I don’t know why my screen shots are not being displayed. I’m going to ask Dr. Fiedler what might be causing the problem but in the meantime use the MS Word copy for feedback.

Roddran

What is it?

Really Simple Syndication (RSS) is a method that allows users to access internet content (e.g., news, blogs, and videos) without visiting actual websites. RSS feeds are links to web pages and users can quickly scan current items in order to determine if they actually want to click on the link and read the full article or see the video.  

Who’s doing it?

People who check their favorite websites’ content on a frequent basis, want to save time, and want to bring the internet to them are prime users. Web savvy people are probably the heaviest users because they generally are not hesitant to use technology to enhance their lives. They will most like feel that RSS feeds are beneficial and want to configure their RSS readers to maximize its functionality.

How does it work?

Users must first set up an RSS reader. An RSS reader is a real-time interface to the feeds. The most popular RSS readers are My Yahoo and Google Reader. The following are directions for the My Yahoo reader:

1. Once a user has set up a My Yahoo account, he/she must then determine if the webpage they want content from supports feeds. This is done by checking to see if an orange feed icon  is on the page. Internet Explorer displays the orange feed icon  on the Tabs bar. The user can also check if a website provides a list of all their feeds by typing “RSS” in Internet Explorer’s menu “Edit” > “Find on this Page” search box.  

1. After clicking on the orange feed icon , a feeds’ webpage is displayed showing the current list of items/articles that are available. The user must then copy the link that is displayed in the address bar (e.g., http://feeds.nytimes.com/nyt/rss/HomePage ) and then go to his/her My Yahoo Reader and click the “Add Content” button:

1. The user clicks the  button and pastes the feed’s link into the “Add” field:

1. A message is displayed that the user has successfully added the feed to their My Yahoo page.

1. The user clicks “I’m Done” and the feed is displayed on their My Yahoo page. The user can click on the “Options” dropdown arrow and further configure the feed (e.g., increase the number of feed items from five to 10 and change the display from headline only to headline and short summary).

Users can also set up RSS feeds in the Favorites list of their web browser (e.g., Internet Explorer and Google Chrome).

Why is it significant?

People don’t have to waste time checking their favorite websites for information. RSS feeds do the work for them. RSS feeds are a one-stop site for the content users feel is relevant to their lives. They are able to “surf smarter, not harder.”

What are the downsides?

I can’t figure out how to configure Google Reader the way I want it set up. For example, I can’t determine how to create multiple pages based upon my interests. I’m able to easily do this in My Yahoo (see screenshot below).  My Yahoo allows me to color code my pages and drag and drop my feeds the way I want them displayed. In my humble opinion, Google needs to refine their reader.

Where is it going?

1. Dawn Foster on the Web Work Daily blog provides good tips on how to increase RSS efficiency. Her suggestions include pruning the list of feeds and filtering to “display posts that match key words.”

http://webworkerdaily.com/2009/02/24/more-efficient-rss-reading/

1. Sharon Houseley on the Feed for All website states that the future of RSS is in its use as a corporate communication vehicle. Her premise is that corporations can use RSS feeds to draw traffic to their site and therefore make more money.

http://www.feedforall.com/future-rss-not-blogs.htm

What are the implications for teaching and learning?

RSS feeds allow students to have updated access to their teachers’ blogs and websites. In addition, they can set up feeds to sites that interest them, thereby increasing the likelihood that they will read more and stimulate their cognitive functions. Today’s students like to have their information delivered in a digital format. RSS feeds usage will enable them to stay updated on current events. Also, as students create their own blogs they will likely add feeds from their peers’ sites and increase their knowledge regarding fellow student news.

Can I see an example?

.

1. Lesson demographics:

• Teacher – Roddran Grimes
• Email address – grimesro@fultonschools.org
• Date – April 20, 2010
• Subject – Reading
• Grade level – 7^th grade
• Time allotted – 1 day – 52 minutes period

1. Rationale and Background

This lesson was developed using the “mastery learning” model. This model “views aptitude as the amount of time it takes someone to learn any given material, rather than his or her capacity to master it” (Joyce, Weil, and Calhoun, 2009).  This lesson leverages students’ interest in material that engages their attention in order to, it is hoped, develop and support a love of reading. The goal of this lesson is to increase students’ reading comprehension skills over time.

This lesson is taught annually at the end of the school year. It is part of the information provided to students regarding ways to stay updated on internet-based reading content. The Reading teacher uses a laptop and LCD projector to show various websites that might interest students (e.g., Sports Illustrated for Kids and Time for Kids) and navigates various web pages to show site information. Students are then informed about RSS feeds, explained the benefits of RSS feeds, and shown how to set up an RSS feed pages. They are informed that RSS feeds are a way to stay abreast of the latest website information and told they must obtain parental permission to set up their own RSS reader and feeds.

1. Lesson Objectives:

This lesson covered the following Georgia Performance Standards (GPS) for Reading Across the Curriculum:  

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or

book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.

