Brittany Connors
This project focuses on teaching students how to tell time to the hour and half hour. The audience for this project is elementary students. The main focus is 1st graders based on Michigan standards and benchmarks, but could be used at other grade levels as well. The learner will be able to identify and use strategies for telling time to the hour and half hour. This is a lifelong skill that students will use and can be related directly to their lives. This correlates to the following Michigan Standard: (1.M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.) In my lesson plan, I failed to provide a rationale statement. My rationale for teaching telling time and incorporating the use of technology is because in the past I have found this to be a difficult concept for students to grasp. First grade is the first time many students are presented with the concept of time and students need multiple visual examples. Using technology is a great opportunity to enhance the Michigan Standards and the district curriculum, so that students are more successful. I also selected this topic because the current math curriculum is outdated and does not include information about telling time on digital clocks in addition to twelve-hour clocks. Additionally, my behavioral objectives for the lesson are as follows:
• Students will identify the parts of a twelve-hour clock, including the hour, minute, and second hand.
• Students will be able to tell time to the hour by looking at the minute hand pointing to the six on a twelve-hour clock.
• Students will be able to tell time to the hour by looking at the :00 on a digital clock.
• Students will be able to tell time to the half hour by looking at the minute hand pointing to the six on a twelve-hour clock.
• Students will be able to tell time to the half hour by looking at the position of the hour hand and selecting the smaller number as correct on a twelve-hour clock.
• Students will be able to tell time to the half hour by looking at the :30 on a digital clock.
These behavioral objectives correlate with the strategies presented during the slidecast presentation.
After receiving feedback and reviewing my lesson, I realized I need to grab the students’ attention to open the lesson. Therefore, when I do this lesson again in the future, I will open as follows.
Teacher: Close your eyes and open them after one minute goes by. (Time for one minute. Observe the number of students who open their eyes too quickly, stay closed to long, close, etc.)
Teacher: Open your eyes. That was one minute. What are some things you could do in a minute?
Student: Wash your hands, write your full name…
Teacher: What about five minutes? What about an hour?
Student: (Responses will vary. Some may not be accurate at this point.)
Teacher: Do you think it is important to know how to tell time? Why?
Student: We don’t want to be late and we don’t want to miss the bus.
Teacher: Today we are going to begin learning how to tell time using a clock. That way you can know exactly what you can accomplish in a minute, 10 minutes, or an hour. Several people also mentioned it is important to tell time so we aren’t late and so we don’t miss important events.
The teacher will then go on to ask students if they have seen clocks in the school, their homes, etc. It is important to highlight that not all clocks look exactly the same, but that they have the same job. The teacher will show a variety of different clocks, including both twelve-hour and digital formats. After activating student’s prior knowledge, the teacher will begin by introducing the parts of the twelve hour clock. This will be done visually, orally, and in written format to meet the needs of all learners and learning styles. If materials allow, each student could also be given a paper clock or a clock on the computer to manipulate and experiment with at this time.
Students will then complete the first half of the slidecast created by their teacher. Originally, the idea was for the students to complete the whole slidecast at once. I think presenting the first half of the slidecast on the Promethean Board is more effective. Students are able to see and experience how to interact and advance the slidecast. This also gives the teacher insight into what students are beginning to understand and already understand about telling time. I added this component so I could observe and monitor student comprehension during the slidecast. Individual students could be asked to complete tasks on the Promethean Board, students could provide input via clickers (if available), and students could show their level of understanding using a thumb rating throughout the slidecast. These are all additional ways to monitor understanding.
After, some students will complete the second half of the slidecast, while others rotate through the Math Workshop centers. Some of the choices include: Manipulating clocks with a partner (guessing times), telling time puzzles (digital and twelve hour clock times fit together) and small group instruction with the teacher using plastic clocks. (It is assumed that the students have already been introduced to the Math Workshop model. It is also assumed that class norms and expectations have been set for what is appropriate during this time. Below is a sample script that could be used at this time. This is also a time for basic modeling of what is expected at each center. Additionally, these are the specific centers available for students to continue their exploration of telling time.
