HEIDELBERG, GERMANY
Sunday, July 25, 2010
Thursday, July 22, 2010
Wednesday, July 21, 2010
VODCAST POST -- The Digital Campfire
Our presentation will show how using a Wiki or blog can foster collaboration and community within the classroom and around the world. We will create a video/slide presentation using Jing or iMovie.
The presentation may include the following technology tools:
Video
Cartoons
Images
Audio track
Prezi presentation
Monday Afternoon
Develop topic and discuss use of technologies
Research topic
Collect images and video materials
Blog Post (timeline and tech outline)
Tuesday Morning
Organize and outline elements to be included
Develop storyboard
Write script
Record project if time
Post the outline/storyboard and script on group’s blog pages (due Wednesday morning)
Wednesday Morning
Record or shoot project
Re-record or shoot project
Record or shoot project again
Edit project, re-edit project, then edit project again
Final editing, polish, upload
PODCAST SCRIPT
WIKIS – THINK OF THEM AS THE 21ST CENTURY VIRTUAL CAMPFIRE
YOUR STUDENTS ARE DIGITAL NATIVES
SOCIAL NETWORKING IS INNATE TO THEM
USING A WIKI IN THE CLASSROOM IS JUST AN EXTENSION OF THAT SOCIAL NETWORK
WHAT DOES A WIKI HAVE TO OFFER?
IT OFFERS ONLINE COLLABORATION ----
WITHIN THE CLASSROOM,
FROM CLASSROOM TO CLASSROOM
OR EVEN AROUND THE WORLD
IT’S A GREAT TOOL FOR GROUP AUTHORING OF A STORY OR RESEARCH PAPER AND IS A NATURAL WAY TO ENCOURAGE PEER EDITING
OR WHAT ABOUT USING A WIKI TO JUMP INTO A VIRTUAL BOOK CLUB
AND FOR THOSE BUDGET-TIGHT SCHOOLS, THE WIKI OFFERS CHEAP VIRTUAL FIELD TRIPS
YOU KNOW THOSE STUDENTS WHO NEVER QUITE DO THEIR SHARE OF THE WORK, WIKIS OFFER AN EASY WAY FOR TEACHERS TO TRACK STUDENT’S PARTICIPATION AND THEIR EFFORT
TIRED OF HEARING, “I DIDN’T DO MY ASSIGNMENT BECAUSE I WAS ABSENT.”
OR EVEN WORSE -- THE DOG ATE MY HOMEWORK.
IF THEY HAVE A COMPUTER OR EVEN A SMART PHONE THEY CAN CONNECT TO THEIR CLASS WIKI
WIKIS ARE TAILOR-MADE FOR COLLABORATION
ANY TIME A STUDENT CREATES ANYTHING ONLINE, THEY CAN LINK OR UPLOAD IT TO THE WIKI, SO THAT EVERYONE CAN USE IT.
IT’S A CLASS DIGITAL HUB.
USE A WIKI TO BUILD STUDENT AND CLASSROOM PORTFOLIOS XXX
STUDENTS CAN DEVELOP ONLINE STUDY GROUPS WHICH ARE ESPECIALLY GREAT FOR THOSE STUDENTS WHO LIVE ALL THE WAY ACROSS TOWN FROM EACH OTHER
IS PARENT COMMUNICATION TAKING UP ALL OF YOUR SPARE TIME?
LET PARENTS LOG IN TO THE CLASS WIKI TO SEE WHAT THEIR CHILDREN HAVE ACCOMPLISHED
NOT SURE A WIKI IS RIGHT FOR YOU
THINK OF IT AS A BASKIN ROBBINS 31 FLAVORS STORE,
TAKE WHAT YOU WANT AND LEAVE THE REST.
