The Haka
14 years ago
Tuesday, May 5, 2009
Monday, April 13, 2009
Teaching about Internet Safety
For the 'doing' part of the internet safety assignment, I taught my mom and younger sister (age 15) about internet safety. After talking about what they already knew about internet safety and any questions they had about it, I talked to them about all the dangers that are out there on the internet that we should be aware of. Although they already knew about most of the dangers, I think it was good to remind them about being careful with the internet. We also talked about lots of the ways you can protect yourself when you are using the internet. Specifically, we talked about being careful with Facebook (not putting personal information on your profile, not talking to people you don't know, etc.) and not opening emails that you don't know who they are from or what might be in them. Also, I showed them how they could get to articles on internet safety through lds.org so they could go there if they have more questions. Overall, it was a good experience, and I think it served as a good reminder for all of us to be aware when we are using the internet. Lots of times, I think we feel like the problems that happen with the internet always happen to other people and we are somehow protected from everything that could happen, but it is important to remember that you need to be actively working to protect yourself and your family from problems that may arise on the internet.
Wednesday, April 8, 2009
IP&T 301: Personal Learning Theory
I believe that in order for learning to take place, one of the most important things that must be present is a desire to learn. When there is a genuine desire to learn a new skill, the learner is then much more likely to put effort into the learning process and will take more meaning away from the experiences he or she has during learning. This desire may come from necessity of possessing a certain skill, or it may also come from simply wanting to know certain skills, knowledge, or other information. One scenario which often induces the development of new knowledge or skills is problem-based learning. In this type of learning, the learner encounters or is presented with a problem. The learner then learns through the process of figuring out a solution to the given problem.
In my experience, one of the most effective ways of learning something new is through interaction with a more knowledgeable other. This person knows more about the topic or skill to be learned, so he or she is able to use modeling to demonstrate to the learner what it is that the learner is learning. Throughout the learning process, the more knowledgeable other can scaffold the learner by guiding the student’s thinking, giving encouragement, and helping the learner to be able to do more with help than he or she would have been able to do without this assistance. I believe that this scaffolding is extremely effective because it helps learners to develop a deeper understanding and gain confidence in their abilities to learn the new task.
I have found that in the earlier years of a person’s life, there is more of a focus on learning through stimuli and responses to these stimuli. As children first begin moving body parts and manipulating objects around them, such as toys, blankets, etc., these children learn that when they move their fingers (stimulus), they can cause objects to move in certain ways (response). Also, children learn through experience that when they cry (stimulus), this will generally cause a parent to come to their assistance and meet their needs or give them the attention they desire (response). Another example of this includes the methods used by many teachers and parents to help children learn what behaviors are acceptable and desired, and which are not. Adults often use positive and negative reinforcement to encourage children to continue doing certain behaviors. Alternately, they utilize positive and negative punishment to discourage children from continuing certain behaviors. Children can also learn which behaviors are desired through vicarious reinforcement, in which the learner sees another person praised for doing a certain behavior and, therefore, tries to do the same behavior in hopes of receiving praise as well. In these examples, the behaviors that are exhibited by the students are the stimuli. These behaviors then cause the teachers to give certain responses, which can be either reinforcement or punishment, depending on whether the behavior was desired or not. By seeing which behaviors the teachers praise and which ones are discouraged by punishment, children then are able to learn which behaviors are acceptable, and they exhibit these behaviors more often because they desire the praise and rewards from their parents and teachers. As people get older, they often start to use more self-reinforcement as they teach and train themselves to continue certain desired behaviors and accomplishments. They also use more self-regulation to encourage themselves to continue working toward desired goals.
As we learn, it is important for the information we bring in to be meaningful so we can have strong connections with the information and use retrieval to easily bring it from the long-term memory into the working memory. In order for this to occur in learning, I believe that it is very important to provide learners with authentic tasks, or tasks that are easily relatable to real-world situations or problems that could arise in the learners’ future experiences. By teaching through these kinds of tasks, the learners are able to feel that the things they are learning are truly meaningful and will help them in their future endeavors.
I believe that learning is a life-long process, and everyone must go through this progression in order to mature and develop. As we are successful in our learning, we are then able to develop a sense of self-efficacy. I have seen in my experiences that this confidence in our own abilities to perform well at certain tasks and to be able to learn new information and skills effectively often determines the amount of effort we will put into learning new things. Our self-efficacy can increase our persistence when attempting to master new skills or concepts, and it can decrease our frustration as we have more patience with ourselves when we learn new things. As we strive to have confidence in our abilities and make our personal learning meaningful, I believe that we will be able to truly come to love learning.
In my experience, one of the most effective ways of learning something new is through interaction with a more knowledgeable other. This person knows more about the topic or skill to be learned, so he or she is able to use modeling to demonstrate to the learner what it is that the learner is learning. Throughout the learning process, the more knowledgeable other can scaffold the learner by guiding the student’s thinking, giving encouragement, and helping the learner to be able to do more with help than he or she would have been able to do without this assistance. I believe that this scaffolding is extremely effective because it helps learners to develop a deeper understanding and gain confidence in their abilities to learn the new task.
I have found that in the earlier years of a person’s life, there is more of a focus on learning through stimuli and responses to these stimuli. As children first begin moving body parts and manipulating objects around them, such as toys, blankets, etc., these children learn that when they move their fingers (stimulus), they can cause objects to move in certain ways (response). Also, children learn through experience that when they cry (stimulus), this will generally cause a parent to come to their assistance and meet their needs or give them the attention they desire (response). Another example of this includes the methods used by many teachers and parents to help children learn what behaviors are acceptable and desired, and which are not. Adults often use positive and negative reinforcement to encourage children to continue doing certain behaviors. Alternately, they utilize positive and negative punishment to discourage children from continuing certain behaviors. Children can also learn which behaviors are desired through vicarious reinforcement, in which the learner sees another person praised for doing a certain behavior and, therefore, tries to do the same behavior in hopes of receiving praise as well. In these examples, the behaviors that are exhibited by the students are the stimuli. These behaviors then cause the teachers to give certain responses, which can be either reinforcement or punishment, depending on whether the behavior was desired or not. By seeing which behaviors the teachers praise and which ones are discouraged by punishment, children then are able to learn which behaviors are acceptable, and they exhibit these behaviors more often because they desire the praise and rewards from their parents and teachers. As people get older, they often start to use more self-reinforcement as they teach and train themselves to continue certain desired behaviors and accomplishments. They also use more self-regulation to encourage themselves to continue working toward desired goals.
As we learn, it is important for the information we bring in to be meaningful so we can have strong connections with the information and use retrieval to easily bring it from the long-term memory into the working memory. In order for this to occur in learning, I believe that it is very important to provide learners with authentic tasks, or tasks that are easily relatable to real-world situations or problems that could arise in the learners’ future experiences. By teaching through these kinds of tasks, the learners are able to feel that the things they are learning are truly meaningful and will help them in their future endeavors.
I believe that learning is a life-long process, and everyone must go through this progression in order to mature and develop. As we are successful in our learning, we are then able to develop a sense of self-efficacy. I have seen in my experiences that this confidence in our own abilities to perform well at certain tasks and to be able to learn new information and skills effectively often determines the amount of effort we will put into learning new things. Our self-efficacy can increase our persistence when attempting to master new skills or concepts, and it can decrease our frustration as we have more patience with ourselves when we learn new things. As we strive to have confidence in our abilities and make our personal learning meaningful, I believe that we will be able to truly come to love learning.
IP&T 301: Personal Learning Report & Log
This semester, I chose to learn the skill of cooking for a large group by participating in a dinner group. In order to be part of the dinner group, I have had to cook a complete meal for 12 people once every three weeks. As I had never had to cook for this large of a group on my own before I joined this dinner group, I thought this would be a great new skill to focus on developing.
