MOVIE MAKER BLOG!!!

My movie maker piece is suppose to portray the wonderful country life that I enjoy so much. I believe so many times people get caught up in the convenience of "the city life" that they forget about the serenity of the country side, God's Country as we call it. I wouldn't trade it for a million bucks, and that may make me a simple country girl but so be it. I hope everyone enjoyed my own version of "My Green Acres."


Ashley Douglas and I worked together but posted seperately. We didn't want to jepordize the quality of our project by combining two completely opposite pieces.

FEEDBACK: ADDRESS, PRESS, or BLESS!

IS IT ENGLISH CLASS OR IS IT ART CLASS?

First of all, new media already has a place in the classroom, the art classroom. I’m not saying that English teachers can’t incorporate some forms of new media texts, but let’s face it; teachers have an abundance of grammar rules which can’t be taught through visual imaging. They also have an obligation to teach composition, and unfortunately, the proper structure of composition papers can’t be taught by interpreting a picture. However, every teacher knows that visual representation enhances meaning, and a good teacher uses the perfect combination of text and visuals whenever possible to increase effectiveness. We’ve all heard that a picture speaks a thousand words. For example, teachers have used story books for years to enhance students’ comprehension of stories. This is not a new discovery!

“Finally, I would suggest, many English composition teachers have downplayed the importance of visual literacy and texts that depend primarily on visual elements because they confront us with the prospect of updating our literacies at the expense of considerable work, precious time, and a certain amount of status.” I find this quote incorrect and controversial. I can’t speak for all teachers, but as I mentioned before art composition or interpretation belongs in art class especially when being taught as a new concept. English teachers can integrate art in their lessons when it will enhance students’ learning.

As far as the computer side of things, I would have to say that one of the most important things for students to learn is the basics. Students can use this type of information whether they go to college or not. It has been my experience that colleges drill or shove required but useless computers courses down our throats. I have to say the most beneficial computer course I took was Intro to Computers at JCJC which guess what, taught me the basics. And the basics after all are what most people use on a daily basis. I believe students should have the option to take any multimedia literacy class as an elective whether it is in high school or college but should not be forced to take such classes that are not of interest or that doesn’t pertain the their degree.

Which come first, the chicken or the egg?

In this case, the chicken is “writing to learn” and the egg is “learning to write.”
Of course, learning to write should come before writing to learn. I believe a good foundation in knowing how to write should be attended to before moving the student on to writing to learn. Can you imagine someone asking you to do something you have no concept of and how overwhelming that feeling would be? Personally, I would feel like there was no hope, and no possible way I could do anything. Ultimately, I wouldn’t even try if I knew I would be defeated in the end. I believe that’s exactly how my students would feel if I asked them to write a research paper before I have taught them how to write.

However, once knowledge and understanding of writing is achieved, writing to learn is the next step and is a great teaching/learning tool for both teachers and students. In most cases, students are allowed to choose topics of interest for research papers which in return motivates them to learn all they can about that topic, and it allows the teacher to check the development of their writing skills. However, the flexibility of topic shouldn’t be restricted to research papers but could be implemented in any writing scenario.

As far as using digital technology to make writing more appealing, I believe a balance of handwritten material and digital material is needed. For example, I can remember using a calculator in math or science but not very often. Now days, it seems like that is all the students use, and working problems out by hand is a thing of the past. Don’t get me wrong, I think calculators are great tools that make things easier and faster, but I believe we shouldn’t rely totally on technology. When you have to work out math problems by hand, a great deal of thinking is required. When you use a calculator, more knowledge of knowing how to use a calculator is implemented and less on how the problem is solved. Another problem I have with relying totally on technology is that technology fails. What happens when technology fails, and no knowledge of how to complete a task independently is established? Exactly, nothing! It would be so sad to be completely helpless especially when we so desperately want our students to think critically and independently.

Red light/Green light

Red Light-Green Light

The writings required on Chapter readings and multiple respondings to peers can be overwhelming at times, but I learn from the process and the postings (feedback/comments).

I appreciate the time in class to complete assignments. Otherwise, it would almost be impossible for me because I don't have internet at home. So, THANKS!

Smart vs. Prom

I have had little interaction with both, and I see the benefits of both. Personally, I think I would like the Promethium because when we had a lady come show it to use in Dr. Fox's class, it seemed like it offered more options. We also had to do an "unneccessary" online training before the speaker came, but I couldn't tell you how to do one thing on there. I'm a hands-on learner and have to do it before I totally understand. But then again, I don't know much about the SmartBoard besides the elmo.

Ch. 7 Blog

“Motivation and Teacher Expectations. Teachers sometimes unintentionally worsen feelings of failure, disaffection, and not wanting to try anymore (p. 194).”

When I read the statement above, I thought of what we learned in Dr. Fox’s class about unintentional harmful praise. For example, if a teacher overly praises a student for doing exceptionally well on a test or any given assignment, how will the teacher compensate for praise when the student doesn’t do so well on the next test/assignment. I’m sure this type of situation happens all of the time because the teacher is so excited for the improvement in the student especially if he/she usually struggles, but will the absence or lack of praise of following tests/assignments cause the student to become less motivated or completely unmotivated all together. Fortunately, the solution is easy, we as teachers must find the perfect balance. Unfortunately, finding the perfect balance can be difficult.

However, our ability as teachers to motivate our students is extremely important to their educational success. We all know that motivation is a key element in engaging students and can be done so by activating prior knowledge and schema to teach a new concept. We also know that as teachers we are not to assume anything about any student. We should not assume that students already know/understand any given concept, and we should not assume any reasons why students seem motivated or unmotivated because we never know what our students come to us with ranging from home life to school life. Our job should be to motivate, inspire, and educate all students equally.

expository lesson blog

Curriculum Standard:
Examine how cooperation and conflict among individuals, families, businesses, and government influence the distribution of resources and analyze the effect on the economy.

