Posts Tagged ‘PL600SP12’

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Multimedia Resources for Seventh Grade Social Studies-Ancient Roman Empire

May 23, 2012

This blog is about using the resources I gathered and incorporating them with the academic content standards listed for seventh grade social studies.  According to the academic content standards, “examine a variety of primary sources such as historical accounts, paintings, maps, diaries, and personal accounts to describe a historical event or period.” (Instructional Strategies, 1)  While reading the book The Traveller’s Guide to Ancient Rome by John Malam, I noticed that this instructional strategy can be used with having the class read this book because it gives a lot of good information on the Roman Emperor Constantine, information about the different customs and cultures that ancient Romans were accustomed to such as food, clothing, palaces, and religious santuaries. The book If I Were A Kid in Ancient Rome by the Carus Publishing Company is a good book to describe the lives of Roman children and how they lived along with how they compare to modern-children with regard to activities and culture. The book A Roman Centurion by S. Ross could be used along with this instructional strategy as a way to give students an understanding of the way Roman soldiers lived and their responsibilities which could correspond to personal accounts or even perhaps, historical events such as during particular wars, the teacher could put an emphasis on the Phalanx fighting strategy and how it was effective during a certain war.  With respect to the educational website, Kidspast.com is an effective website for seventh grade social studies studying the Ancient Roman Empire because it gives plenty of general facts about the topic.  A way in which I could utilize this website for this particular area of concentration and topic is to find different bits of information, turn them into discussion questions, write those on the board, have the students either get in groups of two or work alone (whichever), and have them answer each question, and finally have a class discussion on those questions as another reinforcer of the information.

 
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Multiple Intelligences and Multimedia

May 10, 2012

This blog has to do with multiple intelligences and the first one is linguistic intelligence and it refers to the ability to learn written languages and the capacity to accomplish goals.  Logical-Mathematical intelligence refers to the ability to analyze problems with logic, and use scientific method skills in order to investigate issues as well as being able to detect patterns, use deductive reasoning, and think using logic. The way you can incorporate instructional media would be through online games that ask word problems and the use of the smart board to have students go up to the front of the class in teams and answer questions by writing on the smart board.  Musical intelligence refers to the skill of performing, composing, and appreciating musical patterns  A way in which you can use instructional media would be through instructional videos about music and CD players to play music for the students to answer specific questions about the songs or tunes.  Bodily kinesthetic intelligence refers to using one’s whole body or parts of body to solve problems and the use of mental abilities to coordinate bodily movements. Tools that could be used are smart boards or touch screen tools like the Ipad. Spatial Intelligence is the potential to recognize and use patterns of wide spaces as well as more confined spaces.  Two good uses of instructional media would be videos and pictures or drawings. Interpersonal intelligence deals with the space intentions, motivations, and desires of other people.  Two instructional media devices that would be suitable for this intelligence are computer conferencing and email.  Finally, Intrapersonal intelligence is the intelligence to understand oneself and appreciating one’s feelings, fears, and motivations.  Two types of instructional media would be creative materials and online blogging.  Linguistic intellegences are best fit for those who learn through reading, writing, and listening.  Two types of technology that could be used for could be web development tools such as reading an online poem or news article and another technology tool could be using a voice recorder during a classroom lecture and then playing it on their own time to reinforce the information they are listening to. My first strength is musical.  I like rhythm and sound of language, poems, singing, and playing guitar.  Also, I am able to recognize sounds and tunes when given.  My second strength is intrapersonal in which I have a good sense of self, I am used to and am fine with being alone yet I do like having people around every once in a while.  Lastly, kinesthetic intelligence is the last strength of mine in which I like to move, I like being pro-active, and that includes several things such as running, swimming, and martial arts.  Moving in a repetitive motion is a good way that I remember many different things.