At first, it was very intimidating to have to cook such large amounts of food for my dinner group. In order to make sure I was successful with the meals I cooked, I always called my mom to get help planning appropriate meals and to get specific instructions for how to plan the meals, buy ingredients, put together the dishes, and cook/bake them. Because of her years of experience with cooking, my mom always seemed to have special directions for me to change something slightly in recipes to make them even better. My mom’s advice always helped me to make my dinners especially good, and she was usually able to give me pointers on how to get the meals done fairly quickly.
I always tried to be creative with my meals, and I made sure the dinners were balanced and nutritious. In order to do this, I consulted my mom and thought about incorporating each of the food groups into my meals. As the semester progressed, I found that I was getting better at estimating how much food I would need to make in order to have plenty for everyone, but not have too much left over. Also, it became easier for me to think of side dishes I could make that would go well with the main dish I had planned. I began to really enjoy cooking because I was able to make some delicious meals, and I started to have fun planning what I could make next.
Personal Learning Log
January 12: 3 hrs. – Grocery shopping, preparing and cooking food
January 31: 45 min. – Planning meal, grocery shopping
February 2: 2 ½ hrs. – Preparing and cooking food
February 20: 1 hr. – Planning meal, grocery shopping
February 23: 2 hrs. – Preparing and cooking food
March 14: 45 min. – Planning meal, grocery shopping
March 16: 2 ½ hrs. – Preparing and cooking food
March 28: 45 min. – Planning meal, grocery shopping
March 30: 2 hrs. – Preparing and cooking food
Total: 15 hrs, 15 min.
At first, it was very intimidating to have to cook such large amounts of food for my dinner group. In order to make sure I was successful with the meals I cooked, I always called my mom to get help planning appropriate meals and to get specific instructions for how to plan the meals, buy ingredients, put together the dishes, and cook/bake them. Because of her years of experience with cooking, my mom always seemed to have special directions for me to change something slightly in recipes to make them even better. My mom’s advice always helped me to make my dinners especially good, and she was usually able to give me pointers on how to get the meals done fairly quickly.
I always tried to be creative with my meals, and I made sure the dinners were balanced and nutritious. In order to do this, I consulted my mom and thought about incorporating each of the food groups into my meals. As the semester progressed, I found that I was getting better at estimating how much food I would need to make in order to have plenty for everyone, but not have too much left over. Also, it became easier for me to think of side dishes I could make that would go well with the main dish I had planned. I began to really enjoy cooking because I was able to make some delicious meals, and I started to have fun planning what I could make next.
Personal Learning Log
January 12: 3 hrs. – Grocery shopping, preparing and cooking food
January 31: 45 min. – Planning meal, grocery shopping
February 2: 2 ½ hrs. – Preparing and cooking food
February 20: 1 hr. – Planning meal, grocery shopping
February 23: 2 hrs. – Preparing and cooking food
March 14: 45 min. – Planning meal, grocery shopping
March 16: 2 ½ hrs. – Preparing and cooking food
March 28: 45 min. – Planning meal, grocery shopping
March 30: 2 hrs. – Preparing and cooking food
Technology Integration Ideas
There were some really great ideas presented in my group for ways technology can be integrated into lessons:
1. One of my favorite ones was to use photostory to have the children record themselves reading parts of a story so that they could hear what they sound like when they read. This is a great way to encourage the children to read with expression because it helps them to hear what their reading sounds like and help them to want to make their reading more interesting.
2. Another idea I got from my peers that looked like a great way to use technology was to use a game show template either online or on Powerpoint to make a lesson more fun. One of my peers used a template for "Who Wants to be a Millionaire," and another used a template for "Jeopardy" that she found online. I think that these templates could be used to enhance many different lessons, and it would be a really fun way to get the children excited to participate.
1. One of my favorite ones was to use photostory to have the children record themselves reading parts of a story so that they could hear what they sound like when they read. This is a great way to encourage the children to read with expression because it helps them to hear what their reading sounds like and help them to want to make their reading more interesting.
2. Another idea I got from my peers that looked like a great way to use technology was to use a game show template either online or on Powerpoint to make a lesson more fun. One of my peers used a template for "Who Wants to be a Millionaire," and another used a template for "Jeopardy" that she found online. I think that these templates could be used to enhance many different lessons, and it would be a really fun way to get the children excited to participate.
Monday, April 6, 2009
What I Learned from Other Project Presentations
I enjoyed looking at other people's presentations of what they did in their classrooms to incorporate technology into a lesson. One thing I learned from watching these presentations is just how much you can do with technology to enhance lessons. There are so many great resources, programs, and equipment that can be used to help children enjoy lessons and have more hands-on learning. I think that, as teachers, it is important to be willing to take a little extra time to incorporate technology into lessons because it really does add to the quality and effectiveness of lessons. Also, the children really enjoy the use of technology in lessons, and it helps them to develop their understanding of programs and equipment for their own future use of such technology.
Wednesday, April 1, 2009
Internet Safety
1. For my 4th article on internet safety, I chose to read "Fighting Internet Filth," by Mario Hipol. This article was very helpful and gave a lot of great suggestions for specific things parents could do to help protect their families from encountering problems and filth on the internet. The article was great because it described how to do specific things with the internet, and it was in simple terms and in great detail so that any parents could follow the instructions and use it in their homes.
2. I think that the most important thing I learned from the readings is that it is essential to make a commitment NOW to protect my home and my classroom from internet filth. I learned from these articles that there are so many things we can do as precautionary measures so that we prevent problems before they even happen. I recognized through these readings that we should do everything we can to prevent problems so that we don't have to deal with them when they arise.
3. After reading these articles, I have a new resolve to do what I can to protect my future family and my future classroom from all the filth and problems that can occur with the internet. Before I read these articles, I did recognize that there were lots of problems that could arise with the internet. However, I don't think I really realized how important it is to safeguard against these problems and to do everything I can to prevent issues before they arise.
4. I think that the most important thing I can do to help my family members and friends with internet safety would be to share what I have learned and make sure they are aware of all the things they can do to safeguard themselves and their families against the evils that can come up through the internet. I can help my friends and family to know how to get to resources that can help them with ensuring that they are protected from harmful internet content. Also, I can make sure they are aware of different ways they can be knowledgeable about the internet and other potentially harmful technology so that they will be able to protect those they love from problems that can arise.
2. I think that the most important thing I learned from the readings is that it is essential to make a commitment NOW to protect my home and my classroom from internet filth. I learned from these articles that there are so many things we can do as precautionary measures so that we prevent problems before they even happen. I recognized through these readings that we should do everything we can to prevent problems so that we don't have to deal with them when they arise.
3. After reading these articles, I have a new resolve to do what I can to protect my future family and my future classroom from all the filth and problems that can occur with the internet. Before I read these articles, I did recognize that there were lots of problems that could arise with the internet. However, I don't think I really realized how important it is to safeguard against these problems and to do everything I can to prevent issues before they arise.
4. I think that the most important thing I can do to help my family members and friends with internet safety would be to share what I have learned and make sure they are aware of all the things they can do to safeguard themselves and their families against the evils that can come up through the internet. I can help my friends and family to know how to get to resources that can help them with ensuring that they are protected from harmful internet content. Also, I can make sure they are aware of different ways they can be knowledgeable about the internet and other potentially harmful technology so that they will be able to protect those they love from problems that can arise.