The presentation may include the following technology tools:
Video
Cartoons
Images
Audio track
Prezi presentation
Monday Afternoon
Develop topic and discuss use of technologies
Research topic
Collect images and video materials
Blog Post (timeline and tech outline)
Tuesday Morning
Organize and outline elements to be included
Develop storyboard
Write script
Record project if time
Post the outline/storyboard and script on group’s blog pages (due Wednesday morning)
Wednesday Morning
Record or shoot project
Re-record or shoot project
Record or shoot project again
Edit project, re-edit project, then edit project again
Final editing, polish, upload
PODCAST SCRIPT
WIKIS – THINK OF THEM AS THE 21ST CENTURY VIRTUAL CAMPFIRE
YOUR STUDENTS ARE DIGITAL NATIVES
SOCIAL NETWORKING IS INNATE TO THEM
USING A WIKI IN THE CLASSROOM IS JUST AN EXTENSION OF THAT SOCIAL NETWORK
WHAT DOES A WIKI HAVE TO OFFER?
IT OFFERS ONLINE COLLABORATION ----
WITHIN THE CLASSROOM,
FROM CLASSROOM TO CLASSROOM
OR EVEN AROUND THE WORLD
IT’S A GREAT TOOL FOR GROUP AUTHORING OF A STORY OR RESEARCH PAPER AND IS A NATURAL WAY TO ENCOURAGE PEER EDITING
OR WHAT ABOUT USING A WIKI TO JUMP INTO A VIRTUAL BOOK CLUB
AND FOR THOSE BUDGET-TIGHT SCHOOLS, THE WIKI OFFERS CHEAP VIRTUAL FIELD TRIPS
YOU KNOW THOSE STUDENTS WHO NEVER QUITE DO THEIR SHARE OF THE WORK, WIKIS OFFER AN EASY WAY FOR TEACHERS TO TRACK STUDENT’S PARTICIPATION AND THEIR EFFORT
TIRED OF HEARING, “I DIDN’T DO MY ASSIGNMENT BECAUSE I WAS ABSENT.”
OR EVEN WORSE -- THE DOG ATE MY HOMEWORK.
IF THEY HAVE A COMPUTER OR EVEN A SMART PHONE THEY CAN CONNECT TO THEIR CLASS WIKI
WIKIS ARE TAILOR-MADE FOR COLLABORATION
ANY TIME A STUDENT CREATES ANYTHING ONLINE, THEY CAN LINK OR UPLOAD IT TO THE WIKI, SO THAT EVERYONE CAN USE IT.
IT’S A CLASS DIGITAL HUB.
USE A WIKI TO BUILD STUDENT AND CLASSROOM PORTFOLIOS XXX
STUDENTS CAN DEVELOP ONLINE STUDY GROUPS WHICH ARE ESPECIALLY GREAT FOR THOSE STUDENTS WHO LIVE ALL THE WAY ACROSS TOWN FROM EACH OTHER
IS PARENT COMMUNICATION TAKING UP ALL OF YOUR SPARE TIME?
LET PARENTS LOG IN TO THE CLASS WIKI TO SEE WHAT THEIR CHILDREN HAVE ACCOMPLISHED
NOT SURE A WIKI IS RIGHT FOR YOU
THINK OF IT AS A BASKIN ROBBINS 31 FLAVORS STORE,
TAKE WHAT YOU WANT AND LEAVE THE REST.
Monday, July 19, 2010
T-PACK JING "FROM THIS TO THIS"
"FROM THIS TO THIS"
CLICK ON "FROM THIS TO THIS" TO SEE MY PRESENTATION
My TPACK FOCUS FOR AN 8TH GRADE LANGUAGE ARTS STANDARD
8E1a.2: Understand the influence of history and culture on English word meaning and vocabulary expansion.
Example: Recognize how the early influences of Spanish explorers in
North America expanded American English vocabulary by adding
words such as “tornado,” “tomato,” and “patio.”
HOW DO I NOT BORE MY STUDENTS WITH THIS STANDARD?
