The teacher writes a rebuttal to the mathematics supervisor disputing claims made in a previous memo. Specifically, the teacher takes issue with characterizations of enrichment activities in their honors classes and claims about lesson planning and complaints. The teacher provides context and examples to support their perspective and wonders why the situation has "been blown so out of proportion." The teacher details their experience and contributions to argue they should not be "penalized" or told "how to teach."
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
The teacher summarizes their experiences over the past year in the mathematics department. They discuss incorporating group work into a computer science lab, developing take-home exams to show applications of calculus, and their goal of a cluster programming final project for AP computer science students that was hindered by technology department changes. The teacher also details their role advising math and chess clubs, attending professional development, and involvement in beta testing Linux distributions.
Connecting with Your Students: Using Blogs and Webcasts in the Classroom
This session will cover the use of teacher created Blogs and Webcasts to connect with students both in the classroom and when students are at home. I will demonstrate how Blogs and Webcasts can increase student participation in class and create a more interactive classroom environment.
Presenter: Jesse Pittard
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document discusses using blogs in the classroom. It includes sections on how blogs can be used to improve differentiated instruction in science classrooms, guidelines for effective classroom blogging, and a case study of a teacher using blogs. Blogs allow teachers to meet diverse student needs and provide additional practice. Setting up classroom blogs takes time and guidelines, but students enjoy connecting with each other and teachers through another forum. Blogs are an educational tool when implemented correctly.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
The teacher summarizes their experiences over the past year in the mathematics department. They discuss incorporating group work into a computer science lab, developing take-home exams to show applications of calculus, and their goal of a cluster programming final project for AP computer science students that was hindered by technology department changes. The teacher also details their role advising math and chess clubs, attending professional development, and involvement in beta testing Linux distributions.
Connecting with Your Students: Using Blogs and Webcasts in the Classroom
This session will cover the use of teacher created Blogs and Webcasts to connect with students both in the classroom and when students are at home. I will demonstrate how Blogs and Webcasts can increase student participation in class and create a more interactive classroom environment.
Presenter: Jesse Pittard
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document discusses using blogs in the classroom. It includes sections on how blogs can be used to improve differentiated instruction in science classrooms, guidelines for effective classroom blogging, and a case study of a teacher using blogs. Blogs allow teachers to meet diverse student needs and provide additional practice. Setting up classroom blogs takes time and guidelines, but students enjoy connecting with each other and teachers through another forum. Blogs are an educational tool when implemented correctly.
This document describes an online business information management course created by Renata Geurtz. The course was designed to fulfill curriculum requirements, introduce students to online education, and provide similar academic experiences to classroom courses. It included instructional materials like a textbook, Atomic Learning videos, assignments on a wiki site, and network storage for files. Students met with the teacher periodically and completed weekly assignments at their own pace. Feedback indicated students liked the flexibility but sometimes found directions or weekly workloads challenging. The teacher learned that face-to-face support is important and that online courses are best offered at one high school.
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
Creating your own online business information management coursergeurtz
This document summarizes an online business information management course created by Renata Geurtz. The course aimed to fulfill curriculum requirements, introduce students to online education, and provide a similar experience to a classroom course. It included instruction, assignments, and assessments accessed online. Students met with the teacher 13 times and completed the course at their own pace over the school year. 14 students from two high schools completed the course. The online course included a virtual classroom, textbook, instructional videos, file storage, teacher-student interaction, and some student collaboration. Student feedback was generally positive about the flexibility and skills learned, but some suggested changes to assignment formatting, communication, and screen students more carefully. The teacher concluded it was a good opportunity
The itslearning recipes come from real teachers and real classrooms. They show how teachers are using the itslearning platform to make a difference for their students, save time and connect with students in new ways. We hope that they will inspire you in your teaching.
accompanying notes for e-learning implementation and design; the student pers...rosevibe
The document summarizes Victoria Stringer's presentation on e-learning tools and technologies from the student perspective. It discusses various tools she has used to support her learning, including PowerPoint, lecture recordings, Twitter, Facebook, blogs, and Google Docs. It emphasizes making course materials accessible early, providing transcript for recordings, and using multiple communication channels that students prefer like Facebook, email, and Google Chat. The presentation aims to provide suggestions from a student viewpoint to improve e-learning implementation and design.
