I spent some time exploring the Google Educator Tool SketchUp and I think it is pretty amazing. I can see immediate uses in my dyad geometry class. Have you ever tried to draw a circle in front of a class of 8th graders? There are a series of tutorials I watched before trying out the tool for a test drive. Here is the one of the tutorials on circles to give you an idea of how easy SketchUp is to use.
I explored SketchUp using the free version that I downloaded. There is also a professional version that is available and I asked my engineer husband if any of the CAD folks in his office used the tool. He tells me that the software they typically use is pretty expensive and specific to their needs. He was blown away when I showed him a couple of the tutorials on how to use the tool for designing buildings and bridges.
Sunday, November 28, 2010
Saturday, November 27, 2010
Writing Conferences
I spent time on the plane to California reading Routman's chapter on student writing conferences. I wished I had read it a couple of weeks earlier as I now realize that I have been in a series of writing conferences with my son - we just did not have a name for it. He is a high school senior writing essays for his college applications. The whole application process feels very stressful and high stakes with the essays providing an opportunity to differentiate applicants. I am comfortable with content conferences, but I also got pulled into editing conferences too.
As a parent, I focused on the content of the essays. Was it interesting? (reviewers would be reading hundreds of essays). Did it sound like him? (it needs to be his voice). Did the topic he chose highlight an activity or accomplishment where he learned something? (this is not the time to be modest). Does it avoid cliche and hyperbole? (not another athlete that overcame an injury to return to triumph).
As a teacher, I think that this is where we can really help our students be successful writers with great ideas to share and communicate. I agree with Routman when she says to ignore editing concerns at first and focus on content. I think that a lot of my "parent talk" translates to "teacher talk." I suggested my son write another intro when I thought his did not provide enough of a hook. One excellent essay ended flat and I suggested he reconsider the close. In retrospect, I should have been using Routman's simple suggestion of having him reread his essay multiple times and especially each time he returned to the essays.
As a parent, the editing conferences were not comfortable for me. I do not remember all the finer points of grammar. Should it be "that or which" should it be past or past perfect (whatever that is). What sounds right to me may not be grammatically correct and that worries me with so much at stake. Luckily, my teenager seems pretty confident in all the editing. As a teacher, I am okay with punctuation and spelling, but my grammar will need to be dusted off a bit. I do like the idea of students doing most of the editing themselves or with their peers. I like Routman's tips about students becoming as independent as possible by having one on one conferences only when the students have done everything they can on their own and completed requirements.
In summary, this chapter was filled with great tips for having writing conferences with students. Routman's ideas about "frontloading" are among my favorite. She says that frontloading means "doing whatever you need to do before students write to ensure they understand the talk and expectations and are prepare to succeed. ...the payoff is huge: quality writing, right from the start, along with efficient conferences. The month of December will be filled with more college applications and essays. I am prepared to let my son know that before I read another essay that there are certain expectations that I have for him too.
As a parent, I focused on the content of the essays. Was it interesting? (reviewers would be reading hundreds of essays). Did it sound like him? (it needs to be his voice). Did the topic he chose highlight an activity or accomplishment where he learned something? (this is not the time to be modest). Does it avoid cliche and hyperbole? (not another athlete that overcame an injury to return to triumph).
As a teacher, I think that this is where we can really help our students be successful writers with great ideas to share and communicate. I agree with Routman when she says to ignore editing concerns at first and focus on content. I think that a lot of my "parent talk" translates to "teacher talk." I suggested my son write another intro when I thought his did not provide enough of a hook. One excellent essay ended flat and I suggested he reconsider the close. In retrospect, I should have been using Routman's simple suggestion of having him reread his essay multiple times and especially each time he returned to the essays.
As a parent, the editing conferences were not comfortable for me. I do not remember all the finer points of grammar. Should it be "that or which" should it be past or past perfect (whatever that is). What sounds right to me may not be grammatically correct and that worries me with so much at stake. Luckily, my teenager seems pretty confident in all the editing. As a teacher, I am okay with punctuation and spelling, but my grammar will need to be dusted off a bit. I do like the idea of students doing most of the editing themselves or with their peers. I like Routman's tips about students becoming as independent as possible by having one on one conferences only when the students have done everything they can on their own and completed requirements.
In summary, this chapter was filled with great tips for having writing conferences with students. Routman's ideas about "frontloading" are among my favorite. She says that frontloading means "doing whatever you need to do before students write to ensure they understand the talk and expectations and are prepare to succeed. ...the payoff is huge: quality writing, right from the start, along with efficient conferences. The month of December will be filled with more college applications and essays. I am prepared to let my son know that before I read another essay that there are certain expectations that I have for him too.
Sunday, November 14, 2010
Whoa!! Weebly, Wikis and Widgets ....