Teacher: There are several centers available today during Math Workshop. You will be at each center for 12 minutes. The first center is completing the second half of the slidecast on the computers. (Point to the computer area and the slidecast on the Promethean Board.) The second half of the slidecast is very similar to what we were doing on the Promethean Board. The second center is using the clock manipulatives with a partner. (Hold up clock manipulative and move the hands.) One partner sets the clock to a specific time and the other partner guesses. After five guesses, the job of each partner is rotated. The third center is telling time puzzles. (Hold up the puzzles. Show how the digital clock time and twelve-hour clock time fit together if they match.) You may work on your own or with partners to fit the digital and twelve-hour clock times together. The fourth center will be small group with me. (Hold up clock manipulative once again.) We will be using the clock manipulatives and discussing what strategies you are using to tell time.
After all centers have been completed, students will gather on the carpet to discuss what strategies they discovered, what they still need work on, what they are still wondering, etc. In order to set the stage for new learning, I will ask students to discuss if these same strategies would help them tell time to other times, not just hour and half hour times. I will let them know that we will be continuing our exploration of time for several days and we can put our strategies (behavioral objectives) to use on other times.
I presented this lesson to my first grade class as an introduction to our telling time unit. The lesson went smoothly. Presenting the first half of the slidecast whole group was effective. It provided students with background knowledge to complete the rest of the slidecast on their own and enough content to begin working on other Math Workshop centers. Computers are limited in my classroom so presenting the first half whole group helped cut down on the individual computer time each student needed.
I checked for comprehension throughout by observations during whole group instruction, assessment checklist, and the telling time worksheet. I added the telling time worksheet after receiving feedback and based on the lesson implementation. The telling time worksheet will be completed the following day to access retention of information and strategies. The worksheet is located at the bottom on this reflection.
Question Set One
• What was learned? What were the learning goals of this instructional experience? What were the underlying assumptions (explicit and implicit) about the nature of knowledge?
This project focuses on teaching students how to tell time to the hour and half hour. The learner will be able to identify and use strategies for telling time to the hour and half hour. This is a lifelong skill that students will use and can be related directly to their lives. Some underlying assumptions are that students have past experience using a computer, students are aware of the concept of time, students have seen many clocks and students have witnessed people using clocks to tell time.
• What are the affordances for how knowledge/information is being represented? What are the constraints?
The slidecast uses visual, written, and audio to better meet the needs of all students. Active participation by the student is necessary and the speed of the program is controlled by the student. This allows for differentiated instruction so that students can spend as much or as little time on the introduction and guided practice portions. If students finish early, additional websites for further practice and/or challenges is available at the end. Since the material is presented in different ways, some students may be distracted by all the stimulation. Also, the lack of computer access makes the entire process time consuming and some students may have to finish the second half of the slidecast on a different day.
• How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
Learning takes place through scaffolding. Information is presented at the beginning of the project and guides the students toward working independently as it goes on. This is based on the Social Constructivist Theory. One of the strategies incorporated into the lesson is the inductive strategy. The slidecast provides several examples of various times and has the students analyze the similarities to form a conclusion. The project also incorporates questions and provides the learner with feedback to ensure active participation.
• Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?
This lesson was intended to supplement and enhance existing curriculum. The related Michigan Standard for first grade is: (1.M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.) This lesson was used as an introduction to the unit. The goal was to provide students with background knowledge visually, written, and orally.
• How are important differences among learners taken into account?
Presenting the information orally, visually, and in writing allows for a deeper understanding of the material. If information is presented in multiple ways, more connections are made and the student is more likely to remember and apply the information later. This also allows for various learning styles to be met. Scaffolding information is important so that the students do not become overwhelmed with new information. Guiding them to understanding builds their confidence and abilities before having them work independently. Some self discovery (inductive strategy) is used in the beginning to increase interest and for the students to express their prior knowledge. Each Math Workshop center can be modified to meet the needs of any learner. Students can control the speed of the slidecast, worksheets can be completed with a partner/adult, puzzle pieces can be removed, etc. Additionally, challenging websites are provided at the end of the slidecast. Students that are ready can be presented with additional times, not just hour and half hour when working with small groups.
• What do teachers and learners need to know in order for your lesson to be a success? What demands are placed on teachers and other "users"? What knowledge is assumed?
Teachers need to know how to create or access a slidecast to meet their needs. I needed basic PowerPoint knowledge to create my slidecast. Teachers need to know the various needs of their learners, have Math Workshop experience, understand center-based learning theories, and have time management skills. Teachers must set-up the various activities, explain the expectations and monitor/observe students throughout the lesson. It is assumed that the teacher and the students have basic computer skills, experience working with partners, and experience with Math Workshop routines.
• How did you assess what students were doing and what they were learning from this activity? How did you hold them accountable for the work they did?