Tuesday, March 24, 2009
Plans for Incorporating Technology
My plan for using technology in a lesson is to show a couple of short video clips at the beginning of a guided reading lesson I am doing tomorrow with a group of 4 students. The focus of my lesson is on helping the children to use vocal expression and intonation when they read, as well as reading smoothly instead of breaking up their reading word-by-word. I will be showing them a clip of monkeys making noises to talk about using expression and intonation when we read. Also, I will show them a clip of swans gliding smoothly to talk about making their reading smooth.
I think that this will be a fun way to get them thinking about what their reading should sound like. It will give them a visual and audio example of how to read smoothly and expressively. I think they will enjoy it, and I think it will be a helpful use of technology that will reinforce what I am teaching.
I think that this will be a fun way to get them thinking about what their reading should sound like. It will give them a visual and audio example of how to read smoothly and expressively. I think they will enjoy it, and I think it will be a helpful use of technology that will reinforce what I am teaching.
Tuesday, March 17, 2009
Technology in the Classroom
One idea I have for incorporating technology into a lesson would be to show a video clip at the beginning of or during a lesson to enhance whatever subject or topic is being taught. I think that video clips (digital storybooks, short educational videos, videos incorporating or illustrating whatever is being taught in the lesson, etc.) can often be a powerful tool for teaching children because they get very excited about watching them. Because of this, they will often pay close attention to the video clips and really learn from them. After watching the video clip, you can then guide the children's thinking to relate what they just saw to something that you are studying. Also, you could tell the children before they even watch the video clip what it is that you would like them to watch for in the clip.
Tuesday, March 10, 2009
Technology Inventory
I am currently doing my first cohort experience at Mapleton Elementary, where I am working in a first grade classroom. Through doing the technology inventory, I was able to see what all is available to teachers in that school. I was surprised at just how much the school really does provide to help teachers incorporate technology into their lessons and their classrooms. Although the classrooms at Mapleton (or at least the one I am in) do not really have computers available to the students, there are two large computer labs in the school that are available for teachers to schedule whenever they are available. Also, the children have a computer class incorporated into their weekly schedule.
I was very pleased at how much technology was available at this school. I know that Mapleton Elementary is one of the more wealthy schools in the area, and I can tell by all the technology in the school that a good amount of this money has been put toward improving technology at the school and making technological equipment readily available.
Tuesday, March 3, 2009
Link to Virtual Tour
Here is the link to my Virtual Tour in my filing cabinet:
http://sites.google.com/site/dehipt287/Home/virtual-tour
*Or, you can click on "Diane's Filing Cabinet" under My Links.
*Or, you can click on "Diane's Filing Cabinet" under My Links.
Monday, February 23, 2009
TPACK for Virtual Tour
3rd Grade Visual Arts Core Curriculum: Standard 1, Objective 1
a. Explain possible meanings or interpretations of some significant works of art.
b. Invent possible stories that may explain what is going on in these same works of art.
The content I'll be covering in my virtual tour will be analyzing art and trying to figure out the meanings of various works of art. In order to do this, we will focus on 4 famous European works of art. The students will read background information on each of the artists who painted these works. Then, they will look at each of the paintings and try to find meaning in them. They will try to come up with possible stories of what might be going on in the images.
The pedagogy I'll be using in the virtual tour will include knowing how to word the explanations of the backgrounds of the artists in such a way that the children will be able to easily read them and understand the meaning. Also, I will need to know how to organize the activity in such a way that it is easy for the children to complete. I will help the children as they work through the activity and be available to answer questions as they go along. Also, I will discuss the paintings and painters with them throughout the activity in order to scaffold their learning and make it more meaningful.
The technology I will be using in the virtual tour is Google Earth. This fits well with the pedagogy and content for this activity because Google Earth will provide the children with a great way to really visualize where these paintings were painted. Also, it will help them to recognize that these painters grew up in completely different cultures and had very different backgrounds than they have had. Therefore, they will need to really think about the perspectives of the painters when they analyze the paintings. As the children use Google Earth, I will be able to increase their learning by asking them questions and guiding their learning. This technology will work very well with the pedagogy and content of this lesson.
a. Explain possible meanings or interpretations of some significant works of art.
b. Invent possible stories that may explain what is going on in these same works of art.
The content I'll be covering in my virtual tour will be analyzing art and trying to figure out the meanings of various works of art. In order to do this, we will focus on 4 famous European works of art. The students will read background information on each of the artists who painted these works. Then, they will look at each of the paintings and try to find meaning in them. They will try to come up with possible stories of what might be going on in the images.
The pedagogy I'll be using in the virtual tour will include knowing how to word the explanations of the backgrounds of the artists in such a way that the children will be able to easily read them and understand the meaning. Also, I will need to know how to organize the activity in such a way that it is easy for the children to complete. I will help the children as they work through the activity and be available to answer questions as they go along. Also, I will discuss the paintings and painters with them throughout the activity in order to scaffold their learning and make it more meaningful.
The technology I will be using in the virtual tour is Google Earth. This fits well with the pedagogy and content for this activity because Google Earth will provide the children with a great way to really visualize where these paintings were painted. Also, it will help them to recognize that these painters grew up in completely different cultures and had very different backgrounds than they have had. Therefore, they will need to really think about the perspectives of the painters when they analyze the paintings. As the children use Google Earth, I will be able to increase their learning by asking them questions and guiding their learning. This technology will work very well with the pedagogy and content of this lesson.
IP&T 301: Social Constructivism Lesson Plan
I have decided to adjust this lesson plan to utilize the social learning strategy of Cognitive Apprenticeship. I believe that Cognitive Apprenticeship is a very successful way of teaching children because they have the opportunity to learn under the guidance of an expert or more knowledgeable other. By observing the expert, working with the help of the expert, and eventually working toward an independent knowledge of what is being taught, this learning strategy really helps students to develop a thorough understanding.
More Knowledgeable Other: In teaching this lesson on shapes with the Cognitive Apprenticeship approach, I would be the "more knowledgeable other," or expert on the information the children are learning. Throughout the lesson, the children would have opportunities to observe me and listen to my explanations of shapes and their characteristics in order to develop their own understanding of shapes.
Cultural or Symbolic Tools:
1. I Spy: We will use the common game of "I Spy" to begin the lesson on shapes. I will describe something I see in our classroom by stating the characteristics of its shape, and the children will guess what it is that I am describing.
2. Language: Language will be extremely important throughout the lesson because it will be used to describe and name each of the different shapes. It will help to clarify for the children any misconceptions or misunderstandings they may have about the different shapes. Also, we will use language and singing to learn a song about shapes that will help the children to remember the characteristics and names of each of the shapes we explore through this lesson.
3. Actual Cut-Outs of Shapes: I will provide the children with cut-outs of each of the shapes we will be learning about so that they will be able to manipulate them and really see what they are like.
4. Paper and Crayons: We will do a listening activity in which I will ask them to color each shape on their paper a certain color. This will help them to visualize which shape is which, and it will help me to assess their understanding of shape identification.
5. Riddles: I will use shape riddles to describe different shapes and see if they can guess which shape I am describing.
6. Numbers: We will use numbers as part of our explanations of shapes by describing the number of sides each shape has, the number of corners it has, etc.
7. Chart: As I teach the students about shapes, I will help them to be able to compare the different shapes by making a chart in which we write all the similarities and differences between the shapes.
Zone of Proximal Development: As I teach this lesson, I will make sure that I am always paying attention to how well my students are understanding what I am teaching to make sure that the instruction I give is at an instructional level for them. I will be sure to begin the lesson by modeling shape identification myself so that the students will be able to see what they will be asked to do later in the lesson. After I have modeled shape identification for them, I will then use the concept of the Zone of Proximal Development as a guide for my instruction. I will make sure that my instruction stays within my students' Zone of Proximal Development by first doing a lot of shape identification as a whole class. As they get more comfortable with identification as a class, I will then move into doing shape descriptions and identification in small groups. After they have become very comfortable with the group work, I will then give them individual assignments and activities so that they can show what they have learned. By gradually giving them more independence and more responsibility throughout the lesson, I will be able to keep them in their Zone of Proximal Development and make sure that they are always being pushed a little further to reach their individual potential. I will pay attention to the cues I get from my students during the lesson in order to know when it is appropriate to move to the next phase of the lesson so that I do not move too quickly or too slowly.
