I have a portfolio that I created during my undergrad at MSU. In the first section, I placed documents that spell out my qualifications. These include my resume, teaching certificate, and diploma. I also made a section of accomplishments. Here I put information about PD and professional organizations I am a part of. One example is a certificate from a TESOL workshop I attended.
The main part of my portfolio has section with content that is broken down into four categories. These are planning, reflection, technology, and community. The planning section has examples of lesson and unit plan templates that I use in my classroom. Under reflection, there is feedback from students, administrators, and supervisors that describe my strengths and things I need to work on. If possible, I include evidence of my growth toward the suggested goals. In technology, I have specific examples of different types of software and hardware I have used and mastered. There are screenshots and images of students and myself using the products. This also includes content specific technology, like the science equipment that we use in the lab. The last section, community, gives examples of ways that I have connected with students and parents inside and outside of school. This includes clubs and groups I have sponsored.
My portfolio is in a printed format. I would like to create an electronic portfolio, but I do not have the skills necessary to create and update an HTML page. This is a goal I would like to work on. I also am not very good about keeping my portfolio updated.
The portfolio I created was used to help me find a job. However, when I interviewed, only one school asked to see it. Now, I am updating my portfolio with the things that I have done and accomplished over this past year. I have been laid off and need to find a new job. My students are required to create writing portfolios throughout their four years in high school. They collect writing samples of different types and keep them until they graduate. They are supposed to take these portfolios with them. I remember creating one in high school too, but I couldn’t tell you where it is now!
The IB program has students create lab portfolios for both chemistry and biology. They keep their lab reports and submit them as part of their diploma or certificate program. I would like to try this with my general biology and chemistry students as well.
« Module 7: Web Authoring and the Future
In the future, I expect that technology will continue to be a large part of education. I think that there will be many more online courses offered at both universities and high schools. It is my hope that technology will be more readily available to all US students, not just to those living in affluent districts. I am guessing that even as poorer districts get computers and other technology, it will be outdated compared to richer schools. I think that technology will be more seamlessly integrated into the classroom. Because the technology will be faster, it will be easier to transition from computers back to other areas. I also think that two way communication will be used in the classroom much more. Teachers can bring in guests using the communication technology we have discussed and more.
If I were given $20,000 to use in my school, I would invest it in professional development for the teachers. We have lots of technology available, but I am not sure that teachers know how to use it best. I learned to use the technology in my classroom by trying it out, but I know many teachers are not comfortable with that. I would look for two types of PD. One would be courses to teach the users of the hardware and software how to use it. The second type would help teachers integrate technology into their lesson plans better.
Module 8: Portfolios »« Module 6: The WWW
I feel like I use the internet for everything. I search for content, plan lessons, ask questions, watch movies and TV, and connect with friends and family. Anytime I think of a question while doing something else, I go to my computer and look up any information I can find. I sometimes do this when my students have a question that I can’t answer. I post presentations and worksheets online for my students and they take all of their formative assessments online. Otherwise, I know they use the internet for many of the same things I do. I also like to stream videos and use online activities in my lessons, so my students use the internet in my classroom as well.
I was most interested in learning about Assistive Technology for blind students. I have never had a visually impaired student, but a family friend has a blind daughter who just finished high school. I chose to investigate the JAWS screen reading software. It is used to convert text into speech. JAWS is designed to work with computers running Microsoft Windows. It reads text from a variety of sources including the web, word processing programs and even iTunes and the iTunes store! It definitely has applications in the classroom, even beyond just helping students with visual impairments. I can see many student benefiting from text-to-speech programs like students with difficulty reading or auditory learners.
One piece of software that I would like to use in the classroom is Frogguts.com. I am very surprised that I hadn’t heard of it until Stacey mentioned it in a presentation at the beginning of the term. We don’t do dissections in our general biology classes because of time constraints and because it does not directly align with enough of the standards and benchmarks. I would love to be able to do virtual dissections and I know my students would love it too. Not only would it save time, money, and mess, it would eliminate some of the usual issues we see with dissections. Our Anatomy and Physiology classes dissect cats and they get calls every year from PETA. There are also many students who feel uncomfortable with dissection who may be more likely to participate.