This document discusses three potential ideas for a master's research project in educational technology. The first idea is developing a technology share drive for the school district to allow teachers to easily share resources like SmartBoard lessons. The second is creating a SmartBoard guidebook and training for elementary teachers to help them better utilize the technology. The third is developing a wiki where teachers can post questions and answers about technology used in the classroom. The document provides details on the needs each idea addresses and potential resources that would be required. It also includes the author's responses to two classmates' initial project ideas providing feedback and suggestions.
This document outlines a lesson plan for a virtual Google Classroom on the simple present tense for elementary school students. The 4-hour virtual classroom will take place on September 17th, 2019 and will focus on describing daily routines, pets, and answering questions using the simple present tense through videos, flashcards, and worksheets. At the end, students will provide feedback on their experience in the virtual classroom to help improve future lessons.
This document contains a student's final paper for a module on using technology in education. It includes charts comparing the advantages and disadvantages of blended learning, Education 2.0, Web 2.0, and IT. It also explains how the student would design an online lesson plan using WebQuest and how they would deal with teaching in a classroom without technology. The student provides examples of digital resources they would use to improve their personal learning environment and professional learning network, including Facebook, Twitter, LinkedIn, YouTube, Skype, Gmail, Blogger, Zunal, VocabSuchi and BBC Learning English.
This document provides an overview and objectives for an expanding boundaries graduate level course. The course aims to help educators transform their classrooms into 21st century learning environments by improving technology integration and adopting more student-centered approaches. Key goals include developing educators' web literacy skills, having them complete online courses, read relevant books, and design technology-enhanced lessons for authentic audiences. The course requirements and assignments are outlined, which involve weekly blogging, online discussions, and presenting new practices to colleagues.
10 simple lesson plans for scaffolding student led projects - getting smart b...Alfonso Garcia Polo
The document describes 10 simple lesson plans for scaffolding student-led projects. The lessons plans guide students through brainstorming issues they care about, researching community assets and deficits, identifying personal values, developing research questions, conducting research through surveys and interviews, sharing their findings, and reflecting on the process. The goal is to empower students to design and lead their own projects on topics that matter to them and their community.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
Urabe Hiromi attended several educational webinars over the course of a month. The first webinar was boring as the presenter simply read slides verbatim. However, the third webinar about using Blackboard Collaborate was engaging and demonstrated how to utilize the platform's features to teach remotely. This webinar stood out for its use of video and audio to make interactions feel more genuine. Overall, Urabe found the webinar experience stimulating and a chance to learn with an international audience. Attending webinars was a new experience that they would like to continue in the future.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document outlines a 2-week unit plan where students will research electromagnetic topics in groups, create online presentations and test questions, and act as resources for their classmates. The goals are for students to take ownership of content, learn online media skills, and test each other's understanding through peer-teaching. Students will research topics, write test questions, create Prezi presentations, and study each other's work before a unit test. The teacher will provide guidance, resources, and monitor student progress throughout the project.
The document describes a proposed online tutorial for instructors on designing courses in the Blackboard learning management system. The tutorial would be hosted on WordPress rather than Blackboard itself. It would include video tutorials, textual explanations, opportunities for learner interaction and practice exercises to build a sample course. The goal is to help instructors understand best practices for course organization and use of tools in Blackboard 9. Instructors' learning would be assessed based on reflections on their practice course and understanding of course design concepts.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
This document summarizes a student teacher's action research project that involved creating a classroom blog for their 8th grade science students. The student teacher wanted to see if a blog could reinforce curriculum comprehension and strengthen student voice. After implementing the blog, the student teacher observed students using it and adapted it based on their needs and feedback. Through surveys, the student teacher also learned how students used the internet and felt about online expression. While the blog showed potential, it was not fully realized due to lack of updates and customization over time to meet student needs.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
This student took a class about educational leadership that was supposed to focus on instructional principles and curriculum, but ended up focusing primarily on educational technology instead. While the student learned a lot about technology planning and implementation, some of the stated learning outcomes around curriculum and assessment were not addressed. The student felt some assignments, like evaluating websites, were not adequately covered. Overall, the student found the class very informative in learning about technology use in their school and state, and how they can help increase integration of technology into classroom instruction and communication with parents.
