Differentiation is something that is vital in every classroom. As educators, we are challenged with a wide variety of learners in our classrooms, which change each year. We are always looking for ways to teach more effectively and meet the needs of each individual student. When reviewing the articles for Voice Thread this week, it became apparent that it is an excellent tool to help students who were not eager to learn or have a distaste for school. These articles led me to research in regards to using technology to differentiate instruction. I found an article that lists multiple websites which can assist teachers in helping students of all learning abilities by engaging the students in new and creative ways. The websites are broken up by subject area and each have a brief description listed. I found this literature helpful in my continued search for new resources for my classroom.
Are there any sites that you recently learned about? Do you use technology to differentiate instruction in the classroom?
Thursday, November 21, 2013
Sunday, November 17, 2013
Social Media In and For the Classroom
Social media can create a lot of controversy in any school. Many administrators and even parents are reluctant for teachers to incorporate these types of websites into daily classroom assignments and routines. Today posted an article that discusses social media within the classroom. The article presents ideas and examples that show the positive aspects of social media- there are many interesting and convincing points in this piece.
Additionally, the article introduces the reader to a teacher's blog. Her blog is full of great ideas that other teachers can tweak to fit their own classroom needs. I can't tell you how many ideas I have gotten from Pinterest and Instagram- why can't we encourage our kids to use these sites as an outlet or creative place to find and alter ideas to serve their own specific purposes?
Additionally, the article introduces the reader to a teacher's blog. Her blog is full of great ideas that other teachers can tweak to fit their own classroom needs. I can't tell you how many ideas I have gotten from Pinterest and Instagram- why can't we encourage our kids to use these sites as an outlet or creative place to find and alter ideas to serve their own specific purposes?
Sunday, November 10, 2013
Benefits of Using Glogster
While googling Glogster I found a librarian's website which listed some benefits of using this learning tool. Her site provides a detailed explanation of how Glogster can help students and teachers in a school setting. The writer discusses increased literacy, implementation of standards, and engagement as some positive attributes.
As I continued my search I found Glogster's blog. I think this is a great resource for finding ideas on how to creatively and effectively implement this site. There is an impressive list of ideas that are very interesting- I have to say I would have never thought of many of them myself! Isn't it always nice to see a group of people work together to build ideas for the learning and school communities around them?!
As I continued my search I found Glogster's blog. I think this is a great resource for finding ideas on how to creatively and effectively implement this site. There is an impressive list of ideas that are very interesting- I have to say I would have never thought of many of them myself! Isn't it always nice to see a group of people work together to build ideas for the learning and school communities around them?!
Sunday, November 3, 2013
Banned Books
Our weekly readings really got me thinking about banned books. I am appalled by how many books are deemed inappropriate for school. I googled "banned books" and the results are endless. Some of the justifications are ridiculous. Additionally, it is discouraging to see how many people are okay with ignoring so many social issues that are displayed in these texts. I found an article posted by the New York Public Library which details several books that are currently banned in a variety of locations. The explanations are interesting. It appears as though some people want children to believe we live in a society where nothing can go wrong. We cannot discuss past failures or anything that can cause others to feel uncomfortable. I think it is sad that the solution being presented is to shelter students from this material. What happens when they discover that society has its ups and downs? That the world is not always perfect? That people experience hate and discrimination? Though these are not things we must dwell on constantly, shouldn't they be aware that these things exist? Are we properly preparing them for "the real world" if we are safeguarding their every move? I do think there needs to be a common ground that is met and that many curriculum building decisions should be based on age, location, and "appropriateness," however I also think we can be shortchanging our students by pretending certain elements of our society don't exist.
Do you incorporate any frequently banned books in your classroom? If so, how do you handle the challenging material at hand?
Sunday, October 27, 2013
All About the Kids!
I just scanned some of my older posts and realized that my topics are turning into reflections. Reflections of my week, how students respond, and my Pitt projects. I like to have an outlet to step back and see what I accomplished and struggled with throughout the week. Additionally, all of those things are a big part of my life right now!
That being said... I reflect. I decided to incorporate my students into my podcast project. I planned on completing my own podcast project on "Holes" as it is a book I love and currently teach in my 6th grade reading class. However, we are working towards incorporating these technologies into our own classrooms- so why not give it a shot, right?!
I spoke with my principal to get the okay, sent permission slips home, and wrote a script. Each day my students were getting more and more excited. They wanted to know who got what part, what the script was like, etc. This class is made up of 13 kids, there are several students with multiple diagnosis who need additional support, and they have been traditionally judged by other teachers in the school as being "difficult to teach". I love them. I see them once a day and their enthusiasm and energy is infectious. They want to be in reading class and I love having them there.
When recording day arrived they couldn't contain themselves. They were so excited and mature about the process. I had them for three periods that day instead of one. Is my podcast perfect? No. Did everyone speak as well as they did during practices? Absolutely not. However, we all learned something from this experience. I don't have the best podcast. I probably would have a "better" project if I worked on my own, but I incorporated the tool in my room. I took the commonality of school that I share with my students and created an experience for all of us to share. Nothing beats the excitement of a child willing to learn.
