I have had the wonderful opportunity to work with 6th gade classes classes this year teaching Technology. This class has been a tremendous learning opportunity and has allowed for us to explore technology in many various ways. On recent way we utilized technology was by working to create
motivational posters to challenge students in various ways do either do their best,
act kind, or be a positive role model for others.
Operation
Students began by brainstorming ways they wanted to
challenge their Hinsdale peers to improve. The students worked to an action or idea that reflected positive behavior and then created a title
and saying for their own personal motivational poster they would create.
The
students then created photo opportunities to illustrate the particular behavior
they wanted to address, and used a digital camera to take photos of that
behavior.After taking photos, students uploaded them and utilized Big Huge Labs to create a
personalized motivational poster.
Outcome
These
posters are now displayed through the halls of the school and are encouraging all who see them in the building to work on improving their actions and character. They serve as a constant motivational reminder to others and are a great example of something technologically simple that can have a tremendous impact.
Government class was able to learn and experience the Presidency in a new and interesting fashion this year. Students were given the chance to share their democratic voice in multiple ways. They had the opportunity to create a presidential candidate, learn and discuss various political issues, focus on the power of the presidential position and how to use that power to create change, and ultimately students were able to cast a vote.
Operation
Student worked together to brainstorm the traits they believed would make a great president. They focused on everything from upbringing and family, to education and work experience. The assignment was then to create a fictitious person who would represent these qualities and traits the students wanted a candidate to posses. They worked collaboratively to write a resume for their candidate, identify major party issues as well as the position their candidate would take on them, and put forth an agenda and platform that their candidate would work towards accomplishing should they be elected.
An life like outline of their candidate was then created and students filled in the space with all the information they had collected. This made it possible for students from other classes to have an opportunity to get to know both candidates.
Then on Election Day as classes were held students were given the chance to vote for one of the two candidates.
Outcome
This activity enabled students to see the person behind the position. It was amazing to see and hear how serious they were when it came to construction their fictitious candidates. They focused on so many aspects of their personality and character and conveyed how these traits would enable their candidate to be effective in the position.
Another outcome was the way they wrestled with resolving who to vote for. Both of the candidates certainly leaned in opposite directions, but the specific issues and the powers they would use to promote them caused many students to be wary of who their vote would support.
Ultimately, this activity allowed students to feel the democratic process, see the impact of decisions, and realize the power of the position in a way they would never have been able to through a flat text.
We are starting the 2011-2012 with a focus that combines technology and resources. Our goal as a classroom is to limit our consumption of non-renewable resources and utilize the technological and digital components at our disposal to move towards a paperless classroom environment. We recognize and realize that this journey and transition will not be as simple as we would like, but we are determined to minimize our educational environmental impact as much as is within our control to do so.
Operation
So how exactly are we attempting to do this? First we have been able to create student email accounts for all the students in our 11th and 12th grade classes. Class notes, outlines, activities, and projects are distributed through email attachments. Second, traditional assessment is taking place using response systems such as Google forms and Dropbox. Third, we are editing and storing using devices and/or Google docs.
Outcome
This type of distribution, assessment, and storage eliminates the excess photocopying and allows students to be more organized with class material. Losing an assignment or having it end up in the trash does not occur since a digital copy is always be readily available, and record keeping is easier and streamlined.
The main challenge that we are facing is the accessibility to wireless carts, net-books, and the computer lab which are not always available for use. Since the district has many resources at their disposable I believe this presents a good challenge because it reflects the fact that many teachers are continuing to integrate technology. If this continues we will have to wait and see what the future may hold, maybe a 1 to 1 program down the road? For now however we will remain steadfast in our approach to limit consumption and move towards being paperless.
Students were given the opportunity to work individually or in groups to create any type of project they desired, using any type of technology they wanted to. There were no specific tools or design elements that need to be used. The only criteria was that their finished product related to historical events that took place in the 20th Century.
Operation
Students decided whether they would work together or alone, and discussed what historical event they wanted to complete their project on. While discussing the technology mediums that would and could be used there was a few individuals who ended up switching groups or working alone. This was very interesting as the decisions were based on the tech tools more than the content. Students then had one week to complete their various projects to be displayed to the class on the last day of school.
The Hinsdale Central School Sr. class started the 2010-2011 school year questioning school spirit, participation, and what they felt was a negative reputation forming around many classes. They purposed that they would work to change as many of these things as they could, and wanted to leave behind something tangible that would encourage students who followed them to take Pride in who they were, and where they came from. The class brainstormed ideas and Project 49 was born.
