I emailed my presentation to peers from the class and they provided the following feedback. Graphic images used were good. Word count was too short, needed to add more. Narrative was well written. Should add a Phase 3 example.
Tuesday, September 27, 2011
Week Four-Presentation Critique-Post 5
I emailed my presentation to peers from the class and they provided the following feedback. Graphic images used were good. Word count was too short, needed to add more. Narrative was well written. Should add a Phase 3 example.
Monday, September 26, 2011
Week Four-Presentation
So the deadline is due and we have to find a place to present. Oh my what should I do? I feel like I am between a rock and a hard place! When I first saw this assignment I was like cool, I will present at TAGT. Then, I thought I would present at TLA. Then, I found out they were not accepting proposals till next year. What was I to do? So, I turned to Google. There was the perfect event the 2011 ESC Region VI Technology Conference, “Engaging Digital Learners”. The annual conference will be held in Huntsville in the ESC Professional Development Center on Nov. 10 – 11, 2011. They were accepting proposals NOW and they would approve it in October. Is it meant to be? What if they actually accept me? So, I applied! Now time will tell! How Exciting!
Link to my presentation:
https://docs.google.com/leaf?id=0B3J4lUwnDng4NDA0MWIzYzUtMmQ4Yy00MWQwLWJhZjEtOWQ0MTQwNGIxZTMy&hl=en_US
Sunday, September 25, 2011
Week Four-Response to Les's Blog
Les,
I really enjoyed your presentation on Tuesday. It is Sunday, I am am still a little stuck on putting my presentation together. Your project reminds me a lot of what Michael Wensch does with PLE's. I think you will have great success with this. Looking at your project makes me what to redo mine! Be sure and keep up this blog so I can keep an eye on you!
Week Four-Telling the 'We' Story
Have you ever started a request with "Well, what do 'we' need to get started….." and the person you are speaking to says "We, you have a mouse in your pocket?"
"Telling the We Story" really spoke to me this week. I am approaching my 21st anniversary this December. As relationships roll through time there are definately ups and downs and curves and smooth rail. Recently, it seems that that my marriage is rolling through a dark tunnel filled with turmoil. Where the question seems to be "What do WE want to happen here?" "What's best for US?" and "What's our next step?" At this momemnt the questions remain unanswered, because it seems I have to adopt the idea of 'Being the Board' and recognize what stumbling blocks I am putting in the way of our future. I am trying to focus on what I want which is to grow and change together instead of running negitive tape in my head "If only YOU would do…." We have begun to see a counselor, so hopefully with her help we will be able to improve our communication skills and build a new framework.
Week Four-Response to Lori's Blog
The Art of Possibilites Ch. 9-12 Wk4 MAC
This video that I watched in a counseling course this week reminded me of the Art of Possibilities.
9. Lighting the Spark – The authors give the example of needing 50 cents to pay buy air to inflate a bicycle tire order to get to a museum. Today someone asked me at a gas station for 50 cents to get to Orange County. I gave him the $3 dollars I had. He said, “Sweet!” and thanked me. It was an interesting story of trying to find solutions and that can sometimes seem hard to do when faced with needing to negotiate. This week I began observing a severely disabled student in a classroom to find a solution to some undesirable behavior. I was concerned that the classroom aides may be unwilling to cooperate fully. The student demonstrated the behavior immediately which was useful and a few minutes later he tried again. This time he was unsuccessful in his attempt. The interesting part was that he communicated (though he is nonverbal) to the aide that she needed to mark on a tally sheet that he had made the attempt. When I mentioned after class, that I believed the tallying might inadvertently be reinforcing the behavior, the teacher immediately responded by moving the sheet from the student’s line of sight. By just being there I have changed the environment, the aides began discussing the behavior openly which led to the revelation about the tally sheet. It made me think about how every environment we enter is changed by our presence, hopefully for the better.
10. Being the Board- a somewhat difficult concept but not so much if you have faith. When you have faith, you have to believe that what happens in your life has meaning or leads you to where you may not have planned for yourself. I already know I am not in control of my life and trying to understand the world from my experience is an important part of realizing that. When difficulties arise then it is time to accept that you need to change.
11. Frameworks for Possibilities – this chapter speaks about stating visions. I had to write mission and belief statements this week for a model school counseling program. They included such things as: all students are worthy of love and respect and deserve to be cherished, and all students have the ability to achieve. I agree with the authors that a broad vision opens things up to possibilities and helps give us a direction.
12. Telling the We Story- I am always aware of the “we.” Groceries do not magically appear on shelves and roads are not paved by magic. We are intricately dependent despite the lone cowboy mentality that drives our country's identity. I almost laugh when I deal with people who believe they are independent. That is just not the truth. Understanding our interdependence is key to compromise and seeing the greater good.
photo by KTVEE on Flickr
Lori,
I love the video you posted. It was so cute. Last year, we used the Fill Your Bucket as a school theme. All the staff and faculty made "buckets" out of plastic cups and they were hanging in the hallway on the way to the office. Staff was encouraged to take slips and "fill each other buckets". Then at Thanksgiving everyone was giving a turkey and people went around passing out feathers to put on it with why you were thankful for them. It definately brought around a good feeling. During summer school, one of the lessons I did with all the classes was about filling buckets. I read the story and we generated a list of ways to fill people's buckets. Then we would take time 2-3 times each week to write out a slip a fill a bucket. The children really enoyed it. The Fill A Bucket movement is spreading. Last week I drove pass the local school and the outside banner had on it: "Have you filled someone's bucket today?" For the record Lori, everytime I ichat you….you always fill my bucket! You have to be one of the kindest people I have ever met!
