Thing 19

Above is a not so good attempt at a storyboard.  I found several templates on line, many being PDF's and I settled on this for this post.  It is not stellar and I apologize.  I tried looking for a storyboard template on Google Docs and didn't find one that I liked. 

This is the link http://www.frontoftherim.net/videos.html to my video that I created.  I'll be honest, I created this video three years ago as an example of a "summer science" assignment for the beginning of the 2008 school year.  6/7/8 graders were to write about something that they had done in the summer and describe the science behind their summer activity.  It was a writing assignment.  I had surgery in June of the 2008 and I used that experience as my summer science and then I put together a little video w/different pictures and images.  There is music as well, and I narrate the entire slideshow.  This year I assigned the same assignment for the beginning of the school year, and instead of a writing assignment, I assigned a "summer science Glog".

The video, when I did it, received positive comments.  Common comments suggested to improve the quality of the pictures and my narration was a little rough at times.  I had the video posted on my original website and I now I have reposted it on my new website.  I used a Windows Video maker to make the video in 2008 and I uploaded the finished product to Screencast.  I had a lot of difficulty trying to upload the video this time to my new website and I don't know what I was doing to make it so difficult.  When I was in Screencast, in my account, and I would try to copy and paste into my website, the link would take me to my personal Screencast page w/my profile information.  I tried emedding the link and all of the other options before I finally downloaded the video file to my website.  My site is powered by Weebly and I do have the pro account, so I did try to upload the video using their video upload.  It worked, however, the size of the video was almost a thumbnail size and I wasn't sure how to make it bigger to fill the screen.  So, like I said, I just downloaded the file. 

My students, particulary my 7th graders have made and edited their own videos for a rollercoaster PBL that we just finished.  Several of them made their movies  w/the Ipods, Ipads and Iphones.  The final videos were truly wonderful.  I provided them very little instruction and just told them to go for it.  They had some requirements as to the content but they know so much about technology as it is, they there finished products were really neat. 

I do try to use and incorporate technology into all of my units.  My biggest roadblock is being able to use the computer lab as much I would like and not having one/one computing in my classroom.  We were allowing the use of handhelds for awhile this school year and have shut that use down, at least for now.  I am hoping in time we can allow the students to use them again in class, because I felt that the students were much more engaged in the instruction when they were able to post comments in a back channel or some other similar format.  I do miss that interaction and engagment.  Another roadblock is time, the time to use all of the information that I have gained in just the last few months via this class and the Kevin Honeycutt presentation.  Now that this is completed, the next time constraint will be science common core professional development!

B. Sack







Thing 21 - Screencast

Below is a link to a screencast that I used this fall teaching a measurement lesson.  I did a few screencasts at the beginning of the year and I haven't done one since.  This lesson was perfect for a screencast and I did post it to my website for 6/7/8 grade.  The screencast was done using my Smartboard and I love the features of the Smartboard.  I need and want to use screencasting more to be able to post lessons on my website for those students who need the additional help and those who may have been absent.  I really don't have a good reason for not doing it more, except that I am not always teaching from the Smartboard or my laptop in my classroom.  All three of my science classes are starting new units and in these early lessons I am hoping to do more screencasting.  I know parents appreciated the resource that I posted on my website.

http://www.frontoftherim.net/screencast-lessons.html

B. Sack

Thing 20 - Online Video and Audio Resources

Above are two video resources that I use.  I use United Streaming frequently.  I like that United Streaming offers student and teacher resources for most of their videos.  The videos are a little dated, however, they are still good videos.  I like that I am able to download the videos and watch them at a later time or that I can then view them even if the internet is not working provided that I have downloaded the video.

I also try to use Khan Academy as well.  Teaching science, I find the Khan videos are little advanced for middle schoolers.  I also wish that Khan provided "lessons" to use w/the science videos.  I have only seen lessons availble for math lessons.

I also use Teacher's Domain for videos and teacher resources.  Another video source that I use, that I did not capture a screenshot of is Annsburg Media.  These videos are also a little dated and do not provide student or teacher resources like United Streaming does.  The upside is you do not need an account, wherer as you do for United Streaming.

I use a couple of audio resources on a weekly almost daily basis in religion.  In addition to science, I teach middle school religion.  During the week we listen to the daily readings and reflections from the USCCB.org website and weekly we listen to a podcast from lifeteen.com about the upcoming Sunday Gospel. 

