http://docs.google.com/Doc?docid=0AUiYnDVWYuDkZGdoazlxaGhfOWdxMjNiNWZr&hl=en
Please use the link above to view my self-assessment for this Education in Technology class.
Friday, October 30, 2009
Wednesday, October 28, 2009
Multi-Media Project!
Check out our video above about i-photo!
This was a really fun experience because we got to learn about iphoto, and then used imovie to create the video. I-photo is really neat and I am super motivated to start using it. Some notable features are the ease with which you can make slide-shows (with music and transitions!) and share your photos (direct upload to Facebook!) . I also love the face-recognizing categorizing tool and the map tool. It was user-friendly and fun.
I-photo could be useful in the classroom in several ways. For the French classroom the map function could help students explore francophone cities and countries and examine photos taken. It would be great to create a collaboration for all of my students to see the photos of places I've been and my students have been as well.
For the art classroom it would be neat to take photos of student work and upload it immediately to a student web-site or blog so that each student can have an electronic portfolio!
Wednesday, October 21, 2009
Analyzing Student Data in a Spreadsheet
http://spreadsheets.google.com/pub?key=t9KMqpfHM-9keASYSjfkwGQ&output=html
The above spreadsheet is an examination of student scores. I took the average for each student, the average for each test, and the standard deviation for each test (numbers 6-10). The test average rose consistently between test 6 and 10. The standard deviation for each test stayed fairly consistent (between 25 and 26) despite the climb in averages, which suggests that the entire range of students remained the same, no one was getting too high above and no one was too far below. I then filtered out all of the student scores that were above the average and the scores that were below the average.
The graph represents the averages of the below the average test scores across tests 6-10. Consistent with the class average and standard deviation trends, this group of scores also consistently rose.
The above spreadsheet is an examination of student scores. I took the average for each student, the average for each test, and the standard deviation for each test (numbers 6-10). The test average rose consistently between test 6 and 10. The standard deviation for each test stayed fairly consistent (between 25 and 26) despite the climb in averages, which suggests that the entire range of students remained the same, no one was getting too high above and no one was too far below. I then filtered out all of the student scores that were above the average and the scores that were below the average.
The graph represents the averages of the below the average test scores across tests 6-10. Consistent with the class average and standard deviation trends, this group of scores also consistently rose.
Sunday, October 18, 2009
Slide-show
Scribblar and Dabbleboard could be useful in the classroom for distance learning or group communication. For the French class, I think it could be fun to communicate and hold lessons with students from foreign countries included. In the art class, I think it would be great to examine historical works of art and allow students to type responses, circle details, and communicate visually on either Scribblar or Dabbleboard.
Wednesday, October 14, 2009
Web 2.0
Web 2.0 is the collection of web-based tools available to enrich the classroom experience with technology. An important component is that items stored may be accessed from any computer with an internet connection!
One example is google documents. These are great because they are stored online, can be accessed and edited simultaneously by multiple people.
Youtube.com is another example of web 2.0. It's great for schools because it gives students a platform to publish video-based projects and share work. Teachers can also share examples and current events in a student and community centered way.
One example is google documents. These are great because they are stored online, can be accessed and edited simultaneously by multiple people.
Youtube.com is another example of web 2.0. It's great for schools because it gives students a platform to publish video-based projects and share work. Teachers can also share examples and current events in a student and community centered way.
ODE Website Navigation Experience
Questions to consider:
Challenging high-end learners
How will this be useful?
Looking at the section for challenging high-end learners gave me so many great ideas. It was actually really motivating and inspiring. What a phenominal resource! I think the section with measurable terms for thinking order objectives, high-order thinking questions, and questions that require critical thinking to respond will be useful for all students. It will be fun and challenging for me to organize my own resources and take advantage of this. I love the search function as well, I could find level appropriate standards for all variations of studies.
I also found it interesting how the middle school tasks were compared and adapted to high school objectives to help challenge TAG students. The sample grading rubrics and lesson ideas were also really cool and applicable. I am so glad that I had the opportunity to explore the ODE website more.
