Recent Changes

To complete the KWHL- what have you learned from the readings, activities and discussions from this course about using technology with your students?
I really appreciated that in this course a good amount of time was budgeted for us to "snoop" around and see just what's out there Technology-wise. At this point in this Masters Program it is beyond obvious to me just how much amazing stuff is available to me as an educator. A common lament by me and my compatriots at my High School is that we don/t get enough (any!!??) time to help each other and share ideas. The In-Services seem to be servicing someone other than the staff. I keep complaining that administration should do things that will help me help the kids. That's what we are all in this business to do for Pete's Sake! In this class we got a chance to do a lot of that--look around and find quality things for our own professional development as well as great stuff for the kids! And, what a bonus, we get lots of chances to share them with colleagues.
I am leaving this class more assured than ever that even though I will never catch up to my students in terms of my technical skills/knowledge matching theirs, I am gaining enough skills and knowledge to catch them off guard and challenge them to use their skills for things other than just games and their own personal interests! I am gaining in my own technical literacy and I am going to be able to challenge my kids this fall even more.

x-Discussion Question 4 - to be completed Saturday/Weekend TwoDiscussion Question 4 - to be completed Saturday/Weekend Two
To complete the KWHL- what have you learned from the readings, activities and discussions from this course about using technology with your students?
I really appreciated that in this course a good amount of time was budgeted for us to "snoop" around and see just what's out there Technology-wise. At this point in this Masters Program it is beyond obvious to me just how much amazing stuff is available to me as an educator. A common lament by me and my compatriots at my High School is that we don/t get enough (any!!??) time to help each other and share ideas. The In-Services seem to be servicing someone other than the staff. I keep complaining that administration should do things that will help me help the kids. That's what we are all in this business to do for Pete's Sake! In this class we got a chance to do a lot of that--look around and find quality things for our own professional development as well as great stuff for the kids! And, what a bonus, we get lots of chances to share them with colleagues.

This is the page for my EDT674 Lesson Plans
This is a lesson on "Free-fall" and "Terminal Velocity" using a great video from "Mythbusters" TV show.
{EDT674-LessonPlanFormat-1-terminal-velocity-penny.doc}
This is a lesson on the Power Output of the riders in the Tour de France during an insane mountain climb.
{EDT674-LessonPlanFormat-2-energy-TDFrance.doc}

Find a TeacherTube/YouTube video that you could use for instructional purposes and copy and paste the address of the video for others to view. Explain how you would use this with your students.
NOTE: Since there are so many videos to choose from, please avoid any repeats.
my cohorts knowknow, I teach "Mythbuster's" TV series.series and will be used in both of these types of classes. Jaime and over their Ninenine (or is same rate regardless of weight (if air air resistance andbut it is horizontal speed. Many people simply cannot bring themselves to believe this. Using high-tech Mythbusters dramatically demonstrateprove this classic
The link is:
www.youtube.com/watch?v=D9wQVIEdKh8

Find a TeacherTube/YouTube video that you could use for instructional purposes and copy and paste the address of the video for others to view. Explain how you would use this with your students.
NOTE: Since there are so many videos to choose from, please avoid any repeats.
As you and my cohorts know I teach Physics, both the regular version plus an Honors section each semester. The video I have chosen is from the "Mythbuster's" TV series. Jaime and Adam have done lots of outrageous things over their Nine (or is it ten?) year run on TV but many of the episodes cover good engineering or physics stuff. They are extremely thorough and have the resources to tackle things that many of us Physics Teachers have to cover with simpler equipment, or approximations or just plain hand-waving. This YouTube video is the final few minutes of a classic experiment in Physics: The famous "bullet drop vs bullet fired" demonstration. Physicists have known for centuries that gravity plays no favorites, that is, all objects fall at the same rate (if air resistance can be eliminated). This is an easy demonstration to do with a rock and a wadded-up piece of paper. Even though they have much different weights, both will fall and hit the table at the same time--at least they do to the naked eye. The paper wad does fall a little slower due to air resistance and it is not practical to remove the air from the classroom. The "Bullet Drop" demonstration is intended to show that a bullet dropped from exactly the same height and at exactly the same time as an identical bullet is fired (exactly horizontally) from a gun will result in BOTH bullets hitting the ground at the same time. The dropped bullet will take the same amount of time to fall to the ground by gravity as the fired bullet does. However, the fired bullet will end up perhaps hundreds of feet away from the muzzle due to its high horizontal speed. Using high-tech equipment and high-speed cameras, the Mythbusters dramatically demonstrate this classic Physics Demonstration with a .45 caliber handgun in a big empty warehouse. It is typically spectacular Mythbusters stuff and is a dead-nuts fit to my Physics Curriculum. I will show this video clip as part of the unit on Horizontal Ballistics that we study in mechanics.
The link is:
www.youtube.com/watch?v=D9wQVIEdKh8
View two other students’ videos.
x-Discussion Question 4 - to be completed Saturday/Weekend TwoDiscussion Question 4 - to be completed Saturday/Weekend Two

