One of the English teachers is being observed today. I haven't worked with her a lot, but I have had the chance to chat with her from time to time. She tends to have a lot of connection issues with her blue tooth (I am so glad that the new boards aren't blue tooth).
Yesterday, she came down to my room. She said she wanted to use the white board for the lesson she was being observed during. She wanted to project a worksheet in word and fill it in. She wanted to know the best way to do it. I'm a fan of showing rather than telling with technology, mostly because I'm not sure I tell all that well (never sure what level of terminology is going to offend or confuse, and easily travel into tangents). Besides, showing gives the learner a chance to try it for themselves right away, which helps them remember. If they don't try it until they go back to their room, they are more likely to forget, and a lot of egos won't let abide by having the same thing explained again. So, we went back to her room.
The first problem, of course, was getting the entire word document to show at once. Fortunately, I'd just figured out where that button was in Word 2007. So, I explained where to click while she did it. I did the same thing to show her how to get ActivStudio to allow her to annotate over the desktop. This seemed a better option than using the Word Marker because she didn't want to save the annotations, and, with this being an observation, I didn't want her to have to deal with the same difficulties as the Calc teacher did--learning to wait for the program to scan the annotation, and having to remember to switch back to the marker.
After walking her through it, I closed everything down and had her try again without my help. I sometimes worry that teachers might feel that this is a bit condescending, but I find it effective. I set them up for success and let them succeed. If they can't get it without help, we start over. I try to not go too many steps without a pause for practice--that isn't going to help "set them up for success." I think that's a bit difficult for someone used to searching for the button that seems to make sense and just trying it. I can get ahead of myself if I'm not careful--and that is only going to confuse and frustrate the teachers. So I try to limit it to four or five mouse clicks in a row, then practice.
So, after getting it right, I left and let the teacher practice on her own. I promised that I would swing by right before the observation and make sure she still remembered everything and see if she needed anything else. And, I assured her, that if I was there observing, too "just in case" it wouldn't seem out of place to the Principal--the coach is supposed to observe.
This morning, about an hour before I was due to visit her, the English teacher showed up in my room with another question. She said that she had everything down, but wanted to know if there was a way to have students fill out the same form, one group at a time. I think I'm also better with being shown than told. I've found (and this is going back to when I worked at the help desk in grad school) that people who are having problems with technology don't always explain it in a way that I follow, and sometimes miss details. So, to avoid frustration on both ends, I've taken to the habit of cutting to the chase and asking them to show me, before I start trying to fix the wrong problem.
So we went back to her room. What she wanted was to put up the desktop annotation screen, write on it, minimize it, bring up a new blank one, and have the students write on it, minimize it, bring up another one, and have a different group write on it. Ok. Not a question I was actually able to answer right away. So I tried it with minimizing. Didn't seem to work--when I tried to start a new one, it just brought the minimized one back up. So, I went with save, close, open a new one. That seemed to be exactly what she had in mind.
I offered again to hang around. She decided she was nervous enough with one person observing. So, I told her I'd make sure to hang around my office and, should she need me, to just send a kid. I'll catch up with her after the observation and see how it went.
Showing posts with label modeling. Show all posts
Showing posts with label modeling. Show all posts
Friday, March 6, 2009
Tuesday, February 24, 2009
Sight Project--Day One
The sight project got off to a slightly rocky start. The teacher and I weren't on exactly the same page about the path the project was going to take.
Students have to decide what things that want to see with their last three days of sight. I was under the impression that students had already been told to start gathering pictures (bringing them from home) and thinking about what they wanted. The teacher was under the impression that students would start planning out their projects on the first day in class.
Basically, the first class was instructed on how to use Photo Story, and then told to start planning things out before going on a hodge podge truck through google images, searching for anything that popped into their minds. So, they rather predictably put aside paper and pencil that were meant for planning, and started going searching and saving, and importing photos. During class, I wrote an "order of operations" for the project on the board:
I can't say that I'm 100% satisfied with that order of operations. Again, though, it comes down to not necessarily knowing the class as well as I would like. For some students, especially less organized students, this is probably great structure. For others, its going to be restrictive. I don't think kids need to find ALL pictures before importing, but it might help them stay organized. I don't think that all students need to import ALL pictures before creating--creating covering all aspects of using the program, including scripting, ordering, etc. I think for some kids, it would be good if they felt that they could do a little--write a note or a caption, befor they forget some good idea they had.
