1. There are so many tools I learned that I liked! My favorite couple were probably online timelines, wordsift, and any type of picture presentation. The ultimate site I plan to use this year will be lingt.com. I plan to start with this one first because it contains reading, writing, and speaking Latin. Students will be able to work on these in class with the netbooks, or if they are a more reluctant speaker, they can work on them in the library or at home. It has a variety of tasks that the teacher can develop, and it holds every student accountable, but they can work at their own pace.
2. I didn't think that this would change my way of thinking, but I was wrong (and it didn't even take my wife to tell me). When I first became a teacher, I loved setting up stations using equipment that was old even then. Students responded very well and enjoyed the class. As technology in the school waned, I drifted away from this style, as technology outside of school vastly outpaced school districts. I am very excited that we are now "caught up" to outside technology! I was afraid I wouldn't find it easy to learn or even useful, but I was certainly wrong. I won't necessarily need to make changes, just return to the way of teaching I enjoyed years ago. Students will create a variety of products using reading, writing and speaking, which have never before been possible using this much technology.
3. I think the most unexpected outcome was how much this has excited me thinking of the new possibilities in teaching Latin! I expected to learn new skills, which I did. They will be very useful, but I am looking forward to increasing student interest and excitement to the level I now feel.
Tuesday, August 7, 2012
Tool #10
1. a. Do NOT share personal information online! b. using appropriate language/no bullying- you are not anonymous. c. check sources on internet info when researching. just because it's on the internet does not make it true.
2. The Internet Safety Plan from webwisekids lists very simple open ended questions which I plan to use as prior knowledge tool to start the discussion..
3. I definitely intend to start the discussion with all students answering the open ended questions. Then we can discuss answers and focus on misconceptions, etc. Then finish by describing how to react when presented with several scenarios.
4. Parents need to understand that the internet safety is to protect their own children.Digital citizenship is analogous to citizenship in a country: we have a set of behaviors determined by the majority of society to which all members adhere. Just as we teach and practice how to be a citizen (Pledge of Allegiance, voting, jury duty, etc), we also must teach and practice how to be a citizen online.
2. The Internet Safety Plan from webwisekids lists very simple open ended questions which I plan to use as prior knowledge tool to start the discussion..
3. I definitely intend to start the discussion with all students answering the open ended questions. Then we can discuss answers and focus on misconceptions, etc. Then finish by describing how to react when presented with several scenarios.
4. Parents need to understand that the internet safety is to protect their own children.Digital citizenship is analogous to citizenship in a country: we have a set of behaviors determined by the majority of society to which all members adhere. Just as we teach and practice how to be a citizen (Pledge of Allegiance, voting, jury duty, etc), we also must teach and practice how to be a citizen online.
Tool #9
1. Without tying technology to the objective, the equipment becomes superfluous at best, a time-waster at worst.
2. I have worked very hard to hold all students accountable for every activity in my classroom. Stations are an assignment, and thus, no different.
3. Many of these particular sites are not applicable. However, there are some good applications of thinkfinity, but the site is rather difficult to figure out. The timeglider site is excellent, but I can't use that for very many activities. There are many various ways to hold students accountable, but it either ends with a product created or some other type of assessment.
4. I am a huge fan of the app. Latin dictionaries are excellent. Sentence diagrammr will be a fantastic way to practice parts of speech. There are many more I look forward to using these frequently, and I might even let students hunt for their favorites.
5. There are other ways to use the ipad, as not all good applications have apps. Some websites such as the Latin textbook online would be great for students to use. The netbooks will be useful for recording students speaking individually to practice pronunciation.
2. I have worked very hard to hold all students accountable for every activity in my classroom. Stations are an assignment, and thus, no different.
3. Many of these particular sites are not applicable. However, there are some good applications of thinkfinity, but the site is rather difficult to figure out. The timeglider site is excellent, but I can't use that for very many activities. There are many various ways to hold students accountable, but it either ends with a product created or some other type of assessment.
4. I am a huge fan of the app. Latin dictionaries are excellent. Sentence diagrammr will be a fantastic way to practice parts of speech. There are many more I look forward to using these frequently, and I might even let students hunt for their favorites.
5. There are other ways to use the ipad, as not all good applications have apps. Some websites such as the Latin textbook online would be great for students to use. The netbooks will be useful for recording students speaking individually to practice pronunciation.
Tool #8
1. The webcams on the netbooks will open up a whole new way of communication, especially with some of the new software I learned about this summer at the American Classical League convention...lingt.com. Also, the management aspects were something I had not yet considered, although with so many different types of technology students are already using, I have found that they are quite respectful and responsible.
2. Speaking of management, the suggestions on the tools website were quite helpful. I have thought about the idea of making a list of students who are responsible week by week for managing the equipment. I definitely plan on introducing use of them in stations to begin, as well as assigning one person in the group the responsible party.
2. Speaking of management, the suggestions on the tools website were quite helpful. I have thought about the idea of making a list of students who are responsible week by week for managing the equipment. I definitely plan on introducing use of them in stations to begin, as well as assigning one person in the group the responsible party.
Tool #7
With Latin being a NON spoken language, I found quite a lot of difficulty in thinking of ways to collaborate with other classrooms. I did think of trying to get an "expert", and I still might consider this, but those can be hard to find...anyone want to offer a suggestion? So here goes my idea- I would like to do this with my former student teacher who now works in Pearland.
1. Objective: Students will use English derivatives in context (prose).
2. Time Frame: Could be implemented toward the end of any chapter/unit
3. Tool: Google Docs
4. Students will be given a list of vocabulary words derived from Latin vocab in both classes. Students will be paired/grouped with some students from each class. In pairs, students will be assigned half the vocabulary each. Students will be given the first sentence as a theme. Students will take turns writing until an assigned vocabulary word is used, then switch to the other student. Continue until the story is written.
1. Objective: Students will use English derivatives in context (prose).
2. Time Frame: Could be implemented toward the end of any chapter/unit
3. Tool: Google Docs
4. Students will be given a list of vocabulary words derived from Latin vocab in both classes. Students will be paired/grouped with some students from each class. In pairs, students will be assigned half the vocabulary each. Students will be given the first sentence as a theme. Students will take turns writing until an assigned vocabulary word is used, then switch to the other student. Continue until the story is written.
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