Our video (Whitney, Jackie, and I) travels back in time to our first experiences at Southern Miss, and encounters our endeavors up to this point in our educational carrerr. This gave us a chance to think back on what we have accomplished at USM, and what all we have gone through to make it to this point. Our video focuses on the highlights of being a part of the educational program, including the up and downs that it involves. We hope that the viewer will enjoy our walk down memory lane as much as we enjoyed making it. Through this video we were given the chance to reflect on our past, and what all we have been through to get to student teaching. We have learned that we have gained much from our classes, and can not wait to apply our knowledge in a classroom or our own.
Please see Whitney's page to view video.
Thursday, May 7, 2009
Tuesday, April 21, 2009
visual literacy
There are several visual literacy options available for implementation in the classroom. Unfortunately the majority of teachers are till using alphabetic text as their main source of literacy in their classroom. In some cases, teachers refer to other forms of visual text to be far less important than alphabetic text. However, if used correctly other forms of visual literacy can be much more than a side kick to alphabetic text in the classroom. In fact, it can be more powerful in reaching and gaining students' attention.
Video, pictures, and slide shows are just a few examples of visual literacy. As a student, I often find alphabetic text to be boring or to lack luster. In other words, even if the text is interesting it lacks the skills to gain attention upon first site. With other forms of visual literacy, students are excited and ready to see what lies ahead. Sometimes in teaching, gaining the students attention is the most difficult part. When using visual literacy that hardest part is over. Students are interested in what they are about to take part in.
One of the most important things to do when using visual literacy is to give it a place in the classroom. Teachers should not dismiss visual literacy, but embrace it and allow their students to do the same. I really like the idea of giving specific names to tasks that pertain to visual literacy. For example, the creator of a visual literacy project is not a writer but a composer. This really shows the students that visual literacy is on a different level than just writing something. This also gives visual literacy a specific place in the classroom. Pictures are not just something cool to look at, but viewed as a piece of work. Giving all areas of visual literacy (reader, viewer, reading, viewing, etc.) a specific name geared toward visual literacy can really set the tone for implementing visually literacy into the classroom.
Video, pictures, and slide shows are just a few examples of visual literacy. As a student, I often find alphabetic text to be boring or to lack luster. In other words, even if the text is interesting it lacks the skills to gain attention upon first site. With other forms of visual literacy, students are excited and ready to see what lies ahead. Sometimes in teaching, gaining the students attention is the most difficult part. When using visual literacy that hardest part is over. Students are interested in what they are about to take part in.
One of the most important things to do when using visual literacy is to give it a place in the classroom. Teachers should not dismiss visual literacy, but embrace it and allow their students to do the same. I really like the idea of giving specific names to tasks that pertain to visual literacy. For example, the creator of a visual literacy project is not a writer but a composer. This really shows the students that visual literacy is on a different level than just writing something. This also gives visual literacy a specific place in the classroom. Pictures are not just something cool to look at, but viewed as a piece of work. Giving all areas of visual literacy (reader, viewer, reading, viewing, etc.) a specific name geared toward visual literacy can really set the tone for implementing visually literacy into the classroom.
Sunday, March 29, 2009
Chapter 11
When I think of writing in the classroom, my mind is automatically taken to a language arts class. I guess because this seemed to be the only class that called for me to do any type of composing in my past school days experiences, other than the occasionally history paper. For the most part, the writing that my other classes were to answer question. Nothing that really required me to create or compose any type of writing. I feel as though others have had the same experience, which often result in the attitude of writing should only exist in Language Arts. Obviously that statement should not hold true, and writing that requires think and composing on the students' part should exist in all subject areas.
The points that chapter eleven point out are great for preparing students to write in the classroom. Not only can these topics help a student prepare to write, they can help the students prepare their writing in ways necessary for the subject they are writing about. For example, the portion on teaching students how to plan their writing discusses how students should develop a plan and set goals to fulfill the plan when writing. When writing a paper in science class, then plan should obviously be geared toward what the student is trying to achieve scientifically through their writing. The writing in no longer about proper grammar (although students should still be held accountable for this), the paper holds a scientific purpose. A teacher can use the ideas that chapter eleven give (like the writing check list) and gear it toward the purpose of the writing assignment.
