Gibbs-Harrison_Reflection

LESSON PLAN REFLECTION

Lesson
Objective: Standard C4.9 Periodic Table: The periodic table design is based on the number of protons and electrons. Vertical groups in the periodic table have similar physical and chemical properties due to the same outer electron structures.

My lesson was designed for alternative high school age chemistry students. Their age can range from 15-19 years of age. Many of the students have learning disabilities or difficult home life.
We review the protons and neutrons are located in the nucleus. The proton has a positive charge. The neutron has no charge, just mass. Electrons are outside the nucleus and have a negative charge. The opposite charges of the electron and proton attract. Atomic number is based on the number of protons. Atomic mass is equal to the number of protons added to the number of neutrons. The Law of Octaves is in effect as a maximum of eight electrons is in effect except for hydrogen and helium in the first period.
I have added a journal rubric to my lesson with the following requirements:

1. Element name is listed
2. Symbol
3. Atomic number
4. Number of protons, electrons, and neutrons
5. Atomic mass
6. Element classification (mass, gas, liquid, metalloid)
7. Period location (number)
8. Group number and name (may not be applicable)
9. Number of valence electrons
10. Identify the block (s, d, p, f) based on its valence electrons (electron configuration)

Implementation
My intended audience was not available so I used my family. Although, every one of my family had taken a chemistry class in the past, their memories were not that good. I could only do this one on one, thus lacking any class discussion. I supplemented them with previous knowledge and they did seem to catch on. They were amazed at the technological visual representations of the periodic table and an atom.

Reflection
Although I did not use my intended audience, I felt my lesson went well. Although they weren’t willing to look up the final assignment, they were engrossed with the ability to find the information on the internet. I showed a variety of websites describing carbon’s properties.


Showing them a variety of websites was monotonous for them although it did illustrate the possibilities. My audience was amazed by the graphics of Nova elements.They liked building the atoms and blowing them up when they were done. They followed along as it counted the protons, electrons, and neutrons being added. They did not care but to my real students I would point out the place where it tells protons = what element.

In implementing this lesson, I can see the value of a blank periodic table the students can diagram the elements as we go across the period. I have in the past drawn them on the whiteboard. It might be beneficial to do it alongside the Nova Element visualization. Students operating the iPad, filling in their periodic table, and journaling fills the constructivism theory. I am hoping with lots of class discussion and journaling will lead to student success. I am excited about implementing this lesson this fall.

Digital Storyboard

Here is my very late movie entry link:


http://www.youtube.com/watch?v=0NVnED9MQWY&feature=youtube_gdata

CEP 800 Module 5 Lesson Plan

Here is a link to my lesson plan for Module 5.


https://docs.google.com/document/d/1BFJqioTZfR9erc1MuE2V9ZvE8NYEW48meUEVCuYQgsY/edit

Audacity Interview

      This audacity interview put into mp3 was one of the most time consuming but stimulating things that I have done. I really had a hard time getting it going. I edited and edited over and over again. I read the articles probably too much which added to my confusion. I really did enjoy doing this and have already written down things to do differently next time.
     I hope this link goes through!

 https://netfiles.msu.edu/?path=/afs/msu/user/g/i/gibbshar/web/Living%20%26%20Nonliving%20final.mp3