1. List of Resources – Materials used to complete this lesson include:

• Laptop
• LCD Projector
• Wireless laptop cart (containing 20 laptops)
• Jing screen recording software

1. Background Reading – the following websites were used to complete this lesson:

• Georgia Performance Standards (GPS) https://www.georgiastandards.org/Pages/default.aspx  – this is the State of Georgia website that provides information on the standards that govern the K-12 curriculum.
• Sports Illustrated for Kids http://www.sikids.com/ – this is a child-centered version of the adult website and is geared towards educating children about sports. It also provides news content in a fun manner.
•  Time for Kids http://www.timeforkids.com/TFK/kids – this is a child-centered version of the adult website and provides content on current events, homework help, and cultural information.

1. Concepts – students will learn the following elements:

• the internet provides an easy way for students to stay informed regarding content on their favorite websites
• the concept and purpose of RSS feeds
• how to determine if a website supports RSS feeds
• how to set up RSS feeds for their favorite websites

1. Procedures

• Introduction and motivation – The following is an example of the Reading teacher’s opening statement:

“Students, I’ve seen you check your favorite websites for information. Did you know there’s an easy way to be notified when those websites are updated?” The Reading teacher then provides an overview of RSS feeds and the various “readers” that are available (e.g., My Yahoo and Google Reader).  

• Lesson body – the process used to create this lesson was as follows:
  • The Reading teacher identified websites that are of interest to students. The Reading teacher also asked students for additional favorite websites and checked if they have RSS feed functionality. The Reading teacher did not note any technical difficulties when using these websites.
  • The Reading teacher identified content on websites that will help students with their academic schoolwork.
  • The Reading teacher demonstrated how to set up an RSS feed using My Yahoo. The Reading teacher also demonstrated how to set up multiple RSS feed pages tailored to a particular interest (e.g., sports, health, news).
  • The Reading teacher created a Jing screen recording of the RSS feed setup process and will place it on her website in order for students to have future access to this lesson.

• Lesson Closure
  • Students were allowed to use wireless laptops to check their favorite websites to see if they have RSS feed functionality.
  • The Reading teacher observeed their actions, provided suggestions, and answered questions.

1. Evaluation:

Students were informally assessed according to the following criteria:

• Students who demonstrated the process to set up an RSS feed using My Yahoo and a “dummy” Yahoo user account received a piece of Jolly Rancher candy.
• Students who set up multiple RSS feed pages received a second piece of Jolly Rancher candy.

1. Copyright notice:

<a rel=”license” href=”http://creativecommons.org/licenses/by-nc/3.0/us/”><img alt=”Creative Commons License” style=”border-width:0″ src=”http://i.creativecommons.org/l/by-nc/3.0/us/88×31.png” /></a><br /><span xmlns:dc=”http://purl.org/dc/elements/1.1/” href=”http://purl.org/dc/dcmitype/Text” property=”dc:title” rel=”dc:type”>Internet Reading Content Search </span> by <span xmlns:cc=”http://creativecommons.org/ns#” property=”cc:attributionName”>Roddran Grimes</span> is licensed under a <a rel=”license” href=”http://creativecommons.org/licenses/by-nc/3.0/us/”>Creative Commons Attribution-Noncommercial 3.0 United States License</a>.

1. Citations:

Bruce, J.R., Weil, M., Calhoun, E. (2009). Models of teaching. Boston: Allyn & Bacon.

Website

http://www.einstruction.com/products/assessment/cps/index.html 

What is it?

The Classroom Performance System (CPS) is a student response system distributed by eInstruction that allows pupils to answer onscreen or verbal questions via handheld devices known as “clickers.” The CPS is part of a suite of products to help learners acquire knowledge. Once the CPS software is installed on a user’s PC or Mac, lessons can be created several ways. Teachers at my school create traditional lessons with class participation questions. In addition, based upon the CPS user guide, teachers can “create lessons using PowerPoint, create lessons using the CPS  FastGrade option, create lessons using the CPS Question Author window and toolbar, create quick CPS answer keys to accompany existing hard copy material using the FastGrade option, and import entire lessons from other CPS databases.”

Who’s doing it?

The primary demographic group using the CPS technology is K-12 educators. In addition, corporate trainers and higher education professors would find this technology useful as a method to check if students have learned course content. The eInstruction website has a web page devoted to Support Forums so that users can connect with one another.

How does it work?

Users must first download or have their school’s technology specialist install the CPS software on their Mac or PC. Users must then plug the CPS receiver into a USB jack on their Mac or PC and place the receiver in a raised location so that it will recognize the infrared signal sent by the clickers. An LCD projector is also connected to the Mac/PC and the teacher opens the CPS software. The teacher selects the “Attendance” menu item and asks students to press any button on their clicker so that their number is recognized.

The teacher then opens the lesson file and displays questions. Students use the appropriate button to select their answer, which has been linked to a letter (e.g., A, B, C, D). When a student has made a selection, their clicker number is highlighted so the teacher knows if anyone has failed to respond. Once all the students have chosen their answer the teacher presses the “>” button and the answer is revealed. Other onscreen information available on the reveal screen includes the class’ percent cumulative score and the percent of students that got the question right. When the lesson is completed the teacher has the option of generating reports in order to make informed decisions about student performance.

Why is it significant?