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
This document describes an online business information management course created by Renata Geurtz. The course was designed to fulfill curriculum requirements, introduce students to online education, and provide similar academic experiences to classroom courses. It included instructional materials like a textbook, Atomic Learning videos, assignments on a wiki site, and network storage for files. Students met with the teacher periodically and completed weekly assignments at their own pace. Feedback indicated students liked the flexibility but sometimes found directions or weekly workloads challenging. The teacher learned that face-to-face support is important and that online courses are best offered at one high school.
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
Creating your own online business information management coursergeurtz
This document summarizes an online business information management course created by Renata Geurtz. The course aimed to fulfill curriculum requirements, introduce students to online education, and provide a similar experience to a classroom course. It included instruction, assignments, and assessments accessed online. Students met with the teacher 13 times and completed the course at their own pace over the school year. 14 students from two high schools completed the course. The online course included a virtual classroom, textbook, instructional videos, file storage, teacher-student interaction, and some student collaboration. Student feedback was generally positive about the flexibility and skills learned, but some suggested changes to assignment formatting, communication, and screen students more carefully. The teacher concluded it was a good opportunity
The itslearning recipes come from real teachers and real classrooms. They show how teachers are using the itslearning platform to make a difference for their students, save time and connect with students in new ways. We hope that they will inspire you in your teaching.
accompanying notes for e-learning implementation and design; the student pers...rosevibe
The document summarizes Victoria Stringer's presentation on e-learning tools and technologies from the student perspective. It discusses various tools she has used to support her learning, including PowerPoint, lecture recordings, Twitter, Facebook, blogs, and Google Docs. It emphasizes making course materials accessible early, providing transcript for recordings, and using multiple communication channels that students prefer like Facebook, email, and Google Chat. The presentation aims to provide suggestions from a student viewpoint to improve e-learning implementation and design.
This document discusses three potential ideas for a master's research project in educational technology. The first idea is developing a technology share drive for the school district to allow teachers to easily share resources like SmartBoard lessons. The second is creating a SmartBoard guidebook and training for elementary teachers to help them better utilize the technology. The third is developing a wiki where teachers can post questions and answers about technology used in the classroom. The document provides details on the needs each idea addresses and potential resources that would be required. It also includes the author's responses to two classmates' initial project ideas providing feedback and suggestions.
This document outlines a lesson plan for a virtual Google Classroom on the simple present tense for elementary school students. The 4-hour virtual classroom will take place on September 17th, 2019 and will focus on describing daily routines, pets, and answering questions using the simple present tense through videos, flashcards, and worksheets. At the end, students will provide feedback on their experience in the virtual classroom to help improve future lessons.
This document contains a student's final paper for a module on using technology in education. It includes charts comparing the advantages and disadvantages of blended learning, Education 2.0, Web 2.0, and IT. It also explains how the student would design an online lesson plan using WebQuest and how they would deal with teaching in a classroom without technology. The student provides examples of digital resources they would use to improve their personal learning environment and professional learning network, including Facebook, Twitter, LinkedIn, YouTube, Skype, Gmail, Blogger, Zunal, VocabSuchi and BBC Learning English.
This document provides an overview and objectives for an expanding boundaries graduate level course. The course aims to help educators transform their classrooms into 21st century learning environments by improving technology integration and adopting more student-centered approaches. Key goals include developing educators' web literacy skills, having them complete online courses, read relevant books, and design technology-enhanced lessons for authentic audiences. The course requirements and assignments are outlined, which involve weekly blogging, online discussions, and presenting new practices to colleagues.
