Socratic Seminar

This was the only type of lesson that I was familiar with before I came into the class. I was oddly obsessed with political science and law growing up and Socratic questioning is very common in those types of classrooms. I absolutely loved the formatting of our discussions-I tend to make sense of the world by vocally expressing myself so this was a perfect fit for me. Having an inner and outer circle was very smart as well. The students who were more outgoing started off the discussion, and the more introspective students added their well-constructed input at the end.

My group presented with a Socratic Seminar. To be honest, it didn't go how I had expected. We knew our video about bullying left much to be desired, but the input made about improving it was absolutely wonderful! Though I talk a lot in Socratic seminars, I'm very self-conscious when I have to speak in public. I was originally embarrassed at how our seminar was going, but in the end I realized the benefits of having a large group of people express and build upon the opinions of others.

WebQuest

I had never heard of a WebQuest before starting classes this semester. When I originally thought of any type of class online, I was filled with dread. It's always been difficult to keep my focus with technology and I feel more engaged when I'm in a classroom. Hours of reading online articles and writing summaries did not sound like my idea of fun. But these past few months have opened my eyes to the amazing possibilities that online learning can provide. I love the fact that WebQuests are inquiry-based and engage a child's naturally curious mind. They are a lovely sense of adventure and fun that is necessary for a kid to develop a love of learning. 

I had a blast making my Space WebQuest! I know see this as a necessary skill for becoming a teacher. If for some reason students are unable to meet in class, this would be a perfect alternative to keep the minds going.

Concept Development and Attainment

These two threw me for a loop when we were in class. When we were shown "yes" and "no" examples and had to figure out what the concept was, I was so confused! My brain had never worked like that before. But I realized, that's high order thinking! We were given pieces of the puzzle and had to figure it out for ourselves. This is essentially what concept attainment is. Students are given yes or no examples and they have to group them into categories. From there they try to figure out the bigger picture.

Concept development is a little different. Students start with a bigger concept and they have to make it smaller. They're given a broader topic and need to give examples, or better specify, said topic. Students then group the examples and explain their thought process along the way.

Cause and Effect

The cause and effect model is a great way to show students why things happen the way they do. It helps to engage them into thinking how one event (the cause) effects another (the effect). You can use this model for anything, for example teaching students that if water washes against rocks, erosion happens. It's important to have a hook in the lesson and make sure it applies to the students, or they won't be as invested in what's going on in the classroom. This reminds me a lot of the video with the kindergartners learning about volcanoes on their trays. If they were just told about how volcanoes worked, they might not be interested. But since the teacher showed them the before and after with them experimenting for themselves, they were able to see the true cause and effect of volcanic activity. I can see this model working the best in science, but this can easily be incorporated into any part of the curriculum.

5E Popplet

http://popplet.com/app/#/4240163

Multiple Intelligences and Direct Instruction

Growing up, I always heard about the idea of "learning styles." I always thought of myself as a visual learner-I always loved seeing everything in front of me and getting a better understanding of the whole picture. However, after reading and studying this multiple intelligences article, I realize that the idea of learning styles is a myth. I've been able to learn in multiple ways: writing, drawing pictures, listening to music, etc. Creating several lesson plans for different students daily is impossible, and no research has been proven saying that teaching to learning styles helps at all. Exposing students to different types of learning can make them more well-rounded and developed for the future.

A teaching style that I favor heavily is Direct Instruction. I loved the gradual release of information from teacher to student, that's probably because I remember it being used a lot when I was a child. For "I Do", students get an idea of what they're learning; "We Do" makes them more comfortable exploring the material without being too overwhelmed or put on the spot; and "You Do" gives them an opportunity to explore the material and express their creativity on their own terms. I'm excited to try this strategy with my own future students.

Bonus Project 1: Tiki Toki

https://www.tiki-toki.com/timeline/entry/862432/Timeline-of-the-Revolutionary-War/

The UEN standard I used was from 5th Grade Social Studies, Standard 2, Objective 2a:
Standard 2: Students will understand the chronology and significance of key events leading to self-government.
Objective 2: Evaluate the Revolutionary War's impact on self-rule.
A: Plot a time line of the key events of the Revolutionary War.

The Educational Technology standard I used was from Grades 3-5, Standard 8:
Use technology resources for problem-solving, self-directed learning, and extended learning activities.