I used a checklist to monitor student performance. Students also turned in their worksheets and crossed their names off a list after completing the second half of the slidecast. Meeting with small groups helped me gauge how students were doing throughout the lesson.
Question Set Two
• What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology was used to introduce new material. An advantage of the technology was it showed the material visually, orally, and in writing. It also allowed the student to receive and interact with the new information at their own pace. A disadvantage is that the slidecast might have been over stimulating or distracting for some learners. Another disadvantage to the technology is that individual students are able to control the speed of the information and may advance it too quickly. The technology is able to scaffold information based on individual students, provide individual feedback, and provide examples using a variety of senses.
• What did you expect your students to make of their use of technology in your lesson? How did they react when using the technologies? What questions did students have, and how did you respond to them?
I expected my students to enjoy using the technology. Many thought the slidecast was a game. Several students were surprised to hear my voice on the slidecast. Some students were unsure how to advance the slidecast, even after the whole group introduction.
• How would you describe how students were making sense of the content with the technology?
I think the majority of students benefited from using the technology. When I met in small groups, many students understood how to tell time to the hour. This was the section of the slidecast that was presented whole group. Telling time to the half hour is a bit trickier. Most students were beginning to understand the basics, but hadn’t fully grasped the concept. This concept needs additional practice before students master it. I had a few students ask if they could do the slidecast again. I’m not sure if they thought it was fun or if they wanted another chance to process the information.
(Note the pictures did not show up correctly in the blog. Please see attached in discussion forum.)
Name________________________
Telling Time
Label the minute hand and the hour hand on the clock.
What time does the above clock say? __________
How did you know? What strategy did you use?________________________________________________________________________________________________________________
Label the minute hand and the hour hand on the clock.
What time does the above clock say? __________
How did you know? What strategy did you use?________________________________________________________________________________________________________________
Draw lines to connect the twelve-hour clock and digital clocks that show the same time.
Tuesday, April 12, 2011
Wednesday, April 6, 2011
Connors 800 Reflection
This project focuses on teaching students how to tell time to the hour and half hour. The audience for this project is elementary students. The main focus is 1st graders based on Michigan standards and benchmarks, but could be used at other grade levels as well. The learner will be able to identify and use strategies for telling time to the hour and half hour. This is a lifelong skill that students will use and can be related directly to their lives. This correlates to the following Michigan Standard: (1.M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.)
The teacher will discuss why telling time is an important skill to learn. Some possible discussion points could include being on time for important events and not being late. The teacher may ask students if they have seen clocks in the school, their homes, etc. It is important to highlight that not all clocks look exactly the same, but that they have the same job. The teacher will show a variety of different clocks including both twelve hour and digital formats. After activating student’s prior knowledge, the teacher will begin by introducing the parts of the twelve hour clock. This will be done visually, orally, and in written format to meet the needs of all learners and learning styles. If materials, allow each student could also be given a paper clock or a clock on the computer to manipulate and experiment with at this time.
Students will then complete the first half of the slidecast created by their teacher. Originally, the idea was for the students to complete the whole slidecast at once. I think presenting the first half of the slidecast on the Promethean Board is more effective. Students are able to see and experience how to interact and advance the slidecast. After, some students will complete the second half of the slidecast, while others rotate through the Math Workshop centers. Some of the choices include: Manipulating clocks with a partner (guessing times), telling time puzzles (digital and twelve hour clock times fit together) and small group instruction with the teacher using plastic clocks. (It is assumed that the students have already been introduced to the Math Workshop model. It is also assumed that class norms and expectations have been set for what is appropriate during this time.
I presented this lesson to my first grade class as an introduction to our telling time unit. The lesson went smoothly. Presenting the first half of the slidecast whole group was effective. It provided students with background knowledge to complete the rest of the slidecast on their own and enough content to begin working on other Math Workshop centers. Computers are limited in my classroom so presenting the first half whole group helped cut down on the individual computer time each student needed.
Question Set One
• What was learned? What were the learning goals of this instructional experience? What were the underlying assumptions (explicit and implicit) about the nature of knowledge?
This project focuses on teaching students how to tell time to the hour and half hour. The learner will be able to identify and use strategies for telling time to the hour and half hour. This is a lifelong skill that students will use and can be related directly to their lives. Some underlying assumptions are that students have past experience using a computer, students are aware of the concept of time, students have seen many clocks and students have witnessed people using clocks to tell time.
• What are the affordances for how knowledge/information is being represented? What are the constraints?