Many times, students do not know how to write. They can write words, but do not really know how to compose a written work. This holds more true for writing on a subject. Students are all to familiar with journal writing or book reports, but a clueless when it comes to writing about science or math. Many time students feel as if there is nothing to write about pertaining to these subject. It is important that teachers teach students how to write on these topics. When teaching writing skills in language Art, a teacher can easily implement writing that pertains to other subjects. This is a great opportunity to integrate subjects areas. by doing this, students will be better prepared for a higher education. We all know writing is required in everything we do in college. This will also help the students when entering into the real world. Jobs in the work force require people to write as soon as the application process begins. Many applications asks what one thinks the job being applied for would be good for the job seeker. Writing geared to all subjects can be very beneficial in the situation.
The points that chapter eleven point out are great for preparing students to write in the classroom. Not only can these topics help a student prepare to write, they can help the students prepare their writing in ways necessary for the subject they are writing about. For example, the portion on teaching students how to plan their writing discusses how students should develop a plan and set goals to fulfill the plan when writing. When writing a paper in science class, then plan should obviously be geared toward what the student is trying to achieve scientifically through their writing. The writing in no longer about proper grammar (although students should still be held accountable for this), the paper holds a scientific purpose. A teacher can use the ideas that chapter eleven give (like the writing check list) and gear it toward the purpose of the writing assignment.
Many times, students do not know how to write. They can write words, but do not really know how to compose a written work. This holds more true for writing on a subject. Students are all to familiar with journal writing or book reports, but a clueless when it comes to writing about science or math. Many time students feel as if there is nothing to write about pertaining to these subject. It is important that teachers teach students how to write on these topics. When teaching writing skills in language Art, a teacher can easily implement writing that pertains to other subjects. This is a great opportunity to integrate subjects areas. by doing this, students will be better prepared for a higher education. We all know writing is required in everything we do in college. This will also help the students when entering into the real world. Jobs in the work force require people to write as soon as the application process begins. Many applications asks what one thinks the job being applied for would be good for the job seeker. Writing geared to all subjects can be very beneficial in the situation.
Monday, March 2, 2009
Knowledge of SmartBoards and Promethium technologies
When reading the assignment requiring the class to write on their experiences with smart boards and Promethium technologies, I asked what the difference was between the two. This leads me to believe that I have very little knowledge on both topics. I do know that they both provide great assistance to a teacher. I have used what I believe is called an Elmo to deliver class presentations for different classes in the Speech and Hearing building. I am unsure if that is considered one of these technologies, but I am sure it does realte. I have heard great things about the two technologies, and I am very anxious to learn about what they can bring to me as a teacher and my future classroom.
Sunday, March 1, 2009
Chapter Seven
It can be seen in any class that some students are excited and motive while others are not. At times it can be hard for a teacher to determine why this is so. As an onlooker, it can be very plane to see why a student may not be enjoying the class. There are always going to be students that like school and or class. There are also going to be students that will always hate school and or class. This is where the real dilemma comes into play for the teacher. What does one do to motivate those that have such a negative preconceived notion toward school?
The book pointed out that there might be more than the obvious as to why a student may not be motivated. When class is boring and full of lecture, it is very apparent as to why students may be unmotivated. However unmotivated students can be found in classrooms filled with activities and centers. How can this been? It is often thought that the reason students are not motivated is because the class provides no motivation; however, this is not always the case. Prior classroom experiences or home background can play a huge role in motivation. Past experiences with peers can also cause lack of motivation on a student’s behalf. With so many factors that can cause a lack in motivation, the teacher should try to implement ideas that will address these issues.
The book gave three great examples of factors that would result in a lack of motivation which are as follow: prior experiences with success and failure, differences in home and school values, and teacher experiences. I can totally see how these three factors would affect the motivation of a student. It is the teacher’s job to determine what is causing the missing motivation and what can be done to restore the motivation in the student. All three areas can be very delicate issues to address with a student, and will call for much work on the teacher’s part. However with time and effort, the teacher can solve the problem and develop a new and improved attitude within the student that will result in student motivation.