674 Chapter Summary
CHAPTER 5: NONLINGUISTIC REPRESENTATION
mental images.
I.
I. GENERALIZATIONS
A)
A) A variety Representation (NR)
B)
B) The purpose on knowledge
C) Knowledge is stored in two forms: linguistic (as language) and
Nonlinguistic (as mental images and physical sensations)
II. RECOMMENDATIONS
A)
A) Use graphic represent knowledge.
B)
B) Have students the knowledge.
C)
C) Have students being learned.
D)
D) Use pictures represent knowledge.
E)
E) Have students represent knowledge.
Research
Research has shown (standard deviations).”
An
An excellent example Works, 2007).
More
More kinesthetic examples like Vernier.
III. SIX CATEGORIES OF TECHNOLOGY
Word Processing Applications, Spreadsheet Applications, Organizing and Brainstorming Software, Data Collection Tools, Multimedia Applications, Web Resources
SIX TYPES OF PATTERN ORGANIZERS:
A) Conceptual/Descriptive
and Pictures.}
B) Generalization/Principle
C) Time-Sequence
1. Examples: Vernier, Pasco, HOBO, Fourier
{Digital Probes and Digital Microscopes featuring still photography and full video functions provide powerful tools for students to collect, manipulate, analyze and present results of experiments and/or observations. Science Teachers are on the front lines with this but the applications are so easy and amazing that surely the technology will spread across and into virtually all academic subjects. Human creativity, both teacher and student, assures this will happen.}}

674 Chapter Summary
CHAPTER 5: NONLINGUISTIC REPRESENTATION
OVERVIEW: “Nonlinguistic Representation” is a very formal way to say “Use every other method at your disposal to communicate and connect ideas OTHER THAN JUST PLAIN WORDS!” Using pictures, physical models, kinesthetic activities and graphic organizers are powerful ways to elaborate on knowledge and help students “get it” by creating pictographs and mental images.
I. GENERALIZATIONS
A) A variety of activities produce Nonlinguistic Representation (NR)
B) The purpose of NR is to elaborate on knowledge
C) Knowledge is stored in two forms: linguistic (as language) and
Nonlinguistic (as mental images and physical sensations)
II. RECOMMENDATIONS
A) Use graphic organizers to represent knowledge.
B) Have students create physical models of the knowledge.
C) Have students generate mental pictures of the knowledge being learned.
D) Use pictures or pictographs to represent knowledge.
E) Have students engage in kinesthetic activities to represent knowledge.
Research has shown (Marzano 1998) that “using graphic representations had one of the highest impacts on student achievement, with an average effect size of 1.24 (standard deviations).”
An excellent example is the relatively new “Ninetendo Wii” which “fuses the familiarity of a remote control with the sophistication of motion-sensing technology.” (Using Technology with Classroom Instruction That Works, 2007).
More kinesthetic examples are the Lego/Logo Robotics equipment as well as science “probeware” for measuring temperature, light and sound from companies like Vernier.
III. SIX CATEGORIES OF TECHNOLOGY
Word Processing Applications, Spreadsheet Applications, Organizing and Brainstorming Software, Data Collection Tools, Multimedia Applications, Web Resources
A) WORD PROCESSING APPLICATIONS
1. Example: Microsoft Word
{Probably the first widespread application type for general use (hey, what happened to “Wang” word processing “stations”?). Best to augment with “clip art” and other built-in graphic resources. Today the “Word Processor” is much more powerful than just a typewriter with no “correction ribbon”!!}
B) SPREADSHEET APPLICATIONS
1. Example: Microsoft Excel
{Probably the second widespread application type for general use (hey, what happened to “Visicalc”?). Powerful stuff with built in “chart Wizard” to help students easily create graphs and charts from their data. Fully compatible with the Word Processing software for seamless integration of text and graphics.}
See also the excellent example of “mumbo-jumbo numbers only” converted powerfully into a “picture” on pages 90-92 of UTwCItW.
C) ORGANIZING and BRAINSTORMING SOFTWARE
1. Examples: Microsoft Visio, CmapTools, SmartTools (SmartBoards), Microsoft Word Drawing (toolbar)
{“Graphic representations serve as mnemonic devices that facilitate the classification, organization, storage, and recollection of information into and out of long-term memory. This is especially true for students with learning styles that favor visiual forms of learning.” (Using Technology with Classroom Instruction that Works, 2007 p.93)}
SIX TYPES OF PATTERN ORGANIZERS:
A) Conceptual/Descriptive
{Connect Words and Pictures.}
B) Generalization/Principle
C) Time-Sequence
D) Episode
E) Process/Cause-Effect
D) DATA COLLECTION TOOLS
1. Examples: Vernier, Pasco, HOBO, Fourier
{Digital Probes and Digital Microscopes featuring still photography and full video functions provide powerful tools for students to collect, manipulate, analyze and present results of experiments and/or observations. Science Teachers are on the front lines with this but the applications are so easy and amazing that surely the technology will spread across and into virtually all academic subjects. Human creativity, both teacher and student, assures this will happen.}}

Select another Essential 21st Century Skill that you may NOT already touch upon and project how you might be able to meet that need in future instruction.
SELF-DIRECTION
As I stated above, even with online access from home, way too many of my students don't keep very close track of their grades in progress throughout the semester. I really want to help my kids do a better job of that and as an obvious (and even more difficult!!) extension of this idea, they should become more involved in directing their own learning. This is definately a 21st Century Skill that I want to help my students develop and own!
x-Discussion Question 3 - to be completed one week after the Weekend OneDiscussion Question 3 - to be completed one week after the Weekend One
Find a TeacherTube/YouTube video that you could use for instructional purposes and copy and paste the address of the video for others to view. Explain how you would use this with your students.