- Do you notice any overlap from the Virginia Computer Science Standards and the goals/resources found on code.org? Integrating the Computer Science Standards will be something you will do as a teacher, what do you think are the challenges in doing this? Where do you see overlaps between the content specific SOLs and the Computer Science Standards? Reflect on hands-on experience with Spheros, Ozobots, and Scratch.
- I do see overlap between the goals and resources ad the VA science standards but I also see some differences. Code.org wants to reach all classrooms, everywhere and the SOL’s are focused on using resources at hand to enhance classroom learning. I think all grades would enjoy the Spheros, I enjoyed them at 22 years old. It was very exciting to get to understand coding with this hands on experience. The students are able to understand what is happening through experience and that is a great way to learn. they can see how it physically changes in movement by the buttons the students press on the control board. I think it could be harder for younger students to understand/learn (K-1) but i think third grade is a great place to start with block coding
Though I missed the deadline for the Seesaw activities (I forgot it was due Thursday.) If I were to create three activities using SAMR, I would focus on the five senses.
SOL K.2 The student will investigate and understand that humans have senses that
allow them to seek, find, take in, and react or respond to information in
order to learn about their surroundings. Key concepts include
a) the five senses and corresponding sensing organs;
b) sensory descriptors used to describe common objects and phenomena
My first activity would be using pictures of the five sense and have the students match them with the corresponding picture. It would a worksheet so this would categorize as modification because students are using a different method to learn the senses.\
My next activity would be an interactive video describing the senses. This would be augmentation because the video serves as the lesson, The video would be doing all the teaching. My last activity would be a form of redefinition. I would have my students create some type of creative art to showcase the information they learned, such as a picture, song/dance, presentation, etc.
SOL: Earth Patterns, Cycles, and Change 4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
SAMR Model: Our activity is to have the students classify planets in order from the closest to the sun to the furthest by dragging and dropping the ictures of the planets using Google slides. This would be modification because the students are still able to complete this task without technology, using pencil and paper but there is more functional improvement with the technology added.
For our assessment, we would use a Google form as an exit ticket to assess their knowledge making sure they met the intended objective. This would be an example of augmentation because this easily could be done without technology, it could be a written ticket but with technology, it is more efficient.
SOL: 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Activity: The students will come up with a story. They will then find/take three pictures to represent the beginning, middle, and end with no caption. Students will comment on each other pictures guessing or making up a story that makes sense with the pictures provided.
Assessment: The students will be given IPads with pictures jumbled and they have to put them in order using IMovie, creating a movie. This will be checked as an informal assessment and then once it is in the right order students will be able to do a voice recording over the pictures to tell the story.
Learning outcome: Using pictures on iMovie the student will be able to correctly identify the beginning, middle, and end of a story in the correct sequence with 90% accuracy.
Technology: Instagram, iPads/iMovie
Pedagogy: Story telling, connecting pictures and text, ordering
Content: Summarize and identify beginning, middle, and end
TPK: Instagram/IMovie supports the pedagogy by allowing students to sequence stories visually into a beginning, middle and end
TCK: Technology supports the content by allowing students to segment stories and the Ipads allows students to manipulate the order of the story using pictures, correcting the sequence of events.
PCK: The students s are able to identify the beginning, middle, and end through ordering and connecting pictures and text.
Step 1: What is a PLN?
A PLN is Personal Learning Network. . A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time. Participating educators, worldwide, make requests and share resources. The PLN consists of relationships between individuals where the goal is enhancement of mutual learning. The currency of the PLN is learning in the form of feedback, insights, documentation, new contacts, or new business opportunities. It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.
Step 2: Making Connections
Educators are using online platforms like Twitter, Facebook, Instagram, and Pintrest to connect with each other. You can develop relationships by investing time in your PLN, trying new tools and finding the best ones that work for you. diversifying your search, and involving your students. The task I completed was preferences. I plan to connect with educators using social medias I am already comfortable with such as twitter and facebook but I would also like to branch out and start getting into blogs and other digital resources so I can expand my horizons and introduce myself to new things.
Step 3: Using Twitter to Build Your PLN
I liked this step because Twitter is the social media I use the most, both professionally and personally. Twitter is a place where you can catch up with your PLN. It’s a place where educators can find advice, give advice, find great links, share work, and engage in general musings about education. Since I already have a twitter, I decided to find more people to follow in the educational world to learn from and help better my teaching.
Step 4: All About Hashtags and Twitter Chats
Putting a hashtag symbol (#) in front of a relevant keyword or phrase helps to categorize the tweet and make it easier for people to find. I used hashtags more when I first joined twitter, about seven years ago. I used them faithfully for the first three years but since then, I have strayed from them. They are a great way to find things fast. From popular news to education, you can find useful information by adding or searching a hashtag and looking at all of the tweets that include the hashtag or word.
Step 5: Using Blogs as Part of Your PLN
Blogs are usually set up for a dynamic community. It allows for feedback and interaction using comments, sharing, RSS, and subscriptions. It is typically formed like a journal, expressing personal thoughts and opinions. A blog traditionally would be updated fairly regularly and display posts in reverse chronological order and comments are a key feature of blogs, providing an interactive space. They can be used to share information and tips with other educators, collaborate with a global audience. Increased collaboration with others leads to greater innovation and new perspectives, and reflect on their learning or their teaching/work practices.
