Teenage Mutant Ninja Teacher-My Voki

 

Several English teachers at our school have utilized the Voki application and love it.  It's a great way to have the students express themselves by choosing their avatar and then connecting what they have learned to their avatar. 

 

Even though the number of avatars is somewhat limited, it's fun to see how creatively each student portrays themselves. 

 

This assignment corresponds to ISTE standard #1:

Facilitate and Inspire Student Learning

and Creativity

Teachers use their knowledge of subject matter,

teaching and learning, and technology to facilitate

experiences that advance student learning,

creativity, and innovation in both face-to-face

and virtual environments.

a. Promote, support, and model creative

and innovative thinking and inventiveness

See my Voki:
 

Teenage Mutant Ninja Voki

 

I have a Voki account already, but I changed my boring avatar to something a bit more creative.  I am now something that resembles a Teenage Mutant Ninja Turtle.  My 8 year old was playing with them this weekend with a friend.  When I found that avatar, I thought it was funny. 

 

I chose the Scottish accent because it's so cool!!

 

 

 

 

 

Wordle-NETS 2000/2008 and Executive Function Skills in the Classroom

What a cool activity to visually demonstrate to students differences or changes in topics and comparing or contrasting topics.  This could be used as a project for English students comparing/contrasting a fictional piece of literature to a non-fiction article on the same topic.

Below is the Wordle for the 2000 Standards:

http://www.wordle.net/delete?index=6033260&d=SKDH

Wordle-ISTE Standards for Teachers 2000


In additon, here is the link to the ISTE Standards for Teachers for 2008.

http://www.wordle.net/delete?index=6033307&d=ANYG

 Wordle-ISTE Teacher Standards 2008

The differences between the two years seems to be, earlier on, the technology was focused on the learning aspect of it.  This concept was pretty new; naturally the learning and experiementing with technology as a learning tool was trial and error. 

In the 2008 standards, teachers are the focus in showing the students strategies to use the technology to promote learning.  The concept is more concrete in 2008 thus technology can be used as a resource for practice and to facilitate the learning to a diverse group of learners. 

Below are links to my Wordle describing the importance of Executive Function Skills in the Classroom.

All too often, we expect high school students to effectively manage seven subjects, seven teachers, and extracurricular activities with no direct instruction on how to do this.  Unfortunately, this manifests itself in poor grades, lost papers and lower standardized test scores.  If the state would implement a curriculum as a for-credit elective, we just might see a jump in grades and standardized test scores.

http://www.wordle.net/delete?index=6033430&d=DYYA

Executive Function Skills in the Classroom

Project Idea for Content Courses

Kids of all ages enjoy listening to someone read to them.  This is why using children's literature to introduce or supplement content material and learning for high school kids is so awesome.

This Children's Literature Project lists children's books that are relevant to content topics.  This one relates to Earth Science and it's five subdivisions:  Meteorology, Geology, Oceanography and Astronomy in addition to the Scientific Process.

Under each subcategory are listed children's books to support the topic.

This is great for the teacher teaching the material or to be used as a project assigned to the students learning the material.  This was one of the greatest projects I have done because it was so much fun!!!

Project Idea for Content Courses

The Need for Direct Instruction on Executive Function Skills in the Classroom

This is a paper I wrote in RDG 533.  Being in the high school, I see too very often, kids that struggle with forgetting to complete homework, with no knowledge of how to study for a test or how to successfully complete all of the part of a long-term 

project.  

The state needs to have a for-credit, elective course on study skills.  It is 

my firm belief, that if we had a class that offered to teach these skills, we would

see standardized test scores go up because kids would be learning, doing the practice of homework and studying with a purpose.  This is my research to support that belief.

Tonya Dagstani

RDG 533

Dr. Peter Edwards

ERIC Report

January 19, 2011

Executive Function Skills and Their Relevance to Academic Success

One purpose of the No Child Left Behind Act(NCLB; 2001) is to ensure that all students learn basic skills and perform at or above mandated proficiency levels.  The basic skills referenced in the act are executive function skills.  Executive function skills are mental skills that people perform, usually without conscious thought, each day throughout life.  “Executive functioning involves activating, orchestrating, monitoring, evaluating, and adapting different strategies to accomplish different tasks…It requires the ability to analyze situations, plan and take action, focus and maintain attention, and adjust actions as needed to get the job done.”  (Stanberry, 2010)

Problems in the Classroom

In the classroom, these skills translate into what can make or break a student’s high school career.  Executive function skills are required in the classroom for the student to be successful.  Specific executive function skills are what Dawson, P. and Guare R,.(2009) refer to as the ‘hidden curriculum’.  Skills that students are expected to know and use, but are never specifically taught.  “Teachers tend to hold students accountable when they don’t have executive skills but fail to recognize that the skills can be taught the same way that students are taught to perform geometry proofs, outline a book chapter, and write an essay.”

