Visual Poetry

Multimedia Technolgy/2012 reflection

First, I can't believe that this class has come to a close. This is the best class I have taken so far and I have learned so many things. I used windows movie maker for the first time to create a story of me. I am currently working on a video that I will show for the first time at Christmas. The video will feature all the grandchildren and show them "growing up" through the years. I am also excited by the fact that i was able to create a podcast for the very first time. Earlier in 2012, I created a list of 101 things I wanted to do in 2012 and "learn to podcast" was #71 on that list. I heard a podcast where the caster said instead of making new years resolutions, she simply made a list of 101 things she wanted to accomplish. I took these words to heart and began my list. So you ask, what does this list have to do with this class.... #5 on my list was "go back to school". In the season of giving and thankfulness, I am thankful that I heard that podcast and that I put #5 down on my list. More importantly, I am thankful that I believed in myself enough not to give up after the first week of the first class (that first week of class was a doozie). During the course of this class, I was able to watch several web conferences, but the one I wanted to reflect upon was the very first one we had. In this conference, Dr. Abernathy talked about making the video of herself and what a great seminar it was, but here is the AMAZING part for me.... I watched this web conference on Thanksgiving morning while I was rolling up green beans for my {famous} green bean bundles. When I started college in 1993, there were no classes (at least in this area) outside of the traditional "going to class". Now we are able to go to class at our leisure and even listen/participate in a web conference while cooking dinner. I am excited to be a part of this program and I believe that this program is giving me skills and experiences that will HELP me so much in the next few years as I begin to look for employment in the teaching field. I hope each of you have a Very Merry Christmas and a prosperous New Year! ~until 2013.... Marissa :)

My first Podcast

video editing podcast by Marissa Phillips is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://marissasedtechhub.blogspot.com/.

The story of Me.....

This is my story, I hope you enjoy ~Marissa :)

tech plan

More PowerPoint presentations from marissa phillips

Week 5- Final Reflection- Teaching with Technology

For my final reflection for this class, I would like to summarize the main things I learned:

1. Don't be afraid to try.- This was a big thing for me, I volunteer to create our teams second Google site. I was scared that I wouldn't be able to do it. At first it was frustrating, but eventually I got it. I know I still need lots of practice, but I'm working on it!
2. There are lots of things I didn't know existed.- Ok, this one may be a no-brainier, but it's true. There are tons of Web 2.0 tools that I had no idea existed. Can you imagine how many more are on the horizon? It makes me proud to be in this program because education is headed full speed ahead toward  technology. I consider myself very lucky to be in this program at the right time!
3. Working with a group is a lot different than what I am use to.- Well let me say this first and foremost, I had an awesome team! Everyone worked really hard to get all the tasks accomplished. I just found that my time schedule didn't always co-inside with everyone else; however, I did learn a lot from this experience. As a technology leader, I will be frequently called upon to work on collaborative teams, so I need to have practice at it. 

 Over all, I enjoyed this class very much! I feel like I am going to be very prepared when I am chosen to have my own classroom and I feel like a have a good foundation on which to build for a future in technology leadership. In the meantime~ I wait (not so) patiently to see what God has in store for my future.
Marissa :)

Week 4- I've come so far :)

Let me just start off by saying that last week was a killer. I was never so happy to finish a project! It seemed like every time I thought we were finished... well we weren't. So... when this week came along.. I was kind of in panic mode and was just praying that this week would not be a hard as last week. I am happy to announce that this week was much better. One of our group members asked if someone could volunteer to create out class Google site- the one that the children will use to upload our project. I volunteered and I am so glad that I did! At first I was very apprehensive about it because I was not that familiar with how to create it.  You can view it here.
My action research is going well too. I have been doing research and we are just waiting for  some cases to come. One component of my project that has really been strong that I didn't foresee is that we have been going around to some of the schools to give talks about truancy to the children. We have been well received and I hope that it can make an impact.
One more week to go and we are moving on to another class. I am happy that I have learned so much in this class, but I think I am ready to begin a new one too.
Marissa :)

Lesson Plan re-do

Hi all! After what has been a crazy week of homework, football practice (for Merritt) football games, and the list goes on and on, I had to make a few minor changes to the lesson plan. I will post it at the end of this writing. I also created an e-book which was really neat on a website called UDL book builder. You can create a book for free, all you need is an account. You can view my book Declaring Our Independence by clicking on the link.
Here is my new lesson plan with a few minor changes:)

