Phase 1

Assessing Prior Knowledge:

First graders will have little prior knowledge as a teacher presents a lesson focused on the Arizona Math Standard 1.MD.C.4, “organize, represent, and interpret data with up to three categories”.  Prior knowledge could be assessed by asking the students to form groups based on what they ate for breakfast that morning.  After collecting the information and writing it on the board, I would ask the students to answer the following questions with a thumbs up or thumbs down answer:

1. By looking at the newly created graph, can you tell me which breakfast was the most popular?  (Thumbs up if they know the answer, thumbs down if they don’t.)
2. Did anyone have “(insert one breakfast) for their breakfast today?  (Thumbs up if they could look at the graph and give the answer, thumbs down if they can’t see the answer on the graph.)

By looking around the room as the children answered the questions, I would be able to assess prior knowledge of graphs, how they are created, and how to interpret the details on the graph.  As we discussed our classroom results I would be able to plan learning activities that would help struggling students understand and make connections with data/graphs that are created with everyday objects.

 

Plans Instruction:

My goals, objectives, and outcomes are appropriate for first graders and align with the Measurement/Data standards outlined.  My objective clearly states that students will organize groups and create data that will represent each group.  This includes using a real-life example of animals escaping at the zoo and organizing the data into easily identified groups of four.  Students will be able to see the total number in each group visually.

 

Designing Instruction:

After a collaborative discussion with the whole class on grouping breakfast foods, including various ways a graph can be interpreted, I would model linking the information with the results using Unifix Cubes.  As a class we would decide a color to represent each breakfast food and create “logs” of cubes to represent our data.  Before giving each group their animals and cubes, safety instruction would need to be discussed for small manipulatives (both animals and cubes).  With these manipulatives, I can help young students understand and make the connections between organizing information/data and representing that data on a graph. We would discuss using Unifix Cubes as a representation of the collected data.  By using a graph maker found on www.(address), technology integration could help extend the understanding of organizing and representation of data on graphs.

Technology instruction would include a safety discussion before the use of making the graphs.  This would address the safe use of computers and also the importance of following the policies of the school.  If students needed to work in groups, we would discuss computer etiquette and manners as well.  By allowing the students to work in small groups and then individually, the diverse needs of learners as struggling students could be addressed by practicing with graphs of various animal groups.  At the end of the lesson, I would ask the students how graphs could be used in the school, the community, or even the world.  This would also integrate technology as students could understand that data can be collected everywhere are depicted in graphs.  

 

Planning Assessment:

The technology link will also be used as the assessment.  As a class, we will create a graph with all the “animals that escaped” as a model for their technology activity.  This links their new knowledge with the objective of creating a graph with grouped objects.  By creating their own graph, students will demonstrate both comprehension of the data collected and application of the data into new graphs created on the computer.  This activity meets individual students’ needs by utilizing group discussion and activities (auditory learners), modeling what is expected and creating a class graph (visual learners), and generating their own graphs with collected data (hands-on learners).  By observing the work of the students as they create and hand in their graphs, I will be able to assess for interpretation and understanding of the presented content.
http://nces.ed.gov/nceskids/createagraph/default.aspx

 

Global Citizenship Post #4

Meeting Diverse Needs of Learners Through

Learner-Centered Strategies and Equitable Access

Students want to learn when they see relevance in their own lives through personal connections.  An effective teacher will differentiate their teaching strategies because they realize that students learn at different levels and through different techniques.  Technology is a great tool in assisting students connect their experiences in the classroom to prior learning.  This can be done as independent work or in simple learning centers.  Students can work though learning-based activities to reinforce vocabulary by mixing pictures, sound, and text, or assist in teaching hard to understand topics in math or science.  Allowing students to work during class or providing extra time to work on computer-based activities in an integral part of each lesson plan that uses technology as a learning component.  As quoted in an article, Literacy in the Digital Age, “computers at schools substantially narrow the gap in usage rates for children from high- and low-income families”. 

