As I reflect over the past seven weeks of Maker Education I am excited to share what I have learned with my students this fall. I found the Maker Movement pushed my thinking and creativity. When I received my Squishy Circuit in the mail at the end of June and began to explore I knew I was in for a big surprise.
The squishy circuit came with LED lights, buzzers, and a battery pack. There were also directions on how to make conductive play dough and insulator play dough. I created a game out of a Stratego board, play dough, and LED lights. The game would be wonderful for my students to play but I found that the play dough dried up fairly quickly. When I read the blog from a young lady in Ireland she also made something out of the squishy circuits but she used copper tape to make her game. I think when I remake the game board I will use the copper tape instead of the play dough. If I want to give the students more of a challenge I would have them create their own boards and then play the game. The game would be a perfect review and practice for my RTI students. I will ask the para-professionals to keep track of engagement and formative assessments to see if the game seems to engage the students. The game I created covers a portion of the Common Core Standards that are assessed at my school.
Over the last seven weeks I have been pushed outside my bubble to create, research, and implement new technologies. The first couple of weeks were challenging with the Maker Kits but I was proud of my innovative game I created and I enjoyed adding to my lesson plan and revising so I can use it in my classroom. One thing I learned is that I need to let my students be creative and create things. I need to let them use the resources such as sketch up and popplet. One area I think I fell a little flat was the MOOC lesson. I am hoping to revise my lesson so my staff can use it to set up their own Schoology page this fall. I am excited to share all the new things I learned from this class. I am thrilled to share the new resources I have learned with my students and see what they can create and learn!
Last week I participated in a “un-conference” with fellow CEP 811 peers. The purpose of the “un-conference” was to teach each other about some type of technology in the classroom. Each presenter had their own presentation they shared via Google hangout. The presenters were given fifteen minutes to present and insight discussion about their topic.
I learned a lot about my peer’s different schools and what they were doing in the classroom that really works well. I especially appreciated the different examples and resources that were shared. Being able to collaborate with my peers was extremely helpful and I learned a lot from them. I found that I am very fortunate at my school to have a one-to-one technology environment, which will be helpful when the student have to test on the computers in the near future.
The “un-conference” would be a great way for teachers to have professional development. Each staff member could present on his or her topic and then have a discussion with the rest of the staff. A time limit would have to be in place so that the staff wouldn’t get side tracked. The time limit on our conference made it a little difficult to get all the information out to my peers but I also understand why there needs to be a time limit.
Over the last seven weeks I have been challenged to learn new things and reflect on my teaching practices. The Network Learning Project pushed me outside my bubble to learn something new. There were times I was extremely frustrated giving me insight into how some of my students may feel when they don’t understand something. I learned how to share on youtube and blog about my experiences on WordPress. Not only was I pushed to learn something new I also was challenged to make a peanut butter and jelly sandwich using a spoon, a plate, and a cup. I learned that repurposing tools to create something is a great way for students to show their creativity. My goal this year is to let my students create and not hold them back with tight restrictions. I am lucky enough to have one-to-one Chromebooks next year.
I am still trying to wrap my head around how I am going to use all the information I learned with my students. My goal is to implement something new each month so I don’t overwhelm my students or myself. I also want to know what the best way is to implement all the new information I learned into my classroom.
Chromebooks Rollout – Shenkus, Jarret, Kevin, https://www.flickr.com/photos/kjarrett/6782114274/in/photolist-9VNt4a-dU7Lkz-nMUsEf-o1MvZS-abTY7w-9ZNXQM-bkj7hJ-bkj6QU-dDuz2Q-dWLgt1-e45L7f-9T6gK1-9ToMze-dTA79W-eicpwT-9T3kCv-ejHR9Y-ejsCda-ejykCq-acVYHq-9JpZ3j-dNyZhW-ae1ooF-9T3sU6-ehSbwB-bye1YP-bydZQV-bkj72q-bkj6DN-bkj6xW-bye1oR-bye1De-bkj6ib-bztcma-bztbc2-bztaXk-bztc6X-bmyk8m-bztbRF-bztaqR-fYXZfX-fBMKDx-9JmYGn-9T6gKC-nuTASz-kGtGug-9JpYZ9-mGm2YK-9XJv1w-dRqiuH
This week in CEP 810 we were asked to re-purpose three kitchen tools to create something. I asked my husband to pick out three tools from the kitchen. He picked out a plate, an ugly Notre Dame cup, and a spoon. Then he drew a number out of his hat. He drew a four so my challenge was to make a peanut butter and jelly sandwich.
