Video sharing

Melissa Holt

Assignment 14
EDT 5372

Dr. Zhang

Video sharing with TED-Ed Activity

I created a TED-Ed lesson that is relevant to my final project and created a lesson that can be used when teaching students about mixtures and solutions.  I thought this would be a great lesson that could be used in the classroom setting as instructional reinforcement for those students who may need more help and more examples of mixtures and solutions.  I create five questions about the video in the “Think” section, added three internet links that students can explore on Mixtures and Solutions in the “Dig Deeper” section, and create two discussion questions about the video in the “Discuss” section.

http://ed.ted.com/on/YyEeHLxShttp://ed.ted.com/on/YyEeHLxShttp://ed.ted.com/on/YyEeHLxS

After completing the readings and tutorials this week as well as reflecting on my own personal experience in using video sharing, three ideas for using video sharing for teaching and learning are listed below:

Idea #1 for using Video sharing

One way that video sharing could be used to facilitate teaching and learning in the classroom, is by using video sharing to show short clips from documentaries to provide a deeper understanding of concepts that relate to content specific topics. In my 5^th grade science classroom, I have done this by showing students the trailer for Billions In Change when we learn about alternative energy, non-renewable resources, renewable energy, and technology. This video always has a huge impact on my students, and helps students gain a better understanding of the importance of using renewable energy and alternative energy in the future. 

Idea #2 for using Video sharing

Another way that video sharing can be used in the classroom setting as a way of learning would be to have students create their own videos in response to current event articles that have been read in class.  In my 5^th grade science classroom, students receive Scholastic News magazines for Science.  Therefore, students can record a video in response to what they have read in the monthly magazine subscriptions by answering the following questions in their video recording.  The three question might be:

1. What was the name of the article(s) you will speak about?
2. What did you learn from your reading(s)?
3. What is something you still wonder about after reading the article(s)?

Students could then upload their videos on a classroom video sharing link or upload their videos as a blog post entry.

Idea #3 for using Video sharing

A final way that video sharing can be used in teaching and learning would include the use of video sharing to document classroom learning and campus events that take place throughout the school year. This approach to using video sharing in the classroom setting as well as throughout the campus would be especially beneficial for the parents of student at my campus because our student population is composed of approximately 99% military students who have at least one parent who is in the military.  Therefore, since many parents are often deployed and/or sent out to field trainings for 2-3 weeks at a time, video sharing will provide parents with multiple opportunities to see all that students are learning and experiencing which will help keep parents connected to students’ education even when they are in another city, state, or country.   While this approach would prove to be very beneficial for my 5^th grade science classroom, this idea could be used at all levels of educational instruction and in all content areas.

Google Photos

Melissa Holt

Assignment 13

EDT 5372

Dr. Zhang

After completing the readings and tutorials this week as well as reflecting on my own personal experience in using Google Photos three ideas for using Google Photos for teaching and learning are listed below:

Idea #1 for using Google Photos

One way that Google Photos could be used to facilitate teaching and learning in the classroom, is by using Google Photos as a way to gain instructional ideas that correlate to specific content areas.  An educator could search through Google Photos in order to find images that could help facilitate lessons in various content areas.  Educators would have the added benefit of selecting images that can contribute to deepening student’s understanding of various concepts. In my 5th grade science classroom, I would use this approach by providing students with an image related to the science concept we are learning about for that unit and have students write a paragraph about the image using content specific science vocabulary words.

Idea #2 for using Google Photos

Another way that Google Photos can be used in the classroom setting as a way of learning would be to have students create their own Google Photos after each Unit is taught.  This would be a great way to complete a formative assessment on students’ learning.  Students would all follow the classroom requirements set forth in a teacher created Google Photos rubric and would be able to share their learnings in my 5^th grade science classroom through the use of images from the internet and/or images that can be uploaded from classroom devices.