Module 7: Web Authoring and the Future »« Module 5: Multimedia
I use multimedia in my classroom a lot. I often use guided notes accompanied by a PowerPoint presentation. In the presentation there are images and video clips added in to the textual information. We also watch video from Discovery Streaming and PBS, either full shows or clips. In both biology and chemistry there are many things that students cannot experience. This may be because they cannot see them with the naked eye, in which case I utilize pictures of microscope slides or bacteria. There are also places that we can’t go ourselves, like the tundra or under the ocean, and I can use graphics to show the students details of these places. Students access animations through ExploreLearning.com and Pearson Success Net. Sometimes, I add animations to my graphics presentations.
One thing I rarely use in my multimedia presentations are sounds and audio clips. I would like to incorporate more audio into my presentations. I would also like to start creating annotated versions of the presentations for absent students or for students to review at a later time. I would also like to do more student-centered learning in my classroom. I’d like to start annotating and posting presentations for students to access at their own discretion, instead of me presenting the info up front all the time. We do listen to music in the classroom while we’re working, but not as a learning tool. This reminds me of the four types of pictures, it’s kind of like “decoration” and not really serving a learning purpose.
Often, when the students do a lab that has a complicated setup I have them take a digital image to use in their formal lab report. They can use my digital camera or their cell phones to take and send the images to insert into their document. I use a sheet-fed scanner (attached to the copy machine) to create digital copies of worksheets for the students. This makes it easier for absent students to access the pdf files from home, instead of them coming to me to get physical copies.
Module 6: The WWW »« Module 4: Databases and Spreadsheets
How do you use Database?
I have actually never created a database before. I am pretty computer literate, but this isn’t something that I have experience with. I always wondered what Microsoft Works was used for, but never asked. I have used databases to perform research. Gale and JSTOR are two examples of databases that hold scientific journals and other reference materials that I have encountered.
How do your students use Database?
I know that my students do not use databases like Microsoft Works in my classroom. They do use a database in the Media Center to search for books and printed materials to use in their research. All of the books are coded and sorted by author, ISBN, subject etc. They have Gale and ERIC available to them throught the school to search printed works and references.
What else would you like to do with DB – think in terms of student tools/assessment as well as teacher productivity.
I really think that having students create and use databases would be very valuable in my classes. One of the things the students have the toughest time with is analyzing data they have collected. In the book, it said that often students think that collecting the data is enough. They don’t take the next step and actually interpret it. I can see that they would be able to find trends and patterns in data they collect or data that is given to them. I also think that I would have a much easier time if I had my parent contact information saved in a database. I have an Outlook group set up for each block and cross-reference Zangle to send emails, but it would be great if I could just search parents in a database and find everything I need at once.
How do you use Spreadsheets?
I use spreadsheets mostly to organize lists and create charts and graphs. If I have a list I like to paste it into Excel and sort it A to Z or group certain options together. I also use it to create line and bar graphs, pie charts etc. I keep track of small homework and participation points in a spreadsheet. This way, I can keep them separate from the graded assessments in the online gradebook, but I can still utilize them and keep them organized.
How do your students use Spreadsheets?
I have spent lots of time teaching the students how to make graphs and charts in Microsoft Excel. The graphs they make look more professional and take less time (once they learn how to use the spreadsheets) than hand-drawn charts. This also prevents mistakes and allows them to better recognize trends. It helps them by scaling the graphs automatically and prevents the data from appearing skewed by the scale.
What else would you like to do with SS – think in terms of student tools/assessment as well as teacher productivity.
I would like to use spreadsheets with the students to group and organize non-numerical data. I think it could be useful in learning about taxonomy and the characteristics of different classes and groups of organisms, for example. I would like to try using spreadsheets to keep track of tasks I need to complete. I have tried using a planner, online calendar, and many other things, but I usually end up with a million sticky notes instead. Maybe I can keep everything in a GoogleDocs spreadsheet and access it that way.
