Thursday, May 1, 2014
Wednesday, April 30, 2014
Final Project #16
I had the pleasure to work with such wonderful people in my group this semester. Our group name is "Castleberry." For our final project #16, we created an iBook named, The Seven Wonders of EDM310. Throughout our book we have combined pretty much everything each one of us has done this semester in EDM 310. It includes these items: an introduction of all of us, a few pictures of our family and friends (or pictures that describe us), our sentence and passion videos, a video book commentary on our text book, a video of us teaching a lesson on the smart board, all of our book trailers, a video of technology tools we want to use in our classroom, a favorite blog post of ours, and a group text about being technologically literate. I had so much fun creating this iBook, along with all the projects and texts included inside of it!
Monday, April 21, 2014
C4K Summary for April
This month I was able to comment on three students' blogs from the PT England School in Auckland, New Zealand.
First, I had a little girl named Dhara. She is in Ms. Squires class 4, and she is a year 8 student. Her post was a video of her Food Party Animation. She created an animated 11 second video of her at a holiday dinner, and told us that she ate all the food. In my comment I let her know I enjoyed watching her video, and I bet she had a fun time making it. I told her how much I loved holidays because of the family time, and all the different foods I get to eat.
Second, I had a little girl named Rebekah. She is in Mrs. Nua and Mr. Banks class 1, and she is a year 7 student. In her post she talked about her FiaFia Rehearsal. "Performing is great and nerve-racking," she said. Rebekah is in a dance group called the Niue group. She performed the night of April 9, 2014, and was so nervous! In my comment I agreed with her that performing is great and nerve-racking, but to take a deep breath before going on stage and she would do great. I, also, wished her the best of luck on her performance, and told her I couldn't wait to read more of her post.
Last, I commented on a little boys blog named Germaine. He is in Miss Lavakula's class 9, and he is a year 4 student. Germaine created an animated video on the life cycle of a butterfly. In his video he explains this: A butterfly came to lay her eggs, two weeks later the eggs hatch into a caterpillar. It eats and eats and gets fat, then a few weeks later it is in its cocoon. After a few weeks it becomes a butterfly. In my comment I told him how much I enjoyed his video, and that he was the first one to show me a video on how this happens. I, also, told him that his pictures he drew for his animated video were very good and colorful. Then, I told him how great of a job he did!
First, I had a little girl named Dhara. She is in Ms. Squires class 4, and she is a year 8 student. Her post was a video of her Food Party Animation. She created an animated 11 second video of her at a holiday dinner, and told us that she ate all the food. In my comment I let her know I enjoyed watching her video, and I bet she had a fun time making it. I told her how much I loved holidays because of the family time, and all the different foods I get to eat.
Second, I had a little girl named Rebekah. She is in Mrs. Nua and Mr. Banks class 1, and she is a year 7 student. In her post she talked about her FiaFia Rehearsal. "Performing is great and nerve-racking," she said. Rebekah is in a dance group called the Niue group. She performed the night of April 9, 2014, and was so nervous! In my comment I agreed with her that performing is great and nerve-racking, but to take a deep breath before going on stage and she would do great. I, also, wished her the best of luck on her performance, and told her I couldn't wait to read more of her post.
Last, I commented on a little boys blog named Germaine. He is in Miss Lavakula's class 9, and he is a year 4 student. Germaine created an animated video on the life cycle of a butterfly. In his video he explains this: A butterfly came to lay her eggs, two weeks later the eggs hatch into a caterpillar. It eats and eats and gets fat, then a few weeks later it is in its cocoon. After a few weeks it becomes a butterfly. In my comment I told him how much I enjoyed his video, and that he was the first one to show me a video on how this happens. I, also, told him that his pictures he drew for his animated video were very good and colorful. Then, I told him how great of a job he did!
C4T #4
For my Comment for Teacher number four, I had Jarrod Robinson. Feel free to visit his blog.
In Jarrod's first post I commented on, it was, "Downloading, Stretching, and Sworking Out." In this post he gives us websites, tools, and apps that helps us download videos on devices to work out. He focuses on Tube Downloader, Stretch It, and Swork it Pro.
In my comment I mentioned that I thought it was really cool that he was blogging because most PE teachers don't. I, also, thanked him for the useful tools given.
In Jarrod's second post I commented on, he posted a video about activeglobe.net. A website for schools to help motivate cycling, running, swimming, and walking in their school PE class. You sign-up as a teacher and you create your class. Once you have done this, you can create a goal for your students to reach. Once a student has ran some, they can log into their account and add how much they ran for that day, and the teacher will be able to tell how much each student ran, cycled, walked or swam so he/she will be able to see how much they have left to reach their class goal. Students can also keep track of their activity through RunKeeper. Either login on the computer of through the app, and your teacher can see how much activity you have done either way.
In my comment, I mentioned that I loved learning about Active Globe through his video, and that I wish we did this when I was in grade school. I said this would be a great motivation tool for students to be active.
In Jarrod's first post I commented on, it was, "Downloading, Stretching, and Sworking Out." In this post he gives us websites, tools, and apps that helps us download videos on devices to work out. He focuses on Tube Downloader, Stretch It, and Swork it Pro.
In my comment I mentioned that I thought it was really cool that he was blogging because most PE teachers don't. I, also, thanked him for the useful tools given.
In Jarrod's second post I commented on, he posted a video about activeglobe.net. A website for schools to help motivate cycling, running, swimming, and walking in their school PE class. You sign-up as a teacher and you create your class. Once you have done this, you can create a goal for your students to reach. Once a student has ran some, they can log into their account and add how much they ran for that day, and the teacher will be able to tell how much each student ran, cycled, walked or swam so he/she will be able to see how much they have left to reach their class goal. Students can also keep track of their activity through RunKeeper. Either login on the computer of through the app, and your teacher can see how much activity you have done either way.
In my comment, I mentioned that I loved learning about Active Globe through his video, and that I wish we did this when I was in grade school. I said this would be a great motivation tool for students to be active.
Saturday, April 19, 2014
Blog Post #13
Most schools nowadays are implementing BYOD's (Bring Your Own Device) into everyday learning. What is BYOD and how can my students be productive using BYOD?
Watch the following videos and answer the above questions:
1. Why BYOD?
2. BYOD in the 21st Century
3. BYOD for Students
BYOD stands for Bring Your Own Device. Most schools allow students to bring their device to class and use it for educational purposes. Of course, your teacher AND your parents must approve before doing so. BYOD can be very helpful to both the school and the students. Your probably thinking, "How?" Well, for one, students are more comfortable and know their own device better than they do the school computers. BYOD, also, allows those students who can't afford devices or whose parents won't allow them to carry theirs to school, to receive their own computer at school instead of having to share with others. My point being, if you have all these other students bringing their own device, then there are more available computers for students who don't/can't bring their own device. Another plus to BYOD is when something happens to a students device they most likely know how to fix it (I mean that's kids for you these days, they know everything about technology), but if they were using a school computer they would have to wait for someone to come fix it, which could take days. Also, especially if they're working on a project, they will already have everything on their device and can easily work on it at home.
There are so many up sides to BYOD, but students need to keep in mind a few things. One, this is a privilege, it can easily be taken away. Two, they are responsible for their device, not the school and not the teacher. Last, their device should always be used for educational purposes!
![BYOD(Bring Your Own Device) title=]()
Watch the following videos and answer the above questions:
1. Why BYOD?
2. BYOD in the 21st Century
3. BYOD for Students
BYOD stands for Bring Your Own Device. Most schools allow students to bring their device to class and use it for educational purposes. Of course, your teacher AND your parents must approve before doing so. BYOD can be very helpful to both the school and the students. Your probably thinking, "How?" Well, for one, students are more comfortable and know their own device better than they do the school computers. BYOD, also, allows those students who can't afford devices or whose parents won't allow them to carry theirs to school, to receive their own computer at school instead of having to share with others. My point being, if you have all these other students bringing their own device, then there are more available computers for students who don't/can't bring their own device. Another plus to BYOD is when something happens to a students device they most likely know how to fix it (I mean that's kids for you these days, they know everything about technology), but if they were using a school computer they would have to wait for someone to come fix it, which could take days. Also, especially if they're working on a project, they will already have everything on their device and can easily work on it at home.
There are so many up sides to BYOD, but students need to keep in mind a few things. One, this is a privilege, it can easily be taken away. Two, they are responsible for their device, not the school and not the teacher. Last, their device should always be used for educational purposes!
Wednesday, April 9, 2014
Project 12B
For Project 12 B, group Castleberry taught a third grade lesson on fractions. We used ideas from a lesson plan found on Smartboard Exchange. The lesson plan addresses the ACCR standard 13. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b. [3-NF1]
Blog Post #12
This week I was asked the question, "What assistive technologies are available to you as a teacher?" When I starting pondering over the question and looking at the resources given, I never realized the things you could do. I have selected a couple and below I explain why I selected these.
One assistive technology piece I have chosen is iPad usage for the blind. In the video iPad Usage for the Blind, Wesley Majerus gave a wonderful presentation and taught me so many things. There is a VoiceOver feature on the iPad that allows the blind to manage the iPad through built in voices and braille texts. All you have to do is slide your finger across the screen and it will read everything to you. Wesley, also, explains that the visually impaired can use iBooks, because it is involved wit VoiceOver. I would love to use this in my classroom one day if I am ever an educator of a visually impaired student.
Second, I have chosen the Mountbatten Braille writer. This allows for audio and tactile feedback according to the video, Mountbatten-Assistive Technology for the Blind. This machine allows files to be saved, transferred, and received. It also allows the blind student to be included in the classroom, get feedback from the teacher, and participate in group projects.
