O Parochial School
* 2/10 at V parochial and 2/12 at I charter were snow days
Updated the computers in the lab with latest versions of Flash and Adobe. This process entailed loggin in as an administrator, installing the software, and logging out of administrator on each computer and thus was tedious though necessary for Rosetta Stone to function properly. We also seperated the non-working headsets and untangled the wires for those that were working properly.
I caught up on logging my work and organizing my files. Mi gave students instructions and then she, M, and I helped the students with their writing. W had some of the students worked on Rosetta Stone while the rest finished their Constalation projects. She showed some of the finished essays to us.
H and Mu worked on Rosetta Stone with their classes. We modeled for students how to put away their headset (i.e. not to wrap the wire around the microphone)
Monday, February 22, 2010
Tuesday 2/9/10
T Charter School
Tested projector and powerpoint remote to ensure usability for classes. Discussed with L student difficult using thier passwords and possible resolutions. Placed Powerpoint templates onto the student server. Installed drivers for projector onto teacher laptops.
Gi
Class discussion of Force and motion using 2 interactive website activities. I set up projector and laptop for first class, Gi did for second class.
M
Used projector and computer to show students sample Powerpoints and explain project parameters. I modeled use of Powerpoint, and how to save the project. Students had difficulty with logging on to the computers using their passwords but L should resolve that by next time.
B
She showed two video segments on the skeletal system using laptop and projector. She was able to naviagate to sites, set up projector, and show videos easily. I showed her how to adjust size of screen display.
Ga
I installed projector, set it up, and modeled use of the colonization interactive game with projector and laptop. I had each table of students take turns answering the questions.
Q
I showed Q how to navigate Starfall website and the types of activities available on it. She will give students a list of the activities we discussed and the order in which to complete them in the computer lab.
Tested projector and powerpoint remote to ensure usability for classes. Discussed with L student difficult using thier passwords and possible resolutions. Placed Powerpoint templates onto the student server. Installed drivers for projector onto teacher laptops.
Gi
Class discussion of Force and motion using 2 interactive website activities. I set up projector and laptop for first class, Gi did for second class.
M
Used projector and computer to show students sample Powerpoints and explain project parameters. I modeled use of Powerpoint, and how to save the project. Students had difficulty with logging on to the computers using their passwords but L should resolve that by next time.
B
She showed two video segments on the skeletal system using laptop and projector. She was able to naviagate to sites, set up projector, and show videos easily. I showed her how to adjust size of screen display.
Ga
I installed projector, set it up, and modeled use of the colonization interactive game with projector and laptop. I had each table of students take turns answering the questions.
Q
I showed Q how to navigate Starfall website and the types of activities available on it. She will give students a list of the activities we discussed and the order in which to complete them in the computer lab.
Monday 2/8/10
SA Parochial School
A modeled for a teacher how to introduce to students their differentiated instruction. She reminded them that they should be doing whatever is first on their list and then explained 5 students each will have a different thing to do than the rest of the class. She emphasized the fact that all the students would get a turn to have the special assignments.
Used MS word to create a table/information sheet on which students to record their animal research. The teacher provided the topics she wanted students to find out such as how thier animal reproduces, what it eats, where it lives. While students were using the sheet A and I helped students whose animals were more obscure to find additional websites with information about them.
A modeled use of custom animation and WordArt in PowerPoint. She showed students how to choose an animation and set the speed for it. Students were very excited to try this out in thier Black History month Powerpoints. We checked that students had all the information necessary before allowing them to move on to this part.
A modeled for a teacher how to introduce to students their differentiated instruction. She reminded them that they should be doing whatever is first on their list and then explained 5 students each will have a different thing to do than the rest of the class. She emphasized the fact that all the students would get a turn to have the special assignments.
Used MS word to create a table/information sheet on which students to record their animal research. The teacher provided the topics she wanted students to find out such as how thier animal reproduces, what it eats, where it lives. While students were using the sheet A and I helped students whose animals were more obscure to find additional websites with information about them.
A modeled use of custom animation and WordArt in PowerPoint. She showed students how to choose an animation and set the speed for it. Students were very excited to try this out in thier Black History month Powerpoints. We checked that students had all the information necessary before allowing them to move on to this part.
Friday 2/5/10
I Charter School
W showed a teacher how to use Dual screen mode so she can indenpently work on the iMac monitor while children engaged with a Smartboard activity. I then showed this method to another teacher who was able to instantly implement it in her lesson.
W showed me some of the projects he is working using for the grant with teachers, such as a blog and looking at student test scores. We troubleshot printers for two different teachers and a few other issues.
I observed a 3rd grade lesson on texture using the Smart document camera. The teacher showed student notebooks containing pictures of a particular texture (soft, rough, ...) and asked students to come up with another item that fit that category. She then had students in groups draw a picture of an item of a particular texture to switch with another group. The groups then had to guess what texture the picture showed.
W showed a teacher how to use Dual screen mode so she can indenpently work on the iMac monitor while children engaged with a Smartboard activity. I then showed this method to another teacher who was able to instantly implement it in her lesson.
W showed me some of the projects he is working using for the grant with teachers, such as a blog and looking at student test scores. We troubleshot printers for two different teachers and a few other issues.
I observed a 3rd grade lesson on texture using the Smart document camera. The teacher showed student notebooks containing pictures of a particular texture (soft, rough, ...) and asked students to come up with another item that fit that category. She then had students in groups draw a picture of an item of a particular texture to switch with another group. The groups then had to guess what texture the picture showed.
Thursday 2/4/10
O Parochial School
H, Mu, and W all used Rosetta stone with thier classes. I showed some students how to use accents on the online keyboard that the program uses.
I found a web site for the Hy to use. It used a version of cinderella to teach conflict and resolution. I showed it to the class on the Smart Board, and then the students opened the website and did the exercise.
