W3_Reading

Lane, K., Givner, C., & Pierson, M. (2004). Teacher Expectations of Student Behavior: Social Skills Necessary for Success in Elementary School Classrooms. Journal of Special Education, 38(2), 104-110. Retrieved from Academic Search Premier database.

This study looked at expectations of the teacher and how that affected the student’s behavior. They looked at the differences in expectations based on grade level and special education versus regular education teachers.

Henricsson, L., & Rydell, A. (2004). Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study. Merrill-Palmer Quarterly, 50(2), 111-138. Retrieved from Academic Search Premier database.

The study looks at the relationships between teachers and students with behavior problems. The study showed that building relationships can help with behavior problems.

Jensen, L., & Johnston, N. (1980). MORAL EDUCATION IN THE ELEMENTARY SCHOOL: SHARING BEHAVIOR AS AN EXEMPLAR. Education, 100(4), 314. Retrieved from Academic Search Premier database.

This study looks at if instruction of moral education will help with behavior. They looked at adding moral instruction to the current curriculum. Special attention is given to clarifying the role of the teacher.

Thomas, D., Bierman, K., Thompson, C., & Powers, C. (2008). Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade. School Psychology Review, 37(4), 516-532. Retrieved from Academic Search Premier database.

This study looks at predicting aggressive behaviors in first grade. They used a group of 755 first grade students from diverse backgrounds, They used surveys from parents and teachers to identify key behaviors that would predict the aggressive behaviors.

W2_Reading

McCready, L., & Soloway, G. (2010). Teachers' perceptions of challenging student behaviours in model inner city schools. Emotional & Behavioural Difficulties, 15(2), 111-123. doi:10.1080/13632752.2010.480883.

The study was completed in inner city Toronto and looked at behaviors of students in four schools. The study was completed over a two year time period. The author looked at student’s behaviors and how the fifty teachers address those behaviors.

Miles, S., & Stipek, D. (2006). Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. Child Development, 77(1), 103-117. doi:10.1111/j.1467-8624.2006.00859.x.

This was a study of the connection between literacy achievement and aggressive behaviors in a sample of low income students. The path analyses revealed that poor literacy achievement was an indicator of aggressive behavior in later years.

Leflot, G., Lier, P., Onghena, P., & Colpin, H. (2010). The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game. Journal of Abnormal Child Psychology, 38(6), 869-882. doi:10.1007/s10802-010-9411-4.

This study was how students on task behaviors increased when teachers used positive remarks to correct behavior. Students that were corrected using a negative remark were more likely to be off task.

Downing, J., Keating, T., & Bennett, C. (2005). Effective Reinforcement Techniques in Elementary Physical Education: The Key to Behavior Management. Physical Educator, 62(3), 114-122. Retrieved from Academic Search Premier database.

The purpose of the study was to find ways to enforce positive behaviors while stopping negative behaviors in physical education class. While the study was for physical education the same techniques can be used in all classes. The study showed that reinforcement strategies were more effective than punishing strategies.

Final_Video

The final video project.

PE_6

iMovie

Some of our staff decided to surprise our elementary students by dancing to Michael Jackson's Thriller on the day of our Halloween parades and parties. I happen o be unable to participate because I am in a cast, but they asked me to help with the sound. I stopped in one afternoon for their practice and thought we should record it so they could have it to practice. My daughter agreed to run the camera for us. My principal sent me the sound file. I just had to put it all together!

This was the first time I had used iMovie to sync and audio track with a video track. I was a lot easier than I thought it would be. I think I did not get the properly edited music track though because it had to be trimmed extensively in the beginning in order for it to match the end of the dance. I know that my principal's son had done some editing to the sound track to make it fit the dance.

I would say it worked pretty well for my first time! My daughter said our staff looks way better than her high school teachers do when they do this for the high school students every year.

PE_5

Google Presentation

Wow! I am very impressed with the ease of using this to create presentations. I know so many people that would have loved to have known about Google Docs when they were getting their degrees and had to complete assignments with groups.

This opens up all sorts of opportunities for collaboration. I am hoping to share this information with my staff so they can see how easy it is not only to create the content, but to do so together!

PE_4

Google Drawing

I was impressed with the ease of using Google Drawing. It is very similar to Microsoft's drawing tools so I was familiar with all the tools.

I had not yet attempted anything like this so was happy to see it was so easy. Looking forward to using it in the coming months.

PE_3

Okay, so we have been using it and have finished compiling the lists. I found that I am really vey picky about how things get formatted and that is something I will have to get past in using these collaborative tools.