One assistive technology piece I have chosen is iPad usage for the blind. In the video iPad Usage for the Blind, Wesley Majerus gave a wonderful presentation and taught me so many things. There is a VoiceOver feature on the iPad that allows the blind to manage the iPad through built in voices and braille texts. All you have to do is slide your finger across the screen and it will read everything to you. Wesley, also, explains that the visually impaired can use iBooks, because it is involved wit VoiceOver. I would love to use this in my classroom one day if I am ever an educator of a visually impaired student.
Sunday, April 6, 2014
Blog Post #11
What can we learn about teaching and learning from these teachers?
What can we learn from Brian Crosby, Back to the Future, TED Talk? Mr. Crosby teaches 4th, 5th, and 6th grade at Agnes Risley Elementary School, Sparks, Nevada. We can learn so much from a teacher who inspires children to learn through methods that are not representative of modern-day education. The typical model for education would include traditional teaching and learning in order to meet the standards set forth by the state. Mr. Crosby goes above and beyond the standards and challenges the children, who are also English Language Learners and Low Socioeconomic Status, to think outside of the box. Instruction is real world based through experiments and cooperative learning not only with in the classroom but across the globe. I think if a teacher is allowed to have creative control over the learning process, anything is possible. There are many school districts that are very focused on test scores and data that can be quickly measured by a standardized test. The class population in Mr. Crosby’s class is learning in a meaningful way, one they will never forget. It is inherently visible the passion this teacher has for teaching and learning. The experiments prove to excite the teacher, individuals in his class as well as children elsewhere who learn from their blog posts, that is powerful learning every kid deserves.
What can we learn from Paul Anderson and the Blended Learning Cycle? Mr. Anderson is a high school AP Biology teacher in Bozeman, Montana who knows the value of asking good questions. The model for learning is a mix of Blended Learning and the Learning Cycle. Blended Learning is a combination of models which includes classroom learning mobile learning and online learning. The Learning Cycle is a model that uses a central goal to evaluate surrounded by the ways in which a person comes to that point using explore, explain, expand, and engage. While Mr. Anderson implements this Blended Learning Cycle, he uses an acronym he created called Quivers: questions, investigations, video, elaboration, review, and finally summary. The summary will be a quiz but the student must demonstrate mastery of the topic or else there should be remediation and further investigations conducted. The cycle of learning continues until mastery is achieved and the answer to the question posed has been evaluated, which is the ultimate goal of science teachers.
There are many things we can learn from Sam Pane in his video, Sam Pane 4th grade. I love the idea that he based a project on how to be safe while using the internet. He let his students make a comic on how to use the internet safely. I have never even thought about making a comic in my classroom, so this is something new that I would love to do! Sam teaches us (the viewers) how important it is to address online personal information, as well as, informing us that we can do so many activities that allow students to learn to use safety online. Most importantly, Sam teaches his students to become a Super Digital Citizen. He wants his students to be able to go to a website and evaluate the information they’re after. The way he approached this is by stating this quote from spiderman, “With great power, comes great responsibility.” Then he brings it into his lesson by asking, “What kind of power does the internet give us?” From this, we, as future teachers, should learn to introduce a subject in a way that catches the students attention. Reel them in by the things they are familiar with and love.
In the video Project Based Learning, three teachers (an english teacher, a history teacher, and a technology teacher) combined their one hour class, to make a 3 hour hour class that included all three subjects. With this they have more time and flexibility. One thing I feel I learned from this video is, when we give our students the time, the dedication, and the feedback needed, they can go above and beyond what they ever expected and want to take ownership for what they did. With more time, they are able to do more projects (in this video that includes all three subjects) and be satisfied with their project. We, as future teachers, want to be able to teach more than just the curriculum, we want our students to enjoy what they do in the classroom. The english teacher in this video, Melanie, stated at the end of the video, that before they combined the classes all the students used was paper and pencil and they hated it. With the extra time, they are able to do different projects on the computer and enjoy it. Project based learning is what kids are all about now, and this video has taught me to shower my students in project based learning, and they will be more satisfied, and willing to take ownership of the work they did.
After watching the video about Roosevelt Elementary’s PBL Program I learned about the benefits of implementing project based learning from a young age. Roosevelt Elementary School is located in Redwood City, California. Project based learning begins in the kindergarten level at this school. PBL emphasizes real world problem solving in the classroom. Teachers, as well as students, collaborate in creating projects that meet state standards. Not only do students receive quality knowledge from PBL, but they are introduced to public speaking at a young age. Practicing this skill from a young age is beneficial because the students receive feedback from not only their teacher, but their peers as well. This feedback can increase confidence among students and make students proud of what they learned. This helps build social skills. The community is also involved in the PBL movement. Community residents speak to classes at Roosevelt Elementary to tell students real life stories. PBL is self motivating and encourages students to learn!
Grade 12 Reading Standards for Literature http://web.alsde.edu/home/General/alccs.aspx 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2] 22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4] 24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6] 28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10] 30. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL.11-12.2] 32. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]
What can we learn from Brian Crosby, Back to the Future, TED Talk? Mr. Crosby teaches 4th, 5th, and 6th grade at Agnes Risley Elementary School, Sparks, Nevada. We can learn so much from a teacher who inspires children to learn through methods that are not representative of modern-day education. The typical model for education would include traditional teaching and learning in order to meet the standards set forth by the state. Mr. Crosby goes above and beyond the standards and challenges the children, who are also English Language Learners and Low Socioeconomic Status, to think outside of the box. Instruction is real world based through experiments and cooperative learning not only with in the classroom but across the globe. I think if a teacher is allowed to have creative control over the learning process, anything is possible. There are many school districts that are very focused on test scores and data that can be quickly measured by a standardized test. The class population in Mr. Crosby’s class is learning in a meaningful way, one they will never forget. It is inherently visible the passion this teacher has for teaching and learning. The experiments prove to excite the teacher, individuals in his class as well as children elsewhere who learn from their blog posts, that is powerful learning every kid deserves.
What can we learn from Paul Anderson and the Blended Learning Cycle? Mr. Anderson is a high school AP Biology teacher in Bozeman, Montana who knows the value of asking good questions. The model for learning is a mix of Blended Learning and the Learning Cycle. Blended Learning is a combination of models which includes classroom learning mobile learning and online learning. The Learning Cycle is a model that uses a central goal to evaluate surrounded by the ways in which a person comes to that point using explore, explain, expand, and engage. While Mr. Anderson implements this Blended Learning Cycle, he uses an acronym he created called Quivers: questions, investigations, video, elaboration, review, and finally summary. The summary will be a quiz but the student must demonstrate mastery of the topic or else there should be remediation and further investigations conducted. The cycle of learning continues until mastery is achieved and the answer to the question posed has been evaluated, which is the ultimate goal of science teachers.
There are many things we can learn from Sam Pane in his video, Sam Pane 4th grade. I love the idea that he based a project on how to be safe while using the internet. He let his students make a comic on how to use the internet safely. I have never even thought about making a comic in my classroom, so this is something new that I would love to do! Sam teaches us (the viewers) how important it is to address online personal information, as well as, informing us that we can do so many activities that allow students to learn to use safety online. Most importantly, Sam teaches his students to become a Super Digital Citizen. He wants his students to be able to go to a website and evaluate the information they’re after. The way he approached this is by stating this quote from spiderman, “With great power, comes great responsibility.” Then he brings it into his lesson by asking, “What kind of power does the internet give us?” From this, we, as future teachers, should learn to introduce a subject in a way that catches the students attention. Reel them in by the things they are familiar with and love.
In the video Project Based Learning, three teachers (an english teacher, a history teacher, and a technology teacher) combined their one hour class, to make a 3 hour hour class that included all three subjects. With this they have more time and flexibility. One thing I feel I learned from this video is, when we give our students the time, the dedication, and the feedback needed, they can go above and beyond what they ever expected and want to take ownership for what they did. With more time, they are able to do more projects (in this video that includes all three subjects) and be satisfied with their project. We, as future teachers, want to be able to teach more than just the curriculum, we want our students to enjoy what they do in the classroom. The english teacher in this video, Melanie, stated at the end of the video, that before they combined the classes all the students used was paper and pencil and they hated it. With the extra time, they are able to do different projects on the computer and enjoy it. Project based learning is what kids are all about now, and this video has taught me to shower my students in project based learning, and they will be more satisfied, and willing to take ownership of the work they did.
After watching the video about Roosevelt Elementary’s PBL Program I learned about the benefits of implementing project based learning from a young age. Roosevelt Elementary School is located in Redwood City, California. Project based learning begins in the kindergarten level at this school. PBL emphasizes real world problem solving in the classroom. Teachers, as well as students, collaborate in creating projects that meet state standards. Not only do students receive quality knowledge from PBL, but they are introduced to public speaking at a young age. Practicing this skill from a young age is beneficial because the students receive feedback from not only their teacher, but their peers as well. This feedback can increase confidence among students and make students proud of what they learned. This helps build social skills. The community is also involved in the PBL movement. Community residents speak to classes at Roosevelt Elementary to tell students real life stories. PBL is self motivating and encourages students to learn!
Grade 12 Reading Standards for Literature http://web.alsde.edu/home/General/alccs.aspx 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2] 22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4] 24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6] 28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10] 30. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL.11-12.2] 32. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]
Friday, April 4, 2014
C4T #3
For my Comment for Teacher this time, I had Mrs. Beth Still. I am going to tell you about her two different post I commented on, as well as what the comments I left said. If you would like to view her blog, her is the link: Beth Still's Blog
The first post of Mrs. still's that I commented on was called "Budding Artists Project." She put aside a whole week of social studies lessons to work on this project. Throughout the week they painted, and she was eager to see what their creative minds came up with. Most importantly, she said she enjoyed getting to know them more. She made it feel less like a school day for this week, and created a relaxed space, listened to music, were laughing and joking around, and were able to share stories. They had a very nice bonding experience. Mrs. Still tells us that this wouldn't have been possible without the support of the people at DonansChoose. They gave the money for this project. She, also, tells us all her students' paintings' will be hung up in the hallways. Each student made a hand print and all will be hung up with a description of the project and a sign saying, "Each of these students had a hand in this project."
