Please read the bottom of the video to understand the message. I was trying to do this without talking to the camera. I'm trying to raise the bar with my "speechless" message. I hope it works and yes, pun intended.
Monday, January 25, 2010
BP9_2010013_Web2.0Tool3
The Web 2.0 tool I chose for this week is from the same site classtools.net and it is the flash card generator. With the flash card generator template I can create and play five different game types. The five games types are matching pairs, word shoot, flash card, manic minor, and cannon ball fun. Out of the five game types that can be created by the flash card generator template, my four favorites are the matching pairs, flash cards, manic minor, and word shoot.
Flash card and matching pairs is a great tool for students to learn definitions. For example, I can send students home to look for definitions as homework. They would looks up the words and write me an email with the words and definitions. Then, they would type the word*definition (in that format) so that I can copy and paste their work onto the flash card generator template. Then, I can use their words and definitions as a study review in class the next day because all I have to do is copy and paste what they did for homework onto the template. The template would create the game for me. Afterwards, I can use matching pairs in class and divide the class into two teams. The teams would compete and try to get to most matching pairs. As reinforcement for mastery of the definitions, I will teach the students how to play word shoot and manic minor because these two games are more for individual practice.
This is just he basic use of the tool, but I can get more involve and more creative by using equations, graphs, names of polynomials, and many more. I just need to work out all the little details.
Flash card and matching pairs is a great tool for students to learn definitions. For example, I can send students home to look for definitions as homework. They would looks up the words and write me an email with the words and definitions. Then, they would type the word*definition (in that format) so that I can copy and paste their work onto the flash card generator template. Then, I can use their words and definitions as a study review in class the next day because all I have to do is copy and paste what they did for homework onto the template. The template would create the game for me. Afterwards, I can use matching pairs in class and divide the class into two teams. The teams would compete and try to get to most matching pairs. As reinforcement for mastery of the definitions, I will teach the students how to play word shoot and manic minor because these two games are more for individual practice.
This is just he basic use of the tool, but I can get more involve and more creative by using equations, graphs, names of polynomials, and many more. I just need to work out all the little details.
Tuesday, January 19, 2010
My Flooded Car
Wow, take a look at my car on the left the Toyota 4Runner. I found out too late and there was nothing I can do about it. There was only one thing I can do, CALL MY INSURANCE COMPANY.
Monday, January 18, 2010
BP5_2010012_Web2.0Tool2(Random Name Picker)
The tool that I chose to learn and do a review on is a Random Name Picker tool found on classtools.net. This is a great tool for picking students to answer questions during class to check for understanding. When I do lessons in class, sometimes I feel as if I am talking to myself because the class seems so unengaged. Sometimes I cannot tell if what I am teaching is getting across to my students. When I am instructing I want to make sure that my students are thinking about what I am saying. Sometimes, when I pose a question to the class only a few students would answer. I am sure many educators have the same problem. So, by incorporating this tool into my classroom, I boost the level of anxiety and get my students to actively participate.
Here is how I use my tool. In math, we do plenty of modeling. Then, there comes a point when we do guided practice and the students get a chance to do their own problem. At that point, I use my Random Name Picker tool to call on a random student. But, before I call on a student, I use the method of Think-Pair-Share before I call on somebody. This will give the struggling students a chance to have something to say if they are clueless about the problem. After Think-Pair-Share, every student should have something written down before being randomly picked by the program. So, this is one way I use the Random Name Picker tool to increase active participation in my classroom.
Here is how I use my tool. In math, we do plenty of modeling. Then, there comes a point when we do guided practice and the students get a chance to do their own problem. At that point, I use my Random Name Picker tool to call on a random student. But, before I call on a student, I use the method of Think-Pair-Share before I call on somebody. This will give the struggling students a chance to have something to say if they are clueless about the problem. After Think-Pair-Share, every student should have something written down before being randomly picked by the program. So, this is one way I use the Random Name Picker tool to increase active participation in my classroom.
Tuesday, January 12, 2010
BP3_2010011_DiscoveringWeb2.0Tools
The Web 2.0 tool that I discovered this week is an online graphing calculator. I have used other graphing calculators before but this one is the best by far. The online graphing calculators I used before limited me to one graph and four graphs. This new one that I just discovered does way more graphs on one screen. Check out what I did below with six equations, x+5;-x+5;|x|;-|x|;x-5;-x-5. How many squares do you see?
"http://www.e-tutor.com/et2/graphing"
This was built with two types of algebraic equations: linear and absolute values. Of course it can gets more complicated if I used trigonometry functions but I will not go there.
After playing with this tool for an hour, I thought of a lesson I can do with this tool. In a couple of weeks, after taking finals, my Algebra AB students will be moving into graphing. I want to graph multiple linear equations for my students and ask them to find relationships between equations and their graphs. I will be very specific as to what equations I chose, because if I do random equations there, is no way my students will figure out the relationships. Hopefully, my students can figure out how slopes (raise over run) are related and how intercepts are related. I have a hard time getting my low performing students to understand the relationship each unique equation have with their graph. So, hopefully, my new approach (more visual approach) this year will help them make the connection. As an extension project, I will provide an assignment that requires my students to make their own special design out of linear graphs and absolute value graphs. I know my students will come up with many crazy designs and while they are manipulating their designs, I know they will develop a deeper understanding of linear equations.
