Write a blog post describing which of the activities from this week’s readings you could use for your learning module. Discuss which activities you will implement and why? How do the activities address pedagogy, content and technology? Regarding my online module, I feel I would use: Blogging / Conversation (online discussions) The discussion feature … Continue reading Learning Activities (Fleisher) →Read More
Lesson Description: This lesson is the first part of a module geared towards high school English students in grade 11 (American Literature) dealing with an introduction to The Crucible with a focus on Puritanism. This lesson will rely on student prior knowledge of Puritanism from their history classes. After discussing their prior knowledge (both in … Continue reading Tpack2 (Fleisher) →Read More
Kelyn – looks like you are going to be wearing a lot of hats! This is difficult since you are dealing with younger students who (probably) have not been either held accountable or have fallen through the cracks and just passed along. The work you are doing with them is commendable. With all of these roles you are playing, are you finding yourself in more of one role than the other? I would think it would be difficult to manage all of this (on top of everything else you are doing). As you begin thinking back on these roles and your students, are there roles you see that should be given more attention and some that — if needed — would be pushed to the back burner? I feel the same way with my roles in the classroom and online — I want to do everything and make sure that everything is organized… but, it is exhausting at times.Read More
Finally posted….thanks internet issues. For my Crucible (#WitchesBeWitches) module, I should play several roles. Like some of my peers, these roles are easily applied to face-to-face instruction as well. For the pedagogical role, I am the creator of the lesson and module and I will be the instructor and make sure that there are multiple … Continue reading Roles (Brent Fleisher) →Read More
At the risk of sounding like a broken record and repeating everyone else… Not. A. Clue. We are not required to do lesson plans and this TPACK format was never even heard of until this class. Lesson Description: This lesson is the first part of a module geared towards high school English students in grade … Continue reading TPACK Puritan Style… (Brent Fleisher) →Read More
I think you raise a good point about differentiation and how to actually implement it into the classroom. It’s “great” to continually hear educational jargon thrown about, but, it’s meaningless without instruction and follow through. We are constantly told to differentiate…but receive very little professional development and/or training on it. Are we left to our own devices? Do we have to differentiate? Is it worth the pain/struggle when half the kids don’t want to be sitting in the classroom in the first place? And then what happens if our attempts at differentiation fail and the students are left more confused than they were at the start?Read More
I think students are on the same page when it comes to their knowledge. You know me — I don’t really care if they can “play the game” or not. Being nice and polite and smiling pretty is great for the first 10 minutes…but after that, they better know something. If students want to please their teachers (me) than they need to do quality work. Turning in brownies in the shape of Rhode Island (with all the capitals mapped out in icing) isn’t going to get them any points or extra credit because that isn’t quality. Just do good work the first time. Too many students are able to not do quality work, yet continue on to the next level because they do “extra credit” instead of the research paper; or they are offered extra credit opportunities (that don’t go with the content at hand) to help raise their failing test grades. Unfortunately, we have teachers in the school (and every school system) who will allow this abomination to go on.
I do struggle with the idea of differentiation. I read Kayla’s post and she mentioned offering students the opportunity to choose whether to watch a video on the material or read an article on it…whichever best fit their need/learning style. On one hand I get that. On the other, and this could be the English teacher in me, students have to be able to read… and have to be able to reading boring informational material. I would make the student do both the video and the reading. One would reinforce the other. For students who struggle with reading, the video would allow them to comprehend better, and then when they read the information they could have “V8” moment and remember where they saw that in the video. Vice-versa, it would work the same way.
Through talking with other teachers, it could be that teachers don’t have time for differentiation. We’re already bogged down with all the other stuff outside of the classroom… and the thought of creating more than one lesson plan / activity for the same content could be tiresome. It would be interesting to read or hear about differentiation at the post-secondary level and what/if it goes on and what the thoughts are of the professors.Read More
Do you have any specifics? I realize this is a bare-bones outline, but there is little to comment on without specifics. Do you know what videos you want to show and how students will access that? What will the videos cover? What is the drag/drop activity? When you say “other interactive activities and games” what do you mean? Do you know what those activities and games are? How will these activities and games connect with the learning outcomes and allow you to adequately assess?Read More
Kelyn… this looks daunting…but in a good way. I can tell you put some time and effort and thought into this… huge undertaking for one person (who already has other stuff going on outside of this).
I didn’t see in the pre-testing / discussion, but are you having students either discuss or write down what they think of their own confidence level… or are you just going to have the pre-test determine that (and then have students react / reflect on what the pre-test says?) Might also be interesting to see what students think they are confident in and then compare/discuss why they may not be confident in school.
With the Study Skills section, are students going to share how / if they study and then compare that to the videos they watch and talk about it via your discussions? You can have them (or their parents??) assess their study skills and whether or not it’s working…and then work to build and improve on what they already have.
I like the Test Prep lesson. This may be a good time to incorporate one of their teachers who they may be struggling with to come in and offer ways to study for that particular test.
Why are you waiting for Time Management and Organization until January? Would this be moved higher up on the list before exams so students can practice time management and organization when it comes to studying and test prep?
I almost think all of these play together and would be worked on and discussed continually. While it may not be that sessions “Indian Time” you could still link ideas together…hopefully the kids would do that themselves?Read More
Subject to Change… consider this a draft (a work in progress). This module is designed for a hybrid class. Reading of the play will occur in class so students can hear various voice parts per actor. Discussions, research, notes, videos, etc, will occur outside of the classroom online. Learning Objectives (SWBAT): Articulate the basic principles … Continue reading Outline Crucible (Brent Fleisher) →Read More