EDSS 530 Digital Reflection

#Edchat Experience

I have not had the opportunity to participate in a specific educational chat for the second time. I have observed and briefly participated in many and throughout the day on #edchat, but have not had the chance to fully engage in the conversation. So, as the semester comes to an end, I have decided to reflect upon my various experiences on the different educational chats.

Throughout my experiences, I would say the most beneficial aspect that I have noticed about the chat is the amount of resources that I am able to steal from other people. I really enjoy reading other's tweets and the resources that go along with it, and then if I believe it is a valuable resource I will bookmark it in Diigo. I am not sure I have the time to look at all of the resources I have come across but they are bookmarked in my Diigo for later when I have time.

I do also enjoy the atmosphere of #edchat. At first I was somewhat nervous about participating and putting myself out there, but after a while I began to feel more comfortable. I suppose I have realized that most of the people participating are in a similar situation as I am, and they simply want to collaborate and discuss educational topics just as I do. It also helps when you know nothing about anyone else, and you are just having a discussion educator to educator.

Overall, I am very excited and anxious to be able to participate in more #edchats, whether it be #edchat, #mathchat, #ntchat, and many others.

Teaching Kids Real Math with Computers

          From seeing other videos from Conrad Wolfram and on the TED (Conrad Wolfram: Teaching Kids Real Math with Computers) webpage, I was very interested in watching Wolfram’s video on Teaching Kids Real Math with Computers. In the video, Wolfram provides reasons for why math education should be using computers and technology throughout the curriculum. He begins by saying there are three reasons why math is important to teach: one, technical jobs; two, everyday living; three, logical mind training. He also answers the question:

           Wolfram points out that math education today is focused more than ever on the third point, computation. However, in today’s society there are computers to do this for us. He continues to argue that our focus, as math educators, should be on the other three steps. We should be getting out students to understand how to ask the right questions and formulate math problems and then interpret the results, something a computer is not as useful for. 

           I completely agree with Wolfram in this video. It is an ongoing topic in today’s world of math education. The main reason computation has been greatly stressed in education is because there used to never be such a resource like computers to be able to do the computation for us. Within the last couple decades, we certainly have reached this “math liberation”, as Wolfram says. Where tedious calculations can be made with a computer rather than by hang.  We should be teaching our students how to use the computer to make computations, while also teaching them about the concepts of mathematics. 

           I’ve discussed this concept with many math educators, that have similar opinions about the direction math education should be going. I suppose my next question would be to all of you is if this is our new goal in math education then how do we, as teachers, begin to implement such a curriculum? There is much more to this particular video that Wolfram discusses and I suggest watching the entire video in the link above.

Math Methods Comes to an End

EDSS 543 A&B


Our last math methods course was last night and I did not think about it being the last class until we completed an activity at the very end of the class.

The activity we did, all 7 of us prestigious math teachers, was to write on the board everything we could remember about the entire year in the course. It was an enjoyable activity that brought about many memories, fun and not so fun. Around this blog are pictures of what we wrote.

Overall, it got met thinking about how great of a class this was. The teacher was great and very fun to learn from, Dr. Brian Lawler. I wish I could spend more time in discussion with him about teaching and mathematics. There is truly so much to learn from him. My colleagues in class were always enjoyable to be around and have conversations with about teaching mathematics. I feel I have learned so much from just taking this one class. 

Last night, I also presented an ignite speech to our class. Of course, if you know me and are a math nerd, you all know my presentation would be on Geometer's Sketchpad and it was. Some background it was a 5-minute timed presentation, each slide had to automatically progress to the next every 15 seconds. My presentation was a very good end to this entire year. It was so much fun! I sadly do not have the presentation readily available at this moment, but I will promise you that I will post it as soon as I can!

Geometer's Sketchpad Video

Why use Geometer's Sketchpad in the classroom? -- video

Above is a link I found that shows a video based around Geometer's Sketchpad and why it is useful for learning in the classroom. I enjoy this program and believe it could be put to very good use. The video reviews how it can be useful for shapes, but there are also many other tools it has for students to explore mathematics. Hope you enjoy the video.

