My first contribution was:
My second contribution was:
My third contribution was:
Monday, October 20, 2008
Thursday, October 9, 2008
How to Help Someone Use a Computer
What I need to tell myself:
"Nobody is born knowing this stuff."
My one important rule:
"Be aware of how abstract your language is. "Get into the editor" is abstract and "press this key" is concrete. Don't say anything unless you intend for them to understand it. Keep adjusting your language downward towards concrete units until they start to get it, then slowly adjust back up towards greater abstraction so long as they're following you. When formulating a take-home lesson ("when it does this and that, you should try such-and-such"), check once again that you're using language of the right degree of abstraction for this user right now. "
Certain professors forget both of these statements and don't realize that we are often being thrown into these situations in a sink or swim sort of environment. These shouldn't come up as a problem in our presentation as there isn't much confusion associated with it as it's more of a database.
"Nobody is born knowing this stuff."
My one important rule:
"Be aware of how abstract your language is. "Get into the editor" is abstract and "press this key" is concrete. Don't say anything unless you intend for them to understand it. Keep adjusting your language downward towards concrete units until they start to get it, then slowly adjust back up towards greater abstraction so long as they're following you. When formulating a take-home lesson ("when it does this and that, you should try such-and-such"), check once again that you're using language of the right degree of abstraction for this user right now. "
Certain professors forget both of these statements and don't realize that we are often being thrown into these situations in a sink or swim sort of environment. These shouldn't come up as a problem in our presentation as there isn't much confusion associated with it as it's more of a database.
Tuesday, October 7, 2008
Copyright and Fair Use LR
19. A high school video class produces a DVD yearbook that includes the year's top ten music hits as background music. This is fair use.
I feel as though this is alright. As long as the songs are cited, I suppose that I don't see the problem. If it is the top ten songs, most people already know them and probably even have them. That too could be an argument as to why not to put them in the yearbook. I don't really see any harm in having them in there. Normal yearbook companies do the same thing, but charge twice the amount it is worth. I don't feel as though this is something that is ridiculously blown out of proportion. I understand and believe that thoughts should be cited, and I think that if it says who the song is by, when it was produced, and the production company, it should be as good as cited.
I feel as though this is alright. As long as the songs are cited, I suppose that I don't see the problem. If it is the top ten songs, most people already know them and probably even have them. That too could be an argument as to why not to put them in the yearbook. I don't really see any harm in having them in there. Normal yearbook companies do the same thing, but charge twice the amount it is worth. I don't feel as though this is something that is ridiculously blown out of proportion. I understand and believe that thoughts should be cited, and I think that if it says who the song is by, when it was produced, and the production company, it should be as good as cited.
Copyright and Fair Use SR
3. This question doesn't make much sense. I guess it's because of all of the computer-y lingo. I suppose I thought that all of the computers were at a disadvantage, making up for the reason to trade in the versions.
4. I believe that if the state mandates something that a school cannot possibly afford, then it should be fine to sneak around the copyright laws. It is not a problem of the school, so the state should take care of it. It seems confusing that when the school is lacking in what they can teach, even though it is mandated by the state, due to lack of state funding.
7. I don't believe that it is ever okay to reproduce something that uses another person's work without citing it. It is one thing if a student does it, learns how to cite from it, and shows their parents their paper product. It is a whole other thing, however, to reproduce it over the internet, because if anyone puts a little time in, they can break any password.
8.I was confused by this question. I don't really understand if it is a Taiwanese film or an American Film. If it is American, I agree that it is illegal. If it is a Taiwanese film, then I don't see much problem.
10. I don't see a problem with this because ANY teacher could go and get the SAME graphics from the SAME website. I feel that it is silly to look at this as a problem.
12. I feel like there are easier ways to fix this problem. Check youtube!
14. I think that this is ridiculous. You aren't charging to see the movie, you are charging for the service, if anything. I find this completely ridiculous. End of story.
16. I feel as though this is illegal. No matter how you stretch it. The coding is there for a reason. To use illegal software to get around it just makes it more illegal. I don't see how it's okay.
4. I believe that if the state mandates something that a school cannot possibly afford, then it should be fine to sneak around the copyright laws. It is not a problem of the school, so the state should take care of it. It seems confusing that when the school is lacking in what they can teach, even though it is mandated by the state, due to lack of state funding.