10 simple lesson plans for scaffolding student led projects - getting smart b...Alfonso Garcia Polo
The document describes 10 simple lesson plans for scaffolding student-led projects. The lessons plans guide students through brainstorming issues they care about, researching community assets and deficits, identifying personal values, developing research questions, conducting research through surveys and interviews, sharing their findings, and reflecting on the process. The goal is to empower students to design and lead their own projects on topics that matter to them and their community.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
Urabe Hiromi attended several educational webinars over the course of a month. The first webinar was boring as the presenter simply read slides verbatim. However, the third webinar about using Blackboard Collaborate was engaging and demonstrated how to utilize the platform's features to teach remotely. This webinar stood out for its use of video and audio to make interactions feel more genuine. Overall, Urabe found the webinar experience stimulating and a chance to learn with an international audience. Attending webinars was a new experience that they would like to continue in the future.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document outlines a 2-week unit plan where students will research electromagnetic topics in groups, create online presentations and test questions, and act as resources for their classmates. The goals are for students to take ownership of content, learn online media skills, and test each other's understanding through peer-teaching. Students will research topics, write test questions, create Prezi presentations, and study each other's work before a unit test. The teacher will provide guidance, resources, and monitor student progress throughout the project.
The document describes a proposed online tutorial for instructors on designing courses in the Blackboard learning management system. The tutorial would be hosted on WordPress rather than Blackboard itself. It would include video tutorials, textual explanations, opportunities for learner interaction and practice exercises to build a sample course. The goal is to help instructors understand best practices for course organization and use of tools in Blackboard 9. Instructors' learning would be assessed based on reflections on their practice course and understanding of course design concepts.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
This document summarizes a student teacher's action research project that involved creating a classroom blog for their 8th grade science students. The student teacher wanted to see if a blog could reinforce curriculum comprehension and strengthen student voice. After implementing the blog, the student teacher observed students using it and adapted it based on their needs and feedback. Through surveys, the student teacher also learned how students used the internet and felt about online expression. While the blog showed potential, it was not fully realized due to lack of updates and customization over time to meet student needs.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
This student took a class about educational leadership that was supposed to focus on instructional principles and curriculum, but ended up focusing primarily on educational technology instead. While the student learned a lot about technology planning and implementation, some of the stated learning outcomes around curriculum and assessment were not addressed. The student felt some assignments, like evaluating websites, were not adequately covered. Overall, the student found the class very informative in learning about technology use in their school and state, and how they can help increase integration of technology into classroom instruction and communication with parents.
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
The document discusses the use of two digital technologies - blogging and thought sharing applications - for teaching and learning. It provides details on how the technologies will be implemented in lessons with secondary school students. Blogging will be used to have students reflect on and summarize course content. Thought sharing applications will be used for students to share ideas before, during and after lessons to develop their understanding. Potential barriers like accessibility and cultural diversity will be addressed. Both individual and collaborative learning are seen as useful, but using both is most effective for understanding.
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
Among educational buzzwords this is for sure the one with the highest pitches nowadays. The flooding of classrooms with new technologies has led to new approaches to classic lectures and traditional educational strategies, and Flipped Classes can be a good one if applied with common sense.
This course reflection discusses what the student learned in the course and how it relates to their goals. The student reviewed their campus' STaR Chart and technology integration reports, which provided insight into how the school establishes goals. However, not all assignments aligned with the student's expectations. The student enjoyed learning about blogging and analyzing data but felt some assignments lacked depth. Overall, the student feels they gained knowledge on using technology to engage 21st century learners and prepare them for the future.
The document discusses three potential master's thesis projects:
1) Implementing project-based learning in the classroom to engage students through hands-on learning.
2) Integrating blogging into the classroom to facilitate student discussion and sharing of work.
3) Creating a student-run school news network to teach students communication and organization skills through technology.
Resources needed include access to computers, video cameras, and support from staff.
The document discusses a course the author took on technology in education. The author achieved the outcomes they envisioned, which were to become more proficient in technology and learn about current tools. However, the extensive discussion board requirements prevented deeper engagement with course materials. The author gained confidence in their technology and leadership skills but felt overwhelmed by the workload. Blogs can effectively communicate with stakeholders but require safeguards around student privacy and information credibility.
This document discusses a literacy coordinator's reflections on taking a course about instructional technology. The coordinator realized they were a "digital immigrant" who needed to improve their technology skills to better teach digital native students. Through the course, the coordinator learned about implementing technology into the curriculum, like setting up blogs for a classroom and book study. Their goal is to continue learning and using technology tools slowly over time to enhance teaching and prepare students for a digital world.
