This process was not much different than what I normally do. I try to integrate history with as many subject as possible. The teacher that I chose to integrate this project with was the librarian.
The way the unit was planned definitely worked for the students. This project really started a trend at the middle school. More and more teachers are using our librarian in this way.
The leadership skill I used to make this unit work was keeping track of our timeline. It was important to me to stay on track with our timeline and Jen did not have as much of a time constraint. I also promoted Jen our librarian and how well she did with the project. Other departments are using her like crazy to help with their researching.
Monday, December 6, 2010
Monday, May 3, 2010
Collaborating part 2
The last part of the unit planing was a bit more difficult to get my colleague on board. I think it was because of the tediousness of the steps. I first showed her the book and she was very confused by it and unmotivated to create a unit that we will not teach until next year. So, I took a different approach, I showed her my final product and she was very excited about it.
Next I helped her brainstorm her ideas. Together we make a great team and have great ideas that we bounce off one another. I showed her rubistar and she then created her rubrics for her assignments. We decided that because she does not give grades we would have the assignments listed in the social studies curriculum.
She has not completed the final template , but is close. She did give me hand-outs that she would use with the group. I am glad that I matched the integrated unit with someone that is willing to do this.
I would say that the best part of this is that other departments have heard about our project for next year and jumped on board with using Jen to help with researching skills. The social studies department and ELA are doing an integrated unit to end the year and ELA had Jen do a small presentation on researching skills. Jen is also feeling more confident because she is more than just the librarian to others.
Next I helped her brainstorm her ideas. Together we make a great team and have great ideas that we bounce off one another. I showed her rubistar and she then created her rubrics for her assignments. We decided that because she does not give grades we would have the assignments listed in the social studies curriculum.
She has not completed the final template , but is close. She did give me hand-outs that she would use with the group. I am glad that I matched the integrated unit with someone that is willing to do this.
I would say that the best part of this is that other departments have heard about our project for next year and jumped on board with using Jen to help with researching skills. The social studies department and ELA are doing an integrated unit to end the year and ELA had Jen do a small presentation on researching skills. Jen is also feeling more confident because she is more than just the librarian to others.
Sunday, April 25, 2010
Chapter 12: TPCK in in-service education Assisting experienced teachers’ “planned improvisations” By Judith Harris
I have no experience with music , but I did like the comparison made about jazz performances. “A well-practiced fusion of careful, creative planning and spontaneous improvisation” (pg. 251) This is exactly what “we” do as educators. There is not one class that is the same. I have been teaching for six years and have yet to use the same exact lessons. The concepts are all the same , but the way the material is delivered depends on the students and the materials available.
I believe that technology is a way to “vamp” up lessons. Most students are very excited about the use of technology. When a teacher uses technology in a different , but useful way students are much more apt to get more in-depth with the content. If a teacher has the whole package ; TPCK, students are engaged and learning!
This chapter hit home when it talked about how adults like to learn things that is useful in our everyday lives. Is this just adults? My 7th and 8th graders need to know why they have to study WWII or Vietnam? “How am I going to use this?” I get occasionally. Learning needs to be relevant to the person for them to want to understand it. I think that if more teachers; not administrators, took the leadership role in helping other teachers it would seem more relevant to their teaching.
This chapter also gave some good ideas on how to use different activities in your classroom. I like to mix things up from week to week in my own classroom. Students today seem to like the different choices in activities. I would agree that when things get monotonous I have a hard time paying attention. I think this chapter gave good advise about using different activity types.
I believe that technology is a way to “vamp” up lessons. Most students are very excited about the use of technology. When a teacher uses technology in a different , but useful way students are much more apt to get more in-depth with the content. If a teacher has the whole package ; TPCK, students are engaged and learning!
This chapter hit home when it talked about how adults like to learn things that is useful in our everyday lives. Is this just adults? My 7th and 8th graders need to know why they have to study WWII or Vietnam? “How am I going to use this?” I get occasionally. Learning needs to be relevant to the person for them to want to understand it. I think that if more teachers; not administrators, took the leadership role in helping other teachers it would seem more relevant to their teaching.
This chapter also gave some good ideas on how to use different activities in your classroom. I like to mix things up from week to week in my own classroom. Students today seem to like the different choices in activities. I would agree that when things get monotonous I have a hard time paying attention. I think this chapter gave good advise about using different activity types.
Sunday, April 11, 2010
Chapter 11: “Guiding preservice teacher in developing TPCK” by Margaret L. Niess
Chapter 11: “Guiding preservice teacher in developing TPCK” by Margaret L. Niess
I would agree with Niess that what preparation teachers need for teaching has changed a lot. I only graduated six years ago and there was no emphasis on using technology in a classroom. I hope that my undergrad school has changed their ways. If not then they will be “robbing the children of tomorrow.” (pg 223)
People that have a hard time with change and adapting to what is to come will have a difficult time educating students and themselves using the TPCK method. Teacher’s today need to be flexible with what is being taught and how students are getting the information.
OHMS has many younger teachers. I do not see the problem coming from educators just out of school, but from the veteran teachers at OHMS. They are the educators that did not grow up with technology as it is today. Many of them do not even check e-mail on a regular basis. That astounds me! There are definitely teachers that are willing to embrace the TPCK method , but there are others that fight it tooth and nail.