In my comment I left, I stated many things. I let her know how great it is to take the time to bond with her students, how special it is, and that I hope to create a bonding experience like this with my students one day. I told her how much I admired her as a teacher because she takes the time to bond with her students. I, also, mentioned that teachers like her are why students want to continue in school, because she takes the time to get to know them.
Beth Still's second post I commented on was called, "Following My Dreams." In this post Mrs. Still talks about how through her years teaching she has used all different types of online tools in her classroom and many students had asked her why she taught social studies instead of teaching all the other teachers how to use technology in their classrooms. Working with teachers was her dream, and is something she had been working toward since she attended the 2008 ISTE conference and learned that some districts employ teachers whose sole job is to integrate technology in their classrooms. On April 1, 2014, Beth was offered the position of Instructional Technology Integrating Specialist for Gering Public Schools. When preparing her application, Beth knew she needed to do something to stand out from all the other applicants. She involved her personal learning network, and asked 65 or so colleagues to write a very short recommendation for her and explain why she would be a good fit for the job. She took those recommendations and made them into a slide show, then linked it on her CV. She, then, thanked everyone who helped her and listed all of their names. She starts her knew job in April!
In the comment I left for her I first gave her a congratulation for her new job. Then, mentioned that incorporating her personal learning network was admiring, and that I needed to keep that in mind. I let her know that her post inspires me to include technology more when I start teaching.
The first post of Mrs. still's that I commented on was called "Budding Artists Project." She put aside a whole week of social studies lessons to work on this project. Throughout the week they painted, and she was eager to see what their creative minds came up with. Most importantly, she said she enjoyed getting to know them more. She made it feel less like a school day for this week, and created a relaxed space, listened to music, were laughing and joking around, and were able to share stories. They had a very nice bonding experience. Mrs. Still tells us that this wouldn't have been possible without the support of the people at DonansChoose. They gave the money for this project. She, also, tells us all her students' paintings' will be hung up in the hallways. Each student made a hand print and all will be hung up with a description of the project and a sign saying, "Each of these students had a hand in this project."
In my comment I left, I stated many things. I let her know how great it is to take the time to bond with her students, how special it is, and that I hope to create a bonding experience like this with my students one day. I told her how much I admired her as a teacher because she takes the time to bond with her students. I, also, mentioned that teachers like her are why students want to continue in school, because she takes the time to get to know them.
Beth Still's second post I commented on was called, "Following My Dreams." In this post Mrs. Still talks about how through her years teaching she has used all different types of online tools in her classroom and many students had asked her why she taught social studies instead of teaching all the other teachers how to use technology in their classrooms. Working with teachers was her dream, and is something she had been working toward since she attended the 2008 ISTE conference and learned that some districts employ teachers whose sole job is to integrate technology in their classrooms. On April 1, 2014, Beth was offered the position of Instructional Technology Integrating Specialist for Gering Public Schools. When preparing her application, Beth knew she needed to do something to stand out from all the other applicants. She involved her personal learning network, and asked 65 or so colleagues to write a very short recommendation for her and explain why she would be a good fit for the job. She took those recommendations and made them into a slide show, then linked it on her CV. She, then, thanked everyone who helped her and listed all of their names. She starts her knew job in April!
In the comment I left for her I first gave her a congratulation for her new job. Then, mentioned that incorporating her personal learning network was admiring, and that I needed to keep that in mind. I let her know that her post inspires me to include technology more when I start teaching.
Monday, March 31, 2014
C4K Summary for March
This month I commented on two different students from the Pt England School in Auckland, New Zealand. I would like to share with you what their post were about, and what my comment on their post said.
First, I had a little girl named Meliana. She is from the Pt England School in Auckland, New Zealand, like I mentioned above, and is in Mrs. Jenny She's second grade class. Her post was a short video telling everyone about her weekend. She talked about how she went to the beach with her family and had a picnic, as well as, building a sandcastle. My comment I left for her stated many things. I simply mentioned how I always loved going to the beach with my family, and that we always had picnics and built sandcastles, too. I did let her know that her sandcastle was probably the prettiest one out there! Then, I told her that I enjoyed watching her video and I'm looking forward to visiting her blog again to read more.
Second, I had a little boy named Esrah. He is from the Pt England School in Auckland, New Zealand, as well, and is in Mrs. Wua and Mr. Banks first grade class. His post was about equivalent fractions. He was asked the question, "What is 2/4 =4/?"He told us how to figure out the problem. Esrah said the pattern is 2x because 2x2=4, so that would mean the denominator of the completed fraction would have to be timed by 2, which would equal 8 and the answer is 2/4=4/8. On my comment on his post, I stated how much smarter he is then I was when I was his age, and that I enjoyed learning how to do a math problem. I, also, told him that I look forward to reading more of his post.
Sunday, March 30, 2014
Project 15
Project Calender:
Title: Dinosaur Clay Modeling and Presentation Duration: One Week
Title: Dinosaur Clay Modeling and Presentation Duration: One Week
WEEK ONE
Notes: This week will be full of leaning about
dinosaurs! Starting on Monday they will choose a dinosaur, research it, make a
presentation on prezi (around 2 minutes in length), and design a clay model of
their dinosaur and present their presentation and model at the end of the week.
Monday
Today I will draw dinosaur
names and give to each student. I will set aside an hour for them to research
their dinosaur.
Tuesday
Today I will set aside another hour for them to work on
their presentation and start their clay model (no more than 15 minutes on their
model).
Wednesday
Today There will be another
hour for research and to work on their clay model. This is the last day for
them to ask me final questions about their presentations and to make sure
everything they need is in their presentations.
Thursday
Today we will start
presentations (10 students will go today) and they will also show their clay
model they designed and afterwards will get to take home to keep!
Friday
Today we will finish
presentations (10 students will go today) and they will also show their clay
model they designed and afterwards will get to take home to keep!
Friday, March 28, 2014
Blog Post #10
There are many things we can learn from Sir Ken Robinson in his video Bring on the Learning Revolution.
First, is that people go through their lives not knowing their true talents or may think they don't have any. Well everyone has their own talents, and these are things we have to figure out about ourselves as we get older. Knowing our talents will help us figure out what we want to do for our profession, or throughout life.
![Find Your Talent]( "Source")
The second thing I feel we can learn from Sir Ken Robinson is that education does not need to be evolved, it needs to be revolutionized. We keep trying to reform the same education system, but clearly is not helping. Education needs to be revolutionized to capture students interest.
Lastly, Sir ken Robinson mentions that he met a guy at a book signing, and asked what he did. The guy said he was a fireman. Mr. Robinson asked when he knew he wanted to be a fireman, and the guy said since he was a little boy. The guy went on to say that when he was in school, one of his teachers told him it wasn't a real job, that it would be a waste of his time, and that he should go to college. Well, this guy ended up being a fireman anyways, and actually saved his teacher's life along with his teacher's wife's. Students hold adults responsible to help nurture and foster their dreams. We should never tell a child their dreams are a waste of time, we should help them reach their dreams.
First, is that people go through their lives not knowing their true talents or may think they don't have any. Well everyone has their own talents, and these are things we have to figure out about ourselves as we get older. Knowing our talents will help us figure out what we want to do for our profession, or throughout life.
The second thing I feel we can learn from Sir Ken Robinson is that education does not need to be evolved, it needs to be revolutionized. We keep trying to reform the same education system, but clearly is not helping. Education needs to be revolutionized to capture students interest.
Lastly, Sir ken Robinson mentions that he met a guy at a book signing, and asked what he did. The guy said he was a fireman. Mr. Robinson asked when he knew he wanted to be a fireman, and the guy said since he was a little boy. The guy went on to say that when he was in school, one of his teachers told him it wasn't a real job, that it would be a waste of his time, and that he should go to college. Well, this guy ended up being a fireman anyways, and actually saved his teacher's life along with his teacher's wife's. Students hold adults responsible to help nurture and foster their dreams. We should never tell a child their dreams are a waste of time, we should help them reach their dreams.
Saturday, March 22, 2014
Blog Post #9
After watching the First Graders in Mrs. Cassidy's Class, video, it gave me a good sense of how technology is used in the lower grades. Really, their doing exactly what we are doing now, as college students, which is crazy to think about. Their smarter then we are, and could probably show us college students even more tools that we don't know about! Mrs. Cassidy's class skypes with different people, and even different students in another school. This is something I want to try and do in my classroom one day!
Mrs. Cassidy really stressed the importance of technology in young children in the video, Interview with Kathy Cassidy Part 1. She tells us that kids are all about technology these days, which is true, so it's our job to help them pursue their education with the help of technology. Mrs. Cassidy was given five PCs for her classroom, but they prevented any software to be downloaded to them. This is when she began exploring different ways to use the internet, which led her to find out about blogging, youtube, twitter, and even skype. We have been given many tools, unlike Mrs. Cassidy, but it is, also, our job to explore and find even more tools, we have to broaden our personal learning networks.
In Interview with Kathy Cassidy Part 2, Mrs. Cassidy believes that we should start using technology, especially in our classrooms, with something we are interested in. For example, I like the videos more, so youtube, skype, iMovie, etc. are along the lines of tools I would use. Some people like writing more, so you may want to go the blogging route. I want to help my students, one day, find their interests, then introduce technology to them using that interest.
