Here's the digital camera PowerPoint I refer to in the lesson below. In its original form, it can be viewed in a linear fashion like you see here or by clicking on a given topic, which made it a perfect quick reference source in the lesson.
Friday, June 29, 2007
Tuesday, June 26, 2007
Here's the PowerPoint (really Keynote) presentation that goes with the lesson below. Thanks to Matthew for sharing SlideShare with me which made it incredibly easy to embed share presentation with everyone. :)
I wanted to share a lesson I created, so here's one of the latest
1. Learning Objectives
This lesson meets the following state and national content area standards:
Florida Sunshine State Standards (3rd-5th)
-Geometry and Spatial Sense
--Standard 1:
---The student describes, draws, identifies, and analyzes two-and three-dimensional
shapes. (MA.C.1.2)
National Council of Teachers of Mathematics (3rd-5th)
-Geometry Standard for Grades 3–5
--Instructional programs from pre-kindergarten through grade 12 should enable all
students to analyze characteristics and properties of two- and three-dimensional
geometric shapes and develop mathematical arguments about geometric relationships.
---In grades 3–5 all students should identify, compare, and analyze attributes of two-
and three-dimensional shapes and develop vocabulary to describe the attributes.
National Education Technology Standards for Students
-Technology Productivity Tools
--Students use technology tools to enhance learning, increase productivity, and promote creativity.
2. Content Knowledge
This activity requires content knowledge not only in mathematics, but also in digital photography and the use of the Posterino software. To ensure students feel comfortable using the digital camera and the Posterino software, students will have the option to review a PowerPoint presentation explaining how to use the digital camera, which will provide them with basic information and tips, and PowerPoint presentation that demonstrates how to use the software, which will help them have a professional finished product. Since this activity is a summative assessment of the students’ understanding of specific shapes, they should have a sufficient content knowledge at this point in time.
3. Student Grouping
Since we have a limited access to digital cameras and computers, the students will work in groups to help reduce the demand on the technology. Additionally, students working in groups will have an opportunity for peer support.
4. Methods
In this activity, my mentor teacher and I will team-teach. This method will allow at least one of us to circulate among the students at all times.
5. Activities
Opening:
The teachers will explain the activity and show the students examples of quality work. The teachers should ask the students to tell her what some rules for the activity should be. If need be, the teachers can prompt the students by asking questions like, “what areas of the school should we stay in while we take our pictures” and “what about handling the camera”. As the students respond, the teachers should write the guidelines on the board. For their final product students will need at least one picture to illustrate each assigned shape. Group assignment will be at the discretion of the teachers. Before releasing the students, the teachers should distribute timers to each group and remind the students they will have ten minutes to go around the school and take pictures.
Main activity/activities:
The students will work in their groups taking pictures, while the teachers assist individuals as needed. As the students return, the teachers will upload their pictures into a folder with their names into iPhoto (this will make it much easier for the students to locate their photos later). The students will then use Posterino to add their photos to definitions of the shape (e.g. number of sides and formula for area).
Closing:
To end the activity, the teachers will ask the students to shutdown the computers on which they were working. The teachers will also remind the students that they may use their recess time or come in before or after school to complete their work if they have not done so already.
6. Materials
PowerPoint Presentations
“Digital Manual”
“Posterino How-to”
Overhead, Chalkboard, or Similar
Digital Cameras with USB Cords
Media Center Mini-lab
Demo of Posterino from on Mini-lab Computers (http://www.apple.com/downloads/macosx/imaging_3d/posterino.html)
PowerPoint Presentations on Mini-lab Computers
7. Evaluation
The teachers will evaluate student performance on an informal basis through out the activity. Teachers will have the students complete individual and group self-assessments that will be figured in with the points earned from their finished product, which will be scored with a rubric, to determine their final grade.
1. Learning Objectives
- In groups, the students will be able to identify 3 examples of their assigned shapes in nature using a digital camera.
- In groups, the students will be able to restate at least 3 attributes of their assigned shapes.
- In groups, the students will be able to construct a postcard with the pictures of their shapes using Posterino.
This lesson meets the following state and national content area standards:
Florida Sunshine State Standards (3rd-5th)
-Geometry and Spatial Sense
--Standard 1:
---The student describes, draws, identifies, and analyzes two-and three-dimensional
shapes. (MA.C.1.2)
National Council of Teachers of Mathematics (3rd-5th)
-Geometry Standard for Grades 3–5
--Instructional programs from pre-kindergarten through grade 12 should enable all
students to analyze characteristics and properties of two- and three-dimensional
geometric shapes and develop mathematical arguments about geometric relationships.