Small World Situation

One of my cooperating teachers is Mr. Bob Swan at Escondido High School. We got to talking and figured out that his son and I were in the same K1 class at Rock Springs Elementary School in Escondido, CA. I am always amazed by small world situations that happen in life. I am so glad I ended up where I am today. So, I wanted to share the picture with all of you. I am the cute girl in the pink and blue outfit second row, middle and his son, Matt Swan, is the blonde boy in the top row, middle of the row.

The Need for Collaboration

Sitting here, quiet, in my classroom during this week of CST testing has got me thinking about how collaborating and talking with others should be an essential part of student learning. I sit here and try to think of ideas and work on lesson plans for my up coming units and I get some things accomplished, but I am seldom satisfied with the work I complete. I am not yet positively certain that what I have thought of is the best idea for my classroom.

During my prep periods, today and other days of this week, I do have the opportunity to talk with my cooperating teachers about my upcoming units. During this time, I feel as though I able to accomplish so much more than if I were to just think to myself about the unit plans. I have the opportunity to ask questions, bounce ideas of them, explain to them my thoughts, and hear their thoughts about my suggestions and the unit.

The time I spend collaborating and talking with my teacher, to me, is obviously 10 times more productive to what I am trying to accomplish. I learn much more from talking to them than spending time alone myself. I may have made this point before, but I also are beginning to believe that it is of great importance in the world of learning.

In comparison to what I am doing and what my students are doing in the classroom I teach in, it may be more similar than different. Currently, I am learning. I am learning how to become an effective teacher and about all of the information that goes along with it. My students are also learning. They are learning how to be an effective mathematician and student. The connection to be made is an obvious one. It is extremely beneficial to me, personally, to be able to talk to others about the information I am learning, therefore when students are learning it could also be very beneficial for them to be able to discuss and collaborate with others.

This was just a thought running through my mind as I sit here, hoping my students do well on their CSTs!

CMC - South Conference November 2011

Although it is a long time coming, I feel this is a good time for me to reflect on my very first professional conference! This conference was the California Mathematics Conference, South, in November of last year in Palm Springs. I am not sure what I was exactly expecting from the conference, but I know that it was very valuable for me to attend as a professional math educator. The highlight of the conference was the mass amount of  information (as well as the free stuff like worksheets, whiteboards, and other resources for the classroom). The best part of it all was that it was all information that I could go back and directly use in my classroom. I took many, many notes on all of the sessions I attended and I am just now reviewing them.

Two of the sessions stood out to me the most, and no surprise, it was Dan Meyer’s and Jo Boaler’s presentations.

Dan Meyer’s presentation was titled Why Students Hate Word Problems. He has presented this speech at multiple conferences, which many of you have seen. I believe this may also be on the website TED.com.  He discuss that there are three “acts” to a word problem. His act one is to have a hook to the word problem  to “hook” the students in on the question. This may include visuals, like a short video clip. Act two is about what tools, resources, needed to figure out from act one. His point was about students asking the questions about what resources or information they would need to be able to solve the question. Act three is the final scene. In an example he used about graduation. Something along the lines of: two students names being read every minute, how long would it be until all the names are read? The final scene would be showing a fast forward clip of the amount of time the graduation took. There were many other examples Dan Meyer showed in his presentation, and I am sure most of them could be found on his blog. Some tips or other information he said in his presentation: create a curious sequel that broadens students knowledge and practice, try to provoke a deep burning question in creating these problems, and don’t always look to the text book for good word problems, they are too confusing and do not make sense in a real world situation. Read more about on Dan Meyer’s blog page.

