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Tuesday, December 4

  1. page Folktales edited ... As of now, there is a policy that filters very little software and we have checked the website…
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    As of now, there is a policy that filters very little software and we have checked the websites and programs ahead of time to ensure that they are not blocked. The only issue that could arise for us is: “what happens if the internet goes out?” We have had this happen a few times this year, and if it happens during our lesson, we won’t be able to continue with our scheduled activities. The alternative will be to push the lesson back a week and turn this four week unit into a five week unit. If this happens we will pre-select some books on folktales and have an alternate filler activity for the students.
    8. What about technology failures (i.e. a site is down, a computer is offline etc.). How will you plan for these possibilities?
    ...
    following week. ForDuring the fourth lesson,technology failure, we would
    9. Think of other contexts that apply to your specific scenario.
    This scenario of developing a multicultural folktale using multiple technologies is applicable to many other contexts. Students can use the research knowledge they will have gained and apply it to other research projects. They will use the technology skills they develop while using Pixe to create other artistic projects. They will need the foundation of information organization skills in just about any future educational setting. This lesson introduces the students to a variety of technologies, exposure to which will broaden their learning scope and allow them to adapt those skills in the future.
    (view changes)
    3:43 pm
  2. page Folktales edited ... The students are seven to nine years old and in a class comprised of second and third graders.…
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    The students are seven to nine years old and in a class comprised of second and third graders. The students come to the library in groups of six, which is half the class. The school is made up of students with various learning disabilities and the students in this class vary dramatically in their abilities and special needs. Some of the students within this class are classified as having ADHD, ADD, Asperger’s Syndrome, processing issues, or are delayed in their reading and verbal skills. The students will have varying levels of prior knowledge when they begin this lesson. Because of their learning disabilities, their prior knowledge is somewhat unpredictable.
    3. Will you be teaching this yourself, or working with a teacher? What are the challenges of either scenario?
    ...
    and SLMS will meetplan out the lessons (via email or other collaborative tools) ahead of time (during the established co-planning period) to design
    ...
    those lessons. Thankfully, there is a designated planningUnfortunately, the teachers and SLMS will not be able to meet in period when all parties can work together,(scheduling challenge), which solvesis why they will use the challenge of finding a common meeting period.collaborative tools available to them in order to plan out the lessons. One last
    4. Are there scheduling challenges that affect how you plan the lessons, and when the classes will occur? Do the scheduling challenges affect when and how you will plan with other teachers?
    ...
    each week. TwoThree of the
    ...
    during the jointplanning period (teacher do have a set planning period, andthough it is not during the rest through email,same time as the SLMS's planning period), since wethe SLMSs teach a
    5. What are the technology skills of the students and the teachers? How do you plan to work around these considerations?
    The students’ technology skills are varied. Although the students are able to use many different types of software once they start an application, their reading and learning disabilities inhibit their access to many programs. They have trouble initiating searches, following step-by-step directions and staying focused for a significant period of time.
    (view changes)
    3:41 pm
  3. page Setting & Context edited ... The media center is staffed with a full-time media specialist and a part-time media assistant.…
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    The media center is staffed with a full-time media specialist and a part-time media assistant. Access to subscription databases, computers, laptops, Flip cameras, digital cameras, printers, document cameras and Promethean boards. Internet access is available at the school and the Internet resources proposed have been pre-cleared through collaboration with the IT department. There are 30 computers in the computer lab and there are two laptop carts, each with 16 laptops, for use in the library and around the school.
    This curriculum will be taught collaboratively among the Health teachers, the librarian and the Technology teacher in pursuit of the objectives identified in the Topics and Standards section. The lessons will take place primarily in the media center during the allotted health and physical education block; coordination with the Technology teacher will enable students to work on the assignments associated with this unit for portions of their technology classes for the duration of this unit, to ensure that students are able to complete the tasks.
    ...
    with the Technologylibrarian and technology teacher, any
    The anticipated result of this objective is that “Staff will implement technology into their lesson plans more regularly to develop lessons resulting in higher levels of student engagement and participation.” This objective will provide time for the needed training (if any) of staff on using the electronic resources that are proposed for this unit. The primary challenge to working with other teachers will be scheduling adequate preparation time, however, all participants in this project are specialists (i.e., the Health and Physical Education team, Special Education team, Technology teacher, and the librarian), and are accustomed to working with interdisciplinary teams to achieve goals.
    The Health teachers or the librarian will also prepare hard copies of keywords to use in searches, and will also include graphic organizers for students to complete. To prepare for possible loss of an Internet connection, the library media specialist and/or the instructional staff will prepare presentations and pathfinders, including screenshots and step-by-step instructions, with examples of the technology used, so that the lessons may still be presented, although the students might not have the ability to use the resource. If the Web site for dipity.com is down for an extended period of time, the journal will be maintained manually. If the Web site for imagechef.com is down for an extended period of time, then another resource, such as Wordle, will be used to create the word cloud.