This document discusses a literacy coordinator's reflections on taking a course about incorporating instructional technology. It describes how the course helped the coordinator realize they were a "digital immigrant" and not as familiar with technology as students are. The coordinator developed blogging networks for teachers and students to collaborate about reading assignments. They saw increased excitement from blogging and eliminating after-school meetings. The coordinator aims to continue learning technology skills and implementing more projects and podcasting, but faces limitations from older school buildings and limited budgets.
Evaluation, reflection, critics & proposals Evaluaton survey& form answersaurelia garcia
This document discusses using technology in English language teaching. It explores incorporating tools like webquests, photo essays, Google Drive, and word clouds. These tools can help make teaching more engaging and motivate students. The document also discusses collaborative learning and connected learning approaches facilitated by technology. Overall, the seminar introduced many useful tools and websites that teachers can apply in the classroom to teach in innovative ways. Some suggestions were made to provide more guidance on tool use and explore resources more deeply.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
Manoucheca Desruisseaux proposes her senior project which involves observing a preschool classroom, creating and teaching original lesson plans, and compiling the students' work into a scrapbook. She plans to connect this project to a career in early childhood education. The project will challenge her to design engaging lessons and teach them effectively. She estimates the project will cost $50 which she and her parents will fund. Her facilitator, Courtney Norris, has over a year of experience working at the preschool where Manoucheca plans to conduct her project.
CTE 696 School and Community RelationsDr. Michael Rober.docxdorishigh
CTE 696 School and Community Relations
Dr. Michael Roberts
Presentation to Parent Group
Assignment #3
Project: Preparing and delivering an oral presentation that is designed
to be given to a parent group.
Rationale: To gain experience in the process of dissemination of
information through the format of an oral presentation. This
presentation is to be designed to be given to a parent group in the
scenario of an open house. Your task is to prepare a 10 minute
presentation that will promote your program / project through an
informative speech, a promotional speech, or a special occasion
speech.
You are to write a script that will last about 10 minutes.
Optional Assignment: You can record yourself and save it
to YouTube. In this case, you would have to provide me
with a link from YouTube and then you must submit in the
same email the plan and the grading rubric.
Directions: Your oral presentation will include your: 1) plan, 2) Script & 3)
visual media plan. Upon completion, send the assignment via email as
an attachment. Send it with your nau.edu email account. You will use
all the heading below when your write out your plan. You will have
responses for A, B, and C and D for each assignment you send in.
NOTE: Use each of the below as a heading in your assignment. Do
this on every assignment.
1. Plan for the development of presentation:
A Statement for the purpose(s) of the presentation.
(This is a written statment 1-2 paragraphs)
B. Rationale (statement of need). (This is a written
statement describing the need)
C. Description of the target audience(s) number, special
characteristics and reasons why they are a part of the audience
selected. (Describe the audience. Community college faculty, High
school parents, CTSO parent group, etc.)
2. Script of the information to be covered by your oral
presentation.
A. You are to write a script for your presentation. Time
yourself. It should be between 8 and 10 minutes.
Your speech should be in the format of:
B. Include what you are going to tell them.
C. Tell them.
D. Tell them what you told them.
3. Audiovisual Media Plan
A. List the types of media that you would use if you were
giving this presentation to a parent group, i.e., overhead project,
projector, DVD/VCR, computer, smart board, etc.
B. List the media if they are required for your
presentation.
C. Describe the ultimate media for use in your
presentation (even if not available for your presentation), i.e.,
multimedia computer, color LCD for overhead, etc.
Copy th.
Manoucheca Desruisseaux is proposing a senior project where she will observe and assist in a preschool classroom. She will create lesson plans and teach the preschool class for a month. Her product will be a scrapbook of projects created by the students during her lessons. This project will connect to a career in early childhood education and be a learning stretch for Manoucheca as she has not created her own lesson plans before. She estimates the project will cost $50 which she and her parents will fund. Her facilitator will be Courtney Norris who has over a year of experience working at the preschool.
This document reflects on Nancy Seidensticker's learning outcomes from a course on instructional leadership and technology integration. Some key points:
1) Nancy learned how to create and use blogs, felt more confident in her technology skills, and wants to help other teachers integrate technology.
2) She was unable to achieve some goals like learning podcasting and attending web conferences due to scheduling conflicts.