Teachers are able to use the CPS to engage students. My students enjoy using the technology and they always want to help me set up the equipment. They cheer or groan when they get a question right or wrong. They even start “trash talking” with each other (using appropriate language, of course) and the classroom is a fun, learning atmosphere. Teachers can challenge students to perform better, (e.g., “now come on class, your cumulative percentage is 55 percent. I KNOW you know this stuff”).  Teachers can also use CPS’ reports to determine which students need remediation and which questions cause difficulty in order to plan for future lessons.  

What are the downsides?

Users need to allow themselves time for training. I am fortunate that my school recently set up training sessions for teachers to learn the tool. Navigating around the CPS pages was not intuitive for me and I had to ask my colleagues for assistance the first few times I utilized it. For example, I used the software during 4^th period but couldn’t figure out how to switch to 5^th period when that time came. I knew there had to be a way to do it within the software but in the interest of time I just closed and reopened it.

Where is it going?

The eInstruction website states that “millions of students, teachers, and professors use eInstruction^® technology in 500,000 K-12 classrooms and more than 1,000 higher education institutions around the world. Available in more than 40 languages, eInstruction^® technology is enhancing education in over 90 countries worldwide.” The website also touts the awards their products have won, (e.g., 2006 Macworld, 2009 Best in Tech from Scholastic Administrator).

What are the implications for teaching and learning?

Teachers are able to use the CPS to deliver education content to their students in an interactive way. Students like their lessons to utilize some form of technology and, based on my informal observations, are more likely to retain information when it is presented via the CPS. Students are able to utilize different senses (e.g., vision to read the questions on the screen, kinesthetic when using the clickers in their hands, auditory when listening to the questions and answers) to stimulate their cognitive functions.

Can I see an example?

http://www.youtube.com/watch?v=o6BpiK7oBpU 

1. Lesson demographics:

• Teacher – Roddran Grimes
• Email address – grimesro@fultonschools.org
• Date – March 31, 2010
• Subject – Reading
• Grade level – 7^th grade
• Time allotted – 1 day – 52 minutes period

1. Rationale and Background

This lesson was developed using the “non-directive teaching” model. The “non-directive teaching model focuses on facilitating learning. The environment is organized to help students attain greater personal integration, effectiveness, and realistic self-appraisal” (Joyce, Weil, and Calhoun, 2009). This model was used in order to help students understand how well they’ve learned the Georgia Performance Standards (GPS) Reading curriculum which has been taught to them over the course of the current school year.

This lesson is based on the 7^th grade Reading CRCT Study Guide, which was distributed to teachers by the Georgia Department of Education. The study guide was designed to prepare students for the Reading section of the Criterion Referenced Competency Test (CRCT), which is the state of Georgia’s standardized assessment. Georgia law, “as amended by the A+ Education Reform Act of 2000, requires that all students in grades one through eight take the CRCT in the content areas of reading, English/language arts, and mathematics. Students in grades three through eight are also assessed in science and social studies. The CRCT only assesses the content standards outlined in the GPS” (Georgia Department of Education CRCT, n.d.)

The Reading CRCT will be administered on Wednesday, April 14, 2010. The CRCT Study Guide states that “the Reading activities focus on some of the concepts that are assessed on the Grade 7 CRCT Reading domains. These domains are (1) reading skills and vocabulary acquisition, (2) literary comprehension, and (3) information and media literacy.

This lesson was delivered using the Classroom Performance System (CPS) (http://www.einstruction.com/products/assessment/cps/index.html) assessment tool. The CPS is a student response system that allows students to answer on-screen or verbal questions via “clickers.” The CPS enables students to immediately know if they correctly answered a question, helps to foster competition in a game format, and provides a fun experience.   

1. Lesson Objectives:

This lesson covered the following Georgia Performance Standards (GPS) for Reading and Literature:  

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

a.   Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

                  b.   Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

c.   Applies knowledge of common organizational structures and patterns (i.e.,

                  logical order, cause and effect relationships, comparison and contrast, transitions).

ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a.   Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect etc.).

                  b.   Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words.

                  c.   Identifies and explains idioms and analogies in prose and poetry.

d.   Determines word meanings through the use of definition, example, restatement, or contrast.

1. List of Resources – Materials used to complete this lesson include:

• CRCT Study Guide – Georgia Department of Education
• Classroom Performance System (CPS) – clickers, receiver, software
• Laptop
• LCD Projector

1. Background Reading – the following were the websites used to complete this lesson:

• Georgia Performance Standards (GPS) https://www.georgiastandards.org/Pages/default.aspx
• CPS website http://www.einstruction.com/products/assessment/cps/index.html

1. Concepts – the CRCT Study Guide states that:

• Students will be able to discern the author’s perspective and the particular facts and details that support it.
• Students should read thoughtfully and purposefully, constantly checking for understanding of the author’s intent and meaning so that interpretation will be sound.
• Students need to determine the meanings of words using common roots and affixes. Students also need to use context clues to figure out the meanings of unfamiliar words and multiple-meaning words. In addition to figuring out word meanings, students should use these words within different contexts (e.g., subject areas). Additionally, they should explain idioms and analogies in prose and poetry.
• Students need to understand and analyze a wide range of informational texts and media. As students encounter various types of media, as well as workplace and consumer materials, they need strong skills to identify common text features (e.g., paragraphs, topic sentences, concluding sentences, footnotes), organizational patterns (e.g., cause-and-effect relationships, comparison and contrast), main ideas, and the evidence used to support them.