The slidecast uses visual, written, and audio to better meet the needs of all students. Active participation by the student is necessary and the speed of the program is controlled by the student. This allows for differentiated instruction so that students can spend as much or as little time on the introduction and guided practice portions. If students finish early, additional websites for further practice and/or challenges is available at the end. Since the material is presented in different ways, some students may be distracted by all the stimulation. Also, the lack of computer access makes the entire process time consuming and some students may have to finish the second half of the slidecast on a different day.
• How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
Learning takes place through scaffolding. Information is presented at the beginning of the project and guides the students toward working independently as it goes on. This is based on the Social Constructivist Theory. One of the strategies incorporated into the lesson is the inductive strategy. The slidecast provides several examples of various times and has the students analyze the similarities to form a conclusion. The project also incorporates questions and provides the learner with feedback to ensure active participation.
• Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?
This lesson was intended to supplement and enhance existing curriculum. The related Michigan Standard for first grade is: (1.M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.) This lesson was used as an introduction to the unit. The goal was to provide students with background knowledge visually, written, and orally.
• How are important differences among learners taken into account?
Presenting the information orally, visually, and in writing allows for a deeper understanding of the material. If information is presented in multiple ways, more connections are made and the student is more likely to remember and apply the information later. This also allows for various learning styles to be met. Scaffolding information is important so that the students do not become overwhelmed with new information. Guiding them to understanding builds their confidence and abilities before having them work independently. Some self discovery (inductive strategy) is used in the beginning to increase interest and for the students to express their prior knowledge. Each Math Workshop center can be modified to meet the needs of any learner. Students can control the speed of the slidecast, worksheets can be completed with a partner/adult, puzzle pieces can be removed, etc. Additionally, challenging websites are provided at the end of the slidecast. Students that are ready can be presented with additional times, not just hour and half hour when working with small groups.
• What do teachers and learners need to know in order for your lesson to be a success? What demands are placed on teachers and other "users"? What knowledge is assumed?
Teachers need to know how to create or access a slidecast to meet their needs. I needed basic PowerPoint knowledge to create my slidecast. Teachers need to know the various needs of their learners, have Math Workshop experience, understand center-based learning theories, and have time management skills. Teachers must set-up the various activities, explain the expectations and monitor/observe students throughout the lesson. It is assumed that the teacher and the students have basic computer skills, experience working with partners, and experience with Math Workshop routines.
• How did you assess what students were doing and what they were learning from this activity? How did you hold them accountable for the work they did?
I used a checklist to monitor student performance. Students also turned in their worksheets and crossed their names off a list after completing the second half of the slidecast. Meeting with small groups helped me gauge how students were doing throughout the lesson.
Question Set Two
• What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology was used to introduce new material. An advantage of the technology was it showed the material visually, orally, and in writing. It also allowed the student to receive and interact with the new information at their own pace. A disadvantage is that the slidecast might have been over stimulating or distracting for some learners. Another disadvantage to the technology is that individual students are able to control the speed of the information and may advance it too quickly. The technology is able to scaffold information based on individual students, provide individual feedback, and provide examples using a variety of senses.
• What did you expect your students to make of their use of technology in your lesson? How did they react when using the technologies? What questions did students have, and how did you respond to them?
I expected my students to enjoy using the technology. Many thought the slidecast was a game. Several students were surprised to hear my voice on the slidecast. Some students were unsure how to advance the slidecast, even after the whole group introduction.
• How would you describe how students were making sense of the content with the technology?
I think the majority of students benefited from using the technology. When I met in small groups, many students understood how to tell time to the hour. This was the section of the slidecast that was presented whole group. Telling time to the half hour is a bit trickier. Most students were beginning to understand the basics, but hadn’t fully grasped the concept. This concept needs additional practice before students master it. I had a few students ask if they could do the slidecast again. I’m not sure if they thought it was fun or if they wanted another chance to process the information.
The teacher will discuss why telling time is an important skill to learn. Some possible discussion points could include being on time for important events and not being late. The teacher may ask students if they have seen clocks in the school, their homes, etc. It is important to highlight that not all clocks look exactly the same, but that they have the same job. The teacher will show a variety of different clocks including both twelve hour and digital formats. After activating student’s prior knowledge, the teacher will begin by introducing the parts of the twelve hour clock. This will be done visually, orally, and in written format to meet the needs of all learners and learning styles. If materials, allow each student could also be given a paper clock or a clock on the computer to manipulate and experiment with at this time.