H, Mu, and W all used Rosetta stone with thier classes. I showed some students how to use accents on the online keyboard that the program uses.
I found a web site for the Hy to use. It used a version of cinderella to teach conflict and resolution. I showed it to the class on the Smart Board, and then the students opened the website and did the exercise.
Wednesday 2/3/10
V Parochial School
Created Smart notebook file for Fe with resources saved into it and copied folder onto upstairs computer. Downloaded Firefox and Google Earth for use with SS lesson with K.
Du
Class used an online activity on Irregular Verbs on the Smartboard. D led this activtity by choosing participants and asking questions about choices students made. Students took turns coming up to the Smart board, reading the sentences, and choosing which irregular verb fit in the blank of the sentence. I showed Pr how to use gallery in Smart notebook. Saved interactive spinner, dice, and coin in notebook for her use in upcoming probability lessons.
M
Class used a Virtual Manipulative Bar Graph to practice graphing. M led this activity having students choose options for each graph (favorite animal, food, etc.). M polled the students and then had them take turns recording this information (i.e. showing 7 boxes for the 7 students whose favorite food was ice cream). I showed her how to add rows or columns as needed.
Do
I modeled use of Starfall (an,at, og rhymes) and student turn taking. After a few students Do picked participants and elicited sentences with the rhyming words from students.
I also modeled use of a Smart notebook file on forming sentences. Students rearranged words on the page to form sentences based on a given picture. Do facilitated class reading of sentences.
W
Class took turns answering simple division problems using a website on the Smartboard. I modeled use of website and facilitating students. W continued by choosing participants and questioning to have student elaborate on thinking as they solved problems
Created Smart notebook file for Fe with resources saved into it and copied folder onto upstairs computer. Downloaded Firefox and Google Earth for use with SS lesson with K.
Du
Class used an online activity on Irregular Verbs on the Smartboard. D led this activtity by choosing participants and asking questions about choices students made. Students took turns coming up to the Smart board, reading the sentences, and choosing which irregular verb fit in the blank of the sentence. I showed Pr how to use gallery in Smart notebook. Saved interactive spinner, dice, and coin in notebook for her use in upcoming probability lessons.
M
Class used a Virtual Manipulative Bar Graph to practice graphing. M led this activity having students choose options for each graph (favorite animal, food, etc.). M polled the students and then had them take turns recording this information (i.e. showing 7 boxes for the 7 students whose favorite food was ice cream). I showed her how to add rows or columns as needed.
Do
I modeled use of Starfall (an,at, og rhymes) and student turn taking. After a few students Do picked participants and elicited sentences with the rhyming words from students.
I also modeled use of a Smart notebook file on forming sentences. Students rearranged words on the page to form sentences based on a given picture. Do facilitated class reading of sentences.
W
Class took turns answering simple division problems using a website on the Smartboard. I modeled use of website and facilitating students. W continued by choosing participants and questioning to have student elaborate on thinking as they solved problems
Thursday, February 11, 2010
Tuesday 2/2/10
T Charter school
B (Science)
Discussed use of curriculum resources found. She is currently showing video segments and using the science probes. Researched and added to list for all topics. Emailed list of topics to teacher.
Troubleshot microscope attachment which allows magnification to be displayed with the projector. Tested it out to show skin cells to students.
Q (1), Gi (3), M (4), Ga (ELA/SS)
Discussed upcoming curriculum topics with each teacher. Showed Q Starfall for reading and Scholastic for Black History month activities. Created list of Math/Science topics for Gi, researched activities for each, and emailed to teacher. Wrote down a list of explorers and colonies with Ga, and found activites and research on them. Suggested using a Powerpoint for "Woman I admire" project for M, and created two version of a template for the project.
B (Science)
Discussed use of curriculum resources found. She is currently showing video segments and using the science probes. Researched and added to list for all topics. Emailed list of topics to teacher.
Troubleshot microscope attachment which allows magnification to be displayed with the projector. Tested it out to show skin cells to students.
Q (1), Gi (3), M (4), Ga (ELA/SS)
Discussed upcoming curriculum topics with each teacher. Showed Q Starfall for reading and Scholastic for Black History month activities. Created list of Math/Science topics for Gi, researched activities for each, and emailed to teacher. Wrote down a list of explorers and colonies with Ga, and found activites and research on them. Suggested using a Powerpoint for "Woman I admire" project for M, and created two version of a template for the project.
Monday 2/1/10
SA Parochial School
I found some animal and habitat websites for a teacher who will be having students do a research project on them. I placed these websites in her file on the shared drive. I did the same for some research sites on Mississippi state facts for another teacher.
A worked created a tracking sheet for differentiated instruction using Orchard. She discussed with the teachers choosing 5 students per week to start differentiating assignments according to their strengths and weaknesses. Teaches will use the students ITBS scores to determine these needs. This was a useful way of chunking the task for teachers.
I observed as A modeled how to set up a Powerpoint an African-American Research project. She modeled how to choose a slide layout, add a text box, and add pictures. Students began their research with sites we provided for them and started their presentations.
I found some animal and habitat websites for a teacher who will be having students do a research project on them. I placed these websites in her file on the shared drive. I did the same for some research sites on Mississippi state facts for another teacher.
A worked created a tracking sheet for differentiated instruction using Orchard. She discussed with the teachers choosing 5 students per week to start differentiating assignments according to their strengths and weaknesses. Teaches will use the students ITBS scores to determine these needs. This was a useful way of chunking the task for teachers.
I observed as A modeled how to set up a Powerpoint an African-American Research project. She modeled how to choose a slide layout, add a text box, and add pictures. Students began their research with sites we provided for them and started their presentations.
