PLN+Nine

=Wordle Word Cloud 2 Jennifer Tyler (7/19/11)= media type="custom" key="10027529" =Wordle Word Cloud 2 Britni Cacan (7/19/11)= Key words related to changes that need to take place to use technology effectively in education. = = = = =Wordle Word Cloud 1 Amy Neeld (7/19/11)= Key words from Myth and Realities article. These are what stuck out to me as the most important points. =

= =Web 2.0 Jennifer Tyler (7/15/11)= Student: Phillip Web 2.0 Tool: Voicethread – http://voicethread.com

The objective of this lesson is for Philip to read and demonstrate comprehension of the book Charlotte’s Web. I have chosen to use the tool Voicethread in order to differentiate instruction for Philip, so that he will meet the objective. I believe this is a wise choice because Philip likes to excel and is a natural leader. He is well above reading and writing at his grade level and this is a way that he can show off all his skills. I don’t think Philip will have any problems using the software because he is a very quick learner and gets things quickly. When he has finished, he will be able to present his work to the rest of the class and the students will be able to make comments.

This tool will help to differentiate the final product, that shows his comprehension, and help Philip to do better in the classroom environment because Philip is well above his peers and needs to have more challenging work. Philip is hyperactive and needs to be kept busy. I think that this program will be able to keep his attention and meet his needs.

For the first part of the assignment, Philip will need to think about the book Charlotte’s Web and one thing he may learn while reading. He will record this as his first thoughts and take a photo of himself holding the book. Next, he will identify the title, author and/or illustrator of the book and learn about plot structure and main characters, in order to articulate in writing and orally his understanding of the book and it's structure. He will then take another photo, but this time of an illustration in the beginning and the end of the book and record himself talking about what he learned. He will keep this as part of his portfolio that he will continue to grow throughout the year.

media type="custom" key="10007363"

Excellent ideas presented...all you're missing is a description of the interface. ~Mrs. L.

=Web 2.0 Britni Cacan= Student: Sherry Web 2.0 Tool: Digital Storyteller

= = == = = Great ideas for this interface! An excellent match for Sherry. ~Mrs. L. = = =Web 2.0 Amy Neeld= Student: Jack Web 2.0 program: [|Story Jumper] = = StoryJumper This is a great tool for recreating stories with pictures and short summaries. Also, students can create new stories from scratch. This is very beneficial for creative students who have issues illustrating their stories, due to a lack of confidence or physical motor skills. They can record their ideas and create illustrations using the props provided. Students who are reluctant writers might like the typing format better. Perhaps creating the images first will work better for some students as well. It also has a feature that starts a story for you that you have to finish. This is helpful for students who have a hard time getting started. You can read other people’s stories as well. This might inspire new ideas for students who are stuck.
 * 1) This online tool allows students to create a visual story and add their own audio narration. Students can use it to either retell or create their own story. They can create their own images by hand and upload them to the story. They can also search for and insert photos and artwork from the web. In addition to pictures, students can create an idea map using the tool, and include this in the story. They can create several pages for the story and organize them in a folder. Students can type the script and then record their own voices narrating the story. Once the story is complete, they can add subtitles and set the timing. Digital Storyteller is a great tool that could serve as an alternative to a traditional book report or story writing.
 * 2) I chose to differentiate the //Charlotte’s Web// objective for Sherry. I would use Digital Storyteller to differentiate the process of comprehension and the product of a book report/project. Because Sherry likes to talk and use her imagination, I thought Digital Storyteller would be great for her because it would allow her to retell the story using pictures and her own voice. Because Sherry struggles with comprehension, I would have her draw or find pictures for each chapter and upload them to her digital story. I would also have her create an ongoing story map as she reads, either by hand or using the Digital Storyteller tool. Because Sherry loses focus on books quickly, allowing her to reinterpret the story through pictures and her own words would give her opportunities to take a break from reading and focus on comprehension while expressing her creativity. These activities facilitate the process of comprehension while contributing to the final product. Sherry could also use her “wild imagination” by creating her own ending of //Charlotte’s Web//.