One thing that really interested me the most in the video, Interview with Kathy Cassidy Part 3, is all the ways to use technology in physical education. There were a few Physical Education Majors asking questions, and one is, "How can we use technology in physical education?" One idea Mrs. Cassidy proposed was having a working blog, and if something came up to where the coach needed to let his/her students know immediately they could post it on their blog. Another question that came up is, "With blogs being more accessible to the internet, do you fear there is more cheating going on?" She stated that things are becoming more collaborative, and professors should get more creative with the way they want us to present things. She said to use others as guidance and just present ours in a different way. If we were asked open ended questions, it allows us to be more collaborative and there will be no one (correct)answer.
Mrs. Cassidy really stressed the importance of technology in young children in the video, Interview with Kathy Cassidy Part 1. She tells us that kids are all about technology these days, which is true, so it's our job to help them pursue their education with the help of technology. Mrs. Cassidy was given five PCs for her classroom, but they prevented any software to be downloaded to them. This is when she began exploring different ways to use the internet, which led her to find out about blogging, youtube, twitter, and even skype. We have been given many tools, unlike Mrs. Cassidy, but it is, also, our job to explore and find even more tools, we have to broaden our personal learning networks.
In Interview with Kathy Cassidy Part 2, Mrs. Cassidy believes that we should start using technology, especially in our classrooms, with something we are interested in. For example, I like the videos more, so youtube, skype, iMovie, etc. are along the lines of tools I would use. Some people like writing more, so you may want to go the blogging route. I want to help my students, one day, find their interests, then introduce technology to them using that interest.
One thing that really interested me the most in the video, Interview with Kathy Cassidy Part 3, is all the ways to use technology in physical education. There were a few Physical Education Majors asking questions, and one is, "How can we use technology in physical education?" One idea Mrs. Cassidy proposed was having a working blog, and if something came up to where the coach needed to let his/her students know immediately they could post it on their blog. Another question that came up is, "With blogs being more accessible to the internet, do you fear there is more cheating going on?" She stated that things are becoming more collaborative, and professors should get more creative with the way they want us to present things. She said to use others as guidance and just present ours in a different way. If we were asked open ended questions, it allows us to be more collaborative and there will be no one (correct)answer.
Sunday, March 16, 2014
Blog Post #8
This week we were told to explore the web and find our own 21st century tools we could use in our classroom one day. i have found a few that I want to share with you. I want to teach either Kindergarten or first grade so, most of these are for little kids.
First, is this tool know as Voki. Students create their own personalized speaking avatar. They are able to customize their character, design their own background, you even record your own voice so the avatar will talk. Voki avatars help children improve listening and speaking abilities. Teachers are able to make one as well for introductions, activities, and even things to help pronunciation of vocabulary.
![Voki]( "source:blog.voki.com'border=")
Secondly, there is this tool I will definitely be using known as Voicethread. This is a tool to involve technology with storytelling. It allows students to add images, text, audio, and video to create a digital story. Once a child has created their voicethread others can comment either by text, recording, or filming. This tool is great to collaborate with not only other students in their class or school, but all over the world. Students can draw their own pictures and talk about it, or create their own story and record their own voices while telling others about it. This would be a good project for them to do and share with the class.
![Voicethread]( "Source:cit.duke.edu'border=")
Lastly, their is this tool called Edmodo. My senior year of high school, my school system started using this in K-12. This is a tool where teachers can post homework assignments, ask questions to their students in their class only, the students can get on and have a conversation with their classmates, and the teacher can have online parent and teacher conference. This is laid out just like facebook. I guess it is sort of like Sakai for all of us here at South. the main reason I would want to use something like this in my classroom, is because students don't always tell their parents the truth if they have homework or not. This way the parents would have access to check to see if their child has homework for that night.
![Edmodo]( "k11mason.blogspot.com'border=")
First, is this tool know as Voki. Students create their own personalized speaking avatar. They are able to customize their character, design their own background, you even record your own voice so the avatar will talk. Voki avatars help children improve listening and speaking abilities. Teachers are able to make one as well for introductions, activities, and even things to help pronunciation of vocabulary.
Secondly, there is this tool I will definitely be using known as Voicethread. This is a tool to involve technology with storytelling. It allows students to add images, text, audio, and video to create a digital story. Once a child has created their voicethread others can comment either by text, recording, or filming. This tool is great to collaborate with not only other students in their class or school, but all over the world. Students can draw their own pictures and talk about it, or create their own story and record their own voices while telling others about it. This would be a good project for them to do and share with the class.
Lastly, their is this tool called Edmodo. My senior year of high school, my school system started using this in K-12. This is a tool where teachers can post homework assignments, ask questions to their students in their class only, the students can get on and have a conversation with their classmates, and the teacher can have online parent and teacher conference. This is laid out just like facebook. I guess it is sort of like Sakai for all of us here at South. the main reason I would want to use something like this in my classroom, is because students don't always tell their parents the truth if they have homework or not. This way the parents would have access to check to see if their child has homework for that night.
Project #14
For my lesson plan this time, I have decided to allow my students' to choose a small topic to do a presentation on from the broad topic I will give them: American History. Giving my students this topic allows them to do their own research to find their own topic. For example, they could pick something such as: Christopher Columbus's Voyage to America, The Revolutionary War, the Boston Tea Party, or even President Kennedy's death. My students have multiple choices to choose from and plenty of information to gather on each. They will have 2 weeks to complete this project, and the last 2 days of the second week, they will present. I ,also, would love to invite their parents to watch and listen to their child's presentation, and to see the great job they will do on them!
Project #13
Date: February 24-28 Project Based
Learning Technology Lesson Plans
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Weekly Objective: BPL Introduction Implementation
R3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
Language:
L 3.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Speaking & Listening
SL3.6
Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification.
SL 3.1d explains their own ideas and understanding in
light of the discussion.
SL 3.1b follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion).
|
On-Going Objectives
R3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Language:
L3.2 Consult reference materials, including
beginning dictionaries, as needed to check and correct spellings.
Speaking
& Listening:
SL3.4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Writing:
W3.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
|
|
Monday:
Direct
Instruction: “I DO”- I Curio
demonstration on gathering information
Guided
Practice: “We Do”- decide with your group the topic of your project
Let’s
Practice: “You Do”- complete the role assignment and begin the research
Assessment:
teacher observation
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|
|
Tuesday:
Direct
Instruction: “I DO”- Answer questions
and discuss ways to complete a quality production
Guided
Practice: “We Do”- review material before publishing
Let’s
Practice: “You Do”- determine rubric criterion
Assessment:
teacher observation
|
|
|
Wednesday:
Direct
Instruction: “I DO”- view
demonstration on previous quality presentations
Guided
Practice: “We Do”- review procedures for full credit on the performance
rubric
Let’s
Practice: “You Do”- complete oral presentation with power point or slideshare
Assessment:
teacher observation
|
|
|
Thursday:
Direct
Instruction: “I DO”- read reflections about project and brainstorm ideas for
improvement.
Guided
Practice: “We Do”- develop t chart for pros and cons
Let’s
Practice: “You Do”- administer questionnaire evaluating performance of group
members.
Assessment:
teacher observation and questionnaire, project submission
|
|
|
Friday: FIELD TRIP to the computer lab to compile
presentations to disc
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|
|
|
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Students
that struggle will be identified through the check list and provided
intervention.
Students
who have mastered the objective will be assigned the enrichment materials.
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Saturday, March 15, 2014
C4T #2
Training and Coaching
In David Truss's blog post "Training and Coaching," he starts off by talking about his daughter's synchronized swimming, and how she trains 22+ hours a week, and how her aerobic and anaerobic conditioning is exceptional, then a routine is over and done with in 5 minutes. He combines his daughter's synchronized swimming with inquiry learning, and wonders "what kinds of structures can we build to help train our students as they do their inquiry learning dance." He believes educators should use an inquiry model, and think of ourselves as coaches. He says this, "The conditioning is cross-curricular, the practice needs to be purposeful, and tehy training is ongoing, with opportunities to improve many skills throughout the process."
In the comment I left under this post, I mentioned how I haven't really thought of coaching and teaching being similar. I gave this example, "Especially in the lower grades, such as Kindergarten through second. These students are just learning how to write their letters and numbers and learning how to read. We have to coach them on how to do this, and they have to practice over and over in order to memorize how to say and write those letters and words."
Learning and Failure
David Truss talks about learning sprouting from failure. "Failure can be very unproductive," he says, but also says, "Failure can also be an amazing tool for learning, and perhaps one that every student should experience before graduation." He mentions that everyone should do something big, as well as meaningful, beyond classroom walls, and even if they fail they will have a tremendous learning experience in the process. David also mentions that if students have only met success and accomplished every assignment, project, and task then they weren't pushed hard enough, and it is the programs fault not the students.
In the comment I left under this post I said, "If we don't fail, then how are we suppose to learn our mistakes?" I shared with him something my parents used to always tell me about failure. I also let him know that I agreed with him on if a student doesn't fail sometime before graduation, then it is the programs (sometimes the educators) fault. Go check out David Truss's Blog
In David Truss's blog post "Training and Coaching," he starts off by talking about his daughter's synchronized swimming, and how she trains 22+ hours a week, and how her aerobic and anaerobic conditioning is exceptional, then a routine is over and done with in 5 minutes. He combines his daughter's synchronized swimming with inquiry learning, and wonders "what kinds of structures can we build to help train our students as they do their inquiry learning dance." He believes educators should use an inquiry model, and think of ourselves as coaches. He says this, "The conditioning is cross-curricular, the practice needs to be purposeful, and tehy training is ongoing, with opportunities to improve many skills throughout the process."