Students decided they wanted to paint a mural of the school in Room #49. This is the room that is dedicated to Study Halls throughout the day and is frequently visited by all members of the student body. The desire was to keep it a secret and reveal the mural during an assembly that would focus on having pride about yourself and your school. At the completion of the painting the Sr. class inscribed their names in bricks that make up the school, laying the foundation for the classes that would come behind.
Day 1 -
Day 2 -
Day 3-
Day 4 -
As Project 49 gained momentum it turned into a project that extended beyond just the current Sr. class painting a mural. The assembly enabled the current seniors to take turns reflecting about their school career as they shared "Proud Moments" about academic, athletic and community involvement. These moments were opportunities or them to share about something that made them proud to be part of the Hinsdale family. After these Proud Moments Sr. class member Troy Hillman challenged the students to be proud of where they come from and put forth their best in whatever they do in life. He told then that in order to make a change they first need to be the change.
A band was brought in to perform at the assembly. It consisted of three members of the 2010 graduating class and a current senior. They performed "Chain of Pride", a song written by the Civics/Government class that tells the story of the challenges faced by an incoming student and how he was encouraged to always do his best and help those who come behind.
As I begin to walk these halls for the first time in my life, I feel scared and out of place it just didn't seem right.
Then a Senior took my arm and looked me in the eyes, He told me not to be afraid and gave me some advice.
Reach out to those around you and forget what others think, If you try to stand alone all you is sink
Let me share my father's words to me when I was in your shoes, "Others will always see your best when you take Pride in what you do"
I told him I was grateful for those words he spoke to me, When I said I felt I owed him, he just answered quielty
You don't owe me anything I've been there too, Someone once helped me out the way I'm helping you. You relly wanna pay me back? Here's what you can do, dont let the Chain of Pride end with you.
Everything soon became easy I guess I had nothing to fear, No matter where I stop to look Somone was always near,
I wathced so many leave this place they left their mark behind, As this happened year to year these thoughts came to mind,
You don't owe me anything I've been there too, Someone once helped me out the way I'm helping you. You relly wanna pay me back? Here's what you can do, dont let the Chain of Pride end with you.
As I walk across this stage dresseed in my cap and gown, Been thinking bout the past few years ready to leave this town,
Saying goodbye to all my friends Won'dring what to pass along, Bobcat Pride comes to my mind and the lyrics in this song.
As the band performed the song the following slide show of the painting project was played on the big screen revealing Project 49 to all those in attendance.
The assembly was also the time that the additional aspects of this project were shared. Room #49 not only has a mural, but would also be receiving additional updates on a yearly basis. A Chain of Pride will be painted with a new link being added every June. This will be a time when the outgoing Sr.'s and the incoming Sr.'s (current Jr.'s) will together add a link to chain and the new Sr. class will inscribe their names pledging to not the let the chain end with them.
What started with some simple questions and desire, turned into an event that created excitement and energy throughout the entire school. Project 49 will hopefully leave a legacy that will be remembered for years by those who come behind...
The Spring 2011 Government class took some time to explore the Constitutional Convention in a 21st Century way. Utilizing MyFakeWall.com students created Face book style pages of particular members of the Constitutional Convention. This was a simple activity to gather information, incorporate technology, and do some simplistic writing.
Operation
Students researched individuals who attended the Constitutional Convention. They gathered information about their age, education, family, and additional information and then constructed a profile of the individuals. Students were encouraged to be creative with their comments and posts, and kept a good balance between humorous and serious.
Outcome
Here are links to some of the walls that were created during our study of the Constitutional Convention.
Our focus for U.S. History class for the past two weeks has been writing. In an attempt to increase creativity, incorporate technology, and infuse history we have turned our attention to YouTube and to Fodey.com. This assignment was to focus on the creative elements of writing and inferring.
Operation
Students examined primary source document to gain background information, and then were given net books and instructed to watch the following clip from YouTube about the Battle of Wounded Knee. They were instructed to act as a newspaper reporter and prepare to write an article about what is taking place.
After watching the clip students then used the Fodey Newspaper Clip Generator to write a reflective piece to their audience. They were challenged to be descriptive in their writing and create meaning for their audience.
Outcome
The student generated articles provided for a fun way to utilize simulation in a simple technology exercise that focused on writing. Below is just one example of the student pieces that resulted from this assignment.