   

                 In a classroom, executive function skills are, for example, working memory, emotional control, sustained attention, task initiation, planning/prioritizing, organization, time management, goal-directed persistence, flexibility, and metacognition.  Dawson, P., and Guare, R., (2009)

            It is frustrating for both high school students and their parents, as well as educators, to ride the roller coaster of academic struggle and disorganization throughout school when seemingly bright and competent children cannot complete the simplest of tasks, such as taking complete notes, turning in assignments on time,  or maintaining a notebook.  It may be helpful for students and parents to take a look at what may be the cause of this ‘disorganization.’

Possible Causes of Executive ‘Disfunction’

            Most high school students are expected to manage at least seven different classes along with any extracurricular activities in which they may participate.  It sounds simple until it is broken down into what needs to be managed.  To many, it always comes together neatly planned, but for those students that have never been taught solid executive function skills, the cost is exorbitant.  And students pay in their lower grades.

            A schedule with seven classes means, math, science, government, English, a language, health/p.e., and an elective.  Within each of those classes, there are notes to be taken, directions to be followed, chapters to be read, problems to be solved, steps to adhere to, time to manage, projects to begin, tests to be taken, questions to be answered, homework to be turned-in, quizzes to remember, and essays to write, etc.  If a student doesn’t know how to manage their time and prioritize assignments or ‘chunk’ a project into smaller more manageable bits, then their learning of content material will be impeded, assignments will not get turned in, and it will be assumed by parents or educators that the student either doesn’t care or just doesn’t have the knowledge of content to be successful.  When, in fact, the student does know the content, he/she just doesn’t possess the skills necessary to organize it all to produce what is expected.  Oftentimes, this ‘disorganization’ can become so overwhelming that the student will just give up. 

A Possible Solution

            Just like many of the basic milestones that children learn from birth by mimicking a parent’s behaviors, like speech or smiling or waving, so may executive function skills be learned in the same way.  “Executive function skills are essential if students are to master the curriculum that is already in place, and they can be incorporated into instruction with relatively small modifications for the vast majority of students.”  Dawson, M. and Guare, R.,(1998) 

            Content area teachers can utilize strategies to help students overcome their weak executive skills in the classroom:  put into place structures, routines, and organizational schemes, making steps more explicit, providing prompts, reminders and cues as well as incentives to encourage students to use the executive skills they are learning.  Jacobsen(2010)

           

In addition, executive function skills can be directly taught by the implementation of an Executive Functional Skills Class, which covers a specifically designed curriculum to teach students how to be successful.  The curriculum should cover topics ranging from learning styles, time management, notebook organization, note-taking skills, reading for a purpose, study strategies, listening skills, making inferences, evaluating information, self-discipline, motivation, self-monitoring, initiation of tasks, to planning and organization. 

            The teacher would be responsible for directly teaching the executive function skills in each category and model what expected at each skill level.  The skills should be woven into the students’ existing classes and curricula using students’ notebooks, textbooks, tests, assignments, projects and schedules. 

            Students would be able to self-evaluate in regards to their progress in their content area courses.  Content area teachers would also be able to give feedback as to how a student is improving in content courses.

            “It’s not just a matter of managing the student-which is what most people do-but rather teaching the child self-management skills, and then reinforce those skills, and reinforcing the process of carrying out those skills.” Tarnow, J., M.D.,(2010)

  

Conclusion

            All students would fare better in high school and college if given a few simple tools with which to be successful-executive function skills.  “If you give a man a fish, you can feed him for a day.  If you teach a man to fish, you can feed him for life.”-unknown.  If we accommodate a student throughout high school, he can get through the four years.  If we teach a student to use executive function skills, he can be successful in high school, college, and life.             

           

  References

Meltzer, L. (2010). Promoting executive function in the classroom.  (ERIC Document Reproduction Service No. ED509969).  New York, NY: Guildford Publications.

Kaufman, C.  (2010).  Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students.  (ERIC Document Reproduction Service No. ED512213).  Baltimore, MD: Brooks Publishing Company.

