Why oh why do I have these ideas last minute??

This has been such a crazy week.  From tons of students re-testing and being displaced and floating, I am surprised I have any hair left.  I disappointed my students by our continued work in practicing factoring towards solving quadratics. :-) "Why yes...I DO have work for us..."

In interest of looking at the flow of my lessons differently, it has been interesting,  With our Algebra 2 team, we have always talked about properties of parabolas, refresh factoring separately, then start talking about solving quadratics with the factoring.  I have tried to keep the emphasis throughout the entire unit on the critical points on the parabola and ways we can find them.  I have been working heavily with multiple representations and factoring in context of solutions as x-intercepts.  

I know for many, this is a no brainer. But looking at how we were teaching and the disconnect between the major ideas we try to weave in isolation.

So, today I started with this question:  If the solutions of my parabola are 3 and -2, what is the equation?  Of course this was to tie in applying what we had been learning upto now,  We discussed how we can take the factoring and solving ideas to re-create the equation.  How does the graph look?  What is the minimum value?  

The activity that facilitated the discussion I had was this:  each group of students were given a problem on a quadratic (either an equation, a description of the solutions, or a table) and were asked to show the solutions and vertex from the equation, a table where they were to show the vertex and solutions (labeled), and the graph with the pertinent information.   They were to show the work on grid poster paper.  So far, it looks promising.  

My goal is to keep all of this tied together and not about one representation without the others.  I am trying to look at how to teach the skills with the context of why we need it.  Maybe this might not seem like much...it is just what is coming from the mind of a quarky math teacher,  :D

5364 Course Reflect 5

Course reflection week 5

Wrapping up this week, I have read lots through these five weeks that reaffirms ideas I have and am excited about using in my classroom.  We know that technology for social media, news, information, etc are always updated instantaneously.  The use of technology is a powerful tool in our classes.  With proper guidance, students are able to readily check their progress and receive instant feedback.  It is a great way for assessing formatively.  Previous, my students would have to wait a few days until I finally ran through all the papers to grade.  I am currently using the Flubaroo script on Google Drive spreadsheet to grade quizzes and tests.  In a few minutes it will grade and email each student results.  The results are shown question by question if they got it correct or wrong.  From this point, students are able to come in and work on correcting and discuss where they went wrong and receive further needed instruction.  

Our students also have access to the most current and relevant information to the curriculum and concepts we teach them.  By allowing them time to discover, process, and apply knowledge they find and handle, it helps develop problem solving tools.  They make connections from the information learned to ways they will need to apply it.  We are limited only by our own fears and insecurities about technology.

EDLD 5364 Course Reflect 4

Week 4 Course Reflection

This week's readings were about providing meaningful professional development to teachers on technology and collaborative learning for students.  Collaborative learning has been a hot topic in education for many years.  Based on the readings, we need to be very purposeful and meaningful with this type of learning.  Students in groups do not make it collaborative learning.  You need to create the learning where every student in the group has some skin in the game...they all depend on each other for success.  To truly accomplish this environment, the teacher will need to plan it out with roles placed for each member.  

Again, I loved how the Web 2.0 book put traditional professional developments as "spray and pray."  One thing I had not thought about with a PD is to actually incorporate the technology you are wanting teachers to learn and incorporate.  Incorporating the tools into the teaching of teachers is a great idea.  You can be right along with them, coaching them with other teachers and work collaboratively to learn and create ideas and lessons where you are able to integrate said technology.  How powerful would that be? 

EDLD 5364 course reflect 3

Week 3 course reflection

This week has been all about the UDL and eBook from cast.com.  From what I have found, the UDL is the same as our ever-beloved 5E lesson model.  The difference is all in the framework the UDL presents.  It captures not only the "what" and how" of learning, but also the "why."  It's purpose is to effectively provide the multiple avenues for students learn within contexts that are interesting and familiar to them and reach achievement.  

The eBook provides another avenue to teach.  With the ability to bring in pictures, audio, and writing, you can provide your students with another way to receive content, instructions, etc.  The possibilities are only limited by the teacher's creativity.  It is better than a video in this one aspect:  It allows the students to go their pace even better.  They don't have to stop or pause it get the information.  It is on the page. It has a text-to-speech function that is great for those students who need that as an intervention.  If they need to hear the audio part again, they do not have to guess where to go like a video.  It should be a quick replay on that page.  It gives the students more control over their learning. 

EDLD 5364 web reflection 2

Week 2 reflection

My group had a question about how to plan the lessons.  We were confused about what each lesson from each member needed to look.  Our group discussed using a math lesson for me to create and tie it to their space lesson.  After listening to the web conference, it was clear.  We will do the same lesson, but differentiate it to the group of students each us has been assigned.  My group is the general education group with varying abilities.  Since I have not taught 6th science and this lesson on meteorites, asteroids, and comets, I will be researching and asking my other group mates with materials they have used to become familiar.  It will be interesting to create a lesson outside of my expertise.  :)

EDLD 5364 course reflect 2

Week 2 course reflection

This week provided some interesting ideas and thoughts as I read and watched the videos assigned.  Goal setting is crucial to students' learning process.  It gives them a clearly defined target to reach and knowledge of what can be expected as an outcome.  As teachers we usually put an objective on our board and may even show and/or explain it to our students.  I think it is more of a compliance issue than a learning tool.  I know I have been guilty of this.  I want to look through my lessons this week to find where I can truly use this goal setting technique in my lessons.  I will try out a survey to see what they know about our next unit and post on my Google + page and website.  