From Jo Boaler’s session called Engaging Disaffected Students in Algebra, there was again too much information to share all of it with you. So, I will share her key points once again. She brought up four teaching principles: 1. Engage students as active and capable learners, 2. Teach reasoning (CCSS Math Practices), 3. Develop collaborative, mathematical community, 4. Opportunity for student voice. She then went on to explain techniques on how we can accomplish this in the classroom. Some of her tips were to same things like “Can you walk me through your thinking?”, or “What I hear you say”. Other information I got from her session was the metaphor of teaching in color as opposed to teaching in black and white. Especially with math, I agreed that it is more about the wide spectrum of understanding and thinking of the students rather than a shear right or wrong way to think about it or answer.

Overall, I would highly recommend a professional conference if you have not been to one! It is great for many things, no matter your content area! 

Too Much To Learn: CP II Reflection Week 3

Another week down, another week closer to my credential, another week of great learning opportunities. There is so much to be involved in and to learn.

This week more than ever before, I feel as though I am getting more of a glimpse to the entire job of a teacher. Teaching is more than just in the classroom. There are meetings upon meetings, professional development opportunities, and always politics.

I am also enjoying talking with one of my cooperating teachers and co-planning the lessons. With his experience and my fresh out of the credential program ideas, it is the best combination for creating student-centered, fun to teach lessons! I can see our students enjoying math (well, as much as they can enjoy math) and learning at the same time.

Another great learning point I’ve learned from this recent week has been that reflecting on lessons are great when you have someone else to talk about them with you. For example, this past Friday we planned a lesson, implemented it, and then reflected on what I could do better or notes to keep in mind for next time. Reflecting and discussing the lesson with my cooperating teacher, teacher to teacher, was very eye-opening. Just as PLC meetings and collaborating with others is a way to see someone else’s point of view about the planning of instruction, reflecting with another person after the lesson is also very beneficial. As I write this, I now think about how I will not have this opportunity when I get my own classroom. It will be just me and me only with the students and no one else to help me reflect on my lesson. It’s really too bad the reflecting with another knowledgeable teacher will just last until the end of this semester.

As you can see, there is so very much going on, as I’m sure it is with all of you teacher candidates out there! I am not sure how I keep it all straight. There is too much to think about and too much to learn. End of story.

If Students Learn More By Doing...

This is a chart my cooperating teacher, Mr. Bob Swan, gave me. I thought all of you teachers out there might enjoy. (Click to enlarge, Sorry if it's a little blurry!)

My First Experience with #EdChat

On twitter, I was able to participate in my first educational chat, also known as #edchat, on February the 21st. I am not completely sure what the topic was exactly. Just as most people have discussed about their first outing on #edchat, it is extremely hard to keep up with the conversation. I was using Tweet Deck and it was somewhat easy on there to stop the chat at a certain point and see a tweet that I was interested in. But then, it was more difficult to catch back up with the conversation. I found one or two tweets that I was able to respond to, or retweet. It was not only very difficult to catch the topic of the entire edchat, but it was also hard to keep up with the many conversations that many people were having. There were too many different conversations with many different people in too little time! These are some of the tweets I managed to involve myself in:

@jonbergmann I agree, I feel teachers do not know why tech is the tool of the future for Ss and that is why we aren't seeing change #edchat


RT @davidwees I agree! I would like to specialize in a couple tools rather than know a little about a lot of tech tools #edchat

RT @tomwhitby: The use of Tech in education is no longer a teacher's choice. The choice of applications is. #edchat

Returning to the Ranch

       Being on spring break, I had the opportunity to return to my Clinical Practice I site, Rancho Buena Vista High School, in Vista, CA. I was very excited to go back and see my students and cooperating teacher considering I have not had the chance all semester. I was expecting the usual "Hello" and "Hey, how are you?" 's but nothing more. As I sat in the classroom waiting for my second period students to come to class, I was anxious of their reactions. Surprisingly, most all students were strolling in as usual and then all of a sudden would have the reaction similar to that of a "OO, Ms. Knudsen! Hi! Are you back to teach us?!", all with smiles on their faces. Most surprising, were the students who were very quiet and showed little emotion in the class when I was teaching. Those students would have the same enthusiastic reaction. Fourth period's class had the same reactions, although, also had to ask me how I was doing, what I was up to, do I like my new students better than them, and so forth. I am very happy about the opportunity I had to meet the kids I met and were able to teach last semester in Clinical Practice I. Although I may never get the chance to see them grow into adults, I will always remember them and wish them the very best.