Scaffolding: I would use scaffolding throughout the lesson in order to help the children to be able to do a little more than they would be able to on their own. This will help them to then be able to develop the abilities to do the activities they do with my help on their own once they have a full understanding of it. In the beginning of the lesson, the students will need a lot more scaffolding from me because shape characteristics and identification will be somewhat unfamiliar to them. Throughout the lesson, they will get gradually more familiar with the information and the process of shape identification, so they will not need as much help from me. As we work together as a class in the beginning of the lesson, this will scaffold their learning so that they can begin to understand the concept of shapes. We will then move to group work, in which the scaffolding provided will be the assistance of other members of their groups, as well as my assistance as I move from group to group to help wherever is needed. Then, I will give them work to do individually so that they can show me what they personally have learned. However, I will be available to them to scaffold further when my students have any further questions. One final assignment I will give my students will be to go home and explain each shape to a family member. The family member must then find something in the house that is each shape described, and the student will explain why or why not the object is the same as the shape described. In this activity, the student becomes the teacher, but the student's learning is still being scaffolded by the family member.
Dialectical Relationship between Learner and MKO: As I work extensively with my students, I will be able to help them to increase their understanding of shapes and their characteristics. I will assist them in improving their abilities to recognize and identify shapes in their surroundings. Also, I will be able to increase their confidence in their abilities by being encouraging and supportive to them throughout the lesson, as well as through giving them good instruction so that they are able to develop a thorough understanding of the topic. In addition to the information I will give them, I will also learn a lot from my students as we go through the lesson. I will be able to solidify my understanding of the various descriptions of all shapes, and my students will be able to show me many different ways of thinking in order to identify and describe shapes. I will also come to a better understanding of my students, which will help me to be able to further assist them in their learning and development.
More Knowledgeable Other: In teaching this lesson on shapes with the Cognitive Apprenticeship approach, I would be the "more knowledgeable other," or expert on the information the children are learning. Throughout the lesson, the children would have opportunities to observe me and listen to my explanations of shapes and their characteristics in order to develop their own understanding of shapes.
Cultural or Symbolic Tools:
1. I Spy: We will use the common game of "I Spy" to begin the lesson on shapes. I will describe something I see in our classroom by stating the characteristics of its shape, and the children will guess what it is that I am describing.
2. Language: Language will be extremely important throughout the lesson because it will be used to describe and name each of the different shapes. It will help to clarify for the children any misconceptions or misunderstandings they may have about the different shapes. Also, we will use language and singing to learn a song about shapes that will help the children to remember the characteristics and names of each of the shapes we explore through this lesson.
3. Actual Cut-Outs of Shapes: I will provide the children with cut-outs of each of the shapes we will be learning about so that they will be able to manipulate them and really see what they are like.
4. Paper and Crayons: We will do a listening activity in which I will ask them to color each shape on their paper a certain color. This will help them to visualize which shape is which, and it will help me to assess their understanding of shape identification.
5. Riddles: I will use shape riddles to describe different shapes and see if they can guess which shape I am describing.
6. Numbers: We will use numbers as part of our explanations of shapes by describing the number of sides each shape has, the number of corners it has, etc.
7. Chart: As I teach the students about shapes, I will help them to be able to compare the different shapes by making a chart in which we write all the similarities and differences between the shapes.
Zone of Proximal Development: As I teach this lesson, I will make sure that I am always paying attention to how well my students are understanding what I am teaching to make sure that the instruction I give is at an instructional level for them. I will be sure to begin the lesson by modeling shape identification myself so that the students will be able to see what they will be asked to do later in the lesson. After I have modeled shape identification for them, I will then use the concept of the Zone of Proximal Development as a guide for my instruction. I will make sure that my instruction stays within my students' Zone of Proximal Development by first doing a lot of shape identification as a whole class. As they get more comfortable with identification as a class, I will then move into doing shape descriptions and identification in small groups. After they have become very comfortable with the group work, I will then give them individual assignments and activities so that they can show what they have learned. By gradually giving them more independence and more responsibility throughout the lesson, I will be able to keep them in their Zone of Proximal Development and make sure that they are always being pushed a little further to reach their individual potential. I will pay attention to the cues I get from my students during the lesson in order to know when it is appropriate to move to the next phase of the lesson so that I do not move too quickly or too slowly.
Scaffolding: I would use scaffolding throughout the lesson in order to help the children to be able to do a little more than they would be able to on their own. This will help them to then be able to develop the abilities to do the activities they do with my help on their own once they have a full understanding of it. In the beginning of the lesson, the students will need a lot more scaffolding from me because shape characteristics and identification will be somewhat unfamiliar to them. Throughout the lesson, they will get gradually more familiar with the information and the process of shape identification, so they will not need as much help from me. As we work together as a class in the beginning of the lesson, this will scaffold their learning so that they can begin to understand the concept of shapes. We will then move to group work, in which the scaffolding provided will be the assistance of other members of their groups, as well as my assistance as I move from group to group to help wherever is needed. Then, I will give them work to do individually so that they can show me what they personally have learned. However, I will be available to them to scaffold further when my students have any further questions. One final assignment I will give my students will be to go home and explain each shape to a family member. The family member must then find something in the house that is each shape described, and the student will explain why or why not the object is the same as the shape described. In this activity, the student becomes the teacher, but the student's learning is still being scaffolded by the family member.
Dialectical Relationship between Learner and MKO: As I work extensively with my students, I will be able to help them to increase their understanding of shapes and their characteristics. I will assist them in improving their abilities to recognize and identify shapes in their surroundings. Also, I will be able to increase their confidence in their abilities by being encouraging and supportive to them throughout the lesson, as well as through giving them good instruction so that they are able to develop a thorough understanding of the topic. In addition to the information I will give them, I will also learn a lot from my students as we go through the lesson. I will be able to solidify my understanding of the various descriptions of all shapes, and my students will be able to show me many different ways of thinking in order to identify and describe shapes. I will also come to a better understanding of my students, which will help me to be able to further assist them in their learning and development.
Wednesday, February 18, 2009
IP&T 301: Developmental Cognition Lesson Plan
By incorporating Piagetian constructivist learning principles in my lesson, I believe that I could really improve the quality of my lesson. Some Piagetian concepts I would take into account would be:
1. Stage-based learning: Because my students would mostly still be in the preoperational stage of development, I would make sure I did not expect too much of them. I need to understand that there are certain concepts and ways of thinking that are above their developmental abilities. Many of my students will not have mastered mental operatioins, so they may struggle with some logical thinking. Therefore, I will need to guide their thinking to help them learn about different shapes while not expecting them to have a perfect understanding of the things I teach them.
2. Uniqueness of individual learning: Each of my students will learn differently and will have different schemas that they are working with. Because everyone will come to my classroom with different backgrounds and experiences, I will need to tailor my instruction to best meet the needs of each individual member of the class. I will base my teaching strategies on the individual learning styles and experiences of my students.
3. Experience that involves action: Children mature and become increasingly able to act on their environment and learn from what they experience. As children physically interact with the environment, they are often able to visualize things much more easily. In order to help my students learn more effectively, I will involve them in physically interacting with shapes and other objects in the classroom to help them internalize the lesson on shapes much more easily.