Friday 1/29/10
I Charter School
We met with K from the Grant program to discuss projects that the students will be completing, such as, blogging and composting.
I found links to websites for 1st grade curriculum topics requested by a teacher. I added each of the websites to the Port a Portal site for the school.
I observed a 2nd grade class that used a Smart notebook version of Who Wants to be a Millionaire to review the Water Cycle. Students took turns answering each question and cheered each other on as they got to the higher valued clues. They used a song (using the melody You are My Sunshine) they had created to remind them of parts of the cycle.
One verse was something like: Precipitation, Precipitation, when clouds get heavy, raindops fall
W set up the document camera for the 3rd grade teacher and modeled how to use it. The document camera allows a teacher to project student notebooks, papers, or other items onto the Smart Notebook. I watched as she excitedly integrated into her lesson.
Troubleshooting
W reinstalled notebook software, fixed MS issues using the administrative account, and fixed printer connections. He reconfigured the Smartboard setting to allow it to work with the remote.
We met with K from the Grant program to discuss projects that the students will be completing, such as, blogging and composting.
I found links to websites for 1st grade curriculum topics requested by a teacher. I added each of the websites to the Port a Portal site for the school.
I observed a 2nd grade class that used a Smart notebook version of Who Wants to be a Millionaire to review the Water Cycle. Students took turns answering each question and cheered each other on as they got to the higher valued clues. They used a song (using the melody You are My Sunshine) they had created to remind them of parts of the cycle.
One verse was something like: Precipitation, Precipitation, when clouds get heavy, raindops fall
W set up the document camera for the 3rd grade teacher and modeled how to use it. The document camera allows a teacher to project student notebooks, papers, or other items onto the Smart Notebook. I watched as she excitedly integrated into her lesson.
Troubleshooting
W reinstalled notebook software, fixed MS issues using the administrative account, and fixed printer connections. He reconfigured the Smartboard setting to allow it to work with the remote.
Thursday 1/28/10
O Parochial School
H
Students began an expository writing piece in MS Word using the research they found last week. I helped students with formatting issues such as font and spacing. I also helped those still finishing up research with keywords to use in searches.
N
Students worked on Ticket to Read. She managed students and their use of the program. Students were easily able to navigate the website and activities.
Mu
Students continued using Rosetta Stone at their individual levels to learn Spanish. I troubleshot computers, headphones, and laptops so that students could use the program effectively.
W
Students used interactive activity I found to practice puntuation. I helped them to navigate to the website and facilitated use of the activity. Modeling the activity with the Smartboard (had it been available) would've been more effective for this lesson.
Troubleshooting
Added desktop shrotcuts for programs (Ticket to Read, Rosetta Stone) used at the school.
Fixed mouse one computer by reinstalling. Turned off mute for computers that didn't have sound. Tower of SMartboard computer had no power, so attempted to switch it to a second computer but the it needed a switch box (didn't have) to accomodate the moniter.
H
Students began an expository writing piece in MS Word using the research they found last week. I helped students with formatting issues such as font and spacing. I also helped those still finishing up research with keywords to use in searches.
N
Students worked on Ticket to Read. She managed students and their use of the program. Students were easily able to navigate the website and activities.
Mu
Students continued using Rosetta Stone at their individual levels to learn Spanish. I troubleshot computers, headphones, and laptops so that students could use the program effectively.
W
Students used interactive activity I found to practice puntuation. I helped them to navigate to the website and facilitated use of the activity. Modeling the activity with the Smartboard (had it been available) would've been more effective for this lesson.
Troubleshooting
Added desktop shrotcuts for programs (Ticket to Read, Rosetta Stone) used at the school.
Fixed mouse one computer by reinstalling. Turned off mute for computers that didn't have sound. Tower of SMartboard computer had no power, so attempted to switch it to a second computer but the it needed a switch box (didn't have) to accomodate the moniter.
Monday, February 8, 2010
Wednesday 1/27/10
V parochial school
I met with D (K), P (1), and D (3) to plan for next weeks lesson. I spent the majority of the day Observing teachers using the Smartboard. I also downloaded the Smartnotebook software onto 2 of the computers that didn't have it and copied materials found to the 8th grade computer.
F (8 religion/SS) taught a lesson on medieval castles. She used a website with information about them and had students take turns reading them. I pulled up some pictures (from google images) of the castles for the class into a Smart notebook file.
P (5 Science) taught a lesson about animals in the rainforest ecosystem. She used a website she had found which contained pictures and descriptions of the animals. She had the students use animals they had chosen to explore the site. Students were excited to see the animals and it stirred many questions, thoughts, and ideas for them. I suggested using discovery education for videos to show the students.
K (5 SS) taught a lesson on french conquerors in the United States. She had a MS word outline of the lesson on the Smartboard for students to follow and underline important parts. As she was discussing the Mississippi river and other geographic locations I pulled up a US map for the class to see. K had students take turns coming up and tracing routes on the map. Students commented that they were "having fun but learning too".
M (2) brought her students to the computer lab for a lesson on Dinosaurs. I showed them the Smithsonian Museum's dinosaur dig website. It allows students to virtually participate in all the parts of a dinosaur dig, such as using a chisel and hammer to unearth bones. M had the students take turns coming up to the Smartboard and partipating in the dig. She and the students were very excited about this activity and figuring out which dinosaur the fossilized skeleton showed.
W (4) came down during his the student's gym period to practice using the Smartboard. I showed him how to shut it on and off, how to use the markers and eraser, and how to get to websites. We made a plan for next week to do a division activity with the students.
F (7 Science) taught a lesson using the Scientific Method online tutorial I had found. She had the students taking turns participating in the tutorial.