This video that I watched in a counseling course this week reminded me of the Art of Possibilities.
9. Lighting the Spark – The authors give the example of needing 50 cents to pay buy air to inflate a bicycle tire order to get to a museum. Today someone asked me at a gas station for 50 cents to get to Orange County. I gave him the $3 dollars I had. He said, “Sweet!” and thanked me. It was an interesting story of trying to find solutions and that can sometimes seem hard to do when faced with needing to negotiate. This week I began observing a severely disabled student in a classroom to find a solution to some undesirable behavior. I was concerned that the classroom aides may be unwilling to cooperate fully. The student demonstrated the behavior immediately which was useful and a few minutes later he tried again. This time he was unsuccessful in his attempt. The interesting part was that he communicated (though he is nonverbal) to the aide that she needed to mark on a tally sheet that he had made the attempt. When I mentioned after class, that I believed the tallying might inadvertently be reinforcing the behavior, the teacher immediately responded by moving the sheet from the student’s line of sight. By just being there I have changed the environment, the aides began discussing the behavior openly which led to the revelation about the tally sheet. It made me think about how every environment we enter is changed by our presence, hopefully for the better.
10. Being the Board- a somewhat difficult concept but not so much if you have faith. When you have faith, you have to believe that what happens in your life has meaning or leads you to where you may not have planned for yourself. I already know I am not in control of my life and trying to understand the world from my experience is an important part of realizing that. When difficulties arise then it is time to accept that you need to change.
11. Frameworks for Possibilities – this chapter speaks about stating visions. I had to write mission and belief statements this week for a model school counseling program. They included such things as: all students are worthy of love and respect and deserve to be cherished, and all students have the ability to achieve. I agree with the authors that a broad vision opens things up to possibilities and helps give us a direction.
12. Telling the We Story- I am always aware of the “we.” Groceries do not magically appear on shelves and roads are not paved by magic. We are intricately dependent despite the lone cowboy mentality that drives our country's identity. I almost laugh when I deal with people who believe they are independent. That is just not the truth. Understanding our interdependence is key to compromise and seeing the greater good.
Lori,
I love the video you posted. It was so cute. Last year, we used the Fill Your Bucket as a school theme. All the staff and faculty made "buckets" out of plastic cups and they were hanging in the hallway on the way to the office. Staff was encouraged to take slips and "fill each other buckets". Then at Thanksgiving everyone was giving a turkey and people went around passing out feathers to put on it with why you were thankful for them. It definately brought around a good feeling. During summer school, one of the lessons I did with all the classes was about filling buckets. I read the story and we generated a list of ways to fill people's buckets. Then we would take time 2-3 times each week to write out a slip a fill a bucket. The children really enoyed it. The Fill A Bucket movement is spreading. Last week I drove pass the local school and the outside banner had on it: "Have you filled someone's bucket today?" For the record Lori, everytime I ichat you….you always fill my bucket! You have to be one of the kindest people I have ever met!
Wednesday, September 21, 2011
Thinking Aloud: Publish or Present
The question posed to us: Publish or Present? My first thought was I would like to present. I just love to get in front of people and talk! I thought I would write up a proposal to submit to The Texas Gifted and Talented Association. I have been accepted there, so I felt comfortable with that. Then I was asked to think outside the box. So, I thought where would be the next place that would make sense for me to present? I concluded that the the Texas Library Association Conference would be the perfect place to present my project. My whole focus was on teaching media literacy and working with students on creating book trailers. I looked on the Texas Library Association website and they said they are taking applications from January 1st-June 1st. Well, it is September! So, what should I do? Should I think farther outside the box? I don't know. What do you suggest?
Sunday, September 18, 2011
Week Three: Speaking in Possibility
My mantra has been:"Believe in the Possibilities". I like to think of myself as an optimist, I like to believe that I see the glass as half full. Yet, I often get stuck behind the "wall." Lately, it seems that I am having trouble communicating with the most important people in my life, my family. I try to engage them in conversation, try to ask the right questions, yet it often appears as if I am speaking a completely different language. When this happens I begin to spiral downwards, and negitive self-talk begins in my brain. I have spent years studying about positive affirmations and creating the life you want, yet I sometimes find myself stuck in the mud. After reading this chapter, I guess I am not really stuck in the mud, I am where I am suppose to be and it is from here that I must take off and soar like an eagle! So, I then begin a new litney of positive self-talk.
Once, I had the privledge of attending a "Breakthrough" session with Brian Biro. He is an amazing guy. He gave everyone in the audience a board to write on what was holding us back from succeeding. Then we would stand in a circle around one person chantting their name as they would break the board with one hand. It was a very powerful moment. Change is hard, but often it is worth it, you just have to work through the fear of it.
Week Three Comment on Alicia W.
In researching whether I wanted to publish or present my CBR project, I had decided last week to look into publishing.