Module 5: Multimedia »« Module 3: Word Processing
I use word processing software every day in school and out. I write lessons and create worksheets using Microsoft Word. I love being able to easily edit and revamp lessons and to save them electronically for the future. My colleagues and I share documents made in word processing software using SharePoint. Another way that I personally use word processing software is to read and manipulate documents. I often paste text from a website into a word processor and change the font or remove sections to make it easier to read. I have been taking notes from my online courses and saving them in word documents as well.
My students use word processing software in very similar ways. They write papers and create lab reports on computers at school and at home. In science, word processing programs help them manipulate and better interpret data. They can make tables and graphs to collect information and look for trends in measurements. I also have the students share information using programs like GoogleDocs. They have the ability to allow one or more people to modify documents that are saved online. This helps them work on projects and collaborate with group members.
One thing that I’d like to try doing with word processing software is grading and giving feedback. Stacey suggested using the mark up feature to make comments and changes to work that students send via email. I think this would be a great way to reduce paper and would be easier for me and the students. I’d also like to take the time to show my students some of the other features of the word processing software that they already use. For example, creating concept maps with SmartArt (or a comparable feature).
Module 4: Databases and Spreadsheets »« Module 1: How I’m Using Technology
I am lucky enough to work in a district that (until this year) has been able to provide its teachers with technology in every classroom. I have access to hardware and software that I incorporate into many lessons.
Hardware: I have a digital projector and Elmo (document camera) in my room. I use the projector daily to show PowerPoint presentations, videos and images to my students. This is really helpful in science classes because it allows me bring experiences to the classroom. We can look images of cells and models of atoms that we can’t see with the naked eye or “observe” animals interacting in the wild. I also demonstrate lab procedures to the entire class and point out details of assignments using the Elmo. I have a surround sound speaker system and microphone on which I can record lectures and amplify my voice through my classroom and lab. Our media center has three computer labs with desktop or laptop computers for a full class, as well as three instructional areas that have laptop carts. There are 12 laptop carts that teachers can check out and take to the classroom for the students to use which rotate throughout the school.
Software: I use Moodle to set up an online course for my students. I post assignments, presentations and quizzes onto a class that my kids log on to and participate in activities from home or during school. We have subscriptions to Discovery Streaming (discovery channel videos), Explore Learning (simulations), Pearson Success Net (online book and simulations), and an online version of the Biology book. We also use Zangle for attendance, grading and connecting with parents.
I feel extremely lucky to have access to all of this technology to supplement my students’ learning. Recently, the high school has been looking into adjusting the student electronics policy to allow students to use their cell phones, Blackberrys, and iPhones in the classroom. I’d like to learn more about mlearning (thanks Stacey for the new term!) and how to implement the technology without having the students abuse or take advantage of the opportunity to have their phones in class. I also would like to reduce the amount of paper (or go paperless) if possible. I think I may find these two go hand-in-hand as I research further.
Module 3: Word Processing »« PLCs and Exit Exams
Today we had a PLC meeting to talk about next semester. All of our PLCs have been fairly productive. The science department and the school are focusing on creating common assessments and finding a tool to analyze assessment data. Currently some of the staff is utilizing Blackboard and the school is going to lose their license for the program at the end of 2nd semester. Our county has endorsed Pearson Inform, which has standardized test data for all of the students built in, as well as tools to display this data in different ways. The main issue that the science and math teachers have with Inform is that all of the question data would need to be entered by hand. Some teachers, including myself and my mentor, have begun piloting Moodle, a free online program similar to Blackboard.
There has bee a lot of discussion about what will be best for the teachers and students. Several teachers have gone to assessment workshops and are upset that other schools are so far ahead of Novi. There is also some controversy about the new middle school standards and prerequisites for the high school classes. Should there be an exit exam for the 8th grade class? If so, could a student fail every test/quiz/homework assignment and pass the exit exam and get a passing grade in the class? Or could a student who gets great grades all semester fail the exit exam and be forced to retake the class? The consensus at this point seems to be that the core classes should have common assessments in the form of unit tests and final exams with a common pool. Some teachers may decide to add other questions or sections, but all of the students will answer the same questions as the others taking the same class.