4. Necessity of social interaction: Acording to Piaget, a great deal of what we learn comes through social interaction. Lots of the knowledge we gain is offered by our culture, and without social interaction, we would have to develop a lot of this knowledge on our own. Because I believe that social interaction will help my students understand shapes much better, I will lead class discussions about shapes and give them opportunities to work in small groups to help teach each other.
I will use the following concepts in my lesson:
Adaptation: In order to make sure the new information I teach my students is really internalized and makes sense to them, I will help them to connect the information I teach them to the schemas they already have through assimilation. If adjustments to their existing schemas, I will help them to use accommodation to make sense of any new information that doesn't fit in their existing ideas. As we explore the various characteristics of shapes, I will help them to expand their understanding of what certain shapes can look like by giving them many different examples. (Ex: show them that a square is also a type of rectangle, and rectangles can also be short and wide, thin and tall, etc.) By doing this, the students will not think that there is only one way to make certain shapes.
Disequilibrium: When disequilibrium occurs and the children are having trouble making sense of the lesson, I will ehlp them to use assimilation and accommodation to comprehend the new information. Also, I will recognize that disequilibrium is a very important part of learning, and it is not a bad thing for the children to struggle through concepts a little.
Schemas: My students will come with all different schemas because they all come from different backgrounds and have had very different experiences. Therefore, I will need to use lots of different examples in my teaching as some will be meaningful to certain students while other examples will be more meaningful to different students. If I use a variety of different objects as examples of the various shapes I am teaching about, the students will be more likely to be able to make connections with some of them and have more meaningful learning.
Discovery or Guided Discovery Learning: After talking about the different aspects of shapes, I will give the children the opportunity to learn thrugh guided discovery by finding various shapes around the room and figuring out what they are. I will give them the opportunity to work in small groups so they have social interaction and are able to talk about their findings with their peers. This will help them to develop a deeper understanding of shape names and characteristics. Also, I will take them outside to see all the shapes in the natural environment. I will let them explore outside on their own so that they have the opportunity to really discover for themselves that shapes are all around them.
Classification: Because many of my students will still by in the preoperational stage of development, some of them may struggle a little with the classification of the shapes we learn about. With my knowledge of Piaget's developmental stages of learning, I will recognize that these students may have simply not developed to that point yet. Therefore, I will not be pushy with my students, and I will not expect too much of them. If they are not ready to classify shapes, I will not require them or push them to do so.
1. Stage-based learning: Because my students would mostly still be in the preoperational stage of development, I would make sure I did not expect too much of them. I need to understand that there are certain concepts and ways of thinking that are above their developmental abilities. Many of my students will not have mastered mental operatioins, so they may struggle with some logical thinking. Therefore, I will need to guide their thinking to help them learn about different shapes while not expecting them to have a perfect understanding of the things I teach them.
2. Uniqueness of individual learning: Each of my students will learn differently and will have different schemas that they are working with. Because everyone will come to my classroom with different backgrounds and experiences, I will need to tailor my instruction to best meet the needs of each individual member of the class. I will base my teaching strategies on the individual learning styles and experiences of my students.
3. Experience that involves action: Children mature and become increasingly able to act on their environment and learn from what they experience. As children physically interact with the environment, they are often able to visualize things much more easily. In order to help my students learn more effectively, I will involve them in physically interacting with shapes and other objects in the classroom to help them internalize the lesson on shapes much more easily.
4. Necessity of social interaction: Acording to Piaget, a great deal of what we learn comes through social interaction. Lots of the knowledge we gain is offered by our culture, and without social interaction, we would have to develop a lot of this knowledge on our own. Because I believe that social interaction will help my students understand shapes much better, I will lead class discussions about shapes and give them opportunities to work in small groups to help teach each other.
I will use the following concepts in my lesson:
Adaptation: In order to make sure the new information I teach my students is really internalized and makes sense to them, I will help them to connect the information I teach them to the schemas they already have through assimilation. If adjustments to their existing schemas, I will help them to use accommodation to make sense of any new information that doesn't fit in their existing ideas. As we explore the various characteristics of shapes, I will help them to expand their understanding of what certain shapes can look like by giving them many different examples. (Ex: show them that a square is also a type of rectangle, and rectangles can also be short and wide, thin and tall, etc.) By doing this, the students will not think that there is only one way to make certain shapes.
Disequilibrium: When disequilibrium occurs and the children are having trouble making sense of the lesson, I will ehlp them to use assimilation and accommodation to comprehend the new information. Also, I will recognize that disequilibrium is a very important part of learning, and it is not a bad thing for the children to struggle through concepts a little.
Schemas: My students will come with all different schemas because they all come from different backgrounds and have had very different experiences. Therefore, I will need to use lots of different examples in my teaching as some will be meaningful to certain students while other examples will be more meaningful to different students. If I use a variety of different objects as examples of the various shapes I am teaching about, the students will be more likely to be able to make connections with some of them and have more meaningful learning.
Discovery or Guided Discovery Learning: After talking about the different aspects of shapes, I will give the children the opportunity to learn thrugh guided discovery by finding various shapes around the room and figuring out what they are. I will give them the opportunity to work in small groups so they have social interaction and are able to talk about their findings with their peers. This will help them to develop a deeper understanding of shape names and characteristics. Also, I will take them outside to see all the shapes in the natural environment. I will let them explore outside on their own so that they have the opportunity to really discover for themselves that shapes are all around them.
Classification: Because many of my students will still by in the preoperational stage of development, some of them may struggle a little with the classification of the shapes we learn about. With my knowledge of Piaget's developmental stages of learning, I will recognize that these students may have simply not developed to that point yet. Therefore, I will not be pushy with my students, and I will not expect too much of them. If they are not ready to classify shapes, I will not require them or push them to do so.
Virtual Tour Plan: Learning about European Art
| Location | Activity | Google Earth Content |
| 1. Florence, Italy | In the first activity, I will have the students go to Florence, Italy and read information about Leonardo da Vinci and his famous painting, the Mona Lisa. They will then speculate possible meanings of the painting and reasons why da Vinci chose to paint her in the way he did. | I will have them look at an image of the Mona Lisa and read about the background of Leonardo da Vinci. |
| 2. Paris, France | For the second activity, I will send the students to Paris, France, where Jacques Louis David was born. He painted Napoleon at the Saint Bernard Pass. They will read about David and his connections with Napoleon. Then, they will speculate possible meanings of the painting. | I will have the students look at an image of Napoleon at the Saint Bernard Pass. I will have a connection to a Wikipedia article in which it discusses David's connections with Napoleon to give the students more background on the painting. |
| 3. Barcelona, Spain | I will then take the students to Barcelona, Spain. This is where a famous Spanish painter, Diego Velasquez, painted Las Meninas. The students will then analyze this painting as they have the others, speculating what the artist intended as the meaning and any possible story of what may be going on in the painting. | The children will look at an image of Las Meninas and read general background information about Velasquez. |
| 4. London, England | I will have the children go to London, England, where John Constable painted The Haywain. The students will read about John Constable and look at the image of this painting. After doing this, they will look for meanings in the painting and guess a possible story of what might be going on. | The students will look at an image of The Haywain and will read background information about John Constable. |
| Details of image overlay / path / polygon: | Since this lesson will be focusing on European art, I plan to insert a polygon around Europe to show the students where the borders of Europe are. | |
Thursday, February 12, 2009
IP&T 301 Applied Lesson Plan - Behaviorism
Behavioral Objective: After exploring the characteristics of various shapes, the students will be able to demonstrate their understanding of these characteristics through identifying the names of certain shapes when given a list of their attributes.
