Tuesday, December 9, 2014

Final Post- Blogfolio

I really enjoyed posting in this blog during this semester.  I had truly believed that this class would be a waste of time and that I had better things to do.  Now, looking back, I am so glad that this class was a requirement, and I learned much more than I had anticipated.  Dr. Beedle was an excellent, enthusiastic instructor, and He made me want to incorporate technology in my classroom.
Our first post in the blog was an introduction of ourselves.  The assignment was alright, but I was a little unsure how to navigate and decorate the blog.  Blog post number two was about an article that we read saying that I WILL tell my son he is smart, although the article said not to.  The third post was about the NMC Horizon Project that is all about technology in the classroom.  It consists of reports over the years and highlights trends in technology that are effective with students.
My 4th and 5th posts were about technology and privacy.  Both articles were based in the school system, and discussed the rising concerns with children’s privacy while using technology and how social websites such as Shutterfly and Facebook can leave children vulnerable to hackers.  My next post was some poetry that I love, one by Robert Frost and the other one was out of the movie “Dead Poet’s Society”.  The next post was the debate between the effectiveness of podcasts versus print articles in learning.  Both sides presented strong debates, but surprisingly I came to the conclusion that I enjoy podcasts much more than I thought I would.  I am a visual, print learner; however, I really enjoyed the effectiveness and convenience of the podcasts on my phone.
Our first lesson post was our lesson plan that we got to choose our own topic.  I chose Number the Stars, and I taught a fifth grade lesson incorporating history, English, and Mathematics.  I really enjoyed this assignment, as it was both my first lesson plan to ever have written and also my first experience publishing anything online, especially in a blog.  I really liked the concept of the blogger, and now I can use this blog for teaching as well as keep records of whatever I want online, such as this lesson plan.  I can also post others for people to see.
Post 8 discussed cyber bullying, and had some interesting facts in it.  My post 9 was about Common Sense Media, a really interesting app that allows people to play games, report on books, and even watch television all from a phone or tablet.  I enjoyed this app so much that I downloaded it for my son!  Our next assignment, post 10, was my favorite of the entire semester.  We have to make videos with transitions and music on Movie Maker, so I made a movie about my son and our life together (he is two).  I loved the end result, and making it was pretty fun too- got my creative juices flowing!

My video reflection post discussed 6 videos from a website called 21st Century Learning, a website that teaches the importance and downfalls of technology in education.  I thought they had so many good points.  My final post, post 14, was article reflections from an educational article.  I notated on 4 strategies, describing positive ways to get the most out of learning and your education.

Thursday, November 13, 2014

Post 14, Articles


Article Discussions
Article 1:
1.     Strategy 1: Do Your Homework
I definitely agree with being prepared for the class technology lessons, including making sure the mouse is correct for either the right or left hand and having the appropriate programs downloaded.  I definitely believe that us teachers have just as much homework as a student does!
2.     Strategy 2: Identify Learning Goals
I agree that learning goals are definitely important for a teacher to establish at the beginning of class.   I believe that by telling students goals and encouraging them to act on them will heighten their focus on the assignment.
3.     Strategy 3: Step Away from the Computer
I have definitely learned that sitting in front of a computer for hours at a time can give you a major headache!  I know that technology is expanding and can greatly enhance the learning environment, but there is a time to step away from the computer.
4.     Strategy 4: Capitalize on Their Desire to Explore
Although technology provides much more options in teaching, teachers are still not perfect and neither is technology.  I agree that teachers must learn to be ok with making mistakes and letting human nature show.

Article 2:
I know my problem with the inability to sit still in school was one of two things: either boredom or socializing.  I know that there is a rise in the diagnosis of ADHD; however, I honestly do not know if I believe every case is appropriately diagnosed.  I understand that as in the article reads, children are developing low self-esteem because they do not understand why they cannot sit still, but I simply do not believe that every energetic child truly had ADHD.  However, some of the problem is how much sitting and not moving time students must endure, and the amount of time is still increasing!  Children should be provided the opportunity to get up and move around. Testing of some students and their inability to pay attention and increase of fidgeting proves that maybe they do not have ADHD, but maybe they simple need to get rid of some energy and burn off some steam!  Children should be allowed hours of outside stimulus a day.

