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Friday, March 29, 2013

EDLD 5364-Week 5 Assignment-Part 3


Thus far, EDLD 5364 has been my third course within the Educational Technology program with Academic Partnerships and I must say it has been the class that I have enjoyed the most. It is the only class, so far, that required a group project. Prior to the start of the class, blackboard had my class open and I was curious as to what the class was about. Immediately, I read we had a group project and right away I tried to get my group. My group was created probably within a day or two prior to the start of the class and right away we started off on a positive note. We had extensive meetings via Google Docs and webcam. We distributed tasks to each other in an equal way and we contributed to each others' work, when applicable. We always made sure that everything was covered that needed to be covered. In addition we each took many of our strengths and experiences and used them to our advantage. For example, Lisa had an extensive background in nursing and we definitely used her when it came to creating activities for our project since we chose Anatomy and Physiology as our subject. Phyllis had background with special education and we always went to her when we had a question in regards to special ed. Maurice, is a technology instructor and was always up to date with the different online curriculums. Aleida was an excellent leader and has very good organizational skills as well as assigning duties to each of us. I provided my experience as a high school teacher since the majority in my group are elementary teachers. I would definitely work with my group again if it came down to it.

EDLD 5364-Week 5 Assignment-Part 1


The videos were probably the most that I enjoyed in this course. I felt like they were true to the issue of using technology within the education system. I believe there was a reason as to why the videos were always first during our week timelines and that’s because it was a way of engaging us into the week’s topic and as an extension to the readings. In addition to the videos standing out to me, the comments, especially on the YouTube videos, also stood out to me. The majority of the comments were also true. I feel that we as educators can definitely do a lot with the use of technology and even increase the success rate within the classroom. However, it’s the availability of what we can have in the classroom that hinders that. Money is and will always be an issue. In addition, you also have to add in outside factors such as if the building is capable of holding that type of technology, will it be available to all schools, in order to be fair, and not just those select few, and how can we maintain this technology current and up to date. I feel that money is the most influential factor. There are several districts out there that say this type of technology works, its great, its understandable. However, they do not realize that many districts out there  have limited budget on how they spend their monies. For example, I feel that the high school I am currently teaching at is the oldest standing with major construction problems/technology availability/and even infestation problems. However, I work with what is available to me in order to enhance the learning of the children.  

Wednesday, March 27, 2013

EDLD 5364 Week 5 Post Conference

The web conference was very brief and to the point. In addition, towards the end, it got a bit more on the personal side with Dr. Borel learning a bit more about us. She went over the Week 5 Assignment. This week’s assisgnment basically consists of group and individual reflections. The last part of the assignment will be to upload each weekly assignment into our TK20 portfolio. Dr. Borel also stressed the importance of keeping our forms (Campus Supervised and Course Embedded) up to date because they will need to be turned in during our 7th course. In order for us not to be flustered with those forms and our assignments, its best to complete them at the end of each course. Overall, I enjoyed participating in this class as well as working with a very productive group for our scenario project.

Sunday, March 24, 2013

Week after week I learn a lot in regards to technology and the education system. As I have mentioned before, I always imagined technology as hi-tech gadgets that are costly and were not beneficial at all. However, now that I am in the education system and have been watching the videos and reading the weekly chapters, I notice that we should definitely use technology for the advantage of our students. This weeks readings and videos  covered topics such as directing the way you teach towards the different type of students such as gifted and talented, visually impaired, hearing impaired, etc. In addition, I was also informed of how to properly assess a student. We must understand that just as our students learn differently, they also test differently. Just as we make those accommodations for them when it comes to learning, we must make those accommodations when it comes time to assess them.

EDLD 5364 Week 4 Post Conference

The conference for this week was very useful. Dr. Borel went over a page from a previous group so that we could use as a template. She clarified various misconceptions about this entire project. It seems that my group was all over the place, however, after she clarified various things, it seems that we got a better understanding. She also went over the weekly housekeeping rules such as make sure you are participating, make sure you are documenting everything, and make sure you follow the rubric. She was also trying to motivate us since we are almost to the end of the class.

Saturday, March 16, 2013

EDLD 5364 Week 3 Assignment Part 2



 The lesson builder through UDL CAST has been the most detailed lesson template I have seen thus far. Although I am a first year teacher, I have seen various templates through my pedagogy courses and in textbooks. However, none as detailed as this one. In addition, it allows you to plan everything for the unit/lesson from guided practice, independent practice, formal and informal assessments, etc. It also helps us to sit down and plan how how to incorporate technology within the lesson. As mentioned in part 1 of this assignment, I do plan to as our principal and/or my district to see if we can adopt this style of lesson planning. It will help us as teachers to plan accordingly in order to make our lesson fun, interactive, and educational.