A. What is the TP knowledge for the solution?
Students will be given choices (differentiation and motivation) in the words that they are researching online (computer assisted instruction). Choices encourage ownership and a vested interest in learning which is particularly important in middle school. Students will then provide to the class the information they’ve learned (ownership) by adding to a class blog (writing to inform). The students feel that their information is valuable and necessary to help other students learn. They will assimilate and apply knowledge they have learned in history class (cross-curricular tie-in) to develop an animated map showing the results of their research. This allows for a strong visual representation to a very abstract contrast. Any opportunity to allow students to realize that knowledge isn’t just limited to a particular classroom or subject is important to seeing that we don’t just learn in a classroom. They will use their writing, performance, and, technology skills to develop a short skit (role playing and cooperative learning group) and video. Writing a script requires students to put their thoughts into words. Performing a skit requires students to take on a role and look at the topic from different perspectives. Through video, students have the opportunity to view and critique their own performance providing an additional opportunity to learn the knowledge
B. What is the TC knowledge for the solution?
Students will need to know how to use appropriate online research tools to locate foreign language cognates and their meanings that have been absorbed into American English and how to add that newly acquired vocabulary to a class blog. Students must learn how to develop an animated map to visually show the abstract process of the historical and social migration of those words from one geographical area to another. They will need to know how to write a short skit and film a video to illustrate the meaning of at least three of those words.
C. What is the PC knowledge for the solution?
By designing their own map, students will have a more concrete understanding that cultures moved/conquered/migrated into other lands and that those people brought with them their own language. Students will more easily be able to visualize how this migration of culture and language impacted the language of the natives in that region. By researching cognates of their own choice that are currently used in English, students will be actively involved in developing their own historical and culturally developed word bank which can then be shared with the class. Students are then taking on the role of an educator and not just passive student. By establishing a class word bank blog, all students are involved in developing classroom knowledge and all students are required to participate.
CLICK ON "FROM THIS TO THIS" TO SEE MY PRESENTATION
My TPACK FOCUS FOR AN 8TH GRADE LANGUAGE ARTS STANDARD
8E1a.2: Understand the influence of history and culture on English word meaning and vocabulary expansion.
Example: Recognize how the early influences of Spanish explorers in
North America expanded American English vocabulary by adding
words such as “tornado,” “tomato,” and “patio.”
HOW DO I NOT BORE MY STUDENTS WITH THIS STANDARD?
A. What is the TP knowledge for the solution?
Students will be given choices (differentiation and motivation) in the words that they are researching online (computer assisted instruction). Choices encourage ownership and a vested interest in learning which is particularly important in middle school. Students will then provide to the class the information they’ve learned (ownership) by adding to a class blog (writing to inform). The students feel that their information is valuable and necessary to help other students learn. They will assimilate and apply knowledge they have learned in history class (cross-curricular tie-in) to develop an animated map showing the results of their research. This allows for a strong visual representation to a very abstract contrast. Any opportunity to allow students to realize that knowledge isn’t just limited to a particular classroom or subject is important to seeing that we don’t just learn in a classroom. They will use their writing, performance, and, technology skills to develop a short skit (role playing and cooperative learning group) and video. Writing a script requires students to put their thoughts into words. Performing a skit requires students to take on a role and look at the topic from different perspectives. Through video, students have the opportunity to view and critique their own performance providing an additional opportunity to learn the knowledge
B. What is the TC knowledge for the solution?
Students will need to know how to use appropriate online research tools to locate foreign language cognates and their meanings that have been absorbed into American English and how to add that newly acquired vocabulary to a class blog. Students must learn how to develop an animated map to visually show the abstract process of the historical and social migration of those words from one geographical area to another. They will need to know how to write a short skit and film a video to illustrate the meaning of at least three of those words.
C. What is the PC knowledge for the solution?
By designing their own map, students will have a more concrete understanding that cultures moved/conquered/migrated into other lands and that those people brought with them their own language. Students will more easily be able to visualize how this migration of culture and language impacted the language of the natives in that region. By researching cognates of their own choice that are currently used in English, students will be actively involved in developing their own historical and culturally developed word bank which can then be shared with the class. Students are then taking on the role of an educator and not just passive student. By establishing a class word bank blog, all students are involved in developing classroom knowledge and all students are required to participate.