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Declaring Our Independence
Author:	Marissa Phillips
Subject:	Social Studies
Grade Level(s):	5th grade
Duration:	4 or 5- 1 hour class periods
Subject Area:	US History- Colonial Period- End of Revolutionary War
Unit Description:	Revolutionary War
Lesson Description for Day:	Declaration of Independence  and its’ importance in American History
State Standards:	TEKS chapter 113 5th grade Social Studies:   (7)  State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A)  Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B)  Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."   (2)  History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A)  identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; (B)  identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
ISTE Standards:	Creativity and Innovation: a, b Communication and Collaboration: a, b, d Research and Information Fluency: a,b,c,d       5.  Digital Citizenship: b,c,d 6.    Technology Operations and Concepts: a,b,d
Alignment to UDLprinciples /21st Century Skills	Recognition networks: Students will view a video with an overview of the Declaration of Independence as well as do an activity focused on understanding why the people wanted independence and what they felt the Kind had done wrong. Strategic Network: The students will work in collaborative groups to create a project about the DOI. The groups must decide which format they want the project to take and which aspect of the DOI they want to do. Students will then show their completed project to the class and upload the project to the class wiki. Affective Networks: Students will participate in a variety of activities to carry out this assignment such as participating in a group discussion about what the DOI means and students will have the choice of activities to help them better understand the DOI.

 

 

 

Goals

Unit Goals:	To understand and be able to communicate why the colonists wanted independence, the events that led up to the Revolutionary War, identify key people/ events in this time period, the effects of the war and the formation of the country.
Lesson Goals:	To understand and be able to explain the DOI, its’ meaning and why it was an important step in the American Revolution. The children should also be able to communicate to whom it was written and why.

Methods

Anticipatory Set:	Each child will have the opportunity to explore  the Declaration of Independence and to understand its' importance in American Revolution.
Introduce and Model New Knowledge:	Begin the lesson with a review of what the students already know about the events leading up to the creation of the Declaration of Independence and write their answers on the board for everyone to see/hear. Have the students watch/listen to the first part of the video located @http://www.youtube.com/watch?v=jYyttEu_NLU&feature=related. You will only need to watch up to 4:33.
Provide Guided Practice:	The students will each get a copy of the actual text of the document along with a “what it means” sheet. Students will review the text and the “what it means” sheet. While reviewing the text, students will paste the "what it means" under the actual text in the document. At the conclusion, students will understand that the DOI explained to the King the “charges” against Him and why the colonists were declaring their independence.
Provide Independent Practice:	Students will work in collaborative small groups to do one of the following: 1. Create a skit to be preformed/recorded for the class wiki about the DOI 2. Create a power point covering facts about the Declaration of Independence. 3. Create a video using animoto, imovie, etc about the DOI 4. Create a audio skit/recording about the DOI These projects can be about facts, people, the King, etc. The students should develop and create projects that are meaningful to the people in their group.

 

Assessment

Formative/Ongoing Assessment:

This lesson will take place over four/five class periods and there will be checkpoints along the way. -End of 1st day- group video, DOI/what it means sheet, groups formed, group will decide what their project will cover End of 2nd day- groups will research and work on their projects, students should decide what format their project will take and which team member will be responsible for what, students are free to use any resources located in the classroom End of 3rd day- students will work in their groups to complete any research and the rough draft/outline of their project. End of 4th day/5th day if necessary- students will use technology resources to finalize their project.

Summative/End Of Lesson Assessment:

The children will present their projects to the class and then upload their projects to the class Revolutionary War Wiki.

Materials

Smart board, internet, copies of the DOI, copies of the “what it means” sheet, several video and audio recording devices, power point software, animoto/imovie/other video creation website or software

Accommodations:

