PLN+Six

Educational Technology Resources:
 * Online Teacher Tools**

http://www.teacherknowledge.net/

This website was created by the UOTEACH cohorts. It is filled with many relevant and usable resources for all grade levels.


 * Lesson Plan Repositories:**

http://www.pbs.org/teachers

This site provide a wide range of lesson plans for all grade levels. Judy Ferrari recommends the math lessons as well which is always a good sign :)


 * Online Professsional Organizations and Research Centers**

http://www.aacte.org/

The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 student learning.


 * Magazines & Pubs**

http://www.convergemag.com/

Converge Magazine provides articles on classroom technology from elementary through higher education, professional development, policy and funding, as well as information on grants and jobs.

[] From an initial look, this looks like a useful website – a simple layout with a variety of apparently tested links. Categories include: Assessment Tools, Games/Puzzle Makers, Lesson Plan Templates, New Teacher Help and many more. “Designed to assist anyone who wants to find high-quality, free Internet resources to use in classroom instruction.”
 * Online Planning & Assessment Tools**

Organization and School Structure

Main Points:

- There needs to be cohesion across grade levels and among staff so that there is a fluid progression of learning. However, administrators need to be sensitive to teachers who may not feel comfortable with technology with professional development and ongoing support. (One of our members experienced a situation where a veteran teacher was uncomfortable and unfamiliar with technology but felt pressure to incorporate it) - Administrators and school leaders need to be on board and in order to show support of the technology. - When technology is implementation projects are highly visible and valued by the school community.

Solution:

- Having administrators on board can help teachers feel supported and validate the reasons for using technology. It increases opportunities for collaboration.

Below is a Wordle by Monica Tupper that is about the myths that are addressed about technology in the classroom.

Name: Rosanne Howes Above is a Wordle consisting of words and key phrases regarding the myths surrounding technology in our schools.



Name: Annie Watkins

Above is a Wordle consisting of key terms and phrases that highlight the five myths outlined in the article "Myths and Realities About Technology in K-12 Schools" by Glen M. Kleiman.

Check out the word picture below for a snapshot of the 5 myths presented in [|"Myths and Realities about Technology in K-12 Schools"] by Glenn Kleiman.
 * Name: Tanya Smith**



Name: Annie Watkins

Student’s name: Jack

Objective: Students will be able to read and demonstrate comprehension of the book Charlotte's Web.

Web 2.0 tool: Prezi and ReadPlease

Link #1:http://prezi.com/your/ Link #2: http://www.readplease.com/english/readplease.php

Explanation:

One of the Web 2.0 tools I would use for Jack is called Prezi. Prezi is an interactive, non-linear presentation tool. This application makes the information you are presenting more dynamic and easier to understand. The user really feels as though they are the creator and visionary behind the presentation, rather than simply being the one to insert the information into a predetermined model. This tool easily allows you to add text to images and varying sizes of fonts in order to emphasize different ideas and topics. Overall, it is a great way for students to take ownership over their technology-based presentations. My student Jack has particular difficulty reading and writing so it may be difficult for him to write a report or take a test on the content from Charlotte’s Web. I would use this tool to differentiate Jack’s final product to show his comprehension of the story. He could create a Prezi account and make a presentation of the main characters or of the setting, perhaps using pictures from his own experience with the outdoors considering that he is very engaged and knowledgeable about the outdoors. This would allow him to use pictures, and minimal text, to convey his understanding of the story. Another Web 2.0 tool I would use would be ReadPlease, which is an application that provides a range of text-to-speech products. This allows users to have text read to them, at a variety of paces. ReadPlease helps make text available to people of all ages and reading levels. I would use this application while we are working through the text as a class. This tool would allow Jack to hear the content being read to him, while also following along with the text. Considering the fact that his reading and writing skills have not improved much in the past two years, this application would help him keep up with the class and the reading, allowing him to make progress. This tool would be differentiating the process for Jack. All students deserve to have equal access to the content, which is vital for understanding, and ReadPlease will help Jack immensely.





Both programs are excellent choices for Jack. Thanks for going above and beyond by exploring them both! ~Mrs. L.