Still not sure why the one would not open using the link. He never let me know it was a problem and I did not approach him about it because i did not want to cause him any embarrassment. He is a tad technologically illiterate so it is important, I think, to make sure I don't discourage his progress by embarrassing him.

PE_2

There seems to be a bit of a learning curve with using Google Docs that I did not anticipate. One of my colleagues apparently is not able to access Google Docs with the link I provided. He only gets an advertisement to pop open.

The other colleague jumped on it and loved it! We both were on and off the document all the time. The one thing we noticed though was how much it seemed to drag on our district machines (Windows based desktops) don"t know of that was the machine or the bandwidth that caused problems.

PE_1

Google Docs

I was so happy to use Google Docs with my studies here that I have attempted to implement the use at my school.

We have just hired a half time Music teacher (it had been cut due to budget issues) and that means we had to completely re-do our schedule. In the new schedule the 3 full time specials teachers have the morning to assist classroom teachers in progress monitoring their at-risk students.

We, as the specials teachers, were tasked with the chore of collecting the names of these students from the classroom teachers. We decided to divide and conquer. I established the base document on Google Docs and then emailed the link to the others involved so they could add and edit as needed.

We will see how that works!

BP12_CertificateStreet_Video

CertificateStreet.com

Thanks to my daughter, Amber, for starring in this quick video commercial. She took my script and reworded it to be a little more accurate for her 16 year old language.

She really does hep me find information for use with my students and staff. I rely heavily on my own children to keep me in touch with what is expected of them at secondary schools. I am the only full time elementary technology teacher in our district and until this year we did not even have real technology classes at the middle schools in my region of the district.

Every year our staff has the panic rush to get the end of year awards ready for students. A few of them came n and worked with me and we set up the template and merge for them to use every year in Publisher. This last year I had a couple teachers come in to my lab to print their certificates and we discussed the use of a web site such as CertificateStreet.com versus the benefits of merging data extracted from our student database. After working through this system, I think they may have been using this site or one very similar to it.

The designs are very cute and easy to use, but I do find that I prefer to be able t have complete control over my publications and these templates do not allow for the images to be changed. In a pinch, I think I would use this site for a few certificates, but would not utilize it for 5 or more certificates.

I do like the ease of click and type. That makes it very friendly for the technologically illiterate.

BP11_Comment

Photo from Microsoft Clip Art.

Visit this link an view the comment I left for Cherie's weB LOG.

BP10_Comment

Photo from Microsoft Clip Art.

Visit this link to see my comments on Karen's Corner.

BP9_Certificate Street

Certificate Street

End of the quarter, semester, and year are prime times for award certificates in schools and this tool makes it quick and easy to recognize students achievements.

Categories are used to group similar certificates. The HOME tab lists the categories and clicking will open the collection complete with thumbnails. They are even offering newsletter templates on the site now!

Interaction is built-in to the site. Comments are able to be left with any template. There is a blog section and a mailing list to keep updated on the newest additions.

Easy to modify with your own text. Simply click and type. Print when you are finished!

BP8_HeadMagnet_Video

I loved exploring HeadMagnet.com! My husband, Wendell, along with my daughter, Amber, and nephew, Josh, had a fantastic time getting familiar with the site as well as shooting the video. We all hope you enjoy it as much as we did!

Ater shooting the video, Wendell, a middle school math teacher, texted me to ask for the name again (he had quite a bit of trouble remembering it for the video too). I responded as soon as I could. It turns out he had a colleague that was dealing with some parents that were complaining about the students having to memorize the 50 states and their capitals. He explained the idea behind the site to her and she promptly prepared to make contact with the parents.

The multiple modes available to study as well as the ability to study independently or with online friends makes the site appealing for many. Testing the progress of memorization also makes the site worthy of a second look.

BP7_Comment

This incredible diagram was taken a a screenshot from David Burch's blog. This is his work.

Follow this link to see the comment I left for him!

BP6_Comment

Follow this link to see the comment I left on Jana's blog!

Logic games - good for learning and fun! Get more information from Jana's post.

BP5_Photoshow

Photoshow allows users to access a FREE account where they can create their own photo slide shows. Photos are uploaded from either the user's computer or a social networking site. In the example above, I was able to use screenshots taken from class assignments. This can allow a variety of photos to be used. Scan hand drawn images to include them. Take photos of your own art work or create a digital masterpiece in a drawing program. The free account includes a limited number of captions, bubbles, themes, and songs. Completed shows may be shared by email, posting to a blog or social networking site, viewed on the Photoshow site, or even burned to disc. The example above was created using the free account. Upgrade to the premium account and get even more options for only $39.99 for a year.

