Learning Adventure Day 3

Hope you had a good weekend!  Did any of you go to the concert?  How was it?

We have tried some Taiwanese food this semester.  It’s your turn now!  I want you to take 5 minutes to think about what you are going to bring for the class to try in the showcase and open house week.  Please complete the form.  Thanks!

1220 CLASS   (See what others are bringing HERE)

1325 CLASS   (See what others are bringing HERE)

CROSS-CULTURAL COMMUNICATION PROJECT

Do you prefer individual work or group work? Please explain why.
Depending on your preference, what was your favorite/impressive individual/group work in college? Please briefly describe the work.
In college, do your instructors assign more individual work or group work?
What values or principles did your parents teach you that you believe are very important?”
Imagine if your foreign students are coming to visit you for a short period of time, where would you take them so that they can truly embrace your culture and why?

LEARNING ADVENTURE

Most of you got the essential question(s) and the “Show What You Know” section done during the weekend.  Some of you still need to think about what product you want your students to create.  Keep working on it if you haven’t got it done.

Today we will move on to the next two sections in this project: Hook and Explore

I. WHAT IS A GOOD HOOK?

Think about lessons in school that really hooked you in, or made you want to engage in the lesson. The task and hook work hand in hand to focus the students on the learner outcomes. Designing the task and hook is a balancing act between providing the students with a direction and purpose, but not directing them with steps to follow or a menu of choices. The hook is just what it sounds like. It is a way to compel the students to want or need to know and learn the content the teacher has included in the project.

Some questions to think about:

  • Who owns the problem presented?
  • How does this problem relate to the student?
  • Does the task or problem pass the “so what” test?
  • Do the students have input as to how the task is approached?
  • Are there multiple solutions for the task?
  • Does the problem seem authentic for the student?
  • From (http://ed.fnal.gov/lincon/act/el/ml_taskhook.shtml)

The Anticipatory Set

  • Give some facts, interesting websites, additional questions, etc. – this is considered the anticipatory set – the part of the adventure where you get students excited about the question.
  • Include an appropriate online game or activity related to your question – don’t just provide a link – give students something specific to do
  • If appropriate for your topic – create a small gallery of photos that fit the question. But give students something to do with the pictures – or encourage them to create a photo album of their own pictures related to the question.

II. FINDING GOOD RESOURCES FOR “EXPLORE”

Now you have already created an essential question, a hook, the idea for final product and maybe the graphic organizer.  We are going to explore more about the topic.  Your students might use the “Get Organized” graphic organizer – or there might be an additional one for this section. Your group will need to provide a list of websites that are age-appropriate. Be sure you are not just listing websites, but describing the relevant sites and giving student something to do when they enter a site.  Also, please notice that these websites are your selections, not Google’s selections.  Please DO NOT give me the first five websites you get from any search engine.

Where can you go to find interactive games and resources to use in this section and the “Explore” section?  We’ll look at Thinkfinity – which is an appropriate resource regardless of grade or subject area.

COULD

  • Prepare food for the showcase day!

SHOULD

  • Think about the “Apply” and “Organize” sections

MUST

  • Create a new Google Site for your Learning Adventure Project (with the title of your learning adventure topic)
  • Complete the “Show What You Know”, “Hook” and “Explore” sections in the learning adventure project
  • Work on your weekly discussion in VoiceThread
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Learning Adventure Day 2

LEARNING ADVENTURE PROJECT

Hope you all have several essential questions to discuss with your partner today.  If not, we can spend a few minutes talking about this.

ESSENTIAL QUESTIONS

You’ll want to get students interested in your topic by starting with an essential question.We’re going to try and write a few ourselves today.

  1. On an index card, write a question related to a topic about which you enjoy learning. For example, “what happened to the dinosaurs?”, “why did the Titanic sink”, etc.
  2. How good is your question? Use the essential question development checklist on the last page of this handout to see how well you did.

Here is an article about how to ask a good essential question.

Here’s a long list of project ideas. Read about Twenty Ideas for Engaging Projects for more ideas.

