Collaboration Blog#2

Collaboration #2

When I met with my co-worker last week, we had a great conversation and we came up with some ideas as to how to go about teaching this unit and when to teach it. As a reminder, he is planning on integrating the Pythagorean Theorem into his social studies class while I do the math part in mine.  We have decided that it would be fun to teach the unit when we get back from April vacation. We thought that it would be a great way to get the students engaged as the end of the year approaches. With this in mind, I figured that it would be beneficial for the social studies class to introduce Pythagoras first and his background, life, and achievements. I would then take on the mathematical aspects of Pythagoras and how the Theorem was created. Together we would work on the unit over a time frame of 2 ½ weeks. Some of the projects would be continuous between classes and students would be able to work on particular projects in both classes. There would be a lot of overlapping between classes and assignments, therefore benefiting students in both classes.

When sharing and reviewing my Stage 3 design and timeline, it was decided that the order of material and topics was consistent and relevant to the way we wanted to teach it. After a long discussion, we decided that the final assessment of a website, should encompass portions of other assessments given throughout the unit. Students should attach their creations to their websites and a presentation should also be part of the final project. We also decided that their final assessment of a website should be presented in both classes. This way all students can witness and learn about Pythagoras as well as the Theorem.

As far as leadership is concerned, I feel that I took it under my wing to organize and set up projects and topics in the order that I wanted him to teach it. I also designated particular assignments that I wanted him to do and for the students to attain. I think I lucked out that my co-worker was very flexible and willing to try whatever I decided. We had great communication over the unit and we tend to work really well together because of out personality and willingness to try new things. 

TPCK Chapter 11 & 12

TPACK Chapter 11 & 12

Developing TPCK

           

When reading through these two chapters, I think that the quote on page 223 really sums up what is wrong with the current type of teaching as well as what needs to be done to increase the level of knowledge and education in our students. It says, “If we teach today as we taught yesterday, then we rob our children of tomorrow.” I feel that this is absolutely true. If teachers do not look into the future as to what our students should know and be able to do, then we are not serving our students the way we should. Introducing technology is a way to integrate and apply the otherwise unattainable material and content to real life situations and applications and the experience of using technological resources will familiarize students with the real world.

“Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt”  (pg. 225). I feel that all teachers need to display this philosophy in order to be successful. One way to assure this happens is through differentiation of content matter. This will allow teachers to reach all learning styles and abilities. Technology can help to aid this bridge among content gaps and learner abilities.  With teaching ELL students, we are definitely trained and emerged into classrooms, which require us to differentiate in order for our students to understand and be successful. I feel that the area that we lack would be our technological pedagogy. We tend to have a hard time with finding sources that strongly support our teaching and curriculum, that are not either to low or to high for our students. This would be the area that I would need to work on to become a better teacher.

TPCK Art Education Presentation

Placing the magic in the classroom

TPCK in arts education

            Incorporating art into the classroom can come in many forms. Integrating art can consist of visual arts, technology, music, dance, drama, and media. This chapter gave a great deal of information and resources as to how to go about creating lessons and curriculum around the content of art to help your students be more expressive and creative in their personal learning. Introducing and incorporating art into a classroom helps to reach all learners and abilities and requires students to engage in opportunities through self-expression and self-exploration.

Positive Aspects of Integrating Art:

• ·      Every single one of the 21^st century skills can be enhanced through arts education.
• ·      Many felt that the websites provided throughout the chapter were a great resource and helped give ideas as to how to go about incorporating art into their own teaching.
• ·      Technology is a very important part of integrating art into the classroom. The Internet is a great source to allow for students to access material that they would not be able to otherwise.
• ·      Technology can be used to create projects such as I-photo, I-movie, Google Sketch-Up, Comic Strip, Garageband, etc.
• ·      “Technology provides an opportunity to marry the power of ideas with the power of the imagination” (p. 189).

TPCK Chapter 10

TPACK Chapter 10

Physical Education

            When I think of physical education, I seldom think of those teachers using technology. When I was in school, you learned different sports and team building exercises. Nothing we did needed the use of technology at all. I think that this content area is the hardest one to try and integrate technology into. Not so much because of the topics, but simply because of location and space. Classrooms in schools are usually booked and taken, therefore if a physical education teacher wanted to use a lot of technology during class time, it would require them to find space to do so. On another note, although technology is beneficial especially for certain topics, accessing computers would be difficult to obtain.