The book pointed out that there might be more than the obvious as to why a student may not be motivated. When class is boring and full of lecture, it is very apparent as to why students may be unmotivated. However unmotivated students can be found in classrooms filled with activities and centers. How can this been? It is often thought that the reason students are not motivated is because the class provides no motivation; however, this is not always the case. Prior classroom experiences or home background can play a huge role in motivation. Past experiences with peers can also cause lack of motivation on a student’s behalf. With so many factors that can cause a lack in motivation, the teacher should try to implement ideas that will address these issues.
The book gave three great examples of factors that would result in a lack of motivation which are as follow: prior experiences with success and failure, differences in home and school values, and teacher experiences. I can totally see how these three factors would affect the motivation of a student. It is the teacher’s job to determine what is causing the missing motivation and what can be done to restore the motivation in the student. All three areas can be very delicate issues to address with a student, and will call for much work on the teacher’s part. However with time and effort, the teacher can solve the problem and develop a new and improved attitude within the student that will result in student motivation.
Tuesday, February 24, 2009
One Page Lesson Plan: Fact/Opinion
Curriculum Standard:
e. The student will identify and interpret facts, opinions, or tools of persuasion
in texts. (DOK 2)
1) Distinguish between fact and opinion.
Big Idea: The students will determine the difference between facts and opinion, and identify them in a text.
Preparation:
1. Introduce the idea of facts and opinion.
2. Give the students some fact about herself. (I have dark brown hair)
3. Give the students some opinions about herself. (Ice cream is the best desert in the world.)
4. Ensure that the students understand that facts are always true for everyone and everything involved.
5. Ensure that the students understand that opinions are unique to those who express them, and others may not have the same feelings.
6. Ask the students to share some facts.
7. Ask the students to share some of their opinions.
8. Discuss the importance of knowing the difference between facts and opinion.
Guidance:
1. Brainstorm facts and opinions that relate to the Civil War which is being discussed in Social Studies class.
2. Students create their own list of facts and opinions on the Civil War.
3. Allow the students to share some items on their lists, giving feedback to what they announce to the class. (offer corrections or an explanations as to why it is a fact or an opinion.
Application:
1. Introduce a article on the civil war to the students.
2. Allow students to read the article to find facts and opinions that exist within it.
Assessments:
Students will be assessed on on their ability to find both facts and opinions in the article, as well as identifying the facts and opinion correctly.
e. The student will identify and interpret facts, opinions, or tools of persuasion
in texts. (DOK 2)
1) Distinguish between fact and opinion.
Big Idea: The students will determine the difference between facts and opinion, and identify them in a text.
Preparation:
1. Introduce the idea of facts and opinion.
2. Give the students some fact about herself. (I have dark brown hair)
3. Give the students some opinions about herself. (Ice cream is the best desert in the world.)
4. Ensure that the students understand that facts are always true for everyone and everything involved.
5. Ensure that the students understand that opinions are unique to those who express them, and others may not have the same feelings.
6. Ask the students to share some facts.
7. Ask the students to share some of their opinions.
8. Discuss the importance of knowing the difference between facts and opinion.
Guidance:
1. Brainstorm facts and opinions that relate to the Civil War which is being discussed in Social Studies class.
2. Students create their own list of facts and opinions on the Civil War.
3. Allow the students to share some items on their lists, giving feedback to what they announce to the class. (offer corrections or an explanations as to why it is a fact or an opinion.
Application:
1. Introduce a article on the civil war to the students.
2. Allow students to read the article to find facts and opinions that exist within it.
Assessments:
Students will be assessed on on their ability to find both facts and opinions in the article, as well as identifying the facts and opinion correctly.
Monday, February 9, 2009
Teacher Blog
21classes.com is a blog website that teachers can use to get their students involved in blogging. I think this website can be very beneficial because it offers a lot of perks for teachers and students alike. For example, students are not required to have an e-mail address. This means that younger students can get involved in blogging without the hassle of prior steps that could be confusing for them. The blogs created are also completely controlled by the teacher. This will ensure that the students' work is completely secure and appropriate for all viewers. The website also offers a home page for the entire class. This will give the students a central place to meet and view assignments pertaining to the blog or other class requirements. The sites offerings seem to be very clear, concise, and easy to follow and enjoy.
http://www.21classes.com/
http://www.21classes.com/
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