I know that the technology classes at UW Bothell are going to help differentiate me from other school's teacher candidates. I am trying to embrace and learn technology so that it can help me be a better and more efficient teacher (and student). It feels like slow going this week!
We videotaped our read-aloud lesson and it took some help from our master teacher to get the file onto my flash drive. I smugly headed home with thoughts of getting "ahead" on an assignment. Three computers later and although I can see the video, the sound is gone. It might be just as well since the video itself has shown me that I have many lessons to learn. I am still smiling.
I chose a "virtual field trip" for a social studies assignment and got completely lost in a rich and engaging website. I was hoping for a developmental opportunity as I do not gravitate to digital resources. Next time I will either just head to a museum or I will plan for more time to mine the web for information. I am still smiling.
My home scanner would not cooperate and so I headed to my local Kinkos to scan some old photographs for my digital vignette. I missed half of one of my kid's soccer games trying to figure out how to use the scanner and get the photos onto my flash drive. I am still smiling.
I have struggled with unit plan templates from two different sources. One is a pdf file that I cannot copy or write to and another is a Word document that causes me difficulty when my lesson is longer than one page. I spent WAY too much time and ended up creating a new template. I am still smiling.
I did the Weebly tutorial as I knew that I would need remedial assistance for this assignment. I think I finally created a portfolio with a link on our Wiki. I am still smiling.
My own blog now has links to my blogging circle and I have managed to figure out how to comment on all of them. Now that I have seen a lot of different blogs, I think I need to mess around with some Widgets so that my blog is easier to read and navigate. I am still smiling.
I cannot imaging doing this week's Literacy Running Record without a recording device. That means that I will need to borrow and use more new technology. I am still smiling.
Wish me luck!
We videotaped our read-aloud lesson and it took some help from our master teacher to get the file onto my flash drive. I smugly headed home with thoughts of getting "ahead" on an assignment. Three computers later and although I can see the video, the sound is gone. It might be just as well since the video itself has shown me that I have many lessons to learn. I am still smiling.
I chose a "virtual field trip" for a social studies assignment and got completely lost in a rich and engaging website. I was hoping for a developmental opportunity as I do not gravitate to digital resources. Next time I will either just head to a museum or I will plan for more time to mine the web for information. I am still smiling.
My home scanner would not cooperate and so I headed to my local Kinkos to scan some old photographs for my digital vignette. I missed half of one of my kid's soccer games trying to figure out how to use the scanner and get the photos onto my flash drive. I am still smiling.
I have struggled with unit plan templates from two different sources. One is a pdf file that I cannot copy or write to and another is a Word document that causes me difficulty when my lesson is longer than one page. I spent WAY too much time and ended up creating a new template. I am still smiling.
I did the Weebly tutorial as I knew that I would need remedial assistance for this assignment. I think I finally created a portfolio with a link on our Wiki. I am still smiling.
My own blog now has links to my blogging circle and I have managed to figure out how to comment on all of them. Now that I have seen a lot of different blogs, I think I need to mess around with some Widgets so that my blog is easier to read and navigate. I am still smiling.
I cannot imaging doing this week's Literacy Running Record without a recording device. That means that I will need to borrow and use more new technology. I am still smiling.
Wish me luck!
Friday, November 5, 2010
Writing Vignettes
After writing (and sharing) one vignette, I find myself agonizing about the whole process. What do I want to write about that feels okay to share with my writing group and eventually the whole class? I purposely chose a topic for the first vignette that was not too personal, a remembrance of a Mary Oliver poetry reading I attended. My writing group made the obvious comment that I described the event, but never really shared what it was about her poetry that made me connect so deeply to it. Public writing, I know it will be a challenge for me.
According to Routman, teaching writing to students needs to include lots of guiding and demonstration. I feel comfortable with certain kinds of writing - reports, emails, memos and the kind of business writing that I used to do. Personal vignettes and more creative types of writing that include emotions are a different challenge. It is only one of many areas where I feel stretched and out of my comfort zone. It certainly will assist me in understanding how some of my students are likely to feel and perhaps we will work through some of the issues together.
I did love the opportunities to work with our kindergarten buddies. It is so helpful to get to explore the Emergent Literacy Profile by working with a student who is actively working through these important stages. It has often been the highlight of my week and I look forward to going back to the class in the spring to see all the progress.
According to Routman, teaching writing to students needs to include lots of guiding and demonstration. I feel comfortable with certain kinds of writing - reports, emails, memos and the kind of business writing that I used to do. Personal vignettes and more creative types of writing that include emotions are a different challenge. It is only one of many areas where I feel stretched and out of my comfort zone. It certainly will assist me in understanding how some of my students are likely to feel and perhaps we will work through some of the issues together.
I did love the opportunities to work with our kindergarten buddies. It is so helpful to get to explore the Emergent Literacy Profile by working with a student who is actively working through these important stages. It has often been the highlight of my week and I look forward to going back to the class in the spring to see all the progress.
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