Rosanne Howes Student’s Name: Sherry Web 2.0 applications

Web 2.0 [|Create Your Own Comic] – use the iconic Marvel characters to create comic strips and books One way I would be able to differentiate instruction for Sherry would be through the Web 2.0 application, “Create your own Comic.” Even though you are able to create videos, play games, and learn about comics on this site, I would have Sherry use the Comic Strip application specifically. The goal is to have Sherry gain comprehension skills, and currently on the class novel, Charlotte’s Web. She is an energetic young girl who is able to decode, but isn’t strong at comprehending what she is reading. By creating a comic book, as an alternative for a product, it would help Sherry sequence the events in a clear and artistic manner. Sherry might be able to have this be a part of her process, having her focus on each part of the story along the way. This would also help to keep her interested in a book for the entire story with a clear goal in mind. When students are able to link visuals and text together they are able to better comprehend. What a perfect way to do this, by creating her own comic strip on Charlotte’s web. Web 2.0 [|3-Circle Venn Diagram] – web-based 2 or 3-circle venn-diagram forms

This Web 2.0 interactive site will enhance the process of reading Charlotte’s Web for Sherry. By reflecting and reproducing ideas about what she is reading, she will be able to better comprehend the story through her interactions and intellectual thoughts. Having structured ways to organize her thoughts will be beneficial. This site allows you to pick the topic of each circle in a Venn Diagram, the title of the Venn Diagram, and place text inside of the circles. In this example, Sherry would be able to reflect to her own life giving more meaning and interest to the story. It may also be a good idea to provide a different environment for Sherry to work in, for example, at a computer using this site. Some students who have a hard time focusing on one topic or story for a long time may need this differentiation to keep things moving and changing. Venn Diagrams are great graphic organizers, and being able to do it on the computer is an extra special treat.

All of your ideas for Sherry are excellent, and it was interesting to read about two very different sites being able to meet her needs in so many ways. ~Mrs. L.

Name: Monica Tupper Student’s Name: Sherry Web 2.0: StoryJumper http://www.storyjumper.com/

“Sherry has a wild imagination and loves to read but her comprehension skills are below grade level. She gets very excited to start new books, but they don’t hold her attention for long.” I chose StoryJumper as a way for Sherry to make a prediction for what she is about to read. This way she will have to pay attention to see if what she wrote came true. It will also be necessary for her to pay attention throughout the book in order to be able to make a prediction about what comes next. Sherry has a wild imagination which she will be able to use to make a small story books. While doing this Sherry will be able to go back and see what about her predictions were true if anything. Sherry needs to be constantly stimulated. Although the reading is still involved and it is a possibility that we might lose her during that time it could be beneficial for the teacher to talk with her about what she just read about in order to her to make the best prediction. Another way to see if she comprehends the chapter previously read is to have the first page of her story be a short explanation of what had previously happened. Another option that Sherry can do is to work with the class in order to figure out the words and then use her to put images to the words.

StoryJumper is a Web 2.0 project where people have the opportunity to publish their own children’s book. First they write the story. Then they put pictures to it to support their words. Finally for a price they have the option to actually put their book to print. Students are often asked to write papers and StoryJumper gives them the chance to make the process more exciting. Teachers also have the opportunity to help their students put themselves into the position of an author. They all become authors of their very own books. This site can be daunting due to the huge amount of art work the students can access however this also gives the students an opportunity to personalize their work and show their personalities through their books. Another great option with this website is that parents or teachers have the option to print the students work. This would be a great chance for parents to be in their student’s education and support their involvement.

StoryJumper+Sherry=good match! Nice ideas for differentiation! ~Mrs. L.


 * __ Tanya Smith __** (7/15/11)
 * Web 2.0+Differentiation: Phillip **

Wordle is a free “cool tool” that lets you create word clouds from text you provide. The more prevalent a word in the input, the bigger it appears in the wordle. The result is a unique “word picture” that communicates a wealth of information in a concise, eye-catching format; the relative “importance” (popularity) of each word is readily apparent. Text can be input through typing, cutting and pasting or linking to certain websites. Once wordle creates your picture, you can play around with the color scheme, layout, font and language. And once you’re satisfied, you can open your wordle in a separate window, print it or publish it to the web. Unfortunately, unless you print your wordle to a pdf or take a screen shot, you can’t save it to a file. Learn more at [|http://www.wordle.net]!
 * // The Tool: Wordle //**

