Reaction/Question Space
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I think when you are working and you are going to school it adds a different dimension to what you are doing. I felt that this week, when my work week was increased by two days. I had been volunteering two days a week and working on school the other two days. I feel the frustration this week that I did not feel in past weeks of the overload of taking graduate work and trying to survive in the working world. I think this is a good reflection for me because if I end up working with high school students that are working they are going to be feeling some of the same frustrations and exhaustion, when their good intentions do not work out the best way that they wanted them to. |
Classroom NotesLook evoke, assess, and publish is more student centered, where the six point lesson plan is more teacher centered. Balancing the curriculum, between the two areas. Learner centered can mean that you have not met the state needs. The other may mean that you are not keeping the student interest. Tensions are healthy parts of doing things in our society. Go to your unit plan roman numeral 4 (what is your first lesson going to be), The newsletter introducing your unit plan, Roman numeral 5 is lessons between first and the last one. Roman numeral 6 is the last lesson on the unit plan. If your cooperating teacher has a different way to lay out the lesson use it. You need some structure in section four. Going to do the first one and the last one in the six point lesson plan. Section five what you are covering- if you envision ten lesson plans just a brief title and a description. It is your option to make them more developed. Section four is the first one. This way you can make some sense of it. Chapter laid out as if I were presenting it that way. 006 in about 35 minutes second part of the class. Vax can not hold thevideo. Pause server has a larger space. Mark is here- throw something at him about the weekend. Sub objectives for chapter eight- when you introduce a lesson look at how many ways you know how to present media. Dealing with issues in chapter six- paint and draw early childhood. Appropriate for young students. Have to convince principal that this important to the school. Younger kids everyday is like landing on the moon. Water off the ducks back for three and four years old. Landing on the moon, we need to learn to ask more questions. Teacher Input- Two important web sites to read and review. We are dealing with old objectives and trying to get these meet. It would be good to get the principals to work with you. Martin Dale's the reference desk (he has seven calculators on it) Hand held have a choice of seven to pick from. Jump to information by using the find command. Teach studentsfind command they can save a lot of time. How do I look at this soI can copy this information into my web page and remember to give creditwhere credit is do. <script language="Java Script" then it goesto end script which is another </script If I work with this you canlook but can't touch. If you edit page then go to tools then editthe html source code. Better tools are dream weaver, now you can cut copy and paste. No we do not have to right java script. All thesecomposition tools is functional. Do need to know how to find a tutorialto get them off and running. Share this as a resource with teachers Martindale's "The reference desk" The currency converter- one way to study about it is to talk about money and the relationship of these currencies. Electronic design AEA- american electronics associations- lobbyists forcomputer people. They take the issues of the information age and try to get policy. Number one priority- education shock us as educators- science degree is going down. A significant jobs are notbeing filled in silicon valley. They want to attract people in computerscience and electronic design. These positions are not being picked up. The scare factor involved in math and science. We have to take careof that in the K12 curriculum. Computers is regional. Teachprograming was the only thing we could do with this world. Learninghow to program. There are many more levels of interesting thingsto do. Do not have to have an awareness of programing in the curriculumprogram. California is trying to create a science and technologyinitiative. Jr. high and middle is where they start making job decisions. Nothing in general education that requires programing. All kindsof ways to expose things, information age is in a crisis stage. Ifyou have a grant idea, because there are desperate industries. Theycan not find the talent to do it. Electronic design. We are going to build computer components. Telematics is connecting through the internet. There are sensors out there for different parts of the body. Live camera shot of other countries around the world. You can combine different things and make art. Everything we put on the web can be built on by someone else. Logo was an old program language. |
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| In this exercise, I felt more lost, and thefact that its simple I think makes it hard to be there. It is notthat I do not understand the concept of the circuit, or now do not knowhow to build one because I believe I do. I think I am one of thoselearners that has problems with motor skills that I have not mastered. I feel awkward about this because I think that when students feel thisway is when they start feeling dumb. I can see that this is a feelingthat will come out in my classroom, because I think we tend to dislikeon some levels what is hard for us. I find it interesting thoughthe idea of building in language arts, and I wonder how I can transforman activity like this into the curriculum I am building. I thinka circuit could be put into an object we are building on a project, butstill for me making the connection to my curriculum is not as easily made. I wonder what this will translate to when I am working in the classroom. |
Notes on Circuit Sense for Elementary Teachers and Students by Janaya Matteson Houghton and Robert S. HoughtonThis program has designed a safer and cheaper way of studying using aluminum foil for a conductor, flashlight batteries, cardboard, tape, and a tiny lamp called and LED or light emitting diode. Language arts cross reference- Prewriting and Planning is translated into the circuit designers plan and building circuits is a series of experiments with what are they going to use this for, then outline the process in a flowchart. Writing is translated into the logical process of construction where the builder builds until the project is complete. Reread/revise/troubleshoot- building comes in stages, things that can be changed on the circuit could be appearance, it could be completely changed or added to. This could be termed as trouble shooting. Publishing share helps motivation. Art- This can tie into the artists questioning ability for creating the work and then the artists expressiveness. This fits into three types of art kinetic art, participatory art or cybernetic art. Calder sculptor of a hanging mobile which uses wind currents, and even a basic person can create cybernetic art. They can make judgments about their art and they can use imagination and vision. Math- Boolean logic which is and or or not circuits can be combined with if then and loops. This is good because it gets students thinking about project creation. Science- This could help them study electron behavior. It is good for inquiry and experimentation. They provide a basic understanding of electronic devices. |
