Wednesday, February 15, 2012
MBC Assignment 4 Technology Plan
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Saturday, February 4, 2012
Web Conference Feb. 4, 2012
The web conference this morning was very, very, helpful. Dr. Abernathy knows what she is talking about when answering all of our questions, especially since we are all asking so many different questions at different times. Dr. Atteway is also very helpful in answering questions. Many times I would prefer to not have a web conference because of time, etc. but each week I become more confident with myself and don't hesitate to ask questions that I need to have answered. Today a big topic of our conversation had to do with taking the LCE, ILD and TExES principal certification. We also talked about graduation requirements from Lamar. So, with that, these web conferences are helpful and enjoyable. Thank you Dr. Abernathy and Dr. Atteway.
Monday, January 30, 2012
Sunday, January 29, 2012
Information for Course Binders on tk20 - hope this helps!
4.4 Course Binders Course binder templates are created by instructors and are then sent to and completed by students. Students can access course binders assigned to them from the
Task Inbox of the Home screen or from the My Courses or Course Binders section of the Courses tab.
Click on the Name of the course binder to open it. This will bring up the first tab of the course binder
Read the Description for the course binder template for instructions on how to complete the course binder. The binder will be given a default Course Binder Name. You may change this name if you wish.
When you are ready to begin completing the course binder template, click on the first sub-tab.
Completing a Course BinderTo begin working on the Course Binder, click on its name. The first sub-tab of the Course Binder displays basic information about the assignment, such as a description, start date and due date. The name of this tab will reflect the name of the Course Binder.
The next set of sub-tabs are the "binder" tabs. These tabs reflect the organization of the assignment in the binder and will vary depending on the template in use. Clicking on the these sub-tabs will display the instructions and the type of artifacts that need to be created. It will also display any standards specified for the artifact template placeholders.
The last four sub-tabs - Assessment, Standards, Extensions, and Feedback – are common to all Course Binders.
The Assessment sub-tab allows the student to view all assessments that will be used to evaluate the Course Binder. Once the assessments have been completed, the student will click on this sub-tab to see the final assessments made on their work.
The Standards sub-tab displays all of the standards that have to be met in this Course Binder.
The Extensions sub-tab lists all of the extensions that were given. If the student accidentally submits the course binder before it was actually complete, the instructor may need to grant an extension to reopen it for editing or to extend the due date to remove the possibility of a Late status. If the assessment of the course binder has not yet started the student can recall the Course Binder. This will be explained in further detail later.
The Feedback sub-tab lists all of the on-going feedback regarding the Course Binder so the student can view it at any time.
To create and attach artifacts to the binder tabs, return to the first tab and click on the Artifact Wizard icon found on the right side of the screen.
Using the artifact wizard, you will be able to see each tab as a heading, the instructions for that tab and each attachment placeholder. To create and/or attach an artifact, simply click on the Click here to Attach link in the Title column of the appropriate artifact. This will open a wizard to help you create and attach it to your binder.
The Status column will provide information on whether or not this artifact has been attached. In addition to an Attached status, the Title will change from Click here to Attach to the name of the artifact you created.
If a link is present in the column labeled Reflection, it is an indication that a reflection is required. If no reflection is required for the artifact, a link will not display.
When you have attached finished adding artifacts to your course binder, click Submit for Review to submit the course binder for assessment. Click Save to exit the binder and return at a later time to complete it or Cancel to exit the binder without saving your changes.
Removing ArtifactsTo remove an artifact, simply click the "x" to the right of the artifact title in the
Artifact Wizard. You may also remove it from the tab containing the artifact by clicking the "x" beside the artifact title.
Attaching Standards
You may want to attach standards to an artifact or want to review standards that have already been attached. To review standards attached to a specific artifact, click the Standards link next to an artifact placeholder in the tab it is contained in. This will display the Standards screen.
If the instructor who created the course binder has attached any standards, those standards will have a lock symbol to their left.
To attach standards, click theadd new button in the upper left-hand corner of the screen. This displays the Select Standards screen,
Choose a Standard Body from the dropdown menu. This will display a list of all standards in that standard body. Select the appropriate standards by filling in the checkboxes to their left. When you have finished selecting standards, scroll to the bottom of the page and click ADD
Removing Standards
To remove a standard, simply click the checkbox to its left in the Standards screen and click the
remove button above the row of checkboxes.