Students will then complete the first half of the slidecast created by their teacher. Originally, the idea was for the students to complete the whole slidecast at once. I think presenting the first half of the slidecast on the Promethean Board is more effective. Students are able to see and experience how to interact and advance the slidecast. After, some students will complete the second half of the slidecast, while others rotate through the Math Workshop centers. Some of the choices include: Manipulating clocks with a partner (guessing times), telling time puzzles (digital and twelve hour clock times fit together) and small group instruction with the teacher using plastic clocks. (It is assumed that the students have already been introduced to the Math Workshop model. It is also assumed that class norms and expectations have been set for what is appropriate during this time.
I presented this lesson to my first grade class as an introduction to our telling time unit. The lesson went smoothly. Presenting the first half of the slidecast whole group was effective. It provided students with background knowledge to complete the rest of the slidecast on their own and enough content to begin working on other Math Workshop centers. Computers are limited in my classroom so presenting the first half whole group helped cut down on the individual computer time each student needed.
Question Set One
• What was learned? What were the learning goals of this instructional experience? What were the underlying assumptions (explicit and implicit) about the nature of knowledge?
This project focuses on teaching students how to tell time to the hour and half hour. The learner will be able to identify and use strategies for telling time to the hour and half hour. This is a lifelong skill that students will use and can be related directly to their lives. Some underlying assumptions are that students have past experience using a computer, students are aware of the concept of time, students have seen many clocks and students have witnessed people using clocks to tell time.
• What are the affordances for how knowledge/information is being represented? What are the constraints?
The slidecast uses visual, written, and audio to better meet the needs of all students. Active participation by the student is necessary and the speed of the program is controlled by the student. This allows for differentiated instruction so that students can spend as much or as little time on the introduction and guided practice portions. If students finish early, additional websites for further practice and/or challenges is available at the end. Since the material is presented in different ways, some students may be distracted by all the stimulation. Also, the lack of computer access makes the entire process time consuming and some students may have to finish the second half of the slidecast on a different day.
• How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
Learning takes place through scaffolding. Information is presented at the beginning of the project and guides the students toward working independently as it goes on. This is based on the Social Constructivist Theory. One of the strategies incorporated into the lesson is the inductive strategy. The slidecast provides several examples of various times and has the students analyze the similarities to form a conclusion. The project also incorporates questions and provides the learner with feedback to ensure active participation.
• Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?
This lesson was intended to supplement and enhance existing curriculum. The related Michigan Standard for first grade is: (1.M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.) This lesson was used as an introduction to the unit. The goal was to provide students with background knowledge visually, written, and orally.
• How are important differences among learners taken into account?
Presenting the information orally, visually, and in writing allows for a deeper understanding of the material. If information is presented in multiple ways, more connections are made and the student is more likely to remember and apply the information later. This also allows for various learning styles to be met. Scaffolding information is important so that the students do not become overwhelmed with new information. Guiding them to understanding builds their confidence and abilities before having them work independently. Some self discovery (inductive strategy) is used in the beginning to increase interest and for the students to express their prior knowledge. Each Math Workshop center can be modified to meet the needs of any learner. Students can control the speed of the slidecast, worksheets can be completed with a partner/adult, puzzle pieces can be removed, etc. Additionally, challenging websites are provided at the end of the slidecast. Students that are ready can be presented with additional times, not just hour and half hour when working with small groups.
• What do teachers and learners need to know in order for your lesson to be a success? What demands are placed on teachers and other "users"? What knowledge is assumed?
Teachers need to know how to create or access a slidecast to meet their needs. I needed basic PowerPoint knowledge to create my slidecast. Teachers need to know the various needs of their learners, have Math Workshop experience, understand center-based learning theories, and have time management skills. Teachers must set-up the various activities, explain the expectations and monitor/observe students throughout the lesson. It is assumed that the teacher and the students have basic computer skills, experience working with partners, and experience with Math Workshop routines.
• How did you assess what students were doing and what they were learning from this activity? How did you hold them accountable for the work they did?
I used a checklist to monitor student performance. Students also turned in their worksheets and crossed their names off a list after completing the second half of the slidecast. Meeting with small groups helped me gauge how students were doing throughout the lesson.
Question Set Two
• What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology was used to introduce new material. An advantage of the technology was it showed the material visually, orally, and in writing. It also allowed the student to receive and interact with the new information at their own pace. A disadvantage is that the slidecast might have been over stimulating or distracting for some learners. Another disadvantage to the technology is that individual students are able to control the speed of the information and may advance it too quickly. The technology is able to scaffold information based on individual students, provide individual feedback, and provide examples using a variety of senses.