The plate worked great to put the bread on. I didn’t use the cup I didn’t have any need for the cup. The spoon was the main tool that I used. I found that it was easy to get the peanut butter out of the container but it was difficult to spread on the bread. The bread ripped and I found that I struggled to get the peanut butter out of the inside of the spoon. The jelly was a squeeze jelly so that was easy to put on the bread. I used the back of the spoon to spread the jelly which was fairly easy.
After completing the TPACK activity I realized that as an educator I need to be flexible and innovative with my students. I need to keep creating and sharing with others (teachers and students) because many minds are better than one. Technology is constantly changing and adapting and as an educator I need to make sure that I am whiling to change and adapt too.
Universal Design for Learning was originally developed to help learners with disabilities but now it is so much more. UDL framework can assist any teacher to plan a lesson that works for all types of learners. It helps teachers mold their curriculum to fit each individual students not to mold a whole class. UDL has three primary principles.
Principle I: Provide Multiple Means of Representation (“What”)
Principle II: Provide Multiple Means of Action and Expression (“How”)
Principle III: Provide Multiple Means of Engagement (“Why”)
My game was designed for visual learners after learning about UDL framework and guidelines I needed to make some adjustments to my lesson plan. For example I provided only verbal instructions for the game this is not conducive for all learners so I utilized the technology in my classroom. I will have the students use their ipads or chromebooks to watch my demonstration on how to play the game on youtube. I also will type the instructions for students that would prefer to read the directions on a sheet of paper. This give the students multiple means of representation of the lesson.
Another major change that I made to the lesson is the way the students keep track of their points (how many order pairs they get correct) I added in a table for the students to share with me either electronically using Evernote or in a google doc or they can keep track with the traditional paper pencil. Not only do they have to share how many points they receive but they have to document every ordered pair they got wrong and also document what the order pair they thought it was.
||YES! 1 point
As I reflect about what I learned from the UDL guidelines and framework I believe that UDL is best practice for teachers and their students. Using the frame-work provides students and teachers with multiple outlets to teach and learn. Overall I believe that my lesson is UDL friendly and all students will be engaged and learning.
UDL Bodies 2013, Chrissie Butler, https://www.flickr.com/photos/36224492@N06/8973962812/in/photolist-eEZUuL-8wMgNd-8WjyPk-eETMFM-9kS7gr-nMGVge-eETLrR-bsyr8L-6A7kGc-dP7Moo-7EGmfv-9DGMzK-56YuB5-iigDW6-8Cu2xB-ayFY2E-9GNMcn-ijPoXE-ijPfts-ijPoV5-ijPLwR-ijP4ya-ijPoz5-ijPM1M-ijPf2L-ijPf1o-ijP4zn-ijPoRN-ijPf75-ijPoKW-ijP466-ijPoMj-ijPLvD-bvWXVB-baxcgi-crqcDh-crqcA3-mh5vg6-4pikGh-iigEzR-iigbMj-iigEc6-iifTj2-ftmkSG-iifSFZ-iigccC-iigc41-iigEfT-iigoe5-iifSGR, CC licence
Rose, D.H. & Gravel, J. (2011). Universal Design for Learning Guidelines (V.2.0). Wakefield, MA: CAST.org.
EdCamp Power Point
– Professional Development
– Benefits such as student engagement, attendance, motivation and teacher practices
Goodwin, B. (2011, February 1). Research Says… / One-to-One Laptop Programs Are No Silver Bullet. Retrieved August 5, 2014.
SAUERS, N., & MCLEOD, S. (2012, May 1). WHAT DOES THE RESEARCH SAY ABOUT SCHOOL ONE-TO-ONE COMPUTING INITIATIVES? Retrieved August 5, 2014.
During the process of learning to side french braid I watched several youtube videos and read a few how to’s. I found the youtube videos to be the most helpful because it was visual. I could pause, rewind, and fast forward through parts I needed more help on. I also found that practice does in fact make “perfect”. The more I practiced the better I got. I truly believe that my students need to practice what they are learning to help them become experts (math facts).
Week One Week Two
When I first began to braid I was extremely frustrated I am sure that my resource room and rti students feel this way when they are learning new challenging math problems. The key is to take it step by step and practice. It also helps to see multiple ways and examples. I plan to use Schoology this year with my students and I will provide extra video tutorials to help students with their homework.
I also found that I could braid others hair a lot easier than my own. So for my final video
I braided my sister’s hair. She also helped me when I had questions or needed extra help.