I met with D (K), P (1), and D (3) to plan for next weeks lesson. I spent the majority of the day Observing teachers using the Smartboard. I also downloaded the Smartnotebook software onto 2 of the computers that didn't have it and copied materials found to the 8th grade computer.
F (8 religion/SS) taught a lesson on medieval castles. She used a website with information about them and had students take turns reading them. I pulled up some pictures (from google images) of the castles for the class into a Smart notebook file.
P (5 Science) taught a lesson about animals in the rainforest ecosystem. She used a website she had found which contained pictures and descriptions of the animals. She had the students use animals they had chosen to explore the site. Students were excited to see the animals and it stirred many questions, thoughts, and ideas for them. I suggested using discovery education for videos to show the students.
K (5 SS) taught a lesson on french conquerors in the United States. She had a MS word outline of the lesson on the Smartboard for students to follow and underline important parts. As she was discussing the Mississippi river and other geographic locations I pulled up a US map for the class to see. K had students take turns coming up and tracing routes on the map. Students commented that they were "having fun but learning too".
M (2) brought her students to the computer lab for a lesson on Dinosaurs. I showed them the Smithsonian Museum's dinosaur dig website. It allows students to virtually participate in all the parts of a dinosaur dig, such as using a chisel and hammer to unearth bones. M had the students take turns coming up to the Smartboard and partipating in the dig. She and the students were very excited about this activity and figuring out which dinosaur the fossilized skeleton showed.
W (4) came down during his the student's gym period to practice using the Smartboard. I showed him how to shut it on and off, how to use the markers and eraser, and how to get to websites. We made a plan for next week to do a division activity with the students.
F (7 Science) taught a lesson using the Scientific Method online tutorial I had found. She had the students taking turns participating in the tutorial.
Tuesday 1/26/10
T Charter School
B asked me to help out with a project for another school. I looked up weather vocabulary (hurricane, snow, ...) images and Websites. I put these along with the word for each onto Powerpoint Slides so that he could use them on the Promethean board at the other school.
B, P(the principal), K (who works with the tech grant) , and I met to discuss the school goals. We determined a group of 5 teachers (1st, 3rd, 4th, ELA, Science) who be in the cohort that will work with me. We discussed the tech grant and how it will be integrated into the school including a composting and writing about women students admire.
I met with each of the teachers in the cohort to introduce myself, and set up a time to meet for curriculum planning. I asked the teachers to have ready a list of some curriculum topics they will be covering in the next few weeks. I answered a few questions for them about programs they could use.
I discussed with L, the technology supervisor, scheduling the use of projectors and computer lab
with teachers in the cohort. I also updated him on the meetings I'd had with each of the teachers. I suggested a webpage with links for these teacher and he recommended using the school website so that all of the teachers in the school could use any resources found.
B asked me to help out with a project for another school. I looked up weather vocabulary (hurricane, snow, ...) images and Websites. I put these along with the word for each onto Powerpoint Slides so that he could use them on the Promethean board at the other school.
B, P(the principal), K (who works with the tech grant) , and I met to discuss the school goals. We determined a group of 5 teachers (1st, 3rd, 4th, ELA, Science) who be in the cohort that will work with me. We discussed the tech grant and how it will be integrated into the school including a composting and writing about women students admire.
I met with each of the teachers in the cohort to introduce myself, and set up a time to meet for curriculum planning. I asked the teachers to have ready a list of some curriculum topics they will be covering in the next few weeks. I answered a few questions for them about programs they could use.
I discussed with L, the technology supervisor, scheduling the use of projectors and computer lab
with teachers in the cohort. I also updated him on the meetings I'd had with each of the teachers. I suggested a webpage with links for these teacher and he recommended using the school website so that all of the teachers in the school could use any resources found.
Monday, January 25, 2010
Monday 1/25/10
SA Parochial School
Today was my first day with A at SA Parochial school. It is a K-8 school, but the middle school boys are located in a nearby building. The school has a computer lab with a smartboard and some classrooms also have smartboards.
There is a schedule for teachers to come down to the computer lab. During that period of time M, the computer teacher, remains with them while A and the teachers meet to discuss technology planning. A showed me how to access student data, change class parameters, set up reports, and assign work to students in orchard. She also showed me that you could drag and click a url to a folder (or the desktop).
The 4th grade will be doing a Black History project comparing Harriet Tubman to Sojourner Truth. A discussed how they might accomplish this using a powerpoint presentation. She scheduled time to model the powerpoint with the class. I looked up websites with information on each of the two women and created a folder with the resources for each of them.
A discussed individualizing instruction with the 2nd grade teacher. She suggested they start with the few students who needed the most help and assign them work in their weakness areas.
She mentioned that all of her students had trouble following directions so I found for her a few versions of the trick following directions test for her to use with them. There was a similar discussion with the 5th, 1st, and 3rd grade teachers.
Friday 1/22/10
I Charter School
W showed me the some of the many features of the Smart notebook, and places where I could learn more about it. I tried out many of these features such as the ability to save ink (notes) made in applications and web pages to a Smart notebook page.
W discussed some of the tech coaching strategies we could use. He sugggested leaving information for new to technology teachers in a Word document (or any software they already know) on the desktop for them so they don't have to navigate. I shared some of my favorite links and websites for teachers to use such as Voki, Voicethread, and Ning. W suggested using Portaportal, which allows users to create their own links, to keep track of links for teachers.
We did quite a bit of troubleshooting. We set up the projector, Document camera, and microphone for another presentation. We fixed a printer issue in one of the classes. We checked out some computers which were having issues loading programs.
W showed me the some of the many features of the Smart notebook, and places where I could learn more about it. I tried out many of these features such as the ability to save ink (notes) made in applications and web pages to a Smart notebook page.