• What did you expect your students to make of their use of technology in your lesson? How did they react when using the technologies? What questions did students have, and how did you respond to them?
I expected my students to enjoy using the technology. Many thought the slidecast was a game. Several students were surprised to hear my voice on the slidecast. Some students were unsure how to advance the slidecast, even after the whole group introduction.
• How would you describe how students were making sense of the content with the technology?
I think the majority of students benefited from using the technology. When I met in small groups, many students understood how to tell time to the hour. This was the section of the slidecast that was presented whole group. Telling time to the half hour is a bit trickier. Most students were beginning to understand the basics, but hadn’t fully grasped the concept. This concept needs additional practice before students master it. I had a few students ask if they could do the slidecast again. I’m not sure if they thought it was fun or if they wanted another chance to process the information.
Sunday, March 6, 2011
Group Leadership Project
1. What tool did your group use to deliver the PD tutorial? Why?
We created a PowerPoint presentation and then uploaded it to Slideshare.net. Our group selected PowerPoint because everyone in our group had access to the program and was familiar with how to use it. We uploaded our presentation to Slideshare so it could be accessed from any computer. Also, we could share the link with other educators after our presentation was complete. Many people might want to look back on the information or may have missed the professional development day. Also, with the limited time available to educators, we thought it was important for teachers to be able to go through the presentation on their own time, if necessary.
2. What did you learn during the development process of the final product?
Our group learned that some group members may interpret the assignment differently than others and this can cause complications. We learned to expect technological difficulties and delays in completion. I, personally, learned the importance of communicating with members of the group and completing individual parts in a timely manner. A group member also mentioned some of our sounds effects were cancelled out by the voiceover which wasn’t something we were expecting, but know for the future.
3. What would you do differently if you had to develop a similar product again?
I don’t think I would do anything differently. I think our project looks great (aesthetically) and achieves our goal of teaching educators about two Google applications. In the future, I would suggest turning in the individual parts earlier so that the editing and voiceover wouldn’t be rushed and so the project could be completed on time. We mentioned this before, but we would use a different program to meet since the two programs we “tried out” didn’t work as well as we would have liked.
Wednesday, March 2, 2011
Wicked Problem Project
Description of Need or Opportunity –Part A
First grade is a year where reading success is essential. Much of the year is spent developing the reading strategies, practicing and modeling fluency, and assessing comprehension. I have found that students benefit from hearing fluent readers read to them. Through this project I would like to incorporate technology to increase reading fluency in first graders. Being a fluent reader is linked to comprehension and understanding. Fluency doesn’t ensure comprehension, but comprehension is difficult without fluency. If a reader is constantly stopping to decode and figure out unknown words, most likely meaning will be disrupted and the process of reading becomes long and laborious.
I would like to incorporate books on iPods(or MP3 players) to increase reading fluency. Currently, I have a listening center in my classroom that takes both tapes and CDs. Unfortunately, many of the books on tape are outdated, worn, or falling apart. The books on CDs are more current, but are not as functional for first grade use. Students often scratch the CDs or the story skips while playing. This creates for an unpleasant experience and doesn’t effectively model fluent reading. Additionally, I can only order books on tape or CD that are offered in book stores or scholastic. Many students have books that they are interested in reading, but the listening resources are not available on tape or CD. If I incorporate the use of iPods, I could download books that students were currently reading or interested in. I could also incorporate books that I already have available in my classroom. This would also broaden my “listening library” and be more user-friendly. The iPods or MP3 players would also deliver one on one modeling of fluent reading at any level.
Students would have an opportunity to use these resources during Reading Workshop. I envision students listening to one to two picture books a day using the iPod and/or MP3 player. Several students could listen to the same story and just pass the iPod/MP3 when they finish. I would begin this process with students that are struggling with their own reading fluency, but if resources are available, I would like all students to have the opportunity.
During this course, I will use my personal iPod to download books to use in my classroom. I will allow several students to use this resource daily. If this seems to positively affect their reading fluency, I will write a grant when the course concludes to receive additional resources.