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| I experienced while I made my video the issues with sound that arise while doing your video outside. I see now sound fluctuates outside on a windy day. If it is a pretty day, I may reshoot my video otherwise I am hoping to edit it in a way that I can make it work. I think it is interesting that getting all the components to work doesnot always go the way you plan. I was looking at the camera the lightwas good, and now I am having sound problems. I am happy howeverthat my focus this year is better. Last summer the video I did mymain concern was on how fat I looked on tape. I am improving. |
In Camera Video Production1. audience- remember you are speaking to an audience. Show your enthusiasm as you speak. 2. Time Limit- 2.00 is best 3. Dress- Professional 4. Photo op- shoot outdoors if possible or indoors with a backdrop .Relax on camera, and try not to make it choppy. 5. Write creatively- keep your script conversational. Type your presentation in a word processor. Make sure you mention time span, subject are, and nature, and the standard course of study with computer competencies. 6. Consent and waiver form- include one copy, but you do not have to sign it. 7. Camera Hardware- VHS-C is fine 8. Videotape- rewind to place to start 9. Do not speak to fast or slow. Reading needs to be fluent. 10. Audio quality need to be heard clearly. 11. Practice several times before you shoot. 12. On camera position- I found having the script immediately over works well. 13. Camera movement- wants to see some movement with the camera 14. Good lighting 15. In camera edit- turn camera on and off as you read and make adjustments. See rubric for more details. Bibliography http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch7 |
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Computer Editing of Video Assignment1st clip- 1. Introductory title, (can include transitions, voice-overs, and sound effects) 1. First send edited video back to videotape but position after original version. 2. save in .mov format 3. save in .AVI format 2nd clip separate video and audio track. save in quick time format 1. save this in digital audio file or .mov format 2. use quick time player pro to convert this digital video to the .wav format Bibliography: http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch7/video |
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| What I found from using video during my first semester teaching was that I was able to get positive feedback from my fellow teachers in my education class, where a lot of the feedback I was getting at school was negative. I found this valuable because it enabled me to remotivate myself and get back on track to finish a difficult semester. |
Educational Relevance of Video Composition and ProductionThe video composers gain fluency with reading on camera and is a good record of student achievement. Video can be expanded for next year, by creating an introduction that can be added to as we film class activities, and unit processes. This fits many categories for the educator such as 1. professional growth 2. curriculum development 3. community outreach 4. student assessment Video composition other benefits include - using the camcorder more efficiently, dealing with a teleprompter or script, video editing. Create on the location scenery with your students so they can have the feeling of building and using set. There are many uses of student video 1. deliver information- example news shows 2. Tell a story- retelling of a story 3. Teach a concept- students teach curriculum related concept 4. Document research- document primary research like environmental issues. 5. Explain a work- student talk metacognitively 7. Present a drama- characters act out a scene 7. Integrate video and audio clip with other media 8. Teach reading writing and rhetoric Bibliography: http://www/ceap.wcu.edu/houghton/EDELCompEduc/Ch7/videorel |
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| Ways I will be meeting the 11.1 objective. In my
unitplan students will be experiencing the technology of the internet in
variousways. Students will be walked through use of Netscape both as
a browserand the communicator function. They will learn to use paint
and drawapplications as well as scanners to input their work into the computer.
They will use the word outliner to publish an essay and then they willcut
and paste this into their internet page. In another part of thisunit
I will be using video to record the students who have memorized ashort part
of the Odyssey. More advanced students may choose to learnto use a
video editor and post this two minute reading to their web page. Students
will learn a type of non computer email with question ambassadors. I am familiar with excel, access, newsletters email, newsgroups and other applications. Although this will not be used directly in this unit, I have used these programs to create information resources for my students. I have done 11.2 by creating a unit plan and web page. I have word processing, database files, spreadsheet files, newsletter, Video production, and internet book links. I have created documents that can be used on the Overhead. All of these are ways I can transmit what I know on my subject and make it more accessible to students. Language arts has much use for web based research of the internet, video in public speaking, the overhead to show pictures of the culture or scene we are reading about, audio to listen to a story, video as an alternative way to present a story, outlining in word, power point and web design. Because of the broadness of Literature almost any technology can be applied depending on the genre we are studying and the ultimate goals we are trying to accomplish. Links to lessons I have created or found on the internet? I believe that is what we are looking for in 11.4 |
Look Concepts11.1 Use technology in the discipline or subject for learning and as a meaning of communication. 11.2 Use Media and technology to present the subject so that it is comprehensible to others. 11.3 Use technology based tools that are specific to the discipline. 11.4 Use technology to facilitate teaching strategies specific to the discipline. Leap and the six point lesson are two approaches to designing a lesson plan. |
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The Use of Computers in Science EducationSoftware that interacts need to engage learner by using graphics, sound, and simulations to promote acquisition of facts and skills, promote concept learning, and enhance understanding. Different aspects that are important Simulation software, Microcomputer Based Laboratory Devices, Databases and spreadsheets, Networking in creating good student learning. It is important that teachers know how to use software and techniques, incorporate microcomputers, and instructional strategies, and use of computer applications as management tools for grading, reports, inventories, budgets, |
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