Erika's ABC Lesson
ABC Songs
Rubric
When you are done playing and having fun, please click
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Wednesday, July 21, 2010
Final Project
Good Morning Class
Erika's ABC Lesson
ABC Songs
Rubric
Erika's ABC Lesson
ABC Songs
Rubric
Good Evening Class,
It is a beautiful Wednesday evening and the last day of class. Today as we finish up for the semester, I have a have a special learning treat where we are going to practice our alphabet songs on the computer with a game I made.
I want to see if we all can remember all your letter sounds by singing the songs we sing in class. I know we can do it!!
Remember, if you have any trouble accessing the songs, you can also find them on the side bar or just click here.
The purpose of this activity is to review kindergarten content standards
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. Worksheet Worksheet
ane
1.14 Match all consonant and short-vowel sounds to appropriate letters.
I want to see if we all can remember all your letter sounds by singing the songs we sing in class. I know we can do it!!
Remember, if you have any trouble accessing the songs, you can also find them on the side bar or just click here.
The purpose of this activity is to review kindergarten content standards
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. Worksheet Worksheet
ane
1.14 Match all consonant and short-vowel sounds to appropriate letters.
ABC Lesson
The ABC lesson game combines a phonemic awareness lesson with music I have written to aide learning. As the targeted age of children will not be able to read, I have included a vocal recording of all the directions. Unfortunately, some of the sounds do not work with the server. However, I encourage you to play and listen through the ABC music link that does work on the side bar.
Rubric
My grading rubric will be based on student observation both one on one and in group setting. I as a teacher will observe if the student is able to demonstrate knowledge of phonetic sounds with out teacher or peer assistance.
R u b r i c
R u b r i c
Survey Monkey
Thank you everyone for taking your time to look over my lesson. Please take some time and honestly fill out my survey; your honesty is appreciated.
Click here to take survey
Click here to take survey
Wednesday, July 14, 2010
Tuesday, July 13, 2010
facebook in the classroom…
As most of my skills and experience have been with preschool and the lower level elementary students much of the technology skills learned in this class do not directly relate to my students. I see them more useful with upper elementary, where students are just beginning to learn to use e-mail, middle school and high school students. Again, as I plan to teach kindergarten through second grade facebook is a non issue, however, for the purpose of this assignment, I will write from the point of view of a High School teacher
Facebook is a wonderful tool and means to keep in contact and share photos with old friends. However when used in the classroom there are wonderful attributes and there are dangers, and if not properly warned, students at a young age can make mistakes on the internet that can permanently damage their person and reputations professionally. As for the attributes, harnessing an aspect of media that students already like and use can have a wonderful spin off. When students are treated well, their brains create feel good chemicals and are at ease in the classroom (Jenson, 2008 ), and thus, as most educators have experienced, learning flows more easy. On the contrary, teenagers often do not make well thought out decisions. As Jenson writes, teenage brains are not fully developed, especially the frontal lobes and a system of mirror neurons that often fire in a copy-cat behavioral pattern without proper analysis of the action. In other words, teenagers are more likely to copy in appropriate actions (that are found on the internet and cyber social networks like facebook) without proper analysis of the possible outcomes of their actions where an adult may see the same action, maybe laugh at the thought, but nonetheless not actually recreating or take part in the action.
In short, as discussed in class, Facebook can be a wonderful tool or open forum for students to discuss educational topics. However, if it is to be used, it should be introduced with a discussion around the possible ramifications if poor choices are made. In addition, a parent lesion or waver should go home to notify and gain parent consent to use a social network like facebook in an academic setting. Some parents may still be hesitant about facebook and need to be educated on how facebook can be beneficial in an academic setting.
Sunday, July 11, 2010
ISTE National Educational Technology Standards
The basic concepts specified by the ISTE standers are not new to the field of education. Concepts are reminiscent of democratic and other ‘alternative’ approaches to pedagogy from the late 19th and early 20th centuries such as Reggio and Montessori. These theories focus on the student’s specific needs and student creativity verses the traditional approach of where a prescribed curriculum and discrete methods of assessment are at the forefront. Nonetheless, this culmination based on old ideas, ideas of John Dewy, Rudolf Steiner and Emilia Reggio (to name a few) refocuses in technology completely contemporizing their pedagogical methods—methods in their day were new and innovative.
John Dewey (1859-1952) was an innovate mind and contributed greatly to aspects of ‘informal’ education. His model focused on the student and specified that in order for learning to take place the material must relevant to the student. Like written in the ISTE Standards, customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities and employing techniques that emphasize student learning through exploring real world issues are a few standards that are reminiscent of Dewey’s teach model.
Rudolf Steiner (1851-1965), the Austrian philosopher based his approaches to pedagogy in the humanistic model. The similarity is apparent in the ISTE standards that states teachers should “…promote, support, and model creative and innovative thinking…”. Similarly, his schools, (also known as Steiner-Waldorf) emphasize imagination, artistic exploration and the natural human state of curiosity. Steiner methods are repeated in the standard that states teachers should facilitate student experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments
In regards to Reggio, an ISTE standard requires teachers to engage students in exploring real-world issues and solving authentic problems. This concept of exploration and problem solving is similar to Reggio project based, student centered learning. Further, promoting student reflection collaboration to clarify students’ understanding, planning, and creative development are also suggestive of Reggio and Steiner approaches.
The ISTE National Educational Technology Standards (NETS•T) hold teachers to yet another high standard. Today, teachers must not only create an arena for student centered exploration through technology, but must also demonstrate its proper use as a catalyst of information and communication. Like other government imposed standards, this is an idealistic model. In order for it to have proper impact, the public school district and state must back their standers financially and with proper access to technological materials and ongoing training for teachers. Without proper support, such standards, like NCLB, will be ineffective.
John Dewey (1859-1952) was an innovate mind and contributed greatly to aspects of ‘informal’ education. His model focused on the student and specified that in order for learning to take place the material must relevant to the student. Like written in the ISTE Standards, customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities and employing techniques that emphasize student learning through exploring real world issues are a few standards that are reminiscent of Dewey’s teach model.
Rudolf Steiner (1851-1965), the Austrian philosopher based his approaches to pedagogy in the humanistic model. The similarity is apparent in the ISTE standards that states teachers should “…promote, support, and model creative and innovative thinking…”. Similarly, his schools, (also known as Steiner-Waldorf) emphasize imagination, artistic exploration and the natural human state of curiosity. Steiner methods are repeated in the standard that states teachers should facilitate student experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments
In regards to Reggio, an ISTE standard requires teachers to engage students in exploring real-world issues and solving authentic problems. This concept of exploration and problem solving is similar to Reggio project based, student centered learning. Further, promoting student reflection collaboration to clarify students’ understanding, planning, and creative development are also suggestive of Reggio and Steiner approaches.
The ISTE National Educational Technology Standards (NETS•T) hold teachers to yet another high standard. Today, teachers must not only create an arena for student centered exploration through technology, but must also demonstrate its proper use as a catalyst of information and communication. Like other government imposed standards, this is an idealistic model. In order for it to have proper impact, the public school district and state must back their standers financially and with proper access to technological materials and ongoing training for teachers. Without proper support, such standards, like NCLB, will be ineffective.
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