In the comment I left under this post, I mentioned how I haven't really thought of coaching and teaching being similar. I gave this example, "Especially in the lower grades, such as Kindergarten through second. These students are just learning how to write their letters and numbers and learning how to read. We have to coach them on how to do this, and they have to practice over and over in order to memorize how to say and write those letters and words."
Learning and Failure
David Truss talks about learning sprouting from failure. "Failure can be very unproductive," he says, but also says, "Failure can also be an amazing tool for learning, and perhaps one that every student should experience before graduation." He mentions that everyone should do something big, as well as meaningful, beyond classroom walls, and even if they fail they will have a tremendous learning experience in the process. David also mentions that if students have only met success and accomplished every assignment, project, and task then they weren't pushed hard enough, and it is the programs fault not the students.
In the comment I left under this post I said, "If we don't fail, then how are we suppose to learn our mistakes?" I shared with him something my parents used to always tell me about failure. I also let him know that I agreed with him on if a student doesn't fail sometime before graduation, then it is the programs (sometimes the educators) fault. Go check out David Truss's Blog
Sunday, March 2, 2014
Blog Post #7
Randy Pausch was a professor of Computer Science and Human-Computer and Interaction Design at Carnegie Mellon University in Pittsburgh, Pennsylvania. Randy found out in September of 2006 that he had Pancreatic Cancer, and in August of 2007 his diagnosis was 3-6 months of good health left. During these months Randy gave his Last Lecture. His last lecture was about achieving his childhood dreams and how he helped enable others to achieve theirs. Then, sadly, in July of 2008 Randy Pausch passed away. In Randy's, Last Lecture he states this, "We cannot change the cards we are dealt, just how we play the hand. If I don't seem as depressed or morose as I should be, I'm sorry to disappoint you." With this being, we know he is not happy with his cancer, because he is leaving a beautiful family behind, but he is happy to leave with the many blessings he has left in not only his family's life, but his students and colleagues as well.
This is not only an inspirational video (which I took a lot from), he also shares with us "head fake." This is one way he taught in his classroom, and also one way I want to teach in my classroom one day. Head fake is when students believe they are learning one thing but in fact learning something else that is not in obvious sight. When talking about this, he is really talking about football. When he was a child he wanted to play in the NFL (along with other dreams: being in Zero Gravity, Being like Captain Kirk, winning stuffed animals, and being an imagineer at Disney). But in football, you learn some many more things than your stance, how to read plays, or where you need to be at on the field. Football teaches its players perseverance, teamwork, sportsmanship, etc., and these are the head fake. You teach students these ideas as well, even though they may not know it, and they use all of these throughout life! This is why I want to use this in my classroom.
Randy also mentions brick walls, and what they are. "Brick walls are not there to keep us out, they're there to give us a chance to show how badly we want something!" With this being said, I want to teach my students that when they hit a brick wall, all they have to do is persevere through it, and show it who's boss.
Sunday, February 23, 2014
Thursday, February 20, 2014
Blog Post #6
What is Personal Learning Networks (or PLN's)? I didn't know at first either. I watched some videos and read a few blogs and the video, Building Your PLN - A Primer for Anyone gave me a clear understanding of the definition. PLN's are new tools (twitter, skype, pintrest, facebook, blogs, etc.) we can use to broaden our global network to share our knowledge and passions with people around the world, and also gain knowledge from them as well. There are multiple ways PLN's can be useful to me, as a teacher. It could be as simple as using pintrest to find fun and creative ways to decorate my classroom, so that it is a nice, comfortable enviroment for my students. It could also be something like skyping former teachers and getting advice from them, or skyping teachers from all over the world to share ideas of what we are doing in our classrooms to expand our students PLN's.
So, how can we start forming our Personal Learning Networks? Well, it's like Steven Anderson mentioned in the video stated above, we already have started forming our PLN's! Almost every person in this world has a facebook, twitter, etc. or even uses text messaging. You may not know it, but this is part of your personal learning network. All we have to do is broaden our friends list or followers, and get more networks such as skype or a blog. Doing this may have you talking to a scientist from somewhere in the world like a seventh grader did in the video, A 7th Graders Personal Learning Environment.
As for Symbaloo and Netvibes, I will definitely look into these more. I have not yet created an account, but will be doing so here shortly. I'm hoping these will help expand my personal learning networks!
So, how can we start forming our Personal Learning Networks? Well, it's like Steven Anderson mentioned in the video stated above, we already have started forming our PLN's! Almost every person in this world has a facebook, twitter, etc. or even uses text messaging. You may not know it, but this is part of your personal learning network. All we have to do is broaden our friends list or followers, and get more networks such as skype or a blog. Doing this may have you talking to a scientist from somewhere in the world like a seventh grader did in the video, A 7th Graders Personal Learning Environment.
As for Symbaloo and Netvibes, I will definitely look into these more. I have not yet created an account, but will be doing so here shortly. I'm hoping these will help expand my personal learning networks!
Sunday, February 16, 2014
Blog Post #5
In the videos, Project Based Learning Part 1: Experiences of a Third Grade Teacher and Project Based Learning Part 2: Experiences of a Third Grade Teacher, the main thing I will always remember is that project based learning is not a review for students, we have it so they can learn new things from it. I always had teachers just give me projects to do on the stuff we had just learned that week in class, which, obviously, did not teach me anything new. Anthony taught me one major quality, he stated, "With project based learning, you're gonna get more than you expect, so never limit your students by giving them exactly what you want them to do. Create an opportunity for them to go beyond what you want them to do, and they will." When he said this, it made me want to start teaching right now just so I can get my students involved in project based learning right away!
I had never heard of iCurio until watching the iCurio video. If you're someone who doesn't know what it is, like me until this video, it is an online tool that schools use because it pulls and filters media (videos, websites, images, etc.) from all over the internet, and everything pulled is only educational. It allows students to organize videos, images, etc. in their own online folders. I plan on going on iCurio soon to view and hopefully figure out how to use it!
In the DiscoveryEd video, Anthony didn't really explain what it is, but from the information I received, it is a web based program teachers can use to show videos on lessons only in Science and Social Studies.
There are multiple tips given to us in the video, The Anthony-Strange Tips for Teachers Part 1, but I am going to focus on the tip Anthony Capps gave, "It's hard work, but exciting." I believe this is so true! Teachers are constantly having to learn new standards, new ways to teach, new ways to engage their students everyday, while also going home to take care of their own family each night. So, yes, it can be hard at times, but going to school everyday and seeing your students faces, and them telling you stories, and what they learned is so exciting and reminds us as to why we love our job!
Technology is becoming the most popular thing to use in the world today. In the video Use Tech Don't Teach It, Mr. Capps is right, you can't teach technology and shouldn't. You have the students learn on their own, while you GUIDE them. Technology has to be an interactive learning experiences.
In Additional Thought About Lessons video, Anthony gives us his thought on how to make successful lesson plans. He wants us to include four "layers", as he called them, which are:
1. Yearly plans
2. Monthly plans
3. Weekly plans
4. Daily plans
He mentions that to him, daily plans are most important because each day your have to think of innovating ways to engage, entertain, and encourage your students.
All these tips will surely help me throughout my teaching career!
This image is from Google Images.
I had never heard of iCurio until watching the iCurio video. If you're someone who doesn't know what it is, like me until this video, it is an online tool that schools use because it pulls and filters media (videos, websites, images, etc.) from all over the internet, and everything pulled is only educational. It allows students to organize videos, images, etc. in their own online folders. I plan on going on iCurio soon to view and hopefully figure out how to use it!
In the DiscoveryEd video, Anthony didn't really explain what it is, but from the information I received, it is a web based program teachers can use to show videos on lessons only in Science and Social Studies.
There are multiple tips given to us in the video, The Anthony-Strange Tips for Teachers Part 1, but I am going to focus on the tip Anthony Capps gave, "It's hard work, but exciting." I believe this is so true! Teachers are constantly having to learn new standards, new ways to teach, new ways to engage their students everyday, while also going home to take care of their own family each night. So, yes, it can be hard at times, but going to school everyday and seeing your students faces, and them telling you stories, and what they learned is so exciting and reminds us as to why we love our job!
Technology is becoming the most popular thing to use in the world today. In the video Use Tech Don't Teach It, Mr. Capps is right, you can't teach technology and shouldn't. You have the students learn on their own, while you GUIDE them. Technology has to be an interactive learning experiences.
In Additional Thought About Lessons video, Anthony gives us his thought on how to make successful lesson plans. He wants us to include four "layers", as he called them, which are:
1. Yearly plans
2. Monthly plans
3. Weekly plans
4. Daily plans
He mentions that to him, daily plans are most important because each day your have to think of innovating ways to engage, entertain, and encourage your students.
All these tips will surely help me throughout my teaching career!
Saturday, February 8, 2014
Friday, February 7, 2014
C4T #1
For my C4T #1 (Comment for Teacher), I had Dr. Paige Vitulli.
Dr. Vitulli's first post I commented on was about mask-making. She brought up two very great points. One, Masks are an universal art form produced by cultures world-wide to fulfill a variety of purposes. Two, Student's can learn about mask making in various cultures. Here Dr. Vitulli let her students' produce their own mask. After making their masks, they had to answer these questions in their own description of their mask:
1. What cultural influence did you use as inspiration for your mask?
2. What were the authentic purposes for the mask in that culture?
3. What materials did you use in the production to simulate authentic materials?
4. How were the elements of art used to create the mask and represent the culture?
5. What did you learn?
6. What might you do differently next time?
7. What did you do best in the process?
Dr. Vitulli posted a few pictures and descriptions of her students' masks on her blog. They are very interesting to look at and read. I will post a link to her blog at the bottom of this post!