1. Procedures

• Introduction and motivation–this lesson was introduced to students in the following manner:
  • The teacher welcomed the students to the day’s lesson and told them that the purpose of the lesson was to prepare them for the Reading CRCT.
  • The teacher asked students to explain their strategies for reading a passage and their method to determine correct answers when taking multiple choice tests (e.g., process of elimination, underlining key words in the passage, substituting word choices when determining definitions)
  • The teacher informed students the lesson was based on the Reading CRCT Study Guide.
  • The teacher told the students that questions from the study guide were entered in the CPS.
  • The teacher determined which students were familiar with the CPS and which ones had never operated the clickers.
  • The teacher asked a student to pass out the clickers
  • The teacher opened the CPS software on her laptop and asked students to point their clicker at the receiver so that the software would recognize their individual device.
  • The teacher asked two students to pass out copies of the Black Pepper and Peppercorns reading passage.
  • The teacher asked students to silently read the passage.

• Lesson body
  • After reading the passage, the teacher displayed questions 1-10.
  • After students read each question and made their response via the clickers (A, B, C, D), the teacher displayed the correct answer on the screen. The teacher explained the rationale for the correct answer and why the other options were wrong based on content from the study guide (e.g., “The correct answer is Choice (D).  They wanted an easier way to import black pepper. The second sentence of the passage states, “A new sea route to India would have meant easier access to black pepper.” Choice (D) is correct because it restates this idea, providing one reason the European explorers tried to find a sea route to India. Choices (A), (B), and (C), are incorrect. They were not motivations for European explorers to find a sea route to India).”
  • The teacher did not use the CPS timer because the class contains different reading levels and students with learning disabilities. The teacher reminded the students that the CRCT is timed and they will need to be aware of this constraint during the actual test.
  • The teacher reminded students of strategies to use when reading questions (e.g., “Students, what KEY word you would underline in this sentence to help you understand the question?) to help all students but particularly individuals with learning disabilities and general education students who need enrichment support.
  • The teacher pointed out the class’ individual score per question and cumulative score so they would know how they performed as a group.
  • Students with visual impairments were able to view the information on the screen via their CCTV unit (which magnifies images viewed through a lens).

• Lesson Closure
  •  When all 10 questions were asked, the teacher discussed with students their perception of how well they think they performed.
  • The teacher discussed the class’ cumulative score and provided more detail on questions related to topics such as “cause and effect” and “determines word meanings.”
  • The teacher reminded the students of the GPS and reviewed how each question was tied to the lesson’s objectives.
  • The teacher answered questions to make sure students understood the concepts that were conveyed in the lesson.
  • Each student received two pieces of Jolly Ranchers candy.

1. Evaluation:

• The teacher generated a CPS report that showed each students correct answer percentage.
• Students discussed their scores with each other and the teacher.

1. Acknowledgement:

I’d like to thank my team teaching colleagues, Greg Cooper and Kirk Turner, for teaching me how to operate the CPS and my Special Education colleague, Marta Daley, for video recording this lesson.

1. Copyright notice:

NA since this lesson is based on questions and answers from the Georgia Department of Education’s Reading CRCT Study Guide.

1. Citations:

Bruce, J.R., Weil, M., Calhoun, E. (2009). Models of teaching. Boston: Allyn & Bacon. 

Georgia Department of Education Criterion Referenced Competency Tests. (n.d.). Retrieved from http://public.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_CRCT

www.mimio.com 

What is it?

Mimio technology turns any standard whiteboard into an interactive whiteboard. This capability occurs though the connection between an interactive Xi bar and a mimio interactive stylus. The mimio interactive system allows images displayed from a user’s laptop via an LCD projector to have touch screen functionality.  In addition, users can utilize a blank mimio notebook screen to access features such as hand-writing script, typing text via an onscreen keyboard, displaying graphics, opening web pages, highlighting text, and importing pictures.  

Who’s doing it?

The primary demographic group using mimio technology is K-12 educators. In addition, higher education professors and corporate trainers would find this tool useful to help deliver content in their classrooms. The mimio website has a section, mimioconnect.com, which allows instructors to unite via groups and forums. Users are able to find forums and groups that interest them and are also able to start their own groups.

How does it work?

Users must first download or have their school’s technology specialist install the mimio software on their laptop/computer. Users must then plug the mimio wireless USB adapter into a USB jack on their laptop/computer. An LCD projector is turned on and the projected image is displayed on a whiteboard. The mimio Xi bar is mounted on a whiteboard two handprints away from the projected image via suction cups. The mimio software is opened on the laptop/computer. The calibration button is pressed on the mimio Xi bar and the user touches the bulls-eye image in nine (9) places. After the mimio is calibrated the software displays a blank mimio notebook screen.

Why is it significant?