Attaching ReflectionsIf a reflection is required for an artifact, you will see a blue
Reflection link to its right. Click on this link to attach a reflection. The reflection form will be selected by the instructor who created the course binder template. When you are done entering a reflection, click the Add button to save the reflection and return to the course binder sub-tab.
Click through the remaining sub-tabs of the course binder and attach artifacts, standards, and reflections to placeholders as necessary.
Editing Reflections
To edit a reflection, simply click on the
Reflection link. You will see any information that you have already entered and you will be able to edit it as necessary.
Recalling a Course Binder
If you submit a course binder in error, you can recall the submission as long as the assessor has not begun to assess the course binder. To recall a course binder, click the checkbox to the left of the course binder in the
Browse Course Binders screen, then click the recall button. This will change the Status of the course binder from Assessment Pending back to Open for Editing. You will be able to make changes and re-submit the course binder.
Creating and Editing Course Binder Folders
To organize your course binders, you may want to create folders into which they can be placed. To do this, click on the Edit Folders link under Course Binders. To add a new folder, click the add new button in the upper left-hand corner of the Folders box. Enter a Folder Name and click Save. To edit an existing folder, simply click on the Folder Name in blue, make changes, and click Save. To delete a folder, click the checkbox to the left of the folder name, then click delete above the row of checkboxes.
Task Inbox of the Home screen or from the My Courses or Course Binders section of the Courses tab.
Click on the Name of the course binder to open it. This will bring up the first tab of the course binder
Read the Description for the course binder template for instructions on how to complete the course binder. The binder will be given a default Course Binder Name. You may change this name if you wish.
When you are ready to begin completing the course binder template, click on the first sub-tab.
Completing a Course BinderTo begin working on the Course Binder, click on its name. The first sub-tab of the Course Binder displays basic information about the assignment, such as a description, start date and due date. The name of this tab will reflect the name of the Course Binder.
The next set of sub-tabs are the "binder" tabs. These tabs reflect the organization of the assignment in the binder and will vary depending on the template in use. Clicking on the these sub-tabs will display the instructions and the type of artifacts that need to be created. It will also display any standards specified for the artifact template placeholders.
The last four sub-tabs - Assessment, Standards, Extensions, and Feedback – are common to all Course Binders.
The Assessment sub-tab allows the student to view all assessments that will be used to evaluate the Course Binder. Once the assessments have been completed, the student will click on this sub-tab to see the final assessments made on their work.
The Standards sub-tab displays all of the standards that have to be met in this Course Binder.
The Extensions sub-tab lists all of the extensions that were given. If the student accidentally submits the course binder before it was actually complete, the instructor may need to grant an extension to reopen it for editing or to extend the due date to remove the possibility of a Late status. If the assessment of the course binder has not yet started the student can recall the Course Binder. This will be explained in further detail later.
The Feedback sub-tab lists all of the on-going feedback regarding the Course Binder so the student can view it at any time.
To create and attach artifacts to the binder tabs, return to the first tab and click on the Artifact Wizard icon found on the right side of the screen.
www.tk20.com © 2011 Tk20, Inc 49
Using the artifact wizard, you will be able to see each tab as a heading, the instructions for that tab and each attachment placeholder. To create and/or attach an artifact, simply click on the Click here to Attach link in the Title column of the appropriate artifact. This will open a wizard to help you create and attach it to your binder.
The Status column will provide information on whether or not this artifact has been attached. In addition to an Attached status, the Title will change from Click here to Attach to the name of the artifact you created.
If a link is present in the column labeled Reflection, it is an indication that a reflection is required. If no reflection is required for the artifact, a link will not display.
When you have attached finished adding artifacts to your course binder, click Submit for Review to submit the course binder for assessment. Click Save to exit the binder and return at a later time to complete it or Cancel to exit the binder without saving your changes.
Removing ArtifactsTo remove an artifact, simply click the "x" to the right of the artifact title in the
Artifact Wizard. You may also remove it from the tab containing the artifact by clicking the "x" beside the artifact title.
Attaching Standards
You may want to attach standards to an artifact or want to review standards that have already been attached. To review standards attached to a specific artifact, click the Standards link next to an artifact placeholder in the tab it is contained in. This will display the Standards screen.
If the instructor who created the course binder has attached any standards, those standards will have a lock symbol to their left.
