers must also be aware and alert of alterative assignments when the internet fails or computers freeze or break down. If there is only a limited supply of computers, teachers need to create a grouping system of students that will work well together to complete the task.
Standards meet: TF-III A.7, D.1, E.12
________________________________________________________________________________
2-14-12
Continual Evaluation
1 Hour
By reviewing the teachers lessons plan on the district website, and Google Docs scheduling of the computer lab offers evidence of teachers implementing technology within their curriculum. Students store their projects in their student ID folder located on the serving, allowing teachers to retrieve, share and review their skills throughout the year. Students are required to apply knowledge learned through the years to each technology assignment. Such skills include correct typing or keyboarding, posture, computer application, safety while online and saving of work throughout the project. During the use of the computer lab, teachers are also responsible for increasing the technology levels of students by demonstrating and sharing techniques to be used for the current assignment.
Standard TF-V, B.1
2-20-12
3 Hours
Technology: Enchanted Learning: Asteroids, Comets, and Meteors
Enchanted Learning is an educational site that offers instructional based materials that are aligned with teaching objectives. This web-based site supports materials taught in 6th grade science covering the solar systems. For their class assignment, students were instructed to use Enchanted Learning to complete their research and required questions on asteroids, comets, and meteors as space objects within the solar system. I assisted the students in locating the site by the web addressed and navigating through the site to learn the different of the three space objects. During the 3 day assignment, students were given a laptop to conduct their research. To ensure students were on task and proceeding actively on the assignment, I monitored student’s activities by moving around the room and redirecting as needed. The site covered the needed material for the unit over space objects as required by the state and district. The alignment allowed students to actively engage in the learning process by searching for information available within the site while viewing images, creating a visual of learning and real time of the next occurrence of Halley’s Comet or meteor showers.
As a facilitator, it is important that technology allows students and teachers to connect with real life experiences and knowledge, creating a memorable experience. Web-based instruction can offer materials and hands-on learning that textbooks lack or fail to grasp. Using computers in the classroom requires teachers to be aware of the interactions of his or her students by actively monitoring the computer screens to ensure success and completion of the assignment. Teachers must also be aware and alert of alterative assignments when the internet fails or computers freeze or break down. If there is only a limited supply of computers, teachers need to create a grouping system of students that will work well together to complete the task.
Standards meet: TF-III A.7, D.1, E.12
________________________________________________________________________________
2-14-12
Continual Evaluation
1 Hour
By reviewing the teachers lessons plan on the district website, and Google Docs scheduling of the computer lab offers evidence of teachers implementing technology within their curriculum. Students store their projects in their student ID folder located on the serving, allowing teachers to retrieve, share and review their skills throughout the year. Students are required to apply knowledge learned through the years to each technology assignment. Such skills include correct typing or keyboarding, posture, computer application, safety while online and saving of work throughout the project. During the use of the computer lab, teachers are also responsible for increasing the technology levels of students by demonstrating and sharing techniques to be used for the current assignment.
By reviewing student folders and projects, teachers are able to assess the growth of each student through the use of technology while viewing projects used and created by other teachers.
2-20-12
Description of Activity/Mini Teach: President Research
1 Hour
1 Hour
Students selected a President for research. As part of their social studies assignment and curriculum objective, I had the opportunity to assist the social studies teacher and students with the creation of their PowerPoint presentations. During the class period, I was able to teach the 6th grade students how to use search engines to find accurate site on the internet. In this demonstration I showed students how to address the key facts and make the material their own. The student were used to just copying and pasting sentences onto their pages, having no clue what some words meant or what they had just posted. We explored was of reading materials on the internet that were at their grade level. For example we use Ask Kids (http://www.askkids.com/) and KidsClick (http://www.kidsclick.org/). An additional training opportunity was explored, how to create professional presentations. A short demonstration was shown to the teacher as well as the students on how to change or modify a background in PowerPoint. I also showed the teacher how to import/download additional backgrounds from the internet for Microsoft word for free. Another issue was copyright issues. As 6th graders students have not been taught how to correctly credit the source they are using or if they even have permission to do so. We looked at sites that offer free digital images with the understanding that the student credited the site in their presentations. Students created a reference page at the end of thier assignment listing the sites in which they gathered and photographs/graphics information along with a link. The teacher had little knowledge of PowerPoint therefore benefitted from the training /lesson that I presented.
Standands meet: TF-III A.1-7, D.1, & E.1-2, TF-VI, A.1, B.1
Standands meet: TF-III A.1-7, D.1, & E.1-2, TF-VI, A.1, B.1
_______________________________________________________________________________
2-29-12
6 Hours
Parental Portal - Student Access
Technology: Computer, Internet, and BISD site - link to Parent Portal https://txsuite.txeis.esc6.net/Buffalo/txConnect/Login.aspx
Our district recently decided to create access for students in to the Parent Portal program. Parent Portal alerts parents of failing grades, missing work, tardies, assignments due and absences. In the past only the parents of the student received a sign on pass word. This semester our campus decided to create student accounts and passwords in Parent Portal. By doing this student would be allow to review their grades, assignments and tardies in each class. Since missing work and average had declined for several students this additional made students more accountable for their school work. In order to achieve this students had to be trained how to access Parent Portal and create a password separate from their parents. By groups students were sent to the computer lab where I assissted them in logging on to the software and creating a password. Once all passwords were completed we toured the pages and learned how to navigate to each class and view grades per teachers. Students also were shown how to set up alerts that could go to their cell phones. Another issue was due dates, since our grading policy only allows a student 3 days to complete an assignment for credit I spend a few minutes showing students how to find the day the assignment was due therefore they would know if it was to later to try to turn it in. By offering students the ability to asscess their information at school or at home allows for the student to take responsibility of their learning process to the next level.
