Taking this course has given me quite a few new ideas to implement in my classroom. The first idea that I think I will use is backchannel talks. I love the idea of showing a video twice--once so that the students can just watch, and then once so that they can react and talk about it. For my ELL students, oral language and written language are two different things, and often one will develop before the others. I have students who are more comfortable communicating verbally, and those who like to write, largely because they can use translators and dictionaries to assist them. This would be an excellent way to accommodate for different learning styles among my ELL students, especially 3rd grade and up.
Another important thing I learned in this class was the use of a slidedeck. I loved the way ours turned out, and it was easy (and fun) to develop a single slide. Since it wasn't a huge project, I could spend a lot of time on my one slide until it was something I was proud of. I tend to think my students would have the same opinion about it. I can already think of many applications. For example, I could have my 3rd graders each make a slide about a different environmental issue. My 5th graders could come up with their own propaganda slides for or against the Revolutionary War. This type of project would be easy to implement, and my students would get excited about it without too much fuss.
Finally, I really liked developing the PBL. Though it was a huge challenge for me, the final product ended up being pretty cool, and I know my students will be enthusiastic about it. I've learned a great deal through this course, and I'm excited to have lessons ready to go!
Thursday, August 3, 2017
PBL--Artifact #2 for EEND 678A
I chose this artifact because it was perhaps the most challenging assignment I've completed through this coursework. Basically, I created a problem-based learning unit where my third grader ELL students can design their own vermicomposting bins (in groups), use PixNTell to do tutorials on various parts of their project, and work on their writing skills by authoring a blog in the point of view of one of the worms.
For me, PBL is extremely challenging because I always feel like my ideas are too contrived. I'd love to give students more freedom in designing their own solutions to problems, but the age of my students, as well as cost, tend to limit this. I think my final project was a good compromise between student choice and direction for the project. I did make a vermicomposting bin once, but it was a teacher-directed enterprise. This project is different because the students will research, design, and build their own vermicomposting bins, taking pictures and writing directions at each stage. For my ELL students, expository writing is really critical, and this is a true life application of this kind of writing.
I'm especially excited about the tech applications of this project. I like the idea of having them draw the steps and narrate them in PixNTell. I know that my student are fascinated with how worm bins work. I also like the idea of the students taking the lead with the worms. Frankly, I have a habit of accidentally killing them. My students could take the compost and put it into our school garden at the end of the school year. They'd be learning about decomposers and applying that knowledge to soil quality as well as plant science. Finally, I thought my students could do a video story about their project for Koala TV, the weekly program that our school plays for all students. Producing their own video (as ELL students) would be excellent oral English practice for a real reason.
For me, PBL is extremely challenging because I always feel like my ideas are too contrived. I'd love to give students more freedom in designing their own solutions to problems, but the age of my students, as well as cost, tend to limit this. I think my final project was a good compromise between student choice and direction for the project. I did make a vermicomposting bin once, but it was a teacher-directed enterprise. This project is different because the students will research, design, and build their own vermicomposting bins, taking pictures and writing directions at each stage. For my ELL students, expository writing is really critical, and this is a true life application of this kind of writing.
I'm especially excited about the tech applications of this project. I like the idea of having them draw the steps and narrate them in PixNTell. I know that my student are fascinated with how worm bins work. I also like the idea of the students taking the lead with the worms. Frankly, I have a habit of accidentally killing them. My students could take the compost and put it into our school garden at the end of the school year. They'd be learning about decomposers and applying that knowledge to soil quality as well as plant science. Finally, I thought my students could do a video story about their project for Koala TV, the weekly program that our school plays for all students. Producing their own video (as ELL students) would be excellent oral English practice for a real reason.
Grant Application--Artifact #1 EEND 678A
I chose this artifact because it is a tech-related grant application that I can actually use. This is actually an application for a grant to expand a program we started in 2016. A few years ago, a fellow teacher and I wrote a grant to start a Lego Robotics and Engineering Club for 2nd graders, using the Lego WeDo Robotics system. I run 3rd-5th grade robotics through a school-sponsored program with VexIQ Robotics, but this program is only for students 8-12 years of age. Since our new science standards (NGSS) require the integration of engineering as a part of the curriculum, our thinking was that this would be a good introduction to engineering for our 2nd graders. In addition to the club, we had a goal of making the materials available to the teachers as they teach particular units in the new science curriculum.
This grant application is for materials so that we can double the size of Lego Robotics. We have so many students apply every year (60+), and parents are always inquiring about us opening additional spots. We'd like to purchase more kits and also get some replacement supplies for a few pieces that are lost or cracked. From my experience in writing grants (I've written or helped to write more than ten, and won funds from four of them), it's much easier to get initial funding to start something new than it is to get continuing funding for a project that already exists. This is a giant challenge for teachers, since we often can't find the funds to keep programs going successfully.
My hope would be that because this is already a successful and popular program, funding is more likely to be approved. The school is willing to pay for the staffing and provide the classroom space and laptop use, but we have to find a way to fund the materials on our own.
This grant application is for materials so that we can double the size of Lego Robotics. We have so many students apply every year (60+), and parents are always inquiring about us opening additional spots. We'd like to purchase more kits and also get some replacement supplies for a few pieces that are lost or cracked. From my experience in writing grants (I've written or helped to write more than ten, and won funds from four of them), it's much easier to get initial funding to start something new than it is to get continuing funding for a project that already exists. This is a giant challenge for teachers, since we often can't find the funds to keep programs going successfully.
My hope would be that because this is already a successful and popular program, funding is more likely to be approved. The school is willing to pay for the staffing and provide the classroom space and laptop use, but we have to find a way to fund the materials on our own.
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