Idea #3 for using Google Photos

A final way that Google Photos can be used in teaching and learning would include the use of Google Photos to archive lesson, activities, and events that take place throughout the school year.  Not only could this approach benefit students, but it could prove to be beneficial to parents as well.  This approach to using Google Photos in the classroom setting would be especially beneficial for the parents of student at my campus because our student population is composed of approximately 99% military students who have at least one parent who is in the military.  Therefore, since many parents are often deployed and/or sent out to field trainings that last 2-3 weeks, Google Photos can provide parents with multiple opportunities to see all that their students are learning which will help keep parents connected to students' education even when they are in a another city, state, or country.  While this approach would prove to be very beneficial for my 5^th grade science classroom, this idea could be used at all levels of educational instruction and in all content areas.

Google Photo Album

Melissa Holt

Assignment 13

EDT 5372

Dr. Zhang

https://goo.gl/photos/MrUva2uArpLArBhP9 

The Google Photos album that I created is a photo story about the current environmental changes that are occurring on our plant.  As a science teacher, it is extremely important for me to teach students about alternative energy sources, renewable resources, and conservation methods.  With deforestation, droughts, and melting ice caps, climate change continues to remain a growing concern and important topic of interest.

Self-Directed Learning Using Feedly

Melissa Holt

Assignment 12

EDT 5372

Dr. Zhang

            After reading two educational post from the educational technology blogs that I subscribed to, I found the postings to be very enlightening. A synopsis of what I learned from each of the educational technology blogs is listed below:

Edutopica: Building Vocabulary Through Fun and Games

            In this blog post, I truly learned several really great things that I plan to take back to my classroom.  I enjoyed this article, not only because the findings within the article are intended to provide academic vocabulary building skills for all student, but also because the suggestions in the article can specifically be geared toward students who are English Language Learners (ELL) and English for Speakers of Other Languages (ESOL).  Because the El Paso boarder region has a large number of students who are ELL’s and ESOL’s, these strategies can prove to be very beneficial in helping teacher facilitate and promote student learning in the classroom setting as student build their vocabulary skills in the English language.  The importance of vocabulary building is not only essential for ELL and ESOL students, but often students have difficulty with comprehension skills due to unknown vocabulary words.  The approach to building vocabulary through fun games is an approach to deepen students’ understanding of key terms while keeping them engaged in their learning. Some interesting findings presented in the blog post included having students examine non-examples of vocabulary words, using online vocabulary tools such as a visual thesaurus, and drawing guessed meanings of unknown words as students encounter new vocabulary words. The article even incorporates a kinesthetic approach to building vocabulary skills with a “rating game”.  I found the suggestions in this article to be very creative ways of teaching vocabulary and I aim to integrate at least one of these strategies into my classroom this school year.    

Feedly Link: http://feedly.com/i/entry/5kWGs/SfI+JL6mNKQAH3ijVlWPFqbbz7OtOHvwYHe/E=_1584a4de2b9:4be463:42ec361

Direct Link:
https://www.edutopia.org/article/buliding-vocabulary-through-fun-and-games-rebecca-givens-rolland

Edutopia: 6 Techniques for Building Reading Skills-In Any Subject

            In this blog post, I was able to learn about various strategies that can be implemented into any grade level and content area.  I found this article extremely beneficial in helping student prepare for STAAR testing for tested graded levels 3-12.  The STAAR exams in Reading, Math, Science, and Social Studies are in essence all reading exams; however, they are just reading exams that are content specific. For example, the Math STAAR exam is a reading exam on Math, and the Science STAAR exam is a reading exam on Science, etc.  Therefore, building reading skills across the curriculum is an important skill for students to develop throughout their education.  The techniques mentioned in the blog post included teaching students closed reading skills, appealing to the senses, setting reading goals, varying text length, offering opportunities for choice reading, and assessing content and skill.  The strategies are intended to help students develop their readings skills as well as continue to grow in their reading development as they become lifelong learners.

Both of these educational technology blogs provided insightful information that can be used by educators to support students in an effort to meet the needs of the 21^st century student in effective, creative, and meaningful ways.