 

http://www.sedl.org/pubs/tec26/cnc.html

Global Citizenship Post #3

Global Awareness and Digital-Age Communication

Communication in the digital age is fast-paced, continually changing, and reaching all areas of the globe.  It has changed how businesses connect with customers and clients by communicating in different languages and navigating various customs.  Digital communication has replaced the standard phones, pen and paper letters, and writing on the traditional chalkboard.  The digital revolution finds most of us talking or texting on a cell phone, writing on keyboards, and taking notes on digital devices that can later be downloaded and shared with a circle of friends.  Communicating through texting or the shorter version, Twitter, limits the ability to expand verbal and written skills.  Words become emotionless as individual lose the ability to communicate one-to-one, looking for non-verbal cues as a way to enhance personal dialog.  As a teacher, it would be important to emphasize listening skills within groups as students learn to verbalize their ideas, listen to others, and work to collaborate in a positive atmosphere. 

 

    

Global awareness is acquired as students are given opportunities to work with and learn about cultures and individuals with different backgrounds, values, and beliefs. Teachers can encourage the acceptance of all types of individuals with positive experiences through the use of technology.  Students begin to understand that through this technology, interconnections can be positive or negative, and affect all individuals through-out the world as news of current events is easily accessible and becomes an integral part of learning about global relationships.

http://smallhandsbigideas.com/generation-y/communication-in-the-digital-age-lost-in-translation/

http://crazedandwild.blogspot.com/2014/01/global-awareness-and-digital-age.html

http://pict.sdsu.edu/engauge21st.pdf

Global Citizenship Post #2

Digital Etiquette and Responsible Social Interactions

 

The Golden Rule applies!  Kids, teenagers, and adults need to understand and be aware of social digital etiquette.  When talking about or posting social experiences or communications, students should remember the Golden rule and treat others as they would want to be treated.  Guidelines would include protecting individual privacy, filtering anything posted online and realizing that what is posted can be copied, pasted, and sent to many others out of your control, and practicing safety when talking in public chat areas.  

Social interaction can be both positive and negative. Positive interaction has brought people together across countries and continents.  Students can interact and form strong friendship with others from various cultures and learn from life experiences.  Family members can keep in contact through various online media while living miles apart.  Negative interactions can also be a very prominent part of social interaction on the Internet.  Sometimes it replaces the one-on-one relationships. Comments or ideas that would normally be said in person are now shared online and can be communicated without the emotion or personal connections.  Misunderstandings can occur without that personal interaction as well. Language is often more crass as it is easier to express feelings in short chats or texts.  Social interaction and etiquette are intertwined and can be both a positive and negative aspect to the use of technology.  

https://www.commonsensemedia.org/blog/internet-safety-rules-of-the-road-for-kids

http://www.insidetechnology360.com/index.php/pros-and-cons-of-social-interaction-on-the-internet-2-18843/

Global Citizenship Post #1

Safe, Legal, and Ethical Use of

Digital Information and Technology

    National Education Technology Standards (NETS) state that the 2007 student guidelines for Digital citizenship assist students in using technology with legal and ethical practices.  These include the following:

1. Safe, legal, and responsible use of information and technology
2. A positive attitude toward using technology that supports collaboration, learning and productivity
3. Demonstrate a personal responsibility for lifelong learning
4. Exhibit leadership for digital citizenship.

 

When giving an assignment that includes research on the net, a teacher would need to explain the ethics of using copyrighted pictures and model the advance search terms that can be used to determine if pictures have been labeled for reuse. A positive attitude invites collaboration amongst peers and promotes safety, while discouraging the use of cyber-bullying.  Lifelong learning along with leadership can be encouraged at any age level, as most students are very computer-savvy and are excited to supplement their learning with engaging activities on the computer. REP (Respect, Educate, Protect) assists both teachers and students integrate digital citizenship into the classroom and individual assignments. It is an easy acronym to help all students remember the importance of digital usage.  

http://learntech.ties.k12.mn.us/digital_citizenship.html

http://www.njea.org/news-and-publications/njea-review/january-2013/digital-citizenship-responsible-technology-use-in-the-classroom