StoryJumper for Jack- Differentiating process and product I think this program would work really well for Jack. As a section of the book is read to or with him, he can stop and process the information by creating a page with a short summary and pictures. Since he is familiar with the outdoors and animals, he will be more likely to know what a farm and farm animals look like. Also, he could change the setting and use forest animals instead, as long as he was hitting on the major plot points. Because he is hands on, the virtual building activity of creating backgrounds and plots could be beneficial for him. His low writing skills will be supported because a summary doesn’t have to be long. Typing is also a slightly different skill than paper and pencil writing. His ideas might come out easier. Also, it will underline words that are misspelled. Excellent ideas for differentiating the process and product via StoryJumper. Thanks for the quickly-created sample too! ~Mrs. L. =

= =Project Based Learning (7/13/2011)= 1. We chose My Healthy Self Project because it brought professionals into the classroom. 2. The students had to apply what they learned to create their own wellness center. 3. Yes, they use the computer to access information about health. 4. Questions and comments about their classmates wellness centers.

**Please add the site URL (as a link) to this post. Mrs. L.**

Web 2.0 Sarah Bolstad
Student: Sherry Web 2.0 Tool: StoryJumper www.storyjumper.com

StoryJumper allows student to create their own books online. They can use their imagination to create a book about anything. Students can choose to start from scratch or personalize a book made by someone else. Students are able to make a title page with the name of the author, a dedication page, and pages to tell their story. They can choose backgrounds or create their own. There are also many objects and animals to choose from that can be put into the story. These objects can be found under "themes" and are sorted in a way that is easy accessible for students. Photos from the hard-drive can also be added but this may be too complicated for young students.

The tool will differentiate the process and product for Sherry. Sherry has a difficult time staying focused while reading. If I were to allow her to create a book about the story online she may have more desire to focus. I would have her make a book summarizing Charlotte's Web, making sure to make a page for each of the key points/events. I would have her do this in small chunks. Once she had read part of the book I would send her to the computer to summarize what had just happened in the story. This will help her comprehend by retelling the story in her own way. I will also be able to assess Sherry's understanding by reading her final product.



A nice use of this interface as a way to "test" for comprehension. ~Mrs. L.

= = =PLN 9: Amy N., Jennifer, Sarah Bol., Britni=

Differentiating Instruction (7/7/11)
Objective : Students will be able to read and demonstrate comprehension of the book Charlottes”s Web

Sherry-

Content: Fill –in-the-blank graphic organizers, vocabulary review before reading, pr

Process: Short chunks of reading at a time, partner or group reading, daily goals

Product: Create a script for a scene and act out or puppet show, Use garage band to create music to go along with the reading

Environment: Different groupings, partner reading or group discussion

Jack-

Content: Highlight scenes with discriptions of animals, outdoor settings, vocabulary review

Process: Audiobooks, Read-Aloud

Product: Build a model with written descriptions and labels, Create a map on Paint or other software program

Environment: Earn outdoor time for participation, field trip to farm, virtual farm field trip

Phillip-

Content: Additional trade books on farm animals, spiders, and insects

Process: Allow him to teach or lead a discussion, partner him with a slightly less advanced reader

Product: Word process an alternate ending, create a video, individual chapter summaries

Environment: Quite reading space, interaction time after, short reading periods, control over when he reads

**Ven Diagrams (6/27/11)**
Ven Diagram - Pros and Cons of teaching digital natives by Jennifer Tyler and Justine Delaine

A venndiagram showing the pros and Cons of teaching digital natives created by Sarah Bolstad and Amy Neeld. June 27, 2011



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

**How can instruction be enhanced or improves 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 Website** []l
 * We believe that websites are the best way to organize classroom information and the best way to control information being posted. We like the creative cartoons that Mrs. Sol uses to link students to the classroom calendar, useful website, student work samples, and homework connection.