A tool such as this could offer incredible benefit to a classroom. Student created virtual field-trips would be at any teacher's fingertips. Create an art show for people to view online. This would also be an asset to a teacher when it comes to communicating with parents because parents would be able to see what happens in the classroom during special events or activities. Awesome to be able to share with parents unable to attend, as well. This could also benefit students that miss special presentations because they could still be part of it through the photos and captions.

Critical note though - be sure to have parent permission/release forms on file prior to taking photos and creating the slideshows. Protect yourself and your students.

BP4_HeadMagnet

HeadMagnet

As I get older I have found that I do not have the memory I once boasted about. My spelling skills have begun to deteriorate and I find myself forgetting the names of those students I once thought of as unforgettable. And I am only 36......

Well, not anymore! (Okay so I am still 36, but can have the memory of yesteryear with the help of this incredible site.)

This screenshot of HeadMagnet may be the vision of my very own saving grace.

This site has intuition as demonstrated by using the answers you have offered to predict the problem areas you will have. The dose of reality offered from the insight into what will happen to your memory if you do not study. Using data from other users, popular study lists have been created and are available for use. Customizing is also an option.

Add your own information for vocabulary lists, important dates, people's faces and names, or any other information you need to be able to remember. Using the site you can study for a set amount of time or questions. Take tests by typing in the answers or just thinking the answers.

Great site for those things we just have to memorize such as the 50 states, spelling words, vocabulary definitions, important dates (historical or personal), and be able to match the names to the faces of the people you see every day or hardly ever!

Professional use and impact:

• help the teacher learn student names
• help the students study teacher made curriculum
• has a collaborative piece so study groups can be formed
• fun way to exercise the brain

HeadMagnet is protected by copyright protected 2008-2010 by iDumpling.com.

W1_Reading

VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship.

John G. Sharp, Rob Bowker, and Jenny Byrne tackle the somewhat controversial topic of learning styles in the article, “VAK or VAK-uous? Towards the trivialization of learning and the death of scholarship.” The article begins with the acknowledgement that the concept of learning styles is a hot commodity in the schools today. It is also commented that there are valid learning theories as well as those that have yet to be proven.

In England and Wales’ primary schools there is a tendency to follow a learning styles program, VAK, which according to the authors tends to simplify the very complex and multi-faceted concept of learning styles. In this program, students are given simple surveys and then labels as to the learning style defined by their answers as visual (V), auditory (A), or kinesthetic (K) learners. The survey is simplistic and over-emphasis this one factor in learning which is the presentation method.

The concern the authors have is in the over-simplification of such a highly complex process as learning. The fear is that the gravity pulling education towards this simplification may actually harm the students in the long run. Educators need to be aware of the unsavory reality that all programs are not created equal so they need to check for validity in the programs being adopted. All educators also need to be aware that heavy reliance on this single factor of learning may do more damage than good.

Sharp, J., Bowker, R., & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23(3), 293-314. doi:10.1080/02671520701755416.

Brain-based Learning and Student-centrism on curriculum

Integrating content into a rich environment where students are the focus is the idea presented in this article. Using rich stimulus and allowing acquirement time is essential to a student’s ability to learn.

Özel, A., Bayindir, N., Özel, E., & Çıftçıoğlu, İ. (2008). BRAIN-BASED LEARNING AND STUDENT-CENTRISM ON CURRICULUM. Ekev Academic Review, 12(35), 343-350. Retrieved from Academic Search Premier database.

The principles of Brain-based learning and Constructivist Models in education

The article provides a good summary of what Brain Based Learning involves. The summary of necessary 12 steps re-iterates the key factors in successful Brain Based learning programs.

There are 3 inseparable elements to be included for optimal learning to take place. The first is the learning environment. It is critical to prepare the student’s mind for learning by providing a relaxing atmosphere that can also challenge students without threatening them. Provisions for social interactions must be taken into account. The second element involves utilizing realistic experiences where learners can connect information together and make connections to real life. This learning experience must allow time for students to make the connections to background information as well as construct new connections. The third step is to engage learners in continuous mental activity. This allows the processing time to be extended and carry over into other activities, which enhances the learning.

Assessment must also undergo changes with the recommendations made in this article. Authentic assessment is the only way to ensure being able to see all the necessary steps involved in the learning process.

Gülpinar, M. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice, 5(2), 299-306. Retrieved from Academic Search Premier database.

BP2_iGoogleScreenShots

The Home Tab.

The FSO Tab.

The AR/CBL Tab.

The ETC Tab.

BP_Diigo Group

Struggling to play catch up after a family emergency. Hope to get additional information added shortly!