Toni McAfoos has joined the chat.
Bonnie Barnes has joined the chat.
Bonnie Barnes: Hi!
Toni McAfoos[7:58:57 PM]: Hello!
Bonnie Barnes: I was getting worried!
Toni McAfoos[7:59:07 PM]: I saw your message, about the conference
Bonnie Barnes: Yes, we are supposed to do a pre-conference.
Toni McAfoos[7:59:32 PM]: like we did before?
Bonnie Barnes: yes
Toni McAfoos[7:59:57 PM]: Are you using the same teacher you used
before?
Bonnie Barnes: no
Toni McAfoos[8:00:08 PM]: Didn't we come up with questions first?
Bonnie Barnes: yes, we could use the same questions.
Toni McAfoos[8:00:32 PM]: Let's see if I have mine.
Bonnie Barnes: i'm looking
Bonnie Barnes: found mine under Module 2 folder on my computer
Toni McAfoos[8:04:15 PM]: I'm still looking
Toni McAfoos[8:04:35 PM]: I found it!
Toni McAfoos[8:04:39 PM]: Yeah me!
Toni McAfoos[8:05:24 PM]: Bonnie, are you there, or did I lose you?
Toni McAfoos[8:05:24 PM]: Bonnie are you there, or did I lose you?
Bonnie Barnes: So question 1
Bonnie Barnes: Is the lesson teacher-directed or student-directed or a
combination of both? Why?
Bonnie Barnes: yes delayed
Toni McAfoos[8:05:42 PM]: Hmmmmm
Toni McAfoos[8:06:53 PM]: The lesson will be teacher directed to begin
with and then student directed.
The teacher will begin the lesson by pointing the students in the right
direction, guidance, directions, etc.
Then the students take it from there making their own discoveries.
Bonnie Barnes: ok
Bonnie Barnes: remember this one?
Bonnie Barnes: What kind of activity covers "Students connecting
learning to work or life: Domain I of PDAS?
Bonnie Barnes: do you have a real-life connection?
Bonnie Barnes: how's that for rewording?
Toni McAfoos[8:08:11 PM]: Have I had one? oh, you mean the students?
Bonnie Barnes: yes, for the students with your lesson.
Toni McAfoos[8:08:39 PM]: You're supposed to laugh, I was joking.
Bonnie Barnes: sorry! operating on Mountain Dew & Girl Scout Thin
Mints right now!
Toni McAfoos[8:09:39 PM]: The students are learning about
genealogy. Based on choices they
make using Microsoft word, determines the color hair, eyes, etc. of the person
they build.
Bonnie Barnes: sounds interesting!
Toni McAfoos[8:10:01 PM]: How can this relate to real life?
Bonnie Barnes: i love genetics!
Bonnie Barnes: are there some real life examples?
Toni McAfoos[8:10:24 PM]: I think it would be easy for the kids to
connect this to their lives.
Toni McAfoos[8:10:40 PM]: Yes, they are real life examples.
Bonnie Barnes: ok
Bonnie Barnes: What is your goal in making learning related to students'
interests and characteristics?
Toni McAfoos[8:12:40 PM]: My goal would be to make the connection
between learning and real life so that the students would find the things
interesting that they are learning.
You've heard of those "mad" scientists that do really cool
things in front of the kids? They
bring a connection between chemistry and real life, etc. Daily life, that is.
Bonnie Barnes: good observation!
Toni McAfoos[8:13:25 PM]: Thanks.
Bonnie Barnes: your mentioned going from teacher center to learner
centered.
Bonnie Barnes: How do your activities in the lesson vary from
teacher-center to learner-center activities?
Toni McAfoos[8:16:38 PM]: The teacher provides the rules, guidelines,
and then outlines what they are going to be doing. The students take this
information and the experiment begins to unfold right before their eyes. Like I said, based on the choices of
the students, determines eye color, hair color, etc. This part is the student-centered part.
Bonnie Barnes: do you have any questions challenging students to think
at a higher level?
Toni McAfoos: I
believe the questions for the students might be as to how external factors
affect genealogy. For instance,
how do drugs, alcohol, cigarettes, etc. affect genealogy, or do they?
Bonnie Barnes: What area of the lesson promotes critical thinking and problem solving?
Toni McAfoos: I
believe the part of the lesson where the children make connections as to things
like, two brown-eyed parents make a brown eyed child, etc. What characteristics are dominant over
others? Those are critical thinking
and can be problem solving lessons.
Even more so, with the world as it is today--cloning sheep, etc. it is
often desired of humans to make a ÒperfectÓ person. If scientists can control genealogy, why arenÕt there more
perfect humans? Or, what could be the outcome of so many perfect humans?
Bonnie Barnes: What kind of tools do you use to maintain appropriate pacing and sequencing?
Toni McAfoos: I
would use peer tutoring for slower/faster students and I would use teacher
monitoring as well. Student
worksheets with numbered steps and questions Ð allowing the students to
regulate their own progress.
Bonnie Barnes: What type of technology integration are you using for this lesson or project?
Toni McAfoos: I
am using computers with Microsoft Word.
The Internet may be used for research as well.
Bonnie Barnes: How will you reinforce learning in this lesson?
Toni McAfoos: Learning
will be reinforced through the product that the students design. The product is a ÒportraitÓ of the
person they designed through choices the student made.
Bonnie Barnes: How do you plan to provide opportunities for relearning?
Toni McAfoos: Students then could see where they got their brown/green eyes, color of hair, etc.
Bonnie Barnes: How do you redirect disruptive behavior?
Toni McAfoos: I redirect disruptive behavior by making sure the student is on tract, has completed the tasks at hand, and pair them up with a slower more needy student. Also allowing these students to be helpers in the classroom is another way to direct disruptive behavior.
Bonnie Barnes: What type of things do you do to encourage and support reluctant students?
Toni McAfoos: I
might ask the student questions. I
might ask them, ÒDidnÕt you ever wonder where you got your wavy hair? Green eyes? Tall, skinny frame? Etc. I would also try to figure out why the student was reluctant
and then figure out a way around the barrier.