Phillip is a sharp 1st grader who reads and writes above grade level. He likes to excel and often finishes his work early. Additionally, Phillip is a natural leader who has a hard time sitting still. Phillip’s reading group has recently been reading //Charlotte’s Web//, and his teacher has settled on wordle as a way to differentiate the product for Phillip for this unit. For a given section of the book or a given character, Phillip will need to choose the best way to encapsulate the information in 50 unique words or less. He can then increase the frequency of certain words to increase their size in the wordle. In the end, Phillip will present his wordle to the class, justifying his word, frequency and aesthetic choices in light of //Charlotte’s Web//. (A low-tech alternative might be for Phillip to create his own wordle-style word picture using old-fashioned paper and pencil or marker.)
 * // How This Tool Will Differentiate: ( //****// Objective: Read and demonstrate comprehension of the book //**** Charlotte's Web//)// **

// The text in the sample wordle below came from the website [] by Holly Hartman. //



Holding him to 50 words or less is an excellent way to foster higher level thinking! ~Mrs. L.

__PBL Examples Review__ (7/13/11)

Our favorite: [|My Healthy Self Project] ([])

1. Drew the question from a real-life issue that came up in their classroom 2. A genuine concern in our nation today 3. Interactive (kinesthetic, etc.) 4. Integrates different subjects (movement, science,…) 5. Long-lasting benefits
 * Why did you choose this project as your favorite of the five? Identify specific aspects that appeal to you. **

1. Applying (to their everyday lives) 2. Creating (design their own projects, creative meals & their own snack shop) 3. Evaluating what eat
 * Which higher-level thinking skills (from [|Bloom's Taxonomy]) does the project utilize? **

1. Technology was not used (not explicitly stated, at least).
 * Is technology integrated into the project? If so, explain how it is used to enhance or support learning objectives, activities, and/or outcomes. **

1. Could have been incorporated through: Cash register or calculator for snack shop, graphing on computer, menus and calendars online, calorie and BMI calculators online, pedometer, WallWisher of healthy habits, Venn Diagram of healthy foods, unhealthy foods and in-between foods
 * What (if anything) about the project could be improved? **

PLN 6: Using Technology to Differentiate Instruction Monica, Tanya, Rosanne, Annie 7/7/11

Objective #1: Students will be able to read and demonstrate comprehension of the book Charlotte's Web.

__Content__: Predictions of what comes next and checking them with the outcomes. Watch movie clips to encourage comprehension. __Process:__ Little activities. Quick Writes before each section. Make Voki summarizing what she read each day. Fotobabble. __Product:__ Acting out the book. Skit. Play. Roles. Illustrating the chapter. Record and edit play. Readers theater. __Environment:__ Group Work: small and large group oral reading. Stations. Field trip to farm or nature walk.
 * Sherry:**

__Content:__ Listening to a recording. Leveled reader. __Process:__ Virtual tour. Group Shares. __Product:__ Diorama for what a farm looks like. __Environment:__ Reading groups outside. Field trips. In class farm sounds during quiet time.
 * Jack:**

__Content:__ Listening to a recorder. Group work. Extension materials. Rotations around the class. __Process:__ Interpretive dance. Shortened assignments. Character scrape book. __Product:__ Story from another’s point of view. __Environment:__ Matched up with Jack. Phillip reads to Jack. Gaming. Some type of PE activity. = = =PLN 6: Monica, Tanya, Rosanne, Annie= == Title: Venn Diagram Date: 6-27-11 Description: Here you will find a Venn Diagram illustrating the pros and cons of teaching digital natives.
 * Phillip:**

=EdTech Integration Mind Maps (6/23/11)=


 * How can instruction be enhanced or improved through the use of technology?**


 * Choose one of the 10 ideas presented in the "[|Getting Started]" article and diagram an action plan/flow chart, detailing how to build upon the idea chosen by the group.**

=e-Room Investigations (6/23/11)=

[|Mrs. Sol's Class] and [|Ms. Boarman's Awesome 5th Grade Class]: The simplicity of Ms. Boarman’s makes that site friendlier for non-tech-savvy parents, but we feel like it could use some “jazz” or “tap.” Ms. Boarman’s also seems easier to navigate. However, we like the colorful, playful look of Mrs. Sol’s.