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?
Sunday, October 24, 2010
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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