Week+3

Today we had a PD on our new iPod Touches. Well it was more like an iPod 100 course. The presenter spent a ton of time on what everything in the display meant and basically nothing on what can actually be done with the devices. I have had my personal Touch for just over a month now and the only thing new he taught us how to do was take a screen shot on the device. While the instructor was trying to figure out his own device, I had to circulate and teach the whole group how to download and sync their touches. I hope we did not spend too much on this guy becuase I could have taught what he taught us for free and in half the time. It is just annoying that I end up going to PD which I already know how to use it or can figure it out on my own. The second half of the day was devoted to completing our assignments for this week. This went well beside the fact I felt we were rushed trying to get everything done in one day and not taking our time on the questions. However, we did end up getting them done in the alloted time and I'd have to say i feel confident going into the student needs assessment. I can't wait to see the results.
 * Monday**

Just got done finishing my first VodCast. I had to change the quality so that it would upload to this site. I used a Flip Camera to record it. However, when we get the microphones for our computers I will be creating them in SmartNotebook.
 * Tuesday**



I watch the video today and I was not very impressed. It seemed kind of like a knock off of what we watched last week. However, I do agree that Web 2.0 is where we are going in education. This is evident in the increase of districts using Blackboard and Moodle. Both of these items provide the opportunity to have students add, share, and post items to a safe environment. We have moved to the Moodle system and are in the process of really honing our skills and getting our students used to the format. I think this is the way of the future. Posting homework help in forums or live chat. Turning in papers electronically. Checking grades. Accessing missed work. And so much more. I am very excited about this step forward and cannot wait to implement it in my own classroom.
 * Wednesday**

I have just finished reading the course on constuctivism and have found that as a Mathematics educator, I have been using bits and peices of this model since I began teaching. Student previous knowledge comes into play every year, day, and period of the math class. Constantly adding more and more to what the students already know about how to manipulate numbers. I find this especially true in Algebra I. The students have a base knowledge of how to solve equations but they do not know how to show how they got the answer. I generally guide the students from the process of soving equations mentally to solving them algebraicly. By asking the students what should be done to the equation to get the variable by itself the students can find a way to solve the equation. Once they caqn solve one step equations they can move on to the more difficult problems. As long as I am giving them hints and guiding them toward the correct way they can ussually figure out the entire process on their own. I think this model is one of the best ways to teach. In a world where problem solving is essential, forcing our students to come up with conjectures on their own and using trial and error is the perfect way to shape our students.
 * Thursday**

While reading the course, I had come up with a couple ideas in which we could use this model in our Language Arts and History classes. The first idea was to have students divided into groups in a history class. Before each chapter have each group research a specific topic for the chapter and present it to the class. Of course during the presentations the teacher can interject and add information when needed. However, this would be a great way for the students to teach the class and participate in peer learning. It doesn't have to be a long report, just a short lesson on the specific topic. The second idea deals with student portfolios. The History and English classes can use portfolios to show student progress and would give the students an end product which they created. This would be especially helpful in English. The students could create a book of their work which would include short stories, reports, poems, etc... This end product would give the students something to look forward to and a way to keep all of their works in a organized manner.

Over the last couple of days the environmental science classes have been creating brochures on different ecosystems. In the past they used construction paper and markers to create these brochures. While co-teaching I thought it would be cool if the students could create them using Word. The students thought it was a great idea. After a little instruction they flew right through the project. The students loved being in the computer lab and to complete the project in a new way. Here are a few examples of our student's work:
 * Brochures from Environmental Science**

Justin, These are great brochures! When students create professional looking documents, confidence is usually seen soon after. This is something that they will use in the real world as well. Plus, they enjoy doing it. Do you have a good printer? I am not sure of all the technology instruments eTech gave you guys. However, 4 of my colleagues and I received a $40,000 HP technology grant last year, and we received a huge printer. Now our students can print documentation like the ones you posted above. Our Art and English department have been doing cross-curricular assignments where the photo class creates extremely interesting photos and the creative writing class writes about the photo. They do a photo shop to combine the two, and then they print posters for the halls. What an awesome opportunity your school has through this grant.

Your journal entries are very well done. Thank you for your honesty and hard work. I think the math and science departments are truly benefiting from your presence. Have a great week. Teresa