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Charmaine
Bentley has joined the chat.
Charmaine Bentley[9:31:34 PM]: We are back.
Patti Flanary[9:31:51 PM]: OK, I plan on working
with a great teacher who was teaching K. She is
moving to 2nd. She is very good about doing her
own thing.
Patti Flanary[9:32:22 PM]: We are going to work
on several projects all around a "Frog and
Toad" unit. (series of books)
Patti Flanary[9:32:52 PM]: Student Goals: 1. compare
andd contrast frog and toad - Venn diagram in
Kidspiration
Patti Flanary[9:33:09 PM]: 2. Learn about author
via Internet
Patti Flanary[9:33:42 PM]: 3. Write a book review
of one of the books / chapters if need to modify
Patti Flanary[9:34:03 PM]: 3a. Write in Word or
Kidspiration and use net to read other book reviews
first
Charmaine Bentley[9:34:30 PM]: Can you describe
the projects? (Are they 1-3 above?)
Patti Flanary[9:34:39 PM]: 4. Create a short picture
video of frog or toad chars. with student.
Patti Flanary[9:34:54 PM]: All the 4 steps are
about a month unit.
Charmaine Bentley[9:35:20 PM]: Is it one project
with 4 steps (components)?
Patti Flanary[9:36:05 PM]: My personal goal is
to help her see the value of using technology
to accomplish TEKS. Many of my teachers don't
like the extra time it takes to do projects with
technology.
Patti Flanary[9:36:51 PM]: It is a unit of study.
During that unit they will be doing 4 different
projects. Each project will be during a different
week.
Charmaine Bentley[9:37:33 PM]: Is the Venn diagram
to compare and contrast the frog and toad as characters
are as "critters"?
Charmaine Bentley[9:38:27 PM]: This could be used
to tie literature in the sciences?
Patti Flanary[9:38:56 PM]: Project one is compare
and contrast with a Venn-diagram. They will need
to decide (student choice) if they want to compare
the characters or if they want to compare real
animals. In their science book they do frogs and
toads during this time. If they pick characters
they will relate the Venn-diagram back to the
stories they have read. It will be student choice.
Charmaine Bentley[9:39:29 PM]: How will they diagrams
be accessed?
Patti Flanary[9:39:49 PM]: Yes, on literature
to sciences. I have some sites that give information
on frog and toad compare. They can use those sites
for research if that is their choice.
Patti Flanary[9:40:53 PM]: I would like the teacher
to decide on the how assessed. She will know if
they need to have 3 items in each area or more?
It will not be a very long project so not many
items in each section of Venn-diagram.
Charmaine Bentley[9:41:26 PM]: Would she develop
a rubric?
Patti Flanary[9:42:20 PM]: I really don't think
a rubric will be called for on this project. Just
the expectations of 3 or 4 items in each area
of the Venn-diagram. Save the rubric for the video.
Charmaine Bentley[9:42:35 PM]: OK
Charmaine Bentley[9:43:03 PM]: Would the students
have a list of links to research the author?
Patti Flanary[9:44:08 PM]: At this level, they
would not be able to read the sites on their own,
so this would need to be something done as whole
group with teacher leading. Use an projector to
view the sites. Several good author sites are
out there. I would let the teacher find the site
and show it.
Patti Flanary[9:45:06 PM]: This is really just
background for the students, not a project. A
teacher activity that they would gain in site
into the stories with.
Charmaine Bentley[9:45:13 PM]: What would determine
whether a site was appropriate for this age level.
Patti Flanary[9:47:02 PM]: Many sites have cute
information that students love learning about
the author. The reading level is however not something
that our students at beginning 2nd can read independently.
Some sites have videos where the authors tell
about where they got their ideas, etc. If a site
with video was found, then students could watch
independently by using a link to it.
Patti Flanary[9:47:26 PM]: Most of the sites are
age appropriate in content because the books are
for this level.
Charmaine Bentley[9:47:41 PM]: Good.
Charmaine Bentley[9:48:24 PM]: Do the students
have access to resources to write book reports
using work processor?
Patti Flanary[9:49:15 PM]: The book review would
be introduced using the Amazon.com reviews. Again,
teacher would have to read it to them. They could
see a professional review and then real peoples'
reviews. Again, we would have to check these reviews
out first to see that something did not slip in
that was not appropriate.
Patti Flanary[9:50:24 PM]: I don't expect the
book report to be more than a paragraph. Yes,
we have Word or Kidspiration. I am thinking something
like Kidspiration with a template already started
for them. They would just fill in the areas, like
characters, setting, summary, your feelings.