Now, if you have your essential questions, let’s start to do this project.

We will work on this project backward…If this doesn’t work for you, you can choose to do it in your own pace and order.  Just try to make sure that you know the requirement for each section.

I. SITE CONSTRUCTION

It is the same as the way you construct your e-portfolio and almost every group has constructed.  Therefore, we just need to work on the navigation bar settings.  Many of you are probably wondering why your pages are showing up in alphabetical order rather than the order you intentionally designed. Because we want to create ease in navigation on the site, it is important to organize our navigation bar.  The order that we have been talking about is as follows:

  • Author Introduction (video)
  • Inquire
  • Hook
  • Organize
  • Explore
  • Show What You Know
  • Apply (Finding a Career)
  • Parent/Teacher Letter

You may have chosen slightly different titles to describe you pages and that is perfectly fine.

If you have question in adjusting the sidebars, please let me know and I will help you change.

II. SHOW WHAT YOU KNOW–STUDENT PRODUCT

Sometimes the best way to figure out what you want to teach is to first figure out what you want students to be able to do. When you’re cooking, most of the time you decide what you want to eat BEFORE you get together your ingredients. At least, in the more successful times that you are cooking. So, let’s figure out what kinds of projects your students might complete. Just as we choose a recipe by looking at pictures, a lot of kids will choose your adventure based on the projects they will complete.

Together, we’ll watch the video on Applying Math Skills to a Real-World Problem.  What evidence do you see that this is a good project? What are the characteristics of a good project-based learning activity?

Now it’s time to brainstorm project . What kinds of projects might your student do? What will they create?  Will they create a glogster poster to show how the define a hero? Or will they create a video to talk about recycling? Maybe you’ll encourage your student to start a blog to help other middle schooler’s learn how to make and keep their friends.

What makes a good student product? What do you want your students to do as part of their adventure? Is it meaningful or busy work? Are they using critical thinking and problem solving skills or just repeating facts? Keep these questions in mind as you create this part of your project.

The rubric states, “This is the product – after they’ve learned about the topic, what can students create to show what they’ve learned and/or to learn more about the topic? This will be a creative endeavor – not a worksheet or research paper. In addition, how will students share their final product with you?”

Check out this Beginning with the End in Mind website to see how you may think about designing the end product that students will work on. It may also help to see what former students have designed for this section. Check out this example – notice this student created the “Show what you know” in his “Figure It Out” section. He then created a page for how students will submit their work on the “Show What You Know” page. You can choose to include this information on one page to consolidate and just title it “Show What You Know.”

III. WHAT IS A GOOD HOOK?

Think about lessons in school that really hooked you in, or made you want to engage in the lesson. The task and hook work hand in hand to focus the students on the learner outcomes. Designing the task and hook is a balancing act between providing the students with a direction and purpose, but not directing them with steps to follow or a menu of choices. The hook is just what it sounds like. It is a way to compel the students to want or need to know and learn the content the teacher has included in the project.

Some questions to think about:

  • Who owns the problem presented?
  • How does this problem relate to the student?
  • Does the task or problem pass the “so what” test?
  • Do the students have input as to how the task is approached?
  • Are there multiple solutions for the task?
  • Does the problem seem authentic for the student?
  • From (http://ed.fnal.gov/lincon/act/el/ml_taskhook.shtml)

The Anticipatory Set

  • Give some facts, interesting websites, additional questions, etc. – this is considered the anticipatory set – the part of the adventure where you get students excited about the question.
  • Include an appropriate online game or activity related to your question – don’t just provide a link – give students something specific to do
  • If appropriate for your topic – create a small gallery of photos that fit the question. But give students something to do with the pictures – or encourage them to create a photo album of their own pictures related to the question.

IV. FINDING GOOD RESOURCES FOR “EXPLORE”

Now you have already created an essential question, a hook, the idea for final product and maybe the graphic organizer.  We are going to explore more about the topic.  Your students might use the “Get Organized” graphic organizer – or there might be an additional one for this section. Your group will need to provide a list of websites that are age-appropriate. Be sure you are not just listing websites, but describing the relevant sites and giving student something to do when they enter a site.  Also, please notice that these websites are your selections, not Google’s selections.  Please DO NOT give me the first five websites you get from any search engine.

