Virtual Field Trip
This virtual field trip is designed to address each of the following Social Studies competency goals:
Kindergarten Goal 1: The learner will investigate how individuals, families, and groups are similar and different.
First Grade Goal 1: The learner will investigate how individuals, families, and groups are similar and different.
Second Grade Goal 3: The learner will analyze how individuals, families, and communities are alike and different.
Second Grade Goal 5: The learner will understand the relationship between people and geography in various communities.
This field trip is part of a unit designed for students to explore various destinations and compare/contrast them to North Carolina. Within this unit students will learn about modes of transportation, geographic landforms, continents, people, and cultures. Gardner states, “Students need to understand why they are learning what they are learning and how this knowledge can be put to constructive uses.” (p. 142) The unit will begin with some role play, designed to show the students an appropriate example of intolerance based upon ignorance; bullying, fighting, name-calling.
The underlying theme for the unit would be respect. Gardner states, “I call on human beings to accept the differences, learn to live with them, and value those who belong to other cohorts.”(p.107) It’s this acceptance of others I want my students to achieve, not only through this unit, but all discussions as well. I want my students to be exposed to very different cultures, and since we can’t physically travel to these various destinations, this virtual tour is the next best thing.
Respect is such an important character trait for all humans, not just young students. However, time is of the essence for my young students, because by the time youngsters become adolescents their attitudes toward others have nearly been determined (Gardner 2008).
Many of my students don’t have experiences with many individuals that are culturally, racially, or religiously different from themselves. I want them to have numerous opportunities to learn about all the people of the world, their countries, lifestyles, and viewpoints. These opportunities are exactly what people need in order to deal with the prejudices that every human generation has to overcome(Gardner 2008).
In regard to the ethical mind, my students will be required to participate in the tour of four very different locales. The information gained from the tour must be synthesized by the small groups, and then shared in the class-wide discussion. Young students are great conversationalists, and are not reluctant to share their view points. I feel this forum for assessment will allow all students to learn from one another.
Gardiner, H. (2008). Five Minds for the Future. Boston, Massachusetts: Harvard Business Press
Showing posts with label EDIM 508. Show all posts
Showing posts with label EDIM 508. Show all posts
Saturday, March 12, 2011
Thursday, March 10, 2011
Tuesday, March 8, 2011
Creativity in the Classroom
So, I'll be honest...I did not discuss this topic with my kindergartners. I intended to on Monday, and again today, but my days fly by so quickly that I forgot to bring up the discussion. I'm not sure of the answers I would get, but I am determined to discuss this with them at some point.
I did talk to a co-worker's daughter, Hayden, a sophomore in high school. Hayden's a bright girl, and is interested in going to college and pursuing veterinarian school. I anticipated that she'd have lots to say about her desire for creativity connected to assignments, but it started out slowly.
So, she appreciates the self-expression aspect of creativity, which is true of most students her age. Most are eager to express themselves in their apparel, language, art, and extra curricular activities.
From this statement it seems that she would value the use of digital media in any lesson that would promote learning. This observation rings true to me; as a student I to appreciate the use of technology when learning something new. The use of technology and digital media comes naturally to me, so I like to learn and teach with it.
This is the part of the conversation where I get discouraged. Hayden assumed that the use of technology could hinder ones creative ability. This makes me believe that she's had little opportunity with the numerous Web 2.0 tools that are available to students. While she may not have had many opportunities to be digitally creative, she mentioned that she'd much rather create a project than take a test as an assessment. This type of assignment is exactly what Gardner suggests for adolescents, a task in which there is no one right answer (Gardner, 2008). This type of thinking can help students evaluate, maintain, or even change their outlook on a topic, and that evaluation is necessary for knowledge to be retained.
Gardner, H. (2008). Five Minds for the Future. Boston, Massachusetts: Harvard Business Press
I did talk to a co-worker's daughter, Hayden, a sophomore in high school. Hayden's a bright girl, and is interested in going to college and pursuing veterinarian school. I anticipated that she'd have lots to say about her desire for creativity connected to assignments, but it started out slowly.
So, she appreciates the self-expression aspect of creativity, which is true of most students her age. Most are eager to express themselves in their apparel, language, art, and extra curricular activities.
From this statement it seems that she would value the use of digital media in any lesson that would promote learning. This observation rings true to me; as a student I to appreciate the use of technology when learning something new. The use of technology and digital media comes naturally to me, so I like to learn and teach with it.