Teachers are able to blend any computer software with whiteboard content. In addition, students LOVE to write on a whiteboard and the mimio allows them to drive their own learning during a lesson. Interactive games are given an extra level of excitement because students are able to see what’s going on and are able to collaborate with one another. Teachers are able to save their mimio activity as an .ink file if they want to use it again or to view the results for assessment purposes.

What are the downsides?

I do not see any downsides at this point in time. After a quick tutoring session from my colleague (who had attended a three hour training session), I was able to quickly operate the mimio. My school recently purchased mimios for all grade levels and departments (e.g., Special Education and Talented and Gifted (TAG)).  Teachers have now been using the mimio for approximately two weeks. The mimio is so easy to use that students who have been exposed to the mimio now help their teachers when they try to set it up for the first time.  One of my colleagues mentioned that she hasn’t found good math lessons to use with the mimio. I told her that the mimio website has a database of lessons on the “Lesson Plan and Activities” page (http://www.mimioconnect.com/lessons/all/all/all/new) and she could even set up an RSS feed to view the latest submissions.

Where is it going?

The mimio website has link for a News and Events page. Information is listed about the company’s activities and users can stay abreast regarding product updates, new versions, conferences, etc.

What are the implications for teaching and learning?

Today’s students are digital learners and they are more apt to engage in a lesson that utilizes this tool. The mimio software comes preloaded with a multimedia package so teachers are able to put sensory images and auditory experiences (e.g., flash animation and sound clips) into their lessons. Special education teachers can utilize the mimio to display content for students at different learning levels. For example, flash card images with single words can be used for low level readers and entire paragraphs can be used for higher level readers with key words highlighted.

Can I see an example? 

• Teacher – Roddran Grimes
• Email address – grimesro@fultonschools.org
• Date – March 15, 2010
• Subject – Reading
• Grade level – 7^th grade
• Time allotted – 4 days – 52 minutes periods

1. Rationale and Background

This lesson was developed using the “Partners in Learning” model. This model will be used to help students understand severe weather phenomenon, increase their vocabulary, and enhance their reading aptitude. The use of the “Weird Weather” book with associated supporting materials, mimio interactive software, and the Edheads.com weather activity website will also allow students to report and predict their own weather events. Students will work in cooperative groups to complete worksheets and collaborate in teams in order to compete for the correct answers to written and online questions. Students AND teachers unfamiliar with the mimio interactive software will receive assistance from subject matter experts (SMEs) to learn how to utilize this tool.

1. Lesson Objectives:

• This lesson will cover the following Georgia Performance Standards (GPS) for Reading and Literature:   

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

a.   Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

b.     Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

c.     Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).

1. List of Resources – Materials used to complete this lesson include:

• “Weird Weather” student book
• “Weird Weather” teacher’s guide
• Student worksheet packets (including vocabulary words, inference introduction questions, comprehension questions, writing exercises, crossword puzzle, and word search)
•  mimio interactive software to turn a regular whiteboard into an interactive whiteboard
• Edheads.com weather activity website
• Edhelper.com website

1. Background Reading – the following are the reading materials and websites used to complete this lesson:

• “Weird Weather” teacher’s guide
• mimio interactive software user guide
• mimio website information

1. Concepts – the “Weird Weather” teacher’s guide states that “students will  be able to:

• Read with fluency, accuracy, appropriate pacing, and intonation
• Ask questions that see information not already discussed
• Ask questions that see information not already discussed
• Reinforce mastery of new words through use in different formats
• Analyze sequential organization of text”

1. Procedures

• Introduction and motivation–this lesson is introduced to students in the following manner:
  • Teachers will ask students about their own extreme weather experiences
  • The “Weird Weather” books are distributed to students
  • The “Weird Weather” student worksheet packets are distributed to students.
  • The “Weird Weather” vocabulary words are distributed and their meaning is discussed.
  • Students will review the cover of the book. Teachers will ask inference questions such as:
    • “What does the cover tell you?”
    • “Looking at some of the photographs, what do you think this book is about?”
    • “What do you learn from the table of contents?”
    • “What predictions can you make from looking at the glossary and the index?”

• Lesson body
  • The process used to create this lesson is as follows:
    • The “Weird Weather” teachers guide was read by the instructors.  
    • The “Weird Weather” student book was read by the instructors.    
    • Student worksheets were copied from the teacher’s guide and compiled into a packet.
    • Weather related worksheets (e.g., word search puzzle, analogies, crossword puzzle) from Edhelper.com were printed and added to the student packet.
    • Teachers searched for websites that could be used with the mimeo interactive software in order to provide students with hands on, cooperative weather exercises.

• The process used to deliver this lesson is as follows:
  • Students will take turns orally reading paragraphs from the book while teachers ask comprehension questions to ensure they understand what is read.
  • Students complete worksheets from the packet that correspond to book chapters. Teachers check student work and answer questions.
  • Teachers provide assistance to students with disabilities by providing enlarged copies of the materials for visually impaired pupils and scanning the “Weird Weather” book into oral reading software for individuals with learning disabilities.