            Besides the lack of space and computers/projectors, I do think that technology is important to the content. Technology would help students understand specific topics a lot easier, such as the functions of the body and muscles. Explaining these topics would be much easier if the students could actually see inside the body and see how specific muscles move. On the other hand, I do think that teachers at the lower grades would have a harder time integrating technology simply because of the curriculum they have to teach, although it could be done. Also in the lower grades, students may only have P.E. for half of the year. In this situation, teachers are forced to teach as much as they can in a short amount of time. This in turn, eliminates the possibility of large projects as well as time outside of the gym (being in a computer room for a demonstration).

TPCK Chapter 9

TPACK Chapter 9

Science

            The content of science definitely relies heavily on technology for several reasons. One being that science material can be found on the Internet or through programs that otherwise, would not be able to be accessed. A second reason that technology is important to the science content is because new discoveries are made daily and it is important that your students stay informed and up to date. When I was reading through this chapter, I was amazed at how many things can be done using technology in a science classroom that I had never thought of. For example, the book discusses the possibility of having students dissect animals through the use of computers. I was amazed at this possibility and thought it was a great resource. Before reading, I understood that Science is heavily based on the use of technology, but I had no idea that technology could do so much for the students learning and experimentation.

            Although science classes rely heavily on technology and technological tools, it is more important to make sure they are using the technology effectively. If students are studying a topic on cells, then it would be highly beneficial for them to use the computers to find images, background information, and other science based research that discusses and explains the topic in depth. Cells are a hard topic to cover without technology. Therefore technology plays a huge part of the science curriculum in schools especially with the budget cuts and lack of hands on resources that are affecting science classrooms.

TPCK Chapter 8

TPACK Chapter 8

Art Education

            Before I began reading this chapter, I initially thought that incorporating the arts into a mathematics class would be difficult to do. I did not have a clue where to even begin integrating art into my classes. Yet as I continued to read through the chapter, I was amazed to see how many different ideas it gave, as well as different websites it mentioned to help assist teacher. I had no idea that so many resources were available to teachers for assisting with incorporating arts into your everyday curriculum. I feel that in all content areas and classrooms, the only way for students to truly show that they understand the material being taught, is by expressing the knowledge through reflection, evaluation, and/or synthesizing. Incorporating art into a class would allow that to happen and would give students a visual of why and where the content material is being used in everyday life.

            I feel that the quote “learning is a process of self-discovery” (pg. 167) is absolutely true. I definitely think learning happens the best when students can explore and examine material to make it more realistic and applicable to their own lives. The arts help students find their way to that possibility. The arts constantly reinforce the idea of self-exploration and self-expression and it is important that all content classrooms are doing the same thing. Since the arts are being slowly cut more and more out of the curriculum in schools, it is extremely important that teachers try to personally incorporate it into their lessons. This is difficult, however, because teachers are already pressed for time and struggle to teach the required material as it is. Perhaps training teachers in ways to integrate the arts into classrooms would definitely make it easier and more attainable.

Collaboration Blog

I am currently working on a unit over the Pythagorean Theorem. Part of the unit requires us to integrate another content area into the understanding of the topic. I have decided to work with a social studies teacher and incorporate the background and history of the Theorem as well as the life of Pythagoras, into the unit. Together, the social studies teach and I, decided that since Pythagoras was an important historical person of interest, that he would talk about Pythagoras during the particular time frame in which he was alive and active. He is having his students research Pythagoras' life and his contribution to the mathematical world.  Students will need to understand how the Theorem came to be and how it was derived. They will also need to research his personal live and his journey. Students will be writing a journal (as if they were Pythagoras) as his life unfolds. They will also create a newscast/ and or write a newspaper article about how the Theorem was created and why it is beneficial.

Working together with the social studies teacher, has been fun and interesting. He has given me lots of ideas about projects or assessments that students could do over the Pythagorean Theorem, that I had never thought of. We worked really well together in developing the integrated unit, and it has been helpful that he is so flexible. I went over the Integrated Unit Planner, Stage 1, and Stage 2 with him and he thought that it was pulled together well with a lot of great ideas! Overall I am very satisfied with our partnership and what he has been able to offer.

