Friday, December 9, 2016

8 Tech Tools Worth Checking Out

Click to visit the Google Chrome website
Pros: Chrome is a free web browsing tool that can be used on several platforms, including Mac, Windows, iOS, and Android, and web activity can be synced across devices.  The web browser is known for its speed and simplicity.  With the Chrome omnibox, not only can users quickly type in web addresses, but they can also use it as a search engine.  In addition, Chrome has a built-in flash player and PDF reader.  Users can customize browsers to fit needs and preferences using apps, extensions, and themes.
Google Chrome: Customizable Web Browser


Cons: Takes up a lot of memory space. 

Overall Rating:       
Click to create a Google account
Pros: Does it exhaust you to think about having to create a separate account for every single tool you wish to use?  Google gives you an assortment of free and reliable apps, including Gmail, Blogger, Docs, and Sheets, that can be conveniently accessed through your Google account.  Group collaboration is available.  Google Hangouts is another useful tool that features group conferencing and messaging.  Apps can be downloaded onto iOS and Android devices.   

Click to view full list of Google apps
Click to visit Google Hangouts
Cons: Requires Internet access.

Overall Rating:      


Click to visit the MOODLE website
Pros: Moodle is a secure platform designed for education.  Moodle helps students keep track of assignments.  The built-in calendar works as a virtual planner.  Text, documents, videos, audio, and other files can be uploaded and submitted to be graded. Students can also receive feedback, view grades, and interact with teachers and other students through chat and audio messaging. Students view and upload assignments using the free mobile app.  MoodleCloud can also be used to create teaching and learning opportunities.  There is a free version and a school version.

MOODLE Mobile App
Cons: Videos take a large amount of time to upload.

Overall Rating:      

Click to visit the Live Binders website
Pros: Live Binders is a neat organization tool for online resources.  Rather than just bookmarking a list of links for future reference, users can categorize, add context, and share online resources.  Once you create an account, you will see a binder titled "Your First Binder" to guide you in creating your first binder.  Binder tabs make for quick and easy navigation.  Binders can be set as either public or private.  Public binders created by other users can be viewed, and users can locate and browse through wide selections of binders under specific categories.  Its concept of saving online resources is similar to that of Pinterest, but with the look of a presentation tool.

"Your First Binder" tutorial

Users can locate and browse through wide selections of binders under specific categories. Click to view binders under "education."

Cons:  Although it is possible for users to create visually-appealing binders, the website itself is not very attractive.  It has an outdated look and feel.  In addition, users must pay for an account upgrade to create more than 5 binders and 2 levels of tabs.




Overall Rating:     


Click to visit the Emaze website
Pros: Emaze is a cloud-based online presentation creator.  Presentations can be accessed online, and can be set as public or private.  Users can view and edit presentations on computers and mobile devices.  Popular Emaze presentations are viewable.  Includes a translation tool.  In addition to presentations, users can create mini sites, E-cards, games, visual stories, and invitations.

Presentation Templates

Cons: Users must pay and upgrade their account to download presentations and edit collaboratively.


Overall Rating:      


Click to visit the Wiggio website
Pros: Wiggio is a free online group collaboration tool. It includes group messaging, virtual meetings and conference calls, file sharing, and other useful features.  Messages, calls, and meetings are recorded for future reference.  No download is required.  Video tutorials are available.

Features
Cons: Users may experience audio problems during a video conference call.  There is no mobile Wiggio app.

Overall Rating:      
Click to visit the Weebly website
Pros: Weebly is a user-friendly professional website-builder that offers a variety of customizable themes.  Users can easily create photo galleries and slideshows for their websites.  Weebly also supports YouTube videos and gifs.  Users can download the Weebly app to edit on mobile devices, and use other apps in conjunction with their website.  Users can choose to upgrade from the free version based on preferences. 

Click to view different features based on version

Cons: Internet connection required. 

Overall Rating:      


Click to view Filmora website
Pros: Filmora makes video editing easy.  Its design is simpler and more user-friendly than that of iMovie.  Users are provided with music, transition effects, and filters.  Also available are built-in screen-recorder and voice-over tools.  Users can format videos to fit a selection of devices, such as iPod, iPad, and Android.  A free version of Filmora is available to download on Mac and Windows. 