This week I spend some time looking at each of the suggested journals. I tried to find one that would both fit my project and more importantly, my target audience. I finally decided that I would submit my publication to Learning & Leading with Technology. This publication is the International Society for Technology in Education's (ISTE) membership magazine. It takes simple ideas for utilizing technology to improve learning in the classroom. This seems to be a perfect fit for my project and its target audience of 5 year-olds.
I have already registered as an author. It appears that all I need to do is upload my project and they will notify me once it has been received.
I guess all I have to do now is get ready to jump in!
Alicia,
That is so exciting! Your project was so great. It is amazing how you were able to get your kindergarten student's into the 21st century. You have planted seeds that will possibly bloom into the next Steven Jobs or Bill Gates! Keep up the great work!
Week Three Comment on Mike Mankins
Wk 3 - Think Out Loud Post (#2)
Well......it is official, but not official. I have submitted to present at the Texas Bandmasters Association in San Antonio this summer. I have gotten a confirmation email stating that my application has been received, so now I am waiting for approval. After thinking about this more, I am beginning to really grasp the immensity of these possibilities. Truly, there are no limits. The only thing that limits me and what I am capable of is myself.
I submitted an application to present a session on Web 2.0 and the Bandroom. I know there are a lot of tools that are available for band directors to use. But I would like my focus, if I am asked to present, to be on how learning can continue outside the band room. What can band directors do or implement that will engage students when they are not marching on the football field, or in a parade, or in a jazz ensemble, or in a concert? How can I help music educators reach outside the box and find other ways to educate their students WITHOUT having them pick up their instruments. So the question is, can you still learn while on Facebook or playing Call of Duty or watching Harry Potter?
We might soon find out! Stay tuned!
Posted by Mike Mankins at 1:06 PM
Mike,
That is really cool. I think your proposal sounds very 21st century! Have you
ever been to San Antonio? It is a beautiful place. Be sure to enjoy the Riverwalk. In the possibility book they speak of living your passion. I am so envious of musicians, because their passion is so evident. Throughout this program I have seen your passion, so keep it playing. Good Luck!
Sunday, September 11, 2011
Week Two: Comment on Chanda's Post
I am currently trying to decide what will be more beneficial for me as an educator of whether or not I should present or publish my final project. I am the type person who love to engage with individuals in a hands on way, because of this, my best option might be to present my final project. The only down fall or hang ups I have with presenting is that my wonderful experience during my capstone project will not be published. There is a lot of information I want to share with others about my experience in implementing my challenge and the results I got from it. I know that the information can be shared in both forms of the project, but which form would be more useful and meaningful to my audience is the problem I'm facing in making a decision. I feel that I'm leaning more to the presentation of the experience because of my learning style and personality but my final decision has not yet been met. With a little more research and analyzing, I feel that I will make the best choice for sharing my information to my audience or the world in a timely manner.
From the book, The Art of Possibilities by Zander & Zander, I'm currently viewing the world a little different and making decisions based on the new acquired knowledge. I feel this book was a great resource for teachers and other professionals when making their mark or place in this world count but in a positive way. I say all of this to say, my capstone project was a great experience, my students, co-workers, parents and administration were very supportive and I would love to share this information in a way that would be beneficial for others in similar professions to help reach their goal in motivating students to read and write through the use of technology. I am open to any comments that would be helpful in my decision making. Like the authors in The Art of Possibilities contributing to others or this world is great. So be a contributor and give me some positive feedback.
Thanks
Pamela King said...
Hello Chanda,
I agree that the Art of Possibiity is an inspiring work. We all need to be more like ATT and Rethink the Possible! You are an inspiring individual and should definately present to your peers. I so enjoyed being on this journey with you and value your friendship and contributions. You will always be close to me in my heart!
September 11, 2011 4:55 PM
Week Two: Comment on Lori's Post
The Art of Possibility Chapter 1-4 MAC Wk2
Book Cover
The book, The Art of Possibility by Zander & Zander, offers a new perspective on how to view the reality. Broken into a series of practices defined separately by chapter, the married couple of Rosamund Stone Zander, a therapist and Benjamin Zander, a conductor and teacher, provide their unique way of viewing the world.
They believe our view of the world is made up of the stories we tell ourselves about what is true and if we change that story we can change our lives. Practice one is to realize that our perceptions are an invention. We construct meaning out of our experiences. Practice two: Step into the world of possibilities. Since it is all invented you must ask:
What assumptions am I making, that I’m not aware I’m making, that give me
what I see?
What might I now invent, that I haven’t yet invented, that would give me other
choices?
Practice three: Giving an A. By giving yourself and others and A you can see the potential. “This A in not an expectation to live up to, but a possibility to live into” (p. 26). This will change the way you deal with others and yourself. If you reduce the judgment you will have more possibilities.
Practice four: Being a contribution. If you think of yourself as a contribution you will not have the same perspective of success and failure.
