VSTE Conference

I just got back from the VSTE conference in Hampton and have a wealth of ideas that are currently marinating in my brain. I can't wait to get busy on some of the ideas that I got from there. 

My friend Cheryl presented her project that she created for 5th grade geography all stemming from the book Make Way for Ducklings.  The students create tours in Google Earth, use GPS units to geocache for ducks, use digital photography to take pics of their ducks when traveling, they also did some "photoshop" type work in a program called Pixie 2 and created a final project using Movie Maker or Photo Story.  It's great because she also got the art and pe teachers involved and all the students had their own rubber ducks. It's genius.  I would love to design a project like that for my students. 

I've currently turned my 5th graders into travel agents.  Well, actually they are my interns. (all work no pay) LOL!   So far we've come up with a name and slogan for each class and they've started creating business cards.  I'm hoping to pull in the 5th grade teachers for my plan. I'll have clients hired for the kids to do work for...all relating to their geography sols.  I wish I had thought of this earlier so I could already be doing projects with them.... 

Eureka!

In the midst of my sleeplessness due to this class, I've come up with my telecom lesson! Second and Third grade students learn about animal adaptations so I'm going to involve the website Journey North (http://www.learner.org/jnorth/) to help out.  Journey North has a symbolic Monarch butterfly migration, so I'm going to tell the kids that JN is considering a second symbolic migration since the Monarch project is so successful and they are asking readers for ideas. The students will research the monarch along with 3 other migratory animals on that site (and other sites provided).  They will keep a blog of their animal comparisons and their suggestion for another symbolic migration.  Once they've collected required information, then they will email JN with their ideas.  With 3rd graders I would include a Photo Story presentation, but with 2nd graders, they would just write the letter/email. I'm hoping that JN will send us an email or poster as my exit strategy. :)  

I feel pretty good about this lesson and am hoping it works out well!

My. Brain. Hurts

Is anyone else feeling overwhelmed and inadequate? I am.  I have ZERO, the big, fat zilch for my telecommunications lesson!  ARGH!!!!!!   I was originally thinking of a virtual field trip, but now I'm not really sold on that idea.  I usually think of myself as a smart, creative person...but this class is changing that!  I'm in a stall pattern at work.  I teach on a schedule where I see the kids only 3 times a quarter for 45 minutes each time...which is a bit different than in the past.  I know how I should be teaching, they way I really want to, thanks to being an ITSer, BUT my schedule and stressed out teachers are throwing me for a loop.  I end up doing nothing good with the students (and by nothing good I mean skill and drill websites...ick!)  With weird encore schedules lately (shortened time of seeing the kids) and my being out, it doesn't make sense to start some big lesson...by the time i see them again, they will have forgotten everything.  I'm just venting...not really looking for a solution....

Thanks!

Webquest and Telecommunications

Here's what I'm thinking for my webquest....Smithsonian is planning an American Indian exhibit at the museum of American History and has put a call out to all interested parties to submit a time capsule of what they believe should be included to represent the 3 groups they are exhibiting. So the kids will have to come up with 3-4 artifacts for each group and write a letter presenting their time capsule.

For my telecommunications lesson, I'm thinking of a Virtual Field Trip...just not sure where or with which grade level that I want work.

Brain disengagement

Ok, I've been to Disney World, a place where it's EASY to forget all your troubles and all the work you have waiting for you at home. :) And now I need to get my rear into gear!  

So I understand that we have webquest lessons coming due soon.  I love webquests, but always had a wrong notion of what they were about.  I'm thinking of maybe working on a webquest for either 1st grade or 3rd grade...I feel like it would be much easier to do one with the older kids, but that the younger ones get short changed...so I think I'll look into what I can do with the young ones. :) 

A total Change

Ok, so I had my lesson already to go, worked on it a lot on Sunday and then decided to scrap the whole idea! I'm CRAZY!  The problem with the original lesson was that it was really a waste of time for any 5th grade class to do, because it didn't really help them learn about their geography.  So, I switched it up.

Here's the new deal.  Our assistant principal is putting together a "fun festival" for next fall.  He's charged the 5th grade team with putting together a concession stand.  He's given them a budget (which I haven't worked out yet) and a list of items to buy.   The students will have to search online databases for prices of different items to determine whether the given budget will be enough (which it won't).  They will then have to write a persuasive essay in the form of a letter to our AP make their case. 

So instead, social studies, the focus will be on math and language arts.  

I like this idea much better and now just have to work out the logistics.