Chapter 5

TPACK Chapter 5

World Language

            This chapter was very interesting because it discusses how language is acquired and how students need to be fluent in their primary language in order to be more successful in learning another language. The ACTFL and TESOL standards are very realistic and are closely followed nowadays, especially with the influx of immigrant students. Although the standards are pretty specific, they do not include the use of technology. I think that this may be simply because students need to master a language before technology can be fully integrated. Granted, technology could definitely support the teaching, but cannot be relied on explicitly.

            Shulman mentions how their needs to be a merge between content and pedagogy for understanding of topics to take place, and then there needs to be adaptation of the material in order to represent and reach all abilities and cultures of the students in the classroom.  He also discusses the importance of reorganizing and re-teaching concepts in original ways so that it is learned and understood by all students. This idea forces teachers to differentiate material and content in several different ways to reach all levels of students. Technology may assist with this process, but caution needs to be taken as well.

            To be honest, I did not learn really anything new in this chapter because I strictly teach ELL students who are at a variety of different levels on an everyday basis. The only thing that stood out to me was some program that are offered to assist teachers with world language and how to integrate technology effectively, such as the National Foreign Language Resource Center (NFLRC).

Chapter 4

TPACK Chapter 4

English

            This chapter talked a lot about the use of technology to enhance English language skills among students. The chapter discusses the idea of an initiative called Ed-U-Tech. This initiative is a college-wide commitment to develop integration skills with technology dealing with specific content area topics for new teachers before they start their first teaching job. This initiative allows future teachers to work with the idea of technology integration in their classrooms and develop E-TPCK.  “Ed-U-Tech’s goal focused on faculty development, curriculum development, establishing opportunities for preservice teachers to plan for and practice using technology as a support to instruction and receive feedback about those efforts…and preparing teachers to use technology” (pg.93).

            The chapter also discusses two different teachers and their use of technology in the classroom. There was a veteran teacher and a new teacher and the study focused on comfort level, accessibility, and the use of everyday technology for each teacher. The biggest difference among the teachers that was reported was that the veteran teacher was extremely knowledgeable about the English content and had general knowledge of technology integration. Whereas the newer teacher displayed the opposite knowledge. Laura knew more about integrating technology and had more advanced technology skills then Nell.

I definitely think that the information and study mentioned in this chapter shows a very realistic picture of all teachers.  A great deal of teachers both young and old to the profession experience both scenarios. I feel that age doesn’t always matter when talking about technology.  Yet in order to assure that all teachers are familiar with integrating technology, training needs to happen. I am one of the younger teachers (with less experience) that struggle with integrating fancy technological skills. I am definitely old fashion and enjoy teaching with the chalkboard and creating all of my activities and lessons by hand. Therefore, I feel that if I attended a college that prepares teachers on how to integrate technology successfully into their content area, I would be much better prepared and more well rounded as a teacher.

Chapter 3

TPACK Chapter 3

K-6 Literacy

            I found this chapter on literacy to be rather interesting. The first thing that caught my attention was that “95% of all children can be taught to read” (pg.61). I thought that this percentage was rather high, but as I continued to read this section I remembered that it was for K-6 students. Being at the high school level, I initially disagreed with the percentage, until I realized who the targeted audience was. Even though the statistic is 95% for elementary level students, I do not think they take into account the ELL or Special Ed. population. As the influx of these students increase, I think that statistic will begin to decrease. As mentioned on page 71, “Good teaching with technology will look very different for individual teachers who teach students with diverse instructional needs”.

 I also really got thinking about what technology does for literacy. At the bottom of page 61, it mentions the idea as to whether technology is used to teach literacy more effectively, or if it actually changes how students learn to read and write. The chapter gives a lot of background knowledge and ideas to support both reasons. I personally feel that technology should be used to assist the learning process and provide instructional support of the content. Perhaps I am old fashion at the age of 27, but learning the initial content should come from the teacher. If we focus so heavily on technology doing all the work, then why are their even teachers? If we cannot teach the students to read and write and rely on technology to do that, what would we do if the technology crashes? 

