Here are all of the technology tools that my class used for our projects.
http://www.livebinders.com/play/play?id=1985434
Monday, April 25, 2016
Monday, April 4, 2016
Book Creator
This assignment is from my teacher Mrs. Kallas. Click here to view her blog.
The web tool or app I chose to use is Book Creator.
Book Creator is an app for iPads and can easily be accessed over school wifi.
For a link to Book Creator's website click here.
For a link to Book Creator's app click here.
Here is a tutorial on how to use Book Creator:
The app:
With this app there is no account necessary to join, so it's perfect for students of all ages. If a teacher would like to have their students make one book, then there is a free version available. The free version of the book, however, while allowing you to use all the functions of the paid version, will only let you make one book. The paid version of the book is $4.99. There are no in-app purchases and no age restrictions. You will get all of the tools you use with the paid version when using the free version, but you will only be able to make one book instead of as many as you want.
The web tool or app I chose to use is Book Creator.
Book Creator is an app for iPads and can easily be accessed over school wifi.
For a link to Book Creator's website click here.
For a link to Book Creator's app click here.
Here is a tutorial on how to use Book Creator:
The app:
With this app there is no account necessary to join, so it's perfect for students of all ages. If a teacher would like to have their students make one book, then there is a free version available. The free version of the book, however, while allowing you to use all the functions of the paid version, will only let you make one book. The paid version of the book is $4.99. There are no in-app purchases and no age restrictions. You will get all of the tools you use with the paid version when using the free version, but you will only be able to make one book instead of as many as you want.
Classroom Use:
Book Creator is the perfect way for kids to make a project or book report.
For instance if my class had just learned about plants, then they could make a book about what they learned and then present it to the class.
In upper levels you could have the students make a presentation in a way that they would then use the book to teach the class on a subject they choose.
If a teacher only had one iPad or didn't believe their students could handle the responsibility, they could make their own book on the app to introduce a new topic instead of spending extra money on buying one.
Monday, March 21, 2016
A Visit to the Perot Museum
For a link to the prompt on Mrs. Kallas's blog click here.
Please enjoy my story of my class trip to the Perot museum in downtown Dallas. We had a blast, and I would recommend everyone to visit it!
Please enjoy my story of my class trip to the Perot museum in downtown Dallas. We had a blast, and I would recommend everyone to visit it!
Monday, February 22, 2016
Creativity Counts!
For a link to the prompt on Mrs. Kallas's blog click here.
I believe that what I am going to be teaching my students is killing creativity. I would like it to be otherwise, however, because of the school system and how my mentor teacher's classroom is set up, I cannot do what I truly wish to do.
Sir Ken Robinson describes creativity as "the process of having original ideas that have value". Creativity is important in education because without it many of the students would feel out of place or they didn't belong. The students would get bored and stop paying attention if every classroom had no creative ways of getting the information to the students.
I can remember in middle school having project after project being required to follow very strict guidelines, and when they were being presented it was almost the same project being repeated over and over with small details changed. This year in my AP English class we get to have almost complete control over what our projects get to be. For instance we get to choose our topic for the project, and how we present it .
One of the major problems that Sir Ken Robinson discusses in his Ted Talk about creativity is how our education system teaches to one side of the brain more than the other. If we started having more required creative classes, creativity would flourish. We are required to take 16 credits of combined math, english, social studies, and science, but we are only required to take one credit of a fine art. Creativity would grow in students if they were required to take not only more creativity oriented classes but also different types of creative classes like a musical class, a dance class, an art class, and a theater class.
For more on Sir Ken Robinson click here.
For more TED Talks click here.
I believe that what I am going to be teaching my students is killing creativity. I would like it to be otherwise, however, because of the school system and how my mentor teacher's classroom is set up, I cannot do what I truly wish to do.
Sir Ken Robinson describes creativity as "the process of having original ideas that have value". Creativity is important in education because without it many of the students would feel out of place or they didn't belong. The students would get bored and stop paying attention if every classroom had no creative ways of getting the information to the students.
I can remember in middle school having project after project being required to follow very strict guidelines, and when they were being presented it was almost the same project being repeated over and over with small details changed. This year in my AP English class we get to have almost complete control over what our projects get to be. For instance we get to choose our topic for the project, and how we present it .
One of the major problems that Sir Ken Robinson discusses in his Ted Talk about creativity is how our education system teaches to one side of the brain more than the other. If we started having more required creative classes, creativity would flourish. We are required to take 16 credits of combined math, english, social studies, and science, but we are only required to take one credit of a fine art. Creativity would grow in students if they were required to take not only more creativity oriented classes but also different types of creative classes like a musical class, a dance class, an art class, and a theater class.
