Reflection, Standards and Bibliography
Reflection:
I chose to include the unit plan for the Sailing Simulation because it addresses all three areas addressed by TPACK, and it is fun for students. I have done this simulation in my classroom for four years, and when students must choose items to include in their portfolios for student led conferences the journal is usually one of the first things they choose.
Content knowledge focuses on the Social Studies standards in the Colorado state standards that require fifth graders to learn about American history from 1491 to the Revolutionary War. The Common Core Literacy standards are woven throughout the unit as students make daily journal entries and write a formal letter to the leader of the country from which their charter was obtained.
The recursive writing process is prominent as students plan, write, revise, peer edit and edit their work.
Pedagogy knowledge is obvious in the unit because students are given opportunities to complete their writing in different ways.
Students are placed into mixed ability groups to complete the simulation, and they use problem solving skills and communication as the groups deal with the different events that happen to the ship and crew. This is the perfect time to teach journal writing in Literacy, so students understand how to write the journal in first person and describe the events of the simulation, not the roll of the dice. Also, it is a great opportunity for the class to read Pedro’s Journal, the story of a boy on the voyage with Columbus, or to examine parts of Columbus’ own journal giving students the opportunity to examine primary source documents which is a focus in the Common Core.
Technological knowledge continues to develop as the unit is taught each year. Throughout the times I have done this unit, it has grown into quite a production in my classroom. The first year, the students used dice and I had made up a small journal for the
students to use. Over the years, I have created a Smartboard file that includes pictures and video of being on the open ocean, as well as the sound of waves. When there is a storm, there is a different video, and when they are getting close to land the sounds of birds can be heard. In a separate file to be used on the Smartboard, students roll virtual dice for the entire class to watch and listen as the fate of the “crew” is decided. The journals have now grown into a digital journal, allowing students to create their own backgrounds through the use of clip art and templates (previously chosen by me and saved to our school server) which can be printed and put into their portfolios. Students work together to create the Powerpoint presentation and to convert it to a Flash file for viewing on the website. Overall, this is an extremely engaging unit the students, and I can’t wait to find new technology to make it even better.
This is one of my favorite units, and my students really enjoy it, as well. At the end of the year, my class makes a list of the things we did throughout the year and students choose three favorites and three least favorites. I use this to gauge what is working and what I can improve. This simulation almost always makes the list as a favorite. No matter when we do it during the year, as soon as it gets added to the list, the classroom buzzes about the simulation, how much fun it was, and what they learned about life on a ship in the late 1400’s.
Content knowledge focuses on the Social Studies standards in the Colorado state standards that require fifth graders to learn about American history from 1491 to the Revolutionary War. The Common Core Literacy standards are woven throughout the unit as students make daily journal entries and write a formal letter to the leader of the country from which their charter was obtained.
The recursive writing process is prominent as students plan, write, revise, peer edit and edit their work.
Pedagogy knowledge is obvious in the unit because students are given opportunities to complete their writing in different ways.
Students are placed into mixed ability groups to complete the simulation, and they use problem solving skills and communication as the groups deal with the different events that happen to the ship and crew. This is the perfect time to teach journal writing in Literacy, so students understand how to write the journal in first person and describe the events of the simulation, not the roll of the dice. Also, it is a great opportunity for the class to read Pedro’s Journal, the story of a boy on the voyage with Columbus, or to examine parts of Columbus’ own journal giving students the opportunity to examine primary source documents which is a focus in the Common Core.
Technological knowledge continues to develop as the unit is taught each year. Throughout the times I have done this unit, it has grown into quite a production in my classroom. The first year, the students used dice and I had made up a small journal for the
students to use. Over the years, I have created a Smartboard file that includes pictures and video of being on the open ocean, as well as the sound of waves. When there is a storm, there is a different video, and when they are getting close to land the sounds of birds can be heard. In a separate file to be used on the Smartboard, students roll virtual dice for the entire class to watch and listen as the fate of the “crew” is decided. The journals have now grown into a digital journal, allowing students to create their own backgrounds through the use of clip art and templates (previously chosen by me and saved to our school server) which can be printed and put into their portfolios. Students work together to create the Powerpoint presentation and to convert it to a Flash file for viewing on the website. Overall, this is an extremely engaging unit the students, and I can’t wait to find new technology to make it even better.
This is one of my favorite units, and my students really enjoy it, as well. At the end of the year, my class makes a list of the things we did throughout the year and students choose three favorites and three least favorites. I use this to gauge what is working and what I can improve. This simulation almost always makes the list as a favorite. No matter when we do it during the year, as soon as it gets added to the list, the classroom buzzes about the simulation, how much fun it was, and what they learned about life on a ship in the late 1400’s.
Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Bibliography:
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Houghtin Mifflin Project-Based Learning Space. (2009). Retrieved September 2, 2010, from Houghtin Mifflin : http://college.cengage.com/education/pbl/index.html
Checks Please. (2010, September 9). Retrieved from U.S. Mint: http://www.usmint.gov/kids/teachers/lessonPlans/viewLP.cfm?lessonPlanId=94
Archer, J. (2007, March 29). Technology Counts '07; A Digital Decade. Retrieved September 24, 2010, from edweek.org: http://www.edweek.org/ew/articles/2007/03/29/30dataside.h26.html
Ash, K. (2008, June 25). Educators Test the Limits of Twitter Microblogging Tool. Retrieved October 2010, from Education Week: http://www.edweek.org/dd/articles/2008/06/24/01twitter_web.h02.html
Ash, K. (2009, April). High Tech Simulations Linked to Learning. Retrieved October 2010, from Education Week: http://www.edweek.org/login.html?source=http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html&destination=http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html&levelId=2100
Axelrod, A. (1994). Pigs Will Be Pigs: Fun With Math and Money. New York: Aladin.
Barrett, H. C., & Garrett, N. (2009). Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning. On the Horizon, Vol. 17, 142 - 152.
Bradsford, J., & Stein, B. (1993). The IDEAL Problem Solver (2nd ed). New York: Freeman. Retrieved September 2, 2010
Cantu, D. A. (2010, April). Emerging Classroom Technologies: Application of the 2010 Horizon Report to K-12 Education. Retrieved October 2010, from Interface: The Journal of Education, Community and Values: http://bcis.pacificu.edu/journal/article.php?id=654
Clarke, J. (2010). Project Based Learning. Retrieved September 3, 2010, from South Dakota Department of Education: http://doe.sd.gov/octe/FACS/resources/docs/ProjectBasedLearning.pdf
Joseph, R. (2006, November). Emerging Classroom Technologies and Educational Change. Retrieved October 2010, from WordPress: http://drrob.wordpress.com/
Moritz, J., & Christie, A. (2005). It's Elementary! Using Electronic Portfolios with Young Students. Society for Information Technology and Teacher Education, 144-151.
Morris, J. L. (2005, January 1). Electronic Portfolios. Retrieved September 24, 2010, from University of Vermont: http://www.uvm.edu/~jmorris/ep/electronicportfolio.html
Smith, H. (2010, September 18). LaBelle Shipwreck. Retrieved from Texas Beyond History: http://www.texasbeyondhistory.net/belle/index.html
Spence, D. L. (n.d.). Problem-based learning. Retrieved September 2, 2010, from Study Guides and Strategies: http://www.studygs.net/pbl.htm
Houghtin Mifflin Project-Based Learning Space. (2009). Retrieved September 2, 2010, from Houghtin Mifflin : http://college.cengage.com/education/pbl/index.html
Checks Please. (2010, September 9). Retrieved from U.S. Mint: http://www.usmint.gov/kids/teachers/lessonPlans/viewLP.cfm?lessonPlanId=94
Archer, J. (2007, March 29). Technology Counts '07; A Digital Decade. Retrieved September 24, 2010, from edweek.org: http://www.edweek.org/ew/articles/2007/03/29/30dataside.h26.html
Ash, K. (2008, June 25). Educators Test the Limits of Twitter Microblogging Tool. Retrieved October 2010, from Education Week: http://www.edweek.org/dd/articles/2008/06/24/01twitter_web.h02.html
Ash, K. (2009, April). High Tech Simulations Linked to Learning. Retrieved October 2010, from Education Week: http://www.edweek.org/login.html?source=http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html&destination=http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html&levelId=2100
Axelrod, A. (1994). Pigs Will Be Pigs: Fun With Math and Money. New York: Aladin.
Barrett, H. C., & Garrett, N. (2009). Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning. On the Horizon, Vol. 17, 142 - 152.
Bradsford, J., & Stein, B. (1993). The IDEAL Problem Solver (2nd ed). New York: Freeman. Retrieved September 2, 2010
Cantu, D. A. (2010, April). Emerging Classroom Technologies: Application of the 2010 Horizon Report to K-12 Education. Retrieved October 2010, from Interface: The Journal of Education, Community and Values: http://bcis.pacificu.edu/journal/article.php?id=654
Clarke, J. (2010). Project Based Learning. Retrieved September 3, 2010, from South Dakota Department of Education: http://doe.sd.gov/octe/FACS/resources/docs/ProjectBasedLearning.pdf
Joseph, R. (2006, November). Emerging Classroom Technologies and Educational Change. Retrieved October 2010, from WordPress: http://drrob.wordpress.com/
Moritz, J., & Christie, A. (2005). It's Elementary! Using Electronic Portfolios with Young Students. Society for Information Technology and Teacher Education, 144-151.
Morris, J. L. (2005, January 1). Electronic Portfolios. Retrieved September 24, 2010, from University of Vermont: http://www.uvm.edu/~jmorris/ep/electronicportfolio.html
Smith, H. (2010, September 18). LaBelle Shipwreck. Retrieved from Texas Beyond History: http://www.texasbeyondhistory.net/belle/index.html
Spence, D. L. (n.d.). Problem-based learning. Retrieved September 2, 2010, from Study Guides and Strategies: http://www.studygs.net/pbl.htm