Feedly Link: http://feedly.com/i/entry/5kWGs/SfI+JL6mNKQAH3ijVlWPFqbbz7OtOHvwYHe/E=_15853bd3517:4f0a23:48c9ca4f

Direct Link:
https://www.edutopia.org/article/6-techniques-building-reading-skills-susan-barber

LiveBinders

Melissa Holt

Assignment 12

EDT 5372

Dr. Zhang

After completing the readings and tutorials this week as well as reflecting on my own personal experience in using LiveBinders, three ideas for using LiveBinders for teaching and learning are listed below:

Idea #1 for using LiveBinders

One way that LiveBinders could be used to facilitate teaching and learning in the classroom, is by using LiveBinders to create a Science Fair portfolio.  In my 5^th grade science classroom, during science fair, all students in 5^th grade are required to type all of their science fair materials when completing the scientific method process.  Therefore, I think it would be neat to have all students create a Science Fair social bookmarking using LiveBinders to keep all their material organized.  This will allow them to create a Science Fair portfolio that will make all of their digital work easily accessible.

Idea #2 for using LiveBinders

            Another way that LiveBinders can be used in the classroom setting as a way of learning would be to have students create their own LiveBinders after each Unit is taught.  This would be a great way to complete a formative assessment on students’ learning.  Students would all follow the classroom requirements set forth in a teacher created LiveBinders rubric and would be able to share their discoveries with each other in my 5^th grade science classroom.

Idea #3 for using LiveBinders 

            A final way that LiveBinders can be used in teaching and learning would include using LiveBinders to keep teachers and students connected during absences. Through the use of LiveBinders, teachers and students can continue to work with each other in an attempt to maintain communication between teachers, students, and parents.  Not only could this approach benefit parents and students, but it could prove to be beneficial to teachers as well.  This approach to using LiveBinders in the classroom setting would allow teachers to continue classroom lessons and assignments whenever teachers are out for in-service training, family emergencies, or personal/family illness.  While this approach would prove to be very beneficial for my 5^th grade science classroom, this idea could be used at all levels of educational instruction and in all content areas. Bottom of Form

 LiveBinders Activity

I created a LiveBinders page entitled “Science Binder”.  I thought this would be a great binder that could be used in the classroom setting as an instructional reinforcement Web 2.0 tool for those students who may need more help with various concepts.   There were two main tabs create which were “Science Safety” and “Force and Motion”.  Within each of these tabs, there were 3 additional sub tabs created for a web link, picture, and video which was developed specifically to correlate to each topic.  Please click on the link below to view my LiveBinders Page. :o)

http://www.livebinders.com/play/play?id=2113554

Final Project-Lesson Ideas

Melissa Holt

Final Lesson Ideas

EDT 5372

Dr. Zhang

Rational:

Subject: Science

Grade level: 5th Grade

Lesson topic. Mixtures and Solutions

I selected this lesson as an area of focus because students need to understand the difference between a mixture and solution, and need to be able to provide examples of both. 

Learning Goals:

The learning goals and objectives for this lesson are aligned with the Texas Essential Knowledge and Skills for 5th grade science.  For this lesson, students will be expected to understand the following concepts:

This lesson will address TEKS 5.5(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and 5.5(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

Understating Student Interest and Misconceptions:

Based on my understanding of student interest and prior knowledge, my plan to tap into their interest or address misconceptions is to being the lesson with an engagement piece that will allow them to gain a general understanding of mixtures and solutions in science. We will play a game called “Who are you?” For this activity, I will coordinate with another class or grade, and have that class line up at the door and invite them into the classroom. I will have all students stand and spread throughout the room in any order. Then ask, “What just happened?” and have students explain how the classes mixed together. Then, ask students, “But, are you still from “Mrs. B’s class and Ms. Holt’s?” and lead students to reflect that although they are mixed, they have retained "who they are” or their original properties. This will be my opening lesson for the 5E Model.  The lessons and activities that follow will continue to follow the 5E model, and will incorporate Web2.0 tools. 

 

Anticipated misunderstandings for this learning objective is that students might think that solutions are impossible to separate, but there are different methods such as distillation or evaporation that will work to separate solutions. In addition, Students might think that solutions and mixtures are entirely different. Point out that there are mixtures that are not solutions, but all solutions are mixtures.