Where can you go to find interactive games and resources to use in this section and the “Explore” section?  We’ll look at Thinkfinity – which is an appropriate resource regardless of grade or subject area.

V. HOW DO I ORGANIZE?

Organizing the Investigation for Students

Now we’re going to create a chart for students to organize information – this could be a KWL chart, a cause and effect chart, etc. It is best if it becomes a tool to help them navigate through all of the parts of the adventure – so they know where to go and what to do in each section.

This will serve as a “to do” list. Use age appropriate graphics. Let’s look at some ways to help students organize information. You may find something you like on this teacher site, you may choose to create an organizer using DabbleboardWebspiration, or even using Word. This is up to you and your group. You can also look at some examples from former projects, such as theHealth Adventure: You Are What You Eat and the Adventure in the Wilderness.

After you’ve selected or created an organizer for your investigation, include a write up on your Google Site for students. Just posting an organizer isn’t enough. You need to write to the students, explaining what they are going to do with it. Do you want them to print it? If so, you need to tell them. Let’s take some time in class now to select/create an organizer and write directions for students.

VI. FUTURE CAREER OPTIONS– APPLY

In this section, you

  • Give children information on answering these types of questions as a career. (Example: sound: audiologist, musician; weather: meteorologist, climatologist, etc.)
  • Link to sites about the career, conduct a brief interview with someone in the field – include a picture if possible.

VII. PARENT-TEACHER LETTER

In this section, you will write a letter to parents/teachers with the following in mind:

  • An introduction to the adventure for parents: purpose of activities, helpful hints, materials needed, what sections need parental guidance, opportunities for extension (field trips, additional books, etc.), include a list of book titles that relate to the question.
  • Rather than simply listing what you find on Amazon – search the Athens library and the CMC – find good books, not just books on the topic.
  • Include LEARNING OBJECTIVES: use national standards, not state standards.

VIII.  AUTHOR INTRODUCTION VIDEO

In your video you will want to tell about yourself and why you choose this topic.  If you have any questions, take a look at the examples we have.

After finishing recording, you need to save the file, even a .wmv file as an attachment to your Google Page. However, the file might be too big.  I can upload the file to YouTube if you don’t have an account, or you can use your Gmail to log into YouTube.   If you are using iMovie, the tutorial includes specific instructions for uploading.

VIIII. WRAP-UP

You have created a new site for this project and you need to make a page to describe this Learning Adventure Project in your e-portfolio before your presentation. So…pay attention:

1. To turn it in, you will need to create a new page on your main website called “Learning Adventure”. Then, write a short description of your Learning Adventure (at least 2 paragraphs).

2. Double-check your learning adventure with the rubric.  All group members should do this – make sure everything is covered.

3. Uploading your video to youtube is the easiest way to embed it onto your adventure’s introduction page.  You can login to youtube with your google account. Once you’ve uploaded your video, copy the url, go to your introduction page, click on “Insert”, then choose Video<Youtube and paste in the url that you copied earlier. You’ll just see a yellow box on your page but once you save the page you should be able to view your video. Or you can just embed the video into your e-portfolio…but again..I will worry that the file might be too big.

Looking ahead:

04/12    Details about the Rubric and decide which ESSENTIAL question you will work on (Inquire)/   ”Show What You Know”
04/15    ”Hook” and ”Explore”
04/17    ”Organize” and ”Apply”
04/19    ”Parent-Teacher Letter” and “Author Introduction”

COULD

  • Start to think about all the other sections in your learning adventure project

SHOULD

  • Create a new Google Site for your Learning Adventure Project (with the title of your learning adventure topic)

MUST

  • Complete your reflection on Interactive Whiteboard (Instructions can be found HERE).  It is DUE TONIGHT!
  • Work on your weekly discussion in VoiceThread
  • Decide your essential questions
  • Develop the Show What You Know section with your partner

Learning Adventure– Day 1

CROSS-CULTURAL COMMUNICATION PROJECT

The gifts from your Taiwanese partners are on the way.  The class leader just sent them out yesterday, so hopefully we will get them in two weeks!

