Da’Zha Hairston – Week 10 Blog Post

Reading 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.

 

Objective: Using pictures on iMovie, the student will be able to summarize stories and events with beginning, middle, and end in the correct sequence with 90% accuracy.

 

Learning Activity: Students will post three random pictures that they take with their smart device on Instagram. Using the photos you have posted, one of your peers will comment, creating a story that has a beginning, middle, and end.

 

Technology: Instagram

Pedagogy: Story telling by putting pictures and texts in order

Content Knowledge: Segmenting stories into a beginning, middle, and end

TCK: The technology supports the content because you use Instagram to segment stories into a beginning, middle, and end.

PCK: The pedagogy supports the content because you are telling a story by putting pictures and texts in order and segmenting them into a beginning, middle, and end.

TPK: The technology supports the pedagogy because you are using Instagram to tell a story by putting pictures and texts in order.

 

Assessment: Using the iMovie app, there will be random pictures placed on a screen. Students are expected to drag the pictures in order (representing a beginning, middle, and end)  to make sure they understand the sequence of a story. If done successfully, the lesson was effective.

Da’Zha Hairston – Week 9 Blog Post

Step 1: What is a PLN?

PLN stands for “Personal Learning Network”. It is the way of describing a group of people and sometimes organizations you connect with in order to learn from their, ideas, reflections, and their references. Educators should build a PLN because it helps you stay current or research, students need globally connected teachers, you can learn and connect in a way you enjoy, etc. Some popular ways that educators are learning with their PLNs would be podcasts, blogs, videos, etc.

Step 2: Making Connections

A way that an educator would connect with the world around them would be by curriculum documents, colleagues, popular media, print and digital resources, and family/local community. The challenge I completed was the one that said “relationship tips”. The one that resonates with me the most would be developing a relationship with my colleagues. I feel like the best way to learn from someone is to have one on one interaction.

Step 3: Using Twitter to Build Your PLN

Twitter is actually one of my favorite social media platforms, so I was really excited about this step! The activity that was required, I have already done. I already have a personal account, as well as a business account to connect with other educators around the world!

Step 4: All About Hashtags and Twitter Charts

Hashtags are something I frequently use on Twitter because it helps you find tweets with other people who were talking about the same thing. For example, if I were to make a tweet to other teachers and add the hashtag “#education”, when I go and type that into my search bar, I could find other account who were also tweeting about education.  I learned that is beneficial to use more popular results, so that you’ll get more results.

Step 5: Using Blogs as a Part of Your PLN

Blog posts are updated regularly and displays posts in reverse, chronological order. Blogs are an important part of your PLN so that people can share ideas and so that you can comment on everyone else’s idea. I like to think of Twitter as a blogging site because you can type, and post whatever you would like, and people are free to respond to you.

Step 6: Using Curation Tools as a Part of your PLN

A person with good curation tools saves us time by sifting through the vast abundance of content to select the best, most relevant resources on a specific topic or theme. One of the main reasons educators curate content is to find, manage, and organize information on specific topics, which leads to professional growth.

Step 7: Making Time to Build Your PLN

To build your PLN you should start small, set a goal and commit to it, set a routine, consider being more productive, don’t be shy, and don’t give up. My goal as an educator, would be to set up a PLN, that appeases to my students who like technology. I know there are a lot of people who do not prefer technology, but there is also a good chunk who do.

 

Da’Zha Hairston – Week 8 Blog Post

2.9             The student will tell time and write time to the nearest five minutes, using analog and digital clocks.

Game Site: https://www.splashmath.com/time-games (type in “time games” into the search bar, and pick the best fit game for your group of students, there are plenty of options to choose from)

For my assignment, I wish we would have chose an SOL for older students, so that the assignment would have been harder. Although the games on the splash math website are pretty beneficial to second grade students, it’s straight forward. First and second grade is around the time where students begin telling time, so I did not want to make the activity hard. I feel like the assignment I came up with was perfect for the grade level. If I could have done an activity for older students, we would have done something like creating our own physical copies of clocks that we could actually use. It would be a project for them to take home and be able to adjust the hands on the time. I would want the finish product to be constructed so well, that younger students would be able to use it.

We could also use the “b.socrative” website. I would have the students hook their tablet up to the website, then I would show them clocks on the board and have them type in the time they see. This would be beneficial for students to make sure they can tell time, as well as write it down! After they have all entered their responses, the website will show how many students have got it correct or incorrect.

Da’Zha Hairston – Week 7 Blog Post

SOL 4.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a) distinctions are made among observations, conclusions, inferences, and predictions; b) objects or events are classified and arranged according to characteristics or properties; c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units; d) appropriate instruments are selected and used to measure elapsed time; e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources; f) independent and dependent variables are identified; g) constants in an experimental situation are identified; h) hypotheses are developed as cause and effect relationships; i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs; j) numerical data that are contradictory or unusual in experimental results are recognized; k) data are communicated with simple graphs, pictures, written statements, and numbers; l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and m) current applications are used to reinforce science concepts.

Objective: Given a matching activity, the student will be able to identify which independent variable goes with which dependent variable with at least 90% accuracy.

Class code:  ntd2kar

The assignment is a matching game (independent variables to dependent variables)

Content: An independent variable is a variable that is changed or controlled in a scientific experiment to test the effects of the dependent variable (example: stress) A dependent variable is the variable being tested and measured in a scientific experiment (example: heart rate). The amount of stress (independent) you experience effects your heart rate (dependent).

Pedagogy: Based on previous lessons in the classroom, we will use a matching worksheet to see how well the student can pair up the independent variable with the dependent variable.

Technology: Matching worksheet posted on Google Classroom.

TCK: The technology supports the content knowledge because we are using what we already know about independent and dependent variables to complete the matching activity.

TPK: The technology supports the pedagogy because in order to complete the worksheet, we must be able to apply what we learned in the classroom about independent and dependent variables.

PCK: The pedagogy supports the content knowledge because we use what we already know about independent and dependent variables to be able to complete the worksheet.