Wicked Problem Project - Final

Problem:
According to dictionary.com, science is the systematic knowledge of the physical or material world gained through observation and experimentation. I teach Science in an alternative high school in a former elementary school. It is not equipped with lab tables, eye wash, shower or securely locked cabinet in a locked storage room to hold science supplies. I have six different classes of 45 minute length. It is hard to get materials around for demonstrations or labs in this short of time. I have tried using visual labs in the library but there is not enough computers or time for students to reach desired websites effectively or efficiently As a result, the students lack experimentation and observation skills needed to comprehend many science concepts. I need a more realistic, interactive technology with attention grabbing capabilities.
Solution:
To solve the lack of lab materials, the school district gave me an iPad to use for the classroom. The iPad apps provide realistic 3D graphics bringing science to life. They simulate the hand-on experience they are missing, and increase their intellectual capacity. Interactive learning takes basic book learning beyond the basic memorization and identification. It makes science real.
What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?):
The technology and pedagogy of an iPad complement each other. The iPad's main contribution to pedagogy is its captivating graphics. This will allow me to show videos, interactive images, simulations, blogs and podcasts that meet multiple learnings styles. I intend to perfect my own mp3 abilities so I can create youtube videos or screencasts that combine multiple sites for students to download on their smartphones.
What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.):
The advantage of having small class size is that I can read everyone's face for understanding. With the iPad, I can project the image on the overhead or gather the students around it. As I explain the science topic, I can watch faces and ask questions that reflect knowledge. There are many opportunities to use the iPad for deeper thinking. I can access websites for graphics, readings, videos and tutorials. I can upload graphics and use my stylus to highlight problem areas. For students having problems with comprehension, I will ask them to come in before and after school to use the iPad themselves so that they will become comfortable with all of its options. The number of ways that I can present the information will be increased over the traditional book, paper and pencil. Thus, comprehension will be increased.
What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.:
The use of the iPad for instruction will provide resources that haven't been accessible for my students. I will begin at the basics, gradually adding more difficult or complicated material and explaining their application. This will increase the students reasoning skills. By taking screen shots, adding them to ShowMe or Educreations, I will be able to communicate this understanding as they explain the processes. It is so exciting to be able to show a 3D presentation of an element and its chemical structure or a demonstration of active transport or parallel circuits.
Finding and Implementation:
The implementation of the iPad is still a work in progess. Everytime I have used the iPad in class, I have received positive feedback. I did not receive the iPad until February so I only had a month to utilize it. Only in the last week have I been able to hook it up to my projector. I do not have wireless internet service in my room. When I have used Educreations, I unhooked my desktop computer from the internet connection. Most of the time I use the apps that save the material and not necessarily use the internet for information. The students really are engrossed in the iPad graphics. Next year, after I feel I have really grasped this implementation, I would like to look into a grant to purchase classroom iPads. I am really excited to continue to research how I can use my iPad. I recently downloaded the Prezi app and excited to explore Discovery Education. I feel I have only scratched the surface of its possibilites. Planning and documentation of all findings and how I implement my findings will only lead to further success.

Resources

Doherty, John & and Ketchner, Kevin (2010, November, 05) In Pedagogy and the iPad. Retrieved March 06, 2012 from http://nauelearning.wordpress.com/2011/11/05/pedagogyipad/

Beattey Johnston, Heather and Stoll, Carolyn J. (2011, May) In It's the Pedagogy, Stupid: Lessons from an iPad Lending Program. Retrieved March 5, 2012 from http://elearnmag.acm.org/featured.cfm?aid=1999656

Valstad, Henrik. (2010, December 13) In iPad as a Pedagogical Device. Retrieved March 8, 2012 from http://framsikt.files.wordpress.com/2011/09/ipad-as-a-pedagogical-device.pdf

My Personal Learning Plan

  When I look back at where I was at the beginning of EduTech 810, I am amazed and what I have learned but also the hunger I have to keep looking for new ways to integrate technology into my classroom. I started out with one desktop pc and now have ways to utilize it better. In the beginning, I learned to use three minute Youtube videos. Now I know how to make those videos. I use my voice and put together a lesson with powerpoint, toondoo or another program to get the message across.

   I really enjoy using PollEverywhere. It allows me to have warm-ups questions on the overhead projector while I take attendance. The students enjoy seeing the results after a few minutes. They like the anonymity of it. I am looking into incorporating  a wrap-up question to see how well the lesson went.

   I do need to continue apply TPACK as content knowledge is the easy part and am gaining on the technical knowledge. I feel pedagogical content knowledge is a work in progress. This also applies to UDL as I will be making a small poster of both to hang near my desk to constantly remind me to do better.

