Shantel Fitzgerald
11/04/07
LAE 4860
Webquest serves as a wonderful learning tool for students. Webquest allows students to actively engage with the text, and it helps students complete tasks pertaining the book. For instance, students in my seventh grade classroom will read The Schwa was Here by Neal Shusterman. I will construct a Webquest that corresponds to this text. For instance, the Webquest briefly reintroduces students to Neal Shusterman's work. Also, students will create a dog walking schedule for Antsy and Calvin. Furthermore, students will design a billboard that serves as an advertisement for Calvin Schwa. Lastly, students will write a missing persons ad for Calvin Schwa's mother. Students will not be able to effectively complete these tasks unless they read the book. So, this Webquest will also help me determine who did or did not read The Schwa was Here. All in all, Webquests allow students to engage with the text, and I believe that my students will benefit immensely from working with my Webquest.
Sunday, November 11, 2007
Film Project Reflection
Shantel Fitzgerald
09/30/07
LAE 4860
Film plays an integral in classrooms today. Teachers use film to help students draw meaningful connections texts they read. I believe that films improve students comprehension of content. For instance, students in my class are learning about setting. Students will analyze the physical setting and time period for this lesson. So, to help my students understand this concept, they will watch a ten minute clip from the movie Shrek 2. In this clip, Shrek, Fiona, and Donkey arrive at the palace of Far Far Away. After they watch the clip, I will ask the students to create a bubble map that describes the setting of the scene. So on pieces of paper, students will draw a circle in the middle of their paper. In the middle of that circle, they will write Far Far Away. Then, the students will draw bubbles that connect to the Far Far Away bubble. In the connecting bubbles, they will write brief descriptions of Far Far Away. For example, on student may write, "There are two Starbucks outside of the palace of Far Far Away." This activity will enhance the students' ability to examine setting in literature. For instance, students will also create a bubble map while reading The Things They Carried by Tim O'Brien. The students' bubble maps will describe Vietnam from the persepective of the narrator, Tim O'Brien. All things considered, the ability to analyze setting enhances students' ability to visualize the text and comprehend the text.
09/30/07
LAE 4860
Film plays an integral in classrooms today. Teachers use film to help students draw meaningful connections texts they read. I believe that films improve students comprehension of content. For instance, students in my class are learning about setting. Students will analyze the physical setting and time period for this lesson. So, to help my students understand this concept, they will watch a ten minute clip from the movie Shrek 2. In this clip, Shrek, Fiona, and Donkey arrive at the palace of Far Far Away. After they watch the clip, I will ask the students to create a bubble map that describes the setting of the scene. So on pieces of paper, students will draw a circle in the middle of their paper. In the middle of that circle, they will write Far Far Away. Then, the students will draw bubbles that connect to the Far Far Away bubble. In the connecting bubbles, they will write brief descriptions of Far Far Away. For example, on student may write, "There are two Starbucks outside of the palace of Far Far Away." This activity will enhance the students' ability to examine setting in literature. For instance, students will also create a bubble map while reading The Things They Carried by Tim O'Brien. The students' bubble maps will describe Vietnam from the persepective of the narrator, Tim O'Brien. All things considered, the ability to analyze setting enhances students' ability to visualize the text and comprehend the text.
Field Reflection
Shantel Fitzgerald
10/13/07
LAE 4860
Fairview Reflection
My experience at Fairview taught me a lot about how to react to the unexpected. Hectic and overwhelming best describe the first day. When the students arrived, they sat in their designated stations with their group members. However, the students did not have their notes or images from the last meeting in the computer lab. Fortunately, each group remembered their theme. I felt terrible when I had to ask the students to look for pictures, again. I did not want the students to get the impression that we were just giving them busy work. I know that behavior problems tend to arise when students think that their instructors do not value their work. The students actually responded positively, much to my surprise, to the news about looking for new pictures.
Moreover, two other colleagues accompanied me at Fairview. We decided that it would be best if we float around the room and help various groups. I believe that we could not give each group the attention that they needed. For example, some students missed the last lab meeting due to ISS, and they had difficulty catching up with their classmates. Needless to say, these students needed extra instructions and more time to complete the assignment. In the future, I will give my students who have a legitimate reason for missing class more time to complete assignments. However, if they miss class due to behavior problems, I will expect them to do what they can outside of class. Then, the students will have to make arrangements with me to complete the rest. All things considered, I believe that this would have gone better if my colleagues and I were individually paired up with students.
Much to my surprise, day two went really well. I was nervous that the students did not properly save their projects, and everything they achieved would have been lost. Fortunately, just about all the groups saved their work on the class’s flash drives. Since it was the last day, and we were running out of time, I only had the groups find three quotes. Also, I do not think that all the groups understood the concept of quotes: some groups paraphrased or wrote a few words. If I had more time with the groups, I would have explained how to write direct quotes and how to cite those quotes.
In addition, I regret the fact that students did not get the opportunity to fully experience Movie Maker. Unfortunately, students could not add narration, music, or video to their digital story. Some students found some incredible video clips, but they were not compatible with the program. I wanted the students to see that the program is capable of being more than a “glorified” slide show.