3) Nancy recognizes the benefits of blogs for communication, student learning, and accessibility for parents. She looks forward to continuing her technology learning journey.
This document reflects on Nancy Seidensticker's experience in an instructional leadership course focusing on technology integration. Some key learnings included creating and maintaining a blog, understanding how to align curriculum with technology standards, and learning about various Web 2.0 applications. While unable to achieve all anticipated outcomes like podcasting, Nancy felt more confident in her technology knowledge and vocabulary. She looks forward to continuing her technology journey and integrating blogs into her new district-wide role to better communicate with teachers, students, and parents across multiple campuses.
This document reflects on Nancy Seidensticker's learning outcomes from a course on instructional leadership and technology integration. Some key learnings included creating and using a blog, understanding how to align curriculum with technology standards, and learning about various Web 2.0 applications. While not achieving all anticipated outcomes like podcasting, Nancy felt more confident in her technology knowledge and vocabulary. She looks forward to continuing her technology integration journey and using blogs to share information with teachers across her new district-wide position.
The document discusses the outcomes and learnings from a course on using technology in education. The key learnings were:
1) The course highlighted gaps in the author's understanding of educational technology and increased their awareness of important issues like online safety, cyberbullying, and copyright.
2) Blogging can be a valuable tool for 21st century learners by allowing reflection and sharing ideas, but also raises concerns about content validity and inappropriate posts that require monitoring.
3) Blogging is a useful way for schools to communicate with stakeholders by sharing information and getting feedback from the community.
The document provides information about the Thirty-Seventh Annual LIMAÇON Long Island Mathematics Conference to be held on March 17, 2023 at SUNY Old Westbury. The conference will run from 7:45am to 2:35pm and feature a keynote address by Dr. Irina Lyublinskaya on the topic of "Why do Many Children Hate Math and How Can We Fix it?". The conference will include 38 breakout sessions across four time slots (A-D) on topics ranging from eradicating math anxiety and using hands-on activities to teaching with games and puzzles. Participants can select which sessions to attend. The purpose of the conference is to provide professional development and exchange of
This document provides a summary of Jorge Garcia's career objective, educational background, employment history, awards, certifications, memberships, technical skills, and conference speaking experience. Garcia's objective is to be an educator in applied mathematics, physics, and computer science. He has a Master's in Applied Mathematics and has taught various math and computer science courses at the community college and high school levels for over 30 years. He also creates educational videos and has received several teaching awards.
MAT122 DAY508 MEETING 44 of 45 2021.1217 FRIDAYA Jorge Garcia
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2018 Rebuttal Memo
1. Rebuttal 10/9/2018
To: Lok H. Yung, Mathematics Supervisor 6-12
From: A. Jorge García, Mathematics Teacher
Re: Rebuttal 10/9/2018
Date: 10/27/2018
Rest assured that I am ready willing and able to institute any and all changes to my classroom that
may benefit my students. However, after the memo of 10/9/2018, I cannot remain silent as I must
correct a few errors. Therefore, what follows is my response to said memo.
In the second paragraph of your memo, you state that this meeting began by reviewing what “we
informally discussed” during our first meeting in Mr. Nolan’s office on 9/25/2018 where you
asked me “to focus on fewer enrichment topics.” I took your comments to heart and complied
with your request. Further you mention a classroom visitation on 10/3/2018 where I was
screening a video about “The Elements.” After your visit you told me that the video and ensuing
class discussion were fine as they constituted only a very brief use of class time and contributed
to interdisciplinary instruction related to Chemistry. Given the above, I wonder why this second
meeting was necessary. Further, such enrichment activities, especially for Honors students, have
always been encouraged and commended in the past. Most of these activities center around
STEM topics. I thought we were encouraging students to study STEM, or are we just paying lip
service to the growing need of STEM education for our nation’s youth?
The third paragraph mentions my blog
http://shadowfaxrant.blogspot.com
which “contains information that does not pertain to the curriculum.” I do not agree with that
description as my blog is devoted to sharing teaching resources relating to Mathematics and
Computer Science for students, parents and teachers. In fact, many teachers have told me that
they have found these resources useful in their own classrooms. Doesn’t Domain 4 of Danielson’s
Framework talk about professional responsibilities outside the classroom? I am a very active
participant in the Mathematics Community. Part of my responsibilities has traditionally included
training many teachers from Baldwin and other districts over the years using these materials, that
I share on my blog, during professional development courses and at Mathematics conferences.