  In 810, my goal was to get an Elmo to show class how to do things through pencil, paper and the projector. Now I have learned to use the iPad app Educreations. I can draw chemical elements and equations or do Physics equation. Now I have to record and save them so my students can view them as a video on youtube.  I have attached cables to hang down from my projector but I am looking forward to attaching it to the cable through the ceiling, hopefully before summer.

  I want to keep striving to integrate technology into my classroom. My students are becoming more comfortable how I teach and are willing to try new technology. I am hoping to increase computer use in the library. They are installing a Master Eye so I can watch the student computers. I am anxious to use Toondoo with them.

  My goals is continue with the masters program by taking one course at a time. I will continue to look back at these tech classes for ideas. I have new friends' blogs to watch for ideas. I am looking to attending conferences on technology, science and their integration.



Group Leadership Project

Here is the link to our  Leadership project:


http://youtu.be/OfYrln3SYF4

1. What tool did your group use to deliver the PD tutorial?  Why?
   Our group chose Toondoo. It uses a cartoon set-up with easy to use clip art. The nice thing is that it seperates its clip art into many different categories. It also allows creation of new characters along with bringing in material from the outside. There is a character bubble tab to give your characters voices and doodler tab to draw your own inventions. It allows the students to show their creativity while reviewing class material. I do like the sharing it with friends feature to allow sharing of student emails or the teacher.

2. What did you learn during the development process of the final product?
   The ability to have a web conference with people anywhere. I really enjoyed the camaraderie that I developed with my group. Doing the storyboard as a group was great for editing. We were able to talk to each other about ideas or what to change. They taught me about Camtasia, improving my blogs and other presentations. There were certain tabs in Toondoo I had overlooked that Catie, Scott and Jen had used. I used them and found them fun and easy to use. I really enjoy importing pictures with the imaginer and drawing on them for my science classes.

3. What would you do differently if you had to develop a similar product again?
   If it wasn't for the storyboard and group discussions, I wish I could have had more input into the final product.  As a group, we liked how the Camtasia audio would come through on Adobe Connect for our presentation and felt this was the best way to present our project. I wish I had Camtasia but did not feel I should put in for the free 30 day trial as class was just finishing up. However, I will see if there is any chance our school system is looking into buying it.

Wicked Part C - Implementation

  This part of the project was a little frustrating. First, I had to go back and remind myself how to do a podcast. Then after I did a couple, I had a "duh" moment on how to do it easier.
   One of the biggest bumps in the road  is the time it takes to explore all of the iPad apps. There are so many out there that I haven't explored or don't even know about. I have many emails people have graciously sent me listing iPad apps. There are only so many minutes of the day that one can investigate and prepare. Teaching is communicating with your students. If the students need me for assistance before and after school, I am there for them.
  The surprise is how much the students enjoy the graphics of the iPad. Attendance in my school is a problem. As a result,  I am able to gather the students in attendance around the iPad, using graphics or short explanations, keeping their attention. This is so invigorating. I wish I could put the graphics up on my overhead so I could read their faces while I am presenting the material. I have been told this loses effect unless an Apple TV is installed
   I am really pleased with the teaching progress the iPad has already shown me. I look forward to the research that lies ahead of me. Here is my mp4:

http://screencast-o-matic.com/watch/clnUfQzaU

Part D - Findings and Implications

• Formative: Did the project get implemented as planned?

No and yes. I thought I could do more with the iPad. I feel like I have so much more to learn. So yes, I did come up with some great illustrations that lead to greater depth for the students but I want more. I wish I could have used the quizzes available through different apps but that would mean every students would have to have an iPad. I am looking into incorporating some of the quizzes into PollEverywhere.

• Summative: Evidence of success in addressing the problem of practice

My chemistry students were having a hard time seeing the different chemical bonds. The iPad has great graphics with many different colors to explain ionic, covalent and metallic bonding. I was lucky (or unlucky) many of my students were absent so I was able to gather the group around the iPad and explain the bonds. I don't know if its the HD graphics or what but they just seem to like the iPad visuals better and great discussions evolved. I am not giving the test until Tuesday due to scheduling conflicts but am anxious to see the results.