This is the part of the conversation where I get discouraged. Hayden assumed that the use of technology could hinder ones creative ability. This makes me believe that she's had little opportunity with the numerous Web 2.0 tools that are available to students. While she may not have had many opportunities to be digitally creative, she mentioned that she'd much rather create a project than take a test as an assessment. This type of assignment is exactly what Gardner suggests for adolescents, a task in which there is no one right answer (Gardner, 2008). This type of thinking can help students evaluate, maintain, or even change their outlook on a topic, and that evaluation is necessary for knowledge to be retained.
Gardner, H. (2008). Five Minds for the Future. Boston, Massachusetts: Harvard Business Press
Thursday, March 3, 2011
Respectful and Ethical
"... I call on human beings to accept the differences, learn to live with them, and value those who belong to other cohorts." (Gardner, 2008)
This line from Gardner's book defines what happens in my kindergarten classroom on a daily basis. It takes so much time for my students to learn how to respectfully interact with their peers.
My activity would be correlated with the Second Step program, since the lessons center on respect. We would begin with a discussion about what respect is, and what it looks like. These discussions may need to take place over a period of days or weeks in order for all students to express understanding of respect. Then students would be presented with a scenario in which they would be asked for a respectful solution to the problem. Using a flip video camera, students would be recorded sharing their solutions to the situation. Once multiple situations were discussed the questions and solutions would be complied in a digital story and shared. Students would be exposed to respectful ideas and solutions, as well as be a part of a "good work." (Gardner, 2008)
Gardner, H. (2008). Five Minds for the Future. Boston, Massachusetts: Harvard Business Press
This line from Gardner's book defines what happens in my kindergarten classroom on a daily basis. It takes so much time for my students to learn how to respectfully interact with their peers.
My activity would be correlated with the Second Step program, since the lessons center on respect. We would begin with a discussion about what respect is, and what it looks like. These discussions may need to take place over a period of days or weeks in order for all students to express understanding of respect. Then students would be presented with a scenario in which they would be asked for a respectful solution to the problem. Using a flip video camera, students would be recorded sharing their solutions to the situation. Once multiple situations were discussed the questions and solutions would be complied in a digital story and shared. Students would be exposed to respectful ideas and solutions, as well as be a part of a "good work." (Gardner, 2008)
Gardner, H. (2008). Five Minds for the Future. Boston, Massachusetts: Harvard Business Press
Thursday, February 17, 2011
Do Schools Kill Creativity?
Do schools kill creativity?
In short, my answer is no, schools do not kill creativity. Schools themselves are buildings, and can do little to affect how a student acts or thinks. The teachers inside the school are another story. Can a teacher crush the creative spirit inside a child? Most certainly. Regardless of the teacher in the classroom, creativity will never be killed. If students are not allowed to express their creativity in their assignments, then their creative mind will be utilized in daydreams or stories told to impress their friends.
Sir Ken Robinson defines creativity as the process of having original ideas that have value. (TEDtalksDirector, 2007) It is my feeling, that by this definition, all beings are creative because the value of an idea is subjective. Schools or teachers can't prevent students from having their own ideas, so the idea of creativity is safe from extinction.
Are students given creative outlets in the classroom? That depends on the teacher. In kindergarten, we are busy; we build, we play, we tell silly stories, we write, we draw, we are creative. Typically as students progress through grade levels, the opportunities for creative expression decline. This does not have to be the case as there are numerous tools that can be utilized for students to express creativity while also addressing and mastering content, such as; Glogster, Prezi, Blabberize, Voicethread, and Storybird.
Technology can be a great resource to help students express their own creativity because most students feel very comfortable when using it. Creative expression can come from a simple exercise requiring students to doodle in a program like Microsoft Paint. Upon completion of the sketch students are asked to journal about their neighbor's sketch. Creative stories can easily be written by kindergartners using these art prompts.
We don't have to use technology to foster creative thinking and expression, but we do need to provide ways for students to be creative in our classrooms, or we'll lose them to their daydreams.
TEDtalksDirector. (2007, January 6). Sir Ken Robinson: Do schools kill creativity? Retrieved February 17, 2011, from http://www.youtube.com/watch?v=iG9CE55wbtY
In short, my answer is no, schools do not kill creativity. Schools themselves are buildings, and can do little to affect how a student acts or thinks. The teachers inside the school are another story. Can a teacher crush the creative spirit inside a child? Most certainly. Regardless of the teacher in the classroom, creativity will never be killed. If students are not allowed to express their creativity in their assignments, then their creative mind will be utilized in daydreams or stories told to impress their friends.