PODCAST IDEAS
PODCAST/VODCAST IDEAS
I would like to develop a short presentation that could be used to explain to other teachers at my school how they could use a Wiki, Blog, or Edmodo for their classes.
Taking into consideration the security restrictions at our school, each requires a reevaluation to determine which would be most effective.
A vodcast offers the most challenge; therefore, would be the most useful for my own edification.
I would like to develop a short presentation that could be used to explain to other teachers at my school how they could use a Wiki, Blog, or Edmodo for their classes.
Taking into consideration the security restrictions at our school, each requires a reevaluation to determine which would be most effective.
A vodcast offers the most challenge; therefore, would be the most useful for my own edification.
Friday, July 16, 2010
PROFESSIONAL GROWTH PLAN WEEK 1, 2, 3
PERSONAL GROWTH PLAN
“Fourteen students about to change the world”
Week 1
As I look around our classroom, I see teachers from all areas, both academic and geographic. The impact of these fourteen teachers on the learning of their future students is immeasurable.
Lives are being changed exponentially almost on an hourly basis. Having learned more in the past three days than I would normally learn in a month or longer makes me even more excited to share in this experience.
I was always the teacher wanting to take technology classes, even as far back as twenty years ago. I bought my six year old son a used Commodore 64. He’s now 27 and develops hardware and software as a career.
Teachers would often come to me for assistance with computer issues. “Using Computers/Internet for Instruction” types of courses can be found scattered in my earlier transcripts. Then something happened; technology began to develop so quickly that it became difficult to keep up. I began relying on students for help with newer technology.
Several people I know completed this program and raved about it. When all the pieces finally came together, I found myself here and couldn’t be happier.
My brain is swimming with knowledge that I didn’t even know I didn’t know. I’ve now worked with technology that I didn’t know existed. I’ve often thought how difficult it is to instruct this course, as Year 1 last year can’t be anything like Year 1 this year. Much of the technology being taught this year wasn’t even available this time last year. I’ve tried to explain to friends what our days are like. I can’t.
When I arrived here, I was hoping to learn how to record and edit videos of students’ work in my classroom. I wanted to explore various options for delivery of class presentations. Finding ways to circumvent security restricitions on my school’s server and classroom computers would make my teaching easier. Now I realize I set my goals too low.
Beyond those hopes, I now have specific lessons that I can teach in my class; the marshmallow tower will be one of the first activities I try. Students need to understand the necessity of preplanning and functioning in a group. Looking at the world creatively through the lens of the camera has potential as a strong writing prompt for my 8th grade language arts classes.
However, now I realize the following ideas and software will allow many changes to my program.
Google Docs will completely alter how students do peer edits and submit work for evaluation in my class. Collaboration becomes so much easier for group projects when students can work together from their own home computers. I particularly like the availability of checking to see how much input each student has provided in the development of the program.
Something as simple as the split screen presentation video we saw offers my students a great way of presenting two sides to the story. I can’t wait to share this idea with the history teacher on my team.
Students will be encouraged to utilize the software we are working with to add technological variety to their presentations. Each student in my class must do at least five presentations each year. I can’t wait to see what they can develop. I also want to level the playing field so that each student has the opportunity to explore new technology. Now it is just a few students who have more advanced level skills.
I am still looking at various options to provide immediate feedback to my students about lesson plans, due dates, changes, etc. We have explored several options, but I’m still not sure which program is the best. Often students have limited internet access in their homes on the military base. Other students often must wait 2 to 3 weeks to get internet if they are moving. However, being able to access lesson plans while away would certainly make it easier to keep their education continuing even if they are not in school. This would also eliminate the excuse, “But you didn’t email me my assignments.” Almost every student has a cell phone by the time they are in 8th grade. I should take advantage of that situation, as well.