7. I don't believe that it is ever okay to reproduce something that uses another person's work without citing it. It is one thing if a student does it, learns how to cite from it, and shows their parents their paper product. It is a whole other thing, however, to reproduce it over the internet, because if anyone puts a little time in, they can break any password.
8.I was confused by this question. I don't really understand if it is a Taiwanese film or an American Film. If it is American, I agree that it is illegal. If it is a Taiwanese film, then I don't see much problem.
10. I don't see a problem with this because ANY teacher could go and get the SAME graphics from the SAME website. I feel that it is silly to look at this as a problem.
12. I feel like there are easier ways to fix this problem. Check youtube!
14. I think that this is ridiculous. You aren't charging to see the movie, you are charging for the service, if anything. I find this completely ridiculous. End of story.
16. I feel as though this is illegal. No matter how you stretch it. The coding is there for a reason. To use illegal software to get around it just makes it more illegal. I don't see how it's okay.
Sunday, October 5, 2008
Chapter 10: Going Beyond the Classroon
The section that jumped out at me was the section entitled" Recognize and support out learning on our own". From my own experiences in high school, I feel that this is important. I feel as though I never got to bring in outside knowledge from the outside organizations that I was involved with.
I think that students that learn outside of class through activities, or even just curiosity should be recognized. They have taken time, and sometimes money in order to pursue something they love and are fully interested in. In my mentor class it is interesting because kids learn things in football, horseback riding, and other things that they are involved with. The things that they continue to bring up are fascinating, and need to be encouraged.
I think that students that learn outside of class through activities, or even just curiosity should be recognized. They have taken time, and sometimes money in order to pursue something they love and are fully interested in. In my mentor class it is interesting because kids learn things in football, horseback riding, and other things that they are involved with. The things that they continue to bring up are fascinating, and need to be encouraged.
Chapter 9: When Things Go Wrong
Something that jumped out at me in this chapter would be, "To help prevent this devastating moment [caused when a student finds out they are doing poorly] ... teachers should communicate with them early and often about how things are going" (164). From previous experience, this is very important to me both as a teacher AND as a student.
When I was in high school, I sick for about a week, and had a teacher that didn't send any homework home for me. When I got back, I was unaware that a rough draft of a term paper had been due. The next day was the day for progress reports. Instead of giving an incomplete, he gave me an F. When I went in to ask exactly what was wrong, he yelled at me in front of another student that I should know what is wrong with my grade because I caused it. I was so taken aback, especially because this occurred in front of another student. I completely agree that there should be communication between teacher and student in order to prevent surprises along the way.
When I was in high school, I sick for about a week, and had a teacher that didn't send any homework home for me. When I got back, I was unaware that a rough draft of a term paper had been due. The next day was the day for progress reports. Instead of giving an incomplete, he gave me an F. When I went in to ask exactly what was wrong, he yelled at me in front of another student that I should know what is wrong with my grade because I caused it. I was so taken aback, especially because this occurred in front of another student. I completely agree that there should be communication between teacher and student in order to prevent surprises along the way.
Chapter 8: Teaching Teenagers Who are Still Learning English
Something I found to be important from this chapter is, "Finding out as much as possible about students' lives, both past and present, helps a teacher make important connections between things kids already know and what they will be learning in class" (146). I think that this is something that should be applied to all students no matter what.
The biggest thing I have learned so far in practicum is that you should know about each and every student that you have. I know that it is difficult, but I know which students like to tell stories, which like to move class along, which have 2 parents versus one or none. I think that things like this are all important. Knowing things that are both casual as well as things that are school related help to realize how to best teach and relate to the student.
The biggest thing I have learned so far in practicum is that you should know about each and every student that you have. I know that it is difficult, but I know which students like to tell stories, which like to move class along, which have 2 parents versus one or none. I think that things like this are all important. Knowing things that are both casual as well as things that are school related help to realize how to best teach and relate to the student.
Chapter 7: Teaching Difficult Academic Material
"That's when a person's love for teaching comes out, when they get to talk about something they know" (127). I feel as though this is an important statement and all teachers should realize that they need to talk about things that they are interested in and that they know and love.
In my concentration I think that my own interests are good material for writing prompts and make for good discussions. I also feel that if I can share with my students the books that I am reading, then I can spur them on and encourage them to go ahead and read further than that which they are required.