Video Formatting 

 Cons: With the free version of Filmora, exported videos will have a watermark.  The watermark would probably be bearable if it were positioned near the bottom, but it is right in the middle of the screen.  To get rid of the watermark, users must upgrade to a paid version.  * However, users of the free version can still use the screen-recorder and voice-over tools in conjunction with another video editor.


Filmora watermark
Click to view Filmora pricing
Example: video made using Filmora and iMovie

Overall Rating:      

Sunday, November 6, 2016

Enabling Dreams

No student should ever be made to feel unwelcome in a classroom.  Peg Rosen explains that inclusion allows for students to be taught according to their learning styles and abilities.  Whether a student has a learning disability or a physical disability, they should be assisted in comfortably and actively learning alongside their peers.  To ensure a safe, welcoming, and nurturing learning environment, teachers must practice inclusion by modifying their lesson plans or providing accommodations to fit the needs of all students.  Both lesson modification and accommodation require observation, research, and creative improvisation.

Click to view video
According to the Individuals with Disabilities Act, Special Education is defined as "specially designed
instruction, at no cost to the parents, to meet the unique needs of children with a disability." Before any modification or accommodation can be made, teachers must observe students to understand what they need.  This is part of the Analyze Learners section of the ASSURE model, where exceptionalities are specified.  Also listed in this section are required assistive technology devices.  Many types of assistive technology are available for students, so teachers must do research to find devices that fit the needs of their students.  Many websites offer free resources, such as game and activity ideas.  Mobile apps are also available. As explained by University of Washington student Susanna Sweeney-Martini, assistive technology acts as a foundation that enables students with disabilities to do things that would be otherwise nearly impossible for them.

Kathleen Bulloch (2009) of Reading Rockets presents a list of recommendations on how teachers can adapt teaching strategies to student needs.  Visual aids are important, especially for students who have difficulty listening or following along.  Visual aids can be in the form of brightly-colored images or big, bold text used as props to help students relate to and make connections with the lesson.  Short, simple explanations and clear step-by-step instructions are also helpful.  Non-verbal students or students who have difficulty with verbal expression can be given the opportunity to express themselves through writing, art, charts, photos, or demonstrations. 

AutismSpeaks.org

       Students with disabilities must be treated with dignity and respect.  This is important to keep in mind when revising activities for inclusion.  For example, if a student uses a wheelchair, it would not be the best idea to get the student to participate in a dance activity by having other students dance in a circle around him or her.  That type of participation may cause embarrassment or discomfort to the student in a wheelchair.  Rather than being forceful, it is important to always ask students, including non-verbal students, if they would like to participate in a certain way.  Whether a student has a learning disability or a physical disability, their dreams will be enabled as long as teachers are willing to remain supportive, take advantage of assistive technology and other resources, and treat students with dignity and respect.  It is amazing to see what students can achieve with the right tools and opportunities.  


References
Rosen, P. (2014, July 8). 5 Benefits of Inclusion Classrooms. Understood. Retrieved from:


Bulloch, K. (2009). How to Adapt Your Teaching Strategies to Student Needs. Reading Rocket.

Saturday, November 5, 2016

Room for Improvement

        According to Rebecca Alber (2013), a consulting online editor for Edutopia, a website and online community that offers education tips and strategies, students perform well and are less likely to be overwhelmed by information in environments that promote happiness and encouragement.  If a lesson is dull, uninteresting, and impossible to relate to, students are less likely to retain the information that is given to them.  Although the YouTube video I used in my Lets Get Cereal About Graphing lesson plan, "Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph," is only about four minutes long, it does seem to drag on.  If I were to create a similar lesson plan, I would select a lively, colorful educational video with a more enthusiastic tone to get students excited about learning.

     In addition to a providing a happy environment, it is important to designate time for students to develop their teamwork and communication skills.  Business writer Lisa McQuerrey emphasizes the importance of teamwork by explaining that having students work in teams helps with the development of a variety of skills, including compromise, collective effort, and time management.  Rather than instructing students to participate in the Nutrition Label Activity as a whole class, I would divide all twenty-two students into eleven groups of two.  Each student would discuss and work on the "How Much Fat, Salt, and Sugar?" handout with a partner.  After fifteen minutes, provided that everyone has completed the worksheet, the groups would come together as a class to discuss their answers.  This would probably work better than the whole class giving answers aloud, and working independently on the last few questions.  Additionally, it would teach students the importance of being a helpful partner.  





