I am so in love with this movie. I have seen it twice now and have listened to the soundtrack and I have to say that I am completely in love with this movie. I have loved Johnny Depp for awhile and am developing quite a girl-crush on Helena Bonham-Carter. They are both so fantastic in this film and all others of theirs that I have seen. Helena as Bellatrix Lestrange in Harry Potter....Oh. My. Gah! So fantastic.
For anyone who hasn't seen it that reads this blog, I recommend that you see it immediately. It is a bit bloody, (ok, it's really bloody) but the most fantastic movie that I have seen in a long time.
Hehe, this isn't from Sweeney Todd, but rather a great scene of Helena Bonham-Carter from Harry Potter and the Order of the Phoenix. Really, I can't say it enough: I love her.
Sunday, December 30, 2007
I'm back
OK, so I haven't posted in a really long time. A really long time. All of my previous posts have been for a class that I was taking in the summer but from now on I think I will post just random ramblings about life in general. I hope to post more frequently but with the craziness of student teaching I guess I'll have to see how it goes.
Wednesday, June 20, 2007
grabe
The “Big Six” is a set of six skills for solving information problems. The individual skills of the “Big Six” enable students to identify the nature of the problem, locate, process, organize, apply information resources to the solution, and evaluate the success of the solution. The “Big Six” not only helps students solve information problems in school settings but also in real life settings.
Teachers can use the "Big Six" as a way to direct assignments and research projects. I think that teachers often use these strategies without even knowing it; I know that for myself I recognized the process without even realizing that I had ever learned it. I think it would be great for teachers to make the process explicit, however, because if students can be conscious of it they can be conscious of when to use it and when it works.
Teachers can use the "Big Six" as a way to direct assignments and research projects. I think that teachers often use these strategies without even knowing it; I know that for myself I recognized the process without even realizing that I had ever learned it. I think it would be great for teachers to make the process explicit, however, because if students can be conscious of it they can be conscious of when to use it and when it works.
cpb
There are many ways that teachers can use videos in their classroom. I think that first and foremost television is a way to keep students engaged in a class. The CPB article states that “since viewers have limited control of the flow of information, comprehension is importantly linked to their ability to stay engaged with the medium;” using television is a simple way to achieve this. I think that one major issue for students is that they are so visually stimulated outside of school with television, the internet, video games, etc… that when they go to school and sit in a class staring at a teacher they just have a hard time paying attention, a hard time staying interested. In a society whose children watch more and more television every day, what better way to keep them engaged than using a medium that we already know they respond to?
Not only can teachers use television to help engage students, but they can also use it to stimulate class discussion, reinforce reading and lectures, provide a common base of knowledge for all students, and help teach them more effectively. It can spark interest or inspiration, demonstrate something that could not be demonstrated any other way, enrich curriculum content, help practice a skill, and reinforce or review a topic. Television is a fairly simple way to accomplish a lot of things in a classroom, I just think that it is unfortunate that TV in schools has such a bad reputation.
Not only can teachers use television to help engage students, but they can also use it to stimulate class discussion, reinforce reading and lectures, provide a common base of knowledge for all students, and help teach them more effectively. It can spark interest or inspiration, demonstrate something that could not be demonstrated any other way, enrich curriculum content, help practice a skill, and reinforce or review a topic. Television is a fairly simple way to accomplish a lot of things in a classroom, I just think that it is unfortunate that TV in schools has such a bad reputation.
Tuesday, June 19, 2007
harris
Though internet projects are being used in schools now I don't think they are being used to the extent that they could be. I had never really thought about it before this class; technology in class was simply a video presentation or a powerpoint. It may sound naive, but technology was just a way of presenting information and not much else, except maybe perhaps a research tool. I never quite realized the potential of the internet projects. Things like telemonitoring and electronic appearances as Harris mentions offer so many great resources and opportunities to bring the students right to the source, or I guess to bring the source right to the students. Telefieldtrips, simulations, and social action projects could be incredibly useful in bringing learning to life for students. I think that the same lack of knowledge that I had could be one of the reasons that internet projects are not being used often in schools: many teachers simply don't know that they exist. I also think that the lack of resources and time for teachers may be another block in the use of internet projects. And, of course, the damn No Child Left Behind Act that pressures teachers into getting thier students to pass the tests, regardless of whether or not that means that they actually learned anything. I think that if we could educate all teachers on ways to use these projects and how they can even assist in helping students pass the damn NCLB tests, the internet may have a better chance of being used to it's full potential in classes.