I think this is a hard decision for me to get behind. I understand that the state and district set standards that the students need to know. I also agree that the students taking bio should all be expected to learn the same objectives no matter what teacher they have in order to meet these standards. I’m not sure about the standards themselves and who is creating them. I do believe that all students deserve to have a quality education, but I also think that that might be different for different students. One problem that I personally have is choosing a position of policy issues. A lot of times I can see validity in each argument and this makes it difficult to take a stand. This will continue to be a problem for me, but I feel that being aware of it will help me learn how to overcome it.
Module 1: How I’m Using Technology »« Overwhelmed or Just Whelmed?
Today I had a pretty big wake up call. Ms. E’s baby is due this Thursday (in two days!) and even though she doesn’t feel like she’s ready, she could deliver at any time. Yesterday, I had to stay home from school due to illness. I got the flu on Sunday and still had a fever yesterday when I woke up, so I decided not to go in and risk making others, especially Ms. E, sick too. I had meetings with students during the day to help them with their final projects and luckily Ms. E was able to meet with the students for me. I’m not sure what would have happened if she had gone into labor this weekend, it would have put a huge damper on our end of semester plans. I also came to the realization that exactly two weeks from today the new semester will begin. I’ll be working with a new mentor, a new field instructor, a new class subject and a whole new set of students. There is still so much to do for this semester that I haven’t even started thinking about next semester. I know that the transition will most likely go very smoothly, but there are many things coming up that will definitely test my abilities and emotions.
I also know that as my new MSU classes begin, we’ll be talking about resumes and portfolios and how to look for jobs. I have also pushed this all to the back of my mind and avoided thinking about it. I got caught up in the things that were going on for me on a day-to-day basis and instead of looking ahead I buried myself in my commitments and planning. I am lucky to have a great support system at MSU and IHS to help guide me through all these upcoming challenges, but it is also important that I be proactive about everything. I’ve never had trouble meeting deadlines or completing assignments, but creating a portfolio that showcases my accomplishments at the same time as planning lessons and reflecting on my practice sounds a bit intense. I’m glad I have a lot of great contacts and resources at my disposal to help me with this.
PLCs and Exit Exams »« Mentor Panel
Yesterday we had a mentor panel in our TE class. I was a little unsure about how things were going to go, but it ended up being very worthwhile. I have a good relationship with both my mentor and my field instructor and I feel like I can communicate things with them that other interns might not be able to. On the other hand, both my mentor and field instructors are rookies and have never done this before either. It was helpful to hear the thoughts of the experienced mentors about ways we can maximize our lead teaching time. I was kind of upset about what one of the mentors said during the discussion. She said that she didn’t see the value in our MSU assignments and wasn’t sure why we did them if it took our time away from teaching the class. I understand that a lot of interns get very frustrated about their MSU assignments and stress out a bit (or a lot!). I feel like Mr. H was right when he said that the investigations and analyses we do help us to “see the forest for the trees”. They help us to sit back and think critically about the way we are conducting ourselves on a day to day basis. I remember the intern panel from last year describing the time when they stopped thinking about themselves and started focusing on the students. I know that this is what we are all working for and some of us are closer than others. I believe that the assignments for our grad classes attempt to push us toward this. However, I also think that only people who are taking it seriously will get any real meaning from them. If it is just something that we’re trying to get done so we can plan for class, it won’t matter if you do it or not it will just be going through the motions. It’s still hard for me to step outside of myself, but I have noticed that I have begun to put more effort into it. I spend much more time wondering how something will work to help the students as opposed to how they will react to it or me. I have begun to feel a little stress lately, but I don’t think that that is a bad thing.
Overwhelmed or Just Whelmed? »« Gmail Snags
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