Project Two Differentiating the Process

Project Two

Differentiating the Process

There are lots of ways to differentiate and the key is to be flexible and based on student readiness, interest, and learning profiles, teachers can adjust content, process, and product.  The goal is to choose activities in which the student engages in order to make sense of or master the content.  Many of the tools we have learned about in class can be used to creatively implement different activities.

When our group first came together in Edmodo, there were some of us in the Math strand and some of us in the Technology strand.  The Math Education Majors chose a

NETS-T Standards

2. Design and Develop Digital Age Learning Experiences and Assessments. d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Using Edmodo project to assist in your own classroom to differentiate the learning process using Edmodo and focusing on the standard above.

I had no problem with this, even if I am an Educational Technology Major because I teach high school mathematics.  I took the experience of putting up a practice class, putting up an assignment, and trying other team members assignments as a great learning experience.  We put out different kinds of assignments using Edmodo’s tools so we learned from an administrative standpoint to see what options Edmodo has to offer.  This was unique also, because it allowed me to work as a student’s point of view as I practices using others’ assignments and taking their quizzes.

Our group code in Edmodo is s2vgf0 and the one that I did has a code of ado2go.

We continue to keep learning from each other and I cannot give enough thanks to Tracie W for her guidance and dedication.

Week 8 Educational Games

Educational Games

I found myself spending too much time looking for games that could address Alaska State Standards; searching is endless in iTunes apps, trying different Google searches, and asking colleagues.  I have come to a conclusion that it is very difficult to search for quality educational apps or online games that do not cost a yearly membership.  After this experience, I will be happy to hear about what others may have found to be beneficial.

The three games that I believe could address some standards include:  an online soduko puzzle game, a madlibs site, and an iPhone app called Math Bingo, which cost a small fee of $0.99 to download to my phone.

The soduko game challenges your logical thinking skills.  Each puzzle consists of a nine-by-nine grid with nine inner squares. In order to solve a puzzle, each of the inner squares must have one of the nine numbers between one and nine.  In addition, each row and each column must contain the number once.  The online version has error check to see how the player is doing, pause, print and clear features.  There are four different levels, easy, medium, hard, and evil. The online version saves your students from constant erasing once they find an error.  Soduko challenges your students to think logically.  Logical problem solving is a process of searching through the known data and/or adding information to existing data, thus enlarging the file on that particular subject. The emphasis in logical thinking is following a path that builds from a known position to another in carefully structured steps, making sure that each step rests firmly on previous knowledge.  I would categorize that the Alaska State Standards that are addressed would be found in the Problem Solving strand and depend on the level of the Soduko puzzle.

http://www.websudoku.com/

http://strong.groups.et.byu.net/pages/articles/articles/creativity.pdf

Madlibs are fun word games that create a new and unique story by changing selected words in the story.  Everyone probably remembers playing this game using the book version and laughing while at the same time not realizing they are learning.  Madlibs uses fun word games to teach grammar, sentence structure, parts of speech and vocabulary.  The concept is genius.  The game asks for a part of speech: a verb, a noun, plural nouns, an adjective, an adverb, and some other physical characteristics.  Descriptions and examples can be found by placing the mouse over the word in case anyone needs to be reminded or has forgotten.  After the blanks are filled in a story is created that has one silly sentence after another.  Madlibs make learning fun.   Students realize that they can make their stories more colorful and interesting by using descriptors and can improve their writing.  The standard that would be addressed is the writing and editing using conventions strand that is labeled by grade level then the numbers 3.3.5, again depending upon difficulty of the puzzle.

http://www.itsamadlibsworld.com/

http://www.squidoo.com/teach-parts-of-speech-with-mad-libs

The game from the iTunes App Store that I downloaded and played is Math Bingo.  Fundamental math concepts can be a struggle for young kids and leads to a lifetime with problems learning and understanding math.  With games, kids can learn basic addition, subtraction, multiplication, and division while having fun.  Constant practice can take the frustration out of memorizing facts with online learning tools.

