Week 12

04/17/2013

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INDIVIDUAL LESSON PLAN

Teacher: Cherri Anderson

Title: Self Portrait



Subject(s): Written Expression



Grade(s): Preschool



Objectives:

The students will create a self portrait with various details.



Materials Needed: iPad

Brief Description: The students will create a self portrait via the iPad



Lesson: The students have had exposure to using the ipad this school year. They will be asked to create a self portrait using the iPad prior to the instruction of the lesson on a self portrait. After the students create their initial self portrait, they will be see the teacher draw a self portrait and speak about the various parts such as: eyes, body, legs, toes, ears, ect. The two different drawings will be compared to determine the students’ growth after the instruction.



Assessment:



Criteria

Points


1

2

3

4

Details on the body

Child draws no body

Child draws an egg shaped body

Child draws attempts to draw a body

Child draws a body with some accuracy

____

Details on the head

Child draws a circle for the head

Child draws at least two body parts on the head (eyes, nose, mouth, ears, hair, ect)

Child draws at least four body parts on the head (eyes, nose, mouth, ears, hair, ect)

Child draws a head with multiple details including hair, eyes, ears, mouth, lips, and/or nose

____

Drawing of arms and legs

Has no arms or legs

Has lines for arms and legs

Has lines for arms and legs with hands and feet include in the drawing

The drawing includes arms and legs with details of hands and feet including fingers and shoes or toes

____

Details on clothing

No clothes on the drawing

Has one article of clothing include

Drawing includes multiple clothing items

Drawing includes multiple clothing items with additional details

____






____

Total---->

____

Source:



http://www.eed.state.ak.us/publications/EarlyLearningGuidelines.pdf

Standards:

 Alaska Early Learning and Teaching Standards.

  • Develops ability to plan, work both alone and with others, and demonstrate care and persistence in a variety of art projects
  • uses computer for simple ‘point and click’ operations on child-appropriate Web sites or software
 

Week 11

04/07/2013

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What technology will I use to allow students to demonstrate they have met the standards targeted by my rubric? What are the classroom management considerations that I must address?

The task for the final project that I chose is to have students use technology to complete the self portrait for the classroom assessment.  My students will be able to select the technology that they will use to complete the task. We have an iPad in the classroom, so that will be one of the choices. They could also use the Promethean Board to compose their drawing. Students tend to enjoy using technology to compose art works, and this will be the first time that I have used technology for assessment in my classroom.

It will need to be done one student at a time which is achievable because I have two paraprofessionals working in my classroom of about ten students. Also, I will need to make sure the technology is available, and the students know how to use the technology to complete the task. Students need to understand the task that they are being asked to complete. I will need to find a way to document the drawings. I usually have paper / pencil drawings which are filed away. I am going to use my camera to take pictures of the drawing for documentation.

 

Week 10

04/04/2013

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How can I differentiate through student product in my classroom?

The classroom has been setup to allow for each child to have individual goal to accomplish. The instruction is delivered in a manner that takes each child’s ability and needs to be taken into account. I have a morning group and an afternoon group of preschool students. The two classes are smaller than the average class size for a typical elementary class. I also have two paraprofessionals that work within the classroom to assist in providing instruction and support. This allows the classroom to be set up to differentiate for the various needs.

I pondered upon this question longer than I usually do for the weekly assignments. I thought about how I could bring choices into my assessments to promote student choice and meet each child’s multiple intelligence. I came to the conclusions that I could give the students more choices when they draw a self portrait which allows me to assess their abilities. I have created a rubric for the self portrait drawing. The student will be the one to determine which method they will use to create the drawing: iPad, paper/pencil, Promethean board, sculpture, or watercolor painting.


Preschool Drawing of Self

http://www.teach-nology.com/web_tools/rubrics/general/work.GIF

Name: ________________________

Teacher: Cherri Anderson

Date : ___________________

Title of Work: ___________________

 

Criteria

Points


1

2

3

4

 

Details on the body

Child draws no body

Child draws an egg shaped body

Child draws attempts to draw a body

Child draws a body with some accuracy

____

Details on the head

Child draws a circle for the head

Child draws at least two body parts on the head (eyes, nose, mouth, ears, hair, ect)

Child draws at least four body parts on the head (eyes, nose, mouth, ears, hair, ect)

Child draws a head with multiple details including hair, eyes, ears, mouth, lips, and/or nose

____

Drawing of arms and legs

Has no arms or legs

Has lines for arms and legs

Has lines for arms and legs with hands and feet include in the drawing

The drawing includes arms and legs with details of hands and feet including fingers and shoes or toes

____

Details on clothing

No clothes on the drawing

Has one article of clothing include

Drawing includes multiple clothing items

Drawing includes multiple clothing items with additional details

____






____

 

 

 

 

Total---->

____

Teacher Comments:







 

Week 9

03/23/2013

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How can I use Pearltrees to differentiate content in the classroom?