For more on Sir Ken Robinson click here.
For more TED Talks click here.
Friday, February 5, 2016
My State Teach Tomorrow Summit Highlight
For a link to the prompt on Mrs. Kallas's prompt click here.
My state experience was a rollercoaster. I had so much fun getting to be closer to all of my classmates and getting to know the morning class and Stevens's class better. Although the hotel could be considered subpar and there got to be some tension between the roommates, I wouldn't want to spend the state trip with anyone else. We sang songs, saw very impressive key note speakers such as Dave Burgess, and got a blue ribbon on our chapter scrapbook that I helped on. The trip was so much fun, and I learned so much about everyone that went. I am definitely going to try and go to state next year, and I suggest that everyone should try it.
My state experience was a rollercoaster. I had so much fun getting to be closer to all of my classmates and getting to know the morning class and Stevens's class better. Although the hotel could be considered subpar and there got to be some tension between the roommates, I wouldn't want to spend the state trip with anyone else. We sang songs, saw very impressive key note speakers such as Dave Burgess, and got a blue ribbon on our chapter scrapbook that I helped on. The trip was so much fun, and I learned so much about everyone that went. I am definitely going to try and go to state next year, and I suggest that everyone should try it.
Friday, January 22, 2016
Fold It!
For a link to the prompt on Mrs. Kallas's blog click here.
For my foldable I chose to use the layered fold model, and I chose to have the topic be the properties of rock (TEKS 7A). For this foldable the students will need at least 6 different colored markers and 3 different colored papers. By doing this foldable, the students will practice observation skills, organization skills, and they will be able to have a little creative freedom.
Directions:
1) Align all three papers on top of each other.
2) Then move each paper up to where at the bottom you can see about one inch of each color paper.
3) Now fold over the top of the paper so you have 5 different sections and one section for a title.
4) Have the students title the foldable "Rock Properties".
5) Have the students label each of the flaps shape, size, texture, color, and mass.
6) Now the students must draw an example of one of each of the properties on each flap.
For my foldable I chose to use the layered fold model, and I chose to have the topic be the properties of rock (TEKS 7A). For this foldable the students will need at least 6 different colored markers and 3 different colored papers. By doing this foldable, the students will practice observation skills, organization skills, and they will be able to have a little creative freedom.
Directions:
1) Align all three papers on top of each other.
2) Then move each paper up to where at the bottom you can see about one inch of each color paper.
3) Now fold over the top of the paper so you have 5 different sections and one section for a title.
4) Have the students title the foldable "Rock Properties".
5) Have the students label each of the flaps shape, size, texture, color, and mass.
6) Now the students must draw an example of one of each of the properties on each flap.
Monday, December 7, 2015
Built for Learning
For a link to the prompt on Mrs. Kallas's blog click here.
Personally, I believe that schools are not built for learning. An ideal learning environment, in which what was taught actually sticks in the students' mind, would involve movement, discussion, different scenarios that would stimulate new questions and a desire to learn. It is important for lessons to be interactive and make their minds work instead of simply spitting information out at them. Oftentimes students will zone out and not retain information when they are lectured or not shown why what they are learning is important. I have also found myself questioning why I would need to learn things in my classes, but wanting to learn more on a certain subject.
While it can be more difficult to implement these ideals in a kindergarten class, given that they are required to learn certain things such as the alphabet and numbers, it is still possible to create a stimulating environment in which learning is desired. For instance after a science experiment the teacher and/or I could begin a discussion in which we answer questions that the students have on why what happened, happened. In another situation we could read a story and have the children come up with questions they have for the author based on how he/she wrote the story. Later we could come up with possible answers to these questions. These situations reflect an ideal learning environment because they allow the students to partially dictate their own learning, which requires them to think for themselves.
Personally, I believe that schools are not built for learning. An ideal learning environment, in which what was taught actually sticks in the students' mind, would involve movement, discussion, different scenarios that would stimulate new questions and a desire to learn. It is important for lessons to be interactive and make their minds work instead of simply spitting information out at them. Oftentimes students will zone out and not retain information when they are lectured or not shown why what they are learning is important. I have also found myself questioning why I would need to learn things in my classes, but wanting to learn more on a certain subject.
While it can be more difficult to implement these ideals in a kindergarten class, given that they are required to learn certain things such as the alphabet and numbers, it is still possible to create a stimulating environment in which learning is desired. For instance after a science experiment the teacher and/or I could begin a discussion in which we answer questions that the students have on why what happened, happened. In another situation we could read a story and have the children come up with questions they have for the author based on how he/she wrote the story. Later we could come up with possible answers to these questions. These situations reflect an ideal learning environment because they allow the students to partially dictate their own learning, which requires them to think for themselves.
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