Rubistar Rubric

In my classroom after reading The Most Dangerous Game I give the students a menu assignment where they choose their project. They can make a brochure the main character would have used to lure people to the island, a poster of the traps used that Rainsford used to escape and a description of each, or a map of the island based on description from the text. Each assignment has explicit instructions or requirements but I would use the same rubric for grading all projects. I used a template on rubistar for posters and tweaked it a bit. I then downloaded the finished rubric and uploaded to google docs. To view my rubric click here.

Organizing tools article

I just read the organizing tools article, and can see the benefit of having a web page for public school teachers. It would be a beneficial way to integrate technology and make communication between home and school more convenient. It also makes learning in the classroom relevant to the real world. In my classroom however, we have no student computers, and I have no contact with parents unless concerning special education services. If I were a public school teacher, I would set up a classroom website with a summary of each weeks learning, links to resources to reinforce skills taught, even samples of students work for parents to view.

Intel tools

I created a visual ranking project using Intel tools that I could use in my current classroom for my life skills class. We are currently working on a chapter dealing with employment, so I created a project where they have to rank what is most important in finding and obtaining employment. This is a topic students of their age need to be thinking of, all the steps are important, but what is most important. We will discuss group responses and why they order the way they did.

Login information:
Teacher ID:marciecumberledge@yahoo.com
Team ID: Intake Diagnostic
Team passwords: white green

NETS

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

podcast post #2

I could integrate my new found skill of podcasting in several ways. As I mentioned in the previous post I would like using it during independent work so students are constantly reinforced. The second way this could be used is if I were to be absent, instead of leaving generic work as teachers usually do for substitute teachers, I could have a podcast prepared and do as I would normally for my lessons. In my classroom, I could not use this as an assignment for the students to do. The reason is that because it is an institutional setting our students are very restricted when it comes to using the internet. If I could use it I would incorporate it into assignments such as essay writing, and have the students create a podcast of their essay and post online. How would I store and save my podcast to use within my classroom is save it as a .wav file in audacity and play straight from the computer using windows media player.
My podcast covered different grade level cso's because my classroom is made of multi-grade levels. The content standards are as follows:
M.O.G.3.16 derive and justify formulas for perimeter, area, surface area, and volume using nets and apply them to solve real world problems.
M.O.7.4.1 select and apply appropriate method to solve justify the method and the reasonableness of the solution, given a real world problem solving situation involving perimeter, circumference, area, surface area of prisms, volume of prisms and cylinders, distance and temperature.
M.O.7.4.3 convert units of measurement, linear, area and volume, within customary and metric systems.
M.O.8.3.6 make and test a conjecture concerning regular polygons, the cross section of a soch as a cylinder, cone, and pyramid, the intersection of two or more geometric figure in the plane and justify the results.

podcast

For this assignment we used audacity to create a podcast. I had great difficulty with this assignment, first off I have children so it is very hard to have absolute silence, secondly I made my podcast too long so it was too many mega bytes to upload to podbean. I went back and cut out the section on volume, and where I actually tell the cso's. Although this was difficult for me I see that it could be useful, it could be played often during the unit while students are working, because the more you hear something the more you remember. The technology standards this assignment covered were:



click here to hear my podcast, and here to view my script!

Prezi

I found this assignment very frustrating. We had to go to prezi.com and create a new type of presentation. I watched the tutorial even tried to find additional help, but couldn't not grasp the functionality of the program. I did the best I could but every time I clicked show, it didn't look right. So to view my prezi online click here. This assignment could be useful if I master it in a classroom for just about anything. It is similar to powerpoint, but does away with the linear structure. So it would be really good for use in science, or literature where flow charts and diagrams can be used.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
This technology is very new, and from what I read it can't be saved to your computer, and can't upload powerpoint slides other than images. This assignment allowed us to transfer current knowledge about presentational tools to new technology, and we used this emerging tool to present information.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
Because the instructions on this assignment were very vague it allowed us as students to use our own creativity, also allowed us to assess our own progress, because the format is so versatile our presentation could look very different from examples provided, and lastly this activity addressed our abilities using digital tools and resources, because not only were we using this very new type of presentation, but also had to know to save power point slides as images, or use the snipping tool, and how to embed our presentation into our blog. This assignment definitely touched on a lot of substandards.

The Outsiders on Prezi