Incorporating Web 2.0 tools

I will incorporate two Web 2.0 tools into my lesson. The first Web 2.0 tool that I will use will be Edmodo. I will use Edmodo to help facilitate student learning and to reinforce what has been learned in the classroom. The second Web 2.0 tool that I will use will be Prezi.   I will use Prezi to assess student learning at the end of our lesson.

Concrete list of activities:

I will follow the 5E model; therefore, a concrete list of activities will be:

     1. Engage

     2. Explore

     3. Explain

     4. Elaborate

     5. Evaluate

Assessing student learning:

I will assess students’ learning by having students create a Prezi presentation on mixtures and solutions. 

Wikis

Melissa Holt

Assignment 11

EDT 5372

Dr. Zhang

         Identify problems observed in the scenario

While there are many benefits associated with using and implementing technology into the classroom setting, using technology is not always a smooth process.  In the scenario with Jane, a 6^th grade teacher in the Ysleta Independent School District, there were several complications that were apparent within the scenario. Although Jane had over 10 years of teaching experience, she had no teaching experience with the proper ways of integrating wikis into meaningful activities with clear learning objectives for her students.  There were numerous observable problems in the scenario. One area that presented a problem in the scenario was that in one of the groups, only one student was involved in writing the essay which meant that students were not contributing to the project equally.  Another problem that was evident in the scenario was that tensions among students regarding ownership of editing and revising, as well as giving credit to resources.  In addition, in the scenario, there were no set parameters for how editing work within the group for the writing assignment will take place.  Finally, in the scenario, some students had problems developing their ideas and making connections to the research questions when adding pictures and graphics to their group wiki pages.

          Prioritizing the problems identified

Based on these observations, ranking the problems on a scale of 1-4 based on the identified problems, with 1 being the most important, and 4 being the least important. The ranking of problems for this scenario are listed below.

1. Students had tension within some groups regarding providing ownership and credit in their writing.
   
   
2. In some groups, only one student was involved in writing the essay; therefore, students were not contributing to the project equally.
   
   
3. There were no set parameters for how editing work within the group for the writing assignment will take place.
   
   
4. Some students had problems developing their ideas and making connections to the research questions when adding pictures and graphics to their group wiki pages.

      Possible solutions for the top 3 problems

Problem #1: Students had tension within some groups regarding providing ownership and credit in their writing.

Possible Solution#1: Since tension was mounting among students providing ownership and credit their writing, a possible solution might be to have students complete an online tutorial on plagiarism. I believe this would be a great way to teach students about plagiarism. I ranked this as a number one priority because plagiarism is a serious issue and at the university level, plagiarism has serious consequences; therefore, I believe it is best to teach students about plagiarism as early as possible.

Problem #2: In some groups, only one student was involved in writing the essay; therefore, students were not contributing to the project equally.

Possible Solution #2: Since some students were not contributing to the writing project equally, a possible solution for this problem might be to create and distribute group role cards.  This will help ensure that everyone within each group has a contributing role in the group.  In addition, group role cards would place responsibility on each student within a group to make them responsible for their learning.  I ranked this as a number two priority because in life it is important to be able to work with others and contribute to groups in meaningful ways. 

Problem #3: There were no set parameters for how editing work within the group for the writing assignment will take place.

Possible Solution #3:  Since Jane was very pleased that some groups were highly engaged in collaborative research and writing, editing one another's work, challenging one another's thinking, and providing reliable resources to support their ideas, it is clear that these were the expectations that she had for this group assignment.  Therefore, a possible solution to this problem is that Jane could have created a rubric provides students with a clear understanding of the expectations for the project.  The creation of a rubric for this assignment is also beneficial because it can communicate to students how they will be assessed on thee wiki assignment.  I ranked this a number three priority because students need to be made aware of  the requirements, expectations, and learning objectives in any group project assignment. 

          Helpful links

 http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php

 https://www.pinterest.com/explore/group-roles

 http://rubistar.4teachers.org/index.php