Wikipedia or You Tube: For or against?
First off let me say that I try my best to allow my students the freedom to look for "unorthodox" ways to prove they have mastered a learning target. In the past I have allowed a rap, a video, a puppet show, a mural, a written play, a poster and many other things. I believe that students should have the freedom to show me what they have learned instead of just passing a test. That being said, I normally do not allow Wikipedia to be used by my students when they are researching a question or issue. I don't see it as viable simply because there are THOUSANDS of other resources they could use. Wikipedia, to me, seems like a short cut.
As far as You Tube goes, yes I do allow them to use it and yes I have used it myself in many a presentation to my class. I find this site lends itself to many arena. Also, with Wikipedia anyone can add, alter and take way, You Tube is a finished product, a video, that no one can really alter. All that can be done is after the fact of the video. We can comment, share, report but we can't change the actual video.
Sunday, February 23, 2014
Week 7 Blog Post
I have selected three blogs that I found interesting enough to follow. Here they are:
1. http://blog.leeandlow.com/2013/09/16/integrating-common-core-standards-reading-writing-speaking-and-listening-in-grades-2-3/
This blog is all about integrating the CCSS in Language Arts. I picked this blog because if you scroll down it gives you examples of how to incorporate various strategies. I liked this because although many sites can give you examples of one or two domains this site lists many, many situations and how you can best capitalize on them.
2. http://www.theguardian.com/teacher-network
I picked this blog, well, I think it is a Blog. Anyway, I picked this because it had many different tools that I could use. It has things that I could use professionally in order to keep my options open and it also has suggestions and tips on how to manage my classroom. I especially liked the "How to get a calmer classroom" piece. I could always use more work on that.
3. http://bhpenglish.wordpress.com/2014/02/21/great-ccss-lesson-planning-resource/
I chose this site mainly because, again, it talks about the CCSS. I think I keep picking these blogs because I am concerned with the CCSS and I want to not only learn about them but more importantly I want to learn how others are implementing them in their classrooms effectively
How have I used these tools:
I have not used any of the tools they speak about in these blogs. I have, however, used the CCSS in my classroom last year. It was not a requirement for us last year but it is being phased in and I wanted to get a jump on the competition. I began building my lessons around the CCSS and not so much on the Grade Level Content Expectations. A few years ago they came out with a form that was to "bridge" the two initiatives. I am looking forward to using these blogs and many others when I get back to a classroom. I also am interedted in searching out blogs that could help me in my current role as coach.
1. http://blog.leeandlow.com/2013/09/16/integrating-common-core-standards-reading-writing-speaking-and-listening-in-grades-2-3/
This blog is all about integrating the CCSS in Language Arts. I picked this blog because if you scroll down it gives you examples of how to incorporate various strategies. I liked this because although many sites can give you examples of one or two domains this site lists many, many situations and how you can best capitalize on them.
2. http://www.theguardian.com/teacher-network
I picked this blog, well, I think it is a Blog. Anyway, I picked this because it had many different tools that I could use. It has things that I could use professionally in order to keep my options open and it also has suggestions and tips on how to manage my classroom. I especially liked the "How to get a calmer classroom" piece. I could always use more work on that.
3. http://bhpenglish.wordpress.com/2014/02/21/great-ccss-lesson-planning-resource/
I chose this site mainly because, again, it talks about the CCSS. I think I keep picking these blogs because I am concerned with the CCSS and I want to not only learn about them but more importantly I want to learn how others are implementing them in their classrooms effectively
How have I used these tools:
I have not used any of the tools they speak about in these blogs. I have, however, used the CCSS in my classroom last year. It was not a requirement for us last year but it is being phased in and I wanted to get a jump on the competition. I began building my lessons around the CCSS and not so much on the Grade Level Content Expectations. A few years ago they came out with a form that was to "bridge" the two initiatives. I am looking forward to using these blogs and many others when I get back to a classroom. I also am interedted in searching out blogs that could help me in my current role as coach.
Sunday, February 2, 2014
I teach middle school english/Language Arts. The four components of SAMR model
are: Substitution, Augmentation, Modification and Redefinition. Here are my
items:
Substitution: I would use social networking sites to replicate the discussions and subgroups crfeated by the average communication form of speaking. This tool would alleviate some of the "performance anxieties" that some students may have. Using social media to create study groups may also prove interesting. For example, I could give criteria the class would have to search for in others Facebook accounts. I could tell everyone that they needed to have 4 people in their group and each person had to meet a certain criteria such as: one person has to have photos of them in another state. One person has to have at least 10 people designated as "family" in their friends domain. One person has to have posted something in the last 24 hours. One person has to be involved in at least one group. Using this format would allow for the normal caste system to be dissolved.
For augmentation I would use the RSS feed. I would use the RSS feedbecause it can redesign how students hold their bookmarks for research and homework. For example, if my students were researching Othello and they found useful sights at home and at school an RSS feed would be greatly beneficial for them to be able to access their information at school or at home.
I would use a WIKI for the modification part. I would use a WIKI to redesign our task. For example, if my students were working on a book study and they had to remain in groups and create a publication using a WIKI would allow them to collaborate ideas and resources. That way, regardless of snow days or other unforseeable things the students could still work together and be successful.
Lastly, I would use a podcast for redefinition. I would use that tool because it would allow for a creation of a new task. After having done the research on a book involving the Holocaust the students could interview a Holocaust survivor and publish that interview at large via Podcast.
To be honest I had no idea what Web 2.0 tools were. As it turns out, I have been using them in my classroom for a myriad of things for several years now. I used podcasts using video with my kindergarten students to help reinforce numbers and letters so I am very happy to know that I have been using Web 2.0 tools for a while.
Substitution: I would use social networking sites to replicate the discussions and subgroups crfeated by the average communication form of speaking. This tool would alleviate some of the "performance anxieties" that some students may have. Using social media to create study groups may also prove interesting. For example, I could give criteria the class would have to search for in others Facebook accounts. I could tell everyone that they needed to have 4 people in their group and each person had to meet a certain criteria such as: one person has to have photos of them in another state. One person has to have at least 10 people designated as "family" in their friends domain. One person has to have posted something in the last 24 hours. One person has to be involved in at least one group. Using this format would allow for the normal caste system to be dissolved.
For augmentation I would use the RSS feed. I would use the RSS feedbecause it can redesign how students hold their bookmarks for research and homework. For example, if my students were researching Othello and they found useful sights at home and at school an RSS feed would be greatly beneficial for them to be able to access their information at school or at home.
I would use a WIKI for the modification part. I would use a WIKI to redesign our task. For example, if my students were working on a book study and they had to remain in groups and create a publication using a WIKI would allow them to collaborate ideas and resources. That way, regardless of snow days or other unforseeable things the students could still work together and be successful.
Lastly, I would use a podcast for redefinition. I would use that tool because it would allow for a creation of a new task. After having done the research on a book involving the Holocaust the students could interview a Holocaust survivor and publish that interview at large via Podcast.
To be honest I had no idea what Web 2.0 tools were. As it turns out, I have been using them in my classroom for a myriad of things for several years now. I used podcasts using video with my kindergarten students to help reinforce numbers and letters so I am very happy to know that I have been using Web 2.0 tools for a while.
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