Dawson, P. and Guare, R. (2010) Executive skills in children and adolescents:  A practical guide to assessment and intervention.  2nd Edition. (ERIC Document Reproduction Service No. ED509906).  New York, NY: Guilford Press. 

Houde, O., Rossi, S., Lubin A.,Joliot, M. (2010) Mapping numerical, reading and executive functions in the developing brain: An fMri  meta-analysis of 52 studies including 842 children.  Developmental Science 13(6), 876-855.  (ERIC Document Reproduction Service No. EJ903053)

Locascio, G., Mahone, M.E., Eason, S. H., Cutting, L. E. (2010) Executive dysfunction among children with reading comprehension deficits.  Journal of Learning Disabilities 43(5) 441-454. ERIC Document Reproduction Service No.(EJ896980).

Stanberry, K., (2010). Executive function: A new lens for viewing your child. Great Schools. Retrieved from http://www.greatschools.org

Tarnow, M.D., J., Tarnow Center for Self Management. (2010). Identifying and addressing executive function problems in your child.  Retrieved from http://www.cogmed.com

Dendy, M.S., C., (2002). Executive function… what is it anyway?. Retrieved from http://www.chrisdendy.com

Jacobsen, P. Autism Society (2010). Surviving the executive functioning demands of high school. Retrieved from http://education.com

Balduf, M., (2009). Underachievement among college students. Journal of Advanced Academics 20(2), 274-294.

Dawson, P., Guare, R., (2009). Executive skills: The hidden curriculum. Principal Leadership.

Congos, D., (2007). Top 12 study skills & strategies necessary for academic success. http://www.learningassistance.com

Cooper-Kahn, J., Dietzel, L., (2008) What is executive functioning?. http://www.ldonline.org

How Millenial I Am-Part 2

Frand's Ten Characteristics of the Information-Age Mindset
This article was interesting in that it put into words, thoughts I have had about technology and its development and its infiltration into my life.  You could tell the article was dated because it spoke of how the cellular phone, Palm Pilot and lightweight laptop will be commonplace in just a few years.  I'd say we are here!!

#1 Computers Aren't Technology

I'm more 'in' than 'out' with this one in that, I resist something technologically new, but will force myself to acclimate to it.  I am fortunate in that our school system supports the technology movement and holds regular workshops on how to use it in our classrooms.

I; however, have to work at it to learn it, whereas, my kids just pick it up and seem to know how to use it.

When we first got the Wii, we got a StarWars game with it.  After 20 minutes of reading the instruction manual on how to play the game, my husband handed to me and said, "You figure this out."  As I was desperately trying to understand it so my kids could begin to enjoy the newfound toy, the boys were already immersed in their game, laughing and having fun.  I threw that book away.  They had already figured out which buttons did what.  I was amazed!!!

#2 Internet is Better Than TV

I am 'out' with this one.  I am a devoted Seinfeld fan and watch the episodes on the tv as I prepare dinner.  I'm halfway watching them because I'm into cooking the meal and because I know all the lines by heart.  So, I can 'multitask' and catch a laugh at the same time.

I do watch clips on youtube that pertain to my lessons or use Safari Montage, provided by our school system, but I don't have time to sit at the computer and surf for news.  I have a family to care for, lessons to plan and classes to take.  Sitting at the computer takes time that I don't have.  Television news can run in the background while I get dressed in the morning or while I'm doing laundry.  So, TV is better than internet for me, unless I am specifically searching for something, usually related to planning a lesson.

I think I'm 'in' enough to use the internet very effectively to search for topics of interest relating to life in general as well.

#3 Reality is No Longer Real

I believe this is true.  I have spoken to my own children about this and actually taught a lesson on it in my reading classes.  Anyone can put anything on the internet and we have to be intelligent or cautious enough to distinguish between the two.

As time and technology have progressed, so has our ability to know which material is valid and which may be untrustworthy.

Regarding receipt of email, it's gotten so, if you don't recognize the sender, don't open it; much like a knock at the door and you look through the peep hole before you open the door.

#4 Doing Rather Than Knowing

With such easy access to the internet, I get a little overwhelmed with all the information myself.  Whether I'm researching a topic or looking for ideas for a lesson, it seems that there is so much available that I get very distracted and end up clicking on things that are irrelevant and wasting time.

I need to funnel my focus!  In 'in' on this one.