In my concentration I think that my own interests are good material for writing prompts and make for good discussions. I also feel that if I can share with my students the books that I am reading, then I can spur them on and encourage them to go ahead and read further than that which they are required.
Chapter 6: Motivataion and Boredom
From the list about why students want to be in class, one statement jumped out at me. "To understand history so history isn't repeated" (102). I had never thought of this before, and now it seems like such an important reason to try to engage students.
I had never thought about the fact that students need to know why Hitler's reign was so bad, and how NOT to let it happen again. I now understand that it is a reason that makes them WANT to learn about history. I think that it is a statement that seems so obvious to me now, but if I had never been taught about it, I could very well have supported a dictator who wanted the same types of things.
I had never thought about the fact that students need to know why Hitler's reign was so bad, and how NOT to let it happen again. I now understand that it is a reason that makes them WANT to learn about history. I think that it is a statement that seems so obvious to me now, but if I had never been taught about it, I could very well have supported a dictator who wanted the same types of things.
Chapter 5: Teaching to the Individual, Working with the Group
One thing that jumped out at me was, "I have a teacher who shoots down questions becuase he thinks it's not an important question and he wants to continue on with the lesson. It's like the thinks I'm not very important" (88). I can relate to this feeling, and can remember how it feels to not believe that you are important to your teacher.
I feel that every question should be answered, no matter how off topic (unless inappropriate). I feel that tangential learning is some of the best that occurs in classes today. In my mentor class, stories fly rampant through class. Sometimes the students know that there just isn't time, and respect that. But one day, when there was plenty of down time (around half an hour) one story turned into a whole story time, which turned into what is comedy, and how does it change from person to person. I think it is amazing how a simple vocab class can become so dynamic in its teaching and experience.
I feel that every question should be answered, no matter how off topic (unless inappropriate). I feel that tangential learning is some of the best that occurs in classes today. In my mentor class, stories fly rampant through class. Sometimes the students know that there just isn't time, and respect that. But one day, when there was plenty of down time (around half an hour) one story turned into a whole story time, which turned into what is comedy, and how does it change from person to person. I think it is amazing how a simple vocab class can become so dynamic in its teaching and experience.
Chapter 4: Creating a Culture of Success
The quote that jumped out at me was "It's less like a grade and more like advice for next time" (65). I completely agree with the concept of advice rather than grades.
I was always disgruntled when teachers wouldn't help you improve your score for the next marking period. Personally I would rather know what I am doing wrong and how to improve my work, rather than continue making the same mistake. I feel that more often than not, students are discouraged by the grades they get and assume that they are incapable of doing better.
I was always disgruntled when teachers wouldn't help you improve your score for the next marking period. Personally I would rather know what I am doing wrong and how to improve my work, rather than continue making the same mistake. I feel that more often than not, students are discouraged by the grades they get and assume that they are incapable of doing better.
Chapter 3: Classroom Behavior
"Varying from those norms in a classroom is sometimes possible- for example, a teacher might decide that eating in class is okay if students clean up afterward- but it's a good idea to know who might object and to work out the differences" (39). I completely agree with this quote, and the ones that lead up to it. I feel that it is important.
In my mentor classroom, I have learned that it is important to think about what is really important and what isn't. Things like eating or chewing gum in class are far less important than current events or the task at hand.
In my mentor classroom, I have learned that it is important to think about what is really important and what isn't. Things like eating or chewing gum in class are far less important than current events or the task at hand.
Thursday, September 11, 2008
Web 2.0 Educator
The edublogger that I chose is the E-Learning Queen, Susan Smith Nash. She seems to have many areas of expertise including a B.S. in Geology as well as an M.A. and a Ph.D in English. She has worked with technology in the fields of education since the 90's. I believe that Nash is all about pushing for technological advancements in the classroom. She gives TONS of great examples of different programs and websites to use. She is definitely a source to find sites to tag on delicious. I think that she really knows what she is doing and seems to be very learned in her thinking. Her blog is very clear about what certain programs are for and how to use them. I like all of the ideas that she has about bringing these programs into the classroom to further the instructions of the teacher.
Sunday, September 7, 2008
Type I and Type II Technology
Type I and Type II applications are very different approaches to using technology in the classroom. Type I is when technology is used to teach a lesson in much the same way it has been taught over time. Type II is when technology is used to enhance the lesson by using exciting technological methods.