    After the bar graph lesson is completed, I would proceed to introduce students to other types of graphs that can be used to show information, such as pictographs, line graphs, and circle graphs.  To relate it to the bar graph lesson, I would have students place their Nutrition Label Activity results into a pictograph.  Because the data would be readily available to students, it would give them time to focus on the method of creating a pictograph before moving on to gather additional data.  Similar to the Create-A-Bar-Graph activity, students will be able to design their pictographs and discuss them with classmates. 






     Based on the evaluation, I would plan my future lessons according to what tools and learning strategies spark the interests of students.  If students seem uninterested in the chosen media, I would take note of that and search for relatable, child-friendly tools.  The timeliness of the lesson should also be taken into account.  If the lesson did not meet the estimate amount of time, I would adjust my future lesson plans based on that outcome.  The evaluation section focused more on the instructor and the objectives, so that is also something that could be improved when creating future lesson plans.  More focus should be placed on whether students were able to both understand and demonstrate their understanding of the lesson.

     The ASSURE lesson plan format did not include a section on the relevance of the lesson.  I would include how the lesson is relevant to the real world, and how students can use the lesson in real-life situations.  I would also elaborate on exactly how I would make the lesson culturally relevant.  In addition, in the future I would better explain modifications or accommodations for students with disabilities.  I failed to be specific in this area, which is very important. 


Click to view game
     A technology tool that introduces children to pictographs would have been a good addition to the conclusion for the bar graph lesson.  This tool would allow me to familiarize students with pictographs before the next lesson, so that they will be ready to answer worksheet questions and create pictographs.  An appropriate tool to use for this practice assignment would have been any online pictograph game, such as Fishing from the Topmarks website.  Introducing a subject that may be unfamiliar to students by using an educational online game that allows hands-on interaction will minimize confusion and help students to better relate to the lesson.  For this method to work efficiently, enough tablets would have to be available for each student to use.
      





The bar graphs would be similar to this example,
but more elaborate, including a written explanation.

     

     To challenge students further, I could have given a homework assignment requiring students to independently create bar graphs to present in class.  For this homework assignment, students would be instructed to formulate a graph based on favorite food.  They would include five different types of food, input what their favorite food is, collect data from family and friends, and tally up the results.  Once they have the required data, students would be able to design bar graphs using any medium of their choice.  They would be allowed to use crayons, markers, construction paper, an online graphing tool, or any other medium that best suits their interests.  After designing the bar graph, they would write an explanation of their results to show what they learned.  This would have given them more graphing practice, as well as encourage them to think critically and creatively.  
     




     The Lets Get Cereal About Learning lesson plan definitely has a lot of room for improvement.  This assignment enabled me to work toward designing lessons that emphasize the best interests of students. Working to figure out what works best for students is a continuous process and one of the most important parts of teaching, so I am happy to be given opportunities that allow me to practice doing so.


References

Alber, R. (2013, March 4). How Are Happiness and Learning Connected? Edutopia.
Retrieved from:
McQuerrey, L. (n.d.) Why is Teamwork Important in the Classroom? The
     Houston Chronicle. Retrieved from:
     http://work.chron.com/teamwork-important-classroom-18281.html


Tuesday, October 18, 2016

Let's Get Cereal About Graphing

ASSURE Model Instructional Plan

Lesson Title: Let's Get Cereal About Graphing
Grade: Grade 2
Lesson Length: 105 minutes


Analyze Learners
Audience:
The lesson plan is designed for a class of 22 second grade students, ages 7-8, at Daniel L. Perez Elementary School. The class consists of 12 female and 10 male students. There are 5 Chamorros, 10 Filipinos, 2 Pohnpeians, 3 Palauans, and 2 Chuukese students. There are 10 ESL students. 5 students have listed their first language as Tagalog. 1 student has listed their first language as Pohnpeian. 2 students have listed their first language as Palauan. 2 students have listed their first language as Chuukese.

