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.
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