I read along while listening to the Zanders in the audio version of the book. I found this much more rich. You could hear their voices and inflections and they included music in the transitions and some background. I find the Zanders point of very positive and useful perspective. It is more impressive because they have person success. I have an MS in Counseling, Child and School Psychology and Marriage and Family Therapy that leads me to take a particular interest in the psychology of success. They use a positive approach that can be easily followed. Often changing our viewpoint can change our anxiety levels and our outcomes. I am enjoying the many examples they use to illustrate their points. I too believe that trying to meet teacher expectations can negatively influence our performance. In the EMDT program I found it refreshing and easier to do better when given positive feedback on work. It made me want to do better not just do the basics to get the grade. For the TMD course, Michelle always gave positive feedback. I have always received high grades in school but getting positive comments made me feel differently. Yes, an A+ can be seen as positive but it was much different getting direct feedback. She was the most positive instructor I have had in my decades of taking classes and it really mattered. I felt more motivated to do a good job. It did not surprise me that she was she had successfully won competitions while in the US Army training soldiers for combat. She makes you want to work for her. Similarly, I thought immediately when I viewed Benjamin Zanders TED lecture that he would be a great teacher. They say it is not the expertise of the teacher but their level of enthusiasm for the subject matter that makes students learn. After viewing Zander’s lecture it is fascinating reading his philosophies.
Reference: http://www.ted.com/talks/view/lang/eng//id/286
Pamela King said...
Hello My Friend,
The views present in this book represent the essence of YOU! Without you, I do not think I could have done as well in this EDMT course. You always were there with your contributions, creativity and positive reinforcement. You are such a kind person and see the glass as half full! I cannot even think of you giving anybody negitive feedback. You are a true achiever! A real Go-getter! Thank you for inspiring me to be my best.
September 11, 2011 4:42 PM
Week Two: Giving Myself an "A"
I have always seen the glass as half-full. Like ATT I like to "Rethink Possible" The name for my blog: Kingdom of Possibilities is because I like to believe in the possibilities. I really enjoyed reading the book The Art of Possibility by the Zanders. Below is my example of what I would write to Mr. Zander to receive my "A". Enjoy!
Dear Mr. Zander,
I got an “A” because I realized I am my own person, and I am responsible for myself. I no longer procrastinate and blame my family members for my lack of action. I put myself and my education first. I made the time to complete my tasks. I listened to my heart and went forth with my education. I let no one hold me back from achieving my dreams. As I look forward to graduation, I truly feel a sense of accomplishment, for I know that I did it! I believed in myself and found the strength to be myself. I love my family and I know they love me and are proud of me for pursuing my dreams. I know that I am an important part of their lives and that without me they would not be the wonderful, creative, hardworking people they are. For it was by example, my positive attitude, work ethic, pursuit of my dreams that they have exemplified in their lives. Thank you for believing in me and my dreams.
Sincerely,
Pamela King
Friday, September 9, 2011
Week Two-Thinking Outloud " Where should I present?"
Working on my CBR project was very enlightening. I wish it would have worked out a little better then it did. I choose my project because I wanted to motivate the students to want to create visual book reports. I still feel like I need to refine my presentation style so I can get more results. So, the question is who/where would I like to share this information? My first thought was I would write up a brief proposal to present at the Texas Association of Gifted and Talented convention. I have previously been selected to present there. But Joe, said to think outside the box…..so I thought that I may like to write up a proposal to present at the Texas Libraries Association convention. They will be in Houston in 2013. They will be in Dallas 2012. Due to lack of school funds I do not know if I would be given persmission to attend this spring's event. My CBR project would definately be relevant to present at the librarian's convention.
Sunday, September 4, 2011
Wimba Post-Week One
Listening to the archive in Wimba was an eye-opener of the overall month. The first half was a review of what we needed to complete this week then it went into how the month would proceed. The big shocker was the notion that we would be asked to submit our CBR project to a group above the district level. That thought is both nervewrecking and exciting. I think I have an idea of where I will present, but I am going to keep that secret till the end of the month.
Week One Readings and Videos
Copyright, Fair Use: What is it?
After viewing many videos and reading several articles, I have to say it is “Clear as Mud!” It appears that copyright definitely lives in a gray area! As a librarian, I am suppose to be the unofficial police on protecting copyright in the school. It is a tough battle to fight. In my opinion teachers are one of the biggest offenders of copyright because generally speaking they think they should be allowed to use what they want if it is in the realm of teaching children. Teachers most certainly believe in “Fair Use”. They think they can use everything fairly! Again, this is my opinion.
All the information provided was very interesting. I didn’t know that copyright went back centuries, beginning with the Statue of Anne.
Many ideas were presented in the video Good Copy/Bad Copy. I agree with the gentlemen who said we needed to find away to share creative endeavors. Finding a new way to share would probably benefit the artists more, because I have heard that managers and organizations usually make more money than the actual artist. I also discovered a new form of music: Techno Brega. Watching the “artists” kinda of reminded me of taking Dr. Repps’s class and using Garage Band. The exception being that I am not good at mixing music! I have also concluded that I really like remixes. I find them so clever. My whole family really enjoys parody.
I have long been concerned about copyright. The reason I even began this program is because my library supervisor said we have to learn how to use web 2.0 applications. She also said we have to begin to create book trailers. That was one of the activities for my CBR. I still find it so challenging to find images to use for them. Thank goodness for Creative Commons or I would really be “up a creek without a paddle.”
Friday, September 2, 2011
Comments on My Peer's Thoughts! Week One
Comment on Jen Selix's Blog
This week I discovered that there is much more to copyright law than I’ve ever truly known or understood. This is a bit frightening and shocking to me, being as that I have been working as a technical writer and media asset creator in the public sector for over ten years.