Task Analysis:
1. Assess previous knowledge of shape names and characteristics by laying a game of memory with pictures of shapes on half of the cards and the shape names on the other half The children then have to match each shape picture with its correct name.
2. Increase the children's knowledge of shapes by teaching them a song about shapes:
Shapes
(Sung to Are You Sleeping?)
This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.
This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.
This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.
This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.
3. Give the students an opportunity to apply their knowledge of shapes by finding objects around the room that are certain shapes and explaining how they know what shape it is (name specific characteristics).
4. After they have had some practice with identifying shapes and their characteristics, do a listening activity with the children. They will have crayons and a paper with many different shapes on it, each outlined in black. Have the children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?
5. Assess each students understanding by naming characteristics of a shape and having them tell you what shape it is. If they have difficulty visualizing the shapes with just an explanation of the characteristics, you can also show them pictures of the shapes.
I will include the following behaviorist principles:
Positive Reinforcement: I will use positive reinforcement throughout the lesson by praising the children and giving them more free time when they behave well and stay on task.
Negative punishment: In contrast to my strategies for reinforcing their good behavior, I will use negative punishment to encourage them not to repeat bad behavior that they display during the lesson. If the children do not stay on task, cause problems during the lesson, or display other unacceptable behavior, I will remove part of their free time from their schedule to show them the importance of behaving properly.
Shaping: I will use shaping to encourage the students to keep working on learning their shapes and to emphasize the progress they are making throughout the lesson. After each portion of the lesson that is completed successfully, I will tell them how pleased I am with their work. Also, I will give them choices of activities they would like to do (such as art projects involving shapes, coloring shapes, playing various games involving shapes with their classmates, etc.) to give them breaks from the direct instruction.
Observational Learning: In order to help the children understand the activities we will do to help them learn about shapes, I will teach through observational learning. I will make sure I model each of the activities before asking the children to do them so that they will be able to see what I do and learn from what they see. Also, I will model the identification of shapes and explaining characteristics of shapes so that they will be able to model their language after mine.
Positive Practice: Whenever children identify shapes or state shape characteristics incorrectly, I will explain the correct answer to them and have them practice more with the shapes and characteristics they struggled with. I will do this immediately after the error so that the children do not get the wrong information too ingrained in their heads. By using positive practice, they will be able to correct any wrong understandings they may have so that they will be able to successfully reach the lesson objective.
Task Analysis:
1. Assess previous knowledge of shape names and characteristics by laying a game of memory with pictures of shapes on half of the cards and the shape names on the other half The children then have to match each shape picture with its correct name.
2. Increase the children's knowledge of shapes by teaching them a song about shapes:
Shapes
(Sung to Are You Sleeping?)
This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.
This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.
This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.
This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.
3. Give the students an opportunity to apply their knowledge of shapes by finding objects around the room that are certain shapes and explaining how they know what shape it is (name specific characteristics).
4. After they have had some practice with identifying shapes and their characteristics, do a listening activity with the children. They will have crayons and a paper with many different shapes on it, each outlined in black. Have the children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?
5. Assess each students understanding by naming characteristics of a shape and having them tell you what shape it is. If they have difficulty visualizing the shapes with just an explanation of the characteristics, you can also show them pictures of the shapes.
I will include the following behaviorist principles:
Positive Reinforcement: I will use positive reinforcement throughout the lesson by praising the children and giving them more free time when they behave well and stay on task.
Negative punishment: In contrast to my strategies for reinforcing their good behavior, I will use negative punishment to encourage them not to repeat bad behavior that they display during the lesson. If the children do not stay on task, cause problems during the lesson, or display other unacceptable behavior, I will remove part of their free time from their schedule to show them the importance of behaving properly.
Shaping: I will use shaping to encourage the students to keep working on learning their shapes and to emphasize the progress they are making throughout the lesson. After each portion of the lesson that is completed successfully, I will tell them how pleased I am with their work. Also, I will give them choices of activities they would like to do (such as art projects involving shapes, coloring shapes, playing various games involving shapes with their classmates, etc.) to give them breaks from the direct instruction.
Observational Learning: In order to help the children understand the activities we will do to help them learn about shapes, I will teach through observational learning. I will make sure I model each of the activities before asking the children to do them so that they will be able to see what I do and learn from what they see. Also, I will model the identification of shapes and explaining characteristics of shapes so that they will be able to model their language after mine.
Positive Practice: Whenever children identify shapes or state shape characteristics incorrectly, I will explain the correct answer to them and have them practice more with the shapes and characteristics they struggled with. I will do this immediately after the error so that the children do not get the wrong information too ingrained in their heads. By using positive practice, they will be able to correct any wrong understandings they may have so that they will be able to successfully reach the lesson objective.
Wednesday, February 11, 2009
Monday, February 9, 2009
TPACK in Digital Storybook
Through using a digital storybook, I will help my students to develop their reading comprehension by reading, interpreting, and analyzing the text to a song that they know. In my example, I am using the text to "Ode to Joy." The children will analyze the text to the song they have chosen by making connections to themselves and to their prior knowledge. Based on their analysis of the text, they will come up with symbols or picture they can draw that will represent the lines of the text. They will then draw these pictures and use them as the background for the lines they go along with. For pedagogy in this lesson, I will need to know how to help the children best interpret their text. I will need to come up with good thought questions for my students to help them connect the text with their prior experiences and knowledge. The technology I'll be using in this lesson is PhotoStory, which will allow the students and myself to create our own digital storybooks. Also, we will use freeplaymusic.com to get music for the background of our storybooks.
Thursday, February 5, 2009
IP&T 301: Applied Lesson Plan - Cognition
In order to help the students really grasp the information presented in this lesson and process it so that it will move to their long-term memories and be accessible information for them, I would focus on helping the children explore and apply the information throughout the lesson. As they are required to retrieve information about shapes throughout the lesson and use this in their working memories, this will help to enable them to also pull out this information at later times.
3 strategies I would use to achieve this would be the following:
1. Keyword Mnemonic Method: I would have the students, as a class, make up keyword nemonic devices to remember the names and characteristics of shapes.
2. Rote Memorization: I would teach the children the following song about shapes to help them remember the characteristics of certain shapes.
Shapes
(Sung to Are You Sleeping?)
This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.
This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.
This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.
This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.
3. Distributed Practice: I would teach the students and have them practice with shape names and characteristics over a longer period of time with breaks throughout the lessons to that the information the children learn will sink in more and make its way into the long-term memory.
Five considerations I would incorporate into this lesson plan:
1. Attention and Perception:
I would help my students to process information about shapes by using a hook at the beginning so that the children would be interested and pay attention during the lesson. The hook would be a game of "I Spy" using shape characteristics to describe objects around the room. By getting the children involved from the start and helping them to be excited about the subject, this will help them to pay better attention and get the information more effectively into their working memories.
2. Sensory Memory:
The children would utilize their sensory memories by doing visual activities with shapes throughout the lesson. When the students have the opportunity to see the physical shapes and use manipulatives to explore them, this will increase the amount of information that will go through the sensory memory and work its way into the working and long-term memories.
3. Working/Short-Term Memory:
Because the working memory has a limited capacity, this lesson would be spread out over a good amount of time so the children are able to process all of the information that is taught. As we take breaks from learning about shapes, and then return to the subject, this would help to make the information more accessibly to the children in the future.
4. Long-Term Memory:
By exploring shapes, shape names, and their characteristics through many different activities and in many different ways, the students would be able to strengthen their understanding and connections with the information presented. Also, the shape riddles and other activities in the lesson plan would give the children opportunities to problem solve and apply the information being taught. These components of the lesson plan will help the information to move into the children's long-term memories and be accessible for pulling back into working memory whenever needed.