       As I was sitting in the classroom watching my old cooperating teacher teach, just as he did last semester, I felt filled with joy. The students reactions alone were amazing. It is very difficult to explain the feeling I had in that moment. Although I can say, It truly is the greatest feeling when you have made just a small, positive impact on your students' lives. I am very fortunate and proud to be a teacher!

     

Linear Systems & Word Problems Lesson

Last week, my cooperating teacher and I created a lesson for our students about system of linear equations. The lesson was actually one that I video taped for the TPA, and I very much enjoyed going back and watching in order to reflect over the lesson. After watching, I feel as though I should video tape all of my lessons in order to fully reflect! There are things I saw in the video that I didn’t quite remember when just thinking about the lesson.

Here is an overview of the lesson:

- Class: Algebra II A, majority of students are in the 11^th and 12^th grade.

- Content Standard: ALG2 2.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.

- Language Standard: Listening & Speaking: Participate in Social Conversations

- Learning Goals: Cognitive: After students are exposed to multiple examples of systems of linear equations, Students will be able to (SWBAT) evaluate a word problem involving a system of linear equations as demonstrated by a group poster. (ALG2 2.0) Psychomotor: After students fill out a graphic organizer, SWBAT write three problems incorporating systems of linear equations as demonstrated by a final group poster on one of the problems. (ALG2 2.0) Language Development: After students practice with solving a system of linear equations, SWBAT discuss different methods of how to solve a system of linear equations with peers as demonstrated by a group activity in which students solve word problems using different methods. (ELD, Listening & Speaking, Cluster 5)

- Agenda:

1. Direct Instruction. I review three problems using the three different methods on solving a system of linear equations (graphing, substitution, elimination). Students fill out graphic organizer.

2. Students get into groups to create three word problems and solve them

3. Groups choose one of the problems they created to write on a poster and follow a rubric given to them to complete the poster

4. A student from each group presents their group’s poster to the class

- Assessments: Throughout the period, I monitor student learning and progress on tasks. I also score the posters based upon a simple rubric. The following class period, students took a quiz on the questions students created as a formal assessment on what they have learned.

- Resources for lesson: See the following Google document for more lesson details: Lesson Plan Resources

I was very pleased with what my students had accomplished and learned in this class period. It was my cooperating teacher’s and I goal for the students to understand how to solve a system of linear equations through real life situations, rather than to simply only learn about the computations. In reflection of the structure of the lesson, we originally planned to trade problems and have other groups solve the problems and make a poster of what another groups problem. However, this was a much too time consuming task for students to accomplish within one block period. Also, watching the video, I only lectured for no longer than 20 minutes. I found myself not stopping to allow students to soak in the information I was presenting to them. Although they had already seen all of the information once, I should have stopped to have students reflect and ask questions to each other during the time of direct instruction. I saw the need for even during a 5 minute lecture it is important for all of the students to be involved in such a way that lets them interact with others while critically thinking about the information they are processing.

Also, considering this was the first time students were formally working on a task in groups, my cooperating teacher and I quickly discovered the need for cooperative learning groups! Students need to have many chances to learn how to work in cooperative learning groups and to interact with others.

Reflecting on the assessments, I was impressed with the work my students showed on the short quiz. As a whole, students were able to understand the word problem given to them and be able to set up how to solve the problem. Students seemed to need more individual basic practice solving systems of linear equations, an opportunity we were not able to give the students before or within this lesson. Of course there were many other little features about the lesson I have noted about for future lessons with my students and also if I were to do this lesson again.