The biggest shock was discovering how little protection and legal support we have through Fair Use. I admit that I had a false sense of security in the past, from what I believed to be legally binding Fair Use principles. However, after watching, Eyes on the Fair Use of the prize, I discovered how little power we have. Not only are copyrights and rights of fair use convoluted and challenging to defend, we can lose the right to use media assets altogether if outlandish royalty fees are not met.
As a writer and consumer of media, it saddens me and makes me nervous for our cultural and societal history to know that money and bureaucracy have the power to constrain our right to knowledge.
I welcome your thoughts and comments.
- Jen
1 Comment
Pamela
As a teacher/librarian, I have known for years about copyright, yet it seems I knew so little! Teachers in general think they have rights to almsot anything if they are using it to teach kids. Especially, in economically challenged areas. As the times are changing, it is getting scary out there, because they are starting to come after the "Average Joe" for infrigement. I agree with you that our cultural and societal history may be lost to money and bureaucracy.
Saturday, September 3, 2011 - 01:50 AM
Comment on Heather Hanes Blog
Wk1 Wimba Thoughts
So watching Wimba was certainly an eye-opener that my time at Full Sail is coming to an end. I meet this end with both joy and sadness. I am happy to have received such a quality education, but I don't want to leave. When watching the Wimba the PPP hit me dead on. You mean you want me to submit something to a professional organization or be prepared to present at a national conference?? Me?? Really?? I have attend several national conferences and have been awed by it's presenters and I guess I still have difficulty thinking that that could be me. I see myself as that small town school teacher (parallel me to country mouse) and the presenters as much more entitled than I to be presenting (parallel them to city mouse). I will tackle this project as I have all of my Full Sail projects, with an open mind, nervous heart and lots of determination.
I also have to say that I am not shedding any tears for the end of the Literature Review. Of all the projects we have had to do over the past 10 months, that one has, BY FAR, been the most difficult for me for some unknown reason. I use to thrive when writing and presenting papers, but somehow, over the past umpteen years, I have lost my touch. Good-bye, Lit Review, I am not sure you will be missed!
Since we are almost done, I wanted to go back to the introductory video from month 1
Posted by Heather Pirraglia-Hanes at Thursday, September 01, 2011
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2 comments:
Jen Selix said...
Heather,
It would be really neat if we could find a way to present together. Our core topics are very closely related and it would be really neat to do a comparison of motivation across different audiences and classroom environments. I think we could make it work.
What do you think? We could probably get both of our lit reviews published in the conference proceedings, even if we presented together.
Just a thought. :)
- Jen
September 2, 2011 10:36 PM
Pamela King said...
Heather,
I no more associate you with a country mouse than I would a diamond. You have produced some very professional looking projects and with your "git ur done" attitude, I think you would be a GREAT presenter! You and Jen together could be the dynamic duo! Have no fear!
September 3, 2011 1:36 AM
Friday, March 4, 2011
PE6_Glogster
For the past week now I have been exploring Glogster with my Gifted and Talented students. Finally, I have found something that keeps most of them engaged! Glogster has been really easy to learn. Although at first when I signed up for the teacher account, I thought that they had mixed me up with someone else because it had a class with all these students that had nicknames that started with s43rqt. I emailed them to check and make sure that I was not mixed up with anyone and they sent back that I wasn't, then I figured out that I was suppose to go in and edit the nicknames with my student's names! DUH! What a dummy! So, after figuring that out and having the people at Glogster think I am a compete fool...I went in and began to add my students. It was super easy. You just check edit nickname, you can do several then you click edit and it pulls up a screen where you go in. You have to then go back and put in a password. I gave all the kids the same one. Some of my students have accessed it from home and uploaded several personal pictures, but unfortunately, one of my students brought her camera to school to do it and her camera was stolen. This is the main reason I wanted to find a way for the students to find copyright friendly images to use. Isabell had a field day going to Pics4Learning and finding really cool images of animals that she likes and dislikes. Then her and I went on together to see if we could find videos to attach to some of the pics. The video feature on Glogster is attached to School Tube which is a friendly student You Tube. We put in various animals and were able to upload and attach several videos. It was as simple as putting in a search, previewing the video and clicking use it! Ramon found several DARE videos to attach to his. The next project the kids want to work on is uploading music, we have not figured out how to do that yet because the bell rang. At any rate Glogster is really user friendly and I would recommend it to anyone. 
Sunday, February 27, 2011
ETC Final Project Lesson Plan
Relevant and Innovative Learning Scenario – RILS
Presented by Pamela Perry King
1.Target Audience-
• 5th and 6th grade Gifted and Talented Students
2.Materials:
o -Interactive Notebooks that student’s have created describing him or herself.
o -Computers with access to “Glogster” and clip art
3.Objectives:
o Students will use the web 2.0 application “Glogster” to create an interactive poster using multimedia aspects to describe them in an “All About Me” activity.
o Students will transfer current knowledge to the learning of newly acquired technology.
o Students will create a digital publication that involves planning and creating a “glog”.
o Students will create personal learning networks to collaborate and publish with peers using Glogster as their digital tool.
o Students will communicate effectively with a peer audience using digital technology.