Thursday, June 14, 2007
Monday, June 11, 2007
Saturday, June 2, 2007
kauchak
The first function of teacher questioning is assessment of current understanding. Asking good questions can find out what students know, what they don't know, how they think about a topic, and any misconceptions they have. I think that technology works very well in accomplishing this function. This blog that we have to do is a great example- our use of technology is a great way for Jared to see where we are and what we are thinking and any problems or misunderstandings we might be having.
The next function of teacher questioning is increasing student motivation. Effective questions engages students, challenges their thinking, And poses problems for them to consider. Technology works wonders in doing these things, as we've discussed extensively in class. Technology is a relevant and important part of the daily lives of students and incorporating it in the classroom can greatly enhance student motivation.
The third function is guiding new learning. This instructional element of questioning emphasizes how questions help students "interrelate new ideas and integrate new learning with thier current understanding." Once again, technology is just as effecient in this function as purposeful questioning. TEAMS models would be a great example; technology is used to integrate the various content areas to enhance learning and to make the learning relevant to students. Technology functions even better in this area by providing increased motivation and extensive resources to encourage further learning and to provide the resources to achieve this.
Overall I think that technology can function in the ways that questioning does, but that it is necessary for the two to go hand in hand. In my opinion you can't disregard technology and use only questioning, but you can't replace questioning with technology. Each method has its own strengths and weaknesses in the classroom and by using both you can enhance both teaching and learning.
The next function of teacher questioning is increasing student motivation. Effective questions engages students, challenges their thinking, And poses problems for them to consider. Technology works wonders in doing these things, as we've discussed extensively in class. Technology is a relevant and important part of the daily lives of students and incorporating it in the classroom can greatly enhance student motivation.
The third function is guiding new learning. This instructional element of questioning emphasizes how questions help students "interrelate new ideas and integrate new learning with thier current understanding." Once again, technology is just as effecient in this function as purposeful questioning. TEAMS models would be a great example; technology is used to integrate the various content areas to enhance learning and to make the learning relevant to students. Technology functions even better in this area by providing increased motivation and extensive resources to encourage further learning and to provide the resources to achieve this.
Overall I think that technology can function in the ways that questioning does, but that it is necessary for the two to go hand in hand. In my opinion you can't disregard technology and use only questioning, but you can't replace questioning with technology. Each method has its own strengths and weaknesses in the classroom and by using both you can enhance both teaching and learning.
Friday, June 1, 2007
reiser
The examples of the Integrated Final Projects are examples of the TEAMS units in action. The final projects integrate technology into the classroom, combine the four content areas, and use active learning assignments to engage students. The one deviation I found from the TEAMS instructional units that I found was that some of the units didn't seem to be very focused around one of the global themes of transitions, caring, identities, and conflict resolution. I think that there were fairly loose connections on the ones that I looked at, like "Changes" (transitions,) and "Healthy Lifestyles" (caring?) for example, but these lesson plans did make me wonder how big of a role the global themes should play in writing TEAMS unit plans.
I think that making and using lesson plans like this would take a little extra time, but I definitely think that it would be worth it. I think that cross-curricular lessons help students make learning more relevant for students; they can see how their learning connects to other things, that it is not only important in its respective classroom environment. Also, like we have talked about in class- using technology is a great way to engage students. I think that these two things show how TEAMS modeled curriculum can greatly enhance learning.
I think that making and using lesson plans like this would take a little extra time, but I definitely think that it would be worth it. I think that cross-curricular lessons help students make learning more relevant for students; they can see how their learning connects to other things, that it is not only important in its respective classroom environment. Also, like we have talked about in class- using technology is a great way to engage students. I think that these two things show how TEAMS modeled curriculum can greatly enhance learning.
Monday, May 21, 2007
roblyer
c#2 What is the difference between acquiring knowledge and the employment of knowledge as described by Tennyson (1990) in the article?
When discussing the merging of constructivist and direct-instruction theories and practices in classes, Tennyson suggests that 30% of class time be spent on acquiring knowledge and the remaining 70% be spent on the employment of knowledge. I think that acquiring knowledge is the actual teaching of information and employment of knowledge is teaching how to use information. Tennyson's examples- verbal information and procedural knowledge for acquiring, contextual skills, cognitive strategies and creative processses for employing- illustrate these differences.