On my first comment I left on Dr. Vitulli's blog, I clearly stated how I loved her idea of letting her students learn about different cultures by creating a mask. I also went on to say, that this is something fun and creative, but also educational. I loved the fact that they had to research all these cultures to pick one to make their masks, and not just given a culture automatically. I also let her know that reading her students' descriptions was very interesting and that I learned a lot of new, cool facts about all these different cultures.
On her second post I commented on, it informed me about International Dot Day. I have never even heard of Dot Day until reading this! Dot Day is a global celebration of creativity, courage, and collaboration. Dr. Vitulli mentions this, "The Dot is the story of a caring teacher who dares a doubting student to trust in her own abilities by being brave enough to make her mark! What begins with a small dot on a piece of paper becomes a breakthrough in confidence and courage, igniting a journey of self-discovery and sharing, which has gone on to inspire countless children and adults around the globe." Her classes, here at the University of South Alabama, took part in this day. They used white copy paper and crayons. Each square (sheet of paper) was crumpled and smoothed out multiple times to break down the stiffness of the paper and crayons, making a fabric-like texture. They, then, hole punched it and tied yarn to each piece creating a Dot Quilt! I highly recommend you go look at all the pictures she has posted on her blog! Their really neat to look at!
For this comment I simply stated that I thought her idea of making a quilt out of white copy paper and crayons was interesting and innovating. Also, that this let her students' be creative. I mean drawing something from one small dot on a sheet of paper is being pretty creative!
Here is the link to her blog, feel free to go check it out! She has a lot of interesting posts and pictures on here! Simply hit "Blogger" below to be redirected to her blog.
blogger
Dr. Vitulli's first post I commented on was about mask-making. She brought up two very great points. One, Masks are an universal art form produced by cultures world-wide to fulfill a variety of purposes. Two, Student's can learn about mask making in various cultures. Here Dr. Vitulli let her students' produce their own mask. After making their masks, they had to answer these questions in their own description of their mask:
1. What cultural influence did you use as inspiration for your mask?
2. What were the authentic purposes for the mask in that culture?
3. What materials did you use in the production to simulate authentic materials?
4. How were the elements of art used to create the mask and represent the culture?
5. What did you learn?
6. What might you do differently next time?
7. What did you do best in the process?
Dr. Vitulli posted a few pictures and descriptions of her students' masks on her blog. They are very interesting to look at and read. I will post a link to her blog at the bottom of this post!
On my first comment I left on Dr. Vitulli's blog, I clearly stated how I loved her idea of letting her students learn about different cultures by creating a mask. I also went on to say, that this is something fun and creative, but also educational. I loved the fact that they had to research all these cultures to pick one to make their masks, and not just given a culture automatically. I also let her know that reading her students' descriptions was very interesting and that I learned a lot of new, cool facts about all these different cultures.
On her second post I commented on, it informed me about International Dot Day. I have never even heard of Dot Day until reading this! Dot Day is a global celebration of creativity, courage, and collaboration. Dr. Vitulli mentions this, "The Dot is the story of a caring teacher who dares a doubting student to trust in her own abilities by being brave enough to make her mark! What begins with a small dot on a piece of paper becomes a breakthrough in confidence and courage, igniting a journey of self-discovery and sharing, which has gone on to inspire countless children and adults around the globe." Her classes, here at the University of South Alabama, took part in this day. They used white copy paper and crayons. Each square (sheet of paper) was crumpled and smoothed out multiple times to break down the stiffness of the paper and crayons, making a fabric-like texture. They, then, hole punched it and tied yarn to each piece creating a Dot Quilt! I highly recommend you go look at all the pictures she has posted on her blog! Their really neat to look at!
For this comment I simply stated that I thought her idea of making a quilt out of white copy paper and crayons was interesting and innovating. Also, that this let her students' be creative. I mean drawing something from one small dot on a sheet of paper is being pretty creative!
Here is the link to her blog, feel free to go check it out! She has a lot of interesting posts and pictures on here! Simply hit "Blogger" below to be redirected to her blog.
blogger
Blog Post #4
When asked the question, "What do we need to know about asking questions to be an effective teacher?" I thought to myself, "To be honest, I don't really know." How sad! I know I want to be a teacher, but I need to know how to ask effective questions as well. So, I started using resources given to me and doing my own research to figure it out.
I simply googled, "How to ask effective questions as a teacher," and multiple things popped up. I just randomly clicked on one, and a PDF file named Asking More Effective Questions from William F. McComas and Linda Abraham from Rossier School of Education, is what showed up. I started reading, and there were two things that caught my eye. One, the 1860 edition of Barnard's American of Instruction States, "to question well is to teach well." Two, "Questioning plays a critical role in the way instructors structure the class environments, organize the contents of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class" (McComas and Abraham from Rossier School of Education). Both of these statements are so true! It is up to us, as future teachers, to learn how to ask questions to be effective teachers.
There are two types of questions: low order (close ended) and high order (open ended). Low order questions are typically the "what" questions, these are usually questions about meaning. High order questions are those that ask us "why" and "how", this type of questions let students use their critical thinking skills, and makes them think more in depth of the concept in order to find an answer. An example of a low order question would be, "What color is that dog?" An example of a high order question is, "Can you give an example of this?" Of course we want to ask the high order questions!
When thinking about how to ask questions keep in mind these ideas giving to us by the Teaching Center at Washington University in St. Louis:
1. When planning questions, keep in mind your course goals.
2. Avoid asking "leading questions."
3. Follow a "yes-or-no" question with an additional question.
4. Aim for direct, clear, specific questions.
5. In class discussions, do not ask more than one question at once.
6. When you plan each class session, include notes of when you will pause to ask and answer questions.
7. Ask a mix of different types of questions.
8. Wait for students to think and formulate responses (usually 5-10 seconds).
9. Do not interrupt Students' answers.
10. Show that you are interested in students' answers, whether right or wrong.
11. Develop responses that keep students thinking.
12. If a student gives an incorrect of weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student, and the class, to the correct or stronger answer.
If we use these ideas as a teacher we will know how to ask questions to be an effective teacher.
I simply googled, "How to ask effective questions as a teacher," and multiple things popped up. I just randomly clicked on one, and a PDF file named Asking More Effective Questions from William F. McComas and Linda Abraham from Rossier School of Education, is what showed up. I started reading, and there were two things that caught my eye. One, the 1860 edition of Barnard's American of Instruction States, "to question well is to teach well." Two, "Questioning plays a critical role in the way instructors structure the class environments, organize the contents of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class" (McComas and Abraham from Rossier School of Education). Both of these statements are so true! It is up to us, as future teachers, to learn how to ask questions to be effective teachers.
There are two types of questions: low order (close ended) and high order (open ended). Low order questions are typically the "what" questions, these are usually questions about meaning. High order questions are those that ask us "why" and "how", this type of questions let students use their critical thinking skills, and makes them think more in depth of the concept in order to find an answer. An example of a low order question would be, "What color is that dog?" An example of a high order question is, "Can you give an example of this?" Of course we want to ask the high order questions!
When thinking about how to ask questions keep in mind these ideas giving to us by the Teaching Center at Washington University in St. Louis:
1. When planning questions, keep in mind your course goals.
2. Avoid asking "leading questions."
3. Follow a "yes-or-no" question with an additional question.
4. Aim for direct, clear, specific questions.
5. In class discussions, do not ask more than one question at once.
6. When you plan each class session, include notes of when you will pause to ask and answer questions.
7. Ask a mix of different types of questions.
8. Wait for students to think and formulate responses (usually 5-10 seconds).
9. Do not interrupt Students' answers.
10. Show that you are interested in students' answers, whether right or wrong.
11. Develop responses that keep students thinking.
12. If a student gives an incorrect of weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student, and the class, to the correct or stronger answer.
If we use these ideas as a teacher we will know how to ask questions to be an effective teacher.
Tuesday, January 28, 2014
Blog Post 3
In the video What is Peer Editing and the slideshow Peer Edit With Perfection Tutorial, both explains that a peer is someone of your own age and editing is making suggestions, comments, compliments, and changes to writing. With both of these being stated, the definition for peer editing is working with someone of your own age-usually a classmate- to help improve, revise, and edit his or her writing. When peer editing, you need to keep in mind the three steps: 1. Compliments, 2. Suggestions, and 3. Corrections. While doing these three steps, be positive! Remember, you are helping improve someones work, how would you feel if someone were telling you how to improve your work? Also, be specific! When you're giving suggestions or corrections, make sure you tell what sentence or word could be changed. Don't just say "I think you should say this," you need to say, "Maybe instead of this sentence, you could say this." When making suggestions think about these areas: word choice (Did the author choose interesting words?), using details (seeing, hearing, touching, tasting, and smelling), organization (Can you understand what the author is trying to say?), sentences (Are the sentences too long or too short?), and topic (does the author stick to the topic or talk about things that don't really fit?). And for corrections make sure to check for spelling and grammar mistakes, missing punctuation, and incomplete or run-on sentences. So, remember, stay positive (try to make suggestions and corrections in a positive way), be specific (give the author specific ideas on how to improve his or her writing), and complete ALL 3 steps (compliments, suggestions, and corrections). If you do all these you will be very effective at peer editing!