I really like trying to incorporate video and audio into my lessons.  In this class I was introduced to Dirpy and Masher.  I did try Dirpy and I was able to take a YouTube video and edit it to my needs.   I use a variety of videos from YouTube and I like the fact that I can edit using Dirpy.  I also tried Masher, but didn't get very far, only because I didn't have much time to really investigate its features. 

I also have used movie clips from Wing Clip?  I don't remember the site name, however, I have used the site to download movie clips that I used in a Gifts of the Holy Spirit presentation for Confirmation.

I prefer to use video over audio resources, because I think the students like to put a face to the voice and they seem more interested in the visiual aspect.   The weekly Gospel podcast that we listen to was "faceless" until we watched a video on the new Roman Missal, and "Bible Geek" was in the video. 

B. Sack

Thing 18

1. I am not sure where to begin to answer this question.  I teach at a Catholic middle school, so we don't offer students instruction in a virtual classroom.  In saying that, I do try to incorporate virtual labs into my science instruction.  I think it was in an earlier "Thing" that virtual labs through "Edhead" was mentioned to be used for virtual dissections and surgeries.  I have also used virtual labs for chemistry related topics. 

In terms of extending my classroom, I have inquired about setting up a guest teacher via Skype to discuss life science topics related to ecosystems.  I have taken courses through Moodle and Blackboard and I am not sure how I would go about using those platforms for my needs.  For one, I think it would need to be a school or district wide intiative to truly implement virtual instruction.  I know the Diocese of Grand Rapids is testing virtual instruction in the Coopersville area and that there is a possible iniative w/a virtual group based in Miami to begin to implement more blended instruction. 

I already use my webpage to communicate w/my students and parents, however, I have not used anything like Skype or Adobe Connect to interact virtually and connect in real time.  I would like to do that as I said, w/a guest teacher.  We have Skyped at school and had a bullying presentation with a group from California. 

My plan then would be include trying  to collaborate with other science teachers or scientists  using TWICE or Skype.  I would like to make my webpage more usable.  I do post resources for all of my classes and I would like to make the page more useful.  I do put links on the webpage for webquests, videos and other online activities.  I also have students upload their assignments to me via my webpage and through Google docs.

2.  Navigating the Land of Online Learning  After navigating the Land of Online Learning as a student, I think for a student to be a successful online student is discipline.  Assuming the playing field is level, meaning that all technology infrastructure needs are adequate, a successful student needs to be disciplined to be able to work w/little "facetime" instruction.  I think if I was that age, I would have a difficult time in disciplining myself if the class was able to be completed away from school and direct supervision.  Which is why a good mentor would be necessary to help guide students in their online experience.

B. Sack

Thing 17

1.  I registered for Learnport this summer when I took an on line class, Teaching Smarter w/SmartBoards.  I like the what Learnport offers by being able to take classes on line for credit.  The class was very useful and beneficial.  New information and assignments were posted on Wednesdays and Fridays.  I was able to complete the class without the stress of the school year and I even was able to complete some of the tasks while I was on vacation away from home.

2.  I signed up for Twitter:

I have been wanting to sign up for sometime now, however, I don't currently have a Smartphone.  I am researching phones and can't decide between an IPhone or an Android phone from Sprint.  I know that there are many ways that I could use Twitter at school and I know at least a few of my students also have Twitter accounts.  I read last year how the middle school in Comstock Park was using Twitter as their homework hotline.  We currently have a homework hotline and we send out a "blast" on Thursdays to our parents, but only currently for the 7th grade parents.  I think that I would like to be able to use Twitter to send out an "immediate" notice of an assignment, meaning, right when an assignment is assigned, versus waiting until the end of the day or Thursday to send out a "blast".  Although I am also hesitant of TMI, and afraid that all of this instant information and access might be more harm than good in the long run, because I am concerned that it takes too much of the responsibility away from the student.  The assignment notebook is almost obsolete.  I also know that I can use Twitter to stay connected or to get connected to Professional Learning Networks.  I know that I just need to start getting my feet wet and get more immersed with social networking.  I am not on Facebook, and I think I am the only one in my family and one of the few remaining not on Facebook, and I am not sure that I am really interested in joining.  I know there can be good uses for Facebook, but I think I would rather experiment w/Twitter.

3.  I also joined MACUL Space and I registered for MACUL as well.  I have been interested in joining and I would like to go to the conference in the spring, however, I think that the conference falls at the same time as our spring conferences at school.  At least one other teacher in our building is a MACUL member and she spoke very highly of the conference last year.  Adding more "tools" to the toolbox and increasing my professional learning network cannot be a bad thing to stay informed.