Lesson Overview
Title:
Energy of the Human Body
Author:
Joseph Cantu
Subject:
Science
Grade Level(s):
9-12
Duration:
2 Class Periods
Subject Area:
Anatomy and Physiology
Unit Description
This will be the introductory lesson to the Anatomy and Physiology course. The students will be able to explore the energy needs of the human body and analyze the chemical reactions of those energy needs. 
Lesson Description for Day
In this lesson students will be introduced to the different types of energy that the human body needs. They will then be broken up into groups/stations and will break each energy need into a balanced chemical reaction state.
Standards
§130.206. Anatomy and Physiology
(4)  The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:
(A)  analyze the chemical reactions that provide energy for the body;


Goals
Unit Goals:
1. Students will be able to determine the energy needs of the human body.
2. Students will be able to take each energy need and break it down into its balance chemical reaction state.
3. Students will be able to apply the lesson in order to research human diseases that lack a certain energy need.
Lesson Goals:

1. Students will identify the definition of energy.
2. Students will be able to make a connection between energy and the human body.
3. Students will be able to break down each energy need to its chemical reaction state.
4. Students will be able to balance the chemical reaction state of the energy need. 

Methods
Anticipatory Set:

1. Inform the students of the objectives and goals they will obtain at the end of this unit. 
2. Introduce the E-Book to the students as an engagement exercise to the lesson. 
3. Brainstorm for a couple of minutes as to what energy really is by taking suggestions from the students. Take each suggestion and write it down on the dry erase board for some type of poster paper. 
4. Create a formal definition of energy for Anatomy and Physiology.
Introduce and Model New Knowledge:
1. Introduce the different types of energy the human body needs as well as their functions by providing a power point lesson.
2. Explore each type of energy and break it down into its balanced chemical reaction state. 
Provide Guided Practice:

The students will be separated into different stations, according to the number of types of energy we will be studying throughout this unit. Each station will be in charge of identifying the energy, its purpose to the human body, and its chemical reaction components. After each station is complete, they will present what they learned to the others in the class. 
Provide Independent Practice
Students will have a matching worksheet that will have the balanced chemical reaction state on one side and the name of the energy on the other side. Individually, they must match each name to its respective balanced chemical reaction state. In addition, after completion, the student will create a half size poster of any type of energy with the following (1) its name, (2) its function, (3) how it relates to real life, (3) and its balanced chemical reaction state. The following will be provided to them:
  • magazines
  • scissors, glue, tape
  • markers, map pencils, crayons
  • computer/printer
Wrap-Up:
Students who are complete with their independent practice will be allowed to share their work with the class. In addition, as a class, we will vote on the best ones and hang them in the classroom.

Assessment
Formative/Ongoing Assessment:

As a teacher, I will make sure to do the following:
  • Encourage classroom discussion and provide higher order thinking questions. 
  • Monitor students as they complete their guided practice exercise.

Summative/End Of Lesson Assessment:

The students will have a project as their end of lesson assessment. They will pick a disease from a list that I will provide. They must create a documentary of the disease. However, they must have the following
  • Name of the disease
  • What it does to the body
  • The type of human energy it has and it lacks
  • Its chemical reaction state
  • Its antidote, if applicable. 
The student's grade will reflect on time/effort placed onto the project as well as its presentation.


Materials
Web Sites:
·         http://bookbuilder.cast.org/
Video & Audio Resources:

·         Speakers
·         Video Cameras

Other Resources:
·         PowerPoint Software
·         Internet
·         Teacher personal computer and projector
·        Assignment Rubric

EDLD 5364 Week 3 Part 1


I definitely enjoyed the UDL readings because it introduced to me to a variety of things such as lesson planning and eBook builder. The UDL website is definitely something that I have bookmarked as well as the template for lesson planning. The template is so detailed, even more detailed than the template my district uses. I plan to bring the topic of adopting the UDL version at the next faculty meeting. I know it is something that will not be adopted right away, but possibly for the next school year will be great. In addition to the readings, I would also like to add that the videos were very encouraging as well. Seeing the students not only engaged at their school, but also learning and extending what they learn on to their community is definitely something I appreciate. Luis was the student whom I related myself the most with because we shared several characteristics such as coming from a non-English speaking family, the eldest, and active within the community.