Do you have any question or difficulties in responding to the discussion questions for this week?  Feel free to ask any questions.  Again, if you want to try the Google Hangout, please let Michael or me know.  Thanks!

CRITICAL THINKING AND PROBLEM SOLVING

Here is the NETS standard for problem solving.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

  1. identify and define authentic problems and significant questions for investigation.
  2. plan and manage activities to develop a solution or complete a project.
  3. collect and analyze data to identify solutions and/or make informed decisions.
  4. use multiple processes and diverse perspectives to explore alternative solutions.

In the textbook we used before, they defined problem solving ability this way.

“Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of a decision: choosing a solution and then evaluating it.” (p 155)

“Problem-based learning (PBL) is a teaching approach that combines critical thinking, problem-solving skills, and inquiry as students explore real-world problems. It is based onunstructured, complex, and authentic problems that are often presented as part of a project.” (p 156)

If you type the words into the word cloud software, you will get a wordle like this.

LEARNING ADVENTURE PROJECT

We are going to start a new project, the Learning Adventure.  This is our final project in which yo will demonstrate what you have learned this semester.  Think about what we have done this semester.  Personal website, infomercial, image editing and film making, interactive whiteboard…so now it’s time to integrate everything into one project.

Simply put, this project is asking you to create a website for students, parents and other teachers who are interested in doing similar projects.  By doing this project, you need to guide a student through an adventure of your choosing (of course, it’s nice to offer them choices within your adventure as well).

Let’s take a look at some examples.

Five Senses
Weather
Crayons
Animals on the Farm

If these are not enough or clear to you, here are two more examples.

Health Adventure: You Are What You Eat
Adventure in the Wilderness
How to Make Donuts

Please take some time to browse these examples to help you understand more about this project.

Questions/Ideas

After looking at the examples, what questions do you have? How do you think the adventure could have been improved? Do you notice any missing elements of the adventure that could have made it better? Think about this – maybe as we work through the project, you will want to go about it differently. That’s okay! Just be sure to talk with me to let me know your ideas.

Partners and Groups

I would prefer you worked with ONE partner for this project. It’s okay if you find yourself planning an adventure in a subject or grade level that is different than the one you identified at the beginning of the semester. I am open to people working alone, but you need to be forewarned that this can be a lot of work – being able to share the work load will help you stay on target.

You need to let me know who your partner is before you leave today.  

Project Rubric

Open this UGA EDIT 2000 Learning Adventure Rubric.  Talking through the rubric will help you understand what is expected of you throughout the project. It also contains a time line so you can keep on target. You will notice that the criteria for receiving full credit is part of the rubric. Let’s look at this together. If we have enough time, we will also be creating our own criteria for the project as a class.

ESSENTIAL QUESTIONS

You’ll want to get students interested in your topic by starting with an essential question.We’re going to try and write a few ourselves today.

  1. On an index card, write a question related to a topic about which you enjoy learning. For example, “what happened to the dinosaurs?”, “why did the Titanic sink”, etc.
  2. How good is your question? Use the essential question development checklist on the last page of this handout to see how well you did.

Here is an article about how to ask a good essential question.

GETTING STARTED FOR THE PROJECT

For the remainder of today’s class, you’ll want to work  to come up with ideas for your essential question.

You’ll also want to create a new Google site (not a new page in your current site) and do the following:

  • Make sure the title of your site reflects the nature of your adventure.
  • Make sure your navigation bar reflects the sections in the rubric distributed in class today.

Looking ahead:

04/12    Details about the Rubric and decide which ESSENTIAL question you will work on (Inquire)/   “Show What You Know”
04/15    ”Hook” and ”Explore”
04/17     ”Organize” and ”Apply”
04/19    “Parent-Teacher Letter” and “Author Introduction”

COULD

  • Look at the examples of Learning Adventure

SHOULD

  • Make sure that you have no question about the Learning Adventure Rubric
  • Think about an ESSENTIAL question/ problem that you and your partner want to work on

MUST

This reflection is due next Friday (April 12).