On the other hand, I was glad that most of the students maintained a positive attitude throughout the majority of the experience. A few students got a little frustrated along the way, but I could totally understand why they were perturbed.
All in all, I like the idea of incorporating digital stories in my classroom. Digital stories will make an excellent assessment for the end of a unit. For instance, students in my class will read To Kill a Mockingbird. The students will design a digital story that depicts a major event in one of the characters lives. One student may create a story that portrays the trial of Tom Robinson. Digital stories possess the potential to really enhance the learning experience for students.
10/13/07
LAE 4860
Fairview Reflection
My experience at Fairview taught me a lot about how to react to the unexpected. Hectic and overwhelming best describe the first day. When the students arrived, they sat in their designated stations with their group members. However, the students did not have their notes or images from the last meeting in the computer lab. Fortunately, each group remembered their theme. I felt terrible when I had to ask the students to look for pictures, again. I did not want the students to get the impression that we were just giving them busy work. I know that behavior problems tend to arise when students think that their instructors do not value their work. The students actually responded positively, much to my surprise, to the news about looking for new pictures.
Moreover, two other colleagues accompanied me at Fairview. We decided that it would be best if we float around the room and help various groups. I believe that we could not give each group the attention that they needed. For example, some students missed the last lab meeting due to ISS, and they had difficulty catching up with their classmates. Needless to say, these students needed extra instructions and more time to complete the assignment. In the future, I will give my students who have a legitimate reason for missing class more time to complete assignments. However, if they miss class due to behavior problems, I will expect them to do what they can outside of class. Then, the students will have to make arrangements with me to complete the rest. All things considered, I believe that this would have gone better if my colleagues and I were individually paired up with students.
Much to my surprise, day two went really well. I was nervous that the students did not properly save their projects, and everything they achieved would have been lost. Fortunately, just about all the groups saved their work on the class’s flash drives. Since it was the last day, and we were running out of time, I only had the groups find three quotes. Also, I do not think that all the groups understood the concept of quotes: some groups paraphrased or wrote a few words. If I had more time with the groups, I would have explained how to write direct quotes and how to cite those quotes.
In addition, I regret the fact that students did not get the opportunity to fully experience Movie Maker. Unfortunately, students could not add narration, music, or video to their digital story. Some students found some incredible video clips, but they were not compatible with the program. I wanted the students to see that the program is capable of being more than a “glorified” slide show.
On the other hand, I was glad that most of the students maintained a positive attitude throughout the majority of the experience. A few students got a little frustrated along the way, but I could totally understand why they were perturbed.
All in all, I like the idea of incorporating digital stories in my classroom. Digital stories will make an excellent assessment for the end of a unit. For instance, students in my class will read To Kill a Mockingbird. The students will design a digital story that depicts a major event in one of the characters lives. One student may create a story that portrays the trial of Tom Robinson. Digital stories possess the potential to really enhance the learning experience for students.
Digital story reflection
Shantel Fitzgerald
09/13/07
LAE 4860
Digital Story Reflection
I thoroughly relished working with Windows Movie Maker. This software is extremely user friendly, and since I am not tech savvy at all, I enjoyed this aspect of it. For this project, I decided to create a story about my typical Christmas. I combined my family photos with some pictures that I found on the internet to add to my story. It was fairly simple adding the pictures to the collections. However, the pictures did show up a little blurry, and I am still oblivious as to why that occurred. Despite the hazy pictures, I still like this program. I really liked trying out the transitions and creating the title and credits. All things considered, I am satisfied with the outcome. Next time I will surely add narration and music.
I definitely see myself integrating this program in my future classroom. A movie would make for an excellent culminating project. For instance, I may have my students read To Kill a Mockingbird. Once the students finish the unit, they can make their own digital story about a significant event in Scout’s life. I believe that if students know that they have to make a digital story about the text, the project will encourage them to actively engage with the text. All things considered, I think that the students find Windows Movie Maker intriguing.
09/13/07
LAE 4860
Digital Story Reflection
I thoroughly relished working with Windows Movie Maker. This software is extremely user friendly, and since I am not tech savvy at all, I enjoyed this aspect of it. For this project, I decided to create a story about my typical Christmas. I combined my family photos with some pictures that I found on the internet to add to my story. It was fairly simple adding the pictures to the collections. However, the pictures did show up a little blurry, and I am still oblivious as to why that occurred. Despite the hazy pictures, I still like this program. I really liked trying out the transitions and creating the title and credits. All things considered, I am satisfied with the outcome. Next time I will surely add narration and music.
I definitely see myself integrating this program in my future classroom. A movie would make for an excellent culminating project. For instance, I may have my students read To Kill a Mockingbird. Once the students finish the unit, they can make their own digital story about a significant event in Scout’s life. I believe that if students know that they have to make a digital story about the text, the project will encourage them to actively engage with the text. All things considered, I think that the students find Windows Movie Maker intriguing.
Subscribe to:
Posts (Atom)