I'll be honest.
I haven't used my ActivInspire/FlipChart/Promethean software much since our last Elite meeting.
I don't really know why. I understood it during the meeting. I thought I could see many practical applications. But I guess I just didn't find the time. Teaching a new unit and having some materials from the previous teacher has made it tougher to branch out. Really, that's all the more reason TO branch out. Nevertheless, I felt that by watching the assortment of YouTube videos, I might get re-inspired to attempt to implement this software more.
Video #1: Turning a PowerPoint into a FlipChart.
I started with something close to my comfort zone. PowerPoint. These I have! I don't want to get rid of my usable PowerPoints, but I'd like for them to become more interactive. I didn't realize that there were two ways to make a FlipChart from a Powerpoint. I thought they all had to be imported as images and then, as a result, were un-editable. Not so!
Video #2: Advanced Text Techniques--Drag a Copy
Moveable text. This seems so helpful for grammar, punctuation, vocabulary, and writing assignments. One step I know I'm going to forget: selecting "Drag a Copy" when creating moveable text that doesn't disappear from its original location.
Video #3: Working with Text
This video actually made me feel pretty confident/competent because I knew most of the tips. This made me feel even more guilty for not working in ActivInspire sooner... so, a 4th video is in order!
Video #4: Profiles--ActivInspire
I had forgotten about all the tools in Profiles already. It seems like there are some very handy math tools. I want to spend more time investigating these...
Video #5: Custom Profiles
I think this video is a bit advanced for my current ActivInspire level... I do think I'd like to return to this and get ideas about adding Excel to my Profile once I get the clickers. I would also like to know how Colin got the hovering highlighter orb for presenting. It's so easy to follow him as he talks.
Wednesday, December 5, 2012
"Launching Learning"
I recently did just as I was told--I leaned back, stopped thinking, and just watched Kevin Honeycutt's Pre-Conference Keynote address, "Launching Learning." http://k12onlineconference.org/?p=1129
Upon learning of his childhood space passion, as well as his students' project, the first thing I thought of was my childhood love/obsession with the movie Space Camp. A real cinematic gem! A group of scrappy teens get accidentally launched into space during a simulation activity at their summer space camp. What's not to love?
At first, I just thought of Space Camp because maybe I wanted to reminisce about my former crush on Joaquin Phoenix, who plays the obnoxious kid in the flick. But really my memories of Space Camp directly connected to what Honeycutt spoke so passionately about. Just that one movie made me want to go into space, or at least learn more about it and feel the adventure of those squirrelly kids being launched into the orbit. But also, those kids in the movie were doing exactly what Honeycutt said--learning to love to learn through hands on, direct applications of their interests.
In listening to Honeycutt talk about the nay-sayers of learning pioneers like himself, I had to admit that some of their thoughts echoed in my own head. Who has the time? The money? The resources? The kids with drive? The energy? And all of those are valid issues to address when planning a major project like his, but with the right group of kids or the right unifying project, anything is possible, right? We need to be teaching students to think, learn, love, and live real true education. And one thing he said really hit home--"If we don't role model this, how are they gonna get it?" How dare I be a nay-sayer. If learning from me, then my students would be nay-sayers, too.
I can't say that I could throw myself into an Apollo 13 project with as much gusto as Honeycutt and his students, but maybe my students could. And I can't say that I have a strong idea of what I could/would do in place of that genre of study. But that's the beauty of what Honeycutt is saying: it doesn't matter what I'd want to learn about. It matters what students would find interesting.
And with the internet at their fingers, anything is available and possible.
Upon learning of his childhood space passion, as well as his students' project, the first thing I thought of was my childhood love/obsession with the movie Space Camp. A real cinematic gem! A group of scrappy teens get accidentally launched into space during a simulation activity at their summer space camp. What's not to love?
At first, I just thought of Space Camp because maybe I wanted to reminisce about my former crush on Joaquin Phoenix, who plays the obnoxious kid in the flick. But really my memories of Space Camp directly connected to what Honeycutt spoke so passionately about. Just that one movie made me want to go into space, or at least learn more about it and feel the adventure of those squirrelly kids being launched into the orbit. But also, those kids in the movie were doing exactly what Honeycutt said--learning to love to learn through hands on, direct applications of their interests.
In listening to Honeycutt talk about the nay-sayers of learning pioneers like himself, I had to admit that some of their thoughts echoed in my own head. Who has the time? The money? The resources? The kids with drive? The energy? And all of those are valid issues to address when planning a major project like his, but with the right group of kids or the right unifying project, anything is possible, right? We need to be teaching students to think, learn, love, and live real true education. And one thing he said really hit home--"If we don't role model this, how are they gonna get it?" How dare I be a nay-sayer. If learning from me, then my students would be nay-sayers, too.
I can't say that I could throw myself into an Apollo 13 project with as much gusto as Honeycutt and his students, but maybe my students could. And I can't say that I have a strong idea of what I could/would do in place of that genre of study. But that's the beauty of what Honeycutt is saying: it doesn't matter what I'd want to learn about. It matters what students would find interesting.
And with the internet at their fingers, anything is available and possible.
Monday, December 3, 2012
Classroom Observation: 7th grade Science
Today I visited Melissa Nussbaum's class. Her goal was to have students participate in an online virtual lab.
Mrs. Nussbaum linked all of the necessary resources (all found on United Streaming) on her website and distributed a handout for the students to complete while working online. Students were instructed to complete the virtual lab three times and experiment with different variables. The website provided all the needed instructions and students could work at their own pace. Students appeared excited to have the opportunity to work on the computers.
At 8:06, 26 minutes into class, the majority of students were still attempting to log on to their computers--at no fault of the students or teacher. At 8:15, with only twenty minutes left in class, the final student got logged on to the computer and could begin.
Observing these frustrations with laptops and the internet connection reassured me that I am not the only person dealing with these frustrations. The internet and computers at Truman run so slowly that these issues have actually prompted the creation of a technology committee. We really don't know who to turn to get help or answers. The district level technology support staff seems to overworked that there is no physical way for them to be in all places at one time.
I don't want to be a snarky, negative teacher in commenting on these issues, but it's difficult to observe a technology lesson without recognizing the very large issues at hand. Plain and simple: lessons with technology are difficult to teach when the technology does not work effectively or efficiently.
Mrs. Nussbaum linked all of the necessary resources (all found on United Streaming) on her website and distributed a handout for the students to complete while working online. Students were instructed to complete the virtual lab three times and experiment with different variables. The website provided all the needed instructions and students could work at their own pace. Students appeared excited to have the opportunity to work on the computers.
At 8:06, 26 minutes into class, the majority of students were still attempting to log on to their computers--at no fault of the students or teacher. At 8:15, with only twenty minutes left in class, the final student got logged on to the computer and could begin.
Observing these frustrations with laptops and the internet connection reassured me that I am not the only person dealing with these frustrations. The internet and computers at Truman run so slowly that these issues have actually prompted the creation of a technology committee. We really don't know who to turn to get help or answers. The district level technology support staff seems to overworked that there is no physical way for them to be in all places at one time.
I don't want to be a snarky, negative teacher in commenting on these issues, but it's difficult to observe a technology lesson without recognizing the very large issues at hand. Plain and simple: lessons with technology are difficult to teach when the technology does not work effectively or efficiently.
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