    (view changes)
    3:30 pm
  4. page Stacey Flynn, Lora Koehler, Stephanie Flaherty, Beth Knafelc edited ... During lesson two, which should span two days of instruction, students will begin to organize …
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    During lesson two, which should span two days of instruction, students will begin to organize their research notes using digital story-telling techniques. Students will synthesize information gathered during the research lesson and note-taking lesson to create a written script in first-person. For an introduction to the six elements for creating a narrative script, the LMS and Language Arts teacher will co-teach on the elements, prior to students beginning their script writing. Students will utilize a storyboard template and once completed, will perform a peer review for another group/character. Peer reviews will be assessed using a Google form.
    For the final component, students will be using PhotoStory to present their narrative. Initially students will be provided a demonstration lesson accompanied by a how-to handout by the LMS. Once students have had an opportunity to ask questions and become familiar with the software, they can begin to work on their own PhotoStory’s. As a formative assessment, the LMS will use an exit slip to evaluate student’s knowledge of PhotoStory. As students continue to work on their group narrative presentations, they should refer to the assignment page and rubric to guide the creation process.
    {Vietnam Era Profiles for Students (1).docx}
    {assignment page and rubric.docx}
    Lessons:
    (view changes)
    3:12 pm
  5. page Intercultural Respect edited ... We are Intercultural Respect Resources, LLC, an educational contractor implementing our newly …
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    We are Intercultural Respect Resources, LLC, an educational contractor implementing our newly designed professional development program on intercultural respect for educators. This professional development will be piloted at Northwest High School in the Montgomery County Public School System (MCPS) in the fall of 2013. The program will be offered at all MCPS high schools beginning in the fall of 2014. In fall 2015, the program will be offered to middle and elementary schools throughout the county as well. Montgomery County, with its diverse communities, is ideally situated to become a national leader in the practice of intercultural respect in education.
    Here, the educators themselves are the primary students. They are a diverse group of individuals who serve their own students of varied socioeconomic statuses and ethnic and linguistic backgrounds. In order to serve effectively, the educators must understand the definition of intercultural respect, the problems likely to be faced by educators teaching culturally diverse students, and how to instill intercultural respect in their students.
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    the unit.
    The
    The school administration
    The challenges in this implementation plan are: getting educators enthusiastic about participation by making the unit engaging, and ensuring appropriate use of collaborative tools, and supporting the teachers who have limited technology backgrounds. Our lesson plans are designed with these challenges in mind. We have created tutorials for each of our applications providing step-by-step directions, which we hope will allow the completion of each assignment. The applications we have chosen to use are free, and one (Voicethread) is available offline, which increases accessibility. We are aware that teachers may feel burdened by the assignments, but because of their simplicity and diverse media forms (voice recordings and written comments), we are hopeful that teachers will feel more enthusiastic about participating. To further enthuse teachers, we will encourage administrators to somehow incentivize participation, such as entering teachers' names in a Barnes & Noble gift card raffle for each substantive blog post they complete.
    In terms of scheduling, it is paramount that teachers be allotted time to engage in the lessons. This could be during regularly scheduled professional development blocks if the unit is required by the administration; we should not expect teachers to use large amounts of their free time. Ideally, we hope to coordinate a time with the principal for the teachers to complete the assignments; for instance, every Friday or every other Friday, instead of a faculty meeting, time is granted to take part in the assignments. During the initial stages, it is very important that the assignments do not require time outside of the school environment.
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    3:04 pm
  6. page Folktales edited ... Students will use this in the fourth lesson to create their individual page for the class’s mu…
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    Students will use this in the fourth lesson to create their individual page for the class’s multicultural folktale.
    Little Bird Tales Website
    ...
    to this program.site.
    The Implementation & Assignments
    The entire unit takes place over the course of four weeks, one week per lesson plan. Each weekly lesson has its own assessment as stated in the individual lesson plans. The ultimate assignment is a Pixie-created drawing that includes the sentence that is one page of the total five page story. The librarian will then upload that story to “Little Bird Tales.” The librarian and teacher have a rubric for the final that is included in Lesson Four.
    (view changes)
    3:03 pm
  7. page Claire Valdivia, Michelle Walsh, Eun Ji, Sue Chozick edited ... Seven Grade Health Education Curriculum Essentials Document published by Boulder Valley School…
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    Seven Grade Health Education Curriculum Essentials Document published by Boulder Valley School District, Department of Curriculum and Instruction (2009)
    Middle school health curriculum for Montgomery County Public Schools,
    http://www.k12.wa.us/HealthFitness/CBAs/MiddleSchool/NutrientWiseLessonPlan?pdf
    Eun's website
    Redland Middle School's website
    (view changes)
    3:02 pm
  8. page folktales-lessonsubpage4 edited {Final - Lesson Plan #4.docx} Lesson Plan #4 Writing and Drawing Folktale Pages in Pixie to…