• How would you approach another project of this type differently given what you’ve learned here?

Preparation, preparation, preparation! I really would like to be able to put these graphics on the overhead projector. I enjoy being in front of the class, reading their faces as they learn the subject. I do know until we get an apple compatible TV that I will lose some of the HD quality. I will keep searching for different graphics that illustrate a different angle. I showed the Punnett Square graphics to my biology students. Even though the students had done four practice sheets, it was the graphic that brought it together. I don't know why but if one more illustration cements it in their brain, it is worth it.

• What are the lessons learned that others might benefit from knowing about?

The iPad isn't the answer for everything. It is still in its infancy, just like other computer programs. I would explain that it is another tool. I think if they were in students hands, they could save time and paper with some of the quizzes that are available to email to teachers. Laptop computers can do some of the same things but the iPads ease of use is phenomenal. It really takes a great amount of time to learn everything about the iPad. I read somewhere, it usually takes three months. One of my fellow teachers was amazed that I had already used it in the classroom but thought there were some great science apps. It just takes preparation to use them efficiently.

• In what ways will you endeavor to do the same project again, and what will you change or not do?

I diefinitely will use the graphics that I have found. I wish I had the iPad earlier for many of my classes. As I kept searching, I find more and more. I add more apps and write them down in my planner. It is very important to keep track of where and what apps are available. I will use them expecially when the students review for the semester exams.

Mobile Learning Lab

1. What tools did you try?

 The first tool I tried was the ipad. I am so new to the ipad and am trying to learn everything I can about it. I found lots of good advice about implementation and apps. I think this is very exciting but unfortunately I don't think it would work in my alternative school. One of my students has told me to keep mine in my hip pocket. Luckily, my attendance has been small lately and I have gathered students around it to watch various scientific methods. They love the graphics.
  The second thing I tried was Poll Everywhere. I have not had a chance to implement this in the classroom. I plan on editting this blog  in the next few days. I never knew this site existed but I can see I could use it for warm-ups and emphasizing certain points. I projected the website on my white board. Unfortunately, I only had one student answer the poll. This student thought that cell phones would be the best choice. I really had a hard time getting my students to do any work Thursday and Friday.

2. What ways are you thinking about integrating mobile technology into YOUR classroom? 
   I am integrating the iPad in the classroom now. I am going to look into buying a flip camera to use for demonstrations and small labs. I might even use it to deliver information I find outside of class.

3.  What challenges (or inspirations) do you foresee?

I talked with my chemistry class about using cell phones for class material. They were talking about their past experiences at their previous schools. A few didn't like their experience with Moodle. Others talked about having classes on laptops. They said most kids were on youtube or facebook. They basically ignored the lesson they were suppose to be on. They said that monitoring which sites students are on is still a huge issue. It is not worth the fight. So, one of the biggest challenges will be changing the mindset of my students into the benefit of using mobile technology.

Data Visualization Lab

  There are so many sites to visit. I had heard so much about edu.glogster so I thought I would give it a try. I really liked when they first let you play around on a glog and draw. I joined Glogster, only to find out that the drawing tool could only be used with a paid subscription. After playing around with the free clipart and downloaded pictures, I came up with the second screenshot. After I finished, I figured that I could always draw in paint, save it to my computer, then upload it to glogster for use. I also had to relearn how to do a screenshot and save it in the right format.

This is the trial based glogster. I could do a drawing when I didn't have a subscription.

This is the way I could do it after I signed in. I could download pictures and add them to glogster. Although I would like the freedom to do drawing without downloading them from paint, I think I could adapt.




  After fussing around with Glogster for awhile, I decided to investigate other sites. I thought about audacity but we already covered that, even though I know I need to revisit it. I decided to go to the bottom of the Free Visual Tools page. I usually have a hard time getting through the whole list. It was good way to go because I discovered Wordle. I did not know this website existed. It is fun. I could make vocabulary posters with this website. I have been really working with word association in my Chemistry class so I decided to make this wordel.

Playing with the colors, fonts and different combinations was fun. I really like this one but will probably make a black and white version that I can copy repeatedly on school copy machines.