• Lesson Closure
  •  Students will utilize what they’ve learned about weather events by forming teams and competing for points via the Edheads.com weather activity website.
  • Individuals on teams will orally read the content/prompts displayed on the interactive whiteboard to provide evidence of their reading decoding skills.
  • Students will be encouraged to use the vocabulary words they’ve learned in their explanation regarding what is occurring on the interactive whiteboard.
  • Students will show their understanding of informational text by discussing the evidence that supports the facts identified in “Weird Weather” book.

1. Evaluation:

Students will be formally and informally assessed according to the following criteria:

• Each completed page of the “Weird Weather” packet is worth 20 points. Incomplete fields will receive a deduction of two (2) points.
• The “Weird Weather” vocabulary page is worth 24 points. Each missing field will receive a deduction of one point.
• Each person on the winning Edheads.com weather activity team will receive two pieces of Jolly Ranchers candy.

1. Acknowledgement:

I’d like to thank my special education colleague, Stephanie Sosebee, for her help in developing this lesson.

1. Copyright notice:

NA since this is a lesson that my school’s special education and Reading teachers share. I just refined it for use in this lesson plan and now I’m going to place this new version on our share drive for others to access. It is considered public domain.

What is it?

Jing is a screen recording application distributed by TechSmith. The tool allows users to record up to five minutes of video and sound from their computer. It is available in both a Windows and Mac format. There are two versions available – free and Pro. The free version enables users to make basic recordings. The Pro version costs $14.95 per year and allows users to upload their videos to sites such as YouTube, produces small files for easy uploads and downloads, and allows full motion video from the computer screen. 

Who’s doing it?

People interested in disseminating information about their actions. As a 7^th grade teacher, I plan to make videos in conjunction with my lessons and embed them on my website. Others may want to use their webcams and record themselves making statements about a particular topic. The screen recording possibilities are endless.

How does it work?

Users must first download the correct Jing version for their computer (Windows or Mac). Jing goes through a quick installation process and a yellow sun icon will be displayed in a corner on the user’s desktop. The sun icon has three “prongs” sticking out from the circle which are used for “Capture”, “History”, and “More.” Clicking on “More” opens a full, circular menu displaying icons for “Finish”, “Send Feedback”, “Preferences”, “Help”, and “Exit Jing.” 

In order to create a screen recording, users must click on the “Capture” prong and click the command they want. When users want to embed a video into website, they must first go to Screencast.com and log into their account. Since Screencast.com is a sister product to Jing an account should already be setup and the Jing login and password should be used. Screencast.com has the html code information that is needed for the embed process.

Why is it significant?

Students who are visual learners are able to see exactly what teachers are talking about instead of trying to figure it out on their own. Since I’m a teacher, I’m able to save my lessons so that my students have access to them in the future. Also, Jing is a free service so anyone is able to use the functions that it provides.

What are the downsides?

Jing was not easy for me to quickly understand how to use. I had to go through many trial and error attempts before I started to understand the process. I also had to get help from my professor in order to understand how to embed a video on a webpage. I feel this process should not have been so difficult since it is a basic function most users would like to utilize.

Where is it going?

Jing is a good starter product. I personally don’t see the need to purchase Jing Pro. Users can check the Jing blog for information and send emails to the company for technical support.

Coincidently, I purchased another TechSmith product, “SnagIt,” about four months ago because I needed a screen capture tool. I can see that as users’ skills grow they will need to have access to additional tools. For example, Jing has a “big brother” product called, “Camtasia Studio.”  It allows the creation of “longer, more polished screen videos.” I can see myself purchasing Camtasia Studio if I get to the point of wanting to create full-blown video productions.

What are the implications for teaching and learning?

Teachers can use Jing videos to create virtual lessons. Also, as a special education teacher, I can use Jing videos to provide instructions to my students regarding tasks they should perform to complete a project. This is especially helpful for students who need directions repeated because of cognitive challenges. My students can watch my videos at home for further clarification. This helps them to be more independent.

Can I see an example?

1. Lesson demographics:

• Teacher – Roddran Grimes
• Email address – grimesro@fultonschools.org
• Date – August 25, 2010
• Subject – Reading
• Grade level – 7^th grade
• Time allotted – 1 day – 52 minute period

1. Rationale and Background

This lesson was developed using the “Learning to Think Inductively” model. This model will help students understand how to search for a book they might like to read and then determine if the Atlanta Fulton County Public Library has the item in their system. The “Learning to Think Inductively” model allows students to let their natural curiosity drive their efforts. Students concentrate on an area of inquiry (a book they want), categorize the information about the book (e.g., title and author), and acquire the skill to explore the library’s catalog to identify the book and place it on hold.  It enables them to have the ability to visually see how a book search is conducted and shows how to bring their efforts to fruition by actually acquiring a book.

This lesson is taught annually the first week of a new school year. It is part of the information provided to students regarding ways to maximize their reading experience. Their Reading teacher uses a laptop and LCD projector to show various websites that display information about books. Students are informed about book genres, books that may be oriented to a specific gender, and popular authors. Students are then shown the trial and error process to determine if the public library owns the book they want. They are also able to see if the public library has other books by the same author. Students are permitted to use wireless laptops at the end of lesson to search for books that interest them.