I log into Pearltrees for the first time to complete the assignment, so I am not too familiar with the site or its uses. I can say that It appears to be a lot like Pinterest which I am very familiar, and I do visit and use often for classroom ideas. I could see looking up information on how to better support students through differentiation in the classroom by using one of these two sites. Also, you could adapt material to benefit students through these sites. A teacher and find materials that would further promote learning to various types of multiple intelligences through these sites. As we differentiate our instruction we are able to further benefit our students in the classroom and promote lifelong learning.

I have been very impressed with the idea of a bookmarking website to store links for later use. I can recall back when I would bookmark favorite sites. You would have to go to the bookmark and try and find the information you were looking for again. Now you can pin something to Pinterest with a picture which you can place in a category for later use. I sometimes just look at the pictures for ideas within the classroom. I would advise people who are starting to pin ideas to make sure they create specific categories because down the road generic categories become too large to manage.

I have also included my Pinterest site for ideas of how to use or how I have used Pinterest.

http://pinterest.com/bluebear91/

 

Week 8

03/18/2013

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How might video games enhance my students' learning?

I selected three games via electronic modes to use for this response. Two of them are iPad apps and the other is a flip chart made assist with color identification and decimation. I have used an iPad with my students for the past two years. The students enjoy and are highly engaged in learning with the electronic device. I also have used flip charts, and I have created games for my students practice the skills we are learning in the classroom because they are highly motivated with the Promethean Board.

Candy Count (pink jar with candy) iPad app

Alaska Early Learning Guidelines

·         Counts at least five objects in one-to-one correspondence, without assistance

·         Understands that the last count represents the quantity of what has been counted

·         Groups objects and counts the number of groups

1.       Was the child engaged?

The game has students sort colored candy into various colored jars. Students are asked to count the candy after they have stored the candy. The students enjoyed sorting the candy and counting the candy.
2. Did the child learn the skills that were targeted? 

The target was to get the students to practice color discrimination and counting, so the learning objectives were met.
3. Can the child demonstrate that these skills were mastered? Yes, they can demonstrate mastery by sorting the candy correctly and counting, but someone would need to be next to the student to determine if they are correct or need redirection and/or reteaching at the time.
4. Who in your PLN did you consult with about these games? How did they respond or assist?

I worked with a group of teacher within preschool who use the same games, and I also took a class on how to use the iPad in the classroom setting.

Bert’s Bag (picture of Bert)

Alaska Early Learning Guidelines

·         Counts at least five objects in one-to-one correspondence, without assistance

·         Understands that the last count represents the quantity of what has been counted

·         Uses numbers to predict and make realistic guesses (e.g., “think there are about twenty marbles in that jar.”)

 

 

1. Was the child engaged? Bert from Sesame Street shakes a bag with objects in the bag. Student can estimate how many items are in the bag. The students are asked to count the objects. Again, the student enjoyed the game and it is highly engaging.
2. Did the child learn the skills that were targeted? Yes
3. Can the child demonstrate that these skills were mastered? Yes, but same as above
4. Who in your PLN did you consult with about these games? How did they respond or assist? Same as above

Color Sorting Color Flip Chart via the Promethean Board

Alaska Early Learning Guidelines

·         Play classification games with child (e.g., gather a group of items that include pairs of objects that go together –shoe/sock, flower/vase – match items that go together

·         Use accurate words to promote child’s understanding of shapes

1.       Was the child engaged? The students were asked to identify and sort colored shapes into the corresponding colors on the Promethean Board. The students love getting the pen and moving the shapes into the correct position.
2. Did the child learn the skills that were targeted? They were able to identify and sort shapes.
3. Can the child demonstrate that these skills were mastered? Yes, but a teacher has to be there to determine if the concept is done correctly.
4. Who in your PLN did you consult with about these games? How did they respond or assist?

I have worked with other educators to create the flip chart and share it with others.

 

Week 7

03/04/2013

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What tool did you learn this week to assist you in differentiating the learning process for students?

I have also been taking a class on how to use the iPad within the classroom setting. I gave a presentation on using the iPad for intervention this week. The iPad can be used as a way for educators to differentiate the learning process for younger children.

How to use as intervention

·         Small group

·         Reflection app via the promethean board

·         Increase motivation to read books (use book apps)

·         Behavioral reinforces

·         Whole group

·         Target specific skills

·         Video a child as they read, and have them watch it to evaluate fluency

·         Enrichment for higher achieving students

How to support parents with using iPads, iPods, or iPhones

·         Share apps that they can use at home with their child

·         Share apps via your classroom newsletter

·         Share apps via newsletters

·         Share apps via parent conferences

How the iPad allows teachers to free up more classroom time for intervention

·         Do attendance via the iPad while interacting with students

·         A group could be working on an iPad app while the teacher is working with other students

·         Data collection via the iPad can take less time, so more time can be devoted to instruction

 

Week Six

02/24/2013

2 Comments

 
What does it mean to differentiate the process (content, strategies for instruction) in the classroom?