We were very impressed and happy about this lesson! We are very anxious to create more lessons involving cooperative learning groups and student-centered learning. We would also be glad to have more feedback or comments on this lesson.

EDSS 531: The Reflective Practitioner

This semester’s course work has gone way too quickly. Although at a glimpse I may feel I have learned very little from what we have accomplished this semester in coursework alone, I am glad I have this opportunity to thoroughly reflect on what has come of this semester. This semester was very different than last semester. Last semester there was a very steep learning curve in figuring out the basics and what teaching was all about. This semester seemed to have a greater emphasis on technology. Specifically through EDSS 531, the most important take away I feel I have learned is about being reflective.

Through the activities, readings, and discussions in this semester, no matter the topic, there was always a portion that asked us to reflect. The assignments were to reflect on our biases, upon an aspect of our educational philosophy, or on which teaching model we would align with our philosophy. I feel I have learned more about how and why it is important to reflect rather than the specific information I have reflected upon. Learning how to reflect has been a struggle for me. The process has taken great amounts of time to just begin to be a good reflective practitioner.

In relation to specific assignments, the beginning of this course asked us to reflect upon ourselves and other such things like our biases or how we meet student’s needs. This gave me a chance to learn about the importance of knowing who I am and how it affects me as an educator. Then we were able to write about our educational philosophy. The assignment gave me the opportunity to think about my beliefs as an educator. From there, I was able to compare and think about my beliefs about who I am now, my philosophy about teaching, and how I can work to become into the practitioner that fosters that philosophy throughout my teaching. Lastly, we then experienced different teaching models in class. I then reflected on how what I have recently learned, teaching models, can be applied and used within my philosophy.

In conclusion, I do feel I have learned about what to reflect on and how to reflect in different situations concerning different topics. I have learned that reflection is one of the most important aspects of teaching. Before this semester, I was only thinking about how to teach and what others expected of me to be able to do in the classroom. I was looking at others opinions and philosophies rather than my own. Therefore, instead of comparing with other professionals or teachers, I have learned to reflect upon myself. I am trying to make myself better in every aspect in order to meet my goals. I am truly hoping to continue this reflective aspect into my teaching as a permanent tool to continually help me become the best teacher I can be.

CP II Week 2: Why be Reflective?

After reading this week's post from our CSUSM EDSS 530 blog (blog link found to the left), I thought about how I am being reflective and the benefits from becoming this reflective practitioner. In thinking about the last two weeks on Clinical Practice II this is what I concluded:

As I reflect on the last two weeks for CP II, I think about how slow they have actually seemed to have gone and how much further I still have to go before I am able to have my very own classroom. Although we normally associate slow moving with boring, this was not the case. My first two weeks of CP II have been very eventful, interesting, and filled with learning (student and teacher learning that is!).

Reflecting on my actual teaching and my experience with my classes and cooperating teachers, I have had a very interesting experience. First of all, I want to say I am very much enjoying this semester. My two cooperating teachers and my three different classes could not have been more different. This being said it is amazing how they are so different. The differences fall into all categories including teaching strategies, characteristics of whole classes, homework implementation, personalities, individual students, technological opinions, and the list goes on. I have seen this as a great benefit to me as a teacher, a profession, and as a person. There is so much to learn from all of my experiences and I have greatly enjoyed trying to find myself and where I fit within these opinions.

Within these past two weeks I feel I have been the most reflective upon my own teaching, what is best for students learning, what is best for my students, my personal views about what is best, and so forth. Although there is so much to learn, there is also so much to keep straight and think about just in the past two weeks. After reading this weeks post on our CSUSM EDSS 530 blog, more than ever before I have found more purpose for scheduling a time and having a place to reflect upon my educational experiences. I hope to stop by my blog and reflect more often throughout these next 8 or so weeks in order to do this. I hope I am able to find professional myself and where I fit within this world of education, and hopefully you are able to follow me along this journey as well. Thanks for reading and stay tuned to further blog posts about me and my adventures in CP II. 

