3 Things Learned
1. While the other chapters of the book cover areas that are important to disability students and all students, the biggest problem for disability students is accessibility.
2. Providing alternative resources and assistive devices to students with special needs is possibly one of the best options and is what makes integration into special needs or disability students so encouraging.
3. Inclusion is the process of including special education students into the general education classroom in which case all future teachers need to be aware of the strategies for helping special education students with technology integration.
2 Connections
1. Knowing now about inclusion and how it came about I can now better prepare myself when I may come across a situation with special education students and my eventual need to integrate them not only with their fellow classmates but with technology as well.
2. Many of the programs listed in the writing skills and reading skills section may eventually be extremely important since I will be an English teacher. One in particular that I liked was Write: OutLoud which allows students to hear what they have written.
1 Question
What can I do to help students if I'm in a position where assistive technology devices are nonexistent and funding is lacking in that area?
Sunday, November 28, 2010
Sunday, November 14, 2010
Chapter 14 Response
3 Things Learned
1. With video a PE teacher could show and point to exactly what a student might be doing wrong with a certain action or motion in certain sports.
2. For health education I really liked the idea on using a webquest to have students research or look up certain health aspects. In this way students can have an interactive way of processing the information rather than straight up direct instruction.
3. I also liked the interdisciplinary instruction approach to teaching health or physical education. Including math and/or science into the teaching of these areas can put into perspective the importance or reason for physical and health education
2 Connections
1. With certain students it can be difficult finding things to write about in the English discipline. But with some students who are very sport oriented, this provides a great topic for them to maybe relay through writing.
2. Continuing the interdisciplinary look at things students could learn the science, learn the process by doing it, and then learn how to write about it.
1 Question
How could I find a way to integrate health education into a lesson on literature?
1. With video a PE teacher could show and point to exactly what a student might be doing wrong with a certain action or motion in certain sports.
2. For health education I really liked the idea on using a webquest to have students research or look up certain health aspects. In this way students can have an interactive way of processing the information rather than straight up direct instruction.
3. I also liked the interdisciplinary instruction approach to teaching health or physical education. Including math and/or science into the teaching of these areas can put into perspective the importance or reason for physical and health education
2 Connections
1. With certain students it can be difficult finding things to write about in the English discipline. But with some students who are very sport oriented, this provides a great topic for them to maybe relay through writing.
2. Continuing the interdisciplinary look at things students could learn the science, learn the process by doing it, and then learn how to write about it.
1 Question
How could I find a way to integrate health education into a lesson on literature?
Sunday, November 7, 2010
Classroom Assessment: Minute by Minute, Day by Day Response
3 things learned
1. I really liked the reference to quality assurance and quality control. As the article articulated assessment for learning requires an ongoing recognition of having to adjust and the quality of the learning.
2. Clarifying intentions and expectations for the students I believe is possibly one of the best methods for getting the students to participate better in class. Once a teacher or anybody can level with the student and tell them why they do what they do the student will most likely be more apt to do a better job with the material.
3. Providing feedback that moves students forward is something I'm not sure if I considered, but is definitely something that is very important because if I were to just say good job and hand an assignment back what would the student really get from that feedback besides satisfaction that I approved.
2 Connections
1. The one I like most is providing feedback that moves students forward. With this I could encourage students to pursue an idea for a project or help them to further concrete a certain topic that we might be discussing.
2. I would like to encourage the 'owners of their learning' as the article put it. Once a student can feel responsible for what they have learned or what they need to learn they can then be more likely to want to do well.
1 Question
1. How can I best accomplish implementation of assessment for learning into my own instructional strategies, as well as my own technology instructional strategies?
1. I really liked the reference to quality assurance and quality control. As the article articulated assessment for learning requires an ongoing recognition of having to adjust and the quality of the learning.
2. Clarifying intentions and expectations for the students I believe is possibly one of the best methods for getting the students to participate better in class. Once a teacher or anybody can level with the student and tell them why they do what they do the student will most likely be more apt to do a better job with the material.