  • Work on your weekly discussion in VoiceThread.

SmartBaord Wrap-up/ Critical Thinking and Problem Solving

CROSS-CULTURAL COMMUNICATION PROJECT

Thanks for giving all the gifts and card to us.  We will send them back to Taiwan today and hope to get the gifts from your partner before the end of the semester.

The discussion questions for this week are:

  • How do you think your team members greet their friends? (Ex: Handshake, smile, bow, hug, etc.)
  • How do you greet your friends?
  • How do you think your team members greet their instructor?
  • How do you greet your instructor?
  • How do you think your team members greet their family?
  • How do you greet your family?
  • What are some important customs and etiquette in your country? (Ex: Dining, Business, Gift giving)

SMARTBOARD WRAP-UP

I have to apologize for the problems of the SmartBoard Jeopardy.  Let’s try to review some important things about using SmartBoard.

  1. Opening a Website
  2. Main concept
  3. Smart Notebook Tools
  4. Smart Notebook Activities
  5. Smart Notebook Examples/ Templates

CRITICAL THINKING AND PROBLEM SOLVING

All roads lead to Rome.  There are always several ways for us to solve a problem.  It’s important to help your students develop the critical thinking and problem solving abilities.  What are some problems you have in your life that you try to find different ways to solve it?

I read an article about the “Pampered Child Syndrome”.  Due to this syndrome, more and more children lose the abilities to solve the problems they encountered in their daily life.  As educators, we do need to challenge ourselves first.  So, here comes the challenge.
CHALLENGE:

In groups of 2 or 3, using the 3 bamboo skewers and clay – create a structure that balances by the point of one skewer on your fingertip.

Here is the NETS standard for problem solving.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

  1. identify and define authentic problems and significant questions for investigation.
  2. plan and manage activities to develop a solution or complete a project.
  3. collect and analyze data to identify solutions and/or make informed decisions.
  4. use multiple processes and diverse perspectives to explore alternative solutions.

LEARNING ADVENTURE PROJECT

We are going to start a new project, the Learning Adventure.  This is our final project in which yo will demonstrate what you have learned this semester.  Think about what we have done this semester.  Personal website, infomercial, image editing and film making, social network discussion, interactive whiteboard…so now it’s time to integrate everything into one project.

Simply put, this project is asking you to create a website for students, parents and other teachers who are interested in doing similar projects.  By doing this project, you need to to guide a student through an adventure of your choosing (of course, it’s nice to offer them choices within your adventure as well).

Let’s take a look at some examples.

Five Senses
Weather
Crayons
Animals on the Farm

If these are not enough or clear to you, here are two more examples.

Health Adventure: You Are What You Eat
Adventure in the Wilderness
How to Make Donuts

Please take some time to browse these examples to help you understand more about this project.

Questions/Ideas

After looking at the student examples, what questions do you have? How do you think the adventure could have been improved? Do you notice any missing elements of the adventure that could have made it better? Think on this – maybe as we work through the project, you will want to go about it differently. That’s okay! Just be sure to talk with me to let me know your ideas.

Partners and Groups

I would prefer you worked with ONE partner for this project. It’s okay if you find yourself planning an adventure in a subject or grade level that is different than the one you identified at the beginning of the semester. I am open to people working alone, but you need to be forewarned that this can be a lot of work – being able to share the work load will help you stay on target.

Project Rubric

Open this UGA EDIT 2000 Learning Adventure Rubric.  Talking through the rubric will help you understand what is expected of you throughout the project. It also contains a time line so you can keep on target. You will notice that the criteria for receiving full credit is part of the rubric. Let’s look at this together. If we have enough time, we will also be creating our own criteria for the project as a class.