I think about when my own children and I have taken correspondence/online courses in the past. Today’s technology changes the very essence of what can be available in distance education. This, in particular, is something that I would like to be involved in throughout the next several years. I see working with students online/virtually as a great “retirement” job for me.
It’s hard to predict what Year 2 and Year 3 will bring as the future holds so many possibilities. How much will technology change in the next eleven months?
Unfortunately, much of my future professional experience working with technology is controlled by DoDEA and the military. Our school servers are directly connected with the military servers, which of course makes no sense to anyone dealing with the daily frustrations of security blocks. Yet, the military is now being encouraged to use FaceBook and Twitter to interact with their families from downrange. Unfortunately, we don’t have access to those programs within our schools.
I know when the program is over for the summer, I will no longer be the same teacher I was on June 27th. What an exciting time for education!
Week Two -- July 8, 2010
Photo galleries, blogs, wikis, videos, Edmodo, Prezis, web sites, web pages, oh, my!
What should I use? How will these fit into my 8th Grade Language Arts class? How do I determine what technology is best for my students’ success?
In a perfect world, I see students developing a web page on a class website, using Prezi to analyze literary elements of a book, developing a video portfolio of their class presentations, engaging in online study groups through Wiki or Edmodo, producing a commercial illustrating a persuasive advertising technique, and having a portfolio of their written work saved to their own CD to take with them to high school.
How do I buck the system? Which of these technologies will be available for me to use in my classroom? Will my students even have sufficient access time to computers to do their basic work, let alone use more advanced technology? This is a concern that is always in the back of my mind.
Realistically what do I know I can use:
Google Docs will change how my students edit their own and their peers’ writing. I am hoping that I can work it so that I can review and grade students’ work online. The final draft they submit would be the hard copy that gets put up in the hallway with all final corrections made.
At this time, Edmodo is not blocked on our school computers. This will likely be the major program to transform my classroom and my teaching.
Prezi will offer an alternative to PowerPoint and will be required as one of the student’s book report presentations.
It would be interesting to try using a Wiki, instead of Outlook email, to support team planning and discussion about students and events. We get so many emails every day that important details often get lost.Week 3 - July 16, 2010
WEEK 3 July 16, 2010
“The cup runneth over”
How do I organize all the new information, websites, tools, knowledge that I have gained in the past three weeks. I feel scattered and I feel the information is scattered. I entered this class with no blog, no Myspace, no RSS feeds, no Picasa or Flikr account. Google was only used for searching; knowing nothing else. Prezi was the word for gifts in England, but now I know how to Diing and Jing.
The task of sorting out this new information is daunting. Impementing it seems to be a formidable task. I want to bring this knowledge back to my school, but with a principal with her own agenda, there won’t be support there. The teacher in the room next door has taught the same lessons for years and the teacher on the other side of me is always looking for new methods, but is overwhelmed with running extra-curricular activities and keeping a family going.
Hopefully, I can find a way to change my own style of teaching and have that trickle “down” to my team members.
“Fourteen students about to change the world”
Week 1
As I look around our classroom, I see teachers from all areas, both academic and geographic. The impact of these fourteen teachers on the learning of their future students is immeasurable.
Lives are being changed exponentially almost on an hourly basis. Having learned more in the past three days than I would normally learn in a month or longer makes me even more excited to share in this experience.
I was always the teacher wanting to take technology classes, even as far back as twenty years ago. I bought my six year old son a used Commodore 64. He’s now 27 and develops hardware and software as a career.
Teachers would often come to me for assistance with computer issues. “Using Computers/Internet for Instruction” types of courses can be found scattered in my earlier transcripts. Then something happened; technology began to develop so quickly that it became difficult to keep up. I began relying on students for help with newer technology.
Several people I know completed this program and raved about it. When all the pieces finally came together, I found myself here and couldn’t be happier.