#5 Nintendo Over Logic

I'm in with the Logics on this one.  I will read a manual as I experiment with something new.  I like step-by-step clear, concrete directions as I 'play' around with whatever is new.  I feel 'safer' having those logical directions and I am uncomfortable taking the risks the Nintendo people take.

I can safely be a temporary Nintendo person in the confines of a workshop with a qualified TRT from our school system.  :)  As long as I have those step-by-step directions, I'm okay.

For this class, I have printed out every assignment to have in front of me as I complete the steps.  In addition, in the past, I took my first online course through the University of Phoenix.  I was so uncomfortable with the online textbook, I printed out the entire text just so that I could highlight with my marker.

This type of practice is so engrained that I was reluctant to give up my textbook and highlighter.  Just a note:  I wouldn't do that now. :)

#6 Multitasking Way of Life

As I am answering to these characteristics, I am finding a lot of overlap from other characteristics.

As most Moms probably believe, they are multi-taskers the day their child comes into their lives, if they weren't before they had kids.  Like I mentioned earlier, I can watch Seinfeld, cook and do laundry at the same time.  This not an entirely new concept; however, regarding multitasking with technology, I think I would explode!  I'm 'out' for this one.

The noise alone would drive me crazy with the computer sounds, tv sounds, texting sounds, etc all at once.  The use of technology requires way too much of my concentration for me to be using more than one form of it at a time.

#7  Typing Rather Than Handwriting

This is a lost art.  Quite frankly, there is nothing nicer than getting a handwritten note in the mail.  A sad example is this:  Last week while administering the PSATs to a group of freshmen, a portion of the tests asks that the kids write, in cursive, an honor pledge and sign their names.  The scribing of three sentences took 20 minutes and several students admitted that they didn't know how to write in cursive.  Does this mean we no longer have to have a signature, individual to our hands?

However, we do live 'faster' now and handwriting is from a 'slower' time in history.  A thank-you email is very commonplace now from the mom of a child whose birthday your son attended last week.  Sometimes life is just too fast.  I think it's pretty clear, I'm 'out' with this one.

#8 Staying Connected

I have a pretty strong opinion on this.  Staying connected is a good thing in small doses and for different reasons.  Email is great in the field of education.  Making a ton of parent phone calls is extremely time consuming when just checking in (when teachers are short on time anyway); however, a brief email can cover the same material and necessary communication in a short amount of time.

Facebook is a funny concept to me.  I think it's been great to find people I haven't seen since high school and to reconnect with them.  It's interesting to see everyone's viewpoint regarding the election.  It's neat to see informational videos that are posted.  It's hilarious to see the humor of some posts.

I don't have an appreciation for seeing what people are eating at a restaurant and I have not been able to figure out why people think we want to see a picture of their meal or their beverage of choice.

I think Facebook has given everyone that feeling of their 15 minutes of fame.  I know, I am so old-fashioned.  Many times, I think of responding to a post or comment made.  I'll actually start typing, but then think better of it because, who cares?

Many people rely on that connection for their professions.  That's great and it's a great marketing tool.  But, as for being connected, I like to just be connected with my family once I get home in the evening.

At school, I stay connected with parents, teachers and students via email and the good-old fashioned way---handwritten notes and personal communication.

I'm 'out' with this one too.  I am connected, but not to the extent that many people are.

#9  Zero Tolerance for Delays

This is a funny one too.  I would typically consider myself a patient person but when I have to wait for a page to load, it drives me crazy.  When you think about it, it's really just seconds.  To cope, I usually have a book nearby and read a page of the actual paper book while waiting for the virtual page to pop up.

On the Mondays at school, after the county does a technology 'push' over the weekend, things can load a little slowly.  I find myself rolling my neck around and itching for something to do while I wait.  It's sort of created a monster!!!

Students are so used to doing research on the computer and getting facts with a few clicks on the keyboard.  If they have to look something up, it frazzles the nerves.

I do a dictionary activity with my students and actually teach them about guide words and parts of speech and alphabetical order and all of the other cool things found in the dictionary.  I have to do this because, when they don't know a word, they open up www.dictionary.com, type in a word and voila!!!!  They have a definition.

A lot can be missed in the name of speed.

#10  Consumer/Creator Blurring

Since the publication of this article, MLA and APA have created guidelines for citing online works.  Our teachers are very strict about plagiarism and the proper citing of online material used.