W discussed some of the tech coaching strategies we could use. He sugggested leaving information for new to technology teachers in a Word document (or any software they already know) on the desktop for them so they don't have to navigate. I shared some of my favorite links and websites for teachers to use such as Voki, Voicethread, and Ning. W suggested using Portaportal, which allows users to create their own links, to keep track of links for teachers.
We did quite a bit of troubleshooting. We set up the projector, Document camera, and microphone for another presentation. We fixed a printer issue in one of the classes. We checked out some computers which were having issues loading programs.
Thursday 1/21/10
O parochial school
Mi
Students used the computer lab for writing program called Teaching Matters. They complete their assignments as Word Documents, save them to the site, and can edit them at home. The site also allows students to collaborate which is great for writing workshop. The teacher is able to view the documents and see when the students have worked on them.
Hy
Located Time/fractions activities and saved them for the teacher. Students did not come to the lab due to Midterms running long.
W
Students were doing a report on Constellations. M put up a website on the Smartboard with information and images on each one. I facilitated student navigation of the site to find information and finding of further research sites. Students took notes on information for their report.
Mu
Students used Rosetta Stone. It is designed to help students leaave taken a language (Spanish for this class) without translation. I tried out this software. I've had a significant amount of Spanish in school, so I started at level 5 and worked my way through 2 units. It was easy to intuitively learn the meaning and usage of the words in context. I also watched as students used the software. It was interesting to see how the software helped even the native speakers because they had to learn how to spell the words they hear.
H
Students were doing research for a Science expository writing piece. I provided the teacher with a list of sites (ex. discover education) they could use to research and put the list on the Smartboard. H and I facilitated student use of the sites and aided in their choice of keywords. Also showed students the difference between searching web and searching images.
Mi
Students used the computer lab for writing program called Teaching Matters. They complete their assignments as Word Documents, save them to the site, and can edit them at home. The site also allows students to collaborate which is great for writing workshop. The teacher is able to view the documents and see when the students have worked on them.
Hy
Located Time/fractions activities and saved them for the teacher. Students did not come to the lab due to Midterms running long.
W
Students were doing a report on Constellations. M put up a website on the Smartboard with information and images on each one. I facilitated student navigation of the site to find information and finding of further research sites. Students took notes on information for their report.
Mu
Students used Rosetta Stone. It is designed to help students leaave taken a language (Spanish for this class) without translation. I tried out this software. I've had a significant amount of Spanish in school, so I started at level 5 and worked my way through 2 units. It was easy to intuitively learn the meaning and usage of the words in context. I also watched as students used the software. It was interesting to see how the software helped even the native speakers because they had to learn how to spell the words they hear.
H
Students were doing research for a Science expository writing piece. I provided the teacher with a list of sites (ex. discover education) they could use to research and put the list on the Smartboard. H and I facilitated student use of the sites and aided in their choice of keywords. Also showed students the difference between searching web and searching images.
Thursday, January 21, 2010
Wednesday 1/20/10
V Parochial school
K/1
We reviewed the links I collected and how they might use them with their classes. I will provide them with a Smart notebook file of these and show them how to link to the activities from them. They have decided to switch off weeks using the Smartboard for 1/2 hour.
D would like to use it for AN Rhyming and Sentences.
P would like to use clocks and the groundhog activity.
2/3
We discussed some links I collected and set up a time for students to come in later in the day.
D gave me a new list of topics on which to find materials: energy (electricity and magnestim), forces/machines/work, sound/vision, matter, community environments, multiplication, division, linking/helping/"special" verbs. In the afternoon, the class worked on a multiplication activity
from the virtual manipulatives website. D started up and turn off the Smartboard.
M focused on the Olympic website I showed her. When the class came in she had them take a look at the torch relay and discussed the process with them. I showed them several features of the site, such as zooming in and out, pictures, and video. She then explored other features with them (such as mascots and sports) while I met with W.
4
W does not have Smart notebook on his computer. I will download if possible. I returned downstairs to view the websites I had saved into the notebook. I returned to W's room where I opened the sites for him to explore the activities.
W does not have Smart notebook on his computer. I will download if possible. I returned downstairs to view the websites I had saved into the notebook. I returned to W's room where I opened the sites for him to explore the activities.
5
P discussed her use of the Smartboard and provided her with the online activities we'd discussed. Showed her how to save websites into a Smart notebook file. Will schedule a lesson/activity to do together (next week?)
6
K had a list of topics prepared on a floppy disk. After some technical difficulties on how to access this information (computer with printer had no floppy drive and the computer with floppy drive didn't recognize my flash), I just emailed myself the information. I also showed her how to increase font size in a notebook file.
7
I showed Fa the websites I had gathered. She was especially excited about the tutorial on Scientific method as I took her through some parts of it. I also showed her some examples of video segments on Discovery Education. I put these on her computer so that she could try them out for herself.
8
Fe provided a list of upcoming topics. Social Studies topics included WWI, Wilson's 14 points, treaty of Versailles in Socials. Religion topics included the middle ages, monasteries, and Protestant Reformation. We discussed a project she had previously completed with students on advertising. She would like to do a project (powerpoint?) on WWI consequences and how it set into place the rest of the 20th century.
I showed Fa the websites I had gathered. She was especially excited about the tutorial on Scientific method as I took her through some parts of it. I also showed her some examples of video segments on Discovery Education. I put these on her computer so that she could try them out for herself.
8
Tuesday 1/19/10
T charter school
We met with B, a Science teacher, to discuss her use of materials from last week. She had trouble getting the Science probe for the pH lesson to connect so we looked at that together and practiced using it. The links and video segments on pH and on human genome worked well, but she would like to use larger screen ones.