I think that Tennyson's view seems pretty sound. Early in the article it talks about how information and technology is becoming so complicated that the base of what we see as "essential knowledge" is growing far too large. There is no way that we can keep up with teaching all of this knowledge so it is essential that we teach kids how to process and use information rather than continue to run a losing race. Technology, especially the internet in my opinion, took away the teachers role as the provider of information. Kids can google anything and have all the information they need at their fingertips before the teacher really even gets started. It is far more beneficial for teachers to use their time showing thier students how to employ that knowledge, how to make sense of it, how to use it, rather than bore them with a redundant lecture. It still is important, however, for teachers to highlight what information is important and offer thier own new ideas and thoughts about the subject and therefore still need to work for the acquisition of knowledge by thier students; Tennyson's 70-30 proportion allows for this, but allows for a focus on the employment on knowledge, which I think in today's world is far more important.
When discussing the merging of constructivist and direct-instruction theories and practices in classes, Tennyson suggests that 30% of class time be spent on acquiring knowledge and the remaining 70% be spent on the employment of knowledge. I think that acquiring knowledge is the actual teaching of information and employment of knowledge is teaching how to use information. Tennyson's examples- verbal information and procedural knowledge for acquiring, contextual skills, cognitive strategies and creative processses for employing- illustrate these differences.
I think that Tennyson's view seems pretty sound. Early in the article it talks about how information and technology is becoming so complicated that the base of what we see as "essential knowledge" is growing far too large. There is no way that we can keep up with teaching all of this knowledge so it is essential that we teach kids how to process and use information rather than continue to run a losing race. Technology, especially the internet in my opinion, took away the teachers role as the provider of information. Kids can google anything and have all the information they need at their fingertips before the teacher really even gets started. It is far more beneficial for teachers to use their time showing thier students how to employ that knowledge, how to make sense of it, how to use it, rather than bore them with a redundant lecture. It still is important, however, for teachers to highlight what information is important and offer thier own new ideas and thoughts about the subject and therefore still need to work for the acquisition of knowledge by thier students; Tennyson's 70-30 proportion allows for this, but allows for a focus on the employment on knowledge, which I think in today's world is far more important.
Saturday, May 19, 2007
introduction
Hi y'all. My name is Meghan, I'm a senior here at the U; I start my cohort year for my history teaching major in the fall and I am SO excited! I've spent my whole life in Salt Lake, except for my freshman year in college, and to be honest I don't really love it here. I love New York. I went to NYU for my freshman year and I miss NY a lot. I hope to move back there to teach once I graduate next summer; I know that it will be hard, but I can't wait!
I love to read- memoirs and fiction are my favorites but I'll read anything and I'm always looking for book recommendations. (Seriously, recommend your favorites. Suggest a good book and I'll love you forever.) I love hanging out with my friends and my family, especially my little brother- the kid kills me. I don't watch a lot of TV but I love Grey's Anatomy and Will and Grace. I loooooove Megan Mullally and will watch anything with her in it. So sad but so true. I love to play tennis and soccer (or I did before I hurt my knee) and I like to watch baseball- Go Red Sox! I'm competitive and a little crazy. I have pretty eclectic tastes in everything, but when it comes down to it, I like anything that challenges me or makes me laugh.
I think that is why I want to be a teacher. It's a great combination of good times and challenge. Like Jared said in his blog, I really love to help people learn. I think that it is the most amazing thing ever. I also love how passionate the world of education is; it's intellectual and hopeful and dedicated and I can't wait to spend my life in it. Great teachers make great differences and I find that incredibly inspiring.
I am excited to learn how to use technology in the classroom because I think it is a great way to connect with students. It is a way to use their knowledge and their experiences to maximize learning in the classroom and it's a way to get them involved. I think that a lot of students find their classes and classrooms outdated and a technological classroom makes that simply untrue. I'm excited to have new ways to get information for my class and new ways to give information as well.
Wednesday, May 16, 2007
benefits of technology
After reading the Barron article and thinking about the various benefits of technology that were presented, I have decided that the best thing about technology in the classroom is...a tie. I actually think that there are two. I think that the elements of 1-active learning and 2-motivation are the best things about using technology in the classroom. I think that many students are just so bored in school and that technology would be an easy and beneficial way to engage them. As a teacher using technology you are taking what students know and what they find interesting and using it to your benefit and to theirs. Technology gets the students involved and gets them interested, and I think that those things are essential in improving learning for students.
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