The article I read on Michael Page's research was really eye opening.  What caught my eye was the impact technology usage had on Mathematics achievement.  The more I read, the more I felt vindicated on my passion to truly integrate the technology into my classroom despite the other colleagues who would tell me how much time it wastes.  I actually just emailed this article to my Principal and Assistant Principal over technology.  This article is very relevant to my school.  Our campus has a large group of low socioeconomic group of students.  We have just over 95% of our students on free or reduced lunch.  Granted this study was in elementary schools, but I think this can carry into the high school level.  

EDLD 5364 course reflect 1

Week 1 course reflection

This week's readings were interesting and gave lots to think about.  The only theory I could not mesh into my brain was the cyborg theory.  The video alone gave me nightmares.  Just the thought of surgical procedures or talking about them tends to shut me down.  

However, I did find the Constructivism and Connectivism theories interesting.  With Constructivism, the learner makes new knowledge from new information attached to prior knowledge perceived as similar.  In the video, they discuss this theory as being subjective: No one will hear or process the information in the same way.  I agree with this theory.  How can we expect any one individual to receive or even perceive information the same way or give the same conclusion.  As individuals that is impossible.  How we process depends on our perceptions.  It is like the question, "Is the glass half full or half empty?" 

Connectivism is equally as intriguing to me.  It proposes knowledge gained as connections made internally AND externally.  The external part is the social networks we create to discuss, study, and learn together.  What I like about this is the social interaction that is involved.  If you think about it, it does make sense.  How do we learn?  It isn't only from a learning environment but also through social circles.  With our society and technology intertwined, the way information is distributed from one network to another, it is how you can stay current with new, relevant information.  My most current information learned has not been in a traditional, educational setting, but with my networks of people and groups I associate with on a daily basis.  

Each theory has equal merit for me.  The key is to allow our students to make those new learning possible in meaningful, deeper ways and with the networking and technology possible. 

EDLD 5364 web reflection 1

Week 1 reflection:

I have to be honest, I probably almost had an anxiety attack when I looked at the project initially.  After watching the web conference, I was relieved when Dr. Sanders and Dr. Cummings allowed us to work in groups again.  Even though I know I am able to figure out what I should be doing, a group allows for a better product.  I loved my group in the last two projects.  They had such great ideas that I haven't even considered.  It made the project enjoyable.  
I understand the premise for the project, but it feels like a daunting task.  I liken it to working with most of my colleagues at my school.  Many of them have no skills in technology and are resistant to anything I have brought as ideas.  I think this will give me some ideas how to approach and coach colleagues in this same boat as the scenario.  

Reflection for EDLD 5366

After been in this program thus far, I hold my passion for technology use into the classroom to be a vital part of education.  I have been one of the few people on campus to be receptive to using technology in the classroom.  I understand the amazing potential the students had at a moment’s notice.  I think I have felt I have been on the right track.  It is difficult to be a lone wolf, knowing how we can explore options for best practices with technology.  As I currently talk with a few of my colleagues and administrators, they are slowing warming up to the idea of technology’s effectiveness.  We see our students become engrossed into their devices daily.  Why not tap into that captive attention for curriculum?  

Andrew Churches published an article in 2008 discussing Bloom’s Taxonomy in a new way.  (Churches, 2008)  I was really excited to see how the technology skills were incorporated into the Bloom’s Taxonomy.  I was very excited how some of the things we may do as teachers with our students (blogging, online responses and critiques to other students) were making it into the HOTS level.  So often, we find it difficult to create a lesson where we can easily incorporate the HOTS levels.  Some subjects have a more difficult time than others.  I began sharing this article with my colleagues and administrators.  

From the Horizons Report, a few of the technologies projected to infiltrate education are already here from my view point. Mobile devices and apps and tablets are enormous with the students.  (2012) I see many students bringing in tablets to use.  I have begun to apply what I have been learning about different technologies in my classroom, trying to show other teachers ways to implement the technology.  I really want to demonstrate and mentor my colleagues into stepping towards technology for education.  

Citations:

Johnson, L., Adams, S., and Cummins, M. (2012). Horizon Report: 2012 K-12 Edition. Retrieved from     

     https://luonline.blackboard.com/bbcswebdav/pid-1026609-dt-content-rid-

     7021990_1/courses/EDLD_5362_ENA_2013_90_AP2/2012-horizon-report-K12.pdf

Churches, A. (2007, April). Bloom's digital taxonomy. Retrieved from 

     http://www.techlearning.com/article/8670