Ways to use Type I:
1. Instructing students to read an article online.
2. Using the computer as an encyclopedia.
3. Using a computer to write a research paper.
Ways to use Type II:
1. Instructing students to upload their own article onto the web.
2. Having students play history games online to see how difficult tasks were in history.
3. Assisting students in making their own web pages instead of writing a research paper.
Ways to use Type I:
1. Instructing students to read an article online.
2. Using the computer as an encyclopedia.
3. Using a computer to write a research paper.
Ways to use Type II:
1. Instructing students to upload their own article onto the web.
2. Having students play history games online to see how difficult tasks were in history.
3. Assisting students in making their own web pages instead of writing a research paper.
Saturday, September 6, 2008
My MEL Experiences
• Student/ Teacher Relationships: One of my favorite teachers was my freshman health teacher, Mr. Chandler. He always made classes fun and light, which is especially important when you are dealing with subjects like eating disorders. The most fun that we had would definitely be during our sex ed. unit, which was an awkward set of classes for many students. He cleared the air and let everyone know that his classroom was a safe place and no one needed to talk about anything they weren’t comfortable with, and that all students should treat classmates with respect in regards to comfort levels.
• Helping Students Succeed: My senior year, I had to take a month off because I had to have my gallbladder removed. It surprised me how quickly I fell behind. There were many teachers who did not give me a single deadline when I returned to school, which bothered me. One of my teachers, Mrs. Porter, my English teacher, handed me a novel that the class read in an entire month and told me to have it read in one week and have to take-home test handed in on her desk in a week. I voiced my concerns about not having enough time to complete that and the normal work-load in one week. She quickly told me that she had been watching me for my entire high school career and had nothing but faith in me and the fact that I could get it all done. In fact, I did get it all done. Apparently she was right.
• Hands On: I had one high school U.S. Foreign Affairs teacher named Ms. O’Brian. As far as most of the classes went, there was not anything that could be taught using hands on methods. When we began our unit on Japanese-American Relations following the bombing of Hiroshima, many students voiced the fact that Asia was a boring continent. I too felt this way, as I find European history much more fascinating. Ms. O’Brian had lived for an entire school year in Japan and promised that she could change our minds. At the beginning of one of the classes, she came in and told us to stand up. She started class by teaching us tai chi. It was really fun and we learned that Japan wasn’t as boring as we thought. For every class for the rest of the year, we started the class off with tai chi.
• Learning Styles: My sophomore Western Civ teacher Mrs. Brewer was an absolutely insane woman. She normally had no set pattern for her classes, and it seemed that she decided what she was going to teach as she was teaching it. She is probably one of the few teachers that taught to the multiple intelligences. She thoroughly enjoyed taking students outside to learn, mixing group and individual work, playing music from different time periods to compare and contrast, doing fun games to learn new material, and so much more. She retired my junior year and we were all sad to see her go, but it was good to know that we got what we heard had been the best teaching year of her life.
• Autonomy: My sophomore English teacher used to give us calendars every month that had 12 boxes. There were three rows of four, and each box containing a different project. We had to pick one project from each row. One project usually consisted of writing, and two more creative choices. It was quite refreshing to finally have tons of choices to further learning outside of the classroom. I enjoyed this especially because I was tired of the run of the mill poster projects. When students are given options, it makes them feel as they are directing their own education.
• Helping Students Succeed: My senior year, I had to take a month off because I had to have my gallbladder removed. It surprised me how quickly I fell behind. There were many teachers who did not give me a single deadline when I returned to school, which bothered me. One of my teachers, Mrs. Porter, my English teacher, handed me a novel that the class read in an entire month and told me to have it read in one week and have to take-home test handed in on her desk in a week. I voiced my concerns about not having enough time to complete that and the normal work-load in one week. She quickly told me that she had been watching me for my entire high school career and had nothing but faith in me and the fact that I could get it all done. In fact, I did get it all done. Apparently she was right.
• Hands On: I had one high school U.S. Foreign Affairs teacher named Ms. O’Brian. As far as most of the classes went, there was not anything that could be taught using hands on methods. When we began our unit on Japanese-American Relations following the bombing of Hiroshima, many students voiced the fact that Asia was a boring continent. I too felt this way, as I find European history much more fascinating. Ms. O’Brian had lived for an entire school year in Japan and promised that she could change our minds. At the beginning of one of the classes, she came in and told us to stand up. She started class by teaching us tai chi. It was really fun and we learned that Japan wasn’t as boring as we thought. For every class for the rest of the year, we started the class off with tai chi.