EDSS 531: Educational Philosophy/Model Integration

           Comparing both the models we have studied in class and my educational philosophy, it was difficult for me to think of two models that represent my educational philosophy well. I feel as though scientific inquiry was the best example of what my philosophy would be. However, for my second choice of models closely aligned to my philosophy I would have to choose memorization.

            My educational philosophy, in summary, stems from experimentalism, also known as pragmatism, in the belief that essence of education is growth. This leads to the notion that the learner is an experiencing organism who needs to have his/her interest sparked through motivation by a teacher’s guidance in order to become actively involved in his or her own learning process.

In relation to the models, scientific inquiry is about experimentation and constructing knowledge from experimentation. Allowing students to work with mathematical problems that are unfamiliar to them and then having the students come up with how solve problems. Having students come up with their own hypothesis and then going back and revising it will make the content accessible and memorable to all students.

            Although my educational philosophy does not match up with memorization perfectly, I feel I will use the technique of memorization throughout my teaching. Participating in the memorization presentation in class reassured me that using the techniques of memorization are important in mathematics. Although I believe mathematics should not be solely based upon memorizing certain formulas and processes, there are instances where it is most definitely needed. Also, I would like to make mathematics fun and a bit silly sometimes which is what memorization is all about. I want to make mathematics memorable for my students using the different techniques like songs and acronyms.

Full Speed Ahead Into CPII

         As Clinical Practice II is begins tomorrow, I wanted to take a step back and reflect on my experience from clinical practice I as well as conjure up some thoughts about the next 10 weeks.
         Last semester I was placed at Rancho Buena Vista High School, in Vista, CA. Looking back, I truly believe I could not have a better first experience as a teacher in the classroom. My cooperating teacher and students welcomed me into the classroom and were all very kind. I began to learn a lot about the different styles of teaching from observing my cooperative teacher as well as other teachers throughout the campus. At first it was difficult for me to be myself, possibly because I was simply nervous about formally teaching for the very first time. Although, as the semester went on I found it extremely easy to feel comfortable as the teacher in the classroom. Another difficult part about being a teacher, that I learned very quickly, is the amount the different things there is to be done before, during, and after class to be entirely successful and the best teacher possibly for your students. For instance, when I first began full time CPI, I found that I was running (figuratively, although it felt as though I was literally running) around the class to accomplish every single thing. I was focusing too much energy on my teacherly duties rather than my students and what the students were thinking and learning. I was informed this was completely normal for a beginning teacher, but I tried my hardest to learn how I could be more effective. As CP I went on, I definitely learned a lot from these difficulties and more. I was able to plan lessons, test out some instructional strategies I learned from class at Cal State San Marcos, and reflect upon what worked well and improvements I could make to both the content of the lesson and how I implemented it. There were many highlights throughout the semester, but one the most exciting points for me was end of the semester when my cooperating teacher and students surprised me with a booklet of amazing messages from them. It was really touching to read all of their awesome messages to me!
          As I head into CP II, my main goal for this semester is to be the best I can be in order to obtain a job after this semester. For Clinical Practice II, I am at Escondido High School, my alma mater! I am very excited to be at EHS. I am going to aim to piece everything I have learned together. I hope to effectively plan and collaborate with the cooperating teacher for all of my lessons. I want to focus more than ever on my students needs concerning the content as well as personal needs, rather than the instruction. I hope to be ever so involved in my school, mostly because I care more about this school and community because it is my home. Again, I am extremely excited about this semester!! I hope all goes well.

ELLs and Groupwork

          After reading WestEd chapters four and five, I reflected upon the similarities between strategies for ELL and groupwork, considering rich tasks, the LES teaching strategy, planning a problem-based or project based unit? And also, where are there differences or distinctions? That is, what particularly distinguishes strategies for "making mathematics accessible to English Learners"?