I do think, however, that some students will do things in their own order despite what was on the board. So, again, I think that the organization will help some students, and I hope that it won't hinder others. I do agree with the teacher that having kids plan out WHAT they want before beginning an image search will prevent them from being wasteful with their time. However, I hope that students who have an idea or two know that they can still go back and add it, even if the've moved on to import or create.
For the rest of the classes, I went through the "order of operations," as I for some reason insisted on calling it, before showing them how to use Photo Story.
I was rather pleased with how my intro went. I think Photo Story is very easy to use, and most students could have picked up on it without much help. However, I took the opurtunity to go over some other computer basics. I stressed the importance of checking for network drives before beginning any work. I don't know if it is a laptop issue or a wireless issue, but frequently, students cannot connect to their network drives. They work half the class, and then can't save. Sometimes they end up saving to the desktop without telling anyone, and lose their work. So I stressed that, if they do work, they deserve to have something to show for it.
Then, when going over saving photos, I went over file organization. I talked about putting things in folders, putting things where you will remember them, and naming things with some amount of logic. I'm sure a few kids already knew what I was talking about, but my experience tells me that most of them didn't. I think we live in a world where kids have always had the latest technology, and we assume they can use it. Largely that is true. But that doesn't mean that we don't have to take a minute to teach them old time skills like organization. Most teachers know student folders end up a mess, with papers sticking out, for a majority of students. I don't think its safe to assume their computer folders look any different. I probably didn't win any converts to the cause of hyper organization, but I think I opened a few eyes to the idea that they don't have to have one giant folder full of files they can't recognize.
I also focused on the idea of this being a story telling project. I talked about how, if they scripted themselves, they would sound better. I talked about giving the narration some interest. I tend to get a little sarcastic in front of classes. So to demonstrate what I wanted, I demonstrated what I didn't want. I started with "this is a...um...a picture of my friend Janet. I would want to see her...uh...be-uh-cause...she's my friend...and, uh, yeh...that would be good to see." Then, in a monotone: "This is the ocean. It's pretty. This is a flower. It's pretty. This is my mom. She's pretty." The kids laughed--which was the point--but I think they got it. Modeling is important. A lot of times things seem obvious to teachers, and we are frustrated by students who "don't have any motivation." But, I've found that modeling will improve student outcomes significantly. Just because its obvious to a teacher, doesn't mean its as obvious to a 14 year old who is going to be a bit less self aware. And, humor sticks with people better. I think just showing them a well put together example would have been good, if I'd had one (this is the first time doing this project, so I don't), but showing them what not to do--and making it funny--is also helpful in terms of modeling.
After going through the intro, I let students get started on the project. A few kids have photobucket accounts and were looking through them for photos. Others pulled out cameras. Many went straight to google images.
I did see a few lists started. The teacher instructed students to break their project into 3 days, since it is the last three days of sight. They have to specify what they will see on day one, day two, and day three. For the most part, I saw lists for day one. This is not exactly the amount of planning the teacher wanted--she wanted full lists that could be divided by days later--but at least it is something.
One thing I noticed during class was that a few students had lists that made it look like they were going to die, not go blind. I told the teacher, who laughed, and said she'd make a small announcement tomorrow.
Since the students didn't have a full day to work, most of them focused on pictures that came easily to mind--friends and family. I'm curious what they will think of after they get past the familiar.
Students have to decide what things that want to see with their last three days of sight. I was under the impression that students had already been told to start gathering pictures (bringing them from home) and thinking about what they wanted. The teacher was under the impression that students would start planning out their projects on the first day in class.
Basically, the first class was instructed on how to use Photo Story, and then told to start planning things out before going on a hodge podge truck through google images, searching for anything that popped into their minds. So, they rather predictably put aside paper and pencil that were meant for planning, and started going searching and saving, and importing photos. During class, I wrote an "order of operations" for the project on the board:
1. Plan
2. Find
3. Import
4. Create
I can't say that I'm 100% satisfied with that order of operations. Again, though, it comes down to not necessarily knowing the class as well as I would like. For some students, especially less organized students, this is probably great structure. For others, its going to be restrictive. I don't think kids need to find ALL pictures before importing, but it might help them stay organized. I don't think that all students need to import ALL pictures before creating--creating covering all aspects of using the program, including scripting, ordering, etc. I think for some kids, it would be good if they felt that they could do a little--write a note or a caption, befor they forget some good idea they had.
