SOU Blog

Winter Placement Reflection

2009-03-04T16:35:00.000-08:00

My CT was absent today. A substitute had been called in. She was really great and thought, as I, that this was a wonderful opportunity for me to get experience teaching. The classroom had a completely different feel with her gone. I knew it would. I have the same experience in other aspects of my life. If a leader is present, I follow. If there is no leader I step up and lead with great confidence. Co-leading is difficult if the areas of expertise aren’t clearly outlined. Without my CT, my head was calm, clear, and organized. The way she runs her classroom was a vivid memory. I naturally took control of going through her motions, her habits which the students are so familiar with. We even joked around with some of her “sayings.” I was able to give the exercises flexibility and let them take me where they led. Key points were not forgotten and etra time was spent anywhere it was needed. I rarely had to look at her lesson plan notes, so sure was I of what had to be done.
I had a lot of fun in the first class. we completed everything with a few minutes left to work on homework. We told jokes and they laughed at my handwriting style complaining “now we have 2 handwritings to get used to, yours & hers!”
Block 3 went well also. I made sure to use their names every time I spoke with them.
It is very different to teach a level where you can use the language more. In the 8th grade class we went over the dialogue they had. I had a couple pairs of students come in front of the class and read it together. They did a great job, it was very humorous and so fun to watch. We were having so much fun, and were going more in depth on the current concept that we actually ran out of time, and I had to end the homework correction early and give them their homework for the next day. I wonder in this class what the students thought of the block. There was one or two things I didn’t know how to respond to, I hope that they didn’t lose confidence in me. I am very honest when I don’t know something, but when you are a student teacher, already your credibility is in doubt.
The substitute told me several times that I was going to make a great teacher. She told me she loved my passion for my subject and that it was easy to see because of the energy I had. She also complimented me on keeping the whole room engaged. All these things were so nice to hear. I felt bad because I kept forgetting to introduce her. I think I introduced her in Block 3 and that is all. The substitute said she left my CT some notes about me as well. I also came into the staff bathroom and heard her talking about me, good things, but I still felt uncomfortable and walked back out and waited a while before reentering.

Digital Natives, Digital Immigrants

2008-08-13T17:02:00.000-07:00

Digital natives. I did grow up with the first generation of Sesame Street watchers. I myself, however, only watched it occasionally, less times than I have fingers. The total amount of television I watched would probably fit on my fingers and toes. I have always considered myself more as being part of the digital immigrant world, though technology concepts are not hard for me to understand or figure out. The first digital natives, I feel, start with those who are four or so years younger than I.
I have to agree that there is a difference in learning styles. The only time I can multitask is when one of the tasks is kinesthetically related (such as cooking, running, tennis, or hiking paired with reading, music, vocabulary study, etc...). I have friends, however, who can work on two or more different pieces of homework (including multiple essays) at the same time! I have read reports where language arts teachers have found that their students work more efficiently and with better quality when they are allowed to listen to the music on their ipods while writing. If I try to listen to music while writing or doing math or reading, etc... more time will be spent singing or dancing than working - even if the song has no lyrics.
Given this extreme developmental change, the methodology and content in classrooms does have to change. Today’s students are used to a constant flow of new information and technology has dated some of our core courses.

Clear and to the Point

2008-08-05T18:48:00.001-07:00

The powerpoint presentation book, Clear and to the Point, by Kosslyn, S. M. addresses many of the same issues outlined in the NETS Standards for Teachers. Powerpoint presentations are definitely an example of category three: model digital-age work and learning. One of Kosslyn’s main objectives is to define how to design an effective powerpoint presentation. Objective 3d talks about using technology effectively which directly parallels Kosslyn’s thesis for the book. Objective 3c discusses successful communication of relevant information. In principle one, Kosslyn addresses the importance of presenting the right amount of information: too much and the audience is lost, too little and they become bored. Principles on how to effectively communicate are outlined throughout the first chapter. Appropriate vocabulary is addressed as well as visual guidelines to aid in information comprehension and retention. Objective 2c of the NETS addresses customizing and personalizing learning activities. Kosslyn emphasizes the need to “know your audience.” The depth of background information the audience has on the topic being presented as well as the audience’s education level, determines the examples which are appropriate to use in order to connect with the audience. Objective One of the NETS talks about facilitating and inspiring learning. Kosslyn discusses the importance of clear visuals. He explains that visuals need to be simple. Not all data is important, only the information which is essential to supporting the thesis should be included. Kosslyn also addresses the way in which our brains process the grouping and presentation of information.

ED Tech Claymation reflection

2008-07-26T16:16:00.000-07:00

The claymation project completed in class on July 31 incorporated many of the NETS Standards for Students. The project called for much creativity, thus section 1 of the NETS was very apparent. Especially 1a and 1b. For example, students worked in small groups to create a video short. To come up with a theme, which everyone enjoyed and which would combine well with the project, students had to pull from existing knowledge. Standard 2a was also highly used. The project required that students work together using various forms of media such as a digital camera, the CMap program, and a home video producer such as QuickTime Pro. Standard 2d is also addressed since each person in the group was responsible for additional non tech assignments needed to complete the project. These assignments included things such as drawing the background, supplying the facts behind the story, creating the story characters, supplying the media (music, pictures, etc...). Each team member also pitched in with their personal knowledge and experience to help use the technology and gave feedback and aid to those who needed it. The latter corresponds to Standard 5b. However, standard 6a was also touched on since the programs used were more or less new to everyone in the group. All the members had to learn how to use them. Each group member, as well as other classmates, helped one another, so all progressed at basically the same level and each person ended up with an understanding of the program.