Charmaine Bentley[9:51:09 PM]: That's interesting
(I had never heard of using Amazon.com like that
). The students to not do book reports before
the 2nd?
Patti Flanary[9:51:50 PM]: If we have permission,
the reviews could even be posted on Amazon.com.
We don't have permission for all students to have
work on net. The Kidspiration mapping could then
be just changed to paragraph format and then copied
to net. It would give that real world meaning
for the project.
Charmaine Bentley[9:52:32 PM]: That should get
the students' interest.
Patti Flanary[9:53:05 PM]: Not really do they
do book reports. The made take-off books, write
their own. Do a lot of AR with the books, but
I am not so sure they do book reports. I want
this to be a review, not a report.
Charmaine Bentley[9:53:41 PM]: Would they use
their book reports to help plan the video. What
is the difference between a review and a report?
Patti Flanary[9:54:16 PM]: Fact and opinion more?
Charmaine Bentley[9:54:30 PM]: ?
Patti Flanary[9:55:06 PM]: I think of a report
as more facts. I think of a review as more opinions.
Patti Flanary[9:55:18 PM]: The teacher can help
narrow this down.
Patti Flanary[9:55:32 PM]: (got another TEK to
add in, fact and opinion)
Charmaine Bentley[9:56:02 PM]: Ok. How would the
teacher determine what the students learned about
the author from the Internet presentation?
Patti Flanary[9:56:39 PM]: No, on report for video.
It is just a different project. We do a project
a week, so have to have lots of activities that
tie into classroom curriculum.
Patti Flanary[9:56:51 PM]: Good question!
Patti Flanary[9:56:59 PM]: let me think
Charmaine Bentley[9:57:42 PM]: Is there a way
to relate the projects to each other so that the
students could see the connections between all
the activities?
Patti Flanary[9:57:53 PM]: Just taught compare
and contrast. Maybe just how is the author the
same or different from you. Where do they get
ideas? Where do you get ideas for your writing?
Charmaine Bentley[9:58:15 PM]: Yes.
Patti Flanary[9:58:30 PM]: Just did it on compare
and contrast. Theme ties the project in. The video
could also have their reviews in it and their
venn.
Charmaine Bentley[9:58:52 PM]: The Venn is also
a compare/contrast.
Patti Flanary[9:59:01 PM]: Save both a jpeg. We
will use movie maker and just basically tie pictures
together.
Patti Flanary[9:59:23 PM]: Yes on venn compare/contrast.
How they are the same, how they are different.
Charmaine Bentley[9:59:50 PM]: ... if science
angle tied in (could also have jpeg of real toads
and frogs).
Patti Flanary[10:00:26 PM]: Yes, the life cycle
pictures could be a part so they have to sequence
them.
Charmaine Bentley[10:01:29 PM]: Very good ...
and again ... relate back to characters' personalities..
kids do like to anthromorphize (don't they?)
Patti Flanary[10:02:14 PM]: I was thinking of
something along the lines of students taking their
own pictures of themselves with paper Frog or
Toad from story. Then them having to title the
pictures with something that ties into English
lessons, like verbs or adjectives, ?. Again, the
teacher will have to help decide what is being
taught at this time. So you are bringing in one
more subject.
Charmaine Bentley[10:03:07 PM]: Would that be
feasible?
Patti Flanary[10:03:13 PM]: The movie could serve
as a culmination of all the other projects along
with a section of digital pictures reinforcing
something English TEK.
Patti Flanary[10:04:11 PM]: Yes, if they are doing
adjectives, then take pics of student and Frog
on slide. They could scroll title on picture of
describing words: tall, green, bumpy, etc.
Charmaine Bentley[10:04:25 PM]: English, science,
and a little social studies ... would it not be
good for the students to see that they are connected
...
Charmaine Bentley[10:04:36 PM]: Vocabulary development
... very good.
Charmaine Bentley[10:06:21 PM]: Could students
construct video/presentation using characters
from story to "teach" parts of speech?
Patti Flanary[10:06:44 PM]: Could lead into this
section with their book they choose for review
(pic), then their review (just jpeg saved), Kidspiration
venn, and then maybe 5 pictures of them at different
places around school with a paper Frog or Toad.
Add title and credits, something like - What I
learned about Frog and Toad! The could check with
rubric. This could be saved and then they can
all view each other's movies.