I do think, however, that some students will do things in their own order despite what was on the board. So, again, I think that the organization will help some students, and I hope that it won't hinder others. I do agree with the teacher that having kids plan out WHAT they want before beginning an image search will prevent them from being wasteful with their time. However, I hope that students who have an idea or two know that they can still go back and add it, even if the've moved on to import or create.
For the rest of the classes, I went through the "order of operations," as I for some reason insisted on calling it, before showing them how to use Photo Story.
I was rather pleased with how my intro went. I think Photo Story is very easy to use, and most students could have picked up on it without much help. However, I took the opurtunity to go over some other computer basics. I stressed the importance of checking for network drives before beginning any work. I don't know if it is a laptop issue or a wireless issue, but frequently, students cannot connect to their network drives. They work half the class, and then can't save. Sometimes they end up saving to the desktop without telling anyone, and lose their work. So I stressed that, if they do work, they deserve to have something to show for it.
Then, when going over saving photos, I went over file organization. I talked about putting things in folders, putting things where you will remember them, and naming things with some amount of logic. I'm sure a few kids already knew what I was talking about, but my experience tells me that most of them didn't. I think we live in a world where kids have always had the latest technology, and we assume they can use it. Largely that is true. But that doesn't mean that we don't have to take a minute to teach them old time skills like organization. Most teachers know student folders end up a mess, with papers sticking out, for a majority of students. I don't think its safe to assume their computer folders look any different. I probably didn't win any converts to the cause of hyper organization, but I think I opened a few eyes to the idea that they don't have to have one giant folder full of files they can't recognize.
I also focused on the idea of this being a story telling project. I talked about how, if they scripted themselves, they would sound better. I talked about giving the narration some interest. I tend to get a little sarcastic in front of classes. So to demonstrate what I wanted, I demonstrated what I didn't want. I started with "this is a...um...a picture of my friend Janet. I would want to see her...uh...be-uh-cause...she's my friend...and, uh, yeh...that would be good to see." Then, in a monotone: "This is the ocean. It's pretty. This is a flower. It's pretty. This is my mom. She's pretty." The kids laughed--which was the point--but I think they got it. Modeling is important. A lot of times things seem obvious to teachers, and we are frustrated by students who "don't have any motivation." But, I've found that modeling will improve student outcomes significantly. Just because its obvious to a teacher, doesn't mean its as obvious to a 14 year old who is going to be a bit less self aware. And, humor sticks with people better. I think just showing them a well put together example would have been good, if I'd had one (this is the first time doing this project, so I don't), but showing them what not to do--and making it funny--is also helpful in terms of modeling.
After going through the intro, I let students get started on the project. A few kids have photobucket accounts and were looking through them for photos. Others pulled out cameras. Many went straight to google images.
I did see a few lists started. The teacher instructed students to break their project into 3 days, since it is the last three days of sight. They have to specify what they will see on day one, day two, and day three. For the most part, I saw lists for day one. This is not exactly the amount of planning the teacher wanted--she wanted full lists that could be divided by days later--but at least it is something.
One thing I noticed during class was that a few students had lists that made it look like they were going to die, not go blind. I told the teacher, who laughed, and said she'd make a small announcement tomorrow.
Since the students didn't have a full day to work, most of them focused on pictures that came easily to mind--friends and family. I'm curious what they will think of after they get past the familiar.
Friday, February 20, 2009
Presidential My Space--Day One
Yesterday we started the Presidential My Space Pages.
One of the common complaints, of course, is that we aren't using real My Space pages. I should probably rethink/rename this project so that kids are not left thinking that they would rather do real My Space pages.
For the most part, the teacher went through directions with students. As a time saver, he went through how to navigate through the page to the student pages while kids were still booting up their laptops. Since the student laptops do take so long, I agreed with this decsion. However, a lot of students didn't pay attention. It led to problems later. I had to help about half the students 1-on-1 to find their pages. I had to explain to many students that there was already a page, and not to create one. And, one students edited the front page, and another deleted and edited over the rubric.
