Viewing the Total Solar Eclipse?

TOTAL SOLAR ECLIPSE LIVE

What an opportunity this is for any science teacher! Here is a link (above) to a webpage that connects to several sites which will be live streaming the eclipse.  It is a great way to start off an exciting school year. Also through watching a live stream you will not have to worry about solar eclipse glasses for students or weather interference. Lookout for the amazing event on August 21!

Image result for total solar eclipse nasa

 

Advertisements

AAAWWUBBIS: A Grammar Acronym

AAAWWUBBIS

Dependent clause that starts with an AAAWWUBBIS word + comma + simple sentence= complex sentence
A….after
A….although
A….as
W…while
W…when
U….until
B….before
B….because
I……if
S….since
For example:
  • As the day ended, the family was gathered around the dinner table.
  • Although I tried to hurry, I didn’t make it to class before the bell.
Each sentence has a dependent clause + simple sentence

TIPS: Teaching online and being an online student.

online

TIPS FOR TEACHING AN ONLINE CLASS:

  1. As a professor you should contact individual students at least once a month. Lack of communication with students can reflect negatively on you.
  2. Use a variety of tools besides a textbook to teach the course. For example doing at home experiments for hands on experience in a science class or encouraging students to visit an art museum for fine arts class.
  3.  Make sure to email reminders of due dates.
  4. Incorporate a guide to taking an online course to give students new to online courses a reference for questions. For example, “How do I submit a paper through Turn It In Plagiarism Checker?”
  5. Have deadlines throughout the course to keep students on track.
  6. Encourage class discussions.
  7.  Try to upload recordings or videos of lectures if possible or other tools to get one on one contact with students. For example, using Face time, Skype, or some other instrument.
  8. Do not insist on collaborative projects or group work online. Remember that many students taking online courses do so because of an inability or lack of time to be in a group/class.

TIPS FOR LEARNING ONLINE:

  1. Do not underestimate online courses, take them seriously. They still take up as much time as a regular face to face course.
  2. Choose course content that is interesting to you or that you feel you will not struggle  with as much as a subject you have no background on. This is because there is a lack of face to face time in online courses and one on one with an instructor for help. Also the fact that most online classes are student centered. You must be ready to spend time self teaching the content. Your progress and achievement highly depends on you! Have motivation, work ethic, and discipline.
  3. Log in daily in order to keep up with updates and information in the course. Anything can happen or change, be prepared for it!
  4. Keep in contact with teacher, ask questions. Email them and do not be afraid to ask for help aside from the professor. For example, look into online tutoring and contacting others in the course.
  5. Stay organized throughout the course even if it means creating your own planner or printing out the online syllabus or resources.
  6. Avoid procrastination! Remember you can work ahead/get your work done before due dates and this will cut down on stress and free up more time for other tasks you have to complete.
  7. Try to steer clear of distractions. For example having other tabs open on your computer, people talking in the room, or listening to music. 

 

Technology Integration Matrix

Goal Directed Learning | Adaptation Level | Language Arts

Please watch! Video of Technology Integration

Planning with inspiration…

The subject I selected is English from the Technology Integration Matrix website. The lesson I chose includes a video which shows fourth graders. I believe the lesson though would be great for any grade level. This lesson and the technology involved could help students learning a second language such as Spanish or students who are secondary English learners.It would be useful in drama classes or speech, and could be implemented into adult literacy programs. In the video a teacher uses a program called Audacity. This program records fluency and allows those recorded to look at the sound waves and see their voice inflection. The fourth grade class using the technology are reading a script and partaking as a group in a reader’s theater worksheet. An example of a reader’s theater style worksheet is Henry and Mudge and the Starry Night, a short story about a boy and his dog going on a family camping trip. A script of any sort could be used with the program Audacity, for higher level classes I’d recommend excerpts of classical literature or poetry.

The advantage of this technology is the ability it gives students to self evaluate themselves and their group partners. Also it can build their confidence in presenting and teach them to speak up and practice their pronunciation. As a teacher I would use this because I believe outside of giving them practice with reading I can let them hear the difference between their first attempt and the last and make them focus on their inner self and outside practice at home to reach goals. The technology would give me the ability to teach them to think intrinsically and self motivate themselves with literacy goals in mind. That way on future projects or future events in their lives they can hopefully look inside themselves and what they have done and can do to succeed and accomplish goals.

The lesson from the Technology Integration Matrix  was showing how to use technology in a goal directed, adaptive way. These two characteristics are very important to learning and the video shows how beneficial the program Audacity can be. The video provides evidence of just how important technology can be as a whole and the aid it gives to students. To fit the term goal directed, in the lesson you can see the obvious task the group of fourth graders are trying to accomplish, which is reading their script. Each group member has several goals: read their part, keep track of their part, pay attention to other group members parts, project their voice, and focus on any vocabulary or new words. After each recording they can check themselves and then eventually have a final version with them doing the best they can. To fit the term of adaptation, in the lesson you can see how the technology aids students and gives them the ability to modify their actions and goals based on their progress and hearing themselves. This technology also adapts and works with students according to the different multiple intelligence’s. Specifically, visual, intrapersonal, interpersonal, linguistic, and musical. Hitting these multiple intelligences is true evidence of a lesson being adaptive. Making something that adapts to every student is never an easy feat yet this fourth grade level lesson and the technology integrated in it prove that it can be done.