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Educational Technologies

April 19, 2012

The first item I think is a useful piece of technology is Edublog.  Anything posted on this blog is easily manageable from school and home.  Students are easily able to respond to blogs posted using Edublog and it allows for collaboration among teachers and students.  This technology allows for images and designs making learning much more enjoyable and engaging.  Edublog also makes it easy to post class information to allow students to stay up-to-date with their assignments.   This technology also takes away photocopying and is environmental friendly which can suggest it is much more efficient to type, post, and publish work rather than for a teacher to shuffle through papers and be able to give genuine feedback.  This is apart of Higher Order Thinking model because it allows students to be creative through not only translating the way they understand material but also to utilize videos, podcasts, and the like in order to give more visual aide and as a way to keep the audience more responsive and more in-tune to what they are viewing and learning.  For example, in a 7th grade social studies class studying the Roman Empire, Edublog could be used for the teacher to post questions and open up for discussion.  The teacher can also post videos for his or her students to watch and then students can summarize what they watched and then students can evaluate each other based on what they learned  and finally the teacher can correct any misconceptions in the discussion so that the students may further understand the material.
The next tool that should be focused on is Wikipedia.  According to the site I found, Wiki in the classroom “is used for pedagogical, administrative and social goals.”  This tool can be used for brainstorming and posting ideas which are also backed up with reliable information.  The teacher can also use this tool to ask questions to get students to think about other aspects of the material and evaluate their understanding.  Wiki also allows for student portfolios which can help with peer editing and improvement of writing skills. Incorporating this into the lesson for studying the Roman Empire could be the following: Brainstorming and then research reasons as to why you think the Roman Empire became so powerful as well as backing up their information with reliable sites to avoid the pitfalls of source inaccuracy that Wikipedia is often aligned with.  Then once the students answer the questions as to why the Roman Empire became powerful, the teacher can open for discussion in-class and come to a consensus as to narrow down some of the major reasons why the Roman Empire became so powerful. This type of learning process is connected to Higher Order Thinking in the following way: Through brainstorming and then discussion, students can see for themselves how close they are to more accurate answers and narrow down and keep those precise ideas.  Finally, this process allows the students to get their ideas out in the open and be evaluated in a meaningful way and again, contributing to the Higher Order Thinking model.
The final tool that I think should be incorporated into the classroom is Google Docs.  Google docs is a very useful and collaborative tool to use for students and teachers alike.  With google docs, individuals can have a personal account, they can write documents and share them with peers and go back and later edit the material you have written, you are also able to choose who can edit your material as well.  Google docs also allows for easy access and edit documents from any computer or smart phone. It is important to note that the kinds of documents individuals can make are not limited to word documents, but also spreadsheets, drawings, presentations, and forms.  In general, google docs is important for Higher Order Thinking because it enables students to analyze others’ works and allows for improvements to be made through peer evaluation.

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Instructional Media

April 4, 2012

Benefits

There are many benefits to using multimedia in the classroom.  First, multimedia allows students to interact in classroom activities. Next, multimedia allows more enjoyment in learning where the teacher is not teaching lessons straight from a textbook but rather incorporating multimedia in some way to engage the students and make them focus on the content in a more meaningful way that is not intimidating such as through the use of videos, pictures, puppets, music, ect..  Also, multimedia in the learning process allows for the students to have an increase in motivation. The collaborative effort of students working together on group assignments creates high quality and effective multimedia presentations and projects.  According to the article on Multimedia Makes its Mark, teachers noticed that student involvement in the projects gave students an “audience, a purpose, and a direction.”  Furthermore, when students know they have an audience, they are much more attentive in their preparations and feel their work is much more valuable.

Barriers

The barriers of multimedia in the learning process is technical difficulties with software, hardware, lack of support for teachers from the schools, and “the absence of other teachers using the same tools to answer questions and discuss ideas” (Multimedia Makes its Mark, 2).  Another barrier is time constraints because it takes time to adapt and learn the technology as well as it takes time to stay up-to-date with the latest technology.

Factors in Selecting Instructional Media

Finally, the factors which should be acknowledged when selecting instructional media are as follows: Practicality, Student Appropriateness, and Instructional appropriateness.  With regard to Practicality, teachers have to be able to figure out if the media they are intending to use is practical through being available, cost efficient, and that the teachers understand how to use the media.  Student Appropriateness is another important factor in selecting instructional media. The media being used in the classroom needs to be appropriate for developmental and experiential levels of students.  Student Appropriateness covers a wide array of learning outcomes such as intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills (Instructional Media, 4).  Finally, Instructional Appropriateness deals with the different kinds of constraints a teacher encounters in the selection process.  This includes the availability or unavailability of materials, production constraints and instructor facilitation.  If a teacher is lacking materials because no previously used instructional material exists, that instructor must create their own leading to production constraints.  Since producing your own instructional media costs time and money, it is important to find an acceptable level of media quality.  Lastly, the majority of instructional media “involves some sort of demonstration, implementation, or facilitation” (Instructional Media, 5). The challenge of media facilitation may make it difficult for a teacher to effectively utilize the particular media.

Resources:

Multimedia Makes its Mark

Instructional Media: Selection and Use