Monday, February 26, 2018

EME2040 - Blog Post #7

Maintaining a course website will be incredibly useful as a teacher. They are very important in this day and age and worth the effort. I won't say they're worth the "trouble" because these days, there are so many ways you can maintain a website without going to much trouble. Currently, for my homeschool (and sometimes for the tutoring students I have), I use Google Classroom. It's not as "advanced" as some class websites, but it's very similar to, say, Edmodo and other apps that teachers use. It doesn't have all the same capabilities as Edmodo, but it's useful. For a full-blown class website, one tool that's useful is Weebly.

As a professor, I envision using technology in many ways - especially if I'm teaching classes online. In any case, I'll use creativity software (or Microsoft Publisher) to create things like newsletters, flyers, and announcements. I will use classroom management software possibly to assist in keeping track of grades. Since I plan to become a college professor, many of the ideas in Chapter 5 and the podcast don't apply to me because I won't be involving parents, won't be creating cutesy worksheets, and won't use transparencies (I don't think). 

**Blogs I commented on: I actually commented early (commented on Week 6 blog posts DURING week 6 instead of waiting until week 7 to comment). See my week 6 post to see whose posts I commented on. 

Monday, February 19, 2018

EME2040 - Blog Post #6

This week for EME2040, we were to find class websites and see what information we could pull from the website without being "logged in" as a parent or student. In browsing around different class pages for Sawgrass Bay Elementary (a local public elementary school), I notice roughly the same information from each teacher: class name, usually room #, and a brief bio for the teacher. Below is a screenshot example:


This screenshot was taken from Mrs. Da Silva's class page. Mrs. Da Silva is a Kindergarten teacher. 

As for Twitter: 
So far, I can't seem to find many people tweeting with the hashtag #FSU2040. I did a search just now and I see my own posts but not many others. Before this class, I was already familiar with Twitter, so I can't say I've learned anything new but I have gained a new appreciation for the teachers and teacherpreneurs I've been following on Twitter. I've especially enjoyed reading tweets from those involved in #edtech because they've been helpful for this class. I try to RT anything I find that is related to educational technology. 

In the future, I will be a college English professor. I would LOVE to see college professors blogging and sharing lesson plans, but I doubt that'll happen anytime soon. Maybe it just depends on the subject you're teaching, but I can't seem to find anything anytime we're tasked with finding lessons (I usually look for lessons for ENC1101 and 1102 but sometimes I look for AP English Lang/Lit lessons.). So, in the future, it'd be helpful to reach out to other college professors and collab with them for lesson plan ideas. 

**Blogs I commented on: Emily's blog and Fernanda's blog. :) 


Saturday, February 10, 2018

EME2040 - Blog Post #5

1) ELA technology standards vary in nature, but the ones I feel most qualified to teach are RL.7.2., RL..6., and RI.7.4. Specifically, these are what the standards say:

RL.7.2. - Words & illustrations in print and digital text to understand character, setting, and plot.

RL.7.6. - Compare reading story/drama/poem to audio, video, or live version.

RI.7.4. - Charts, graphs, diagrams, timelines, animations, or interactive elements on a webpage.

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 RL.7.2 - I've been homeschooling for 14 years now and have spent the past several years focusing on literary elements such as character, setting, and plot. I find these specific literary elements quite easy to teach. In my experience, students easily grasp the concept of who the "characters" in a story are, what the "setting" is, and what actually happens (plot).

RL.7.6. - As avid fans of the Orlando Rep, we have had several opportunities to compare stories we've read to live versions. We've also spent a great deal of time comparing and contrasting book versions to video versions.

RI.7.4. - My students are millennials, which means they grew up in the age of digital technology and web pages. That said, I've found it quite easy to point out the charts/diagrams/etc. that are available and that actually help students understand the content better.

2) My students range in age from 13-17. Again, as a homeschooling mom, I have four students. I love implementing Google Classroom for our homeschool. It's a perfect way for my students and me to communicate at times when I'm not able to help one individual student.