My blog contains many resources such as coding samples relevant to preCalculus, Calculus and
Computer Science in addition to several links to lesson summaries I have recorded as screencasts
stored on
http://www.youtube.com/calcpage2009.
These screencasts are an invaluable resource for my students aiding them to complete homework
or make up work when absent and to review topics for exams.
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2. The following paragraph goes on to say that “you are not properly planning lessons that coincide
with the pre-calculus curriculum.” As you can see from the 30 lesson plans I have emailed to you
during these past several weeks, this assertion could not be farther from the truth. The
preCalculus curriculum is first and foremost in my mind when planning lessons. I endeavor to
include enrichment activities during very short periods of time and only when all the preCalculus
topics have been covered and reinforced.
Further, you mention that “we have received numerous parent and student complaints about the
lack of rigor in your lessons.” I cannot tell you how surprising this comment is to me as my
lessons have been characterized as perhaps too rigourous at times!
On the second page there are four bullets. Please note that I have complied with bullets 1-3:
Bullet #1 “Instruction, instructional materials and instructional time are to be completely aligned
with the curriculum and topics.” Clearly I have complied with this request as seen above.
Bullet #2 “Weekly lesson plans are to be submitted to Mathematics Supervisor, Mr. Lok Yung,
using the attached format starting October 15, 2018.” To date, you have received 30 such lesson
plans.
Bullet #3 “You are directed to remove from your website information that does not pertain to the
assigned curriculum.” Immediately after our meeting of 10/9/2018, I have ceased posting such
materials. Further, I have since removed the link to my blog from my Baldwin Teacher Website.
Bullet #4, however, was not addressed during this meeting, “You will refrain from discussing
these matters with students.” As this last bullet was not mentioned at the meeting and I received
your memo several days after the meeting, I did mention to my students that they should expect a
few changes in my lessons starting the week of 10/15/2018. I thought it only fair that they should
know that the classroom environment was to change drastically. Students then took it upon
themselves to start a Google Survey discussing these changes. 47 out of the 50 preCalculus
Honors students responded. All the respondents indicated that they were not in favor of these
changes. In light of the survey results, I wonder how there could have been so many complaints.
I do not understand why this situation has been blown so out of proportion. The moment a parent
complains to the administration about a class, the parent should be redirected to contact the
teacher. Then the teacher could help the student and parent directly. At that point, if the teacher is
not helpful, the proper channel of communication would lead the parent to contact the immediate
supervisor.
It is entirely reasonable for you to tell me what to teach, where to teach and when to teach.
However, I find it demoralizing to be told how to teach. Just as every student learns differently,
so does every teacher have their own teaching style. I have always endeavored to create a culture
of wonder and discovery in my classroom. This is how I reach my students, this is how I help
them to make connections. The changes you have demanded of me have all but destroyed that
culture.
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3. As a part of establishing this culture, I’m always trying to make my classroom environment
inviting and welcoming. I decorate my room with several posters related to STEM and I greet
each of my students every day. Further, I’ve always tried to empower my students by exposing
them to the latest technology. I also try to give them choices. Students can use a Graphing
Calculator or coding to do their homework, for example.
I draw from decades of experience to help my students learn new and challenging concepts in
Mathematics and Computer Science. I’ve been teaching High School Mathematics and Computer
Science since 1984. I’ve been teaching College Mathematics (at Nassau Community College) and
AP Calculus with Graphing Calculators since 1993. I’ve been teaching with Linux since 1995 and
Computer Algebra Systems since 2002. I’ve been teaching Pythonic Math and Coding in the
Cloud since 2011. Computing in the cloud includes using the Python programming language in
SAGE on the Google Compute Platform in Mathematics class as well as the Java programming
language in CS50 on the Amazon Cloud in Computer Science class.