Exceptionalities:
1 student has a visual impairment. 1 student has a hearing impairment and uses an assistive listening device.

Learning Styles:
35% are visual learners, 25% are auditory learners, and 40% are kinesthetic learners.
State Objectives
The following are the Common Core Standards for Mathematics this lesson will address:


Represent and solve problems involving addition and subtraction.
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1


Add and subtract within 20.
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.


Represent and interpret data.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.


Vocabulary Acquisition and Use:
Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
By the end of this lesson, students will be able to do the following:


  • Define “sodium.”
  • Locate the amounts of sugar, salt, and fat in three different cereals using the Nutrition Facts Label.
  • Compare breakfast cereals according to sugar, salt, and fat amounts.
  • Create a bar graph using collected data.
    Select Methods, Media, and Materials
    Methods:
    Cooperative Learning Groups

    Materials:

    Pre-Made Bar Graph Example

    3 Brands of Cereal:
    1. Froot Loops
    2. Cheerios
    3. Lucky Charms

    Internet Access

    Computer and Projector

    Vocabulary Journals

    Handout:
    • How Much Fat, Salt, and Sugar Worksheet
    Create-A-Graph Materials
    • At least 66 sheets of construction paper
    • 12-inch rulers
    • Washable markers
    • Cereal pieces
    • Glue

    Utilize Media, Materials, and Methods
    Prepare the Materials: A computer with Internet access and a projector will be set up at the teacher’s desk. With the assistance of one student, the How Much Fat, Salt, and Sugar worksheet will be passed around to every student.

    Prepare the Environment: Desks are arranged in a Horseshoe/U-Shape to encourage group discussion and interaction. This arrangement will allow students to easily view the YouTube videos and play the Fuzz Bugs graphing game as a group.

    Prepare the Learner:
    • Prior to this lesson, students will learn that grams and milligrams are units of measurement that can be used to measure the weight of an object. The words will already be written in their Vocabulary Journals for future reference.
    • Additionally, they are to be introduced to bar graphs, so that they will have an idea of what bar graphs look like before this lesson.
    Methods:
    Cooperative Learning Groups: Students will be encouraged to participate in group discussion and activities.

    Materials:

    Pre-Made Bar Graph Example:
    • Teacher will use a pre-made bar graph to remind students what a bar graph looks like.

    3 Brands of Cereal:
    • Teacher will use 3 boxes of cereal as visuals. Cereal pieces will be used to create bar graphs.
    1. Froot Loops
    2. Cheerios
    3. Lucky Charms

    Internet Access:
    • Internet access will be needed to play:
      • “Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph” YouTube video
      • Fuzz Bugs: Creating and Interpreting a Bar Graph game
      • “Breakfast Time” YouTube video

    Computer and Projector:
    • These materials will be used to enable students to play Fuzz Bugs: Creating and Interpreting a Bar Graph. They will also be used by the teacher to show a video on Nutrition.

    Vocabulary Journals:
    • Students will learn the word “sodium” and record it into their Vocabulary Journals.

    Handouts:
    • How Much Fat, Salt, and Sugar Worksheet
      • This worksheet will have images of three different cereal brands, including their Nutrition Facts labels. Students will find the amounts of fat, salt, and sugar in all three cereals and write their answers on the blanks.
    Create-A-Graph Materials:
    • Students will use these materials to create three bar graphs to illustrate the information they collected from the How Much Fat, Salt, and Sugar Worksheet.
      • At least 66 sheets of construction paper
      • 12-inch rulers
      • Washable markers
      • Cereal pieces
      • Glue

    Media:
    Require Learner Participation
    Time
    Lesson
    Notes
    2 minutes Recognizing Bar Graphs Ask students if they remember what bar graphs look like. Hold up pre-made bar graph for students to see.
    5 minutes YouTube video: “Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph”