This chapter was resourceful in giving “preservice” teachers ideas in how to use TPCK. I think it is also a resource for the teachers that are uncomfortable with technology. The veteran teachers are experts in PCK if we meld our ways together then TPCK could become an epidemic in a school.
I would agree with Niess that what preparation teachers need for teaching has changed a lot. I only graduated six years ago and there was no emphasis on using technology in a classroom. I hope that my undergrad school has changed their ways. If not then they will be “robbing the children of tomorrow.” (pg 223)
People that have a hard time with change and adapting to what is to come will have a difficult time educating students and themselves using the TPCK method. Teacher’s today need to be flexible with what is being taught and how students are getting the information.
OHMS has many younger teachers. I do not see the problem coming from educators just out of school, but from the veteran teachers at OHMS. They are the educators that did not grow up with technology as it is today. Many of them do not even check e-mail on a regular basis. That astounds me! There are definitely teachers that are willing to embrace the TPCK method , but there are others that fight it tooth and nail.
This chapter was resourceful in giving “preservice” teachers ideas in how to use TPCK. I think it is also a resource for the teachers that are uncomfortable with technology. The veteran teachers are experts in PCK if we meld our ways together then TPCK could become an epidemic in a school.
Monday, March 22, 2010
Chapter 5: “An integrated framework for educating world language teachers” by Marcela Van Olphen
Chapter 5: “An integrated framework for educating world language teachers” by Marcela Van Olphen
This chapter, like all the chapters tried to give understanding in how to use technology within the subject matter. World language classes can use technology to enhance what is being taught. Not only can a teacher describe what Latin America is like , but now can use technology to bring the students “there”.
This chapter talked about using Microsoft to help with the writing process. I really liked the idea of using the internet, chatrooms, email and video-conferencing to communicate with people from that area of study. I can see students being highly engaged using a video-conference or a chat with someone from another country.
Just like with any subject, many foreign language educators are in need of time to explore the technologies that are out there. Staff development time and planning is a must for teachers that are not using technology the TPCK way.
This chapter, like all the chapters tried to give understanding in how to use technology within the subject matter. World language classes can use technology to enhance what is being taught. Not only can a teacher describe what Latin America is like , but now can use technology to bring the students “there”.
This chapter talked about using Microsoft to help with the writing process. I really liked the idea of using the internet, chatrooms, email and video-conferencing to communicate with people from that area of study. I can see students being highly engaged using a video-conference or a chat with someone from another country.
Just like with any subject, many foreign language educators are in need of time to explore the technologies that are out there. Staff development time and planning is a must for teachers that are not using technology the TPCK way.
Monday, March 15, 2010
Chapter 10: “The role of TPCK in physical education” By Luke E. Kelly
Chapter 10: “The role of TPCK in physical education” By Luke E. Kelly
Who would of thought using technology in a PE class. Well if you go to OHMS you will see technology being used repeatedly. Small pieces of technology that are used might be a pedometer that the students are wearing throughout class or Dance Dance Revolution game going on to get the students moving around. Our school also uses Wii fit and other video games that support learning.
Technology plays an important role in PE educators. PE educators also need to have training on were to find these resources and how to set up game consoles. Technology is very motivating for students and to have a PE class that plays guitar hero or Wii tennis has proven to be motivating for our students.
The book does make a good point about the amount of TPCK used in a district depends on many variables and right now budget issues are going to be our next problem.
Who would of thought using technology in a PE class. Well if you go to OHMS you will see technology being used repeatedly. Small pieces of technology that are used might be a pedometer that the students are wearing throughout class or Dance Dance Revolution game going on to get the students moving around. Our school also uses Wii fit and other video games that support learning.
Technology plays an important role in PE educators. PE educators also need to have training on were to find these resources and how to set up game consoles. Technology is very motivating for students and to have a PE class that plays guitar hero or Wii tennis has proven to be motivating for our students.
The book does make a good point about the amount of TPCK used in a district depends on many variables and right now budget issues are going to be our next problem.
Chapter 8: “Placing the magic in the classroom TPCK in arts education” By: Nancy DePlatchett
Chapter 8: “Placing the magic in the classroom TPCK in arts education” By: Nancy DePlatchett
I really liked how this chapter spelled out the 21st century skills that our students need. The book also made the statement that, “Every single skill listed above can be enhanced through arts education.” (p. 167) This book is great for educators that do not see the importance of technology in a classroom.
Stepping out of your comfort zone is hard at times, but when I read about the great ideas and the success stories regarding pedagogy it is a motivator for me as an educator. This chapter related to that because when there are success stories from students it means that the teacher made the learning meaningful to them and without meaning the students have a hard time learning.
This chapter also talks about the “wicked problems.” I feel that there is also going to be “wicked problems.” The arts is a perfect place for TPCK. The arts embrace individuality and TPCK can be apart of their individuality and performances.
I really liked how this chapter spelled out the 21st century skills that our students need. The book also made the statement that, “Every single skill listed above can be enhanced through arts education.” (p. 167) This book is great for educators that do not see the importance of technology in a classroom.
Stepping out of your comfort zone is hard at times, but when I read about the great ideas and the success stories regarding pedagogy it is a motivator for me as an educator. This chapter related to that because when there are success stories from students it means that the teacher made the learning meaningful to them and without meaning the students have a hard time learning.
This chapter also talks about the “wicked problems.” I feel that there is also going to be “wicked problems.” The arts is a perfect place for TPCK. The arts embrace individuality and TPCK can be apart of their individuality and performances.
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