The activities that I have been directed to cease, are for enrichment purposes. The students in my
Mathematics classes are honors students. I have always been told to provide some enrichment for
them. As a result, students don’t often ask, “when are we ever going to use this?” Instead, I show
them. For example, during Youtube Wednesdays I screen a short clip from a documentary related
to STEM from sources such as NOVA or National Geographic. Then we have a short discussion.
It’s a way of getting a guest speaker in my classroom every week to encourage my students’
interests in a STEM career. I like to think of this activity as a “poor man’s field trip!”
I have always been a resource for my department. I wonder why you need to penalize one of your
most creative, productive and devoted teachers? Perhaps a little historical perspective is in order.
What follows is a short, by no means exhaustive, list of some of the contributions I have made
over the course of my 30 plus year career serving the Baldwin community:
1) I was hired in the 1980s to teach Mathematics and Computer Science. Also, when I started
teaching, there were no PCs in the district. By 1989 I had designed, installed and maintained
several PC Labs. Back then, the move to using PCs in class met with a lot of resistance. In the
1990s I encouraged teachers to use Graphing Calculators (GCs) for the first time. I attended
several conferences and institutes to get training in using GCs. I also offered several inservice
training sessions for teachers. The move to GCs was also met with much resistance. In the 2000s I
have been working with students and teachers to use computing tools in the cloud instead of GCs.
Many schools are moving away from GCs and moving toward Pythonic Math. I think the current
issue in my classroom is due, in part, to resistance to coding in the Mathematics classroom.
SAGE Tuesdays were devoted to showing the students how to use the Python programming
language on the Google Compute Platform instead of a GC to complete classwork, homework,
quizzes and tests. SAGE is a free and powerful Computer Algebra System that runs on any
modern browser developed at Harvard with research grants funded by the NSF.
2) I have represented Baldwin at several Conferences and Roundtables. I have been a speaker for
LIMACON at SUNY Old Westbury and Teachers Teaching with Technology (T^3) at Molloy
College several times in the last decade alone. In the 1990s I have also attended many Calculus
and Computer Science Roundtables. I have also taught several professional development courses:
1980s WordProcessing, Spreadsheeting, Databasing
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4. 1990s Programming TI83/84/89/92, BASIC, Pascal, C++
2000s Programming Octave/MATLAB, SAGE/Mathematica, R/SPSS, Java, Python
3) I have been an advisor for several extra curricular activities:
1980s Computer Club
1990s Chess Club
1990-2000s Continental Mathematics League (CML)
1990-2000s Computing Science Independent Study (CSI)
2000s National Computer Science Honors Society (NCSHS)
4) I have also proposed and written curriculum for several new courses:
1980s Computer Math (CM)
1990s Advanced Computer Math (ACM)
2000s Computer Science Honors (CSH)
2000s Calculus Research Lab (aka CSL: Computing Science Lab)
5) I have maintained several College Board AP Audits:
AP Calculus AB, AP Calculus BC, AP Computer Science A & AB (CSAP)
6) I have completed several http://www.donorschoose.org/calcpage2010 campaigns:
First PC Projector in the High School
Class set of TI nSPire CX CAS GCs for my AP Calculus students
Samsung Galaxy NotePro 12.2 for screencasting my lessons
CoDrones for last year’s final project in AP Computer Science
RPIs for this year’s Computing Science Independent Study project
7) AP Computer Science was cancelled for the 1999-2000 school year due to low enrollment.
Ever since then I have taken a day near Admiral Grace Murray Hopper's birthday (12/9/1906) to
conduct an in-school field trip. This Field Trip is not for my own students. I try to get all the other
Honors Mathematics teachers on board and have them bring their classes to my PC Lab. If I have
a lot of Juniors, I will also take a day to do this with my own students. Over the past few years my
Field Trip has dovetailed with code.org’s Hour Of Code and CS ED Week. I have developed my
own Hour Of Code based on Processing.org graphics programming projects.
In conclusion, what have I learned over the years from all these experiences? At first, any change
in teaching paradigm or use of technology in the classroom will be met with resistance. As the
person who has always been passionate about spearheading these changes in my department, I
have felt the brunt of said resistance. I suppose, therefore, that I am fated to suffer for my art.
Sincerely,
A. Jorge García
Baldwin SHS & Nassau CC
Applied Mathematics, Physics & CS
mailto:calcpage@gmail.com
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