The video Writing Peer Review:Top 10 Mistakes is too funny. This video consist of young students' showing us how NOT to be a peer editor. There is Picky Patty, who points out the tiniest details. For example, she tells her classmate that half a centimeter of the title is not underlined and that there is too much space between her comma and the next word. Picky Patty doesn't care about the process. Next we have Whatever William. His partner is sharing with him ideas that he could use to improve his paper, and he says whatever to it all. Then we have Jean the Generalizer. She tells her partner somethings that he could change, but she isn't specific as to where the changes need to be made. Next is Mean Margaret. She doesn't know how to put words kindly and makes her partner feel bad. Off-Task Oliver is next, and his partner is trying to give him valuable advice for his paper, but he cannot concentrate on the paper. Last we have Defensive Dave. Dave's partner is trying to be helpful, but Dave takes offense to everything. When being a peer editor we must always remember to compliment the good things in the paper, and make suggestions and corrections in a positive way, while also being specific. We don't need to be to picky, we don't need to speed through and not be specific, we don't need to be mean about it, and we definitely do not need to be defensive. Remember our peers are trying to help us become better writers, we need their criticism!
The video Writing Peer Review:Top 10 Mistakes is too funny. This video consist of young students' showing us how NOT to be a peer editor. There is Picky Patty, who points out the tiniest details. For example, she tells her classmate that half a centimeter of the title is not underlined and that there is too much space between her comma and the next word. Picky Patty doesn't care about the process. Next we have Whatever William. His partner is sharing with him ideas that he could use to improve his paper, and he says whatever to it all. Then we have Jean the Generalizer. She tells her partner somethings that he could change, but she isn't specific as to where the changes need to be made. Next is Mean Margaret. She doesn't know how to put words kindly and makes her partner feel bad. Off-Task Oliver is next, and his partner is trying to give him valuable advice for his paper, but he cannot concentrate on the paper. Last we have Defensive Dave. Dave's partner is trying to be helpful, but Dave takes offense to everything. When being a peer editor we must always remember to compliment the good things in the paper, and make suggestions and corrections in a positive way, while also being specific. We don't need to be to picky, we don't need to speed through and not be specific, we don't need to be mean about it, and we definitely do not need to be defensive. Remember our peers are trying to help us become better writers, we need their criticism!
Tuesday, January 21, 2014
Blog Post 2
Mr. Dancealot
The video Mr. Dancealot shows excellent reasoning to why it is important to have interactive learning not just lecture. During the conclusion of this video, everyone meets in the ball room and Mr. Dancealot turns a video camera on, tells them to start dancing, and he leaves. Obviously all the students' cannot even imagine how to begin because they weren't shown basic skills in the classroom. For this video, I agree wholeheartedly on the conclusion this author chose. He explains what I mentioned at the beginning, that you cant just have teacher show their students' a power point, you need to interact with and explain to them why and how to make your students' understand.
Teaching in the 21st Century
In the Video Teaching in the 21st Century by Kevin Roberts I now see why it's so different teaching now then a few years ago. Roberts is seeing how technology is becoming a part of our everyday lives. Most everyone is just using technology to stay entertained, instead we should be embracing all the qualities that technology has. Roberts believes that to teach in the 21st century students must be more engaged rather than entertained. I agree with Roberts, teaching is absolutely changing. It is true that "students can find information on anything, anytime, and anywhere." With this being said, little by little we lose a student's attention day by day in a classroom. If we do not embrace technology in educational and useful ways, then how are we going to be good educators? One part of being a good educator is by teaching students whats used in today's society and how they learn from it.
The Networked Student
Wendy Drexler's video The Networked Student explains what is evolving now and what will be in the near future. He explains that you have many connections, not just in your classroom but worldwide. Even though the network connections help us connect to more people, we loose sight and connection to the people around us. There needs to be a limit to social connection, so we don not loose our connections to the people that are right next to us. We were asked this question, "Why does the networked student even need a teacher?" Well, we need a teacher to guide us, be a model, and be there for us to ask he/she questions. Teachers are here to help us learn and to be mentors, without their guidance we would be nowhere.
Harness Your Students' Digital Smarts
In the video Harness Your Students' Digital Smarts by Vicki Davis, she gives extraordinary reasons to why using technology nowadays to learn is the best way. When Vicki says, "I believe every student can learn, every child can learn, but where children have trouble is when you only have paper and only pencil, then only certain types of students are going to succeed," I could not agree more. Children these days are more involved with technology then ever before, and it's up to teachers to teach in the way that society works. Of course we shouldn't go overboard to where we use technology in every subject. For example in science or chemistry I still believe we need hands-on demonstration labs to learn some aspects of how both science and chemistry work that you can't learn from a computer.
Flipping the Classroom
After watching the video Flipping the Classroom I thought to myself "This may or may not be innovating." I don't see how this would work very well on young students' compared to, lets say, high school or college students. Young students' have the attention span of Daffy Duck, especially when their at home and want to have fun and relax from seven hours of school. On the other hand, flipping the classroom would work very well on the high school level or above. It would give them a chance to learn more difficult material and spend more time in the class to go over it. For me, as a future teacher, I don't believe it would be very useful because I am teaching at an elementary level, and do not believe that my students' would take much out of it or even really pay attention to it.
The video Mr. Dancealot shows excellent reasoning to why it is important to have interactive learning not just lecture. During the conclusion of this video, everyone meets in the ball room and Mr. Dancealot turns a video camera on, tells them to start dancing, and he leaves. Obviously all the students' cannot even imagine how to begin because they weren't shown basic skills in the classroom. For this video, I agree wholeheartedly on the conclusion this author chose. He explains what I mentioned at the beginning, that you cant just have teacher show their students' a power point, you need to interact with and explain to them why and how to make your students' understand.
Teaching in the 21st Century
In the Video Teaching in the 21st Century by Kevin Roberts I now see why it's so different teaching now then a few years ago. Roberts is seeing how technology is becoming a part of our everyday lives. Most everyone is just using technology to stay entertained, instead we should be embracing all the qualities that technology has. Roberts believes that to teach in the 21st century students must be more engaged rather than entertained. I agree with Roberts, teaching is absolutely changing. It is true that "students can find information on anything, anytime, and anywhere." With this being said, little by little we lose a student's attention day by day in a classroom. If we do not embrace technology in educational and useful ways, then how are we going to be good educators? One part of being a good educator is by teaching students whats used in today's society and how they learn from it.
The Networked Student
Wendy Drexler's video The Networked Student explains what is evolving now and what will be in the near future. He explains that you have many connections, not just in your classroom but worldwide. Even though the network connections help us connect to more people, we loose sight and connection to the people around us. There needs to be a limit to social connection, so we don not loose our connections to the people that are right next to us. We were asked this question, "Why does the networked student even need a teacher?" Well, we need a teacher to guide us, be a model, and be there for us to ask he/she questions. Teachers are here to help us learn and to be mentors, without their guidance we would be nowhere.
Harness Your Students' Digital Smarts
In the video Harness Your Students' Digital Smarts by Vicki Davis, she gives extraordinary reasons to why using technology nowadays to learn is the best way. When Vicki says, "I believe every student can learn, every child can learn, but where children have trouble is when you only have paper and only pencil, then only certain types of students are going to succeed," I could not agree more. Children these days are more involved with technology then ever before, and it's up to teachers to teach in the way that society works. Of course we shouldn't go overboard to where we use technology in every subject. For example in science or chemistry I still believe we need hands-on demonstration labs to learn some aspects of how both science and chemistry work that you can't learn from a computer.
Flipping the Classroom
After watching the video Flipping the Classroom I thought to myself "This may or may not be innovating." I don't see how this would work very well on young students' compared to, lets say, high school or college students. Young students' have the attention span of Daffy Duck, especially when their at home and want to have fun and relax from seven hours of school. On the other hand, flipping the classroom would work very well on the high school level or above. It would give them a chance to learn more difficult material and spend more time in the class to go over it. For me, as a future teacher, I don't believe it would be very useful because I am teaching at an elementary level, and do not believe that my students' would take much out of it or even really pay attention to it.
Friday, January 17, 2014
Blog Post 1
I have heard so many different things about this class, both good and bad, that it was hard to grasp what the class was really about. Multiple girls have told me that it was one of the best classes that they have ever taken. They did mention that at first they were terrified because of all the horror stories they have heard about the class, but at the end they had walked away with new information they would carry with them through life, as well as their teaching career. On the other hand, many students would tell me that I would absolutely hate this class and I needed to prepare myself not to do as well as I would hope to do. All the people who had said something about this class, did give me some advice. They told me to stay focused, and turn in all work on time. After hearing all of this I had so many mixed feelings about the course. Here is a link that tells us why EDM 310 is different: 9 Differences:EDM310 is Different
Some fears I have include: not understanding a blog post or an assignment, forgetting to turn in a post on time, that I will not do something the correct way that Dr. Strange wants. My main fear is that I will not put as much effort in EDM 310 as I should, which will leave me with a non-passing grade in the course. Although, all of these are avoidable, these will still be a fear throughout the semester. I just need to learn how to pay attention to all assignments I turn in and make sure I go down my checklist to see if everything is completed before I hit the "submit" button.
This course, EDM 310, is completely different than any course I have taken in high school or college. There are two main reasons. One, I have never completed a course where all assignments are due online. Two, never in my life have I posted on a blog, created a blog, or even thought about creating a blog. There are few similar aspects between EDM 310 and other courses I have taken. One of these aspects being that in other classes I do have to turn in some assignments and discussions online. Another being to better our writing skills. Lastly, All classes that i have taken, that I'm in now, and that I will take in the future have and will better prepare myself for my profession.
I believe the most difficult thing for me in EDM 310 will be the blog posts. Never in my life have I done a blog, so this is something extremely new to me, and probably just as new to every other person in my class. Why will this be the most difficult for me? It will be difficult to me because with it being new, I have to learn all new tools to be able to use the blog. Also, blogging involves a new way to communicate with others. This is something that just takes practice, and I have to make the time to make myself practice using it.