Standrard meet: TF-IV, A.1, TF-VII A.4
Standrard meet: TF-IV, A.1, TF-VII A.4
________________________________________________________________________________
3-7-12 & 3-8-12
6 Hours
Technology: Internet
Thinkquest: http://library.thinkquest.org/J002289/
As an introduction to the rock cycle students were provided with an Internet based activity. The Thinkquest: This Planet Really Rocks offers students the ability to gather visuals images as long with knowledge about the rock cycle. Students were assigned a mobile laptop to conduct their research over rocks and minerals found on Earth. Strategies to manage students learning and management of activity was to introduce the site. Using a Smart board, I displayed the website and web address to the students, allowing them to log in. Once the students logged into the required site, I proceed to show them how to navigate the site to complete the worksheet they were assigned. Students were instructed to use links within the site to learn more about the different types of rocks and minerals. During the lesson, students were asked to locate and name the three types of rocks along with verify the difference between a rock and mineral. To manage student learning, I continuously walking around the room, making students were on task and did not venture from the assigned website. Throughout their search, students were engaged in multiple activities as a group as well as individually. Several students with IEP's were offered additional assistance. I help students locate and use the link within the site, the rock that allowed them to easily move from page to page. Students with learning disabilities received a modified worksheet to complete while proceeding through the site.
Standard meet: TF-II A.1-3, D.1, E.1, F.1
_________________________________________________________________________________
3-8-12
2 Hours
Technology: Wordle http://www.wordle.net/
The reading teacher wanted to incorporate a lesson using technology. The current lesson being studied was over vocabulary for the Civil Right Movement Unit. Word clouds are great ways to classify a unit or vocabulary words within a unit. During this unit, students were required to write several essays as well as write a poem. By incorporating Wordle, students would be able to create a word cloud that reflects their essay or poem as a whole. Student in 8th grade Student were shown how to access Wordle in the computer lab during their class period. Each student selected an essay or poem to create a word cloud. Wordle word clouds also benefit the students by showing them an emphasis on words that were repeated or patterns of repetition and emphasis. When needed I assisted students with their creation then pointed out words that repeated themselves. Students were allowed to create additional word clouds that reflected themselves as individuals.
Standard Meet: TF-V C.2
_________________________________________________________________________________
3-19-20
Training: RSCCC tx Gradebook/Parent Portal as a documentation/communication tool
1 Hour
Since Parent Portal, RSCCC tx Gradebook for teachers, a communication tool that BISD already has in place, the only issue to be addressed is training to implement the request by the Principal, Mrs. Davis. On March 19th, I held one hour training after school demonstrating how to include notes on assignment requirements that parents/students would be able to view. The other tool teachers need to utilize in Gradebook is the comment field for documentation. This feature allows teachers to indicate if they modified an assignment/test, sent student to the learning lab, or gave an extension, records that are required by the state for students with IEP’s. These types of entries can be selected to be seen or unseen through Parent Portal. The comment feature also allows teacher to leave notes to parents, such as: student was given two extra days on assignment but failed to turn in resulting in a zero.
This training utilize a software already being used and a created an active communication tool for parents are the status of their child's grade. In addition, the school not has a electronic record of all IEP's being met per student per teacher, meeting the state requirement.
Standards Meet: TF-VI E.1, TF-VII A.2, A.4, A.8, C.1
_________________________________________________________________________________
3-20-12
Mini Teach - Mrs. Howard
2 Hours
Mrs. Howard asked for training on inserting images and video into a powerpoint presentation and creating a survey for her student complete online. She first wanted to scan an image then place it in her ppt. I showed her how to use the copier to scan and email the image to herself. She did not realize the image would be black and white and ask how to get a colored image. We discussed copyright laws and I showed her how to copy the image from the internet check the copyright laws on the website and then cite the image correctly within her presentation. Once that was complete we worked on the video clip, due to the clip she selected I recommended she put a link in her presentation, double-click on the link when showing that slide so the video would show from internet since their was a problem with the download. The next item was creating a survey for her students to complete. She wanted to use Google Docs but students were not able to access the survey. I showed her how to create a survey through the district website that the students will access from Buffalo Junior High page - click on form - then on Mrs. Howard's Class Survey.
I also provided her with the link:
http://www.buffaloisd.net/bjh/form.php?fid=d4ed33b0d729d0d6f4689923e3cdf3ea
I then showed her how to make the responses be sent to her email address and how to retrieve the report of results.
__________________________________________________________________________________
3-22-12
Mini Teach - BrainPOP ESL
1 Hour
No comments:
Post a Comment