Communication L3: Newsletter

https://docs.google.com/document/d/1o47e_LMHCOqI1E8p5nZBYfMSiCEk3L9XxRj2Rya0rrU/edit?usp=sharing

Recycling is so important for kids to learn at a young age, and is an emphasized teaching point in Health Education. I really enjoyed making this; I hope you like it!

Creation L3: Coding

I used the "Learn to Code with MatLab" software to make an algorithm to calculate distances between locations.

First, I indexed the locations themselves so I could create algorithms to find the distances between them.

Second, I calculated the rows and columns from home to each location separately.

 Then, I manually entered vectors to condense the number of variables I'd be dealing with. Instead of 20 variables, I was able to condense it down to 5.

Lastly, I obtained multiple outputs for each function to minimize the amount of time needed to calculate multiple distances.

Here is a snapshot indicating that I finished the course. I wasn't expecting to enjoy myself but learning to code was actually really interesting and informative.

The UEN standard I used was from 6th Grade Mathematics, Standard 6:
Model with mathematics. Apply mathematics to solve problems arising in everyday life, society, and the workplace. Make assumptions and approximations, identifying important quantities to construct a mathematical model. Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

The Educational Technology standard I used was Standard 8:
Use technology resources for problem-solving, self-directed learning, and extended learning activities.

Collaboration L4: Multimedia Google Presentation

https://docs.google.com/presentation/d/1RPalBXIldVadXTATclG4bdqifQXz99e3PcrElfJfcms/pub?start=false&loop=false&delayms=3000

The UEN Standard I used was from Grade 5 Language Arts, Standard 2:
-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

The Educational Technology standard I used was Standard 8:
-Use technology resources for problem-solving, self-directed learning, and extended learning activities.

Creation L4: Book Trailer

The UEN standard I used was from Language Arts, Grade 3, Standard 3:

-Describe characters in a story and explain how their actions contribute to the sequence of events.

The Educational Technology standard I used was Standard 8:

-Use technology resources for problem-solving, self-directed learning, and extended learning activities.

Creation L2: Word Cloud

This Revolutionary War word cloud was made by using Tagul.

-The UEN content standard I used was from 5th Grade Social Studies-Standard 2, Objective 2.

Standard 2: Students will understand the chronology and significance of key events leading to self-government.

Objective 2:Evaluate the Revolutionary War's impact on self-rule.

This Water Cycle word cloud was made by using Tagxedo.

-The UEN content standard I used was from 4th Grade Science-Standard 1, Objective 1.

Standard 1: Students will understand that water changes state as it moves through the water cycle.

Objective 1: Describe the relationship between evaporation and condensation of water on Earth.

This Constitution/Bill of Rights word cloud was made using Wordle.

-The UEN content standard I used was from 5th Grade Social Studies-Standard 3.

Standard 3: Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights.

*The Educational Technology standard I used was from Standard 8:

Standard 8: Use technology resources for problem solving, self-directed learning, and extended learning activities.

Collaboration L3: Creative Commons

https://www.flickr.com/photos/151209993@N04/with/34992438146/

Collaboration L2: Google Forms

https://docs.google.com/forms/d/e/1FAIpQLSd2RVyvndgQ6HBb_XAh6j97oQ0CkB22hE02laofbt4eTQCauQ/viewform?usp=sf_link

I decided to make a Google Form for my collaboration project. I love the idea of being able to chart childrens' progress digitally.

I used the UEN English Language Arts, Grade 4, Standard 3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

I also used the UEN Educational Technology, Grades 3-5, Standard 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.

Communication L2: Thinglink

https://www.thinglink.com/scene/921047995049312258

The UEN standard I used was from 6th grade Science: Standard 3, Objective 1
Standard 3: Students will understand the relationship and attributes of objects in the solar system.
Objective 1: Describe and compare the components of the solar system.

I also used the UEN Educational Technology (grades 3-5) Standard 5:
Use technology tools (e.g. multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Creation L1: Infographic

Abraham Lincoln Infographic

I used 5th grade Social Studies Standard 4, Objective 3:

Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.

Objective 3: Evaluate the course of events of the Civil War using primary sources (e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, diaries)

I also used Educational Technology grades 3-5, Standard 5:

Use technology tools (e.g.multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to craete knowledge products for audiences inside and outside the classroom.