    15 minutes Online game: “Fuzz Bugs: Creating and Interpreting a Bar Graph”: Students will be encouraged to work as a team and help each other to collectively tell the teacher where each “fuzz bug” belongs. Online game will be projected onto a screen or board for students to see. 
    After the game ends, inform students that they will be able to create their own bar graphs later.
    23 minutes Vocabulary Activity: Introduce students to the word “sodium” and help them relate the word to their cultural backgrounds. Write the word “sodium” on the board. Read the word aloud and sound it out.
    Have students repeat the word. 
    Have students say, spell, and say the word.
    Ask students if any of them have heard of the word before.
    Explain that “sodium” is another word for “salt.”
    Go around the room asking students to give examples of salty foods that are a part of their cultures. (Chamorro, Filipino, Pohnpeian, Palauan, Chuukese.)
    Ask students if they would like to share the word for “sodium,” or “salt,” in their native languages.
    Instruct students to copy the word “sodium” and its definition, “salt,” into their Vocabulary Journals.
    15 minutes Handout: “How Much Fat, Salt, and Sugar?” Nutrition Label Activity

    Students will be asked to collectively locate the total grams of fat, salt, and sugar in Froot Loops and write their answers down on the blanks after saying them out loud.

    Students will then be given time to fill out the rest of the worksheet. After 10 minutes, the teacher will go over the worksheet with students and check to see that everyone has the correct answers.
    3 boxes of cereal will be placed on desk for students to see.
    Students will be asked if they recognize the three different cereals shown both on the desk and on the worksheet.
    Hold up each cereal box and ask students if they like the cereal. (“Who likes Froot Loops?”)
    Instruct students to look at the first Nutrition Facts Label shown on the worksheet.
    Explain that the total grams of fat can be found in the red rectangle, the total grams of salt can be found in the blue rectangle, and the total grams of sugar can be found in the green rectangle.
    30 minutes Create-A-Graph Activity: Each student will use construction paper, a ruler, markers, glue, and cereal pieces to create three graphs to compare the fat, salt, and sugar content of three cereals. Students will be assisted as needed. Before students get started on their graphs, draw an example of a bar graph entitled “Fat” on the board. The vertical axis will show the number of grams, while the horizontal axis will show the names of the three different cereals. 
    Students will help fill out the example bar graph on the board by referring to their handouts and saying how many grams of fat are in the three cereals.
    10 minutes Graph Discussion: Students will take turns showing their graphs. Discuss the results.

    5 minutes Physical Activity
    YouTube video: “Breakfast Time”
    This music video explains the importance of healthy eating. 
    Before the video is started, students will be instructed to stand up, push their chairs in, and stretch.
    While students stretch, explain the importance of physical activity.
    Encourage students to make the healthy choice and dance once the minute-long video starts playing.
    Sing and dance along with the video so that students feel more comfortable participating.
    Evaluate & Revise
    Student Performance:
    • Did students actively participate in discussion while working on the “How Much Fat, Salt, and Sugar” worksheets?
    • The bar graphs will be graded using the “A Perfect Bar Graph” rubric.
    • Did students engage in critical thinking after working on their bar graphs?
    • Did students have a positive experience with this lesson?



      CATEGORY
      1
      2
      3
      4
      Graph has Appropriate Title
      Graph has no title
      A title is provided
      Title includes one variable
      Title accurately describes graph data
      X axis is labeled
      No labels appear
      Labeled incorrectly
      Labeled with y axis label
      Labeled correctly
      Y axis is labeled
      No labels appear
      Labeled incorrectly
      Labeled with y axis label
      Labeled correctly
      Bars are drawn accurately
      No data plotted correctly
      1-2 bars are correct
      3-4 bars are correct
      All 5 bars are correct
      Bars are filled in
      No bars are filled in
      1-2 bars are filled in
      3-4 bars are filled in
      All 5 bars are filled in

    Media Effectiveness:
    • Were students interested in the “Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph” YouTube video?
    • Did students seem to be enjoying the “Fuzz Bugs: Creating and Interpreting a Bar Graph” game?
    • Did students recognize the three breakfast cereals?
    • Did students dance and sing along to the “Breakfast Time” YouTube Video?
    • Was your choice of media and materials a good one? How will you assess the effectiveness of these tools?
    • Is it possible that other technologies, media, and materials would have done a better job?
    Instructor Performance:
    • Did the lesson meet the learning objectives?
    • Was the lesson completed in a timely manner?
    • Can this lesson be improved? How?