5. Declarative and Procedural Knowledge:
As the children learn all about shapes in this lesson, they would develop declarative knowledge of which names go with which shapes. However, they would also develop procedural knowledge by learning how to identify the shapes of objects in their surroundings and how to construct shapes on their own.
3 strategies I would use to achieve this would be the following:
1. Keyword Mnemonic Method: I would have the students, as a class, make up keyword nemonic devices to remember the names and characteristics of shapes.
2. Rote Memorization: I would teach the children the following song about shapes to help them remember the characteristics of certain shapes.
Shapes
(Sung to Are You Sleeping?)
This is a square. This is a square.
Can you tell? Can you tell?
It has four sides, all the same size.
It’s a square. It’s a square.
This is a circle. This is a circle.
Can you tell? Can you tell?
It goes round and round. No end can be found.
It’s a circle. It’s a circle.
This is a triangle. This is a triangle.
Can you tell? Can you tell?
It only has three sides that join to make three corners.
It’s a triangle. It’s a triangle.
This is a rectangle. This is a rectangle.
Can you tell? Can you tell?
My sides are sometimes short or long. I sing a happy song.
It’s a rectangle. It’s a rectangle.
3. Distributed Practice: I would teach the students and have them practice with shape names and characteristics over a longer period of time with breaks throughout the lessons to that the information the children learn will sink in more and make its way into the long-term memory.
Five considerations I would incorporate into this lesson plan:
1. Attention and Perception:
I would help my students to process information about shapes by using a hook at the beginning so that the children would be interested and pay attention during the lesson. The hook would be a game of "I Spy" using shape characteristics to describe objects around the room. By getting the children involved from the start and helping them to be excited about the subject, this will help them to pay better attention and get the information more effectively into their working memories.
2. Sensory Memory:
The children would utilize their sensory memories by doing visual activities with shapes throughout the lesson. When the students have the opportunity to see the physical shapes and use manipulatives to explore them, this will increase the amount of information that will go through the sensory memory and work its way into the working and long-term memories.
3. Working/Short-Term Memory:
Because the working memory has a limited capacity, this lesson would be spread out over a good amount of time so the children are able to process all of the information that is taught. As we take breaks from learning about shapes, and then return to the subject, this would help to make the information more accessibly to the children in the future.
4. Long-Term Memory:
By exploring shapes, shape names, and their characteristics through many different activities and in many different ways, the students would be able to strengthen their understanding and connections with the information presented. Also, the shape riddles and other activities in the lesson plan would give the children opportunities to problem solve and apply the information being taught. These components of the lesson plan will help the information to move into the children's long-term memories and be accessible for pulling back into working memory whenever needed.
5. Declarative and Procedural Knowledge:
As the children learn all about shapes in this lesson, they would develop declarative knowledge of which names go with which shapes. However, they would also develop procedural knowledge by learning how to identify the shapes of objects in their surroundings and how to construct shapes on their own.
IP&T 301: UEN Lesson Plan
Summary: Students will analyze characteristics of geometric shapes.
Main Curriculum Tie: 1st Grade - MathematicsStandard 3 Objective 1Identify, describe, and create simple geometric figures.
Materials:
Shape Poems and Songs (pdf)
Attribute blocks or paper models of shapes
Same and Different worksheet (pdf) worksheet
Background For Teachers:
Students will analyze characteristics of geometric shapes. Students need to know the defining attributes (and other attributes that are consequences of the definitions) of a circle, square, triangle and rectangle prior to this lesson.
Polygon—A closed plane figure made by line segments
Circle—A closed curve with all its points in one plane and the same distance from a fixed point.
Triangle—A polygon with three sides (additional attributes: three angles/corners).
Square—A quadrilateral (four-sided polygon) with four congruent sides and four right angles.
Rectangle—A quadrilateral with two pair of congruent parallel sides and four right angles (additional attributes: two pair of parallel sides, two pair of congruent sides).
Note: A rectangle does not necessarily have two short and two long sides! A square is a special rectangle!
Students need to experience the shapes by touching, seeing, and discussing the number of sides and/or corners of each with peers or the whole class. Students should be given many opportunities to find shapes in their environment. Last, using definitions from class, students find an object in their environment and communicate why it is like the shape of their choice and not like another shape.
Intended Learning Outcomes:
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written and nonverbal form.
Instructional Procedures:
Invitation to Learn - I Spy
I spy something that is large and has four sides and four corners. This object can be used to write on or hang pictures on. What is it? (chalkboard)
I spy something that has no sides and no corners but it does have hands. What is it? (clock)
Instructional Procedures:
Teach one of the shape songs.
Have students choose a shape and identify it by describing its attributes.
Individually or with a partner, students will walk around the classroom or school (if appropriate) and compare their given shape to an object in their surrounding.
Students will place the shape on top of an object to make sure they match. They can leave it taped to the object if in own classroom.
Using the Same and Different worksheet, students will draw a picture of the object chosen to represent their shapes. Next they will write or fill in the blanks as to how it is the same and how it is different from another shape.
Extensions:
Listening Activity: Have children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?
Shape Riddles: Let your imagination go!
I have no corners.I have no sides.What am I?
I have three sides.I have three corners.What am I?
Family Connections
Students should explain the definition of each shape to a parent or family member. Then challenge that family member to find a shape around the house to compare. Tell why it is alike and why it is different from another shape. The student should be the “teacher” and check to see if their family member is correct.
Student could draw a picture of the item and write a simple sentence explaining what shape was used (e.g., “The door is like a rectangle. It has four sides and four corners. It is not like a triangle because it has more than three sides and three corners.”).
Assessment Plan:
Observe students as they describe their shapes.
Use student work page.
Pull small groups aside and hold up a shape and have them name.
Author:Utah LessonPlans
Main Curriculum Tie: 1st Grade - MathematicsStandard 3 Objective 1Identify, describe, and create simple geometric figures.
Materials:
Shape Poems and Songs (pdf)
Attribute blocks or paper models of shapes
Same and Different worksheet (pdf) worksheet
Background For Teachers:
Students will analyze characteristics of geometric shapes. Students need to know the defining attributes (and other attributes that are consequences of the definitions) of a circle, square, triangle and rectangle prior to this lesson.
Polygon—A closed plane figure made by line segments
Circle—A closed curve with all its points in one plane and the same distance from a fixed point.
Triangle—A polygon with three sides (additional attributes: three angles/corners).
Square—A quadrilateral (four-sided polygon) with four congruent sides and four right angles.
Rectangle—A quadrilateral with two pair of congruent parallel sides and four right angles (additional attributes: two pair of parallel sides, two pair of congruent sides).
Note: A rectangle does not necessarily have two short and two long sides! A square is a special rectangle!
Students need to experience the shapes by touching, seeing, and discussing the number of sides and/or corners of each with peers or the whole class. Students should be given many opportunities to find shapes in their environment. Last, using definitions from class, students find an object in their environment and communicate why it is like the shape of their choice and not like another shape.
Intended Learning Outcomes:
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written and nonverbal form.
Instructional Procedures:
Invitation to Learn - I Spy
I spy something that is large and has four sides and four corners. This object can be used to write on or hang pictures on. What is it? (chalkboard)
I spy something that has no sides and no corners but it does have hands. What is it? (clock)
Instructional Procedures:
Teach one of the shape songs.
Have students choose a shape and identify it by describing its attributes.
Individually or with a partner, students will walk around the classroom or school (if appropriate) and compare their given shape to an object in their surrounding.
Students will place the shape on top of an object to make sure they match. They can leave it taped to the object if in own classroom.
Using the Same and Different worksheet, students will draw a picture of the object chosen to represent their shapes. Next they will write or fill in the blanks as to how it is the same and how it is different from another shape.