We also discussed her upcoming units. She has a Living Environment class which is currently doing Enzymes and Osmosis. Her 7th graders will be studying cells and their organelles. Her 8th graders will be studying the reproductive, endocrine, and immune systems. She also mentioned being available after 2:45 each day for lessons. I researched some activites and videos for these topics and emailed them to her. I spent the remainder of the day researching links that could work for other teachers.
We dicussed with L, the technology adminstrator, possible computer lab schedules. We can do this in advance, if we let him know what times we need for which teacher/class. I spoke with him about links to websites for teachers (as he saw me researching some young student websites). He would like some K/1 ELA websites and some links to learn to type sites for the teachers.
We met with B, a Science teacher, to discuss her use of materials from last week. She had trouble getting the Science probe for the pH lesson to connect so we looked at that together and practiced using it. The links and video segments on pH and on human genome worked well, but she would like to use larger screen ones.
We also discussed her upcoming units. She has a Living Environment class which is currently doing Enzymes and Osmosis. Her 7th graders will be studying cells and their organelles. Her 8th graders will be studying the reproductive, endocrine, and immune systems. She also mentioned being available after 2:45 each day for lessons. I researched some activites and videos for these topics and emailed them to her. I spent the remainder of the day researching links that could work for other teachers.
We dicussed with L, the technology adminstrator, possible computer lab schedules. We can do this in advance, if we let him know what times we need for which teacher/class. I spoke with him about links to websites for teachers (as he saw me researching some young student websites). He would like some K/1 ELA websites and some links to learn to type sites for the teachers.
Monday, January 18, 2010
Monday 1/18/10
Today was a professional development day. We spent in the computer lab at a school in Harlem. Main topics were the use of Google forms, discussion the NETS standards, and how to reorganize the bookmarks page.
Google Forms allow you to create survery, multiple choice, or short answers questions and spits out the answers into a spreadsheet. showed us how she used it to create a tech survey for her cohort of teachers. Not only did the spreadsheet show the answers to questions such as "how comfortable are you with technology", but it also showed graphs to compare these responses. We discussed how these might be used in a school with classes, teachers, and administrators.
NETS stands for National Educational Techinology Standards. There are 3 sections: student, teacher, and adminstrator. The Standards are fairly similarfor all 3 focusing on creativity, collaboration, digital citizenship, and so forth. The main differences are that the teacher standards include a section for professional growth, and the administrator standards include a section for Vision. We discussed how these might be used with administrators
Bookmarks need to be reorganized so that they can work more efficiently at allowing tech coaches and teachers to find useable links. We discussed different ways to do this including by content and by skill. We discussed including the lessons in the same place as the links and using icons for powerpoint, smartboard, etc.
Google Forms allow you to create survery, multiple choice, or short answers questions and spits out the answers into a spreadsheet. showed us how she used it to create a tech survey for her cohort of teachers. Not only did the spreadsheet show the answers to questions such as "how comfortable are you with technology", but it also showed graphs to compare these responses. We discussed how these might be used in a school with classes, teachers, and administrators.
NETS stands for National Educational Techinology Standards. There are 3 sections: student, teacher, and adminstrator. The Standards are fairly similarfor all 3 focusing on creativity, collaboration, digital citizenship, and so forth. The main differences are that the teacher standards include a section for professional growth, and the administrator standards include a section for Vision. We discussed how these might be used with administrators
Bookmarks need to be reorganized so that they can work more efficiently at allowing tech coaches and teachers to find useable links. We discussed different ways to do this including by content and by skill. We discussed including the lessons in the same place as the links and using icons for powerpoint, smartboard, etc.
Sunday, January 17, 2010
Friday- 11/15/10
I spent the day with W at "the best charter school in the state". He introduced me to just about every person in both the elementary and middle school buildings. The school has a computer lab, a smartboard in each classroom, and some computers in each room.
W showed me some of the differencesbetween Macs and PCs. For example, Apple Q Esc is used instead of Ctrl Alt Delete.
We spent most of the day working with hardware. We moved a computer from the middle school to the elementary. We put a printer into two classrooms. We set up the computer and made sure that the software the Kindergarden teacher was using for her students worked on it. We connected the printer and installed so that the two student and 1 teacher computers could use it. We used USB cables and switched from the middle school supply closet for this.
We set up speakers, projector, and document camera for the principal to use for the school geography bee. We observed the geography bee as it was scored and maps shown on the projector. We also dismantled and put away the equipment when the event was finished.
W showed me some of the differencesbetween Macs and PCs. For example, Apple Q Esc is used instead of Ctrl Alt Delete.
We spent most of the day working with hardware. We moved a computer from the middle school to the elementary. We put a printer into two classrooms. We set up the computer and made sure that the software the Kindergarden teacher was using for her students worked on it. We connected the printer and installed so that the two student and 1 teacher computers could use it. We used USB cables and switched from the middle school supply closet for this.
We set up speakers, projector, and document camera for the principal to use for the school geography bee. We observed the geography bee as it was scored and maps shown on the projector. We also dismantled and put away the equipment when the event was finished.
Thursday- 1/14/10
Today I spent the day with N at a charter school. The school is currently K-2 but will grow by a grade per year. They do not have a computer lab, but do have 4 computers per classroom and 2 smartboards.
N showed me the website: exchange.smarttech.com where you can search for SmartBoard lessons. We found some lessons there on rhymes for the Kindergarden teachers, money for another class, and music for a third class. He pointed out that the preview function is a flash application.
I installed Typing Instructor software on the 2nd grade computers.
We modeled a rhyming activity on the Smartboard for each of the K classes. The activity had students pick a word to see if it was in a word family (ex. cat and rat). The teachers were easily able to take over this activity and the students loved using the pointer to move the words to see if they rhymed.