As I was researching articles for this week’s essential question, I posted them to my Pinterest account for further review. Here is the link http://pinterest.com/bluebear91/story-of-differentiation/    I pondered upon what differentiation means to my students and myself. I have viewed differentiation as they way teachers meet each student’s individual needs. I have worked in special education for five years and each child receiver an individual education plan which includes deficits for them. As I was reading the articles, it was pointed out that differentiation is not individual instruction, but a way for the teacher to made a program change to the curriculum to meet a student’s current level, teach to a child’s multiple intelligence, or group children based upon needs. We can use technology to accomplish some aspects of differentiation in the classroom setting. I found an article that gave suggestions for using technology for each type of multiple intelligences. The article is titled “Using Technology to Differentiate instruction.  Here is the link  http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1 

I believe that we need to start looking at meeting our children at their current levels. I believe that good supports are in place for the students who are struggling; however, the students who are more advanced are often not challenged. As educators, we need to be concerned with them also and increase all of our students learning because each child should benefit from classroom instruction. It does pose the question, how are we supporting all children in the classroom? Do we just worry about the ones that are being left behind, or are we supporting all students’ advancement?

Technology can use used to assist in instruction differentiation. Students can create assignments via the various computer programs that have been created. For example, school districts have given the Aleks math program to students who are above average in math.  Parents can also purchase the program on their own. The program allows students to be challenged and advance their skills.

 

Week 5

02/19/2013

1 Comment

 
What are your overall take-aways from the methods/tools that you might use to differentiate the classroom environment (for teacher productivity and student progression)? Which of these may you use in your classroom in the future?

I have been able to learn about many new technology tools to assist in student differentiation over the past few weeks. I like the program reflection which allows me to reflect the iPad onto the Promethean board which allows students with vision impairment to better see the board. I also want to start using the electronic timers within the classroom to allow for a more portable timer. I also want to use more apps within the classroom with my students. The iPad can be used to track student data through sites such as Confer which allow for a more portable system of taking data. The biggest jump I have made this past few weeks is learning how to use the Promethean Board in my classroom. I was just given a board, and I have spent a great deal of time learning how to make flip charts with Activeinspire. The students love the interaction of the board. It has been fun to see how motivated they are to do the same activities that we did before with the added technology.  In the future, I will continue to look for ways to use new technology in the classroom.

 
 
The essential question for this week is “How can I use tools "in the cloud" to easily manage and deliver feedback to my students?”. I have pondered upon this question, and I teach in a preschool environment which is more of a challenge for the students to access technology to obtain feedback from iCloud. I personally have just learned what iCloud is used for and how to use iCloud or Dropbox. I really do like the idea of iCloud and Dropbox because I can see how useful they would be for me to access information from any area. I am also taking a course for professional development on how to use iPads within the classroom setting. During the other course, I have seen how other teachers are using these online storage systems to share information with grade level teams, interventions, and/or administrators. I think it is very remarkable that technology is evolving so quickly. I could follow these teacher examples and use iCloud or Dropbox to share information with other staff members that work with my students.

 
 
I have entered the three weeks of this course. It has been the most interesting course that I have taken thus far in my educational endeavors. I recall starting college by entering a typical classroom setting. I had peers, desks, notebooks, chalkboard/ whiteboard, and a professor. Technology started to enter my life after life as a student. Online courses begin to occur. I could take courses at home via elluminate system. Now this course is a huge class that has participants from as far away as Egypt. I have discovered that my ability to assess technology has fallen behind the world, but I am quickly learning more about accessing technology to improve my learning and consequently my teaching.

During the week, I have enhanced other’s learning by participating in the classroom activities. I have been able to attend two of the Twitter feeds this week. It is interesting to become more acquainted with Twitter and be able to follow the conversations. I have been able to see how others use technology within the classroom. I have been able to add to the special education wiki page. I have been researching technology to increase my knowledge and my classmates’ knowledge.

The big question for the weeks is as follows…

What technology tools can I use to manage and track differentiated student progress in my class?

I teach special education preschool, and I work a great deal of classroom behavior. I have recently discovered Class Dojo which is a great way to progress the positive and negative aspects of a student’s behaviors. The teacher can input the positive behaviors that they would like to see within the classroom setting, and they can input the negative behaviors that they would like to see decreased within the classroom setting. The site can be placed upon an iPad or smart phone for portability. You can access reports upon each student or the entire class. Reports can also be sent home to parents or accessed by students to encourage increasing the positive behaviors. I have just start to use the program, and I like what I am seeing thus far.

 

    Cherri Anderson

    I teach special education preschool in Alaska. I am currently taking courses, and this blog has been created for my Math technology course.

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