Gifted/ Talented: GT students will be expected to fully engage in the activity by working in collaborative groups with all their fellow students. GT students may be asked to assist other students with this group project. Hearing impaired students: The hearing impaired student will sit near the teacher so that they may hear better. If appropriate a sound magnification device may be used by the teacher or other children if necessary. All instructions will be written and the choice of project can incorporate sign language or closed captioned words if appropriate. Visual Impaired students: The visually impaired students will receive oral instruction for all parts of the lesson. Students can use text to speak software for the internet research portion of the lesson and will be paired with a non- visually impaired learned to provide descriptions and assistance as needed to help complete the project. Any other accommodations the students regularly uses will of course be available for this lesson as well. Other Disabilities: any other disability that students have will receive the same accommodations as they regularly receive and can include but are not limited to: assistance from an aide, sitting near the teacher, oral/written instruction, special tools/materials, extra support/time. Online users: Online users will also be able to form collaborative groups using Web 2.0 tools, email, or wikis to accomplish the tasks. Multiple achievement levels: Students in all ranges should complete and be successful with this project. There will be small groups with multiple level students in each group. The teacher and technology support personnel will also be there to assist students with questions or concerns they may have.

Teaching with Technology Reflection- Week 3

This week has been stressful, but really good! I finally feel like for the first time since beginning this program that I am in my element. We had to create lesson plans (among other things) for this weeks' assignment. I am not a pro at lesson plans, but each one that I create, brings me that much closer to my goal of teaching. I will put my lesson plan up here on my blog for all to read. Please feel free to comment. As I have said in previous posts, I am not in the classroom so I am at a disadvantage in knowing what things really might work in a real classroom. I do have a 5th grade myself, so I keep asking him lots of questions about what they are learning etc.
I really enjoyed watching the videos this week about the students who have immersed themselves in technology! I was completely blown away by these children and their abilities!
Here is my lesson plan in case your interested:

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Declaring Our Independence
Author:	Marissa Phillips
Subject:	Social Studies
Grade Level(s):	5th grade
Duration:	4 or 5- 1 hour class periods
Subject Area:	US History- Colonial Period- End of Revolutionary War
Unit Description:	Revolutionary War
Lesson Description for Day:	Declaration of Independence  and its’ importance in American History
State Standards:	TEKS chapter 113 5th grade Social Studies:   (7)  State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A)  Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B)  Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."   (2)  History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A)  identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; (B)  identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and

Goals

Unit Goals:	To understand and be able to communicate why the colonists wanted independence, the events that led up to the Revolutionary War, identify key people/ events in this time period, the effects of the war and the formation of the country.
Lesson Goals:	To understand and be able to explain the DOI, its’ meaning and why it was an important step in the American Revolution. The children should also be able to communicate to whom it was written and why.

Methods

Anticipatory Set:	Each child will have the opportunity to explore  the Declaration of Independence and to understand its' importance in American Revolution.
Introduce and Model New Knowledge:	Begin the lesson with a review of what the students already know about the events leading up to the creation of the Declaration of Independence and write their answers on the board for everyone to see/hear. Have the students watch/listen to the first part of the video located @http://www.youtube.com/watch?v=jYyttEu_NLU&feature=related. You will only need to watch up to 4:33.
Provide Guided Practice:	The students will each get a copy of the actual text of the document along with a “what it means” sheet. Students will review the text and the “what it means” sheet. While reviewing the text, students will paste the "what it means" under the actual text in the document. At the conclusion, students will understand that the DOI explained to the King the “charges” against Him and why the colonists were declaring their independence.
Provide Independent Practice:	Students will work in collaborative small groups to do one of the following: 1. Create a skit to be preformed/recorded for the class wiki about the DOI 2. Create a power point covering facts about the Declaration of Independence. 3. Create a video using animoto, imovie, etc about the DOI 4. Create a audio skit/recording about the DOI These projects can be about facts, people, the King, etc. The students should develop and create projects that are meaningful to the people in their group.

 

Assessment

Formative/Ongoing Assessment:

This lesson will take place over four/five class periods and there will be checkpoints along the way. -End of 1st day- group video, DOI/what it means sheet, groups formed, group will decide what their project will cover End of 2nd day- groups will research and work on their projects, students should decide what format their project will take and which team member will be responsible for what, students are free to use any resources located in the classroom End of 3rd day- students will work in their groups to complete any research and the rough draft/outline of their project. End of 4th day/5th day if necessary- students will use technology resources to finalize their project.

Summative/End Of Lesson Assessment:

The children will present their projects to the class and then upload their projects to the class Revolutionary War Wiki.

Materials

Smart board, internet, copies of the DOI, copies of the “what it means” sheet, several video and audio recording devices, power point software, animoto/imovie/other video creation website or software

 Have a great week everyone! ~Marissa :)