Well, for my second emerging technology I chose scrapblog.com. As you probably already know from an earlier post! So, here are the questions:
1. Scrapblog.com; digital scrapbooking
2. It is an online version of scrapbooking. As a fan of scrapbooking I find this to be a really quick and MESS-FREE alternative! You can upload your own photos and choose from thousands of themed templates, or make one of your very own! It allows for the same creativity as regular scrapbooking, but without all the clean-up!
3. This website is extremely user-friendly! It shows you how to navigate through the pages, and I wasn't even lost a single time! I really like how you can upload pictures that are already on a lot of websites you may already have (for example, Facebook). I never ran into any troubles with using this site.
4. http://www.scrapblog.com/f5c41ccea3/08E9E3B3-798F
5. I would suggest linking up your Facebook or Photobucket account to make uploading pictures much easier! Plus, I would suggest looking up stickers, backgrounds, and frames on your own because there are SO many!!!!
That's all guy, good luck!
kathleen danielle.
http://www.scrapblog.com/f5c41ccea3/08E9E3B3-798F
Thursday, October 30, 2008
Monday, October 20, 2008
Not for W200 (for E345)
Objective:
Building on a knowledge foundation of addition double facts (Fosnot and Dolk, 2001), become familiar with larger two digit addition by using strategies such as splitting (Fosnot and Dolk, 2001), using friendly numbers (Fosnot and Dolk, 2001), compensation (Fosnot and Dolk, 2001), and making jumps of ten (Fosnot and Dolk, 2001), (Academic Standards 2.1.1, 2.1.2, 2.1.3, 2.2.2, 2.2.6), (Indiana Department of Education, 2000). Use current understandings of money in the form of coins or Unifix cubes to assist in making connections to addition strategies (Academic Standards 2.2.1, 2.5.12, 2.3.2), (Indiana Department of Education, 2000). Record cost of items on a “receipt” (Academic Standards 2.1.11), (Indiana Department of Education, 2000). Use understandings of hierarchal inclusion (Fosnot and Dolk, 2001) to be sure answers to problems make sense (Academic Standards 2.2.5), (Indiana Department of Education, 2000). Relate mathematics to the real world (Academic Standards 2.3.1), (Indiana Department of Education, 2000). Strengthen problem solving skills (Academic Standards 2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.6.5), (Indiana Department of Education, 2000).
Analysis of Children’s Thinking:
A second grade student has the ability to connect doubles facts to adding together doubles in the tens, hundreds, and thousands by tacking on zeroes.
· Two second grade students were able to add together 10 plus 10, 300 plus 300, and 1,000 plus 1,000 correctly. They stated they were able to do this because they knew that 1 plus 1 is 2 and 3 plus 3 is 6 (Students, 2008).
A second grade student has the ability to identify pennies, nickels, dimes, and quarters as well as the amount each coin is worth.
· Two second grade students counted money using coins, and assigning correct amounts to a given coin (Students, 2008).
A second grader has the ability to solve problems but may sometimes need manipulatives to do so.
· Two second grade students were able to solve word problems with the help of manipulatives (Students, 2008).
A second grader has the ability to estimate and use common sense to figure out if his answer is correct.
· Two second grade students were able to identify that two items, one of which cost $0.11 and another cost $0.24, did not add up to a cost of $0.15 (Students, 2008). Therefore, they were able to explore other answers that made more sense (Students, 2008).
A second grader can record numbers on a sheet of paper.
· Two second grade students were able to record the cost of an item they chose on a piece of paper (Students, 2008).
Mini-lesson:
Looking at a calendar, begin the mini-lesson by figuring out how many days are in September and November. After the students have figured out there are 30 days in each month, pose the problem of figuring out how many days there are all together in these two months by writing, 30 + 30 =, where all the students can see. Next, move on to October and November, writing underneath 30 +30 =, 30 + 31=. Use the answer to this last problem to move on to other problems that may be solved using the same strategies. The addition string to be used is:
· 30 + 30 =
· 30 + 31 =
· 40 + 41 =
· 39 + 41 =
· 38 + 42 =
Involve the students in strategies by asking them to come up with situations in real life that could explain the strategy they used (Fosnot and Dolk, 2004).
Exploration:
· Transition to the activity by asking the students this question: “If I am at the store with my mom and before we left she gave me five dollars to spend, what can I buy?” (This is to assess the children’s ideas about money in relation to the real world – to see if they think they can buy a vacuum cleaner or a candy bar). Allow many different students to answer the question to allow students can see that there may be many different answers. For each one ask the students if they agree that they could buy that – why/why not and come to a consensus as a class to whether or not you can buy it.
· Have the students put themselves into groups of 4 (divide them into pair 1 and pair 2)
· Give each student a receipt (made from slips of paper).
· Allow pair 1 to go “shopping” at your store and “buy” 2 items and to bring them back to their group of 4.
· Instruct pair 1 to share the price of each item with their group, and ask them to tell you how much they spent (receipts and coins are provided to support a student’s need for manipulatives).