Sir Ken Robinson defines creativity as the process of having original ideas that have value. (TEDtalksDirector, 2007) It is my feeling, that by this definition, all beings are creative because the value of an idea is subjective. Schools or teachers can't prevent students from having their own ideas, so the idea of creativity is safe from extinction.
Are students given creative outlets in the classroom? That depends on the teacher. In kindergarten, we are busy; we build, we play, we tell silly stories, we write, we draw, we are creative. Typically as students progress through grade levels, the opportunities for creative expression decline. This does not have to be the case as there are numerous tools that can be utilized for students to express creativity while also addressing and mastering content, such as; Glogster, Prezi, Blabberize, Voicethread, and Storybird.
Technology can be a great resource to help students express their own creativity because most students feel very comfortable when using it. Creative expression can come from a simple exercise requiring students to doodle in a program like Microsoft Paint. Upon completion of the sketch students are asked to journal about their neighbor's sketch. Creative stories can easily be written by kindergartners using these art prompts.
We don't have to use technology to foster creative thinking and expression, but we do need to provide ways for students to be creative in our classrooms, or we'll lose them to their daydreams.
TEDtalksDirector. (2007, January 6). Sir Ken Robinson: Do schools kill creativity? Retrieved February 17, 2011, from http://www.youtube.com/watch?v=iG9CE55wbtY
Sunday, February 13, 2011
Using Prezi
This project began as a daunting task, and even after choosing my topic, I was overwhelmed by the numerous resources available within Discovery Streaming. I began slowly by selecting various video segments and images that would help to build my unit. All the video clips and images I selected seemed like disjointed pieces of information, with no connection or meaning. Getting started with this project helped me to realize that I tend to struggle with synthesis.
Most students have great knowledge about the animals that surround them. However, learning and discussing the similarities and differences among various animals as well as among animals and humans requires a disciplined knowledge base. By combining three different content types offered by Discovery, I feel my students will be more apt to synthesize their prior knowledge with the new information obtained from this presentation.
This project serves two purposes, the first one being this assignment, and the second for use in the classroom. The information from Discovery is great, and paired with the five discussion questions after each segment, my students will prove to be the invaluable part of the lesson. It is the individual student responses, and the connections that they share, that will help ensure the synthesis of the material. While this project was very time consuming and challenging, I feel that it will be even more rewarding. I am eager to see the responses from my students as we move through the unit with this Prezi.
The Prezi and the discussion are part of the whole group component of the unit. In order to measure student mastery of the standards there will be extension activities that correlate with the the whole group instruction. Some possible assignments include, but are not limited to:
a wordle about each animal
venn diagrams comparing two or three different animals
a descriptive writing on an animal
a drawing to compare an animal to a human.
This project required a synthesis of ideas on my part. I am pleased with the final product, and even more pleased with the fact that this will be a very useful tool in my classroom. With synthesis, comes a sense of accomplishment, and I hope that with this presentation on animals my students will recognize connections and experience a similar sense of accomplishment.
http://prezi.com/9lqh-hc2pshk/animals/
Most students have great knowledge about the animals that surround them. However, learning and discussing the similarities and differences among various animals as well as among animals and humans requires a disciplined knowledge base. By combining three different content types offered by Discovery, I feel my students will be more apt to synthesize their prior knowledge with the new information obtained from this presentation.
This project serves two purposes, the first one being this assignment, and the second for use in the classroom. The information from Discovery is great, and paired with the five discussion questions after each segment, my students will prove to be the invaluable part of the lesson. It is the individual student responses, and the connections that they share, that will help ensure the synthesis of the material. While this project was very time consuming and challenging, I feel that it will be even more rewarding. I am eager to see the responses from my students as we move through the unit with this Prezi.
The Prezi and the discussion are part of the whole group component of the unit. In order to measure student mastery of the standards there will be extension activities that correlate with the the whole group instruction. Some possible assignments include, but are not limited to:
a wordle about each animal
venn diagrams comparing two or three different animals
a descriptive writing on an animal
a drawing to compare an animal to a human.
This project required a synthesis of ideas on my part. I am pleased with the final product, and even more pleased with the fact that this will be a very useful tool in my classroom. With synthesis, comes a sense of accomplishment, and I hope that with this presentation on animals my students will recognize connections and experience a similar sense of accomplishment.
http://prezi.com/9lqh-hc2pshk/animals/
Thursday, February 10, 2011
Synthesizing with Animoto
In kindergarten students are expected to know or learn the primary and secondary colors. Most students that come to kindergarten have a solid grasp of colors, but often times I have students that don't. So, in order to help students demonstrate their successful understanding of identifying colors, I called upon them to be "Color Photographers."