---In grades 3–5 all students should identify, compare, and analyze attributes of two-
and three-dimensional shapes and develop vocabulary to describe the attributes.
National Education Technology Standards for Students
-Technology Productivity Tools
--Students use technology tools to enhance learning, increase productivity, and promote creativity.
2. Content Knowledge
This activity requires content knowledge not only in mathematics, but also in digital photography and the use of the Posterino software. To ensure students feel comfortable using the digital camera and the Posterino software, students will have the option to review a PowerPoint presentation explaining how to use the digital camera, which will provide them with basic information and tips, and PowerPoint presentation that demonstrates how to use the software, which will help them have a professional finished product. Since this activity is a summative assessment of the students’ understanding of specific shapes, they should have a sufficient content knowledge at this point in time.
3. Student Grouping
Since we have a limited access to digital cameras and computers, the students will work in groups to help reduce the demand on the technology. Additionally, students working in groups will have an opportunity for peer support.
4. Methods
In this activity, my mentor teacher and I will team-teach. This method will allow at least one of us to circulate among the students at all times.
5. Activities
Opening:
The teachers will explain the activity and show the students examples of quality work. The teachers should ask the students to tell her what some rules for the activity should be. If need be, the teachers can prompt the students by asking questions like, “what areas of the school should we stay in while we take our pictures” and “what about handling the camera”. As the students respond, the teachers should write the guidelines on the board. For their final product students will need at least one picture to illustrate each assigned shape. Group assignment will be at the discretion of the teachers. Before releasing the students, the teachers should distribute timers to each group and remind the students they will have ten minutes to go around the school and take pictures.
Main activity/activities:
The students will work in their groups taking pictures, while the teachers assist individuals as needed. As the students return, the teachers will upload their pictures into a folder with their names into iPhoto (this will make it much easier for the students to locate their photos later). The students will then use Posterino to add their photos to definitions of the shape (e.g. number of sides and formula for area).
Closing:
To end the activity, the teachers will ask the students to shutdown the computers on which they were working. The teachers will also remind the students that they may use their recess time or come in before or after school to complete their work if they have not done so already.
6. Materials
PowerPoint Presentations
“Digital Manual”
“Posterino How-to”
Overhead, Chalkboard, or Similar
Digital Cameras with USB Cords
Media Center Mini-lab
Demo of Posterino from on Mini-lab Computers (http://www.apple.com/downloads/macosx/imaging_3d/posterino.html)
PowerPoint Presentations on Mini-lab Computers
7. Evaluation
The teachers will evaluate student performance on an informal basis through out the activity. Teachers will have the students complete individual and group self-assessments that will be figured in with the points earned from their finished product, which will be scored with a rubric, to determine their final grade.
Saturday, June 9, 2007
TwoBrains
And another thing!
One of the reasons I enjoyed Screencast-O-Matic so much was because it also introduced me to other new potential tools. This tutorial on was one of the screencasts I viewed.
TwoBrains is like social bookmarking that is guided by your individual learning goals. Once you create an account, you can establish learning goals for yourself. For example, one of is to use RSS aggregators as part of my web routine. When I find a website that helps me, I can add it as a resource for that specific goal. So, when I discovered that two of my main email providers also had RSS aggregators, which would make using RSS more convenient in my web routine, I added it to my goal. Users can search topics to see what resources others have collected for their goals. If you find a goal that someone else as that you also want, you can add it as one of your goals and all his/her recourses come with the goal. There is way more to TwoBrains, but those were the cool things that stood out to me.
In the Classroom:
I think TwoBrains could potentially be an outstanding addition to the classroom. The global collaborative potential is seemingly limitless. With proper planning and implementation, students could effectively keep a running tally of their individual and unique learning goals and teachers could gain insights into their students’ interests. Additionally, I believe this tool would also be beneficial for younger students to help build the desire to seek out information actively.
Like any other powerful tool, there are caveats to consider. Since this website is not geared specifically toward children, teachers of younger students would need to exercise extreme caution when they follow resources or allow students to follow resources. Teachers should always preview material before they view it in a classroom setting or allow students to view it and this would be no exception.
One of the reasons I enjoyed Screencast-O-Matic so much was because it also introduced me to other new potential tools. This tutorial on was one of the screencasts I viewed.
