Monday, February 27, 2012
Thursday, February 23, 2012
Value Of Podcasting
Welcome to the 21st Century, where no longer do students have to sit through boring lectures in a filled classroom! Instead, they can go home and listen to boring lectures using podcasts. I'm kidding!
I believe that podcasts could be very valuable learning tools. First, imagine yourself as a special ed student in a classroom of middle school students. The teacher is up front and expects you to take notes while listening to him/her go on about the importance of photosynthesis. You struggle to keep up with jotting down the main points, let alone trying to figure out what photosynthesis even is! Luckily, you can go home, or anywhere for that matter, download a podcast of the lecture, and you're ready to take it all in- at your own pace! That is the beauty of podcasting; you can rewind and listen to it as many times as needed to understand the concept.
Now what would be even better is if that teacher was using vodcasts! These would appeal not only to audio learners, but also to visual learners. It's quite difficult and even uncomfortable interrupting a teacher in the middle of a lecture to ask them to slow down or answer a question you may have. Having these lectures online to rewind and replay as much as needed would be helpful, and gives you the chance to reflect on what has been taught and write down any questions that you might have. (I am assuming there is follow-up of some sort from the instructor, along with practice, and assessment.)
To take learning even further, having students create their own podcast (as our assignment requires us to) makes the tool even more valuable. I like the idea mentioned in our textbook, Web 2.0, on page 57. "The students plan and produce full podcasts covering class news, movie reviews, fashion, sports, and more." What a great way to introduce the power of research, writing, and preparation!
In the article, Using Podcasts in the Classroom, the author says, "Making their work public motivates students to do their best work–their most creative, planned, and precise work." I believe this could be used for almost any subject area, and students would put forth more effort to make sure that what they are doing is high-quality work. Not to mention, it would be fun for them!
My only concern with podcasts would be the time commitment. In a 45-minute period, how do you get podcasts researched, written, and created for groups of students? I suppose what I'm doing with the instructional videos would be considered a vodcast, and even these take a lot of preparation and extra time on my part. Something to think about I guess.
Stay tuned for my podcast used with 6th grade Math Students!
I believe that podcasts could be very valuable learning tools. First, imagine yourself as a special ed student in a classroom of middle school students. The teacher is up front and expects you to take notes while listening to him/her go on about the importance of photosynthesis. You struggle to keep up with jotting down the main points, let alone trying to figure out what photosynthesis even is! Luckily, you can go home, or anywhere for that matter, download a podcast of the lecture, and you're ready to take it all in- at your own pace! That is the beauty of podcasting; you can rewind and listen to it as many times as needed to understand the concept.
Now what would be even better is if that teacher was using vodcasts! These would appeal not only to audio learners, but also to visual learners. It's quite difficult and even uncomfortable interrupting a teacher in the middle of a lecture to ask them to slow down or answer a question you may have. Having these lectures online to rewind and replay as much as needed would be helpful, and gives you the chance to reflect on what has been taught and write down any questions that you might have. (I am assuming there is follow-up of some sort from the instructor, along with practice, and assessment.)
To take learning even further, having students create their own podcast (as our assignment requires us to) makes the tool even more valuable. I like the idea mentioned in our textbook, Web 2.0, on page 57. "The students plan and produce full podcasts covering class news, movie reviews, fashion, sports, and more." What a great way to introduce the power of research, writing, and preparation!
In the article, Using Podcasts in the Classroom, the author says, "Making their work public motivates students to do their best work–their most creative, planned, and precise work." I believe this could be used for almost any subject area, and students would put forth more effort to make sure that what they are doing is high-quality work. Not to mention, it would be fun for them!
My only concern with podcasts would be the time commitment. In a 45-minute period, how do you get podcasts researched, written, and created for groups of students? I suppose what I'm doing with the instructional videos would be considered a vodcast, and even these take a lot of preparation and extra time on my part. Something to think about I guess.
Stay tuned for my podcast used with 6th grade Math Students!
Monday, February 13, 2012
Lesson Plan- KSP 667
ASSURE Lesson Plan
Teacher’s Name:
Tara Boogerd Class Size: 23 students
Subject: Mathematics Grade: 6th Grade (11-12 years old)
Subject: Mathematics Grade: 6th Grade (11-12 years old)
About the Students:
This class is mostly high-ability students. They are considered my “Advanced”
math class. Their basic math computation
skills are average to high and their problem-solving skills are average to
high.
Lesson Plan
Topic/Brief Description: This lesson
is designed to introduce students to Unit Rates. Students will watch a video while actively
taking notes outside of class using a link set up on my school website. They will bring their notes, examples, and
any questions they have to class the following day. This lesson will teach students how to find unit
rate when given a variety of real-life situations. They will apply this knowledge to respond to
questions on how to find missing quantities and unit cost when given only group
pricing. The students will practice
their understanding of rates by completing a textbook assignment in class. They
will use this practice to prepare for a summative assessment at the end of the
chapter.
Analyze
Learners: This
lesson is created for 6th grade Math class. The class consists of twenty-three students,
including 13 females and 10 males. One
student out of the 23 is NOT white.
There is also one Special Ed student.
The students participated in the online MCA III Mathematics test in
Spring 2011. Results showed 48% (11
students) Exceeded Standards, 48% (11 students) Met Standards, and 4% (1
Student) Partially Met Standards. No students failed to meet standards.
State Standards:
6.1.2.3 Students will determine the rate for ratios of quantities with different units.
6.1.2.3 Students will determine the rate for ratios of quantities with different units.
6.1.2.4 Students will use
reasoning about multiplication and division to solve ratio and rate problems.
Select
Strategies, Technology, Media, and Materials:
§
A class set of Pearson Prentice Hall
Mathematics Course 2 Textbooks
§
A computer with internet capabilities and
downloading capabilities
§
Teacher computer with ActivBoard for class
viewing
Utilize
Technology, Media, and Materials:
Computer access in the school library is available for anyone who does not have internet capabilities at home. Students each have a hard-copy textbook, along with a username and password to access the online textbook. The teacher will use the ActivBoard software to create a series of short videos demonstrating how to find unit rates and apply them to various situations. Students have been instructed on how to view the videos at home, and what to do in case there are any technical issues. Students may use a calculator, but it is not required.
Computer access in the school library is available for anyone who does not have internet capabilities at home. Students each have a hard-copy textbook, along with a username and password to access the online textbook. The teacher will use the ActivBoard software to create a series of short videos demonstrating how to find unit rates and apply them to various situations. Students have been instructed on how to view the videos at home, and what to do in case there are any technical issues. Students may use a calculator, but it is not required.
Require
Learner Participation:
Students will prepare notes
with examples from the videos to show the teacher. Students will practice the skills using
examples from the textbook. Students are seated in “pods”,
therefore are able to ask one another for help, or ask the teacher. Self-correcting is required by using the
answer keys available. Students must go
back and correct any mistakes on the assignment before getting it checked off
by the teacher. All students are
required to receive 100% on the daily homework assignments, using as many
attempts as needed to accomplish this goal. The class also has a review day
before the formal assessment, and then mastery checks periodically to ensure
retention.
Evaluate
and Revise:
Students will be evaluated
using series of formative assessments in class (individual whiteboards, clickers,
exit slips, etc.) After reviewing,
students will be given a summative assessment for the chapter. Feedback will be given through communication
between the teacher and student on how well they think they did, which parts
they had “forgotten” and what they knew they had mastered going
into the test. The teacher will reflect
on individual and class results, and revise the lesson as needed, allowing time
for re-teaching if/when necessary.
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