4.  I joined MACUL, $40 membership fee, and I also looked at TWICE.  I thought the TWICE sight said it was free for a single membership and $200 for a site or school.  I am not sure if the free membership allows the member the benefit of actually being able to participate in a "two way" conference.  I have looked into having a "guest" teacher in science through another online sight that I found, and I think by using Skype, I could accomplish some of the same goals that TWICE offers. MACUL on the other hand seems to offer much more benefits and useful classroom resources and a wider range of resources.  I am honestly not sure what unique skills that I could offer or contribute, since I always more amazed by what others are doing than myself.

Thing 16 - Research and Reference Tools -

Research and Reference Tools
Part 1
I compared and contrasted InfoTrac Junior Edition and InfoTrac Student Edition.  I searched "Periodic Table of Elements" and the resources/references that were generated were the same.  The first magazines that was referenced was "Current Science, a Weekly Reader publication".  When I went a little bit into the researching "Weekly Reader" the information that was provided says: "A weekly magazines for middle and high schools. Uses current events to make science more relevant to students and covers every area of the science curriculum - earth, physical science, life, health and technology.."  I believe Weekly Reader has been known to make an error or two in reporting, so that is my first concern.  In the first 15 or so magazine references, two are from Weekly Reader.  Science News was the most referenced sight, and it has five or so in the first twenty references.  The information on science news is: "A weekly science news magazine covering the most significant research in all fields of science in short articles designed to appeal to both general readers and scientists".  The readbility/useability/content of these reference materials are suitable for junior high students, which is what I teach.  I am concerned about the credibility.  When selecting "academic journals", I found this too advance for junior high/middle school.

Part 2
I went to General Reference Center Gold and searched the same key words "periodic table of elements" I received pretty much the same information when I searched InfoTrac Junior Edition and Student Edition.  Interestingly though, are the "general" articles that are referenced.  In General Reference, there was an article from "Brides" magazine, about how to have a "geeky, nerdy" (my words) wedding favors and table decorations.  More care would have to be used when using the General References.

Part 3

Citation created in MEL database.

Citation created in EasyBib.
I have used on-line citations before, and I wish these tools would have been avaible when I was in middle/high school and college.  I came across them onced I starting working on my Masters.

B. Sack

Thing 12 - Assessment/Evaluation and Survey Tools

 

Above are three screen shots of an exit card that I created to use w/my middle schoolers.  The example above shows responses from 8th graders, who had to do an exit card/3-2-1 related to the Periodic Table.  I created a general exit/3-2-1 card to be used w/all three classes.  In this particular instance, 17/21 8th graders responded to the 3-2-1.  I know that at least one of the 21 students does not have Internet at home, and at least two others have very limited use of the Internet allowed to them when they are home.  As a result they very seldom submit any type of assignment on-line or even type an assignment for that matter.  I really like the abilities that Google Docs offers.  In an assignment or quiz like this, it captures and organizes the responses in a nice format.  I can go to one "place" and read their comments and assess their understanding and make any adjustments for the next day for each individual or the entire class.  I don't think this will be as useful for a longer assessment or assignment, but it is very handy for a short quiz or exit card, whether it is an individual response or group response quiz or exit card.

Above is a roller coaster rubric that I created for a current 7th grade project.  As with the above mentioned 3-2-1 exit card and this rubric, these are actual examples and tools that I have created and that I am actively/currently using with my students.  I use rubrics for many "projects" and assignments, and I had not used Rubistar or anything similar before.  I had always created my own or used previously created ones from other sources.  The Rubistar templates are general in nature, and I had to adapt from more than one template to meet the needs of my project.

Because I teach in a Catholic school, the data tools that are available are probably different than most public schools.  We have not given the MEAP in several years, but do have a Diocesan wide assessment that we give.  This was the first year that our school administered MAP testing and in the last few years we had given the ITBS test.  Both provide the some of the same types of information that was described in the PowerPoint.  Data is available that compares our students to other students in the Diocese of Grand Rapids and across the U.S.  I know in the younger grades that they also use Dible and math RTI program.  We have also just implemented an on-line grading system and it provides access to our parents and students to view their on-line grades.  FERPA/HIPAA are both important because they address what disclosures are allowed without consent or disclosure, although because I teach in a private school, and I think there are some exceptions to the rules that apply to public institutions.

B. Sack