Step 6: Using Curation Tools as a Connected Educator
A person with good curation skills saves us time by sifting through the vast abundance of content on the internet to select the best, most relevant resources on a specific topic or theme. The curator organizes, manages, and collates for their own use and shares with us. Educators curate content to find, organize, and manage information and resources on specific topics, to stay informed about the latest information on specific topics which leads to professional growth, and to learn through the process. As you search for and curate the best resources, you reflect on their value and you may develop new ways of thinking.
Step 7: Making Time to Build Your PLN
You should find things that work for you and start small, it does not happen overnight. Set a goal and commit to it, again, start with reasonable goals and then continue to expand them as time goes on. Set a routine and consider becoming more productive with your time. Lastly, never give up. This is something that you have to continuously work on to allow it to grow. It is okay to feel uncomfortable with it at first but the more you work at it, the more comfortable you will get.
SOL: English 2.8
The student will be able to summarize stories and events with beginning, middle, and end with 80% accuracy.
Assessment: Sequencing the order of stories using iMovie (seeing that it is correct) and an anonymous survey asking questions to make sure they understood the content, formative assessment.
Outcome: The students will read a story and recieve iPads with scrambled pictures and they have to place them in order from beginning, middle, and end in Imovie, recreating the story into a movie.
Techology: IPads, IMovie and Kahoot
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
- a) Preview the selection.
- b) Set a purpose for reading.
- c) Relate previous experiences to what is read.
- d) Make and confirm predictions.
- e) Ask and answer who, what, when, where, why, and how questions about what is read.
- f) Identify characters, setting, and important events.
- g) Retell stories and events, using beginning, middle, and end.
- h) Identify the main idea or theme.
- i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Outcome: The student will be read the story, Three Cheers for Tacky!, and be able to identify the beginning, middle, and end of the story and also be able to identify the theme of the story.
Technology: https://kahoot.com; Laptops
- Anonymous survey.
- Big Brother “OTEV” Theme
2.7 The student will expand vocabulary when reading.
- a) Use knowledge of homophones.
- b) Use knowledge of prefixes and suffixes.
- c) Use knowledge of antonyms and synonyms.
- d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
- e) Use vocabulary from other content areas.
The student will be able discuss and develop vocabulary by producing sentences that use words with multiple meanings.
Outcome: Student will be able to identify homophones and their separate meanings
Assessment: Students will be able to match different words that have same meanings to a variety of pictures
The SOL we chose was 4.3 based on electricity, focusing primarily on basic circuits. “The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits; c) static electricity; d) the ability of electrical energy to be transformed into light and motion, and to produce heat; e) simple electromagnets and magnetism, and f) historical contributions in understanding electricity”.
Our obj: The students will be able to understand and identify the parts of a simple circuit given the YouTube video, website, discussion post, and assessment with 80 percent accuracy.
Pedagogy: Youtube video and interactive website
Technology: video, activity, and discussion post
TCK: The technology supports the content knowledge by allowing students to work on their own to gain knowledge and understanding of the topic. Since the video is online, they are able to watch it and takes notes as they go. It does not have to be rushed like how it can be in a classroom. It is also available to be accessed at any time.
TPK: The technology supports the pedagogy by allowing students to have a interactive, hands on learning experience. The technlogy enhances this learning experience and allows them to learn through different mediums. They are able to use what they learned and bring their new insight into the classroom for further discussion and to go more in depth in the topic.
PCK: The pedagogy supports the content knowledge by assessing students based on their current knowledge of circuits after watching the intended video. They would interact with one another through this virtual technology, which is the equivalent of group/paired work in the classroom.
Youtube Video Link: https://www.youtube.com/watch?v=zSSkZ9F7Bng
My group decided to focus on SOL 4. that states “The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include c) flow of energy through food webs”
Content: Learning about ecosystems and all the elements that make up ecosystems and how animals/people adapt in them
Pedagogy: We would introduce this to the class by giving them an article/game to play with ecosystems that allows them to see what it takes to maintain an ecosystem and the relationships that go together in order for life to thrive. Then, they will have an article to read and then make their own ecosystem
Tehnology: scholastic interactive ecosystems game, google drawing
TCK: the technology supports the content by allowing the student to play the virtual game and read the article to better understand ecosystems and use that knowledge to create their own.
PCK: the pedagogy supports the content knowledge by giving them a hands on learning experience that allows them to alter ecosystems to see how it would be affected. (i.e. too many predators and not enough prey. not enough producers) they will learn through the decisions they make through the ecosystems
TPK: The technology supports the pedagogy because students will be able to further their knowledge and help them better understand the material by reading and playing an interactive game. It allows them to learn through experience instead of lectures.
My group based our lesson off of the Civics 3.12 SOL that states, “The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. “
We decided to split the class up into groups of three or four and allow them to work together to choose any country they would like. From there, they would research their country and it’s culture. After researching, they would choose an symbol that they think represents the symbol and present it to the class to teach them.
Tehnology: Tinkercad and 3D printer
Content: Through research, the students will be able to gain information about different countries and cultures.
Pedgogy: Brainstorming what they already know about the topics they have chosen and then breaking off into groups to find more information about the country to accomplish the task.
TCK: The student will use the technology (3D printer/Tinkercad) to create an artifact that represents the country they chose.
PCK: The groups will work together in teams to brainstorm ideas, pick a country and research information pertaining to their specific country.
TPK: The artifact serves as a representation of the country and serves as a reminder of the culture of the country based off the artifact they printed.