Category Archives: Std 1 Content Knowledge Using

Using – Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)

ET 513 Project #8 Worked Example ScreenCast

I was so excited for this project, as I have been trying to figure out how to create a video for a flipped classroom. I have been talking with IT at my school and other teachers, but none of us knew that we could record using our Smart Boards! Sounds unbelievable, but it is true!

Dr Hall suggested that it was very easy to record on a Smart Board, so like many when trying to find out how to do something, I “googled” how to use the Smart Board recorder. It is incredibly easy. I ended up creating a Google Slide presentation, and used that as my screen cast.

The hardest part was limiting the text to only what is necessary! I had a script, but found I kept ad libbing as I was solving the problems. This took a few takes, but finally I think I had it. I did find one physics error in the narration at about 2:20, and I mentioned that in the comments on You Tube. For my topic, I chose to solve three horizontally launched projectile problems, which can be quite time consuming. The finished product is about 20 minutes, longer than I would like, but it again, solving projectile problems take TIME to solve these problems. I included a link to the original Google Slide presentation as my transcript is in the “notes” section. I also had You Tube add the closed captions, but there are some errors in translating form my Boston accent to the closed captions. Again, I “googled”how to fix the closed captions, and it was relatively quick!

I realize that on my last solved problem, I must NOT have hit play, and I  do not read the problem, just give the students a chance to solve & then do a quick explanation if needed.

While creating this video was relatively easy, I think that I will need to practice to get “good” at these, but I will definitely make more of these videos; they are prefect for Physics, as it requires practice to solve problems. I have been looking for a way to create videos for “flipping my class”, and there are several good websites Flipping Physics and Kahn Academy, but I have read that students prefer videos in their teachers’ voice. So I   plan to create a series of videos going forward (now that I know how!). I will use this video in the next couple of weeks, and get feedback from my students. I will still give my students the links for Flipping Physics & Kahn Academy if they would like to use those for a review, but will also have my own toolkit of videos!

Here is a link to the original Google Slide Presentation, the transcript is in the notes section for each page.

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ET513 Week7 Project #3Haiku Deck

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ET513 Static Multimedia Instruction using Clarify Project #2

This week, we created static multimedia tutorials that employ  both the Multimedia Principle and the Contiguity Principle using Clarify it, a screen shot tool. Clarify it made it very easy to take screen shots & annotate the screenshots.

For this tutorial, I decided to create a tutorial on cardinal directions and vectors for introductory high school physics students. This  is a topic that students often struggle with. After using Clarify it, I think that I probably should have used Clarify it for a tutorial to show students how to log on and access our grading system or some other “how to” tutorial, but I thought I would forge ahead & use it for a physics tutorial.

The learning objectives are:

After reviewing the tutorial, the student will be able to (TSWBAT):

  1. Identify the parts of a vector.
  2. Identify Cardinal Directions  and Ordinal directions on a compass rose.
  3. Measure a vector’s direction from the two nearest cardinal directions.
  4. Measure a vector’s direction counter clockwise from 0 degrees (due east).

To create the tutorial, I broke the tutorial into the following steps:

  • Definition of a vector
  • parts or “anatomy” of a vector
  • definitions of cardinal & ordinal directions
  • comparing cardinal directions to Cartesian coordinates
  • Examples of how to describe the vector’s direction
  • Practice on how to describe the vector’s direction

The Multimedia Principle states “use images with words rather than words (text) alone. When multimedia presentations employ this principle, images help ease the cognitive load and allows learners to encode & decode in their working memory. This tutorial follows the Multimedia Principle because it uses images with word to describe the concepts.

The Contiguity Principle states that graphics/images should be close to corresponding text which helps learners to determine relationships between words and pictures. When the images and text are close together the learner can more easily put the information into working memory because there is less cognitive overload.  The tutorial follows the Contiguity principle because the text is close to the parts of the image to which they relate. Additionally, the tutorial tries to avoid captions underneath the images in an effort to attempt to reduce cognitive overload. It is better to have the text next to the image so the viewer can see the image & the words to help make sense of it.

One problem that I ran into was in the export process. I created it without any problems. In fact it was an easy to use tool. The problem was when I exported the document as a PDF, there were blank spaces before the image  some of the steps. I struggled trying to figure out how to fix it. (Thank you to my classmates & Dr Hall!) I went back and reduced the tutorial to one image per step which fixed the problem. One thing I did not like about the Clarify it was I could only draw straight lines, I would have liked to have drawn curving arrows to show a counter clockwise direction. However, that is a rather a small item. I think the software was easy to figure out and use.

Below is my Tutorial on vector direction.