To attach standards, click theadd new button in the upper left-hand corner of the screen. This displays the Select Standards screen,
Choose a Standard Body from the dropdown menu. This will display a list of all standards in that standard body. Select the appropriate standards by filling in the checkboxes to their left. When you have finished selecting standards, scroll to the bottom of the page and click ADD
Removing Standards
To remove a standard, simply click the checkbox to its left in the Standards screen and click the
remove button above the row of checkboxes.
Attaching ReflectionsIf a reflection is required for an artifact, you will see a blue
Reflection link to its right. Click on this link to attach a reflection. The reflection form will be selected by the instructor who created the course binder template. When you are done entering a reflection, click the Add button to save the reflection and return to the course binder sub-tab.
Click through the remaining sub-tabs of the course binder and attach artifacts, standards, and reflections to placeholders as necessary.
Editing Reflections
To edit a reflection, simply click on the
Reflection link. You will see any information that you have already entered and you will be able to edit it as necessary.
Recalling a Course Binder
If you submit a course binder in error, you can recall the submission as long as the assessor has not begun to assess the course binder. To recall a course binder, click the checkbox to the left of the course binder in the
Browse Course Binders screen, then click the recall button. This will change the Status of the course binder from Assessment Pending back to Open for Editing. You will be able to make changes and re-submit the course binder.
Creating and Editing Course Binder Folders
To organize your course binders, you may want to create folders into which they can be placed. To do this, click on the Edit Folders link under Course Binders. To add a new folder, click the add new button in the upper left-hand corner of the Folders box. Enter a Folder Name and click Save. To edit an existing folder, simply click on the Folder Name in blue, make changes, and click Save. To delete a folder, click the checkbox to the left of the folder name, then click delete above the row of checkboxes.
Teaching, Learning and Technology
My first year of teaching was 23 years ago. The kind of "technology" I had was a 35mm camera, and overhead projector, a typewriter (if I could borrow one) and a mimeograph copy machine (you know the one that produced the papers with the purple writing on them.). My head was spinning in so many directions,but never towards technology or computers or internet (that wasn't even a part of our vocabulary.) Now, 23 years later, I don't know what I would do without technology. When I log into my computer, each morning, I am thankful that I can "communicate" through emails. Of course, when the internet is not working or part of the campus was struck by lightning, etc. I almost have withdrawals. Well, how, as educators, do we teach to our students so they can learn the proper way to use technology? Luckily, the state of Texas has helped me in this way putting together some TEKS to include technology in my daily teaching of my curriculum. The Teaching & Learning area is all about the teacher as a facilitator, mentor and co-learner. The goal is to have enough computers, ipads, kindles and so on, for students to have them at their demand. The thought of having enough of these items for each student to use daily, is very exciting. Students, in the phase of Teaching & Learning, will have the innovation to provide a product, of their choice, about the topic that has been the subject of the week. On my campus alone, I have seen such a growth in this area. Just 3 or 4 years ago, it was like pulling teeth to get some educators into the computer lab. These educators didn't want to lose precious time in the classroom. What they didn't realize is that using technology is the "common" way that students do learn. More and more educators are doing some of the most incredible things with their students, of all grade levels. Kindergarten students, who struggle, with blending sounds are able to access programs that help them practice the sounds. 6th grade students, who struggle with actually physically writing their thoughts, etc. are able to use technology and type these things. High school students, who are taking classes in photography, are able to go out and use campus digital cameras, soft ware and produce pictures that look like a professional took them and produced them. I know of one senior who has started her own business with photography, because of her high school class and experience. When I talk with family and friends, I hear about the great things going on in their geographical area, with technology as well. Some of the biggest trends that I have seen and heard about are the campuses that have laptops for each student, even on the elementary level. If I am not mistaken, I bet almost every campus, in the United States, would like to have a computer, laptop, ipad, kindle fire, nook, etc. for each student on their campus. Unfortunately money keeps us from producing these items. Universities, many times, use technology items as incentives to choose their campus to continue their education. I so believe that these are trends that are not going away. The more that I teach with technology and the more that I learn about technology I want to give more to my students to make sure that they have all the tools they need to be successful. Technology is not going away, there is going to be more and more. When I read about different school districts and when I see news clips or movies/tv shows, about schools, I many times see students using laptops, smart phones, ipods, digital dictionaries and more in their actual classroom. On my campus, we get upset with our students when we see a cell phone. Why? Because we don't think they are old enough to have one and with some of them, that is true. Well, once again, technology isn't going away so that means that cell phones are not going away. So, if we can't beat them, shouldn't we join them? Wouldn't it be a great idea to help children/students learn how to use their cell phone properly? I think so. Isnt' that a part of teaching and learning? Yes, it is. Learning how to use technology appropriatly. Well, can I think of any improvements? I believe that I can, I believe that we need to put more money into technology for each classroom on every grade level. Each classroom should have a smart board and more than one or two computers. I would even love to see each classroom carrying 6-12 ipads, ipods, kindles and/or nooks for their students to use. How can we make this happen? Well, we need money, but it doesn't grow on trees. Maybe when we can get the government to realize that one day, these students will be our leaders, so they need to put money into education, instead of taking it away, we will have the technology that we need. I feel as though I have been on a soap box, and I guess I have, but we need to be ready to move with the times instead of living in the past.