They were given small digital cameras (see above) to take shots of the colors we had discussed; red, blue, yellow, purple, orange, and green. They had a blast exploring the classroom and hallways. Once they finished with the pictures I collected the cameras. We didn't view what they had captured upon completion of the photo shoot.
I uploaded the images to Animoto. I created one video for each different color. I shared the short videos with the students, and they were amazed at the various pictures that were taken. They were able to recognize and identify the colors in various shades and hues. Some recognized their work, and were intrigued to see that more than one person captured similar shots. This was a great activity for the students as they were able to see their individual shots come together to make a single work.
Here's one of the videos:
Create your own video slideshow at animoto.com.
Wednesday, February 2, 2011
Discovery Streaming and Class Project
In an upcoming unit I will be addressing a social studies goal that discusses how individuals, families, and groups of people are similar and different. The school I work for has little diversity. The student body is predominantly white, with small populations of Hispanic, Hmong, and African American students. Therefore this unit is of importance, as students need to recognize and understand that people have both similarities and differences.
As an introduction to the unit I would show a segment of "People Have Similarities and Differences."
Conversely, I could begin the unit with a brainstorming session, using the students' ideas to list both similarities and differences among the themselves and their peers. The video segment could then be shown to continue the discussion, and elicit new ideas.
This segment is part of an entire video on the similarities, differences, and cultures of students. Rather than showing the entire video throughout the unit, I believe the students would gain more understanding of themselves and their peers if they were able to create a class video segment. This clip from video would be a good example for the students to follow. The class video would be the culminating activity for the entire unit.
This project, inspired by the Discovery Education video segment, would both engage students in their own learning and inspire them to learn more about others around them.
Center for Educational Resources. (1999).
People Have Similarities and Differences [Video Segment]. Available from http://www.discoveryeducation.com/
As an introduction to the unit I would show a segment of "People Have Similarities and Differences."
Conversely, I could begin the unit with a brainstorming session, using the students' ideas to list both similarities and differences among the themselves and their peers. The video segment could then be shown to continue the discussion, and elicit new ideas.
This segment is part of an entire video on the similarities, differences, and cultures of students. Rather than showing the entire video throughout the unit, I believe the students would gain more understanding of themselves and their peers if they were able to create a class video segment. This clip from video would be a good example for the students to follow. The class video would be the culminating activity for the entire unit.
This project, inspired by the Discovery Education video segment, would both engage students in their own learning and inspire them to learn more about others around them.
Center for Educational Resources. (1999).
People Have Similarities and Differences [Video Segment]. Available from http://www.discoveryeducation.com/
Sunday, January 23, 2011
728 Challenge
1. Who are you and what do you do?
I'm Erin, I teach kindergarten, first, and second grade in a Multi-age setup.
2. What is your primary goal for taking this course?
I want to gain ideas/confidence/courage with using technology with kindergartners.
3. What is your philosophy of education?
Children are more open to learn when they feel safe and comfortable in the classroom.
4. What do you see as the greatest benefit of using technology and/or digital media in the classroom?
Using technology helps students make real connections with content.
5. What is your biggest concern or challenge with using technology and/or digital media in the classroom?
I have several challenges; young learners, large class size, resistant IT staff, and limited resources. Resources are the biggest concern.
6. Provide an example of how you currently use technology and/or digital media in the classroom.
I use an iPod in my classroom daily for various musical needs.
7. How does your classroom today differ from when you were the same age as your students?
School is all day, not half. We had computer in room, but teacher was afraid to use it.
I'm Erin, I teach kindergarten, first, and second grade in a Multi-age setup.
2. What is your primary goal for taking this course?
I want to gain ideas/confidence/courage with using technology with kindergartners.
3. What is your philosophy of education?
Children are more open to learn when they feel safe and comfortable in the classroom.
4. What do you see as the greatest benefit of using technology and/or digital media in the classroom?
Using technology helps students make real connections with content.
5. What is your biggest concern or challenge with using technology and/or digital media in the classroom?
I have several challenges; young learners, large class size, resistant IT staff, and limited resources. Resources are the biggest concern.
6. Provide an example of how you currently use technology and/or digital media in the classroom.
I use an iPod in my classroom daily for various musical needs.
7. How does your classroom today differ from when you were the same age as your students?
School is all day, not half. We had computer in room, but teacher was afraid to use it.
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