First off I have to say this chapter was my favorite in the whole book because my Mom has been a special education aide for 20 years and I used to be a substitute in that classroom. So, I loved this chapter.
Three things I didn't know or wasn't completely sure of in this chapter were:
1."Assistive technology is how technology can help extend the physical access and sensory access" to students with disabilities. So technology is a very effective tool in the daily living of people with special needs, by reading instruments, computers, etc.
2. "The Technology-Related Assistance Act for Individuals with Disabilities, passed in 1988." This act allows funding to be procured through government funds so that people with disabilities are able to use assistive technology devices.
3. "Optical character recognition" is technology that is used for the blind. Basically, it reads printed material out loud so that a blind person can know what it says.
Two things I would use in my classroom, from this chapter, are:
1. "Inclusion" or "Mainstreaming" which is allowing students with special needs, along with their assigned aide, to participate in classroom activities along side their peers. Everyone should use this technique though.
2. "Alternative keyboards" would be helpful for the students who are not cognitively or physically able to use regular keyboards like their classmates. This technology allows the students to then work along with their peers and to be able to either understand what they are doing or be able to physically do it.
One question I have about this chapter is:
Why can't there be more funding for these students? It seems like they aren't considered enough when it comes to handing out money.
Sunday, November 28, 2010
Sunday, November 21, 2010
Chapter 4
Three things I learned from this Chapter were:
1. "Data mining" is where different information from many different internet sources is gathered into one collection that can be easily accessed in a database.
2. Some teachers and researchers believe that word processing should be learned by kids as young as 4 or 5.
3. "Databases are most helpful when they are embedded in a structured problem-solving process and when the activity includes class and small-group discussion of search results." So basically, databases are useful when students are engaged and interactive with them.
Two things I would use from this Chapter are:
1. Word Processing because it is a time saver when it comes to having students get their work turned in and it's easier to read the typed letters rather than some student's handwriting.
2. "Introducing more complex functions and features on an as-needed basis" during lessons allows me, as a teacher, to differentiate for students at all learning levels.
One question I have about this Chapter is:
If not all students are proficient on word processing, should they be allowed to take longer to turn in an assignment or should they be handwriting their assignments?
1. "Data mining" is where different information from many different internet sources is gathered into one collection that can be easily accessed in a database.
2. Some teachers and researchers believe that word processing should be learned by kids as young as 4 or 5.
3. "Databases are most helpful when they are embedded in a structured problem-solving process and when the activity includes class and small-group discussion of search results." So basically, databases are useful when students are engaged and interactive with them.
Two things I would use from this Chapter are:
1. Word Processing because it is a time saver when it comes to having students get their work turned in and it's easier to read the typed letters rather than some student's handwriting.
2. "Introducing more complex functions and features on an as-needed basis" during lessons allows me, as a teacher, to differentiate for students at all learning levels.
One question I have about this Chapter is:
If not all students are proficient on word processing, should they be allowed to take longer to turn in an assignment or should they be handwriting their assignments?
Saturday, November 13, 2010
Chapter 13
Three things I didn't know before I read this chapter were:
1. "Music literacy, with the use of a computer, enables or encourages experimentation with alternative ways to represent music." So, another way to look at this use of "music literacy" is to use technology. It's not just a way to teach students how to read traditional musical pieces, but rather, they are able to use software to learn how to read it, use it, or change it.
2. "MENC said: The K-12 music curriculum that was established by the 1930's had evolved only gradually since that time, the curricula that were acceptable in the past will be inadequate to prepare students for the 21st century." This is just the most sickening statement I've heard about a music program. These educators may think they know a ton about what the 21st century will be like, but traditional teaching of music shouldn't be disregarded. The old curricula of music is very important to understanding any new kinds of music innovations. This section of the chapter made me sick.
3. "Computerized kilns" are kilns that are automatically set to cool in temp or rise in temp, and to also keep track of how long a ceramic piece should be baked, all by using a computer. This blew my mind. I didn't know they had updated kilns. When I used them, it was old school stuff. But this would be more convenient I guess.
Two things I'd use in my classroom:
1. "Sequencers" are a form of software that allows the user to play with different forms of audio, editing tools, etc. This allows students to create their own original piece of music. Since I'm Language Arts, I'd have them write lyrics to go with the music.
2. "Tweening" or "morphing" which is a computer software 3-d modeling attempt to get students to build their own characters in stories, or architecture, etc. I think this would be super helpful for any students that needed a little bit of help remembering characters from stories we read in our English class, so if the students could make the characters on this software, they might be able to understand the material in the texts better.
One question I have about this chapter is:
1. If music and art help to create a better all around student that is more informed about the world and how to be a creative problem solver, which I believe is true, then why does NCLB get to infringe on that productivity?
1. "Music literacy, with the use of a computer, enables or encourages experimentation with alternative ways to represent music." So, another way to look at this use of "music literacy" is to use technology. It's not just a way to teach students how to read traditional musical pieces, but rather, they are able to use software to learn how to read it, use it, or change it.