4.Procedure:
o Students have been working on creating an interactive notebook that has a collection of personality quizzes in it. Students have identified personality traits, likes, values, learning styles and character traits.
o Students will assess the information and determine what pictures they need to best represent them. They will make a list.
o They will use Microsoft clip art and Creative Commons to locate pictures for the project. Students will use the interactive notebook, clip art ,and video clips that they have chosen to place in their glog that best represents them.
o Students will write captions and informative details on their glogs to give the reader a vivid understanding of the content placed on the “glog”.
o After teacher approval for appropriate content, the students will published their Glogster Poster to be shared in an oral and visual presentation.
5. “Glogster” is the web 2.0 tool to be used create this interactive poster.
6. Social Learning:
• Students will give an oral presentation, “All About Me” using their Glogster poster.
• Classmates will have the opportunity to ask questions and share thoughts based on each student’s presentation.
7. Making Connections:
o Students connecting their personal interests and characteristics with presentation skills.
o Students connecting with other students and the teacher based on similarities and differences described in their likes, values and so on.
o Students connecting possible abstract thoughts and concepts with concrete images.
8.Create/Produce:
The learners will create an interactive “All About Me” posters. These posters will be displayed on the Library’s Web Page. Students will have the opportunity to share these in class.
9.Assessment:
GLOGSTER RUBRIC
Required Elements
• The Glog includes all required elements as well as additional information.
• All required elements are included on the Glog.
• All but 1 of the required elements are included.
• All but 2‐3 elements are included.
• More than 3 required elements are missing from the Glog.
• Labels
• All items of importance are clearly labeled with labels that can be read from at least 3 feet away.
• Almost all items of importance are clearly labeled and labels can be read from at least 3 feet away.
• Some items of importance are clearly labeled and labels can be read from at least 3 feet away.
• Few items of importance are labeled and labels are difficult to read.
• Labels are too small to view or no important items were labeled.
• Graphics – Relevance
• All graphics are related to the topic and make the Glog easier to read and understand.
• Almost all graphics are related to the topic and most make it easier to read and understand.
• Some graphics are related to the topic and make it easier to understand.
• Few graphics relate to the topic.
• No graphics relate to the topic.
• Attractiveness
• The Glog is exceptionally attractive in terms of design, layout, and neatness.
• The Glog is attractive in terms of design, layout, and neatness.
• The Glog is fairly attractive, but a bit messy.
• The Glog is poorly designed and very messy.
• The Glog is distractingly messy and unattractive.
• Grammar
• There are no grammatical– mechanical mistakes on the Glog.
• There is 1 grammatical– mechanical mistake on the Glog.
• There are 2‐3 grammatical– mechanical mistakes.
• There are 4 grammatical– mechanical mistakes.
• There are more than 4 grammatical– mechanical mistakes.
10. Reflection:
Students will have the opportunity to write a reflection on the learning process in their interactive notebooks. They will then use their experience to create another Glog on a possible career path they would like to take.
Presented by Pamela Perry King
1.Target Audience-
• 5th and 6th grade Gifted and Talented Students
2.Materials:
o -Interactive Notebooks that student’s have created describing him or herself.
o -Computers with access to “Glogster” and clip art
3.Objectives:
o Students will use the web 2.0 application “Glogster” to create an interactive poster using multimedia aspects to describe them in an “All About Me” activity.
o Students will transfer current knowledge to the learning of newly acquired technology.
o Students will create a digital publication that involves planning and creating a “glog”.
o Students will create personal learning networks to collaborate and publish with peers using Glogster as their digital tool.
o Students will communicate effectively with a peer audience using digital technology.
4.Procedure:
o Students have been working on creating an interactive notebook that has a collection of personality quizzes in it. Students have identified personality traits, likes, values, learning styles and character traits.
o Students will assess the information and determine what pictures they need to best represent them. They will make a list.
o They will use Microsoft clip art and Creative Commons to locate pictures for the project. Students will use the interactive notebook, clip art ,and video clips that they have chosen to place in their glog that best represents them.
o Students will write captions and informative details on their glogs to give the reader a vivid understanding of the content placed on the “glog”.
o After teacher approval for appropriate content, the students will published their Glogster Poster to be shared in an oral and visual presentation.
5. “Glogster” is the web 2.0 tool to be used create this interactive poster.
6. Social Learning:
• Students will give an oral presentation, “All About Me” using their Glogster poster.
• Classmates will have the opportunity to ask questions and share thoughts based on each student’s presentation.
7. Making Connections:
o Students connecting their personal interests and characteristics with presentation skills.
o Students connecting with other students and the teacher based on similarities and differences described in their likes, values and so on.
o Students connecting possible abstract thoughts and concepts with concrete images.
8.Create/Produce:
The learners will create an interactive “All About Me” posters. These posters will be displayed on the Library’s Web Page. Students will have the opportunity to share these in class.
9.Assessment:
GLOGSTER RUBRIC
Required Elements
• The Glog includes all required elements as well as additional information.
• All required elements are included on the Glog.
• All but 1 of the required elements are included.
• All but 2‐3 elements are included.
• More than 3 required elements are missing from the Glog.
• Labels
• All items of importance are clearly labeled with labels that can be read from at least 3 feet away.
• Almost all items of importance are clearly labeled and labels can be read from at least 3 feet away.