          Both group work and strategies for ELLs require creating a task that requires students to be challenged in higher-level thinking. Also, in both cases the goal for literacy in mathematics is emphasized. In groupwork, students are strongly encouraged and facilitating the use mathematical language and further improve vocabulary, just as ELs need as well. I also enjoyed the point the reading made about the teacher ignoring small grammatical errors and focusing on what the student understands. I could see this also relating to groupwork in that it would be important to emphasize what the student understands and the discussion he or she participates in rather than one correct answer. However, this could also be a distinction in that ELs will have the tendency to make more grammatical errors than non-English learning students. In addition, the goal of ELs is to assist them into becoming proficient in English as well as mathematical language.

My interpretation of the word scaffold used in chapter 5 was just as the quote by Pauline Gibbons explained in the first part of the chapter: “[Scaffolding is] temporary assistance by which the teacher helps the learner know how to do something, so the learner will be able to complete a similar task alone.” The chapter explains the concept of fading support over time. Scaffolding techniques include visuals (like graphic organizers), cues, think-alouds, and reciprocal teaching just to name a few. I see scaffolding within this chapter as a tool to assist English learners, or other students with similar needs, in organizing, understanding, and building upon information they are learning. The teacher may create resources to help better understand a concept where further within the class the student may be less dependent on teacher resources and become more independent in the future. I have mostly heard this term being used as a general word for strategies to help students who have difficulties understanding what is being asked of them, vocabulary within the activity, or need a reference to previous information in able to understand the current activity.

Ipads in the Classroom

          When I first heard about the use of Ipads in the classroom to improve student engagement and thinking, I was a little bit skeptic as I suppose most are. I was interested in how they were using it to support the classroom and do the benefits out weigh the negatives of student Ipad use. However, throughout the experience, I made sure to keep an open mind about how I would be able to utilize technology, such as Ipads, in my future classroom.

          I had the opportunity to visit two classrooms at El Camino High School in Oceanside, CA, both of which were math classes. My first assumption was that students will be playing with the Ipads to do other activities other than the ones asked of them by the teacher. As the classes began, this is was immediately proven very wrong (Although, I was very tempted to explore and play with the Ipad!). All of the students were working on their assignment and never appeared to go off task.

          My second curiosity was exactly how the Ipads promoted student learning in the classroom. It was difficult to observe how they were being used because the lessons we observed involved the students doing a worksheet, on the Ipad, to study for the CAHSEE or a test. Discussing techniques with my colleagues, exploring on the Ipad myself, and the debrief with the teacher at the end of the day did, however, help me visualize the benefits in the classroom.

          The classrooms greatly benefitted from the Ipads through assessments. All types of assessments could be given to the students on their Ipad. The El Camino teachers also used Moodle to administer the tests in which students could use the internet and/or Evernote (where students save their notes they take in class) on the tests. This method of assessment, in math, possibly may assess students on conceptual understanding versus memorization. Moodle was also a great tool to the teachers for assessments. Moodle analyzed every assessment, student, question, and could give you more data then you could ever need, all done for you! I actually thought that this sole product of the Ipads (and Moodle) was a reason for getting Ipads in the classroom. I did agreed with how the assessments were being implemented, although I would most definitely want to do more research about a demonstration true student achievement on such assessments.

          Other neat characteristics I observed about the Ipads were the applications and how the Ipads could be used in classroom discussions. I am a huge fan of Geometer’s Sketchpad (GSP), and of course I was impressed with the FREE application all of the Ipads had. For those of you who do not know about GSP, it is an interactive mathematical program in which the user can construct shapes, graphs, lines, etc. and also move these sketches around to see characteristics or how objects are independent/dependent on other things. In my future classroom (filled with Ipads for students), I would use this tool to have the students explore the mathematics and concepts behind certain content. Students would be able to have the tool in their own hands. In addition, hearing about the ‘Apple TV’s’ allowed me to picture how student work could be placed on the projector for students to explain or ask questions to the class. This could be done in confidentiality or not, possibly promoting more student involvement in class discussions.