2. "MENC said: The K-12 music curriculum that was established by the 1930's had evolved only gradually since that time, the curricula that were acceptable in the past will be inadequate to prepare students for the 21st century." This is just the most sickening statement I've heard about a music program. These educators may think they know a ton about what the 21st century will be like, but traditional teaching of music shouldn't be disregarded. The old curricula of music is very important to understanding any new kinds of music innovations. This section of the chapter made me sick.
3. "Computerized kilns" are kilns that are automatically set to cool in temp or rise in temp, and to also keep track of how long a ceramic piece should be baked, all by using a computer. This blew my mind. I didn't know they had updated kilns. When I used them, it was old school stuff. But this would be more convenient I guess.
Two things I'd use in my classroom:
1. "Sequencers" are a form of software that allows the user to play with different forms of audio, editing tools, etc. This allows students to create their own original piece of music. Since I'm Language Arts, I'd have them write lyrics to go with the music.
2. "Tweening" or "morphing" which is a computer software 3-d modeling attempt to get students to build their own characters in stories, or architecture, etc. I think this would be super helpful for any students that needed a little bit of help remembering characters from stories we read in our English class, so if the students could make the characters on this software, they might be able to understand the material in the texts better.
One question I have about this chapter is:
1. If music and art help to create a better all around student that is more informed about the world and how to be a creative problem solver, which I believe is true, then why does NCLB get to infringe on that productivity?
Sunday, November 7, 2010
Assessment Article
3 things I learned about this article were:
1. "Paul Black, and one of us, Dylam Wiliam, found that students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year." So, the argument is that if a teacher focuses their teaching skills on the learning process of each kid then the student will be able to perform at higher levels, rather than teaching a broad range of topics and only assessing students at the end of the units.
2. "Range finding" is a strategy for teaching that I have never heard of before. I like the idea though, because it offers the teacher a better idea of how to structure the lessons, where to start a unit, and how much detail they must go into to have their students be successful. It's a smart idea to be aware of all student answers, rather than just the right answers.
3. "Exit passes" are an interesting idea to use in a classroom. I've never been in a situation where on was used, but the thought behind it seems to be a good one. Using note cards to have students answer either a "big picture" question or a "range finding" question is a better way for the teacher to assess how much the students are getting from each lesson.
2 things I would use in my classroom, from this article were:
1. The different strategies that have worked for other teachers and have the ability to transcend age, subject, and learning abilities. These strategies are easy to incorporate and make learning more productive. They are: "Clarifying and sharing learning intentions and criteria for success. Engineering effective classroom discussions, questions, and learning tasks, etc."
2."One common method, for teachers to share state standards and learning objectives with their students, involves circulating work samples, such as lab reports, that a previous year's class completed, in view of prompting a discussion about quality." I think this is a good idea, because students don't want to try to figure out what the language means when they are presented with these standards or objectives, plus the students aren't always able to understand the language. Therefore, if teachers tell students in rhetoric they use, plus show examples of successful products, students will most likely want to achieve the same success.
1 Question I have from this article is:
If there are better ways to teach students and for them to learn more efficiently, then why do teachers always use tests? Doesn't that sort of undermine the learning process?
1. "Paul Black, and one of us, Dylam Wiliam, found that students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year." So, the argument is that if a teacher focuses their teaching skills on the learning process of each kid then the student will be able to perform at higher levels, rather than teaching a broad range of topics and only assessing students at the end of the units.
2. "Range finding" is a strategy for teaching that I have never heard of before. I like the idea though, because it offers the teacher a better idea of how to structure the lessons, where to start a unit, and how much detail they must go into to have their students be successful. It's a smart idea to be aware of all student answers, rather than just the right answers.
3. "Exit passes" are an interesting idea to use in a classroom. I've never been in a situation where on was used, but the thought behind it seems to be a good one. Using note cards to have students answer either a "big picture" question or a "range finding" question is a better way for the teacher to assess how much the students are getting from each lesson.
2 things I would use in my classroom, from this article were:
1. The different strategies that have worked for other teachers and have the ability to transcend age, subject, and learning abilities. These strategies are easy to incorporate and make learning more productive. They are: "Clarifying and sharing learning intentions and criteria for success. Engineering effective classroom discussions, questions, and learning tasks, etc."
2."One common method, for teachers to share state standards and learning objectives with their students, involves circulating work samples, such as lab reports, that a previous year's class completed, in view of prompting a discussion about quality." I think this is a good idea, because students don't want to try to figure out what the language means when they are presented with these standards or objectives, plus the students aren't always able to understand the language. Therefore, if teachers tell students in rhetoric they use, plus show examples of successful products, students will most likely want to achieve the same success.
1 Question I have from this article is:
If there are better ways to teach students and for them to learn more efficiently, then why do teachers always use tests? Doesn't that sort of undermine the learning process?
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