grannynannycook

This WordPress.com site is about living and learning one click at a time.

Oodles and oodles of noodles May 1, 2013

Filed under: Uncategorized — grannynannycook @ 1:10 am
Tags: ,

An oldie but goodie!

PROJECT VIDEOS FOR YOU:

Glogster sums it all up

Screencast-o-matic tells it all.

Final DIFFIMOOC Write UP

Lori Fredenberg

Spring 2013

A glog was created for the presentation at Glogster. In addition, a Screencast-o-matic recording.

The standard I picked for the final project was Alaska Standards for Mathematical Practice (June 2012), “7. Look for and make use of structure”. (Page 107)  Working individually, the plan to meet the standard involved a third  grader demonstrating understanding by creating a product using Kids Doodle (on the ipad).

First, the homeschooled 8 year old student and I made a KWL chart (for both pre and post assessment).  The student made the KWL on the iphone (technical difficulties on ipad). Eventually he made another on ipad, and then made it into a movie by adding other drawings.  He did a great job of learning Kids Doodle and explaining it to me.

PATTERNS AND REASONABLENESS

KWL CHART

KNOW WANT to learn LEARNED
Patterns do the same thing again and again What is reasonableness What reasonableness means: it means it is reasonable OR it makes sense
*An example of a number pattern is One Two One TWO ONe Two

*The Number Pattern example was said in sort of a sing song way.  AGW takes piano lessons, might have been making a musical connection to number patterns

Then we sorted through a big tub of Legos and discussed patterns and ways of sorting.  Next, we examined some math multiplication fact families and identified patterns on a multiplication chart.

AGW told me about the website COOL MATH GAMES (his friend told him about it).  We went to the site and he showed me some of his favorite games and said he already beat the Sticky Ninja, a skill game involving figuring out best routes and how to deal with obstacles.

Because he introduced the site to me, we went ahead and used the games and activities at Cool Math Games for multiplication for his level.  He practiced the multiplication facts and finally did a couple of multiplication fact games.  He felt most challenged by the game The Timernator, although we first explored The Number Monster for times tables.

He repeated the timed game a few times to improve his scores.  His mode thus far has been to use pencil and paper and flash cards.  The computer game was not in his comfort zone, and he seemed to count on his fingers a lot which eats up the time.

Finally, we revisited the KWL chart and made a movie summarizing our lesson.

The Legos started us off on a bit of a tangent to the lesson.  Alexander wanted to show me all about the Lego website and the games he could play. He was especially fond of the Pharoh’s Quest because if he could decipher a code a Lego comic was revealed.  Comics are one of AGW’s loves, so he solved all the codes, printed out the comic book, read it again, and took it home.  In actuality, we did math and reading today. He made a screencast-o-matic about the Lego game.

Grade 3 Rubric

Alaska Standards for Mathematical Practice (June 2012)

7. Look for and make use of structure. Page 107

In all grade levels mathematically proficient students will:

  1. discern a pattern or structure
  2. understand complex structures as single objects or as being composed of several objects
  3. check if the answer is reasonable

Bloom’s Taxonomy: Evaluation

Level Recognizes patterns Complex structures Reasonableness
Above Grade Level Goes beyond what was taught by identifying other similar patterns and comparing Able to mathematically deconstruct complex structures and give other examples of similar structures; able to create a rule and pattern to go with it Justifies reasonableness using corresponding math rules and provides other similar examples
Met Standard at Grade Level Looks closely to discern a pattern or structures Basic understanding of composition of complex structures Applies mathematical strategy to check answers for reasonableness
Making progress Recognizes simple pattern or structure Basic understanding of composition of simple structures, lacks ability regarding more complex structures Attempts to check for reasonableness with no help
Need Improvement With help, a partial recognition of simple patterns With help, a partial understanding of complex structures With help, attempts to check for reasonableness
Needs intervention Even with help, no patterns discerned Even with help, no complex structures comprehended Even with help, no attempt to determine reasonableness

Reflection:

  • Alexander just recorded his Screencast once, I recorded the Screencast-o-matic presentation more than once.  Of course, I learned lots each time.
  • Way off task.
  • Tech. difficulties: kids doodle not work on my computer.  Couldn’t get google play to make it work.
  • Learned more from Alexander, I’m sure, than he learned from me.
  • Math, not as good at times tables (mult. Facts) as I thought.  Needs lots more practice for fluency.
  • Taught me about cool math games and all the Lego games available.
  • Not sure if he understand the difference between an app and the internet, but we managed to communicate well enough technologically speaking.  We used the iphone, ipad, and my windows machine during the lesson.
  • We both learned how to turn the sound off on the games because it interfered with video making! We were not even sure we were recording
  • Arrow keys and other key strokes are a recent discovery for Alexander who is accustomed to ipad/iphone touch technology.  He is also familiar with Wii system.  He told me earlier that his friend taught him how to use the keyboard to play games on some computers.
  • It was a big day of learning for us both.
  • In the video, he explained there were 32 gold pieces to acquire and he had earned 8 of them.  When I asked him how many more he need to get, he was a bit perplexed. Paper and pencil or calculator or times tables (?).  He was able to explain how to use a calculator.
  • After setting him up in Screencast-o-matic, he just started in talking and explaining the game and decoding process. Because he spoke a bit quietly in places, his explanations may not be very audible.
Advertisements
 

Sons and Daughters April 15, 2013

Filed under: Uncategorized — grannynannycook @ 9:44 pm
Tags:

Photo: It's official. Age 6. Maturity abounds.