Thursday, November 6, 2014

Kathleen Saunders
IT 365
Jon Beedle
6 November 2014

Video Reflections

Video #1: Classroom of Tomorrow
This video seemed to simply portray the many ways technology is integrating classrooms.  iPads, smart boards, resources, and other advancements are becoming more prevalent in schools.  Although this video had no narration it was inspirational.

Video #2: The Voice of the Active Learner
By 2019, half of all high school courses will be online.  This video talks about the pressures and struggles of some schools and the lack of technology.  She also encourages other students and teachers to band together and make sure schools get the most resources available to them as well as the highest technology.  She talks about study abroad and hybrid classes, and how all classes are converting to new technology.

Video #3: The Future Starts Now
The girl narrating discusses how with the world’s such advanced technology, while schools are not using these resources.  Why schools and cities have the hardware, but do not know how to use or integrate it?  When oil and other industries are gone, we will all be dependent on knowledge, and students and educators should become motivated to be our future (knowledge-based society).

Video #4: Designing Schools for 21st Century Learning
The man in the video videos his narration describing a how innovation and creativity are our future keys to success, and security is also very important.  Stimulus rich environments prevent failure to thrive situations.  Some of his topics included windows for solar energy, sunlight to the brain, and stimulation of students.  He discusses many schools in at risk neighborhoods with graduation rates of 25%, and shows the viewer the new school site designed for the most technological utilization.

Video #5: Tools and Resources for 21st Century Education
This video is all about tools, resources, and brands important in schools and education.  Although none of them again have verbal narration, it is still a creative way to get the point across.

Video #6: A Vision of 21st Century Teaching

This video would not play.

Tuesday, November 4, 2014

Tuesday, October 14, 2014

Here is the link to my new classroom website!  Links to educational resources, classroom policies, contact information, and much more!

Saturday, October 4, 2014

Common Sense Media - Post 9

Common Sense Media is this really cool app that screens, reviews, and reports on books, games, television shows, movies, and much more! I think it is a very efficient and important app for both parents and children to help us make sure we know and approve what our children watch, read, and play.  It also helps children see what each topic is about and read the reviews to determine if they may or may not be interested.  Here is the link:

https://www.commonsensemedia.org

Post 8 - Cyber-bulling

This is just another example of how both adults and children hide behind the internet and apps to bully other people or portray themselves under a new identity.  This student used another anonymous app  used for posting photos and voting for them determining popularity.  However, this one child, a 14-year-old from Norwalk, CT bullied his teacher by posting creep shots of her at the high school and posted them with captions implying that she was sleeping around.  The teen has been charged with harassment and has been referred to the Juvenile Review Board. 
See the official article here:
http://jezebel.com/teen-arrested-for-cyberbullying-teacher-1642110303 

Thursday, September 25, 2014

Post 7: Concept Map- Number the Stars

           Common Core History Standards:

(5th Grade) English/Reading:

Key Ideas and Details:

CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure:

CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
CCSS.ELA-Literacy.RL.5.8
(RL.5.8 not applicable to literature)
CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.5.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
(6th - 8th Grade) History:

Key Ideas and Details:

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure:

CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.
Number the Stars Outline

I.       Characters

major characters

A.    Annemarie Johansen

Ten year old girl who lost her older sister not too long ago; worries about her parents frequently, but she is very brave just like her father.  Dreamer/free spirit, tells stories to her younger sister Kirsti; she gives unusual view on war.

1.    Johansen's daughter

B.    Mrs. Johansen

Annemarie's mother; gentle and strong woman; very brave and will defend her family no matter what (risks her own life). Boat that helps Jews escape is named after her.