My brain is swimming with knowledge that I didn’t even know I didn’t know. I’ve now worked with technology that I didn’t know existed. I’ve often thought how difficult it is to instruct this course, as Year 1 last year can’t be anything like Year 1 this year. Much of the technology being taught this year wasn’t even available this time last year. I’ve tried to explain to friends what our days are like. I can’t.
When I arrived here, I was hoping to learn how to record and edit videos of students’ work in my classroom. I wanted to explore various options for delivery of class presentations. Finding ways to circumvent security restricitions on my school’s server and classroom computers would make my teaching easier. Now I realize I set my goals too low.
Beyond those hopes, I now have specific lessons that I can teach in my class; the marshmallow tower will be one of the first activities I try. Students need to understand the necessity of preplanning and functioning in a group. Looking at the world creatively through the lens of the camera has potential as a strong writing prompt for my 8th grade language arts classes.
However, now I realize the following ideas and software will allow many changes to my program.
Google Docs will completely alter how students do peer edits and submit work for evaluation in my class. Collaboration becomes so much easier for group projects when students can work together from their own home computers. I particularly like the availability of checking to see how much input each student has provided in the development of the program.
Something as simple as the split screen presentation video we saw offers my students a great way of presenting two sides to the story. I can’t wait to share this idea with the history teacher on my team.
Students will be encouraged to utilize the software we are working with to add technological variety to their presentations. Each student in my class must do at least five presentations each year. I can’t wait to see what they can develop. I also want to level the playing field so that each student has the opportunity to explore new technology. Now it is just a few students who have more advanced level skills.
I am still looking at various options to provide immediate feedback to my students about lesson plans, due dates, changes, etc. We have explored several options, but I’m still not sure which program is the best. Often students have limited internet access in their homes on the military base. Other students often must wait 2 to 3 weeks to get internet if they are moving. However, being able to access lesson plans while away would certainly make it easier to keep their education continuing even if they are not in school. This would also eliminate the excuse, “But you didn’t email me my assignments.” Almost every student has a cell phone by the time they are in 8th grade. I should take advantage of that situation, as well.
I think about when my own children and I have taken correspondence/online courses in the past. Today’s technology changes the very essence of what can be available in distance education. This, in particular, is something that I would like to be involved in throughout the next several years. I see working with students online/virtually as a great “retirement” job for me.
It’s hard to predict what Year 2 and Year 3 will bring as the future holds so many possibilities. How much will technology change in the next eleven months?
Unfortunately, much of my future professional experience working with technology is controlled by DoDEA and the military. Our school servers are directly connected with the military servers, which of course makes no sense to anyone dealing with the daily frustrations of security blocks. Yet, the military is now being encouraged to use FaceBook and Twitter to interact with their families from downrange. Unfortunately, we don’t have access to those programs within our schools.
I know when the program is over for the summer, I will no longer be the same teacher I was on June 27th. What an exciting time for education!
Week Two -- July 8, 2010
Photo galleries, blogs, wikis, videos, Edmodo, Prezis, web sites, web pages, oh, my!
What should I use? How will these fit into my 8th Grade Language Arts class? How do I determine what technology is best for my students’ success?
In a perfect world, I see students developing a web page on a class website, using Prezi to analyze literary elements of a book, developing a video portfolio of their class presentations, engaging in online study groups through Wiki or Edmodo, producing a commercial illustrating a persuasive advertising technique, and having a portfolio of their written work saved to their own CD to take with them to high school.
How do I buck the system? Which of these technologies will be available for me to use in my classroom? Will my students even have sufficient access time to computers to do their basic work, let alone use more advanced technology? This is a concern that is always in the back of my mind.
Realistically what do I know I can use:
Google Docs will change how my students edit their own and their peers’ writing. I am hoping that I can work it so that I can review and grade students’ work online. The final draft they submit would be the hard copy that gets put up in the hallway with all final corrections made.
At this time, Edmodo is not blocked on our school computers. This will likely be the major program to transform my classroom and my teaching.