I met with one of the 1st grade teachers while N met with another teacher. She had a math lesson later in the day on tables and wanted to use the Smartboard to put up the tables and questions from it. I created a notebook file (my first time doing so) and made 3 pages based on the textbook. I changed the text and background colors to reflect those in the problem. At the end of the day N and I co taught this lesson with her. The students were able to take turns coming up and filling out one box on the table.
N showed me the website: exchange.smarttech.com where you can search for SmartBoard lessons. We found some lessons there on rhymes for the Kindergarden teachers, money for another class, and music for a third class. He pointed out that the preview function is a flash application.
I installed Typing Instructor software on the 2nd grade computers.
We modeled a rhyming activity on the Smartboard for each of the K classes. The activity had students pick a word to see if it was in a word family (ex. cat and rat). The teachers were easily able to take over this activity and the students loved using the pointer to move the words to see if they rhymed.
I met with one of the 1st grade teachers while N met with another teacher. She had a math lesson later in the day on tables and wanted to use the Smartboard to put up the tables and questions from it. I created a notebook file (my first time doing so) and made 3 pages based on the textbook. I changed the text and background colors to reflect those in the problem. At the end of the day N and I co taught this lesson with her. The students were able to take turns coming up and filling out one box on the table.
Wednesday, January 13, 2010
Wednesday- 1/13/10
Today was my 2nd day. I spend at a parochial school with F. This particular school has a computer lab (w/o internet), 3 Smartboards, and some computers for the classrooms. We met with each of the teachers in the school to do some curriculum planning. They were open and eager for ideas on how to incorporate Technology into their current curriculum and upcoming units. We also discussed the school open house and the possibility of presenting Smartboard lessons to parents.
The 2nd grade teacher will be doing a unit on the winter olympics. and would like video clips and other online activities from the previous Olympics if they are avialble. In Science, she is currently covering fossibls and dinosaurs (including Omnivore, carnivore, herbivore) and will soon be moving on to a unit on camoflauge. The students could use some reinforcement on 2 digit subtraction in Math.
The 3rd grade teacher, though admittedly afraid of technology, is open to finding things that will work for her class. They are currently studying communities and will be moving on shortly to holidays and celebrations. She would also like to practice turning the Smartboard on and off.
The students were struggling with 4 digit subtraction, so we modeled a virtual manipulatives lesson to reinforce this concept. She engaged the students by asking questions and choose student participants. F had her turn off the SmartBoard with her student helpers. He also reminded students that they are the teacher when at the Smartboard and should explain what they are doing clearly and loudly.
The Kindergarden Teacher wondered if there are religion activities for very young students and some about making friends. They are currently working on the letters S and W (sounds or lowercase). In math, they are covering the numbers 11-20 and will be moving on to sets of 10 and number sequencing. They are study the og and word families and turning vocabulary into simple word sentences. Is science, they will study the seasons and would like some Winter activities. Also, they looked at frogs and would like some frog and polliwog pictures. She would also like some holiday information for her students.
The 1st grade teacher also wanted some holiday activities for her students. They are studying scarements in religion. They are struggling with money in math and need some activiites to clarify that topic and some for when they move on to time. They are studying vowels and will be reading Tommy Di Paolo books. She would like some vocabulkary/picture matching activities (as would the K teacher) to help the students with Language Acquisition. In Science, they are studying winter, groundhogs, and hibernation, They will also be completing experiments such as forms of water, plants needing light, and making colors.
The 5th grade teacher was eager to implement more SmartBoard lessons and came with questions and suggestions. F showed he how to use the Smartboard as a blackboard by writing or typing, and explained the benefits of doing so. She would like some activities on mean, median, and mode to aide students understanding and might like to use this topic as an example for parents for the open house. In Science, she is currently working ecosytstems/rainforests including habits and herbivore, carnivore, omnivore. She will soon be moving cycles (Nitorgen, Phosphorus). In math, she will work on probability, statistics, and adding/subtracting deicmals next. They will read the book "from the mix-up files of Mrs. Basil E. Frankweiler". She would like to show the students Michealangelo's artwork that can go on the Smartboard. They are also learning about verbs and grammer in writing.
The 7th grade teachers does 8th grade Science and ELA. She would like some hlepful demonstration experiments to get the students started practicing for the state tests. They are currently working on plants and solar systems. 8th grade ELA is covering grammar, diagramming sentences, and famous poets/poetry. 7th grade is covering Food & Energy, nutrition, and calories in Science and Short stories and prepositions in ELA. In religion, they are studying the 7 sacrements.
The 8th grade teacher will provide us with a list of topics next time.
The 6th grade teacher uses the smart board for Social Studies and will be covering the American revolution then moving on to westward expansion and so on through World War I. We demonstrated how to use Google Earth to show maps of various locations.
The 4th grade teacher uses the Smartboard to focus on Math. He also would like a chance to practice using the markers with it. Students in his class are struggling with 2 digit multiplication. He would like some online manipulatives to practice this. He provided a list of future topics in math to find resources. Multiplication, Division, and Decimals are the main topics to be covered.
The 2nd grade teacher will be doing a unit on the winter olympics. and would like video clips and other online activities from the previous Olympics if they are avialble. In Science, she is currently covering fossibls and dinosaurs (including Omnivore, carnivore, herbivore) and will soon be moving on to a unit on camoflauge. The students could use some reinforcement on 2 digit subtraction in Math.
The 3rd grade teacher, though admittedly afraid of technology, is open to finding things that will work for her class. They are currently studying communities and will be moving on shortly to holidays and celebrations. She would also like to practice turning the Smartboard on and off.
The students were struggling with 4 digit subtraction, so we modeled a virtual manipulatives lesson to reinforce this concept. She engaged the students by asking questions and choose student participants. F had her turn off the SmartBoard with her student helpers. He also reminded students that they are the teacher when at the Smartboard and should explain what they are doing clearly and loudly.
