Shealyn+Abbott

Shealyn Abbott – Summer 2012 ISTC 541 **- Foundations of Instructional Technology**

1. In completing the learning styles survey, did you learn anything new about your personal learning style, or did the information confirm what you have already determined about how you learn best? Were there any suggestions offered for improving your study skills that you had not considered before?
 * CAST Response:**

I always thought that I was a hands-on learner and the survey verified that I was indeed, kinesthetic. Sometimes I feel that the surveys produce the results of the learner we want to be, but not necessarily the learner we are. I want to be stimulated with my hands, I enjoy movement. I am just not sure that is the best way that I learn. I actually need complete silence in order to focus and, in turn, learn or work. Being so far into my career as a learner, I unfortunately did not learn any new ways to improve my study skills but there were some things I did not consider before. 2. What was your overall impression of the CAST website?

I really enjoyed the CAST website because I found it to be user friendly. I like the approach they use to present information. The way they organized the information was much more manageable. I also found the content to be very relatable and practical to our role as educators in this digital era.

3. Did you find any interesting information in the electronic version of **//Teaching Every Student in the Digital Age//**? Describe how you might incorporate that information in your teaching.

I found the section “Glimpsing the Future: Curricula with Built in Flexibility” in chapter 6 to be very interesting. It is sometimes difficult as teachers to alter lessons that gear towards traditional forms of teaching and learning, as so many (lessons) do. I think that having flexibility to add technology into lessons across the board is imperative. In addition, I believe that as much as the students need support through the use of technology, the teachers need just as much support accessing and incorporating these technologies. Teachers have much to do in order to address the varying needs of their students. The resources available through the CAST site and others can be invaluable to teachers as they're planning lessons.

4. Differentiation of instruction is a topic that is stressed in public schools today. Did any of the resources provided at the CAST website give you some new tools in helping you plan lessons for all learners?

The CAST website refreshed and deepened my knowledge of differentiation tools and strategies. It is easy to get stuck in a rut where the same differentiation techniques are being used. I liked this website because it helped to offer some new ideas that I will be able to incorporate into my classroom.

5. What was your reaction to the 2 activities in which you participated? Did you gain any new insight into your strengths and talents through these exercises?

I found the activities extremely interesting and engaging. In one activity, I was taking off on an backpacking adventure. I enjoyed having the option to pick what I was interested in. This activity caused me self-reflect and identify areas of strengths. The second activity, I was examining a picture and reporting out. I found the results of others to be interesting. This activity, much like the other, made me reflect on what I had just viewed and compared my thoughts to the results of other viewers.

6. Many of my graduate students who are teachers have expressed concern that they don’t feel equipped to sufficiently plan differentiated lessons for their students, but they have responded quite positively to the materials at CAST. Is this a resource that you may put to use in your teaching or share with colleagues at your school?

I will certainly access this website to help plan lessons. I do not have many differentiation resources (I wish I hadn’t sold ALL of my undergraduate text books back!). One concern I have is that I do not always have access to electronic tools. Another concern (an unavoidable one and one of probably most teachers) I have is the amount of time it takes to incorporate these differentiation tools and strategies into daily lessons. With CAST only a click away, I hope that I will become more fluent with my ability to differentiate. Yes, as Michael Fullan has so aptly said, the problem for most teachers is the "press of time". There are more and more demands placed on teachers in terms of documentation and paperwork, there just doesn't seem to be enough time to accomplish everything. However, websites like CAST can be helpful "go to's" for information. 7. What would you like to know/explore more at CAST?

I am interested in learning more about the “Thinking Reader” research prototype that is mentioned in the section “Glimpsing the Future: Curricula with Built in Flexibility” in chapter 6.

**Virtual Fieldtrips** Through the use of the Internet and advanced technology, one does not have to go any further than a computer in order to gain access to important places. Virtual fieldtrips allow teachers to guide their students in visiting sites and structures while learning new information. I believe that virtual fieldtrips can be especially helpful when there is little to no money in a budget to take a class trip. Utilizing technology in this fashion increases student interest and motivation in learning the content. I see this as being very beneficial to the students.