Database Lesson Plan

When thinking about my idea for my lesson, I thought, no biggie, I'll whip this out in no time.  NOT!   I have the idea, but when I sat down to start typing up the plan, it became much harder than I expected.  My idea is this....A crime has been committed and I'm thinking of artwork stolen from the Met in NY and the criminal is traveling through the northeast and southeast regions.  Based on the clues in the "criminal report" the students will have to use a database of states to figure out through which states the criminal has traveled.   That's pretty much as far as I've gotten.  I'll be doing this lesson with 5th graders based on their geography curriculum.  I'm kind of stuck on what they should do as part of the "create" section of the SSCC.  I was thinking they fill out a chart or timeline type thing of the states that the criminal traveled through, but then what do I do for the "communicate" part?   I was thinking of a wanted poster, but then that doesn't really fit.  I'll have to keep thinking on this one. :) 

Fun Lesson Design

I designed this lesson for fourth graders based on their social studies curriculum.  They need to know about artifacts and the Powhatan capital of Werowocomoco.  So, I told them they were on an archeological dig in Gloucester County, VA when they found a pottery shard and a stone tool.  Because of their expertise, they are pretty sure it's from about 8000 B.C. and that it was from an American Indian tribe.  They need to find out who the artifacts belonged to and the important place where they were found...etc. When they've found out what they need to know, they have to make a poster to present to the Archeological Institute of America.   So we talked about using the internet as a tool to search for information and Google being a good search engine to use.

This was a very hard task for them to do.  We didn't even get close to the poster part during the short 45 minutes that I have them.  They discovered that searching the internet for information isn't that easy.  That if they put in a search for "pottery" they would get all kinds of useless information.   At the end of class I asked the kids, what was hard about the lesson...and most said searching was the hardest.  And when I asked what they learned, I got some great answers like "we have to be specific when doing a search." 
They were all extremely engaged and were psyched when they found a site that would help them in their research.

A Different Kind of Thinking

As I was thinking about my database lesson, I thought it was ironic that we were doing it backwards...we're designing a lesson that affords the technology instead of the other way around, but either way I get why it has to be done that way.  And since I've never used Access before this will interesting....and it's been a brain taxing process.   :) But I've come up with something that I think will work with our 5th graders....I'm excited about that.   Now I'm really thinking of my lessons more with ACTS in mind, even though I do only have them for about 45 minutes.  Usually the teachers are very receptive about bringing their kids back to finish any lessons I've started, so if it can't be done in one session, they'll just have to bring them back.    

Quest to be a designer

Right now, I'm an activity giver.   I teach in a lab setting for half of my day where students rotate to me once every 12 days for 45 minutes.  This leaves me with very little wiggle room. I am an activity giver, but I want to be a designer.  

My job is supposed to be out of the block, where I can work with teachers to DESIGN lessons that integrate technology. I do have some hope that next year, I'll be out of the block. But that worries me too, because how do I then work my ideas/designs into the classrooms?  How do I make myself indispensable?  How do I get teachers to buy in?  Help them plan?  Work in time, when time is so precious?  I've been in the trenches. I know that time is scarce and it's hard to sit down to plan with someone that isn't a teammate?   

Right now, I get to introduce students to new technologies and ideas on my own time, without anyone butting in...lol...and then the teachers see some of those ideas trickle back to the classroom, which eventually will send them my way.   Once I'm out of the block...I won't have that little "in"...
 

Educators as Designers

Ok, until this class, I never thought of myself as a designer....but that's really what I am.  I think I was more a designer when I was in the classroom than I am now as the ITRT...or at least I designed a LOT more lessons then.  The nature of seeing students for only 45 minutes once every 12 days, leads me to just create quick "activities" than to really design something worth while.   

I loved the design of the rainforest lesson!  I think I've used pieces of something like that before, but didn't design it to it's full potential.  So, it wasn't nearly as effective. 

My question is this...how do I design lessons for my students based on such a short amount of time?  Something is always getting lost. I use technology for technology's sake sometimes....which I hate.

First Class Reflection

One major thing I learned during this first class is where NOT to park. :)  But, seriously, I learned that Priscilla teaches to my exact learning style...which is a great thing. I also learned a great definition for technology and that we teachers are designers. I like that description, because it fits so perfectly.

I now know that we should be teaching our students to be designers. If they are designers then they will have the skills to succeed in life, not to just pass a test.

As I think about how to teach my students in the computer lab, I will focus on activities that lead them to become designers and critical thinkers.  I will also apply this idea when I help teachers integrate technology.  I think we all fall into the trap of using technology for technology's sake. I need to be careful that the technology used is purposeful and helpful in student learning.