• Learning Styles: My sophomore Western Civ teacher Mrs. Brewer was an absolutely insane woman. She normally had no set pattern for her classes, and it seemed that she decided what she was going to teach as she was teaching it. She is probably one of the few teachers that taught to the multiple intelligences. She thoroughly enjoyed taking students outside to learn, mixing group and individual work, playing music from different time periods to compare and contrast, doing fun games to learn new material, and so much more. She retired my junior year and we were all sad to see her go, but it was good to know that we got what we heard had been the best teaching year of her life.
• Autonomy: My sophomore English teacher used to give us calendars every month that had 12 boxes. There were three rows of four, and each box containing a different project. We had to pick one project from each row. One project usually consisted of writing, and two more creative choices. It was quite refreshing to finally have tons of choices to further learning outside of the classroom. I enjoyed this especially because I was tired of the run of the mill poster projects. When students are given options, it makes them feel as they are directing their own education.
Chapter 2 Respect, Liking, Trust and Fairness
I really enjoyed the content in chapter 2 because it dealt with one of my fears about teaching. I want my students to like me but I don't want to overstep boundaries, and I want to see me as someone they can trust, yet still see me as an authority figure. I was impressed by the statement made by a student named Vance, "Some teachers start to fill a void that maybe isn't being addressed a home. Teachers are our de facto parents for the seven or so hours you're with them" (32). I was kind of shocked by this statement. I have never really thought of teachers in that light. I had one teacher that was like another mother to me, but it was never a void that she filled because I have two loving parents.
I guess I have never had to think about a void being filled by a teacher simply because I have never had that sort of void. I hope that if I ever has a student who has a void that needs filling, that I can work to fill it. I hope that I can connect deeply with all of my students, but that those that have few others in their life can feel comfortable enough to come to me with their concerns and problems. I understand how some teacher in my life would definitely be better at void filling than others, and after reading this chapter, I hope to emulate some of their qualities in my teaching.
I guess I have never had to think about a void being filled by a teacher simply because I have never had that sort of void. I hope that if I ever has a student who has a void that needs filling, that I can work to fill it. I hope that I can connect deeply with all of my students, but that those that have few others in their life can feel comfortable enough to come to me with their concerns and problems. I understand how some teacher in my life would definitely be better at void filling than others, and after reading this chapter, I hope to emulate some of their qualities in my teaching.
Chapter 1 Knowing Students Well
In the first chapter, a lot of parts stuck out, but one in particular jumped out more. "Sometimes we know what other people don't know and we can explain to them. Javier" (3). This statement jumped out at me particularly because I experienced this often in my school. There seemed to be certain teachers that had a difficult time reaching certain students, but I or another student better understood the way that student learned and could teach it using different words.
This jumped out at me mostly because even though it was something that I faced throughout school, it is not something that I have been thinking about while becoming a teacher. I feel as though it is something to be aware of. I remember getting in trouble when trying to explain something to another student, and I feel that if a student is understanding a concept better when explained by a student, that it shouldn't be a cause for discipline, but rather a cause for praise.
This jumped out at me mostly because even though it was something that I faced throughout school, it is not something that I have been thinking about while becoming a teacher. I feel as though it is something to be aware of. I remember getting in trouble when trying to explain something to another student, and I feel that if a student is understanding a concept better when explained by a student, that it shouldn't be a cause for discipline, but rather a cause for praise.
Thursday, September 4, 2008
Overview of Learning Styles
The learning styles outlined in the overview were very plausible. It gave good examples of dialogue to use with each set of intelligences. I found it helpful because the different examples could all be used in one lesson and showed that time consuming activities were not always necessary. With the use of the examples, the multiple intelligences were made less intimidating by introducing everyday ways to deal with the different learning aspects of each intelligence.
Learning Style Inventory Results
Style Scores
Visual: 15
Social: 17
Physical: 11
Aural: 15
Verbal: 16
Solitary: 8
Logical: 8
All of these scores seem plausible because the results seem to match the strengths that I know I have. I am impressed that they all match so well to the test that we took with Dr. Grace this morning. I found that the graph was a tad bit confusing, although I believe that it effectively conveyed the concentration of my MIs.
http://learning-styles-online.com/inventory/
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