• Some items of importance are clearly labeled and labels can be read from at least 3 feet away.
• Few items of importance are labeled and labels are difficult to read.
• Labels are too small to view or no important items were labeled.
• Graphics – Relevance
• All graphics are related to the topic and make the Glog easier to read and understand.
• Almost all graphics are related to the topic and most make it easier to read and understand.
• Some graphics are related to the topic and make it easier to understand.
• Few graphics relate to the topic.
• No graphics relate to the topic.
• Attractiveness
• The Glog is exceptionally attractive in terms of design, layout, and neatness.
• The Glog is attractive in terms of design, layout, and neatness.
• The Glog is fairly attractive, but a bit messy.
• The Glog is poorly designed and very messy.
• The Glog is distractingly messy and unattractive.
• Grammar
• There are no grammatical– mechanical mistakes on the Glog.
• There is 1 grammatical– mechanical mistake on the Glog.
• There are 2‐3 grammatical– mechanical mistakes.
• There are 4 grammatical– mechanical mistakes.
• There are more than 4 grammatical– mechanical mistakes.
10. Reflection:
Students will have the opportunity to write a reflection on the learning process in their interactive notebooks. They will then use their experience to create another Glog on a possible career path they would like to take.
Saturday, February 19, 2011
PE5_Glogster
Glogster has a special site just for educators! Got a great deal- $59.00 for 200 students! Yeah!
Teacher Dashboard- Very easy to add students and track their progress.
Personal Profile Page-Express yourself!
So, I finally got started on my blog. It was very easy to use. I was able to edit my profile. I thought that I would have too much, and low and behold I have plenty of room! Must add more! The learning for me was not so much in learning how to manipulate Glogster but in how to find copyright free images to use on Glogster. I am planning on teaching my students this and it is a must that they know how to locate images because taking their own pictures is
not practial. I also plan on using the Flip video and video taping them during their Fine Arts period
and attaching the video to their personal glogs.
So, I finally got started on my blog. It was very easy to use. I was able to edit my profile. I thought that I would have too much, and low and behold I have plenty of room! Must add more! The learning for me was not so much in learning how to manipulate Glogster but in how to find copyright free images to use on Glogster. I am planning on teaching my students this and it is a must that they know how to locate images because taking their own pictures is
not practial. I also plan on using the Flip video and video taping them during their Fine Arts period
and attaching the video to their personal glogs.
PE4_Glogster
I knew I wanted to use Glogster to create an interactive poster. But the first problem that I encountered was where would I collect the images I wanted to use. In the past when I have needed an image I would use Google, however knowing that I would be publishing my product, I knew that I needed to find someway to teach the students to use a source that was copyright free to collect their images. After working with my partner, Lori she helped me by showing me how to use Microsoft clip art and how to find other images using Creative Commons. Next, I need to refine my focus and decide what would be the first step in getting started. I decided to start with having the students do an "All About Me". Below you find images that I found.
Sunday, February 13, 2011
BP4_School Tube
I looked and looked for what I thought might be a good tool. I considered Audacity which is a good audio tool to use in the school. But, I haven’t had much time to play with it. It appears to be much like Garage Band. I looked at Glogster but noticed someone else had already blogged about it. Then I found School Tube a place for students and teachers to share videos online in a safer environment. Wow! School Tube provides lesson plans for video production, professional development for the site, royalty free music, and images!
I clicked on the image button to check out and see what was available. One of the links led to Wikimedia Commons which had over eight million media files to which anyone can contribute. It had a pretty good assortment. Next, I counted fifteen links to free music. They had everything from African to Christmas to Happy Go Lucky.
There were also two links available for audio. One of them lead to a link of the Top 100 Speeches in America. Number one on the list is Martin Luther King’s speech “I Have A Dream.” Very powerful.
School Tube has many features. Including sponsored channels from Disney Planet and National Geographic. They also offer teachers the option to create their own channel to reflect what’s going on in their classroom as well as provide a place to keep track of your classes favorite videos. When teachers register to become a moderator for their students they have the ability to preview all of the students videos before they go live. Making this a kid friendly social networking tool!
I clicked on the image button to check out and see what was available. One of the links led to Wikimedia Commons which had over eight million media files to which anyone can contribute. It had a pretty good assortment. Next, I counted fifteen links to free music. They had everything from African to Christmas to Happy Go Lucky.
There were also two links available for audio. One of them lead to a link of the Top 100 Speeches in America. Number one on the list is Martin Luther King’s speech “I Have A Dream.” Very powerful.
School Tube has many features. Including sponsored channels from Disney Planet and National Geographic. They also offer teachers the option to create their own channel to reflect what’s going on in their classroom as well as provide a place to keep track of your classes favorite videos. When teachers register to become a moderator for their students they have the ability to preview all of the students videos before they go live. Making this a kid friendly social networking tool!
PE3_iMovie
Back Again....