The internet and library book search process will be captured using Jing screen recording software. The screen recording will then be placed on the Reading teacher’s website (roddrangrimes.com) in order to allow students future access to this lesson any time they want in case they need a reminder regarding how this process is done.

1. Lesson Objectives:

This lesson will cover the following Georgia Performance Standard (GPS) for Reading Across the Curriculum:

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or

book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

.

1. List of Resources – Materials used to complete this lesson include:

• Teacher laptop
• LCD projector
• Jing screen recording software
• Wireless laptops/laptop cart

1. Background Reading – the following are websites used to complete this lesson:

•  Guys Read
  • Book Adventure
  • Boys Read
  • ReadKiddoRead.com
  • Amazon.com Teen Books

1. Concepts – students will learn the following elements:

• how to conduct a general search for books they might like to read
• how to access the Atlanta-Fulton County Public Library’s catalog and determine if the book is owned by their system
• how to place a book on hold with the Atlanta-Fulton County Public Library

1. Procedures
   1. Introduction and motivation – The following is an example of the Reading teacher’s opening statement:

“Students, what type of books do you like to read? How do you determine if you want to read a particular book? Who has a public library card? How often do you visit the public library?” After a quick class discussion, the Reading teacher says, “I’m going to show you how to find books you might like to read.”

1. Lesson body – the process used to create this lesson was as follows:

• The Reading teacher identified appropriate book websites that could be shown to students.
• The Reading teacher identified children and teen book reviews on Amazon.com’s website in order to explain to students why they are helpful in determining plot and if a book is worth reading.
• The Reading teacher identified the process to search for books in the Atlanta-Fulton County Public Library’s catalog and the actions needed to place them on hold.
• The Reading teacher learned how to create Jing screen recordings in order to place the search process on her website. Students would then be able to access the book search and hold process in the future if they ever needed the information.

1. Lesson Closure

• Students are allowed to use wireless laptops to search for books they might like to read. The Reading teacher observes their actions, provides suggestions, and answers questions.

1. Evaluation:

Students will be informally assessed according to the following criteria:

• Students who demonstrate the process to find a book they like will receive a piece of Jolly Rancher candy.
• Students who show their public library card to their Reading teacher will receive 15 minutes of computer time at the end of class on the day of their choosing.

1. Citation:

NA

1. Copyright Notice: Forthcoming

Google Earth 5.0 Technology Toolbox

What is it?

Google Earth is a product of Google that allows users to view satellite images on this planet, the moon, Mars, and the ocean from a present and historical perspective. The latest version, 5.0, was released on November 18, 2009. This version allows users to create virtual tours of their activities. There are many tutorials on You Tube that can help new users learn the nuances of navigating around the tool and provide valuable tips (e.g., How to use Google Earth and Google Earth).

Who’s doing it?

People interested in geospatial technologies and individuals who want to understand how our planet, our ecosystems, and our solar system look. Google supports the Google Earth Community for users to share information about the application. My Social Studies team teaching partner and I use Google Earth to demonstrate geographical physical features to our students. I use it personally to satisfy natural curiosity about topics that interest me.

How does it work?

Users must first download the Google Earth application, which is available in both a Windows and Mac format. Google Earth goes through a quick installation process and an icon will be displayed on users’ desktops for easy access. When activated, Google Earth opens with a home page that shows start-up tips. These tips can be turned off but new users may find them helpful at the beginning.   Users can move around Google Earth using the Layers Panel on the left hand side and navigation controls on the right-hand side which allow zoom in, zoom out, up, down, right and left directions.

Why is it significant?

People are able to see images that previously may have been unavailable to them. Prior to Google Earth, the average person did not have access to satellite imagery and scientific data such as actual planning charts from the Apollo missions to the moon. It allows people to easily acquire knowledge about our environment.

What are the downsides?

Google Earth was not easy for me to quickly understand how to use. It didn’t have many intuitive/common sense components and I had to view several product tour videos and tutorials in order to learn how to use it effectively. For example, I didn’t know how to find my house the first time I used it. After viewing a tutorial I learned that the “Fly To” field is used to enter a location. I also didn’t like all the advertisements embedded in the main screen. Google Earth is free and I know the company has to have a means of paying their bills. However, I wish the ads could have been placed on the side or bottom instead of as bubbles on the main screen.

 Where is it going?

There are generally two Google Earth upgrade releases per year (Google Earth, 2010). Individuals and governments have expressed concern over privacy issues.

What are the implications for teaching and learning?

Today’s students are digital learners and are generally fascinated by the use of technology in the classroom. It has been my experience that they enjoy seeing images of places that are discussed in class. They want to use Google Earth to explore our planet (above, below, and topside) and they are more engaged in their lessons when this tool is used.

Can I see an example?