The sixth period 11th grade U.S. History class took an opportunity to learn Westward Exploration in a whole new way. In an attempt to utilize the Project Based Learning approach and promote creativity and interaction with their learning, Mr. Griffith created the “Wagons West” project for the class. Students were to work in groups and prepare a wagon exhibit that they would use to showcase and demonstrate what they learned.
Operation
Students were able to research one of four different westward destinations. They then put together displays of miscellaneous artifacts, images, and maps into a wagon that they created for their project presentation. The collected items were used to assist them in presenting their wagon display to the rest of the class.
Outcome
Student presentations took place in class and each group took their wagon to the front and presented the wagon contents and the information surrounding the items in the wagon. The interactive exploratory components to this project allowed students to pursue their own interests and present them in a creative format.
Today’s students have crammed schedules. They wake up early, shove food in their face, jump in the car, run from class to class, go to band practice followed by soccer practice, get their homework done while eating, and then off to bed. If you think that is stress inducing, imagine their parents, who work full time and juggle schedules for 3 kids.
As a parent, you have to choose your priorities. Here are a few strategies for balancing life and being involved in your child’s schools.
Support your Child
Coming up with a consistent schedule during the week will definitely help students to nail down a routine. Show an interest in not only what your child is attaining in school, but also what they are learning and interested in. When adults keep asking about the grades, students begin to believe that’s all that matters. There is more to school than grades. There are experiences, friendships, open minds, innovative ideas, and current events.
Meet the Teachers
For younger students, contact your child’s teacher a few weeks after the start of the school year to say you want to stop by and introduce yourself. For the older students, you may have this opportunity at an open house.
Stay up to Date
Some teachers will send out newsletters. While you don’t always have the time to comment face to face on these newsletters, you can e-mail questions and comments at any time of day. Also, check the school Web site, and contact the webmaster if you notice it is out of date. If you can, attend school board and PTA meetings, even if for a short amount of time.
Volunteering Time
If you are lucky enough to have a flexible employer that supports families, then it’s definitely a great idea to ask your child’s teacher when an extra pair of hands will be needed and to schedule it in advance. If you don’t have daytime hours to spare, then ask your child’s teacher how you can volunteer in other ways, like baking or assembling handouts.
Juggling involvement and life isn’t easy, but being consistent with these simple strategies will help you to maximize the time you have.
Leah MacVie blogs about educational choices at http://www.leahmacvie.com./ She loves contemplative comments from bloggers like Rob Griffith and appreciates helping faculty that think online learning is an interesting choice.
In an attempt to introduce students to the candidates for New York State Governor race, the Participation In Government class conducted research on Carl Paladino and Andrew Cuomo to put into a Glog poster. GlogsterEDU is a technology tool that allows the Glog creator to make a digital interactive poster. Glogs can include voice, text, images, video, and links to additional websites and information. This is the first Glogster project that these students have been able to work on. The students worked collectively to assemble a Glog that would demonstrate the political positions, background, and personal profiles of the these two Governor hopefuls.
Operation
Students were divided into two groups and each group assigned on of the two gubernatorial candidates. They independently began to research different aspects about the candidate they were assigned, and put all their finding together into one political Glog about the candidate. Utilizing GlogsterEDU they created a multi-media digital poster that represents the research of multiple students working together on the same component of the assigned project.
Outcome
Below are the two Glogs created to showcase the New York State Gubernatorial candidates. they were created to portray all aspects of the candidates, and explore more than just the political rhetoric discussed by the news media. Enjoy
In a desire to create an engaging environment that mixed Halloween traditions, technology components, and content instruction into a single day, the Social Studies class studied the Lewis & Clark expedition in a new way. Student groups had to research events for a timeline activity, were involved in a hands-on image creation activity (pumpkin carving), and put together maps of the traveled route by using pumpkin seeds in a mapping exercise.
Operation
The classes were each divided into 4 groups, with each group having to complete all of the following tasks.
1-They had to carve a pumpkin using the profile image of Lewis, Clark, Jefferson, or Sacajawea
2-They had to map the route of the Corps of Discovery using pumpkin seeds
3-They had to put events into a Dipity timeline created for this assignment.
Student groups were given time before the activity date to research and find profile images, and document specific events that took place during the Lewis and Clark expedition. They came to class, were directed to the different learning stations, and began to work on their tasks.