Prezi will offer an alternative to PowerPoint and will be required as one of the student’s book report presentations.
It would be interesting to try using a Wiki, instead of Outlook email, to support team planning and discussion about students and events. We get so many emails every day that important details often get lost.Week 3 - July 16, 2010
WEEK 3 July 16, 2010
“The cup runneth over”
How do I organize all the new information, websites, tools, knowledge that I have gained in the past three weeks. I feel scattered and I feel the information is scattered. I entered this class with no blog, no Myspace, no RSS feeds, no Picasa or Flikr account. Google was only used for searching; knowing nothing else. Prezi was the word for gifts in England, but now I know how to Diing and Jing.
The task of sorting out this new information is daunting. Impementing it seems to be a formidable task. I want to bring this knowledge back to my school, but with a principal with her own agenda, there won’t be support there. The teacher in the room next door has taught the same lessons for years and the teacher on the other side of me is always looking for new methods, but is overwhelmed with running extra-curricular activities and keeping a family going.
Hopefully, I can find a way to change my own style of teaching and have that trickle “down” to my team members.
Wednesday, July 14, 2010
T-PACK PARAGRAPHS
TPACK – Three Paragraphs Assignment
My T-PACK FOCUS FOR AN 8TH GRADE LANGUAGE ARTS STANDARD:
8E1a.2: Understand the influence of history and culture on English word meaning and vocabulary expansion.
Example: Recognize how the early influences of Spanish explorers in North America expanded American English vocabulary by adding words such as “tornado,” “tomato,” and “patio.”
a. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
Students will be given choices (differentiation) in the words that they are researching online (computer assisted instruction). They will be providing to the class the information they’ve learned (ownership) by adding to a class blog (writing to inform). They will apply knowledge they have learned in history class (cross-curricular tie-in) to develop an animated map showing the results of their research. They will use their writing, performance (cross-curricular tie-in),and technology skills to develop a short skit (role playing and cooperative learning group) and video.
b. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
Students will need to know how to use appropriate online research tools to locate foreign language cognates that have been absorbed into English and how to add those words and meanings to a class blog. Students must learn how to develop an animated map to visually show the migration of those words from one geographical area to another. They will need to know how to write a short skit and film a video to illustrate the meaning of at least three of those words.
c. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
Students need to have a historical understanding that as cultures moved/conquered/migrated into other lands, those people brought with them their own language. This migration of language impacted the language of the natives in that region. Students will be actively involved in developing their own historical and culturally developed word bank to share with the class by researching cognates that are currently used in English and determine how those cognates may have arrived.
My T-PACK FOCUS FOR AN 8TH GRADE LANGUAGE ARTS STANDARD:
8E1a.2: Understand the influence of history and culture on English word meaning and vocabulary expansion.
Example: Recognize how the early influences of Spanish explorers in North America expanded American English vocabulary by adding words such as “tornado,” “tomato,” and “patio.”
a. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
Students will be given choices (differentiation) in the words that they are researching online (computer assisted instruction). They will be providing to the class the information they’ve learned (ownership) by adding to a class blog (writing to inform). They will apply knowledge they have learned in history class (cross-curricular tie-in) to develop an animated map showing the results of their research. They will use their writing, performance (cross-curricular tie-in),and technology skills to develop a short skit (role playing and cooperative learning group) and video.
b. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
Students will need to know how to use appropriate online research tools to locate foreign language cognates that have been absorbed into English and how to add those words and meanings to a class blog. Students must learn how to develop an animated map to visually show the migration of those words from one geographical area to another. They will need to know how to write a short skit and film a video to illustrate the meaning of at least three of those words.
c. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
Students need to have a historical understanding that as cultures moved/conquered/migrated into other lands, those people brought with them their own language. This migration of language impacted the language of the natives in that region. Students will be actively involved in developing their own historical and culturally developed word bank to share with the class by researching cognates that are currently used in English and determine how those cognates may have arrived.
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