3. Providing feedback that moves students forward is something I'm not sure if I considered, but is definitely something that is very important because if I were to just say good job and hand an assignment back what would the student really get from that feedback besides satisfaction that I approved.
2 Connections
1. The one I like most is providing feedback that moves students forward. With this I could encourage students to pursue an idea for a project or help them to further concrete a certain topic that we might be discussing.
2. I would like to encourage the 'owners of their learning' as the article put it. Once a student can feel responsible for what they have learned or what they need to learn they can then be more likely to want to do well.
1 Question
1. How can I best accomplish implementation of assessment for learning into my own instructional strategies, as well as my own technology instructional strategies?
Sunday, October 24, 2010
Chapter 10 Response
3 Things Learned
1. ESL and FL take 2 very different approaches both in how they are taught and the ways in which to integrate technology into the lessons.
2. Word processing programs have multiple languages which can help when it comes to learning how to write in a foreign language.
3. Sometimes providing authentic or up to date materials and perspectives on the culture from which language comes can be difficult, but web based resources can help troubleshoot that problem.
2 Connections
1. A cross disciplinary approach could be made with a presentation being made first in the English class and then in the Foreign Language class.
2. Depending on the class if the class is reading world literature even more cross discipline research could be done and read in the Foreign language that students might also be learning.
1 Question
What would be the best way to differentiate for students with varying levels of understanding in a FL class?
1. ESL and FL take 2 very different approaches both in how they are taught and the ways in which to integrate technology into the lessons.
2. Word processing programs have multiple languages which can help when it comes to learning how to write in a foreign language.
3. Sometimes providing authentic or up to date materials and perspectives on the culture from which language comes can be difficult, but web based resources can help troubleshoot that problem.
2 Connections
1. A cross disciplinary approach could be made with a presentation being made first in the English class and then in the Foreign Language class.
2. Depending on the class if the class is reading world literature even more cross discipline research could be done and read in the Foreign language that students might also be learning.
1 Question
What would be the best way to differentiate for students with varying levels of understanding in a FL class?
Chapter 9 Response
3 Things Learned
1. In the 21st century literacy has taken on another meaning, and that is technological literacy. Being versed in the ways of an increasingly technological society. Incorporating this has brought new meanings and ways to teach to the language arts field.
2. With the expansion of communications through new technologies, the classroom is no longer the only place where learning takes place. This expansion has added a social aspect that teachers and students can capitalize on, whether it is in communicating with schools across the world or in helping fellow students after school has ended.
3. Video projects can motivate students to do well and to write. Students can have an avenue outside of writing only, and see their projects produced and made into a video that they can work on and be proud about.
2 Connections
1. Digital storytelling can expand upon the multi-genre paper, where students use genres outside of the writing process to make a project and be creative in relaying what they know.
2. Concept mapping software can be extremely helpful when attempting to start a new writing project, and can help students in the pre-writing part of the writing process.
1 Question
1. With constant advances in technology, how do I make a decision on what the best technologies are to use in integrating them into the language arts classroom?
1. In the 21st century literacy has taken on another meaning, and that is technological literacy. Being versed in the ways of an increasingly technological society. Incorporating this has brought new meanings and ways to teach to the language arts field.
2. With the expansion of communications through new technologies, the classroom is no longer the only place where learning takes place. This expansion has added a social aspect that teachers and students can capitalize on, whether it is in communicating with schools across the world or in helping fellow students after school has ended.
3. Video projects can motivate students to do well and to write. Students can have an avenue outside of writing only, and see their projects produced and made into a video that they can work on and be proud about.
2 Connections
1. Digital storytelling can expand upon the multi-genre paper, where students use genres outside of the writing process to make a project and be creative in relaying what they know.
2. Concept mapping software can be extremely helpful when attempting to start a new writing project, and can help students in the pre-writing part of the writing process.
1 Question
1. With constant advances in technology, how do I make a decision on what the best technologies are to use in integrating them into the language arts classroom?
Sunday, October 17, 2010
Chapter 8 Response
3 Things Learned
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
Chapter 8 Response
3 Things Learned
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
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