 Bibliography

Google Earth. (2010, February 12).  In Wikipedia, the free encyclopedia. Retrieved February 12, 2010 from http://en.wikipedia.org/wiki/Google_Earth

Classmates:  Below is the draft of my first lesson. Please review it and let me know what you think.  The numbering scheme converted wrong. I’ll change them later. Thanks for your guidance.  Roddran

Africa Physical Features Webquest Lesson Plan

1. Lesson demographics:

• Teacher – Roddran Grimes
• Email address – grimesro@fultonschools.org
• Date – March 1, 2010
• Subject – Social Studies
• Grade level – 7^th grade
• Time allotted – 5 days – 52 minutes periods

1. Rationale and Background

This lesson was developed using the “Learning from Presentations” model. This model will help students understand the geographic features of Africa from a regional (North, South, East, West, and Southwest) and continent perspective. Students will also conduct research to identify facts such as climate, longitude and latitude, etc. They will then deliver presentations and utilize active reception learning skills to acquire knowledge about the subject matter.

The use of Google Earth and the provided internet sites will tap into the students desire to use technical tools in the classroom. Students will be able to drive their own learning and identify facts that interest them about the African physical features. Students who are unfamiliar with Google Earth will receive assistance from teachers and are encouraged to collaborate together. They can also watch You Tube tutorials such as How to use Google Earth and Google Earth for further guidance.

1. Lesson Objectives:

• This lesson will cover the following Georgia Performance Standard (GPS) for geographic understandings:

                    SS7G1 The student will locate selected features of Africa.

a.   Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert.

• Students will use their knowledge of geography to conduct research on African physical features based on provided websites and Google Earth. They will:
• identify the location of the physical feature
• describe the physical feature
• explain the physical feature’s importance
• write observations of the physical feature based on website pictures and Google Earth
• create a Google Earth tour
• present their findings and their Google Earth tour to the class
• Students will complete the lesson using the school’s computer lab/wireless laptops. Students will also have access to computers in the school’s media center and the social studies classroom before and after school upon arraignment with teachers.
• Students are expected to have all the fields on the graphic organizer completed.

1. List of Resources – Materials used to complete this lesson include:

• Computers/wireless laptop carts
• Teacher made graphic organizer
• LCD projector

1. Background Reading – the following are the only approved websites that should be used to complete this lesson:

• http://library.thinkquest.org/16645/the_land/the_land.shtml

        (at this site, you will find information about the following physical features—The Sahara Desert, The Congo River, The Nile River, Lake Victoria and The Atlas Mountains.  Make sure to click through all of the links and read all the information about each feature)

• http://www.pbs.org/wnet/africa/explore/sahel/sahel_overview.html (Information about the Sahel– click through and read all the information and see pictures of the Sahel.)

• http://www.uwa.or.ug/kibale.html  (Kibale Forest National Park, Uganda—one example of tropical rainforest in Africa)

• http://www.serengeti.org/ (Serengeti National Park—Click through the links on this site to find out more about the Serengeti and see photos of the Serengeti) 

• http://www.pbs.org/wonders/Episodes/Epi5/5_wondr5.htm (Niger River info)

• http://www.britannica.com/EBchecked/topic/582434/Lake-Tanganyika (Lake Tanganyika info)

• http://www.worldbookonline.com/student/article?id=ar294020&st=kalahari+desert

• http://library.thinkquest.org/C007160/kalahari.htm (both of these sites above give you information about the Kalahari Desert)

1. Concepts – students will learn the following elements:

• The physical features of significant locations in Africa
• How to access and navigate Google Earth
• How to create a tour in Google Earth

1. Procedures
   1. Introduction and motivation – The following is the scenario used to provide a purpose for the research and presentation:

Scenario:  You are planning a trip to Africa and you are trying to decide where to go.  You have compiled a list of landforms that you are interested in visiting, but you need to do some more research before you make your decision.  Use your knowledge of geography (e.g., longitude and latitude, map legend information) and the provided websites to help you fill in your graphic organizer.  Then, you will make a decision based on your research and create a Google Earth tour of your sites.  Happy travels!

1. Lesson body – the process used to create this lesson was as follows:

• A research notes graphic organizer was developed so that students could write key points about the physical feature.
• The graphic organizer lists each physical feature identified in the GPS
• The graphic organizer includes a space for the student to identify the location and description of the physical feature.
• The graphic organizer asks the student to determine why the physical feature is significant.
• The graphic organizer asks the student to write observations from the images they have seen on pictures and Google Earth.
• Websites were chosen for students to use to conduct their research. These websites meet approved school guidelines.
• The special education teacher will modify the lesson for students who need adapted material. She will enlarge the webquest instruction and graphic organizer pages from 8 ½x11 to 11×17 for visually impaired students. She will also provide screen shots of the web pages so that students who need additional support in their reading effort will have hard copies of the material.  Students will then be able to underline/highlight the material and be able to identify key information in the reading passages.

Africa Physical Features Research Notes

1. Lesson Closure – Students will show they know the location and key facts about the African physical features by presenting a Google Earth tour to the class. In their presentation, they will:

• Tell the class the landforms they want to see during their African visit.
• Explain why they want to visit the landforms.
• Explain key facts about the landforms.

1. Evaluation:

Students will be formally assessed according to the following criteria:

• Each block on the graphic organizer should have at least two entries. A completed graphic organizer is worth 65 points.
• The presentation and Google Earth tour are worth 35 points.

1. Acknowledgement:

I’d like to thank my team-teaching partner, Meredith Tongue, for her help in developing this lesson.