Tuesday, June 10, 2008
TECHNOLOGY USE IN CLASS
PowerPoint is an extremely useful tool in the classroom and can be used for a number of purposes, assessment being only one. Ours, however called on the higher levels of Bloom’s Taxonomy, asking students to look at pictures and try to come up with the best possible answer. These are just a few ideas for class-wide assessment games that reinforce newly learned information as well as recall previously learned ideas, terms and concepts.
PowerPoint is an extremely useful tool in the classroom and can be used for a number of purposes, assessment being only one. Ours, however called on the higher levels of Bloom’s Taxonomy, asking students to look at pictures and try to come up with the best possible answer. These are just a few ideas for class-wide assessment games that reinforce newly learned information as well as recall previously learned ideas, terms and concepts.
There is also a great feature in PowerPoint that can be used to create an interactive multiple-choice quiz; this feature allows you to link non-consecutive slides together so that each of the choices will take you to a different slide, and only the correct answer will lead you to the next question in the quiz! While this quiz cannot be accurately used for formal assessment, it is a great way for students to see what they can remember about a lesson or unit and they immediately know whether their first responses are correct.
Many posters may try to present several different ideas in the same space, while a PowerPoint presentation allows for the same information to be broken up in to separate thoughts
No matter who uses PowerPoint (whether student or teacher), everyone in the classroom can benefit from the use of this particular technology because it is so engaging and provides opportunities for visual stimuli. Students who are more visually and auditory learners can greatly benefit from a teacher’s use of this software; relative pictures and sound clips can easily be integrated into a slideshow.
For example, if
the teacher is trying to explain a certain animal with which students are not familiar, several photographs of that animal can easily be made into slides that are scrolled through. This gives students an accurate visual representation of the animal that they may not have had otherwise. If students have never heard the sound this animal can make, a sound clip can be inserted into one of the slides. There are so many possibilities other than animals, such as different types of machines or people from different countries and the languages they speak.
I definitely plan to make good use of Microsoft PowerPoint in my classroom using the ideas that I have mentioned, and I will also try to think of new ways to use it as well. I will have to be careful about how much I use it, though; I don’t want it to be something with which students become bored.
One of my professors last year used it every single day in class, and I really got tired of it, especially since he even used the exact same background every time. Another professor I had also used it every day but switched the settings and used a lot of pictures and diagrams, and I cannot remember getting all that bored with his lectures because of it. While using this great tool, I will be sure to keep things as novel as possible so that it will continually benefit my instruction and assessment
PowerPoint is an extremely useful tool in the classroom and can be used for a number of purposes, assessment being only one. Ours, however called on the higher levels of Bloom’s Taxonomy, asking students to look at pictures and try to come up with the best possible answer. These are just a few ideas for class-wide assessment games that reinforce newly learned information as well as recall previously learned ideas, terms and concepts.
There is also a great feature in PowerPoint that can be used to create an interactive multiple-choice quiz; this feature allows you to link non-consecutive slides together so that each of the choices will take you to a different slide, and only the correct answer will lead you to the next question in the quiz! While this quiz cannot be accurately used for formal assessment, it is a great way for students to see what they can remember about a lesson or unit and they immediately know whether their first responses are correct.
Many posters may try to present several different ideas in the same space, while a PowerPoint presentation allows for the same information to be broken up in to separate thoughts
No matter who uses PowerPoint (whether student or teacher), everyone in the classroom can benefit from the use of this particular technology because it is so engaging and provides opportunities for visual stimuli. Students who are more visually and auditory learners can greatly benefit from a teacher’s use of this software; relative pictures and sound clips can easily be integrated into a slideshow.
For example, if
the teacher is trying to explain a certain animal with which students are not familiar, several photographs of that animal can easily be made into slides that are scrolled through. This gives students an accurate visual representation of the animal that they may not have had otherwise. If students have never heard the sound this animal can make, a sound clip can be inserted into one of the slides. There are so many possibilities other than animals, such as different types of machines or people from different countries and the languages they speak.
I definitely plan to make good use of Microsoft PowerPoint in my classroom using the ideas that I have mentioned, and I will also try to think of new ways to use it as well. I will have to be careful about how much I use it, though; I don’t want it to be something with which students become bored.