Patti Flanary[10:07:59 PM]: Kinda what I had in
mind. Something about Frog uses verbs. It can
be a different section of video with a title leading
into it. The other stuff just added to bring the
4 weeks to a close.
Patti Flanary[10:08:25 PM]: Showcase all work!
Charmaine Bentley[10:08:45 PM]: You have provided
connections between the parts. Will the students
construct story boards before starting the video?
Charmaine Bentley[10:09:51 PM]: Who will develop
the assessment rubrics? Will the students have
input?
Patti Flanary[10:10:07 PM]: No, they will have
all work saved into individual folders. They will
have a rubric that will give the story board order.
They may have to sequence within an area. ie,
title, venn, review, life cycle (4 pictures),
....
Patti Flanary[10:10:37 PM]: Most likely the rubric
will have numbers that go with the order of the
pictures.
Patti Flanary[10:10:56 PM]: It would be great
if the teacher sat down with the kids in a group
and created the rubric.
Charmaine Bentley[10:11:34 PM]: .... and the students
decided what was good and what was not ...
Patti Flanary[10:12:10 PM]: Activities like the
author study, rubric create, etc. are all things
that can be done in the classroom with project
giving the classroom teacher more control of the
project. I want us to work together.
Charmaine Bentley[10:12:41 PM]: Will the students
have an opportunity to reflect on what they have
learned in some manner?
Patti Flanary[10:12:45 PM]: I can tell you that
the rubric with the students helping to create
has not been done. It will be stepping outside
the box.
Charmaine Bentley[10:13:23 PM]: ... back to the
way things were done when your daughters were
younger?
Patti Flanary[10:14:15 PM]: Maybe when they all
view the each others movies, they can tell a classmate
what they learned from their video.
Patti Flanary[10:14:42 PM]: I don't think my kids
ever even did that. Maybe and I just did not realize
it.
Charmaine Bentley[10:15:17 PM]: Could they have
some sort of online journals where they could
record their observations/ reflections (2nd grade
version ... with feelings).
Patti Flanary[10:16:02 PM]: We have an email section
of our ILS lab. I did not use it last year. I
plan on trying to work it in this year. This might
be a good place to use it.
Charmaine Bentley[10:16:26 PM]: Would they email
the teacher?
Charmaine Bentley[10:17:20 PM]: I am thinking
that would make them very proud authors (and get
their parents' interest).
Patti Flanary[10:17:53 PM]: We changed ILS software
this last year and it was all just too new to
get into the email. The email go to me I think.
I plan on trying to post messages at least once
a week to the student. It will just be a way of
working on reading and then they can write back.
I am not sure if it can be setup to other students
or regular classroom teachers. I will learn more
this year.
Patti Flanary[10:18:12 PM]: We might have a closing
to the project where parents come up and view
the videos.
Charmaine Bentley[10:19:00 PM]: Sounds good. Do
you think you could summarize the project now?
Patti Flanary[10:19:20 PM]: Those with permission
might have theirs on the classroom teacher's web
site. It is just a problem because of permission.
Only about 1/2 of our parents give permission
and we follow this rule.
Patti Flanary[10:19:42 PM]: Yes, I could and I
am going to take this transcript with me to the
meeting with the teacher.
Patti Flanary[10:19:55 PM]: Do you want me to
try and type a summary now?
Charmaine Bentley[10:20:00 PM]: I understand the
problem with obtaining permission.
Charmaine Bentley[10:20:28 PM]: Please, it will
help me understand where we are ...
Patti Flanary[10:20:53 PM]: 1. LA - Read Frog
and Toad books
Patti Flanary[10:21:29 PM]: 2. Venn diagram either
Frog and Toad or animals. Compare and contrast
Patti Flanary[10:22:01 PM]: 3. LA Read author
bios and verbally compare and contrast author
to student
Patti Flanary[10:22:10 PM]: 4. Read book reviews
Patti Flanary[10:22:35 PM]: 5. mapping of student
book review over one book/chapter they pick
Patti Flanary[10:22:56 PM]: 6. Possible take mapping
and create paragraph to post on Amazon.com
Patti Flanary[10:23:39 PM]: 7. Make a paper for
or toad (art)
Patti Flanary[10:24:17 PM]: 8. Take 4 or 5 pictures
of Frog/Toad with student at different places
around school
Patti Flanary[10:24:43 PM]: 9. Make rubric of
what the video should look like (story board)
with students
Patti Flanary[10:24:52 PM]: 8 and 9 switch
Patti Flanary[10:25:29 PM]: 10. Create video using
rubric/add titles for sections and on pictures
of students with Frog/Toad
Patti Flanary[10:25:55 PM]: 11. Watch each other's
videos and share something learned about video.