2what-are-the-parts-of-a-vector_-how-do-you-identify-a-vectors-direction

Final Project and reflection for ET542

Here is the link to my website for the PBL, “Life in the Fastlane, The Science of MHS Hornets” that I created for EdTech 542.

This was quite a process! I am excited to try this project in my classes, although I must admit that it makes me a little nervous. How will it go? Will I be able to manage effectively? Will it take too much time so I cannot cover other topics? These are all concerns of mine.

I think that as a teacher hardest part for me will be effective management. I will need to manage the process by utilizing regular formative assessments as well as meetings with teams.

Like anything new, doing PBL will take practice, evaluation, revisions, etc (just like what I am asking my students to do!).

As part of the this last week of reflection, we are to do the following: Discussion Forum – Let’s Debrief!

Another avenue for self-evaluation involves reflection on the learning process itself. For our discussion this week, use the prompts below to think about and reflect on your experience in this course:

  • What do you know understand best about Project Based Learning? What do you understand least?

Now that I have taken ET542, I have a much better understanding of PBL. First, I understand that the project is the learning activity (Before taking ET542, I thought of PBL as “the dessert”. Students learn content, then create something). In PBL, students learn the content through creation of the project. Second, PBL require LOTS of upfront planning! In order for PBL to work, the teacher needs to plan, and plan some more. The teacher needs to be ready for possible roadblocks, and have paths to success ready. Next, assessment and management are paramount to success. There needs to be continual formative assessment throughout the project. I learned this the hard way a few years ago when I gave my students an assignment (create a children’s book on the solar system) and the final rubric, but didn’t have midway assessments!. Project management is a daily process, of meeting with teams, and using formative assessments to determine where each team is. Again, I learned this the hard way with that same project. Each day teams would get together and research and create. I asked them “how’s it going?” but I realize that  I needed to by much more present in the management process and with the formative assessments!

I think the part that I understand the least are what are the best tools for formative assessment throughout the project. I feel that this will vary from project to project and teacher to teacher to teacher. Every teacher has their own toolbox, and some tools work well, others not so much! Additionally, the daily management will require lots of practice to determine what works and what needs improvement!!

  • What did you expect to learn in this course? What did you actually learn? More, less, and why?

When I look back at the week one introduction, the three things that I hoped to learn were: 1. what exactly is Project Based Learning? 2. how do I create a lesson using PBL?  learn how to implement PBL within my current course structure? 3.  get some great new ideas for Project Based Learning Assignments (once I figure out what it is, and how to do it!)

I think I achieved those three goals then some! I have a much better understanding of PBL now and the necessary components. Before ET542, I didn’t realize the importance of the assessment and management components.

  • What will you do with what you have learned?

I hope to 1. try my PBL lesson.  2. plan some additional PBL units for other units and other classes that I teach. 3.  Hope to implement some key pieces of PBL in all of my lessons. In particular I hope to implement more formative assessment throughout all of my lessons, and more student reflection.

ET 541 Week 6 assignments

This week had two assignments…

We had to choose two content areas.

I chose math and science for my first assignment which was a review of four simulations plus links/comments on twenty more. Here is the link in Weebly for the first assignment.

The second area I chose  was ELA. I wrote a book with MixBook about the Earth Science expecatations, and created a lesson where students write a book using MixBook on the solar system. Here is the link to second assignment.

ET541 Week5 Social Networking Lesson

This was harder than I thought. I understand the benefits of using social media to increase learning; however, the challenges remain to ensure student safety and privacy, as well as to ensure students are creating a positive digital presence that is appropriate for a classroom. Here is the link to my Weebly page.

ED Tech 541 Week 3 Presentation

This week we created presentations following the “rules” for presentations. More pictures, less words! The  speaker should talk about the topic, not read from the slide! This assignment has motivated me to update many of my presentations that I use in  class.

Here is the link to my Weebly page containing the presentation.

Ed Tech 541 Week3 Lesson Plan Plan using Google Sheets

Here is a link to my Weebly Page with the lesson plan on uneven heating of earth’s surface that integrates creating a data table and graph with Google Sheets.

ET541 Relative Advantage Chart

Here is a link to my Relative Advantage Chart on my 541 Weebly site. This assignment really made me think about what I want my students doing, and what problems arise. I don’t go through this process as I plan lessons, but I think this is a valuable thought process to use as I go forward to help me decide if technology solution fits the problem.

I chose the 2012 AECT Standard 1 Content Knowledge: Using, Assessing/Evaluating; Standard 2 Content Pedgogy: Creating , Using; and Standard 5 Research:Theoretical Foundations