Outcome
Despite some technical glitches (students unable to edit the Dipity timeline) the overall experience with this activity was tremendous. Student involvement and teamwork allowed them to focus energy towards accomplishing all three task components at the same time.
The finished products were a tremendous sight to behold and the students should be proud of all they accomplished and learned in this activity. Here are a few samples...
The Economics class has been studying supply this week and engaged in an activity that measured productivity and output. Students were "hired" to work in a Paper Chain factory and given a limited number of resources to create 5 link paper chains during a given time period. After each work session another labor component (student) was added and the process began again. Total output was recorded and marginal output measured during this activity.
Operation
Students joined in the production process of creating Paper Chains by measuring, cutting, folding, and stapling. Feedback was provided regarding division of labor and specialization. This feedback was immediately implemented and the workers performance was measured by counting the total number of Paper Chains created during the work session.
Outcome
The level of student engagement and excitement for this activity was amazing. Students we offering specialization advice, describing ways to implement division of labor, and attempting to increase total output at during each work session. Adding another level of input (student) after each round brought new ideas and fresh thinking to the work process and environment. The culminating aspect of this activity was the competition of two production "plants" fighting not to be shutdown.
This activity allowed students to see the reality of competition in the marketplace, to participate in quality control and manufacturing, and to experience the highs and lows of the workplace environment. I thank all our Paper Chain employees for their hard work.
Students in U.S. History class were asked to listen and read eight different statements made by individuals involved in the Revolutionary War. They were not given the identity of the individuals but were asked to make a decision as to whether the statement was made by a Loyalist or Patriot.
Operation
Eight stations were set up around the room each station having one statement. Students were each given a record sheet and on it they were to record three pieces of information. First they were to identify whether the statement was made by a loyalist or patriot. Second, identify three words which led to this determination. Third, write a short statement giving the reason for their choice. They circulated around the room listening and reading each of the statements until they had completed all eight.
Outcome
The results from this exercise were magnificent. It was exciting to see all students involved in an simple activity that had them engaged and thinking. They appreciated the ability to move about the room, and did so without being a distraction. Including more to this activity that just determining who said it forced students to slow down and validate their responses. This type of thinking produced results that were unexpected. over ninety percent of the class completed this activity with zero errors. This activity was a great way to involve them in much more than simple reading and writing, and promoted deep student thinking much more than a simple matching exercise could ever have done.
The US History class took on a new challenge this week with a simulation exercise about the Boston Tea Party. The students were going to collaborate in five groups to research different perspectives of the Tea Party, and create a summary and list of questions. It was an activity that would place them in the first person role of either participant or observer.
Operation
Students were each assigned either the role of Colonist, British Official, Member of the Sons of Liberty, Native American, or Ship captain/mate. They worked together to research the events of the Boston Tea Party and create summary statements for their assigned role. They also created a list of questions to ask other groups as the other groups would be at the table. One by one each group then was called to the table at the front of the room, gave their report, and the floor was opened for questioning. After each group was given time for Q & A, they were asked to step down and the next group would go.
Outcome
It was remarkable to see the enthusiasm and energy created in the room. Student participation and involvement rose to a new level. The information that was presented was detailed, specific, and demonstrated evidence of solid research. While there where still a small number who attempted to hide in the shadows, the question and answer time did not allow for much of this. Questions were directed to specific members, forcing those who were trying to be shy to have to reply. From the teacher perspective I found this activity to be one that certainly can be built upon and I will use the technique again. One particular student comment at the end of class confirmed to me that we are doing things right. He stated that "Today I really felt like I was there" What a blessing from a history teacher to hear that we were able to make history come alive!
In an attempt to promote and reward academic excellence and achievement at the High School level I have created the Scholar Club for the Social Studies students in room #63. This program has been created to motivate students to strive for quality in their work, to go beyond the everyday expectations, and to demonstrate the leadership capabilities of someone who cares.
Our format for inductions is as follows, each month the students who meet the required criteria for membership will be inducted into the Scholar Club. In order to become a member students must meet class avg percentage requirements, must have one of the top five grades on a project, must have completed one voluntary community service project, have not been issued a detention, and must have no unexcused absences. If these criteria are met the student will automatically become a Scholar Club member and receive the rewards associated with membership.
Here is what being a member of the Scholar Club provides. First, the student will be showcased in the newsletter with a descriptive narrative describing their academic achievement. Next, the student will be recognized on the website and their project will receive special display format. Students will also have the option of dropping a low grade from their homework or a quiz. Finally, they will be granted special privileges for visiting either their locker or the library, and using the restroom during class time.