The rubric is fairly simple:
One of the common complaints, of course, is that we aren't using real My Space pages. I should probably rethink/rename this project so that kids are not left thinking that they would rather do real My Space pages.
For the most part, the teacher went through directions with students. As a time saver, he went through how to navigate through the page to the student pages while kids were still booting up their laptops. Since the student laptops do take so long, I agreed with this decsion. However, a lot of students didn't pay attention. It led to problems later. I had to help about half the students 1-on-1 to find their pages. I had to explain to many students that there was already a page, and not to create one. And, one students edited the front page, and another deleted and edited over the rubric.
The rubric is fairly simple:
For this project, you will create a mock 'My Space' page for one of the former Presidents. You may choose any former President you wish. Barack Obama is not a former President. You will create this page as if you are that President, living today. That means you should write in the first person, using 'I' instead of 'George Washington said...'. The page should contain mainly biographical information about that President. You should include at least the following sections:
Title: 'George Washington's page' The title should include the name of the President. (3 pts.)
Pictures: Include at least two pictures of the President on the main page. (2 pts.)
Background: Include Dates of birth and death, and dates the President served. Include place of birth. (5 pts.)
Biography: This should be 2-3 paragraphs about the President's life, from birth until they became President. You can include information from 'Background' instead of making a separate section for it. Be throrough. Include educational background, military experience, and any previous political experience. Talk about why these experiences prepared the man for the Presidency. (15 pts.)
Presidency: Include 2-3 paragraphs about what happened while this person was President. Include any important events, wars, scandals, etc. You can talk about what life in America was like during this Presidency. Remember, write as if you are this person. If something negative happened, try to explain why. Include at least 2 events and how the President handled that problem. (15 pts.)
Retirement: Include a brief description of the President's life after the Presidency. (5 pts.)
Creativity: A more creative page will receive additional points. (5 pts.)
Total points: 50
When picking your President, be careful to look at when they served. Picking a President who died after 2 days in office is a bad idea. You don't have to pick a famous President, like Washington or Lincoln, but skim through the bios to find someone who did something interesting, or served during an interesting period of history. Remember to make this a first person account, and use your own words. DO NOT COPY AND PASTE. That is plagarism, and will result in a zero for the entire project. This project is due Tuesday, February 24.
Most students didn't have much trouble navigating to their pages. A few got confused because, although I had provided links, they still had to click on a "create page" button after clicking the link. Many students immediately went to the "create a page" button from the home page, and started creating and editing pages there were not linked from anywhere. It was pretty easy to find and correct those students (they would loose their pages, since they weren't linked from the home page) and have them copy and paste their work onto the appropriate page. In later classes, I made every watch as showed the difference between the "create page" and "create a page" buttons. I think this should have been a more predictable problem.
The teacher has even provided three approved web sources for researching info (although a small handful of students went directly to google anyways.)
Students only worked on the project for about half of class for the first day. Everyone had picked a president, and most had a picture and a little bit of info by the end of class. Some only had a picture.
There is definately a large varience of comfort and ability when doing web based projects. Some students understood right away when I suggested they open the rubric in a seperate tab or window, so they didn't have to keep using the back arrow. Others were very confused and needed to be shown multiple times. Others needed to be shown only once before catching on.
And some students have trouble just navigating a single web page.
I was able to teach students the short cut key for pasting (ctrl + v) because the right click they are used to doesn't work in a pb wiki. One thing almost all students seemed very good at was finding a google image.
Wednesday, February 18, 2009
Reading Project--End
I haven't had a chance to update on this project.
With snow days, conferences, and trainings, I was out of the building for the very end of the project. The Reading teacher told me that she had very little trouble finishing up the recordings. She had a few absent kids that she had to record after the official end of the project. She had one student who refused to read in front of the class, but agreed to be recorded after school.
We had some time to discuss the assessment for the project. Most of that was decided early on, because she had to give the students a rubric. The whole project was 75 points, with 5 points each given for meeting deadlines along the way. Twenty points were given for creativity in selecting the article and modifying it for speaking. And, 15 points each were given for accuracy, pace, and emotion. So, the bulk of what was assessed was the three main goals that she had for the read aloud. We were a little worried about having so many points for the creativity with the assignment, but it did end up being a large part of the WORK involved. The teacher took notes while the students read live, and then used the recordings to be able to revisit and look at specifics. So even grading this assignment turned into a large time commitment for her.