Wednesday, January 25, 2012
Course 11 - 5352 Education
When I first read the overviews and syllabus, I was concerned and overwhelmed. Part of it was the fact that the internet, at my home, was acting up. But as soon as I got into the first conference, Dr. Abernathy put my mind at ease. It was nice being able to ask questions and know that I wasn't the only one with the questions. I am looking forward to our next web conference!
Sunday, August 7, 2011
Action Research Progress Project Report - 9 sections
How am I implementing the vision (ELCC1.3): I have the opportunity to use a curriculum purchased by our district to help implement my action research. We have purchased the Worth the Wait by Scott & White curriculum and this curriculum is a sex ed curriculum that encourages and teaches abstinence. This curriculum also spends quite a bit of time teaching about self-esteem, being knowledgeable with facts when it comes to internet usage, cyber bullying, bullying, texting, social networks and so on. I am teaching these lessons and we spend quite a bit of time role-playing and discussion. I only have the groups for one year and then they move on, and this will be my first year to ask the 7th grade teachers to help me with surveying the students to see if more knowledge helps them make better choices. That will give me two years worth of information for this research and I might try to add on with the next consecutive years.
· December 2010 curriculum was introduced to the parents.
· January 2011 curriculum was taught to the students as well as pre-assessments and post-assessments.
· February 2011 assessments (surveys disaggregated).
· Fall 2011 (don’t know when 7th grade does their Worth the Wait) I will talk with the 7th grade teachers and ask them to help me with getting the pre-assessment and post-assessment (surveys) to the 7th grade students, and letters to the parents.
· Spring 2012 plan is to be done with the action research.
Steward the vision (ELCC 1.4): With the action research that I chose, it can be very difficult to motivate people about sex education and students gaining more knowledge. Many times parents want their child to stay innocent and they think that sheltering their child will do that. To steward the vision, I listen as much as I talk. I listen to the concerns of the parents and staff and even community members and then I ask them to give me a few minutes of their time. If they are in my classroom, I show them a power point that I have put together; it is more like a movie preview. Then I share with them my vision that students will be more confident with themselves and stand up for what is right when they have gained more knowledge. Letters are sent out, classes are taught and even information is put on my website for parents and any community members.
Promote community involvement in the vision (ELCC 1.5): I really don’t have a lot of opportunities to collaborate with the community. This is really a controlled action research that takes place in the classrooms. The most I collaborate with the community is when I am just talking with friends and acquaintances. I might have someone call or email me, because they have heard about the program, but that is about it. If I am given the opportunity to talk more with the community, I will. I do believe that building relationships with kids (of all ages) and helping them gain the correct knowledge will help them make the better choices in life. If they don’t make the best choice then my hope and goal is that they will have a relationship built, with a parent or adult, who will stand by them and help them get through the rocky times.
Mange resources (ELCC3.3): My action research doesn’t require a lot of resources. The resources that have been necessary were actually put together a few years ago. These resources are activities that have been made and laminated for use in the classroom. Other resources are the letters that are for each lesson and any other pertinent information. I make copies of these with the help of another teacher and parents. The central office sends me the paper to make these copies, since it is a curriculum purchased by the district. I did make a power point which is used to show the parents and students an overview and this power point could be used at any time and any where.
Mobilize community resources (ELCC 4.3): I have not used any of the community resources, but I have thought about talking to some of our doctors, in the area, about being guest speakers. I have also thought about putting an announcement in the church bulletins and inviting community members to come for an introduction about the Worth the Wait curriculum. Before I do this, I will need to talk with my campus administration and possibly the assistant superintendent over instruction. I will want to make sure that they approve of this since it can be a “touchy” subject.