COULD

  • Look at the examples of Learning Adventure

SHOULD

  • Read the Learning Adventure Rubric
  • Find your partner
  • Think about the topic that you want to explore.

MUST

This reflection is due next Friday (April 12).

  • Work on your weekly discussion in VoiceThread.

SmartBoard Session

CROSS-CULTURAL COMMUNICATION PROJECT

Another group tried the Google hangout on Wednesday.  I would like to invite Kelly to share her experience in having this kind of face-to-face communication with her partners.  She talked to two Taiwanese girls!

Today is REALLY the LAST DAY to collect the gift you want to give to your Taiwanese partner.  Please make sure that you have the card and the gift ready and mark it clearly.

We have already sorted the gifts from you and got the list from Taiwan.  Please check to make sure we got everything right.

12:25 Class

1:25 Class

The discussion questions for this week are:

  1. Guess what types of food and dishes your team members from the other country eat often? [For example: I believe it is Italian food, pizza, because it’s popular in Taiwan (Pizza Hut) and delicious. The internet and movies like Teenage Mutant Ninja Turtle also informed my answer.]
  2. What are your favorite types of food and dishes? Describe the major ingredient in those dishes.
  3. Guess what your team members like to do with their spare time?
  4. What do you like to do with your spare time?

Any other question?

SMARTBOARD JEOPARDY

If you want to know more about interactive whiteboard, check this website.  It provides some more ideas about using the other brand.

If you don’t have any question, let’s try to play with SmartBoard.

COULD

SHOULD

  • Think about a problem that needs to be solved in your life.

MUST

This reflection is due next Friday (April 12).

  • Work on your weekly discussion in VoiceThread.

SmartBoard Session

CROSS-CULTURAL COMMUNICATION PROJECT

One group tried the Google hangout yesterday.  I want to invite Evan to share a little bit of his experience in having this kind of face-to-face communication with his partner.

Today is the last day to collect the gift you want to give to your Taiwanese partner.  Please make sure that you have the card and the gift ready and mark it clearly.

The discussion questions for this week are:

  1. Guess what types of food and dishes your team members from the other country eat often? [For example: I believe it is Italian food, pizza, because it’s popular in Taiwan (Pizza Hut) and delicious. The internet and movies like Teenage Mutant Ninja Turtle also informed my answer.]
  2. What are your favorite types of food and dishes? Describe the major ingredient in those dishes.
  3. Guess what your team members like to do with their spare time?
  4. What do you like to do with your spare time?

Any other question?

SMARTBOARD PRACTICE

Based on the suggestions from Dr. Rieber in our program, there are four levels of using SMARTBoard.

Level 1: Using your finger as the mouse.
Open your PPTs, your Web sites, whatever, then walk over to the SMART Board and simply interact with them there.

Level 2: Using the Ink Layer to annotate or mark up the screen.
Pick up a pen to activate the Ink Layer. Think of it as a thin sheet of transparent film that has magically appeared and is covering the screen. Saving annotated or marked up pages is a good first use of the Notebook software.

LEVEL 3. Using SMART’s Notebook software to capture one or multiple pages of traditional whiteboard notes.
Imagine using a traditional whiteboard and wishing you could save the notes you or your group just took. And, just as one board fills up, imagine immediately having another whiteboard wheeled into the room for you to use. The SMART Notebook software gives you this ability.

LEVEL 4. Using SMART’s Notebook software to create presentations, lessons, and activities.
The SMART Notebook software is really a powerful authoring tool. Think of it as PowerPoint, but where individual objects can be manipulated while the presentation is running. Create activities and interactive multimedia by inserting text, graphics, photos, and video on as many slides (or pages) as you wish. Use the Notebook Gallery to access clip art and interactive ‘widgets’ (e.g. timers, games, and animated activities).

Now, let’s play with two examples.

Ben’s Gudie to U.S Government for Kids

Fractions

There are some activities sample in the Notebook software.  It is easier to edit these activities on your personal computer than on the real SMARTBoard.  It’s also easier to start making your teaching materials by using the templates in the Notebook software.  Therefore, try to play with some of the activities.  Or, you can go to SMART Exchange to see more examples and download some templates.