"http://www.e-tutor.com/et2/graphing"This was built with two types of algebraic equations: linear and absolute values. Of course it can gets more complicated if I used trigonometry functions but I will not go there.
After playing with this tool for an hour, I thought of a lesson I can do with this tool. In a couple of weeks, after taking finals, my Algebra AB students will be moving into graphing. I want to graph multiple linear equations for my students and ask them to find relationships between equations and their graphs. I will be very specific as to what equations I chose, because if I do random equations there, is no way my students will figure out the relationships. Hopefully, my students can figure out how slopes (raise over run) are related and how intercepts are related. I have a hard time getting my low performing students to understand the relationship each unique equation have with their graph. So, hopefully, my new approach (more visual approach) this year will help them make the connection. As an extension project, I will provide an assignment that requires my students to make their own special design out of linear graphs and absolute value graphs. I know my students will come up with many crazy designs and while they are manipulating their designs, I know they will develop a deeper understanding of linear equations.
Monday, January 11, 2010
BP4_2010011_RSS Feeds
"Feed me Seymour."
(Retrieved from darkaeon.wordpress.com/2009/05/page/2/)
Youtube Uploads by leelefever »
I chose this feeder because I find Lee’s way of educating very fun and innovative. Also, I admire how much time he takes into making his products.
L.A. Times - Education »
I chose this feeder because I want to be aware of what is going on with education in the West coast. I wish L.A. Times dedicated a section for mathematics like the New Your Times.
New York Times - Mathematics »
I chose this feeder because I am curious to see how people are approaching math or math education in the East coast. I have always heard that the East coast has a better education system. But, I was more curious with the East coast approach to teaching math.
Scientific American - Math »
I chose this feeder because it provides some good research on mathematics.
Wild About Math! »
I chose this feeder because it is a blog. The blog title itself is intriguing and the articles are very heavy in math content. You would need a math degree or have a very good understanding of math to keep up with this site.
(Retrieved from darkaeon.wordpress.com/2009/05/page/2/)
Youtube Uploads by leelefever »
I chose this feeder because I find Lee’s way of educating very fun and innovative. Also, I admire how much time he takes into making his products.
L.A. Times - Education »
I chose this feeder because I want to be aware of what is going on with education in the West coast. I wish L.A. Times dedicated a section for mathematics like the New Your Times.
New York Times - Mathematics »
I chose this feeder because I am curious to see how people are approaching math or math education in the East coast. I have always heard that the East coast has a better education system. But, I was more curious with the East coast approach to teaching math.
Scientific American - Math »
I chose this feeder because it provides some good research on mathematics.
Wild About Math! »
I chose this feeder because it is a blog. The blog title itself is intriguing and the articles are very heavy in math content. You would need a math degree or have a very good understanding of math to keep up with this site.
Sunday, January 10, 2010
BP2_2010011_EduUses4Blogs
The first time I was introduced to blogs and read my friend’s Xanga posts, I thought it was great a great tool for writing journals online. I was not teaching yet and so I did not think about the educational uses for blogs. Then, a year or two later, Myspace.com added blogs as a gadget for their users. I was a Myspace.com user and I knew many of my students had Myspace.com accounts, so I use to try and post homework on my blogs for my students. But, that failed because most students did not use their accounts for that purpose. They just tried to add me as a friend and boost their popularity and friend counts.
A couple of years after that, our district adopted Schoolloop.com. We use Schoolloop.com for homework posting, event posting, announcements, discussion boards, emailing, etc. Even though Schoolloop.com provides all these great features, there are many short coming as well. For example, the discussion boards can get very messy with the way the threads are listed. (See picture to the below.)
What Schoolloop.com lack is blogs for students and educators. So, here is where I find my Blogger account useful for education. For examples, I can use my blog to post pictures or video of problem examples I use for teaching Geometry. I notice that many of my students are shy and are sometime embarrassed to ask questions during class. So, if I post the examples that I solved in class on my blog, students can post comments and ask questions anonymously without fear. Besides allowing students to post comments, I can invite other teachers and professionals to help answer student questions and create a learning community that way. By allowing my students to post comments anonymously, I am allowing “learners, under the guidance of teachers, to explore the internet in a safe way” (Davies & Merchant, 2009, p. 33).
Davies, J. & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang Publishing, Inc.
A couple of years after that, our district adopted Schoolloop.com. We use Schoolloop.com for homework posting, event posting, announcements, discussion boards, emailing, etc. Even though Schoolloop.com provides all these great features, there are many short coming as well. For example, the discussion boards can get very messy with the way the threads are listed. (See picture to the below.)
What Schoolloop.com lack is blogs for students and educators. So, here is where I find my Blogger account useful for education. For examples, I can use my blog to post pictures or video of problem examples I use for teaching Geometry. I notice that many of my students are shy and are sometime embarrassed to ask questions during class. So, if I post the examples that I solved in class on my blog, students can post comments and ask questions anonymously without fear. Besides allowing students to post comments, I can invite other teachers and professionals to help answer student questions and create a learning community that way. By allowing my students to post comments anonymously, I am allowing “learners, under the guidance of teachers, to explore the internet in a safe way” (Davies & Merchant, 2009, p. 33).
Davies, J. & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang Publishing, Inc.
Saturday, January 9, 2010
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