Math bingo may be able to help with math computation and fluency. The object of Math Bingo is to get a pattern of five Bingo Bugs in a row by correctly answering math problems. Math problems are presented at the top of the game screen. Feedback is presented at the bottom of the game screen. Correct solutions to problems answered incorrectly will be displayed.  State standards that are addressed are from the Estimation and Computation strands, depending on the levels, easy, medium, or hard.

https://itunes.apple.com/us/app/math-bingo/id371338715?mt=8

I find that when students play learning games on the computer that they are generally more engaged than with pen and paper drills.  Mastery of skills comes naturally with more and more practice.  I feel that students that play these games demonstrate their learning when they are more confident in their own skills and/or beat their classmates.  When searching for games, I asked for help from my district’s math expert and a colleague in the English department.  I thought that it would be good to use these games in the classroom if students complete assigned work or demonstrate a struggle with basic skills.  Students love time on the computer and may be motivated to get assigned work done to get more computer time.

Diigo link

https://www.diigo.com/list/dmhale23/week-8-educational-games

Week 7 Glogster for Differentiating Instruction and Learning

Essential Question:

Week Seven

What tool did you learn this week to assist you in differentiating the learning process for students?

This was an interesting topic this week and it was unnerving to create something with a new tool that we have not shared before, because it ended up being a tool I haven’t used before.  I decided to use Glogster as a tool to use for differentiating instruction.  Glogster is most commonly used as an interactive poster project.

Actually creating a piece with Glogster was frustrating because uploading was slow and I wasn’t familiar with the tools.  I am sure I only touched the surface with this presentation, but by actually using it, I can see the possibilities that it has to offer in the classroom.  On another note, I thought that doing this type of project would have been easier using iMovie and would have accomplished the same type of outcome, but this work is published online.

Glogster can be used as a public platform and also has and education platform, but the education one needs to be purchased for $20 a year.  The benefits of the edu version are that it allows teachers to create an all-inclusive classroom Glogster web site.  There are password protected accounts that can be set up for students, the students then create individual Glogs, and they are all in one place and maintained by the teacher’s Glogster account.  The teacher can then control the content.  The flipside is that the password feature may require a lot of pre project set up and the student user account names and passwords are e-mailed to the teacher.

Each person picks a topic related to the current class content and can use it to teach others in class through pictures and videos.  Students are engaged and take to it pretty fast.  The teacher can see how the students learn using technology.

This process is using differentiating for learning style and interest.  This can then be used for open-ended projects.  Glogster also provides opportunities to work within their learning style.  Visual learners are catered to in this process.  Students can express their creativity and find pictures and music to incorporate.  Text can also be used.

First of all, I created a Glogster account on Glogster.com and familiarized myself with some of the FAQs that users have.  Then I just played around.  In creating my masterpiece, I also used Podcast for the first time.  I have never liked how I sound and it was interesting to see a recording of myself and think that’s how other people see and hear me.  Kind of fun, but note to self: in the future, put on some production makeup and fix your hair.  It took some time, because currently our Internet is slower than usual.  It was great to realize that the Glog would be directed at an authentic and a global audience.  Enjoy.  I did.

References at diigo account:

https://www.diigo.com/list/dmhale23/week-7-tool-used-to-assist-in-differentiating-learning

Glog example at:

http://www.glogster.com/dmhale23/myglogster

Week 6 Differentiating the Process

What does it mean to differentiate the process (content, strategies for instruction) in the classroom?

Differentiating the process deals with how the students learn.  In Math differentiating the process can be done by tiering/leveling questions, grouping students by levels, small group instruction, using manipulatives, students doing independent work, or allowing more time.

Tiering/leveling questions may look like:

·      Why is estimating an answer important when you are solving math problems?

·      Estimate the answer to 503 x 299.  What strategy did you use to estimate?

·      Estimate means to find a number that is close to the exact amount.  Why is estimating an important thing to do when solving mathematical problems?

·      Why is estimating an answer important when solving?  Give an example of this?

The questions can be posed in the following ways:

·      In what ways did…..

·      How might you have done this differently…

·      What if…

·      How does this affect…

·      Explain several reasons why…

·      What problems does this create…

·      Describe the ways…

·      What is the best….