One of my professors last year used it every single day in class, and I really got tired of it, especially since he even used the exact same background every time. Another professor I had also used it every day but switched the settings and used a lot of pictures and diagrams, and I cannot remember getting all that bored with his lectures because of it. While using this great tool, I will be sure to keep things as novel as possible so that it will continually benefit my instruction and assessment
TEACHING KIDS ABOUT
Grade Level: 6
Time Required: 1 class period
Purpose
Students will learn about the system of classification by classifying themselves. They will
discuss the process used and other options available. Students will give examples of and tell the importance of classifications. Students will learn to use a dichotomous key and apply this knowledge in order to determine different classes of fish, trees or salamanders. Students will define certain elements that determine specific classification differences and understand the process used to identify the topic of their choice.
Lesson Plan
1. Pass out the colored/numbered shapes and tell the students to form “groups.” All students must be classified in the same manner regardless of how they choose to classify.
2. If students go too long without coming to an agreement, call the class to order and discuss what happened. This also will lead to a class discussion of the importance of consistent and specific classifications.
3. Formed groups must list X number of things that can be classified and/or why these things are classified that way and/or examples of the different specific classes.
4. Teacher will model the process for identifying a salamander by randomly picking a picture of one of the choices. Students will play an active role in the deciding factors and determining to which numbers to go.
5. When students have a sufficient grasp of the classification process, they can each choose which item they wish to classify based on their own interests. Teacher can offer suggestions as to the easier or harder key depending on the child and the challenge.
7. Students will exchange pictures and their answer with someone in their group. That student will see if their partner’s classification was accurate or if it is debatable and must justify any ideas - supportive or otherwise.
CRITIQUE OF MRS SARINE (science teacher in grade 6)
Decide the method you will use to teach the content of your lesson. For example, does it lend itself to independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these methods: beginning with a couple minutes of lecture, followed by a short whole group discussion to ensure that the students understand what you have taught them.
Create a materials list and vocabulary list and add to this as you write your procedure so that you know exactly what you will need including equipment, number of copies, page numbers from books.
A lesson plan helps the learners to achieve their learning objectives. It is necessary to give us guidelines for conducting learning activities. However, it is only a plan and should be carried out in a flexible manner to allow for changes depending on the contributions from learners.
The group through discussion should be able to determine the criteria so that they can agree about what are the most important issues
Time Required: 1 class period
Purpose
Students will learn about the system of classification by classifying themselves. They will
discuss the process used and other options available. Students will give examples of and tell the importance of classifications. Students will learn to use a dichotomous key and apply this knowledge in order to determine different classes of fish, trees or salamanders. Students will define certain elements that determine specific classification differences and understand the process used to identify the topic of their choice.
Lesson Plan
1. Pass out the colored/numbered shapes and tell the students to form “groups.” All students must be classified in the same manner regardless of how they choose to classify.
2. If students go too long without coming to an agreement, call the class to order and discuss what happened. This also will lead to a class discussion of the importance of consistent and specific classifications.
3. Formed groups must list X number of things that can be classified and/or why these things are classified that way and/or examples of the different specific classes.
4. Teacher will model the process for identifying a salamander by randomly picking a picture of one of the choices. Students will play an active role in the deciding factors and determining to which numbers to go.
5. When students have a sufficient grasp of the classification process, they can each choose which item they wish to classify based on their own interests. Teacher can offer suggestions as to the easier or harder key depending on the child and the challenge.
7. Students will exchange pictures and their answer with someone in their group. That student will see if their partner’s classification was accurate or if it is debatable and must justify any ideas - supportive or otherwise.
CRITIQUE OF MRS SARINE (science teacher in grade 6)
Decide the method you will use to teach the content of your lesson. For example, does it lend itself to independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these methods: beginning with a couple minutes of lecture, followed by a short whole group discussion to ensure that the students understand what you have taught them.
Create a materials list and vocabulary list and add to this as you write your procedure so that you know exactly what you will need including equipment, number of copies, page numbers from books.
A lesson plan helps the learners to achieve their learning objectives. It is necessary to give us guidelines for conducting learning activities. However, it is only a plan and should be carried out in a flexible manner to allow for changes depending on the contributions from learners.
The group through discussion should be able to determine the criteria so that they can agree about what are the most important issues
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