There are several websites available to download free books and search children’s books. Three of those websites are listed below.
http://www.booksshouldbefree.com/genre/Children
http://storynory.com/
http://www.playtime-books.com/
According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression. Fluent readers:
• Recognize words automatically
• Read aloud effortlessly and with expression
• Do not have to concentrate on decoding
• Can focus on comprehension
According to Brenda-Jean Tyler from the Department of Special Education at The University of Texas at Austin, research suggests that “effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.” (J Learn Disabil September/October 2002 vol. 35 no. 5 386-406).
Below is a link that describes how students can play a larger role in assessing their own reading fluency with the use of new technologies. The focus is on the actual fluency assessment as opposed to building the fluency skills, but providing feedback would be beneficial for older students to improve.
http://doit.aurorak12.org/2010/02/07/reading-fluency-i-pod-touch/
Here are several links about teachers already using iPods in the classroom.
http://ipodclassroom.wikispaces.com/
http://www.classroom20.com/forum/topics/ipods-in-the-classroom
http://www.educationworld.com/a_tech/sites/sites070.shtml
Additionally, a teacher from another course read one of my blog postings about this project and provided me with additional resources. The link to her resources is provided below.
http://prezi.com/dipcai7vifzj/sig-presentation-cep810
To determine if this project is successful, I will conduct a pre-assessment taking into account the students’ current reading rate, use of expression, and heeding punctuation. After several weeks listening to books on the iPods/MP3, I will conduct the same assessment again to verify if changes are evident.
Part B-Application of TPACK
1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
I have found that students benefit from hearing fluent readers read to them. The iPods would deliver one on one modeling of fluent reading at any level. This would allow students yet another opportunity to hear fluent reading during Reading Workshop in addition to reading with the teacher, volunteers, and their peers. They would also have the opportunity to hear the book they are currently reading. That way they will be better prepared to model the pace, expression and speed when reading that same book on their own. Additionally, the increased number of available books will allow students more choice and hopefully, excite and motivate them as they work toward their own fluency.
2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
Currently, I have a listening center in my classroom that takes both tapes and CDs. Unfortunately, many of the books on tape are outdated, worn, or falling apart. The books on CDs are more current, but are not as functional for first grade use. Students often scratch the CDs or the story skips while playing. This creates for an unpleasant experience and doesn’t effectively model fluent reading. Additionally, I can only order books on tape or CD that are offered in book stores or on scholastic. Many students have books that they are interested in reading, but the listening resources are not available on tape or CD. If I incorporate the use of iPods, I could download books that students were currently reading or interested in. This would in turn increase their motivation. I could also incorporate books that I already have available in my classroom. This would also broaden my “listening library” and be more user-friendly. There are several websites available to download free books and search children’s books. Three of those websites are listed below.
http://www.booksshouldbefree.com/genre/Children
http://storynory.com/
http://www.playtime-books.com/
Additionally, a teacher from another course read one of my blog postings about this project and provided me with additional resources. The link to her resources is provided below.
http://prezi.com/dipcai7vifzj/sig-presentation-cep810
3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?) Be sure to think about how the student will experience the content given these instructional strategies.
First grade is a year where reading success is essential. Much of the year is spent developing the reading strategies, practicing and modeling fluency, and assessing comprehension. I have found that students benefit from hearing fluent readers read to them. This coincides with the Social Constructivist Theory because it involves learning from others through scaffolding. First the students were asked to listen to a book on an iPod. Then they were asked to discuss what things they noticed about the reading. Then they were asked to listen to a section of the book on iPod, then attempt to read that section of the book similar to the reader. After, they were asked to listen to the book multiple times, practice reading the book in a similar fashion and receive feedback from the teacher or peer. This feedback coincides with Vygotsky’s theory that a knowledgeable individual assists learners in learning through mental or physical means. The teacher and the student are sharing the thinking load. Overtime, this support was gradually lessened. This entire process is known as scaffolding. The students were asked to read a new text without listening to the book beforehand to see if they were able to read fluently without a model and without receiving previous feedback.
Through this project I would like to incorporate technology to increase reading fluency in first graders. Being a fluent reader is linked to comprehension and understanding. Fluency doesn’t ensure comprehension, but comprehension is difficult without fluency. If a reader is constantly stopping to decode and figure out unknown words, most likely meaning will be disrupted and the process of reading becomes long and laborious. With increased class sizes, it is difficult to model fluent reading of each book that students are interested in or currently reading. Using the iPods would allow students to experience additional one on one modeling with a book at their personal reading level.