Here are some tutorial videos about using features in Smart Notebook.

 

  1. A 2-minute tutorial on using the Gallery in Notebook.
  2. 2-minute tutorial on Page Sorter in Notebook.
  3. A 2-minute tutorial on object animation in Notebook.

Or you can watch these tutorials made by the Smart company.

COULD

  • Think about a problem that needs to be solved in your life.

SHOULD

  • Think about the benefits and defects of SmartBoard.

MUST

  • Play with Smart Notebook.  (If you haven’t downloaded it yet, please go to this web page and download it.)
  • Watch the tutorials.  We will have a competition (I am thinking about Jeopardy) on Friday.
  • Work on your weekly discussion in VoiceThread.

 

 

Interactive Whiteboard Session

POP QUIZ!

OK!  We had a very nice guest speaker last Friday.  Anyone still remember what YunJeong talked about?  And what are the principles of UDL?

TIME TO ENROLL FOR CLASSES FOR NEXT SEMESTER

EDIT 4020 – the non-ed class with the “Big Project”

EDIT 4180 – online mentoring with elementary students using Edmodo

EDIT 5500 – Technology Tools for CMSD majors

And of course, EDIT 2000 is still available!  Please tell your friends to come!

CROSS-CULTURAL COMMUNICATION PROJECT

We are going to collect the gift and the card you got for your Taiwanese partners today and Wednesday.  If you didn’t bring it today, don’t forget to bring it in this Wednesday!  We need to send them no later than this week!!  If you are getting food, check with Michael and me to see whether that is something we actually can get in Taiwan and check the expiration date!

You are having a lot of interesting ideas about the first three topics on VoiceThread.  I enjoy reading them a lot!!  Keep up with your good job!!

We are going to have a new discussion thread for this week.

  1. Guess what types of food and dishes your team members from the other country eat often? [For example: I believe it is Italian food, pizza, because it’s popular in Taiwan (Pizza Hut) and delicious. The internet and movies like Teenage Mutant Ninja Turtle also informed my answer.]
  2. What are your favorite types of food and dishes? Describe the major ingredient in those dishes.
  3. Guess what your team members like to do with their spare time?
  4. What do you like to do with your spare time?

Any question?

INTERACTIVE WHITEBOARD

Before we move to the next topic of critical thinking and problem solving, I want to spend some time talking about Interactive White Board.

Most of the time, you will hear people say “SmartBoard”.  However, SmartBoard is not the general term.  “Smart” is the name of the company.  It’s just because that most schools in Georgia signed the contract with that company.  If you are looking for jobs in another place, they might have another name for it.  We have two major companies One is Smart, and the other one is Promethean.  They are very similar, so you don’t need to worry too much if you have the other one in your future classroom.

Most of you chose to have a Smartboard in your future/ dream class.  This choice shows that most of you recognize the convenience and importance of having this technology tool in your classroom.  Therefore, I want you to think more about using SmartBoard in your classroom or presentations.  Let’s talk about these questions before we play with it.

  1. How many of you have the experiences in presenting with the help of SmartBoard?  Do you like it?  Why or why not?
  2. Some of you didn’t mention why you chose to have a SmartBoard in your classroom.  Please tell us why you want to have it.
  3. Do you think SmartBoard can enhance communication?  Why or why not?
  4. Do you think SmartBoard can enhance collaboration?  Why or why not?
  5. What can be the defects of using SmartBoard?
  6. Each SmartBoard is about 6000 dollars.  Do you think it is worthy?  Why or why not?  Is there any alternative?

Write down your answers on the sticky notes you get.  We will do grouping later.

Let’s talk about the ideas together!

COULD

  • Think about a problem that needs to be solved in your life.

SHOULD

  • think about a topic that you want to teach with SmartBaord.

MUST

  • Download SMART Notebook software.  (The first software on this web page.)
  • Work on your weekly discussion in VoiceThread.
  • Finish your reflection on the article about copyright.  It’s DUE today.