Chelsea
Brittany
Troy
Michaela
Leanne
Allison
These six students have a combined class avg. of 94, have completed over nine hours of community service projects in the community and the district, created exemplary projects on GlogsterEDU and VoiceThread, and have faithfully attended class. They will be showcased in the school newsletter coming out next month, and more information about them and their work is available on the Scholar Club Webpage.
Wordle is a program for generating word clouds from text that you provide. They can be changed and altered according to text size, font, color, and layout. The clouds are a representation of the text with more prominent words representing their increased used in the text. Wordclouds can be simple or complex, and can be printed, or shared.
Operation
The Government class completed a simple Wordle project using the text students provided. All students received the same prompt. "What does America mean to you?" From this prompt question students were to create a Wordle that had a minimum of 15 words they would use to explain what America means to them. Studnets input the text into the word cloud generator and created a Wordle specific to their perspective and point of view.
Outcome
This activity allowed students to see how prominent ideas were focused in their Wordle. They utilized a simple web tool and created a product to both share and display. Each student printed out their Wordle and they are displayed on the bulliten board in room #63. They also saved their Wordle and embedded the image into their personal Wikispace page created to display their work. This simple activity was an engaging way to incorprorate technology into a reflective prompt dealing with the personal viewpoint of America.
Skype is a software application that combines the features of a telephone and webcam enabling the parties connected to talk and see each other over the Internet. The service is free and is a tremendous way for classrooms separated by distance to collaborate in real time.
Operation
On Monday the Economics class was given the opportunity to Skype with a 6th grade reading class in Randolph NY taught by Mr. Sipe. (check out his website) It was an exercise in introduction. As educators it was our desire to familiarize students to the Skype experience in a way that was informal and put students at ease. Our classes met for approximately twenty minutes and took turns introducing classrooms and each other. They were able to challenge student thinking through the sharing of riddles, they learned new vocabulary by comparing classrooms, and were exposed to students they do not see everyday.
Outcome The Skype experience was one that the students truly enjoyed. They were able to take a glimpse outside of the four walls of the classroom and see education in action at another school. This experience enhanced the student perspective of education overall by allowing them to visualize an alternative learning environment and compare that environment with theirs. We thank Mr. Sipe and his reading class for taking the time to connect with us, and we look forward to more opportunities to learn from those beyond our district.
In the spirit of a new year, new blog, and new things, the classes in Room #63 utilized a NEWinstrument for some assessment and response. Using GoogleDocs a form was created to collect student answers. The created form was embedded into the teacher webpage and students accessed it through the school homepage.
Operation
Using this process were were able to provide the students an assessment instrument without having to use the copying machine and paper. This system also allowed students who were absent to still access the material in a timely fashion without having to miss additional class time to make up an exam. They were able to do this via an Internet connection at home and still participate in the daily activities of the class.
From a teacher perspective I was able to gather all the student data and responses in a single spreadsheet for each class and did not have to worry about re-distributing exams. Student confidentiality was maintained since there was no papers moving about with grades and names attached.
Outcome
The result was an interactive experience that students enjoyed. It was a NEWexperience for most. It enabled them to both get acquainted with new technologies, and participate in a paperless classroom experience.
The technology component made this enjoyable for all since the students desire to use and implement new technologies.
Throughout this first week back we have slowly introduced some of the technology tools we will be using this year. The first tool we set up, introduced, and explored was Edmodo. This is an private interactive micro-blogging social platform that provides an environment allowing for the sharing of ideas, files, and assignments in real time.
Operation
We utilized this in an introductory manner this week to give students a feel of the process and nature of micro-blogging and discussion. Edmodo allows for both teacher and student to post their own notes and respond to notes through comments. For the teacher it provides for document file sharing, assignment delivery, embedding and linking for other collaboration and interaction. During our first attempts students were given a short period of time to explore Edmodo and experience some of the interactive components that it has to offer, such as the polling feature.
Outcome
We all are really excited about what we will be able to do and accomplish with Edmodo, and looking forward to the interaction and collaboration within the classroom that it provides. Edmodo has brought a different perspective to many of the students about the role technology can play in education. The usefulness in the classroom is tremendous, and we are fortunate to have the technological capabilities here at HCS to implement this into content instruction.