·      What is the worst…

·      What are some possible explanations for…

·      What is the likelihood…

·      Predict the outcome…

·      Form a hypothesis…

·      What are ways to classify…

·      Support your reason…

·      Make a plan for…

·      Propose a solution…

·      What is an alternative to…

http://www.teachercreatedmaterials.com/newsEvents/nctm/nctm_2009_math_differentiation_PowerPoint.pdf

When differentiating the process everyone in the classroom is working on the same, but differentiated, problem. The teacher may then use either whole group of flexible small groups instruction time to encourage a student-led discussion about solution strategies.

There are lots of ways to differentiate and the key is to be flexible and based on student readiness, interest, and learning profiles, teachers can adjust content, process, and product.  The goal is to choose activities in which the student engages in order to make sense of or master the content.  Many of the tools we have learned about in class can be used to creatively implement different activities.

My diigo link for this assn can be found at:

https://www.diigo.com/list/dmhale23/week-6-differentiating-the-process

Week 5 Reflection

Week 5 Essential Question: What are your overall take-aways from the methods/tools that you might use to differentiate the classroom environment (for teacher productivity and student progression)? Which of these may you use in your classroom in the future?

I have come to understand that differentiating the classroom environment with technology tools will take some time and struggle, but that after the first hurdle of that overwhelming feeling is overcome, that it all will become easier.  There are many people who struggle with change and an unwillingness to take the precious time to learn about new tools and buzzwords.  I now have a bag more full of tools to use to differentiate instruction and provide feedback.  Any content area, learning style, and level of learning can be addressed with the many technology tools that we have learned about. 

When dealing with differentiated instruction, the tools like Diigo, wikispaces, Dropbox, blogs, evernote, and eportfolios make it possible to offer multiple approaches to meeting learners’ needs.  Modifications of instruction can be made to make an assignment fit to address the different levels of learning in our classrooms.  Technology blended with curricular content may make it more interesting.  What I need to remember and keep reminding myself is that I cannot lose site of the importance of continuous feedback while implementing some of the online tools.  It would probably be a good idea to build surveys for feedback into the assignments.

I have found some interesting paths that I may take away from what I have learned.  Not only with this class, but in conjunction with the Digital Storytelling class by Jason Ohler.  I think I would start out simple and have students create an eportfolio and use it to add their assignments to.  This way they would have a great end product to look back and be proud of.  The assignment would probably be to create a digital story about an autobiography timeline and then build into using digital stories to explain math concepts.  Not sure, but this seems like the way I would go.

The diigo link for references for assignments 2-5 are found at:

https://www.diigo.com/user/dmhale23

Our group’s wiki that we created can be found at:

http://diffimooc.wikispaces.com/5th+Grade

Week 4 Essential Question: How can I use tools "in the cloud" to easily manage and deliver feedback to my students?

First of all, I would like to share my frustrating experience that I recently had with iCloud using my iPhone 4.  I still am a beginner user of iPhones and wanted to switch my phone to the iPhone 4s.  I backed up my phone to my computer and restored the 4s from the backup and thought that all was fine and dandy.  My daughter took my older phone and switched out the contacts to the ones she had on her sim card.  Then all of a sudden, poof, my contacts disappeared and were replaced with hers.  The phone was changing in front of me and I called in a panic her to tell her to stop making changes.  After continuous restores and frustrating hours, I still could not figure out that the changes were now saved in the iCloud and did not know what to do.  I turned off iCloud backup and decided that I did not like iCloud.  I now know that I could go online and make the changes there.  This is probably why I am feeling apprehensive about learning all theses new tools.  Too much frustration when there is not an expert at my side to show me the ropes.