          Overall, I thought this experience was very informational and beneficial to the future of education. We all know technology is taking/has taken over society and, I believe, education of young adults should also involve technology in order to prepare them for this new world. I learned a lot about how Ipads are beneficial and I do agree they would be. Although it may be more difficult to immediately get them into my classroom, I am willing to further discuss how we can do this. Thank you to El Camino High School for a great observation and beginning to conquer the world of technology in the classroom. 

EDSS 541: Reading Reflections #24-30

 Reading Response #24 

**For Persuasive letter, see ITU on Website.

Reading Response #25 

IDENTIFY key information for Leanna that will inform educational goals and supports for her IEP.

She is good at oral reading

Little communication about Leanna’s instructional program

Leanna has low expectations of herself and the work she

She can maintain a conversation with people she is familiar with, but is short with people she is not familiar with

She is a hard worker

She is shy with other students and staff

Comprehension is low

Vocabulary is low in writing

Organizational skills in writing are low

Her Spelling is a strength.

Difficulty in math, but can perform basic math skills.

Test Results

She is weak at tasks requiring her to remember numbers and letters presented orally

Current academic skills are in the 6th percentile

Does not make generalizations or inferences accurately

She does well with writing when given models to follow

Reading Response #26

DESCRIBE 3 differentiation strategies (content, process & product) you would use to support Leanna in your class.

Content - I will use hands-on materials to help her see concepts and understand them. I will plan activities to work on her weak vocabulary and writing abilities.

Process – After I give directions to the rest of the class during the activity, I I may need to talk to Leanna again and further explain to her what my expectations of her are and what she needs to get done. This will also give her a chance to ask questions to clarify any kind of confusion she has on the assignment.

Product - Since Leanna enjoys being on the computer, she will have the option of using the computer to do her assignments. I give her opportunities to work using different graphic organizers so that she may learn how to organize information in different ways.

Reading Response #27

IDENTIFY key information for Mwajabu that will inform educational goals and supports for her IEP.

Has hearing loss

Uses pictures to communicate with others

Didn't attend school for 1st 18-months in U.S.

Low vocabulary

Visual/Kinesthetic learner

Best academic subject is math

Likes to read picture books

Has to start and finish a task, uninterrupted

Can be impatient with others, and becomes frustrated and may act physical to get what she wants.

Known to isolate herself at home.

Reading Response #28

DESCRIBE 3 differentiation strategies (content, process & product) you would use to support Mwajabu in your class.

Content - Since she is struggles with vocabulary, I will front load vocabulary and give her an extra sheet that contains all of the vocabulary for the unit/lesson on it.

Product – I will have activities where she can use her ability to draw.

Process - Use visuals/drawings to explain to Mwajabu. I will provide activities that I am sure Mwajabu is able to finish during class time.

Reading Response #29

LIST 10 best practices for preparing for an IEP Meeting.

- Informally visit all persons involved to share your concerns and perspective as well as listening to others’ concerns and perspectives

- Send out formal invitation, informing participants of the when and where the meeting will be, as well as an agenda.

- Make sure each annual goal reflects a measureable feature behavior.

- Prioritize the goals for each area

- Consult with parents about goals before finalizing them

- Discuss with parents and all persons involved how the goals will be achieved

- Consult with parents/ guardians before drafting goal statements and regularly consult them during the progress.

- Review student’s present educational levels

- Have data ready for the meeting, like observational data and testing data

Ensure that goals will help students achieve max independence

- Make sure everyone at the meeting knows their goal

Reading Response #30

LIST 10 best practices for conducting an IEP Meeting.

- Be organized and timely so everything is discussed

- Make sure to take good notes

- Assure that all participants are introduced

- Stick to your role in the meeting

- Allow the parent and student to have full input regarding their thoughts and desires

- Talk in terms that the family and student understand

- Include the student in the discussion

- Make sure the student feels comfortable and not like they are in trouble

- Be sure to address only the aspects of the student's academic and behavioral responses related to the disability. 

- Be sure everyone knows who is responsible for what before ending the meeting.