today our group met and we have come up with the following:
our topic is bullying. Ideally we would like to interview a child who is a bullyer and one who is the bullied. Identify why they bully and how each of them feel.
we want to bring attention to the true definition of bullying, all of the places and instances it can occur.
Some questions we want to address are what can the children to about bullying and how can they help stop it .
for our video we have and idea to use note cards in the same manner as amanda todd, a national bulying case that led to suicide.
Wednesday, October 29, 2014
Wednesday, October 15, 2014
Virtual Field Trips got me like WOAH!
HOLY. CRAP.
I literally just spent fifteen minutes staring at the streets of Florence. Beautiful Firenze. Reminiscing about the time I spent there, remembering the emotions I felt when I stood next to that vacant soccer field, and the left turn we made to go see the house where one of the Italian greats died. This, this is mind-blowing. Google never ceases to amaze me.
What I think I could use this for in my classroom is to introduce all the students to the places of interests of the countries they come from. I might use this as a unit in the beginning of the school year, part of the "getting to know you," weeks of school. While I have so much desire to teach my students English and help them establish a sense of identity as an American, I still want them to feel proud of themselves as a citizen of whatever country they come from. If you're spanish and I show the Santiago de Compostella section, be proud! If you're Chinese and I bring us to The Great Wall, be proud! This is a great educational tool to bring students to other places of the world so they can get a sense of the culture their classmates are coming from.
I think leaving class tonight I'm way more comfortable with the idea of a web quest and using digication to create it versus a regular word document and an accompanying powerpoint. I'm excited to make mine and be as creative and content conscious as possible.
I literally just spent fifteen minutes staring at the streets of Florence. Beautiful Firenze. Reminiscing about the time I spent there, remembering the emotions I felt when I stood next to that vacant soccer field, and the left turn we made to go see the house where one of the Italian greats died. This, this is mind-blowing. Google never ceases to amaze me.
What I think I could use this for in my classroom is to introduce all the students to the places of interests of the countries they come from. I might use this as a unit in the beginning of the school year, part of the "getting to know you," weeks of school. While I have so much desire to teach my students English and help them establish a sense of identity as an American, I still want them to feel proud of themselves as a citizen of whatever country they come from. If you're spanish and I show the Santiago de Compostella section, be proud! If you're Chinese and I bring us to The Great Wall, be proud! This is a great educational tool to bring students to other places of the world so they can get a sense of the culture their classmates are coming from.
I think leaving class tonight I'm way more comfortable with the idea of a web quest and using digication to create it versus a regular word document and an accompanying powerpoint. I'm excited to make mine and be as creative and content conscious as possible.
Saturday, October 11, 2014
Chapter 5 and 6
What if I told you that theres more to the internet than Google. What? Theres more than Google? You're crazy. That's what you'd probably say. Maybe not you, but a normal non St. John's grad student. But there is. There is more to the world than Google. While Google is the fourth bookmark on my favorites bar, and it has become a huge staple in our generation and society (it's even been added to the dictionary as a verb; To Google) there are other search engines out there on that wondrous world wide web. This week chapter five talks about search engines and the purpose they serve.
I will be the first to admit that I rely on Google for almost every question I have that I don't have an answer to. And ya know what? Google gives me one. Google is the worlds most popular search engine, so why am I making such a big deal about it not being the center of our technological world? Well, because we as educators need to ensure that our students don't rely strictly on Google or the answers it may deliver via Wikipedia. Instead of searching through 3, 5, or 10 pages of Google results, we should teach our students that if the question(s) they posed have returned unanswered that they need to search else where. In an ironic kind of way, this is almost in line with the common core in that they need to be more cognitively active in their education. Don't stop if you don't find the answer the first time...keep looking and keep searching until you find an answer you believe to be suitable. Something that may prove to be a best practice is to keep a chart/list of search engines other than Google so your students have some guidance about where to go when Google fails to deliver.
Top 10 Search Engines
Chapter 6 this week talked about one of my favorite classroom activities, virtual field trips! Now, I'm in the TESOL program and so something like this tends to provide great access to worldly places; places we can't physically take our students.
In regards to this, I'm going to share an experience. Last semester I observed with an 8th grade ESL class and their teacher was spending a week taking them on a virtual tour of Ellis Island! It safe to say that even though plenty of us have grown up in New York, the chances that we've all been to Ellis Island are pretty slim, especially after Hurricane Sandy in 2012.
Ellis Island Interactive Field Trip
The reason I share this with you all is that its a great tool to use for an ESL classroom or even for a native english classroom. A unit like this will bring you amazing participation and stories from your students on their actual immigration to the US or a background on how their families came to be, which will support the use of our ELL's verbal L2.
I will be the first to admit that I rely on Google for almost every question I have that I don't have an answer to. And ya know what? Google gives me one. Google is the worlds most popular search engine, so why am I making such a big deal about it not being the center of our technological world? Well, because we as educators need to ensure that our students don't rely strictly on Google or the answers it may deliver via Wikipedia. Instead of searching through 3, 5, or 10 pages of Google results, we should teach our students that if the question(s) they posed have returned unanswered that they need to search else where. In an ironic kind of way, this is almost in line with the common core in that they need to be more cognitively active in their education. Don't stop if you don't find the answer the first time...keep looking and keep searching until you find an answer you believe to be suitable. Something that may prove to be a best practice is to keep a chart/list of search engines other than Google so your students have some guidance about where to go when Google fails to deliver.
Top 10 Search Engines
Chapter 6 this week talked about one of my favorite classroom activities, virtual field trips! Now, I'm in the TESOL program and so something like this tends to provide great access to worldly places; places we can't physically take our students.
In regards to this, I'm going to share an experience. Last semester I observed with an 8th grade ESL class and their teacher was spending a week taking them on a virtual tour of Ellis Island! It safe to say that even though plenty of us have grown up in New York, the chances that we've all been to Ellis Island are pretty slim, especially after Hurricane Sandy in 2012.
Ellis Island Interactive Field Trip
The reason I share this with you all is that its a great tool to use for an ESL classroom or even for a native english classroom. A unit like this will bring you amazing participation and stories from your students on their actual immigration to the US or a background on how their families came to be, which will support the use of our ELL's verbal L2.
Wednesday, October 8, 2014
Take away 10/8
Leaving class today I feel kind of frustrated. Seeing how great my peers videos came out and I'm thinking about how lackluster mine is. However, pushing through that, I feel that the videos created a lot of good, stimulating, meaningful conversation between us. I'm also leaving feeling much better about this WebQuest, now that there is an outline and structure to it, I feel like I'll be able to execute it well. I of course have some anxiety about completing the template because work has been so demanding this month, but I'm confidant that this time around planning ahead will do me some good.
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