That being said... I reflect. I decided to incorporate my students into my podcast project. I planned on completing my own podcast project on "Holes" as it is a book I love and currently teach in my 6th grade reading class. However, we are working towards incorporating these technologies into our own classrooms- so why not give it a shot, right?!
I spoke with my principal to get the okay, sent permission slips home, and wrote a script. Each day my students were getting more and more excited. They wanted to know who got what part, what the script was like, etc. This class is made up of 13 kids, there are several students with multiple diagnosis who need additional support, and they have been traditionally judged by other teachers in the school as being "difficult to teach". I love them. I see them once a day and their enthusiasm and energy is infectious. They want to be in reading class and I love having them there.
When recording day arrived they couldn't contain themselves. They were so excited and mature about the process. I had them for three periods that day instead of one. Is my podcast perfect? No. Did everyone speak as well as they did during practices? Absolutely not. However, we all learned something from this experience. I don't have the best podcast. I probably would have a "better" project if I worked on my own, but I incorporated the tool in my room. I took the commonality of school that I share with my students and created an experience for all of us to share. Nothing beats the excitement of a child willing to learn.
Sunday, October 20, 2013
Screencasting Experience Part 2
In my last post, I discussed my experience with screencasting for my Pitt class. I also focused on how I could incorporate this resource into my classroom. I decided to talk about this project with my students. As I have said before, I am really open with my students and I think they like hearing about what is going on in my world.
On Monday, in English, we discussed what a screencast is and how it could be helpful for the students. I wanted ideas of topics, programs, etc. which they felt they would benefit in having a screencast example. Would my students gain anything from me modeling formatting in Word? What about Power Point?
As the discussion continued it was clear they didn't have a full understanding of what screencasting actually was. They wanted to see my project! I decided there was no harm in sharing. As I was turning on my laptop and Smart Board I thought it was a good time to discuss the importance of audience. We focus on audience a lot when thinking about writing. The class came to an understanding that my screencast was developed for my professor and peers, rather than for my students. I think this was a valuable discussion-- they finally saw a real life example of the importance of knowing and understanding your audience!
After watching the screencast their reactions were awesome! They had several suggestions for topics they need help with when working at home. I will produce screencasts focusing on these topics and post them on my school blog so they have the resources readily available. Additionally, they begged to have their own projects based around screencasting. I can't wait to continue to implement these new ideas into my curriculum! I plan to have another follow up post with how the students react to screencasts made specifically for them!
Have you ever shared your work with students? If so, how did they react?
On Monday, in English, we discussed what a screencast is and how it could be helpful for the students. I wanted ideas of topics, programs, etc. which they felt they would benefit in having a screencast example. Would my students gain anything from me modeling formatting in Word? What about Power Point?
As the discussion continued it was clear they didn't have a full understanding of what screencasting actually was. They wanted to see my project! I decided there was no harm in sharing. As I was turning on my laptop and Smart Board I thought it was a good time to discuss the importance of audience. We focus on audience a lot when thinking about writing. The class came to an understanding that my screencast was developed for my professor and peers, rather than for my students. I think this was a valuable discussion-- they finally saw a real life example of the importance of knowing and understanding your audience!
After watching the screencast their reactions were awesome! They had several suggestions for topics they need help with when working at home. I will produce screencasts focusing on these topics and post them on my school blog so they have the resources readily available. Additionally, they begged to have their own projects based around screencasting. I can't wait to continue to implement these new ideas into my curriculum! I plan to have another follow up post with how the students react to screencasts made specifically for them!
Have you ever shared your work with students? If so, how did they react?
Sunday, October 13, 2013
Screencasting Experience
This week was my turn to complete a screencasting project for my grad school class. I was a little anxious about this project. As much as I love technology I am not the most tech savvy person out there! I was amazed with Jing and how it is so user friendly and easily accessible. Anyone can download Jing and start using the program within minutes. After I completed my assignment I started thinking about ways I could incorporate this into my classroom, which led to a google search. I found a blog entry that discusses one teacher's experience with screencasting. She used Jing to leave directions for her students when she knew she would be out of school. This method insured that the students and the substitute teacher had clear instructions. So, what are other ways I can incorporate screencasting throughout the school year?
After reflecting these are some ideas I came up with:
After reflecting these are some ideas I came up with:
- I like Terie's idea of leaving detailed instructions for a substitute and your students during planned absences
- Helping students navigate new websites- pointing out features that could be helpful
- Assisting students with common formatting issues such as outlining in Word, using PowerPoint, and graphing in Excel (all things my students are working on now)
- Modeling assignments
- Provide student feedback on work submitted online
- Differentiating instruction for students of all needs- educators can provide additional screencasting resources for students who may be in need of additional support
Additionally, I think Jing opens the opportunity to allow students to teach educators something, too! Why not have students introduce new websites to the classroom/teacher? Or have the student provide a summary of a research source via screencasting. Lastly, they could explain their thoughts on a poem, short story, etc. while navigating the text.
The possibilities are endless! I plan to make a few formatting tutorials for my students to introduce them to screencasting. Once they are more comfortable, I plan on incorporating some type of student based project which will allow them to sit in the driver's seat! I can't wait to see how they run with this type of creative freedom!
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