TwoBrains is like social bookmarking that is guided by your individual learning goals. Once you create an account, you can establish learning goals for yourself. For example, one of is to use RSS aggregators as part of my web routine. When I find a website that helps me, I can add it as a resource for that specific goal. So, when I discovered that two of my main email providers also had RSS aggregators, which would make using RSS more convenient in my web routine, I added it to my goal. Users can search topics to see what resources others have collected for their goals. If you find a goal that someone else as that you also want, you can add it as one of your goals and all his/her recourses come with the goal. There is way more to TwoBrains, but those were the cool things that stood out to me.
In the Classroom:
I think TwoBrains could potentially be an outstanding addition to the classroom. The global collaborative potential is seemingly limitless. With proper planning and implementation, students could effectively keep a running tally of their individual and unique learning goals and teachers could gain insights into their students’ interests. Additionally, I believe this tool would also be beneficial for younger students to help build the desire to seek out information actively.
Like any other powerful tool, there are caveats to consider. Since this website is not geared specifically toward children, teachers of younger students would need to exercise extreme caution when they follow resources or allow students to follow resources. Teachers should always preview material before they view it in a classroom setting or allow students to view it and this would be no exception.
Thursday, June 7, 2007
Screencast-o-matic
If it's free, it's for me!
While doing a random blog search, I came across Tim Lauer’s blog Education/Technology. His latest entry introduced me to a tool in part of the new trend in collaborative and social uses of the Internet in the movement known as Web 2.0. Screencast-O-Matic offers FREE (yes, I said it…FREE) screencast creating, hosting, and searching. A screencast, for those who do not know, captures what one sees on his/her computer screen and any audio narration along with it.
Before I went to Screencast-O-Matic site, I had never created a screencast. I watched a brief tutorial on the website and tried out what I learned. It was easy. Then I started searching for preexisting screencasts to see what other users created and tagged for the public eye (since the website also allows users to make screencasts private). I typed in a few vague search words and was surprised at how many results the search yielded. I watched several screencasts from the searches I did and became more and more impressed the more I watched.
I’m a pre-service teacher and we all know teachers spend too much of their own money in and on their classrooms. I am a big supporter of free services that can benefit students and teachers. I think screencasting is an excellent resource for the classroom. For example, this fall I will be working with 5th graders again. Let’s say we were doing an in class activity creating a concept map using Inspiration. At home I could create a screencast that detailed specific instructions for the students. Once in class, I could simply provide the link to my screencast and let the students watch it to gain an understanding of using Inspiration. This would allow me the freedom to circulate around the classroom and monitor student progress. It would essentially be like having another teacher in the classroom. Additionally, I could search for preexisting screencasts that already explains how to use Inspiration and potentially save myself even more time.
While doing a random blog search, I came across Tim Lauer’s blog Education/Technology. His latest entry introduced me to a tool in part of the new trend in collaborative and social uses of the Internet in the movement known as Web 2.0. Screencast-O-Matic offers FREE (yes, I said it…FREE) screencast creating, hosting, and searching. A screencast, for those who do not know, captures what one sees on his/her computer screen and any audio narration along with it.
Before I went to Screencast-O-Matic site, I had never created a screencast. I watched a brief tutorial on the website and tried out what I learned. It was easy. Then I started searching for preexisting screencasts to see what other users created and tagged for the public eye (since the website also allows users to make screencasts private). I typed in a few vague search words and was surprised at how many results the search yielded. I watched several screencasts from the searches I did and became more and more impressed the more I watched.
I’m a pre-service teacher and we all know teachers spend too much of their own money in and on their classrooms. I am a big supporter of free services that can benefit students and teachers. I think screencasting is an excellent resource for the classroom. For example, this fall I will be working with 5th graders again. Let’s say we were doing an in class activity creating a concept map using Inspiration. At home I could create a screencast that detailed specific instructions for the students. Once in class, I could simply provide the link to my screencast and let the students watch it to gain an understanding of using Inspiration. This would allow me the freedom to circulate around the classroom and monitor student progress. It would essentially be like having another teacher in the classroom. Additionally, I could search for preexisting screencasts that already explains how to use Inspiration and potentially save myself even more time.
Friday, June 1, 2007
My New Blog
I created this blog for a class I am taking at the University of Florida. I am a grad student in the PROTEACH Program. I had a blog once before for a class and I am looking forward to collaborating with my peers in this class too! I love technology and learning to make use of it in the classroom, both as a student and teacher. I believe that teachers today need to use technology in order to be culturally relevant for their students. The last classroom experience I had was a fifth grade classroom and my students performed well when I incorporated technology with them. Here’s a picture of me with my class. I blurred all the faces but mine to respect privacy.
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