The Kindergarden Teacher wondered if there are religion activities for very young students and some about making friends. They are currently working on the letters S and W (sounds or lowercase). In math, they are covering the numbers 11-20 and will be moving on to sets of 10 and number sequencing. They are study the og and word families and turning vocabulary into simple word sentences. Is science, they will study the seasons and would like some Winter activities. Also, they looked at frogs and would like some frog and polliwog pictures. She would also like some holiday information for her students.
The 1st grade teacher also wanted some holiday activities for her students. They are studying scarements in religion. They are struggling with money in math and need some activiites to clarify that topic and some for when they move on to time. They are studying vowels and will be reading Tommy Di Paolo books. She would like some vocabulkary/picture matching activities (as would the K teacher) to help the students with Language Acquisition. In Science, they are studying winter, groundhogs, and hibernation, They will also be completing experiments such as forms of water, plants needing light, and making colors.
The 5th grade teacher was eager to implement more SmartBoard lessons and came with questions and suggestions. F showed he how to use the Smartboard as a blackboard by writing or typing, and explained the benefits of doing so. She would like some activities on mean, median, and mode to aide students understanding and might like to use this topic as an example for parents for the open house. In Science, she is currently working ecosytstems/rainforests including habits and herbivore, carnivore, omnivore. She will soon be moving cycles (Nitorgen, Phosphorus). In math, she will work on probability, statistics, and adding/subtracting deicmals next. They will read the book "from the mix-up files of Mrs. Basil E. Frankweiler". She would like to show the students Michealangelo's artwork that can go on the Smartboard. They are also learning about verbs and grammer in writing.
The 7th grade teachers does 8th grade Science and ELA. She would like some hlepful demonstration experiments to get the students started practicing for the state tests. They are currently working on plants and solar systems. 8th grade ELA is covering grammar, diagramming sentences, and famous poets/poetry. 7th grade is covering Food & Energy, nutrition, and calories in Science and Short stories and prepositions in ELA. In religion, they are studying the 7 sacrements.
The 8th grade teacher will provide us with a list of topics next time.
The 6th grade teacher uses the smart board for Social Studies and will be covering the American revolution then moving on to westward expansion and so on through World War I. We demonstrated how to use Google Earth to show maps of various locations.
The 4th grade teacher uses the Smartboard to focus on Math. He also would like a chance to practice using the markers with it. Students in his class are struggling with 2 digit multiplication. He would like some online manipulatives to practice this. He provided a list of future topics in math to find resources. Multiplication, Division, and Decimals are the main topics to be covered.
Monday, January 11, 2010
Tuesday- 1/12/10
Today was my first day of my job as Technology Coach. I shadowed B in a charter school in the morning. We pulled together a lesson for a 7th grade Science teacher on Acids, Bases, and pH. the lesson included an experiment to test the pH of 6 solutions using Vermier probes, a worksheet for recording data, and 3 video segments on the topic.
Bob showed me how to access my work email account, united streaming, Webx, and Educate bookmarks. He made certain to greet (and introduce me to) any staff members we saw. He also discussed the upcoming technology changes for the school. Currently they have only a computer lab and 1 Smartboard but a grant will allow them to purchase more.
After the charter school, we grabbed lunch and headed over to a parochial school. There, I shadowed N who is also a Tech coach. He spent the afternoon in the computer lab. There were 3 teachers who came in with their classes.
The 6th grade teacher had the students working independently on essay writing. While they were doing so, she discussed with N Technology lessons she would like to do. He suggested some websites for her to use, and topics such as typing, which might be helpful to cover with her studens.
The 2nd grade teacher used Study Island with her students to go over the concepts of place value and Odd/Even. N used the Smartboard to show students how to log in and they were able to use the same logins as for their Ticket to Read accounts. The students were very excited about the games they could play (when finished with the questions) to practice these concepts.
The 7th grade teacher came in prepared to ask many questions. Her students also used study island, but their lesson was on ratio and proportion. Students used the scratchpad included with the program to help them complete problems. While they worked N and the teacher discussed a unit on mesopotomia and how powerpoint could be used to have the students present in groups. He suggested breaking up the material so that students would each be responsible for answering one question on a slide.
We had a meeting at 3:00 via conference call. We signed into a computer and made a call on speakerphone. We discussed reorganizing the bookmarks on the educate website in terms of different categories.
Bob showed me how to access my work email account, united streaming, Webx, and Educate bookmarks. He made certain to greet (and introduce me to) any staff members we saw. He also discussed the upcoming technology changes for the school. Currently they have only a computer lab and 1 Smartboard but a grant will allow them to purchase more.
After the charter school, we grabbed lunch and headed over to a parochial school. There, I shadowed N who is also a Tech coach. He spent the afternoon in the computer lab. There were 3 teachers who came in with their classes.
The 6th grade teacher had the students working independently on essay writing. While they were doing so, she discussed with N Technology lessons she would like to do. He suggested some websites for her to use, and topics such as typing, which might be helpful to cover with her studens.
The 2nd grade teacher used Study Island with her students to go over the concepts of place value and Odd/Even. N used the Smartboard to show students how to log in and they were able to use the same logins as for their Ticket to Read accounts. The students were very excited about the games they could play (when finished with the questions) to practice these concepts.
The 7th grade teacher came in prepared to ask many questions. Her students also used study island, but their lesson was on ratio and proportion. Students used the scratchpad included with the program to help them complete problems. While they worked N and the teacher discussed a unit on mesopotomia and how powerpoint could be used to have the students present in groups. He suggested breaking up the material so that students would each be responsible for answering one question on a slide.
We had a meeting at 3:00 via conference call. We signed into a computer and made a call on speakerphone. We discussed reorganizing the bookmarks on the educate website in terms of different categories.
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