Throughout this assignment, we've talked about changes that we would like to make for next year. After having started the recordings, I was made aware that several teachers have actual video cameras, so I would like to use those next year. Also, we talked about using monologues that would be performance ready, to cut down on the prep time and frustration for students, and allow the project to be more clearly focused on reading out loud. I think this year, the students could very easily come away from this project feeling like it was an internet search and writing project. We are still not in agreement about having the same reading being used for the initial recording/reflection and the second recording, or having part of the grade based on the improvements listed in the reflection. i think it is important for me to try to be practical. These are not my classes, and I am not ultimately responsible for grading their assignments. Partly, I think this might be a matter of not having high expectations--the Reading teacher does not feel that the students are able to write good reflections and therefore to get much out of them. My main goal for next year will be to get the teacher to model writing a good reflection. If the reflections improve, perhaps she will see value in adding that as an assessment component in the future.
All in all I think this project was successful. The students all had to read aloud in front of the class, focusing on accuracy, pace, and emotion. There are aspect of the assignment that can, and hopefully will, be improved upon to allow the students to learn more from it in the future.
With snow days, conferences, and trainings, I was out of the building for the very end of the project. The Reading teacher told me that she had very little trouble finishing up the recordings. She had a few absent kids that she had to record after the official end of the project. She had one student who refused to read in front of the class, but agreed to be recorded after school.
We had some time to discuss the assessment for the project. Most of that was decided early on, because she had to give the students a rubric. The whole project was 75 points, with 5 points each given for meeting deadlines along the way. Twenty points were given for creativity in selecting the article and modifying it for speaking. And, 15 points each were given for accuracy, pace, and emotion. So, the bulk of what was assessed was the three main goals that she had for the read aloud. We were a little worried about having so many points for the creativity with the assignment, but it did end up being a large part of the WORK involved. The teacher took notes while the students read live, and then used the recordings to be able to revisit and look at specifics. So even grading this assignment turned into a large time commitment for her.
Throughout this assignment, we've talked about changes that we would like to make for next year. After having started the recordings, I was made aware that several teachers have actual video cameras, so I would like to use those next year. Also, we talked about using monologues that would be performance ready, to cut down on the prep time and frustration for students, and allow the project to be more clearly focused on reading out loud. I think this year, the students could very easily come away from this project feeling like it was an internet search and writing project. We are still not in agreement about having the same reading being used for the initial recording/reflection and the second recording, or having part of the grade based on the improvements listed in the reflection. i think it is important for me to try to be practical. These are not my classes, and I am not ultimately responsible for grading their assignments. Partly, I think this might be a matter of not having high expectations--the Reading teacher does not feel that the students are able to write good reflections and therefore to get much out of them. My main goal for next year will be to get the teacher to model writing a good reflection. If the reflections improve, perhaps she will see value in adding that as an assessment component in the future.
All in all I think this project was successful. The students all had to read aloud in front of the class, focusing on accuracy, pace, and emotion. There are aspect of the assignment that can, and hopefully will, be improved upon to allow the students to learn more from it in the future.
Thursday, January 29, 2009
Reading Project--Day Seven
Its so easy to let this blog slip on a snow day, and we've now had two. Day seven was actually Monday, and I neglected to post at the end of the day.
I think one of the down sides of this project specifically is the deadlines. Because the students can't easily send files home, and we cannot assume that even most students have access to computers or internet at home, we have to allow class time. It really isn't realistic to say, "If you don't finish part one today in class, do it for homework." As a result, we have different kids at different points. I think it gives the students who get ahead more downtime. It also gives this project a sense of dragging. This is a problem in general that needs to be addressed. It is hard to be a CFF school, or to have teachers try to infuse technology, or to try to take school outside of the classroom walls, when students are limited by lack of access. However, that is a battle for another day. For now, part of my job, as I see it, is to help teachers to plan projects in such a way as to work around that barrier instead of giving up and being limited by it.
Another problem is with engagement. We had students pick articles that we hoped would interest them and therefore lend themselves to engagement. However, the skill being addressed by this project is reading out loud. That requires practice. Based on the construct of the class, we are working with students who are not strong in this area. Like all students, when they are not strong at something, they don't want to do it over and over again, even though that is a great way to build up a skill.