· Instruct pair 2 to take the items back to the store, and have them “buy” 2 more items.
· Instruct pair 2 to share the price of each item with their group, and ask them to tell you how much they spent (receipts and coins are provided to support a student’s need for manipulatives).
Questions asked during exploration:
· (if coins were not used during the exploration) Would using coins help?
o What is this coin?
o How much is a quarter? Dime? Nickel? Penny?
· Would using blocks help? (have them available as well)
· Would extra paper help? (If the receipt paper is too small for them)
· Do you have questions?
· How do you know (applies to answers students give to all questions)?
· Can you show me (applies to answers students give to all questions)?
Congress:
Transition to math congress by having the children go back to their desks, and asking them the next few questions: Although, at the same time being flexible to the children’s needs and questions that arise during the congress.
· What did you think of this activity? Was it fun? Why?
· Who wants to share a strategy they used to solve one of the problems?
· What did it the same?
· Who did it differently?
· Who do we agree with? Why/Why not?
· Do you think these strategies would work for every problem every time? (ex. splitting, doubles)
· Which of all of these strategies works best for this problem? Why? Does everyone agree?
Bibliography
1. Fosnot, C. &. (2004). Addition and Subtraction Mini-lessons. (This is a CD, not a book).
Portsmouth, NH.
2. Fosnot, C. &. (2001). Young Mathematicians at Work: Constructin Number Sense, Addition, and
Subtraction. Portsmouth, NH: Heinemann.
3. Indiana Department of Education. (2000). Indiana Academic Standards for Mathematics: Grade
2. Indianapolis: Indiana Department of Education.
4. Students, S. G. (2008, October & September 24, 1, 8). Second Grade Buddies. (N. Weaver, & K.
O'Riley, Interviewers)
Building on a knowledge foundation of addition double facts (Fosnot and Dolk, 2001), become familiar with larger two digit addition by using strategies such as splitting (Fosnot and Dolk, 2001), using friendly numbers (Fosnot and Dolk, 2001), compensation (Fosnot and Dolk, 2001), and making jumps of ten (Fosnot and Dolk, 2001), (Academic Standards 2.1.1, 2.1.2, 2.1.3, 2.2.2, 2.2.6), (Indiana Department of Education, 2000). Use current understandings of money in the form of coins or Unifix cubes to assist in making connections to addition strategies (Academic Standards 2.2.1, 2.5.12, 2.3.2), (Indiana Department of Education, 2000). Record cost of items on a “receipt” (Academic Standards 2.1.11), (Indiana Department of Education, 2000). Use understandings of hierarchal inclusion (Fosnot and Dolk, 2001) to be sure answers to problems make sense (Academic Standards 2.2.5), (Indiana Department of Education, 2000). Relate mathematics to the real world (Academic Standards 2.3.1), (Indiana Department of Education, 2000). Strengthen problem solving skills (Academic Standards 2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.6.5), (Indiana Department of Education, 2000).
Analysis of Children’s Thinking:
A second grade student has the ability to connect doubles facts to adding together doubles in the tens, hundreds, and thousands by tacking on zeroes.
· Two second grade students were able to add together 10 plus 10, 300 plus 300, and 1,000 plus 1,000 correctly. They stated they were able to do this because they knew that 1 plus 1 is 2 and 3 plus 3 is 6 (Students, 2008).
A second grade student has the ability to identify pennies, nickels, dimes, and quarters as well as the amount each coin is worth.
· Two second grade students counted money using coins, and assigning correct amounts to a given coin (Students, 2008).
A second grader has the ability to solve problems but may sometimes need manipulatives to do so.
· Two second grade students were able to solve word problems with the help of manipulatives (Students, 2008).
A second grader has the ability to estimate and use common sense to figure out if his answer is correct.
· Two second grade students were able to identify that two items, one of which cost $0.11 and another cost $0.24, did not add up to a cost of $0.15 (Students, 2008). Therefore, they were able to explore other answers that made more sense (Students, 2008).
A second grader can record numbers on a sheet of paper.
· Two second grade students were able to record the cost of an item they chose on a piece of paper (Students, 2008).
Mini-lesson:
Looking at a calendar, begin the mini-lesson by figuring out how many days are in September and November. After the students have figured out there are 30 days in each month, pose the problem of figuring out how many days there are all together in these two months by writing, 30 + 30 =, where all the students can see. Next, move on to October and November, writing underneath 30 +30 =, 30 + 31=. Use the answer to this last problem to move on to other problems that may be solved using the same strategies. The addition string to be used is:
· 30 + 30 =
· 30 + 31 =
· 40 + 41 =
· 39 + 41 =
· 38 + 42 =
Involve the students in strategies by asking them to come up with situations in real life that could explain the strategy they used (Fosnot and Dolk, 2004).