Believe it or not, even with just four, I can be quite busy with my own work, my own school (such as this blog post!), or helping another student/child of mine. One of my students may have a question about an assignment I've posted on Google Classroom...*right this minute*......and if s/he doesn't get it out ASAP, s/he may forget it. Google Classroom has come in handy in that it's allowed my students to ask those questions or turn in assignments or alert me to the fact that they've submitted work elsewhere.

As for digital citizenship, I've always taught my students this concept, so this isn't really applicable. I mean, they're my own children so...I've been able to address this one-on-one with them each.

3) OK to be honest? I didn't acquire any new skills on the Newsletter assignment. Those were very, very basic Word skills, in my opinion. I've known how to do all of those things for years, and it was - for me - "busy work." =/ That being said, I didn't mind doing it...it's just that it didn't teach me anything new.

*Blogs I commented on for week 4: Brenda (comment is awaiting moderation) and Jessica (also awaiting moderation).

Friday, February 2, 2018

EME2040 - Blog Post #4

This week, our two paragraphs are to discuss the DID method of evaluating a lesson plan and to discuss the concept of "open" courseware mentioned in the podcast we were to listen to. 

1) So, I decided to look for a lesson on something relevant to my homeschooling right now, and that is A Case for Reading - Examining Challenged and Banned Books. Moving through the steps in DID, I've evaluated the lesson as follows: 
a) Know the learner - I know my students so I know that this is a lesson that some will find boring while others will appreciate learning that some books are banned in schools. My kids are, of course, used to having books they're not allowed to read. As they've gotten older, the types of books they're allowed to read have increased. Nonetheless, this step is about knowing how my kids rate according to learning styles (auditory, kinesthetic, and visual). My auditory and kinesthetic learners will really appreciate this lesson. My visual learner will appreciate seeing the T-chart that is involved in the lesson. 
b) Standards-aligned Performance Objectives - I chose this lesson because it is aligned to multiple Common Core standards for 5th grade. The objectives for students are as follows:
Students will:
  • be exposed to the issues of censorship, challenged, or banned books. 
  • examine issues of censorship as it relates to a specific literature title. 
  • critically evaluate books based on relevancy, biases, and errors. 
  • develop and support a position on a particular book by writing a persuasive essay about their chosen title.

c) Teaching and learning strategies - The teaching strategies include the teacher providing students with a list of books banned by the American Library Association's list of the most frequently challenged books. The learning strategies include students choosing a book to read at home and write a persuasive essay (to the librarian or administrators) letting them know how they feel about a particular book being banned. 
d) Select support technologies - Selecting technologies to support the learning outcomes for this lesson involves providing students with the link to the list of banned books. The students could use an online platform for the T-chart they're to use next, but otherwise, there isn't much technology incorporated into this lesson. 
e) Assess and Revise - There is a rubric available for assessing this lesson. In addition, the lesson plan itself outlines the following for assessment: 
  • Monitor student interaction and progress during any group work to assess social skills and assist any students having problems.
  • Respond to the content and quality of students’ thoughts in their final reflections on the project. Look for indications that the student provides supporting evidence for the reflections, thus applying the lessons learned from the work with the Persuasion Map.
  • Assess students’ persuasive writing piece using the rubric.
2) Open education is the idea that every educator should have the same access to the same materials at no cost so that they may provide all students with a comparable education. Those in favor of this philosophy work to eliminate barriers and anything else that might stand in the way of this happening. Open educational resources (or OERs) can be modified because the creators of such resources have given anyone with access to them permission to modify them to suit their individual needs. An example of this might be a math teacher who obtains open-access math word problems but who changes some of the terms or names in the problem to help her students relate better to the ideas in the problem. 

Blogs I commented on from Week 3: Caroline (says "awaiting moderation") and Julie (also "awaiting moderation").