Wildwood by Colin Meloy cover.jpg

When we arrive
Sons & daughters
We’ll make our homes on the water
We’ll build our walls aluminum
We’ll fill our mouths with cinnamon now

These currents pull us ‘cross the border
Steady your boats
Arms to shoulder
’till tides will pull
our hull aground
Making this cold harbour now home

Take up your arms
Sons and daughters
We will arise from the bunkers
By land, by sea, by dirigible
We’ll leave our tracks untraceable now

IMG_0269.JPG

Adjacent to lyrics: Book recommended by six year old grandson on right (abundant maturity does not run in the family). Above caption: fam foto in Portland, OR at Easter.

Because of the sunny weather, it has been very difficult to focus on class work. However, there is still lots of learning going on in grannynannycooks world. Had my first Google hangout tonight!  So, now I have learned to skype and hangout!  Watched the WebEx videos.  Interesting communication tool.  I reckon the  advantage of WebEx is the exchange can be recorded for posterity, an option I’m not sure Google hangout offers.

Kind of getting the hang of Pearl Trees.  It is similar to Diigo, but obviously with a graphic component.  Although it is easier for me to bookmark into pearl trees, not sure I comprehend the organization structure of the orchards yet.  I have little to no structure in Diigo either, but it is more linear than what I am calling the random orchardization of information I’m experiencing in Pearl Trees.

Found lots of good rubric models thanks to a suggestion from Tomas in the March 28 WebEx, so am trying to use the MatSu models he mentioned.  Still fine tuning Assignment 3, but am feeling more comfortable going forth with it.

 

Unplugged April 9, 2013

Filed under: Uncategorized — grannynannycook @ 10:00 pm
Tags: ,

Been unplugged for a while, in Tennessee with the Amish.  Always a mind boggler, living with no modern conveniences – NONE.  Similar to camping with a permanent roof overhead, perhaps.  The Amish education process is fascinating.  German is the language of the family.  Children speak only German until they attend school, where they learn to speak English.  Schools, as with all aspects of Amish life, have no electricity. Formal education stops at Grade 8.  No special programs and each child carries a lunch to school.  “Because the Amish lifestyle is a deliberate effort to separate from the world and maintain self sufficiency, they believe that linking their homes to electrical wires would constitute a connection with the world and would violate the Bible’s instruction not to be conformed with the world. This decision protects the Amish community from outside influences which would come from radio, television and the Internet.”

When I did return to the real world in Washington State with brief access to internet, struggled with the Pearltrees on the ipad.  Just found the ipad tutorial today, now that I’m back to a windows machine!  Am sad I missed the WebEx meeting.  Have identified a math standard for project. Need to narrow down an English standard also.  Will probably work solo to not hold anyone back.  Plan to diligently work on rubric as well as pre and post assessment.

Helped a daughter move to Oregon.  Even if there had been WI-FI, neither of us had time to use it! Finally, spent a couple days in Angoon.  Didn’t get to check out the technology at the schools, but the wonderful local folks I spent time with were certainly part of the head down society: cell phones galore and in constant use.

 

Ring, ring: the learning process March 13, 2013

Filed under: Uncategorized — grannynannycook @ 11:06 pm
Tags: ,

pew process

The complete report can be found at How Teens Do Research in the Digital World, or highlights found at Library Journal’s Infodocket

 

Ahhh, the video game debate goes on and on and on and on March 5, 2013

Filed under: Uncategorized — grannynannycook @ 12:45 am
Tags: ,

To play or not to play is not the question.  Please visit this storify link for the latest and greatest from grannynannycook.

Grannynannycook Toots the Video Game Horn

And for the grand finale:  Gamifying Education

 

Augmented Reality (AR) this week’s love interest March 2, 2013

Filed under: Uncategorized — grannynannycook @ 10:44 am
Tags: ,

As a school librarian, AR meant Accelerated Reader.  More recently, in techno terms, it is an acronym for Augmented Reality.  In my brain, the word augmented causes dissonance.  Sometimes my twisted mind reads it argumentative reality.  Go figure.  AR piqued my interest about a month ago while perusing the Alaska Society for Technology in Education (ASTE) 2013 conference program.  Looking up info about it was like opening a can of worms.  There are a lot of technical descriptions of how AR works, involving terms like triggering and layers.  After attending the ASTE conference in Anchorage and experiencing AR personally, here is the way I fit it into my schema.