I have not used any tools in the cloud with my students, but have had some experience with a previous class with Dr. Mary Lee Graham, where I turned in a couple of assignments using Dropbox.  Although I already had an account set up, I was not aware of the sharing features that Dropbox makes possible.  I first heard about Dropbox from a colleague in September 2012, and I thought it was just a storage space on the Internet that I could access from any computer.  I only recently wondered how my teacher was able to gain access to my Dropbox assignments.  This week’s essential question gave me a chance to explore and learn more about using Dropbox as a delivery and feedback tool.  I now have accounts with my sister and my daughter and am excited about the possibilities that it offers if I needed to communicate with students.  I even tested out the dropvox feature, which allowed me to record and place it right into the dropbox folder.  I can see the many possibilities that these features can bring into feedback on assignments or when students may have questions.  Dropbox is a free cloud service with up to 5GB of free document storage, but the option to purchase more storage is available.  No more need to worry about carrying around a flash drive and all you need is access to the Internet.

More about the cloud service Dropbox can be found at the following site:

http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/

Another tool in the cloud that I found interesting is Evernote.   According to Wikipedia, Evernote is, “a suite of software and services designed for notetaking and archiving. A "note" can be a piece of formatted text, a full webpage or webpage excerpt, a photograph, a voice memo, or a handwritten "ink" note. Notes can also have file attachments. Notes can be sorted into folders, then tagged, annotated, edited, given comments, searched and exported as part of a notebook. Evernote supports a number of operating system platforms.” http://en.wikipedia.org/wiki/Evernote

Since students are continuously on the go and have access to the Internet, the possibilities of what cloud computing has to offer makes sense.  Teachers can access student work from anywhere and they do not need to carry around a pile of assignments to provide feedback.

The diigo link for references for assn 4 can be found at:

https://www.diigo.com/list/dmhale23/week-4-how-can-i-use-tools-in-the-cloud-to-easily-manage-and-deliver-feedback-to-my-students

from anywhere and they do not need to carry around a pile of assignments can give feedback. 

ED637 Week 3 Technology Tools to Manage, Track, and Differentiate Student Progress

Week 3 Essential Question: What technology tools can I use to manage, track, and differentiate student progress in my classroom?

There were quite a lot of tools to explore this week, and yes they were all new for me.  I decided to focus on two tools that I might apply to help best meet needs of my classroom or a project that is set up to be group learning, Wiggio and Math Pentagon.

Wiggio is a free online group organizational tool.  Use Wiggio to manage your group with tools such as:

·      File upload and sharing – files can be accessed and edited by your group members

·      Schedule meetings – set up conference calls, virtual meetings, and chat rooms

·      To Do Lists – acts as group talk manager to assign tasks to individuals in your group, set due dates, etc.

·      Wiggio Poll – create polls to gather opinions, take a survey, in T/F, multiple choice, or open-ended forms.

·      Events – hold a meeting or invite people (can also be combined with polls)

·      Message Utility – Send messages through text or emails, ability to record an audio and send.

To sum it up, Wiggio is an expert all in one tool for group collaboration.  There are other tools available online that work better for specific tasks, but as a whole, all-in-one place tool, Wiggio save you time and there is no more jumping between different apps.

More information about Wiggio can be found at:

http://web.appstorm.net/reviews/project-management/wiggio-group-collaboration-made-simple/

and

http://wiggio.com/

If I had iPads for students in my classroom, I would find that there are many math apps available, but one in particular to meed needs of your students in your classroom or at home is Math Pentagon.   With Math Pentagon you can:

·       Practice Real Math Problems On Your iPad.

·       Middle school math teachers: supplement your lessons with an array of practice problems. This app provides math worksheets organized by specific topics to make it easy for you to choose the problems you want to assign. Students can practice, scribble, solve and learn math all by themselves.

·        

o   Math !!! by Math Pentagon has one of the largest collection of Math worksheets on iPad. It is a structured math learning program that engages students by letting them practice math worksheets, complete exercises & assignments on iPad. Teachers can capture student performance data, review and understand student progress - thereby saving time, paper, money and enhancing productivity.

o   This app covers several Math topics for Grade 4, Grade 5, Grade 6, Grade 7 and Grade 8. The course content includes Algebra, Geometry, Statistics, Decimals, Fractions, Percent, Ratios, Proportion, Trigonometry, Arithmetic and more.

Download Link : http://itunes.apple.com/us/app/math-!!!/id467548534?mt=8