  The next site I visited was Dropbox. I discovered I needed this after doing the majority of my classwork on my desktop today and working on my laptop in the basement this evening. I had saved a few things on the desktop. I know if you use googledocs you are free to open them anywhere. However, I like the thought of taking documents I create at school, putting them into dropbox, and opening at home. I do not have to worry about emailing them or putting them on a flashdrive.

This screenshot shows where the dropbox is located on my computer. It even shows the little icon and how many folders dropbox contains. I can save pictures and documents in the dropbox folders and open them on any computer.

 

  There are many other sites I would like to visit, particulary Slideshare and Screencast to use in my group presentation or my Wicked Problem project. I am really glad to have the Free Visual Tools page for future reference.

  My ah-ha moments came when using wordel to highlight vocabulary and/or word association in my science classes. I also really like the simpleness of drop box for sharing files, especially when I get stressed for time working different computers.
 

Group Leadership Project: Part B - Storyboard and Script

  This Toondoo project is a real learning experience. It is very rewarding working with two people that have different views and abilities on one project. I like the idea of teaching the science with cartoons. Not only will it be a fun way for me to get the lesson across, but if the students design a cartoon, it will reinforce the concept.
  Unfortunately for me, Catie and Jennifer had a lot of the storyboard done when I had time to do it. I used my critiquing skills but I still think we have a some more to do. It is hard to do when all of us have such different schedules. Jennifer and I can get together and discuss easier than anyone else. We will meet with Catie tomorrow morning to iron out the animation, voice and editing. Jennifer and I think we should somehow put cartoon figures of ourselves along with Catie's in the final presentation. We talked on the chat next to the googledoc and also texted when our computers froze. Below is a link to our googledoc:

https://docs.google.com/document/d/1D0QE-1SKhJbKxcDCp18cara1cYpIUvpKsgS8_gVFZjw/edit#

Wicked Problem Project: Part B - Application of TPACK

  A big problem with my Chemistry class is that I do not have the laboratory materials or the safety materials to do hands-on labs. I have tried United Streaming videos and the small videos that acompany the textbooks. They have not grabbed my students attention. Hands-on and visualization has been proven to help with understanding.
   So far with my ipad investigation, I am amazed at the graphics. I have never had a computer that is so clear and so life like. I will be able to have my smaller Chemistry class surround the iPad for viewing. However, I am hoping the images will be just as amazing through the projector.
  The atom and how it bonds is the main feature of chemistry. If the apps on the iPad bring the atom to life, if then the students can draw on the computer or with paper and pencil their understanding of how and why atoms bond, my chemistry teaching is a success. I want them to visualize the atom streaming over to another atom across the periodic table to bond. I want them to understand and visualize why some bonds are stronger than others. Can they draw a carbon atom and make single, double and triple bonds with other atoms? Why does it make those certain bonds with different periodic groups? Why are some bonds stronger than others?
  I have so much more to learn about implementing TPACK into this project through the iPad. I am so excited about sharing these features with you. There are so many Chemistry apps available. Now I must find the ones that bring it altogether.

Group Leadership Project - Brainstorm

After many days of communication going nowhere, Jennifer and I got together Saturday with the blessing of Catie, who lives in Poland. Thank goodness for cell phone texting and regular calls. With Angel going in and out Saturday, I was able to give Jennifer the Adobe Connect URL and we hooked up.

Catie gave us many good ideas. Jennifer and I explored the five suggestions while web conferencing and decided on Toondoo. It is a site that creates cartoons. Jennifer and I had not explored this site and are excited about investigating it. Below is two jing copies of our web conference. There was a third but I accidently erased it.

 C:\Users\Dilly\Pictures\2012-02-12_1600.swf
C:\Users\Dilly\Pictures\2012-02-12_1554.swf

The advantages of the web conference is you get a glimpse of the other members' personalities. It was nice to go through all five suggestions and look at their possibilities. We could discuss which sites would work better for us, which ones were new and exciting. I liked the interaction was immediate and visible.