Patti Flanary[10:26:32 PM]: Somewhere in there
would come the sequence of life cycle pictures
of real frog that was taught in classroom Science.
Patti Flanary[10:26:37 PM]: WOW
Charmaine Bentley[10:27:30 PM]: Impressive ...
sequence of life cycle pictures would go before
2. wouldn't it?
Patti Flanary[10:27:49 PM]: This is all going
to have to be put in terms of done in classroom,
done in lab.
Charmaine Bentley[10:28:29 PM]: Yes. Do you have
that figured out?
Patti Flanary[10:29:01 PM]: It could go anytime
before making of rubric. They would just have
the pictures in their folders, I would add them
to folders. Their responsibility would just be
to sequence and maybe label.
Charmaine Bentley[10:29:16 PM]: What will be done
in class (steps), what in the lab (steps)?
Patti Flanary[10:29:17 PM]: Inside video.
Patti Flanary[10:30:02 PM]: Yes, on got it. Steps
in lab, classroom are to be decided with classroom
teacher. The more she works into classroom the
easier the project will become.
Patti Flanary[10:30:54 PM]: Also, the more we
will be a team.
Charmaine Bentley[10:30:55 PM]: So ... how will
this help achieve your professional
Charmaine Bentley[10:31:09 PM]: goal(s)?
Patti Flanary[10:33:11 PM]: I have worked in so
many TEKS in different subjects. I hear time is
the issue, can't take away from classroom time.
This have so much that is a part of classroom
time with TEKS beings taught at that time in the
classroom, hope it will increase the value. Help
teacher see that the projects are not separate,
but helping to teach what she is already having
to teach.
Patti Flanary[10:33:35 PM]: This have? This has....
Patti Flanary[10:34:14 PM]: I want the value of
the technology to show.
Charmaine Bentley[10:34:43 PM]: ??? You are right
about the TEKS incorporation, Technology is the
tool not the "ends" but the "means"
... that should increase its value.
Charmaine Bentley[10:35:19 PM]: What should I
"be looking" for in the video?
Patti Flanary[10:36:00 PM]: Look for every time
I stress the value of the technology being use.
Specific TEK (I will not say the number, just
the skill).
Patti Flanary[10:36:34 PM]: Got any suggestions?
Charmaine Bentley[10:37:31 PM]: I would emphasize
the TEKS (core subjects) and let the technology
speak for itself as a facilitating medium.
Charmaine Bentley[10:37:53 PM]: . ... Do you think
we have accomplished what we set out to do?
Patti Flanary[10:38:30 PM]: Boy do I. It has been
fun. How do you send the transcript? I clicked
it under setup but not sure if I should do something
else.
Charmaine Bentley[10:38:42 PM]: A medium that
is tying everything together.
Charmaine Bentley[10:39:05 PM]: Did you click
"save transcript"?
Patti Flanary[10:39:05 PM]: Cool!
Patti Flanary[10:39:20 PM]: Where is save transcript?
Charmaine Bentley[10:39:34 PM]: Under Setup
Charmaine Bentley[10:39:55 PM]: It will mail you
the transcript when you exit.
Patti Flanary[10:39:57 PM]: Yes, but is there
something to do to end it correctly?
Charmaine Bentley[10:40:06 PM]: Exit.
Patti Flanary on
Tuesday, June 14, 2005 at 11:09 PM -0600 wrote:
Just found this in
the announcements. I think we did the first 4.
I am not so sure that we said what format do you
want me to use to record the data. Let's just
do it by email and we can add it to transcript.
I want you to just record the skill/subject in
a list form to see how many connections I help
the teacher see that the technology is reinforcing.
I liked your wording....A medium that is tying
everything together.
Pre-conference coaches
mediate by having the teacher...
1. Clarify lesson goals and objectives.
2. Anticipate teaching strategies and decisions.
3. Determine evidence of student achievement.
4. Identify the coach's data gathering focus and
procedures.The last two items mentioned above
will determine the function that the coach is
to preform in the actual observation in the development
of lesson (of course this could be in person or
video tape review). To facilitate this the coach
would ask relating to the fourth item above:
1. How can I help you gather evidence of these
achieved goals?
2. What should I look for specifically?
3. What format do you want me to record this data
for you?
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