TPCK Chapter 6

TPACK Chapter 6

Social Studies

            As I read through the chapter on social studies, I felt like it heavily emphasized using technology correctly in your classes. It discussed how important it was for students to know what they are looking for on the Internet and how to find reliable sources that give correct factual information. Using technology in a social studies class is an excellent way to stay up to date on current events that are happening across the world, as well as an important aspect of locating historical information that students would not have access to any other way.

            Three positive reasons to use technology in a social studies classroom consist of the ability to access information that cannot be received otherwise, gaining the skills needed to negotiate and understand films, television shows, etc in historical context, and using technology as a form of communication and collaboration among peers and the world. As I was reading this section, I thought to myself how exciting it would be to create a television show or film over a topic covered in social studies and recreate the events that occurred. I think this would be an exciting form of assessment and it would require students to search the web for reliable and realistic sources.

            Using technology in creative ways in social studies gave me some ideas as to how I could use it in math. I think it is important, overall, for students to know how to search the Internet correctly for sources and information. I definitely feel that I could incorporate social studies into my algebra and geometry courses rather easy, not only for assessment purposes, but for activities that surround the mathematicians that created the formulas and ideas that we study and use everyday. 

Stage 1

Stage 1 Identify Desired Results

Establish Goals: (G)

Common Core State Standards Content Area: Geometry/Algebra 1 Grade Level: High School Domain: Similarity, Right Triangles, and Trigonometry Standard: Define trigonometric ratios and solve problems involving right triangles. Cluster: #8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

What understandings are desired?

Students will understand that: (U)

•the Pythagorean Theorem is used to solve right triangles in applied problems. •the theorem is used in everyday applications and situations. •the theorem was created by a mathematician in the 6th century.

What essential questions will be considered?

Essential Questions: (Q)

•Why is the formula used for finding the 3rd side of a right triangle? •Where is the theorem being applied? •Who is Pythagoras and how did he create the theorem?

What key knowledge and skills will students acquire as a result of this unit?

Students will know: (K)

Students will be able to: (S)

•The Pythagorean Theorem formula •Pertinent terminology such as hypotenuse, exponent, square root, area, perimeter, leg •Important events and people consisting of Pythagoras, the creation of the Pythagorean Theorem, and events that assisted in the creation of the theorem.

•Demonstrate how to calculate the 3rd side of a right triangle •Illustrate how the Pythagorean Theorem is used to solve problems concerning right triangles •Apply the Pythagorean Theorem to real world applications •Analyze the life of Pythagoras and how the theorem was created •Consider how the theorem was derived and determine whether Pythagoras should be the only one credited •Recognize that the Pythagorean Theorem is used in everyday life

Chapter 7 Mathematics

TPACK Chapter 7

Mathematics

            I was looking forward to reading the math section of this book for a couple of reasons. First of all, I was hoping to gain insight about how to use technology in mathematics effectively and appropriately. My second reason is that I was hoping it was going to clarify the use of calculators and whether students should use them or not.  As I was reading through chapter 7, I was relieved to see that other math teachers feel the same way I do about the use of calculators,  “should students who don’t know the fundamentals of basic arithmetic operations be allowed to use a calculator? “ (pg. 146). I often struggle with this idea day in and day out.

Since my first year of teaching, I have been completely against using calculators in the earlier math classes such as basic math skills and algebra 1. I feel that students should know and be able to make calculations correctly using their brains and good old paper and pencil. I try to emphasize that even though a calculator is easy, many times in life you will not have one with you when a question or concern arises. Therefore, if you rely heavily on the calculator to do the work for you, you lose the skill and ability to solve problems on your own. I also think that once you have proven that you understand the basic skills, then a calculator could be used to assist with other math concepts/classes to save time (Geometry, Algebra II, Pre-Calculus, etc).

Using technology effectively in a math classroom is very important. The chapter talks about several good programs that could be used to “support teaching and learning “ (pg.146 ). Teachers need to make sure that if they use technology in their math class, that it is as a support and not to do teach a lesson for them. Being trained in particular technology geared towards mathematics would be extremely helpful, especially if technology is being pushed by your school to be incorporated in everyday teaching.

My first blog entry ~ Erica

I have never actually blogged before and I find this to be quite interesting. I have followed several blogs in the past, and I like reading constant updates about situations.