The disadvantage is that we can't work directly together. It is also hard to get everyone online at the same time. We are trying to meet with Catie and hopefully Scott Wednesday  between 3:00-3:10. This will provide a time, hopefully, the whole group can get together.

PART A - Description of Need or Opportunity

Need

Science is built on concepts and theories. The definition of science, according to dictionary.com is:

1.)  a branch of knowledge or study dealing with a body of facts or truths systematically arranged and     showing the operation of general laws: the mathematical sciences.

2.)  systematic knowledge of the physical or material world gained through observation and experimentation.

3.)  any of the branches of natural or physical science.

4.)  systematized knowledge in general.

5.)  knowledge, as of facts or principles; knowledge gained by systematic study.

I teach science to alternative high school students in a former elementary building. It is not equipped with lab tables or a securely locked cabinet in a locked room to store many science materials. I have 6 different classes of 45 minute length. It is hard to get materials around for a demonstration, let alone a lab for these students. I have tried using computers in the library but often time there is not enough computers for all or enough time by the time the students truly get to the desired website effectively and efficiently. As a result, students lack experimentation and observation skills needed to comprehend many science concepts.

I have tried videos, text-based virtual labs and youtube demonstrations. However, many of these lack the attention grabbing content of a hands-on lab. I am looking for technology that is more interactive, more realistic.

The Plan

My goal is to use the 3D graphics of the iPad to bring science to life for my students. I spend countless hours explaining the scientific method and how it works. What is a hypothesis, a theory, a conclusion? There are so many realistic apps out there that will allow my students to apply the scientific method and hopefully come up with their own hypotheses. (Apps in Education http://appsineducation.blogspot.com/p/science-ipad-apps.html)  These apps will simulate the hands-on experience they are missing, increase their learning and improve their thinking skills. Interactive learning takes basic book learning beyond the basic memorization and identification. It makes it real.

My chemistry class has not seen many of the elements of the periodic table beyond copper and aluminum. There are many Periodic Table of Element free apps, relatively cheap apps ($0.99 - 2.99) to expensive apps ($14.99) that offer different views of these elements and how they occur, what they look like and how they bond. Experiments that use chemicals that are not practical in our school classroom.

Biology could see cells divide and replicate in 3D. A Biology Glossary app brings biological terms to life. There are DNA and dissection apps to improve students' understanding. Flat diagrams have not impressed my students.

Physics is one I have to research more. I did find a Physics Review app that has reference tables and descriptions and examples of formulas.

I am a firm believer that if the teacher shows excitement toward a subject that that excitement rubs off on the teacher. I am so excited to research iPad use in my science classroom and enhance my students' learning and critical thinking. This will lead to higher scores on tests and ultimately the MEAP tests. Maybe, just maybe, one of my students' future will be in science or engineering.

Resources

Jorgensen, Amy (2011, May) What is the Importance of Using Science Equipment to Teach Science. (from http://ehow.com.info_10023675_importance-using-science-equipment-teach-science/...)

Hu, Winnie (2011, May) Math That Moves: Schools Embrace the iPad. More Schools Embrace the iPad as a Learning Tool - NYTimes.com.

Brown, Alan S. & Brown, Linda LaVine. What Are Science & Math Test Scores Really Telling U.S.?

First Video Bio

Here is my first video bio. http://screencast-o-matic.com/watch/clVwewyKs

Funny Thing Happened with Technology

I renamed the file in netfiles. Here is the URL:

https://netfiles.msu.edu/?path=/afs/msu/user/g/i/gibbshar/web/funnything

A Funny Thing Happened With Technology

Here is my Funny Thing Happened with Technology clip. It is also funny how one day anything you try with technology doesn't work and the next day it works so easily. I have never understood how this happens. If anyone has any ideas, please let me know.

https://netfiles.msu.edu/?path=/afs/msu/user/g/i/gibbshar/web/Funny%20thing

A Funny Thing Happened with Technology

   This lesson has been challenging for me. I have worked on a desktop and a wireless laptop to finish this Audacity lab. I hope this works.