Draw conclusions about how regional differences or similarities in religion, resources, etc.
may lead to cooperation or conflict.

Big Idea: Students should to understand conflict/resolution and cause/effect of each.

Preparation
1. Introduce the idea of conflicts/cooperation (resolution)
2. Have the students tell of a conflict they have encountered (teacher should probably give a
direction of conflict to minimize unrully debate of beliefs).
3. Read a book as whole group, and have students pick out conflict/resolution from the story.
The teacher will assist with students' discovery of conflict/resolution if needed.
4. Use a semantic map to demonstrate ways to organize thoughts using the idea of how a conflict
may be resolved (what are some things to do to resolve problem)
5. Discuss both sides points of view on matter of dispute. (For example, how the north felt vs.
how the south felt about the Civil War. Or how the civilians felt vs. the soldiers felt.)

Guidance
1. Having general discussion/introduction of conflict/resolution concept.
2. Having students pick out conflict/resolution from the book.
3. Having students brainstorm thoughts.
4. Discussion of points of view.
5. Teacher provides direction if discussion burn out.

Application
1. Introduce ways to resolve conflict
2. Given scenarios of conflicts, have students come up with possible resolutions.

Assessment
Take up students written resolutions of given conflict to check for comprehension (content).

formative vs. summative assessments

I really enjoyed reading this blog (ageoflearning.blogspot.com), but I have never thought of assessments in that way. To make it simple, all formative assessments (Homework, class participation, quizzes, small activities and other forms of student performance) should be considered “feedback” and shouldn’t have grades attached and all summative assessments(Unit tests, major projects, some labs and the final exam) and should have grades attached.

Formative assessments are for growth and should measure student’s progress. Summative assessments are for mastery of content which should be preceded in many formative assessments. If you think about it, teachers have been doing this forever with the exception of assigning grades to formative assessments. Teachers usually give a quiz or test to measure the students’ progress and are suppose to adjust or adapt the material to build on students’ current knowledge or mastered skills, but the actual “feedback” subsides with the perception of student accountability. The teacher typically assumes the student will attend to his/her own need to re-examine unlearned or non-mastered skills. Therefore, the teacher moves on to the next skill with no feedback and/or no re-teaching.

I say, “why not do both.” I believe teachers should give grades as well as feedback as a guide and to enhance students desire to reach their own potential and beyond. I think the combination of the two practices would give the students a visual representation of how much work is needed and a guided direction to go in. I personally want to see the number and proper feedback because I need to know what I’m striving for and how to get their.

ch 5

Knowledge, experience, and motivation often enhances students desire to engage in a variety of texts. However, without the knowing how to read specific text, desire can turn into discourage in an instant. We have heard “never assume” over and over again, and this is a prime example. We can’t assume that any student has the skills needed to read and interpret hard to read text. It is our job to teach skills that instill independence in each student.

The ‘How to Plan’ (page 130) is a great example of how teach students to be successful readers with any type of text. Not only will this teach students to be great readers but good writers as well. It has been my experience that I have learned what kind of teacher I want to be as result of bad teachers as well as good teachers. I learned what I did not want to be or do in my classroom from the “bad teachers” and what I want to implement in my classroom from the “good teachers.” I believe students can “take the good and leave the bad”, so to speak, with difficult texts in any format or any context, and they can develop excellent writing skills in the process with the assistance of a great teacher.

We’ve heard so much about “ongoing assessments” but very few examples of such have been provided or taught to us. I believe we are expected to ‘just know’ certain things simply because we are “teachers in training.” Before reading Ch. 4, the only part of assessments that I completely understood was that it should be ongoing, valid, and reliable. That’s why I enjoyed learning of multiple examples of assessments discussed in Ch. 4, such as, personal assessments, content assessments, and mandated assessments.

Personal assessments include interviews, classroom conversations and observations. Personal assessments are done by talking to and really getting to know the students and each is self explanatory. Another way to get to know your students is by administering reading attitude and interest surveys. A teacher should use assessments and surveys to create authentic learning experiences for each student.

Content assessments are based on content knowledge and can be measured by classroom test and/or a variety of portfolios. Portfolios are a great way to allow students to express what they know, measure own growth, and personalize their work.

Mandated assessments (high stakes tests) are state assessments and standardized tests, and they typically consisting of higher order thinking questions. Many times teachers “teach to the test” in order for their school to acquire or maintain proper accreditations. Let’s face it, finding the perfect balance is difficult but not impossible. Possibly integrating mandated type tests along the way and into the curriculum could best prepare our students for success. Teachers should use all of these assessments together to determine what action, if any, to take to best educate their students.

Multiple Literacies

Literacy is a part of our everyday lives and is in everything we do. I guess the most obvious literacy is my classes here at USM, and the interactions with my instructors and classmates. I have learned a great deal from them all. For example, I have learned the kind of teacher I want to be and the kind of teacher I don’t want to be by observing my instructors and their ability or inability as teachers.
Another example of literacy is television, what I watch on TV can be a general conversation piece for me to talk about and express my opinions with my family and friends. Music is another part of my literacy as it represents an abundance of feelings and expressionisms, and I have songs that I like and songs that I don’t like as well as the musicians who sing them. As my opinion is a part of me therefore, it is a part of my literacy.
Is there literacy in cooking or the preparation of meals? Yes, I believe so. I prepare and cook meals on a daily basis, and I enjoy baking cookies and other deserts at times. Recipes and directions are definitely a part of literacy and a big part of my life. However, literacy doesn’t stop with these few examples. As previously mentioned, literacy is a part of our everyday lives and is in everything we do. In a nutshell, it’s who we are.