When you think about it, we all have to start with something difficult in order to make it feasible for us to do in life. For example: When we started learning how to read, we would strive everyday to accomplish a new step just to learn how to read. This is what we have to do when it comes to blogging, so we don't make it as difficult on ourselves. I have to approach this with a positive attitude, and prepared to learn new and exciting things about blogging. If I do this, I feel as if it will not be as difficult, as well as relieving a lot of stress because of the thought of it being difficult.
There are a few questions I still have about EDM 310. One is, What kind of group projects will we be doing? Two, Do we get to choose our groups? Three, Will I get to add my classmates as friends on my blog (if that's possible)? Four, When do we start our group projects? To approach these questions I could first go look in the syllabus and see if that answers any of these questions. Secondly, I could send an email Dr. Strange, and lastly I could easily ask Dr. Strange, or one of his two assistants in class.
Some fears I have include: not understanding a blog post or an assignment, forgetting to turn in a post on time, that I will not do something the correct way that Dr. Strange wants. My main fear is that I will not put as much effort in EDM 310 as I should, which will leave me with a non-passing grade in the course. Although, all of these are avoidable, these will still be a fear throughout the semester. I just need to learn how to pay attention to all assignments I turn in and make sure I go down my checklist to see if everything is completed before I hit the "submit" button.
This course, EDM 310, is completely different than any course I have taken in high school or college. There are two main reasons. One, I have never completed a course where all assignments are due online. Two, never in my life have I posted on a blog, created a blog, or even thought about creating a blog. There are few similar aspects between EDM 310 and other courses I have taken. One of these aspects being that in other classes I do have to turn in some assignments and discussions online. Another being to better our writing skills. Lastly, All classes that i have taken, that I'm in now, and that I will take in the future have and will better prepare myself for my profession.
I believe the most difficult thing for me in EDM 310 will be the blog posts. Never in my life have I done a blog, so this is something extremely new to me, and probably just as new to every other person in my class. Why will this be the most difficult for me? It will be difficult to me because with it being new, I have to learn all new tools to be able to use the blog. Also, blogging involves a new way to communicate with others. This is something that just takes practice, and I have to make the time to make myself practice using it.
When you think about it, we all have to start with something difficult in order to make it feasible for us to do in life. For example: When we started learning how to read, we would strive everyday to accomplish a new step just to learn how to read. This is what we have to do when it comes to blogging, so we don't make it as difficult on ourselves. I have to approach this with a positive attitude, and prepared to learn new and exciting things about blogging. If I do this, I feel as if it will not be as difficult, as well as relieving a lot of stress because of the thought of it being difficult.
There are a few questions I still have about EDM 310. One is, What kind of group projects will we be doing? Two, Do we get to choose our groups? Three, Will I get to add my classmates as friends on my blog (if that's possible)? Four, When do we start our group projects? To approach these questions I could first go look in the syllabus and see if that answers any of these questions. Secondly, I could send an email Dr. Strange, and lastly I could easily ask Dr. Strange, or one of his two assistants in class.
Wednesday, January 15, 2014
Practice Post
My name is Brittney Kent. I am from a small town called Arab, Alabama, which most of you (if not all of you) have probably never heard of. It is 6 hours north of Mobile. I have went to Arab City Schools my entire life, but lived in three different cities (Blountsville, Arab, and now Guntersville). I played volleyball and softball from sixth grade up till eleventh grade, and that's when my sports career ended. My cousin and I got in a go-kart accident, which left me with my right elbow and right wrist dislocated and my right wrist fractured, and my cousin got away with just a few bruises. After wearing a cast for sixth months, a full arm brace for sixth months, and a year to completely straighten out my arm again... I now have Osteoarthritis in my entire right arm. If I write, type or drive with my right hand a lot of times I just have to let that arm rest and start using my left hand. There are times when it hurts so bad, I just want to put everything to the side for awhile, but my family has kept me strong and has told me that I cannot put life on hold even for a second just because of this. They are my biggest support system.
My parents got divorced when I was just 2, and I live with my mom and stepdad. My real father, along with my stepmom, and I do not get along much at all. I have one real sister, one half sister, one half brother, and two twin stepsisters. I also have 5 dogs, and 2 cats. We have a husky (Nala), a yorkie (Tanner), a mutt (Sam), a porkie (Sophie), a golden lab (Holley), and my two cats names are Uno and Stella. Some of my interests include: playing with my animals when I am home, cooking, I absolutely love watching football (ROLL TIDE and GO SAINTS!!), I still love volleyball and softball, and to go on road trips. Growing up my mawmaw, pawpaw, mom, sister and myself would go on at least ten road trips every year, and those are some great memories I will always cherish. Also, growing up I always thought I would go to the University of Alabama, and that's where my family wanted me to go. Well, I got accepted into UA, but also at South and I loved both. In April of my senior year, I still hadn't decided on where to go and I was leaving for college in 4 months and didn't know how I was going to choose. Well, a couple days later I attended a scholarship dinner and I started talking to this older man, and he asked me where I was going to college, so I explained to him why I haven't decided. This old man said to me, "I am not trying to persuade your decision, but my son went to Alabama and absolutely hated it only because no one really liked him because he didn't party." Right then I knew I needed to go to South because I'm not big on partying and I wanted to make friends that liked me for me. I wanted to make lifelong friends.
When I was a little girl I would always pretend like I was teacher, and while growing up I always thought it would be fun to be a teacher, but I wanted to keep my options open. I started helping everyday after school at the elementary school for Extended Day (Which is where kids could stay at the school until six at night because a lot of parents worked 30 minutes or more outside of town and they would not get off until five at night. We would plan music time, arts and crafts, recess, time where they needed to do homework, and some other activities as well). Every since then I have known that I wanted to be an elementary school teacher! Not only because of this reason, but throughout life, so many people have told me that I would make a wonderful school teacher. I have had a lot of inspiration, and I am extremely grateful for all of it! It also helps, that I love children!
I have two main passions in life and they are volleyball and cooking. Of course I can't play volleyball like I used to, but my accident has not stopped me forever. I still hit the ball around with friends, and strive to do better every time. I do have to take breaks to rest my arm, but so what? I cannot let that come between something I love to do. I always would help my mawmaw in the kitchen when I was little, and even through high school I would ask my mom to let me cook supper. Everyday I think of new ideas that I could try to make, and sometimes I just start throwing stuff together, and it actually comes out pretty tasty. There is never a time that I don't want to play volleyball or cook.
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There are a few interesting things or fun facts about myself. One is that I am terrified of needles. I pass out every time I get a shot. Second, I love jacked up trucks. One day I will own a $72,00 crimson f-350 with at least a 6 inch lift. Third, my goal in life is to make someone smile everyday. If I can do this, I feel a sense of accomplishment. Lastly, I absolutely love deer meat, I could eat everyday of my life.
My parents got divorced when I was just 2, and I live with my mom and stepdad. My real father, along with my stepmom, and I do not get along much at all. I have one real sister, one half sister, one half brother, and two twin stepsisters. I also have 5 dogs, and 2 cats. We have a husky (Nala), a yorkie (Tanner), a mutt (Sam), a porkie (Sophie), a golden lab (Holley), and my two cats names are Uno and Stella. Some of my interests include: playing with my animals when I am home, cooking, I absolutely love watching football (ROLL TIDE and GO SAINTS!!), I still love volleyball and softball, and to go on road trips. Growing up my mawmaw, pawpaw, mom, sister and myself would go on at least ten road trips every year, and those are some great memories I will always cherish. Also, growing up I always thought I would go to the University of Alabama, and that's where my family wanted me to go. Well, I got accepted into UA, but also at South and I loved both. In April of my senior year, I still hadn't decided on where to go and I was leaving for college in 4 months and didn't know how I was going to choose. Well, a couple days later I attended a scholarship dinner and I started talking to this older man, and he asked me where I was going to college, so I explained to him why I haven't decided. This old man said to me, "I am not trying to persuade your decision, but my son went to Alabama and absolutely hated it only because no one really liked him because he didn't party." Right then I knew I needed to go to South because I'm not big on partying and I wanted to make friends that liked me for me. I wanted to make lifelong friends.
When I was a little girl I would always pretend like I was teacher, and while growing up I always thought it would be fun to be a teacher, but I wanted to keep my options open. I started helping everyday after school at the elementary school for Extended Day (Which is where kids could stay at the school until six at night because a lot of parents worked 30 minutes or more outside of town and they would not get off until five at night. We would plan music time, arts and crafts, recess, time where they needed to do homework, and some other activities as well). Every since then I have known that I wanted to be an elementary school teacher! Not only because of this reason, but throughout life, so many people have told me that I would make a wonderful school teacher. I have had a lot of inspiration, and I am extremely grateful for all of it! It also helps, that I love children!
I have two main passions in life and they are volleyball and cooking. Of course I can't play volleyball like I used to, but my accident has not stopped me forever. I still hit the ball around with friends, and strive to do better every time. I do have to take breaks to rest my arm, but so what? I cannot let that come between something I love to do. I always would help my mawmaw in the kitchen when I was little, and even through high school I would ask my mom to let me cook supper. Everyday I think of new ideas that I could try to make, and sometimes I just start throwing stuff together, and it actually comes out pretty tasty. There is never a time that I don't want to play volleyball or cook.
.png)
There are a few interesting things or fun facts about myself. One is that I am terrified of needles. I pass out every time I get a shot. Second, I love jacked up trucks. One day I will own a $72,00 crimson f-350 with at least a 6 inch lift. Third, my goal in life is to make someone smile everyday. If I can do this, I feel a sense of accomplishment. Lastly, I absolutely love deer meat, I could eat everyday of my life.
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