Mrs.Klock's Class Animoto
This is a brief Animoto with my class. The first segment features cute close ups of each student. The second was our Stone Soup Celebration. We read the Folk Tale, Stone Soup and reenacted the story. Each student contributed something for the soup and we had enough to share with the principal, and two other third grade classes. The final section of the Animoto are pictures of our MAPPs pals. MAPPs stands for Matching Areas and People Project and it is through EASTCONN. MAPPS explores the themes of place and belonging for 3rd-graders and promotes a sense of pride in students’ communities through orienteering and map-building activities. The program runs strictly through a interdistrict grant. When we meet with our friends we do great friendship, Social Studies, and Technology lessons. What do you think? What additional ideas do you have for using Animoto in my classroom?
Tuesday, January 31, 2012
Buddies Forever Animoto Video
Buddies Forever Animoto Video
This is an Animoto of my daughter and her friends. How cute?
She is a social butterfly already. She also loves animals, can you tell?
This is an Animoto of my daughter and her friends. How cute?
She is a social butterfly already. She also loves animals, can you tell?
Thursday, January 26, 2012
National Educational Technology Standards for Teachers and Students Blog #2
When I read the different technology standards for both students and teachers, http://www.iste.org/standards/nets-for-students.aspx
I gave it some good thought, and upon reflection I know our district is a
very small district with only one school, but we do ok with what we have. There is a very little budget. Adding technology and updating our computer
lab and carts has been able to be maintained.
We have the trickle down technology approach in my school. The highest grades get the Smartboards and
Laptop carts. I instruct my class in one
regularly scheduled 40 min. computer lab session. My classroom has 4 computers
in it, which we use on a daily basis. We do not have a Smartboard or access to
the cart. I think if we had funding allowing all grades would be able to
benefit from technology.
My students create, explore, research, problem solve, and have learned the
basic operations and concepts with regards to the technology that they are
afforded. At times, I have felt that I’m
behind the times with not having access to Smartboards, ipads or Livestreaming,
but I do promote the use of the computer from home and within the
classroom. Several colleagues offer
technology workshops which early on I participated in. Time has been an issue lately, but I know
there is a Voki one coming up soon. I think my class would love to create their
own Voki, so I plan to attend if it does not interfere with class.
 |
| https://www.google.com/ |
Can anyone tell me how I would write an application for a possible grant? How hard is the application process? Are there resources that may be available to
schools with limited to low funding? I
heard of a donor website for teachers, does anyone know the URL? Thanks!
NEW LITERACIES FOR NEW TIMES Ch. 1 BLOG
The resource most useful to me was
under the heading Teaching With the
Internet: Venita Rodriguez's Eighth-Grade Team ENC Online
hyperlink, http://www.enc.org/
.
Our district is currently beginning the
switch for the 2014 change in standards.
The new CCSS, short for Common Core State Standards, will take the place
of the Connecticut Mastery Test. Our
district does not have a Curriculum Specialist, so teachers are responsible for
creating the units that correspond to each standard. I found many lessons that
address various learning styles. For
example, my third grade students did rather poorly on an area and perimeter
portion of our latest assessment.
I discovered they keep getting Area
& PERIMETER confused. I found the
following link, which provided the perfect lesson which I utilized immediately
to reteach the concepts. In small
groups, they filled pre-measured different sized rectangles with Wheat Thins. Then they counted each Wheat Thin
to record the area and added the sided to record the perimeter. For extension I showed a few how multiplying
two different sided can give you the area as well. Following the lesson they
were able to eat their Wheat Thins. They
loved the lesson and had a deeper understanding of area and perimeter.
Does anyone know of any other lessons
in math that uses food as a manipulative?
I've used an M&M graphing lesson and a marshmallow fraction lesson. Any other ideas?
Thanks!
Subscribe to:
Posts (Atom)