Exploration:
· Transition to the activity by asking the students this question: “If I am at the store with my mom and before we left she gave me five dollars to spend, what can I buy?” (This is to assess the children’s ideas about money in relation to the real world – to see if they think they can buy a vacuum cleaner or a candy bar). Allow many different students to answer the question to allow students can see that there may be many different answers. For each one ask the students if they agree that they could buy that – why/why not and come to a consensus as a class to whether or not you can buy it.
· Have the students put themselves into groups of 4 (divide them into pair 1 and pair 2)
· Give each student a receipt (made from slips of paper).
· Allow pair 1 to go “shopping” at your store and “buy” 2 items and to bring them back to their group of 4.
· Instruct pair 1 to share the price of each item with their group, and ask them to tell you how much they spent (receipts and coins are provided to support a student’s need for manipulatives).
· Instruct pair 2 to take the items back to the store, and have them “buy” 2 more items.
· Instruct pair 2 to share the price of each item with their group, and ask them to tell you how much they spent (receipts and coins are provided to support a student’s need for manipulatives).
Questions asked during exploration:
· (if coins were not used during the exploration) Would using coins help?
o What is this coin?
o How much is a quarter? Dime? Nickel? Penny?
· Would using blocks help? (have them available as well)
· Would extra paper help? (If the receipt paper is too small for them)
· Do you have questions?
· How do you know (applies to answers students give to all questions)?
· Can you show me (applies to answers students give to all questions)?
Congress:
Transition to math congress by having the children go back to their desks, and asking them the next few questions: Although, at the same time being flexible to the children’s needs and questions that arise during the congress.
· What did you think of this activity? Was it fun? Why?
· Who wants to share a strategy they used to solve one of the problems?
· What did it the same?
· Who did it differently?
· Who do we agree with? Why/Why not?
· Do you think these strategies would work for every problem every time? (ex. splitting, doubles)
· Which of all of these strategies works best for this problem? Why? Does everyone agree?
Bibliography
1. Fosnot, C. &. (2004). Addition and Subtraction Mini-lessons. (This is a CD, not a book).
Portsmouth, NH.
2. Fosnot, C. &. (2001). Young Mathematicians at Work: Constructin Number Sense, Addition, and
Subtraction. Portsmouth, NH: Heinemann.
3. Indiana Department of Education. (2000). Indiana Academic Standards for Mathematics: Grade
2. Indianapolis: Indiana Department of Education.
4. Students, S. G. (2008, October & September 24, 1, 8). Second Grade Buddies. (N. Weaver, & K.
O'Riley, Interviewers)
Thursday, October 16, 2008
Podcast? -- Emerging Technology 1
I am not sure if I did this assignment correctly, but you guys can tell me! Please!
I don't know where to upload my .mp3 file, but I guess she said to stay tuned.
Anyway-- I will answer the questions now.
1. I explored Podcasting
2. Podcasting is a type of technology that allows users to record their voice and share it online with others. Audacity is a program that records the voice, and lame is a program that translates that Audacity file into a .mp3 file that can be listened to in a media player.
3. I learned how to use the technology by messing around with it. I didn't find it to be very user friendly, and I thought that Audacity was very boring. The colors seemed very plain and it was not very interactive. For a first time user it is not a quick-to-learn type program like I am use to. However, after messing around with it I found it to be a simple program.
4. I will show how I used it when I know where to post my work
5. I don't have many tips for anyone being that I am still a new user, but I would say that going through the tutorial that our professor provided us proved to be very helpful for me! So, try it out!
Other than that, it was fun. But I am still at a loss for what we were suppose to actually record on Audacity so I just recorded myself reading a children's book. Also, I was wondering why this type of technology would be useful in a classroom setting.
I don't know where to upload my .mp3 file, but I guess she said to stay tuned.
Anyway-- I will answer the questions now.
1. I explored Podcasting
2. Podcasting is a type of technology that allows users to record their voice and share it online with others. Audacity is a program that records the voice, and lame is a program that translates that Audacity file into a .mp3 file that can be listened to in a media player.
3. I learned how to use the technology by messing around with it. I didn't find it to be very user friendly, and I thought that Audacity was very boring. The colors seemed very plain and it was not very interactive. For a first time user it is not a quick-to-learn type program like I am use to. However, after messing around with it I found it to be a simple program.
4. I will show how I used it when I know where to post my work
5. I don't have many tips for anyone being that I am still a new user, but I would say that going through the tutorial that our professor provided us proved to be very helpful for me! So, try it out!
Other than that, it was fun. But I am still at a loss for what we were suppose to actually record on Audacity so I just recorded myself reading a children's book. Also, I was wondering why this type of technology would be useful in a classroom setting.
Wednesday, October 15, 2008
stressed.
just wanted to post to relieve some of my frusteration.
the blocks are no doubt stressful...to the max.
but the last few weeks are DEADLY!
i have so much stuff due in the next few weeks that i feel like i could die.
anyway, that is all.
the blocks are no doubt stressful...to the max.
but the last few weeks are DEADLY!
i have so much stuff due in the next few weeks that i feel like i could die.
anyway, that is all.
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