Overall, I really found the Lynda.com tutorials beneficial. I am glad it was assigned. I have visited the site before, and thought wow, this is cool! But with every other project and home stuff to do I haven't had time to really watch through a whole lesson. Getting a certificate for it is pretty neat too. The final lesson I incorporated was the stabilization. Due to the fact that, I was taping the game on a small Flip video, there are a lot of shaky parts. When I uploaded the video to iMovie, I did put it through the stabilization mode, however several sections were still marked with the little red squiggle. In chapter 10 they showed how to click the show/hide button for the red squiggle located at the very bottom of iMovie. Before I could click it however, I had to call FSO to find out how to hide my "dock". I could see the button but could not get to it. If you want to hide your dock, the shortcut is command+option+d and it will disappear and reappear when you press it. It also said in the lessons that you should not use a lot of transitions, that professionals like straight cuts, but I like them and think they are pretty cool. I look forward to trying some more of these techniques. I took some notes and I do plan on revisiting a couple of lessons.
Overall, I really found the Lynda.com tutorials beneficial. I am glad it was assigned. I have visited the site before, and thought wow, this is cool! But with every other project and home stuff to do I haven't had time to really watch through a whole lesson. Getting a certificate for it is pretty neat too. The final lesson I incorporated was the stabilization. Due to the fact that, I was taping the game on a small Flip video, there are a lot of shaky parts. When I uploaded the video to iMovie, I did put it through the stabilization mode, however several sections were still marked with the little red squiggle. In chapter 10 they showed how to click the show/hide button for the red squiggle located at the very bottom of iMovie. Before I could click it however, I had to call FSO to find out how to hide my "dock". I could see the button but could not get to it. If you want to hide your dock, the shortcut is command+option+d and it will disappear and reappear when you press it. It also said in the lessons that you should not use a lot of transitions, that professionals like straight cuts, but I like them and think they are pretty cool. I look forward to trying some more of these techniques. I took some notes and I do plan on revisiting a couple of lessons.
PE2_iMovie
Hello Again! I have continued to watch iMovie with an interest in learning how to delete me talking during the taping of my daughter's basketball game. Surely, she does not want to hear my silly conversation as she is out there sweating it up. I found out in Chapter 6 how to delete "me" and put in a little jazzy music that was available on iMovie! I also found out how to get to the "inspector". Before taking the training I would just press buttons, Now I know what combination to press them in! Pretty cool!
Saturday, February 12, 2011
PE1_iMovie First Lesson
Today, I started viewing iMovie '09 on Lynda.com. The directions for the assignment said if you were already an expert, you could learn something else. When I read that, I laughed out loud because, I thought to myself, "I am NOT an expert!" Then, I began viewing the lessons, and I found out that I may not be an expert but I was not a complete dunce either! I had actually learned some of the things on my own! That gave me a little pat on the back! So, I began to look for something new to learn and practice. What I came up with was learning how to adjust the date and time on the segments. I was then able to split them into two separate events. I separated my daughter's basketball game from her birthday dinner.
Monday, February 7, 2011
BP2_Animoto
The web 2.0 application that I incorporated into my class is Animoto. Animoto creates a musical video. I can use Animoto to create book trailers. Book trailers are mini advertisements to get the kids to read books, much like a movie trailer. I was very reluctant to use it. I had seen other book trailers that librarians had done and I was unsure of myself. But, taking this class gave me the courage and motivation to try it.
There are two girls who come into the library on a frequent basis, Gabriela and Jennifer. They really enjoy reading. I asked them if they would like to help me create a book trailer. I explained that we had to create a storyboard to tell about the book. I found that they lacked a vocabulary of vision to communicate nonverbally. The ability to express themselves visually was a handicap in preparing the trailer. This supported one of the articles I read for my lit review: “The Educator’s Role in Preparing Visually Literate Learners” by Susan E. Metros. I worked with them orally, having them tell me the story and then asking them what image came to their mind. We then wrote a short sentence to anchor the image. It was challenging finding copyright free pictures, but finally we did. Then, we uploaded the images to the Animoto site, put them in a sequential order with the text anchors, added music that Animoto allows us to use, pressed create and about 15 minutes later voila! We had our video. They really seemed to enjoy it, and I now have them working on another one. Animoto will do any 30 second video for free, however they do have an educator account available that allows for longer videos. Please mention my name if you try it. I get some type of credit for referrals. Enjoy!
www.animoto.com
Friday, February 4, 2011
BP3_igoogle Screen Shots
Really like the idea of PLE. Would love to be the kind of teacher described in the video. I love this program! It is so relevant! I love learning new things, even if it takes me 4 hours to do 4 pages!
BP1_Welcome to my blog!
I am a Librarian and Gifted and Talented teacher. I am working with my students on helping them to recognize their potential and live their dreams. At the same time, I am trying to recognize my potential and live my dreams! That is why I started this graduate program at Full Sail University. I am on a quest to improve myself and become a 21st century teacher of excellence.
My first lesson of the year for my students was to introduce them to the Keys of Success.
Keys of Success - 4 Keys to Recognize Your Potential
Education- Keep on learning. You can learn not only through school but from the following things.
Reading, computer, volunteering, part-time jobs. Take any experience and learn from it!
Behavior- What does successful behavior look like? Show respect, appreciation, gratitude and kindness.
Social Support- Surround yourself with achievers! Remember "Birds of a feather, flock together" You are the sum total of the five people you spend the most time with. So ask yourself, "Who do I hang out with and are they good for me?"
Positive Attitude- People with a positive attitude view stress as a challenge. They are willing to fail forward. What does it mean to fail forward? It means take a chance and learn from it!
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