I agree with this and am on the 'in' side of this.  It's proper and just to cite the works of someone else when using their material in a paper.


I think it's important to have an idea, in general, about the ever evolving field of technology and what is available.  If your career depends on it, then it's critical to be knowledgeable and confident in exploring new concepts.  I am afraid of all of this technology because I have found it to be reliably unreliable.

During SOL testing last year, a squirrel chewed through a line and we were down for two days of testing until the company figured out what it was and fixed it.  When it's mandated that students have to take these tests, it should be infallible.   I am really uncomfortable storing stuff in this 'Cloud'.  It's ignorant, I know.  But, I like to have my stuff on my computer and on my drives.  I'm not sure it will always be there and hackers are always lurking.

I covered a French class yesterday consisting of 9th and 10th graders.  Once the students finished their assigned work, I asked a few to take this survey.  I was surprised by the results and I believe that the 'texting' question was heavily weighted because the one boy that doesn't text, scored in the 'Silent' range.

The students scores ranged like this:  11, 53, 78, 79, 83, 84, 88, and 93.  Each student was under 18.  The covered the gamut!!  I think I scored pretty well in comparison.  I can hang with these high school kids!!!  :)  Although I am considered a Gen X, I am in the Millenial Generation.

How Millennial I Am-Part 1

I was surprised to see my Millennial score.  I predicted it was going to be lower simply because I am still of the 'silent' mindset.  I still believe in using the dictionary and in the value of paper books with a binding; however, I know and understand, that to stay in demand in my career field, I must follow the trends and move along the technology trail.

I was peeking at my results as compared to others that took the quiz and I was surprised by some of those results too.  I thought that owning both a landline and a cell phone would put me in the lower percentage, but according to the stats, the Boomers have it with 81%.

In addition, the fact that I do not play video games, I figured would put me into some prehistoric era.  'No video games' did have my score in the 'silent' range, but I managed to be quite hip with my total score of 89!

My father worked started working for Ma Bell when he was in his early 20's and retired after 40 years of dedicated service.  He began selling phone lines, when that was the new technology.  That technology kept bread on our table and helped to put two kids through college.  The technology grew and my Dad had many promotions either selling the services himself or managing people doing the selling.

However, when AT&T decided it was going to be mandatory for all managers to learn and make use of computers, my Dad decided he'd had just about enough of this technology.  :)

He was at an age where he could 'quit' technology and get away with it.  He'd saved, put his kids through college, owned his home, and successfully managed his household expenses on paper.  He still does to this very day.

I could not get away with it like he has.  We have two young children that know more than I do about technology.  I have to do what I can to keep up with them.  :)

I am pretty proud of my Millenial profile because this whole move to technology hasn't been easy for an old soul like me to become comfortable with.  I must remain vigilant in my pursuit of this knowledge.  I'm still young enough where I'll get left behind.  My career depends on it.

My students think fast when it comes to technology so I have to think faster.  I have to investigate new things to show them.  I love when I do show them something new and someone says that it's cool or tells me they used it for another class.

So with this survey, I've seen that I may be old fashioned but that I am not too old to learn something new.

T-Test

The p value being 1.6 indicates a likelihood that the hypothesis is true, thus rejecting the null hypothesis, that gender is a factor is 4th grade math performance.

I teach a multitude of different categories of students; however, two to consider would be both ELL students and Special Needs students.

Research Question:  Does a student's category(ELL vs. Special Needs) impact 'Be A Better Reader' scores?

Using this informal reading assessment, I can obtain the scores for all of my students and compare the results between the ELL and Special Needs populations.

The dependent variable is: students in my reading classes only.
The independent variables are: ELL or Special Needs.

The null hypothesis would be:  There is no difference in reading scores between the two populations of students in my reading classes, ELL vs. Special Needs.

The hypothesis:  There is a difference in reading scores between the two populations of students in my reading classes, ELL vs. Special Needs.

This is an interesting research topic in that it compares to unique populations that are mixed into the same class.  My guess is that the ELL students may not score as high as the Special Needs students due to the simple fact that they have not had the exposure to our language that the Special Needs students have that are native to our culture and language.  The other reason being that many of the ELL students may not have had as much education or any education in their native countries; whereas, Special Needs students from our country are often identified early on in their lives and receive education and learning strategies to try to get them caught up with the 'norm'.

ISTE standard #4 applies to this lesson in our use of data in providing equitable access to all learners and addressing the diverse needs of all learners.