Part C- Implementation (Link to podcast in previous blog post or in presentation)
I implemented the use of iPods during my Reading Workshop for students to listen to books. My hope was to improve their overall reading fluency. When I began my project, I was initially surprised how many of my students had experience using iPods. I sent parents links to some of the free resources I found. I had three students bring in their own iPods with a book they were currently reading downloaded on it to listen to during Reading Workshop. I was surprised by the parent support, but also grateful. It would have been difficult to use those iPods without parent support since iPods can only be plugged into one computer or the content is erased. I also used my own iPod to download several of the books I currently had in my own classroom library. I found that playtime books.com had the widest selection. I downloaded the gingerbread man to start since my class was working on various versions of the story.
Obviously, first grade students were very excited about using the iPods. Due to the lack of resources many students were disappointed if they weren’t able to use it during Reading Workshop. Therefore, we had to set-up a schedule that would allow everyone a turn. Originally, I thought I would only use the books on iPod with readers working on fluency. I quickly realized that all students were eager to use the iPod and all wanted a turn. Originally using the iPods during Reading Workshop was a distraction, but after about 3 days of use it became a common happening and drew little additional attention. I also continued to use my tape and CD listening center throughout the iPod implementation to give students an additional time to hear fluent reading. Pairing both resources seemed to go well. I would love to have a class set of iPods to use in the future. One of my classroom parents was so impressed with the idea, she discussed writing a grant and/or presenting my idea and findings to the PTO to receive funding if possible.
Part D-Findings and Implications
Formative: Did the project get implemented as planned?
The project did get implemented in my classroom during Reading Workshop as planned. However, all students were given a chance to use the book on iPod, which was not planned. Initially, the plan was for only those working on fluency to participate in the implementation, but the hype and excitement of the students could not be denied. I believed it was important for each student to get a turn to experience using the iPod in order to make it common practice/routine in the classroom.
Summative: Evidence of success in addressing the problem of practice
Due to the change in implementation, my evidence is inconclusive. Also, many additional factors impact reading fluency and I don’t think books on iPod and reading fluency can be individually assessed. The students I wanted to target didn’t get as much use of the iPods as I would have liked since everyone as given a turn. I will continue using the iPods for the remainder of the year, mainly with students working on fluency and see if I get any results. Students also continued to use my tape/CD listening center, read with partners, parents, older peers, teachers, etc. These are all additional times throughout the day when “good” reading fluency is modeled for them.
How would you approach another project of this type differently given what you’ve learned here?
I would plan for a longer implementation and anticipate every student needing an initial turn using a new technology. I think I would have an introduction phase, where the new technology is introduced and all students are allowed time to explore. After that phase, I would begin using the technology with targeted students on a more regular basis. Then I would assess those targeted students to see if I noticed any changes in their overall reading fluency. I would also try to have more materials available (if possible.)
What are the lessons learned that others might benefit from knowing about?
I learned that many students and parents are excited about the movement of technology into the classroom. Many parents were eager to assist and allowed the students to bring in their own iPods. I think involving parents and not being afraid to ask for help if very important. I even had a parent research various grants I could write in the future. Another parent has extensive experience writing grants and offered to read it over and give feedback. I think we often forget how many resources we have available right in front of us.
In what ways will you endeavor to do the same project again, and what will you change or not do?
I would love to do the same project again provided I had more classroom materials. Using one iPod and passing it around during Reading Workshop wasn’t that effective. I would also need to find more books to download to keep students engaged and motivated. I would definitely involve parents and request their support. I think I would also allow for more time to complete the project or keep the project ongoing all year.
(I have continued on with the project since writing this. Additionally, I have dug out my own and asked for donations of any MP3 players or similar devices. So far I have received four MP3 players that I have loaded with books on tape. They are now being used during Reading Workshop to enhance reading fluency. Also, two other students brought in their own iPods to use during Reading Workshop. (I know I mentioned this before, but it really does pay off to ask for help. With the limited resources and money available in education, finding alternative ways to integrate technology is necessary.)
Tuesday, March 1, 2011
Monday, February 21, 2011
Part B- Storyboard and Script
Here is the group project by Group 3. I completed the slides dealing with Google Documents. I explained the similarities between Google Documents and Microsoft Word. I also explained the many benefits of using Google Documents. I took several screen shots of both programs. I added arrows to show how each program offers similar things. I thought this was important for teachers to know. Many teachers are reluctant to learn new things so I wanted to use their prior knowledge and provide detailed reasoning why they should look into using Google Documents. I also wrote the script that goes with these slides.
Wednesday, February 16, 2011
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