Augment means extra.   In context, AR means adding a little extra to what you are actually viewing.  At the conference, there was an art “gallery”/ bulletin boards in a communal area.  The displayed art was from students all over Alaska.  It could be viewed with extra media added by downloading the AURASMA app on an ipad or iphone (maybe other devices?).  There were several Alaska high school students on hand for most of the four day conference to help explain AR to not so techie people like me.

First they helped me download the free AURASMA app, which helps onlookers view the extra stuff associated with each artists work.  Once in the app, they helped me find Jason Ohler’s “channel” (collection of images of all the art in the gallery at the conference).  Next, they showed me how to use the app which matches the images with media stored on a cloud somewhere.  Upon opening the app, four corners appear on the screen like on a digital camera window, or a QR reader.  Point the device at a piece of art so it fits within the guides and the app locates the extra stuff which matches the image.   For example, pointing the viewer towards a painting of a bird might bring up information on the bird by which the student art was inspired.  Another drawing revealed a video played in a fast speed documenting the creation of the piece.

Essentially, students created the art, students created the extra media, Dr. Ohler created the AR connections to view the two media together.  The students created and submitted two files, (1) photos of their art and (2) the extra stuff (media files) they wanted to associate with their work,  and Ohler made them accessible together with Aurasma.

There was another AR gallery at the conference which required a different app, LAYAR.  However, it would not download on my antiquated iphone (yes am trying to update it still).  When I asked Dr. Ohler why he chose AURASMA instead of LAYAR, he said because the tech support was awesome, very collaborative folks, and it was free!

Here are a few resources and some technical lingo, explanations, and applications for AR in education.  Of course, you can always look it up on Wikipedia.

Many AR links eventyally lead to the Google Glass Project.  This link is a quick video of some google glass basics.  This “what you need to know” about google glass article will be helpful in understanding the concept. In addition, it explains the difference between google goggles (an app) and google glass (device/hardware).   A good question to ask is will your students soon be wearing google glasses?  Finally, a practical application for google glasses for those of us who have to take an airplane to get away.

In closing, it is important to remind ourselves that technology is the tool to facilitate learning.  This link is a summary of Why It’s Time To Focus On Skills (Not Just Cool Tools) .

P.S. By the time this post was finished, so was the update to the iphone, so all’s well: iOS 6.1.2.  Now I can get the Costco app. ♥

 

Exploring on the diffimooc Highway February 27, 2013

Filed under: Uncategorized — grannynannycook @ 12:28 am
Tags: ,

To differentiate the process is HOW to teach the content which has been differentiated (first diffimooc module).  Jennipher Willoughby describes it like this: the processes and techniques used to help make sense of a given topic.  Here are her suggestions for developing strategies for differentiating instruction based on process:

  • Provide access to a variety of materials which target different learning preferences and reading abilities.
  • Develop activities that target auditory, visual, and kinesthetic learners.
  • Establish stations for inquiry-based, independent learning activities.
  • Create activities that vary in level of complexity and degree of abstract thinking required.
  • Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

Specific Ways teachers can differentiate the process are:

  • activity choice boards
  • tiered activities
  • multi-level learning
  • center tasks
  • similar readiness groups,
  • choice in group work,
  • varied journal prompts,
  • mixed readiness groups with targeted roles for students

Some of the above ways to differentiate how we teach (the process) are elaborated in the Annotated List of Differentiation Strategies.  In the wiki assignment, our group incorporated some of the strategies in our group project lessons. Dr. Graham suggested the On Target site which I really like. Over the years, many of these strategies have been added to my personal teaching bag of tricks.  I learned many of them in what was called CRISS (CReating Independence through Student-owned Strategies) when I began teaching in Montana years ago.  Many other wonderful strategies are elaborated upon in Section 3 at this site:  are listed in section three of this journal article: CLASSROOM STRATEGIES AND TOOLS FOR DIFFERENTIATING INSTRUCTION IN THE ESL CLASSROOM

Here is a graphic based on Tomlinson’s (strategies at bottom)work:

 

 
grannynannycook

This WordPress.com site is about living and learning one click at a time.

The Daily Post

The Art and Craft of Blogging

The WordPress.com Blog

The latest news on WordPress.com and the WordPress community.

Adventures in Teaching - Gaming & Open Ed

This WordPress.com site is about living and learning one click at a time.

Amanda Shaw's Gaming and Open Education Blog

This WordPress.com site is about living and learning one click at a time.

Rock Island Techie

techie, educator, maker, conservationist, coach, and ocean lover

UAS: Gaming And Open Education

This WordPress.com site is about living and learning one click at a time.

Mrs. Pickrell's Technology Adventure

I'm going on a technology adventure! Let's get global!

Azhar's Reflections

This WordPress.com site is about living and learning one click at a time.

Learning to swim

#diffimooc Blog for UAS EDMA 658