As a result, students do not want to practice their readings. We encourage them and provide time. We've provided incentive in the form of having something interesting to read, and having to read it in front of an audience. However, those incentives do not seem to be enough for some of the students.
Something I need to reflect further on is how to engage students and make them want to practice doing something when they know that they are not strong at it. I know that most un-athletic kids won't practice football drills over and over because they feel they won't ever be good at football, and don't see a point. Perhaps this project needed more emphasis on a point--why do these students need to be adept at reading out loud. Also, going back to the idea of assessing them on improvement, I think many of them would benefit from a concrete goal. Its hard to be motivated by just "doing well." I think "doing better than last time in a measurable way" would work better.
I've finally had a chance to read through the reflections that the students wrote. I see what the Reading teacher meant by vague. Many of the comments are along the lines of "my pace was good" or "my pace was medium" or "I messed up a few words" or "I will improve by reading through the report next time."
At first I was inclined, as past posts indicate, to say that students were not taking advantage of this reflection. However, after reading the reflections, I don't really think that is the whole case. Once again, I've fallen into the "well they should know how to do that" mind frame. They are freshmen. They don't really know how to reflect, and they don't know how to self evaluate. In the future, I would like to see this project being with the class doing a group reflection. The teacher could play back an anonymous reading. Then, the whole class could critique it, point out what was done well, what needed work, and how the reader could improve. The teacher could record comments on the board, move them into categories, and then have students discuss if they are specific enough and how to improve the comments for a reflective paper.
Edit: 3:00 pm 1/29
http://docs.google.com/Doc?id=dcn3kbwp_19dmzfcrcn
I've transferred three student reflections into a google document as an example
I think one of the down sides of this project specifically is the deadlines. Because the students can't easily send files home, and we cannot assume that even most students have access to computers or internet at home, we have to allow class time. It really isn't realistic to say, "If you don't finish part one today in class, do it for homework." As a result, we have different kids at different points. I think it gives the students who get ahead more downtime. It also gives this project a sense of dragging. This is a problem in general that needs to be addressed. It is hard to be a CFF school, or to have teachers try to infuse technology, or to try to take school outside of the classroom walls, when students are limited by lack of access. However, that is a battle for another day. For now, part of my job, as I see it, is to help teachers to plan projects in such a way as to work around that barrier instead of giving up and being limited by it.
Another problem is with engagement. We had students pick articles that we hoped would interest them and therefore lend themselves to engagement. However, the skill being addressed by this project is reading out loud. That requires practice. Based on the construct of the class, we are working with students who are not strong in this area. Like all students, when they are not strong at something, they don't want to do it over and over again, even though that is a great way to build up a skill.
As a result, students do not want to practice their readings. We encourage them and provide time. We've provided incentive in the form of having something interesting to read, and having to read it in front of an audience. However, those incentives do not seem to be enough for some of the students.
Something I need to reflect further on is how to engage students and make them want to practice doing something when they know that they are not strong at it. I know that most un-athletic kids won't practice football drills over and over because they feel they won't ever be good at football, and don't see a point. Perhaps this project needed more emphasis on a point--why do these students need to be adept at reading out loud. Also, going back to the idea of assessing them on improvement, I think many of them would benefit from a concrete goal. Its hard to be motivated by just "doing well." I think "doing better than last time in a measurable way" would work better.
I've finally had a chance to read through the reflections that the students wrote. I see what the Reading teacher meant by vague. Many of the comments are along the lines of "my pace was good" or "my pace was medium" or "I messed up a few words" or "I will improve by reading through the report next time."
At first I was inclined, as past posts indicate, to say that students were not taking advantage of this reflection. However, after reading the reflections, I don't really think that is the whole case. Once again, I've fallen into the "well they should know how to do that" mind frame. They are freshmen. They don't really know how to reflect, and they don't know how to self evaluate. In the future, I would like to see this project being with the class doing a group reflection. The teacher could play back an anonymous reading. Then, the whole class could critique it, point out what was done well, what needed work, and how the reader could improve. The teacher could record comments on the board, move them into categories, and then have students discuss if they are specific enough and how to improve the comments for a reflective paper.
Edit: 3:00 pm 1/29
http://docs.google.com/Doc?id=dcn3kbwp_19dmzfcrcn
I've transferred three student reflections into a google document as an example
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