C.    Peter Nielsen

Young member of the resistance; visits Johansen's at night (most defiant character).  German's killed love of his life, so he has no family.  very intense and serious

1.    family friend; Resistance member

D.    Henrik

Uncle Henrik is kind and joyful; bachelor; seems unaffected by the war, and does not care that his home is neat or clean.  Plays a key role in the Rosen's escape as well as other Jews and can talk to Annemarie in a way no one else can

1.    helps Jews escape

E.    Ellen Rosen

Quiet girl, 10 years old but very quiet and composed.  smart, wishes to become an actress;  Pretends to be Annemarie's sister so the Germans do not take her away (very afraid)

II.     Plot

What happened???

A.    World War II

1.    Holocaust

2.    Genocide

3.    Hitler

B.    Copenhagen, Denmark, September1943-May 1945

3rd year of German Occupation

C.    Jews escape

1.    Mrs. Johansen takes the girls to Henrik

Henrik is a fisherman in Gilleleje, Denmark; Peter arrives with the Rosens

a.    Henrik begins taking people to the boat headed to Sweden
after Annemarie's aunt's fake funeral that keeps the German's at bay, everyone is snuck onto a boat for safety (Sweden)
b.    Annemarie is searched but let go
her package she was taking to her uncle only contained a hankerchief, that she later learns was to disguise the scent of the Jews sneaking out on the boat

2.    Neighborhoods, stores, etc. begin to close where Jews live

a.    German's search the Johansen house

III.    Conclusion of Story

The End!

A.    War ends in May

1.    Annemarie puts on Lise's Star of David

she wears the Star of David that belonged to her sister that she was keeping for Ellen and says that she will keep it on until Ellen returns

B.    Annemarie and her family all survive

C.    Peter Nielson dies

shot in the public square for his connection to the Resistance; Annemarie learns that Lise was a member of the Resistance, too (her sister)

IV.    Young Adult Novel

This book was written for young, transitioning adults.

A.    published in 1989

B.    historical fiction/war novel/ coming-of-age novel

V.     Themes

lessons or things taught in the novel by certain situations or actions

A.    Difficulty of Growing Up

1.    some say Lowry use the difficulties in novel stand out because of World War II context

2.    struggle for identity

line is blurred between adult and child responsibilies; when she points out that Peter has taken his place among the adults, it shows that she feels like she is a member no where yet

3.    loss of innocence

in this novel Annemarie's responsibilities grow; ignorance can also serve as self protection

B.    Voyage and Transformation

1.    Physical Voyages

a.    trip to Gilleleje
b.    walk from house to boat
c.    final crossing to Sweden

2.    Mental Voyages

a.    Annemarie develops new ideas and self views
b.    walk through woods with handkerchief package symbolizes transformation
c.    everyone takes steps toward maturity

C.    Fairy Tales

1.    reality of war seems unreal/fiction (fairy tale reality)

a.    helps people cope with things that are hard to explain or are scary
When Annemarie is delivering package, she compares the trip to "Little Red Riding Hood"; her little sister loves fairy tales, but eventually also grows out of them at the end of the war

VI.    Symbols

images or objects that represent something in the novel

A.    seashells

1.    represents adventure, protection, concealment,hidden appearances, and surprises

the seashell represents adventure because it comes out of the ocean,protection of sea creatures as the characters must find ways to protect themselves, hidden appearances that come out in the novel, concealment, and surprises similar to those in the book

B.    Star of David

1.    central symbol to Jewish tradition

Annemarie kept Ellen's star at the end of the book to symbolize devotion to her friend until she returned and against the Germans; stars appear in the psalm Peter reads before the Sweden voyage (Annemarie's tainted view of the world)

C.    The Woods

1.    symbolize a right of passage for Annemarie

a.    as Annemarie passes through the woods she transforms into an adult and from danger to safety