Extensions:
Listening Activity: Have children:
Color the circle red
Color the triangle blue
Color the square orange
Color the rectangle yellow
Name objects that look like these shapes
Critical Thinking Skills: Can you think of an object that has more than one shape?
Shape Riddles: Let your imagination go!
I have no corners.I have no sides.What am I?
I have three sides.I have three corners.What am I?
Family Connections
Students should explain the definition of each shape to a parent or family member. Then challenge that family member to find a shape around the house to compare. Tell why it is alike and why it is different from another shape. The student should be the “teacher” and check to see if their family member is correct.
Student could draw a picture of the item and write a simple sentence explaining what shape was used (e.g., “The door is like a rectangle. It has four sides and four corners. It is not like a triangle because it has more than three sides and three corners.”).
Assessment Plan:
Observe students as they describe their shapes.
Use student work page.
Pull small groups aside and hold up a shape and have them name.
Author:Utah LessonPlans
Monday, February 2, 2009
TPACK in Science Lesson
The content covered in the lesson and activity below is information about leaves and its parts. We had the children explore what leaves look like in great detail, and they had the opportunity to learn about the various parts of a leaf. Also, the lesson helps the children learn about leaf identification. The pedagogical knowledge included in the lesson includes knowing the best ways of involving the children in discussions about leaves. Also, it would include being able to talk about the way the leaves look, the parts of the leaves, and how to identify which plant certain leaves come from, in terms that the children will understand. There are two technologies included in the lesson below: the microscope and the leaf identification website we used.
Wednesday, January 28, 2009
Investigating Leaves of Plants
First grade students are required to learn about and explore various plants from their environment. It is important for children to understand that not all plants are the same and, therefore, be able to identify the differences between them. For this activity, I worked with Heather Harris to plan an activity that involves technology in carrying out a science lesson. The objective we focused our lesson on was that students should investigate plants through observing and drawing pictures of plants. Further, we extended the lesson to explore identification of plant leaves.
To start off our science activity, we would have the students get into groups and gather various leaves from outside. Once the students bring these leaves inside, we would have them draw pictures of the leaves they collected. The picture below show our drawings of our leaves.
After the students have drawn their pictures, we would have them go to a leaf identification website, www.fw.vt.edu/dendro/forsite/key/intro.htm, where they would use this technology and their observation skills to identify the type of plant their leaves came from. One of the leaves we identified as we did this activity was a leaf from a sumac plant. In the picture below, you can see the image of our leaf next to the plant it came from on the identification site.
Once the leaves have been identified by the children, they would put their leaves under a microscope to observe in more detail. The children will notice that the leaves are not just one solid color, but have speckles and different colored veins. Also, there are often holes and blemishes in the leaves. Below is shown how our leaf is actually many different shades of green, unlike the dark green color that is seen without the microscope.
Additionally, each leaf contains veins, blemishes, and even tiny hairs, which are hard to examine without the help of a microscope. Below, you can see the veins of a dried leaf that we observed while doing this activity.
After the children have observed the leaves carefully under the microscope, we would have the children make new drawings of their leaves, making sure to show the new details that the learned about and observed.
Monday, January 26, 2009
IPT 287 - Science Technology
My favorite science technology that we explored was the microscope. It was shocking to me that the microscope was only $80, and that made me very excited because it helped me to see that it really isn't such a huge financial burden to buy fun technology tools to supplement my teaching. I had a lot of fun looking at various things from outside under the microscope because it made me really excited about learning about the world around me. I think that this would be a great tool for me to use with my future students because it will help me to get them excited about science. Also, it would be very easy to do a lesson with the microscope like what we did in class because all we did was go outside and collect samples of whatever we could find. By allowing my students to go outside and pick up samples of things they would want to look at, this would be a great way to use their natural curiosity to learn more about their environment. Also, this would be a very inexpensive way to have a meaningful science lesson.
IPT 287 - TPACK
Before this week's class, I had no idea what TPACK was. TPACK stands for Technological, Pedagogical, and Content Knowledge. This represents various areas of knowledge that are especially important for teachers to have when they are teaching in order to make their lessons most effective for their students. I think that it will be especially helpful to me to recognize the importance of tying technological knowledge in with my knowledge in other areas because it will help me to make my lessons much more interesting, and I will be able to reach my students much more easily. I think it will be very useful to understand TPACK as a teacher because it will help me to concentrate on improving my teaching skills and knowledge so that I will best be able to help my students learn.
Thursday, January 22, 2009
IP&T 301: Observational Learning Report
For the observational learning report, I observed a young man in my ward while he was teaching Sunday school. I was very impressed by his teaching skills, and I feel like he was definitely an effective teacher. There were many strategies that I noticed him using which helped him to get his messages across to the class more successfully. One thing he did was write important information and lists on the board. I think that this helped to reinforce the things that he was saying, and it enabled the people in the class to stay with him in the discussion. Also, the teacher included the members of the class in a lot of discussion. When he called on each person, he would call them by name (and ask for their names if he did not already know them), which I believe helped the class to feel more valued and involved. By calling people by name, this teacher was able to help the members of the class feel more comfortable, and I think that people were more encouraged to share their thoughts as a result. After most of the comments from members of the class, the teacher would reinforce what was just said and expand on it if he had any further thoughts on the subject. I think that this helped people to feel like their comments had value and could contribute to the overall lesson. In addition to this, this teacher relied a lot on the scriptures to back up the statements he made. He had people read specific scriptures to point out things, and would then make connections with the things that were read and discussed. By including so much that came straight from the scriptures, this gave more validity to the things that he was teaching. One of the best things about the way this teacher taught was his great use of humor. He was able to really keep the class involved and interested through making us laugh, but he was also able to keep discussions serious when it would not have been appropriate to use humor.
As a learner, I felt very comfortable in his classroom. I really enjoyed his lesson, and I feel like I was able to get a good, uplifting message from it. I think that this teacher did an excellent job with his lesson because he was able to keep the attention of the class and convey his intended message.
If I were to teach this lesson myself, I would not change too many things about the way it was presented. Probably the only thing I would change would be to focus more on the students’ everyday lives and how their experiences can be related to the topic of the class. By doing this, the students would be able to make more connections to the lesson and be able to apply it better in their lives.
As a learner, I felt very comfortable in his classroom. I really enjoyed his lesson, and I feel like I was able to get a good, uplifting message from it. I think that this teacher did an excellent job with his lesson because he was able to keep the attention of the class and convey his intended message.
If I were to teach this lesson myself, I would not change too many things about the way it was presented. Probably the only thing I would change would be to focus more on the students’ everyday lives and how their experiences can be related to the topic of the class. By doing this, the students would be able to make more connections to the lesson and be able to apply it better in their lives.
Wednesday, January 14, 2009
RSS & Web 2.0
Before today in class, I had never heard of RSS and had no idea how useful it could be. I have not had much experience working with Web 2.0 either, so I learned a lot today about various different ways I would be able to use these in the future as a teacher. I think that RSS will be extremely helpful to me when I teach because it enables me to have faster, easier access to resources all over the internet. Because teachers often have very busy schedules and may find it hard to spend large amounts of time searching the web for new ideas, suggestions, research, education news, etc., it will be extremely useful for me to use RSS to have quick connections with all of these different sites in order to save a little time. Also, because it will be easier for me to access this information, I will be much more likely to use it in my classroom and hopefully make my teaching more effective.
Wednesday, January 7, 2009
Technology Experience
I feel like I'm fairly proficient with technology. Basically, I've used computers quite a bit since I was in elementary school and middle school, even more in high school, and significantly more than that since I have come to college. I feel pretty comfortable with technology in many cases, but there are still lots of areas of technology that I feel like I need to learn more about.
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