While there are many virtual fieldtrip options, one that I might use in my classroom is the “Lewis and Clark Virtual Trip”. This would align with our social studies unit about explorers as well as a story about Lewis and Clark from our class books in reading. A virtual trip would help deepen their understanding of the content as well as keep their interest. There are many additional links on this webpage, so I would create a trip guide for my students to find particular information. By the end of this unit, I would have my students create a pamphlet about Lewis and Clark describing some of the following; their background, route traveled, terrain they discovered, tools used, challenges they faced. This is just one example of how this virtual trip could be incorporated into my instruction.

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 * Visit ToonDoo.Com! -** Cute cartoon, Shea - and too true, as girls and boys can create an environment of their own imagination to play in.

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 * Glogster.com ~ Jean Piaget**

Glogster is a great tool to utilize in the classroom because of the opportunity it presents to create and display information visually. It can be used as a teaching tool as a way for students to access information provided by the teacher. It can also be used as a learner tool in the capacity of students demonstrating and presenting what was learned. Glogster is highly motivating and encourages creativity among teachers and students. I would encourage the use of Glogster in classrooms; however, I would forewarn users about the amount of time it takes to create these posters as well as the possible challenges (for students mostly) in navigating the tools.

In my final project, I created two Glog’s to use with my students. I plan to use the first Glog to direct my students’ research on asteroids, meteorites, and comets. I linked websites and short video clips for the students to find specific information. They will use a research guide that includes questions to answer. I intend for this Glog to provide a model, which is similar to their final project. The second Glog I created is intended to guide my students into displaying their research information on a Glog of their own. The second Glog contains hints and reminders that they should follow as they create their own. In essence, the use of Glog’s in this lesson takes on two roles, delivery/access of information and a student display of information learned.
 * Final Project ~ Using Glog's in the Classroom**

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 * Glog Lesson Plan**
 * Objective:** Students will conduct research and create a Glog in order to distinguish between comets, asteroids, and meteoroids.


 * Materials:** student copies of research guide, internet access/computers for every student, instructional (quest) Glog, “How to Use…” Glog, copies of rubric

-Poll students to see if they have ever seen a shooting star. -Connect the lesson to what they have been learning in science (order of planets, elements on planets, etc.). Tell them that we are going to learn about other objects that move through space. -Explain to the students that they will be finding information online in order to answer questions about asteroids, comets, and meteorites. -We will be using a Glog to access certain information as well as using a Glog to present our learning.
 * Introduction:**

-Once in the lab, briefly show students how to use the research Glog to access information. Lightly touch on some of the design elements. -Model appropriate note taking as to show them how to put the information in their own words.
 * Model:**

-Explain that they will be completing the research guide only today. They will create a Glog to display their information tomorrow. -Circulate and assist students as necessary. -They may ask questions to the person sitting beside them as well.
 * They Do:**

-Ask the students to turn and talk to their neighbors about one thing they liked about using the Glog and one thing they think might cause difficulty. -Share out ideas. -To assess the students, collect their research guides and check for accuracy.
 * Closure:**


 * The following day would involve much of the same procedures, however, I would model designing the Glog based off of the “How to Use a Glog”. Students would then complete the objective.**

**__Asteroids, Comets, Meteorites Glog Rubric__**
 * Content Rubric:**


 * || **Asteroids** || **Comets** || **Meteorites** ||
 * **What is it?** || **/1** || **/1** || **/1** ||
 * **What is it made of?** || **/1** || **/1** || **/1** ||
 * **Where is it located?** || **/1** || **/1** || **/1** ||
 * **What makes it unique?** || **/1** || **/1** || **/1** ||


 * Total Content Points: ___/12**


 * Comments:**


 * Glog Design:**


 * || **3** || **2** || **1** ||
 * **Spelling/Grammar** || ** No spelling or grammar errors ** || ** Some spelling and/ or grammar errors ** || ** Many spelling and/ or grammar errors ** ||
 * **Colorful/Creative** || ** Glog is colorful and design is thoughtful ** || ** Glog is lacking color OR creative design ** || ** Glog is lacking color and creative design ** ||
 * **Images for each**
 * topic of study** || ** 3 images present ** || ** 2 images present ** || ** 1 image present ** ||
 * **Text boxes workable/readable** || ** All text is accessible to readers ** || ** Some issues with display of text to readers ** || ** Problems with display of text to readers ** ||


 * Total Design Points: ___/12**


 * Comments:**


 * Student Reasearch Guide:**


 * Voki ~ Technology Standards**

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