    {Final - Lesson Plan #4.docx}

    Lesson Plan #4
    Writing and Drawing Folktale Pages in Pixie to Create One Collaborative Digital Story in Little Bird Tales
    Essential Question: CanQuestion:Can you use
    ...
    in Pixie?
    Goal: The

    Goal:The
    students will
    The students will use express creativity in using the various drawing and stamp features available in Pixie.
    Objectives:
    Second
    Objectives:Second grade students
    ...
    grading rubric.
    Action Plan:
    1. Environment/materials:
    Environment:
    The
    Environment:The students will
    ...
    previous lesson.
    After

    After
    the lesson
    ...
    the library.
    Materials:
    -

    Materials:-
    Space on
    - Smart board – list of “jobs” and Pixie template
    ...
    book page
    - Computers with the program Pixie opened.
    2. Special Needs:
    The
    Needs:The school and
    ...
    their computers.
    The

    The
    lesson will
    ...
    the students.
    3.

    3.
    Outline of lesson: Lessonlesson:Lesson from 1:00
    ...
    as a class:
    Students
    class:Students will come
    ...
    to the lesson:
    Introduction
    lesson:Introduction - (First part of lesson):
    We
    lesson):We have all
    ...
    computer using Pixie.
    Point
    Pixie.Point to smart
    ...
    will double click (demonstrate) onclick(demonstrate)on the text
    ...
    one of writing.
    The
    writing.The teachers will
    ...

    5 minutes
    Explore

    Explore
    or experiment:
    Students
    experiment:Students will move
    40 minutes (students who do not complete the assignment will be given extra time)
    Conclusion:
    We
    Conclusion:We will remind
    ...
    next day.
    5

    5
    minutes
    Check-out time
    All

    Check-out timeAll
    right, you
    ...
    checkout books. Enjoy!
    10
    Enjoy!10 minutes
    Assessment

    Assessment
    (during and post lesson):
    The
    lesson):The teachers will
    (view changes)
    2:57 pm
  9. page folktales-lessonsubpage3 edited {Final - lesson plan #3.docx} Lesson Plan #3 Creating a Multicultural Fairytale from Gather…

    {Final - lesson plan #3.docx}

    Lesson Plan #3
    Creating a Multicultural Fairytale from Gathered Research
    Essential Question:Can you use your research about culture to create a new fairytale?
    Goal: TheGoal:The students will
    The students will express creativity in developing parts of a story.
    ...
    own culture.
    Objectives:
    Second

    Objectives:Second
    grade students
    ...
    during class.
    Second

    Second
    grade students
    ...
    grading rubric.
    Action Plan:
    1. Environment/materials:
    Environment:
    Since
    Environment:Since this is
    ...
    space underneath.
    After

    After
    the first
    ...
    work individually.
    Materials:
    -

    Materials:-
    Space on
    - Smart board – preselected images (drawn by teacher) and pens for creating images
    - Graphic organizer #1 – previously gathered research
    ...
    book page
    - Pencils and crayons
    2. Special Needs:
    The
    Needs:The school and
    ...
    out students.
    3.

    3.
    Outline of lesson: Lessonlesson:Lesson from 1:00
    ...
    as a class:
    Students
    class:Students will come
    ...
    to the lesson:
    Introduction
    lesson:Introduction - (First part of lesson):
    We
    lesson):We have been
    ...
    create a story.
    Point
    story.Point to smart
    ...
    for a clue.
    In
    clue.In groups of
    ...
    learned about.
    15 minutes

    15minutes

    Mini-lesson – (as a class):
    After
    class):After sharing what
    ...
    smart board.
    Now

    Now
    we are
    ...
    a folktale together. Eachtogether.Each of you
    ...
    will help you.
    Teachers
    you.Teachers will take
    ...
    will write.
    15 minutes
    Explore

    15minutes
    Explore
    or experiment:
    Students
    experiment:Students will return
    ...
    will ask,
    How

    How
    did you
    ...
    it important? Etc.
    The
    Etc.The teacher will
    25 minutes (students who do not complete the assignment will be given extra time)
    Conclusion:
    We
    Conclusion:We will remind
    ...
    electronic version.
    5

    5
    minutes
    Assessment

    Assessment
    (during and post lesson):
    Teachers
    lesson):Teachers will document
    ...
    smart board.
    Teachers will note whether or not that student incorporated that cultural element into his/her page of the fairytale, and will assess the graphic organizers according to the rubric.
    (view changes)
    2:57 pm

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