Promote positive school culture (ELCC 2.1): This is a tough one with my action research. I teach 6th grade on an elementary campus and what I teach (in the action research) is not something that can be, or should be taught with the younger grades. A big aspect about promoting positive school culture with this action research, is the fact that the students learn a lot about physical and sexual abuse and they see that it happens to the very young children as well. The 6th grade students gain a softer side with the younger students and are more patient with them and understanding, when they go and work in the younger grades. The teachers see this and notice a marturity in the 6th grade students. It seems to be a win-win situation.
Provide and effective instructional program (ELCC 2.2): Questions used for the pre-test and post-test.
1. Ovulation is when an egg is released from the woman’s ovaries.
2. Fertilization occurs in the fallopian tube.
3. The sperm are the reproductive cells made by the male.
4. Ejaculation is when sperm are released from the penis.
5. Fertilization occurs when the egg and sperm unite.
6. Abstinence is 100% effective in preventing pregnancy.
7. STDs can be transmitted by vaginal sex, oral sex and anal sex.
8. If someone is sexually abused, they need to tell a trusted adult.
9. Use of tobacco products, alcohol, and/or illegal drugs is Risky Behaviors.
10. The term used when someone decides not to have sex (vaginal, oral or anal) Abstinence.
11. When someone stops having sex and decides to wait until marriage to have sex again is Renewed Abstinence.
12. Regardless of the parents age, parents are legally responsible for their child(ren). T
13. Sexual abuse is usually committed by someone a child knows. T
14. Sex is a safe activity for teens. F
15. If someone asks you to do something about which you do NOT feel comfortable or that doesn’t seem safe, you should wait until a convenient time to tell someone. F (Tell someone right away!)
Table instructions: The first number is how many students answered the questions correctly and then the percentage who got it correct is next to it.
| Problem | Girls – 50 Pre-test | Girls – 50 Post-test | Boys – 44 Pre-test | Boys – 44 Post-test |
| 1. | 12 – 24% | 38 – 76% | 12 – 27% | 28 – 64% |
| 2. | 13 – 26% | 22 – 44% | 8 – 18% | 26 – 59% |
| 3. | 12 – 24% | 45 – 90% | 10 – 22% | 37 – 84% |
| 4. | 12 – 24% | 43 – 86% | 6 – 14% | 38 – 86% |
| 5. | 11 – 22% | 38 – 76% | 6 – 14% | 30 – 68% |
| 6. | 3 – 6% | 41 – 82% | 2 – 4% | 40 – 91% |
| 7. | 9 – 18% | 43 – 86% | 7 – 16% | 44 – 100% |
| 8. | 4 – 8% | 48 – 96% | 11 – 25% | 44 – 100% |
| 9. | 31 – 62% | 50 – 100% | 25 – 57% | 44 – 100% |
| 10. | 5 – 10% | 47 – 94% | 7 – 16% | 42 – 95% |
| 11. | 4 – 8% | 47 – 94% | 12 – 57% | 42 – 95% |
| 12. | 12 – 24% | 49 – 98% | 12 – 27% | 41 – 93% |
| 13. | 19 – 38% | 45 – 90% | 22 – 50% | 42 – 95% |
| 14. | 31 – 62% | 49 – 98% | 25 – 57% | 44 – 100% |
| 15. | 19 – 38% | 38 – 78% | 22 – 50% | 30 – 68% |
Influencing the larger context (ELCC 3.3): I will be putting together a power point /slide show and I will get the information to my campus administration; central office administration; lead science teacher (these classes are presented through the science classes through 12 grade); and the secondary science teachers. My goal with these presentations is to prove how important it really is for these students to keep gaining knowledge and to keep building a positive relationship with their parents or other adult (many times someone from the school) to help students, of all ages, make better choices for their lives and the lives of others. Sometimes I don’t think the teachers believe this is really working. My goal is to show them that it does work. My initial presentations will be an email with the power point/slide show and cover letter to the campus admin, central office admin and lead science teacher. Once they view the information I will have them tell me what they envision and would like to see done with this information.
Design a comprehensive growth plan (ELCC 2.4): This is a tough one as well. The main thing with the adults, campus staff and district staff, is that they know the facts. So many of them don’t know the facts and live in a bubble. When the disseminated information is presented to them, there will be some shocked faces. That is when they adults will see the need for knowing the facts and will want to be better prepared. The kinds of growth in this area are knowing the correct facts about the topic. This is an ongoing study where the results can change dramatically.
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