How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
Graphic organizers will be helpful to me as I plan my own lessons and teaching strategies. I recently read about a graphic organizer used to brainstorm and come up with content, objectives, goals, and art projects for the class as a whole to participate in. The students had a huge amount of buy-in and the projects were relevant to their personal culture.
How appropriate are these theories and resources (for “high end learners”) for all students?
I think the theories and resources are fairly appropriate. It will depend on each unique learner make-up, but overall it seems like a good idea to challenge gifted students at a higher grade level standard, promote independent research, give opportunities for higher level thinking, and critical engagement with the resources.
How will this resource help me identify state standards I must address?
This resource will help me identify state standards I must address by giving me easy access to national and state standards for all of the content areas. This is actually a huge relief because we have spent so much time planning and thinking about assessment, etc. without me ever actually knowing what the standards are. I need to take these down and plan my practicum around them.
What other content should I familiarize myself with now?
I think it will be good for me to familiarize myself with the content standards for other classes as well. I can easily incorporate many other subject areas into art to help enrich my students' school experience. If I am aware of the content standards for other subject areas, I can more appropriately support other subject areas. Examples that come to mind are geometry (shape in drawing), science (light spectrum and paint mixing), literacy (discussion, critique, journaling, research), history and so on.
Challenging high-end learners
How will this be useful?
Looking at the section for challenging high-end learners gave me so many great ideas. It was actually really motivating and inspiring. What a phenominal resource! I think the section with measurable terms for thinking order objectives, high-order thinking questions, and questions that require critical thinking to respond will be useful for all students. It will be fun and challenging for me to organize my own resources and take advantage of this. I love the search function as well, I could find level appropriate standards for all variations of studies.
I also found it interesting how the middle school tasks were compared and adapted to high school objectives to help challenge TAG students. The sample grading rubrics and lesson ideas were also really cool and applicable. I am so glad that I had the opportunity to explore the ODE website more.
How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
Graphic organizers will be helpful to me as I plan my own lessons and teaching strategies. I recently read about a graphic organizer used to brainstorm and come up with content, objectives, goals, and art projects for the class as a whole to participate in. The students had a huge amount of buy-in and the projects were relevant to their personal culture.
How appropriate are these theories and resources (for “high end learners”) for all students?
I think the theories and resources are fairly appropriate. It will depend on each unique learner make-up, but overall it seems like a good idea to challenge gifted students at a higher grade level standard, promote independent research, give opportunities for higher level thinking, and critical engagement with the resources.
How will this resource help me identify state standards I must address?
This resource will help me identify state standards I must address by giving me easy access to national and state standards for all of the content areas. This is actually a huge relief because we have spent so much time planning and thinking about assessment, etc. without me ever actually knowing what the standards are. I need to take these down and plan my practicum around them.
What other content should I familiarize myself with now?
I think it will be good for me to familiarize myself with the content standards for other classes as well. I can easily incorporate many other subject areas into art to help enrich my students' school experience. If I am aware of the content standards for other subject areas, I can more appropriately support other subject areas. Examples that come to mind are geometry (shape in drawing), science (light spectrum and paint mixing), literacy (discussion, critique, journaling, research), history and so on.
Tuesday, October 13, 2009
Sunday, October 11, 2009
Classroom uses for blogs
Blogs can be used in the classroom in numerous ways. They can support literacy, journaling, give students an opportunity to publish their work directly to the internet, discuss and comment on each others work, and create a sustainable, paperless classroom.
As an art teacher, I think a blog could become an electronic portfolio of student work. This would also give students the chance to explain and reflect on their own work, market themselves as artists, and discuss each others' work.
For French class, blogs provide a great opportunity for students to communicate with each other using written language, post projects, and respond electronically to other students in the class. Also, if we go on any field trips, blogging is a great form of travel journal. That way the student can look back on their own adventures in the future, but also share their stories with future students.
As an art teacher, I think a blog could become an electronic portfolio of student work. This would also give students the chance to explain and reflect on their own work, market themselves as artists, and discuss each others' work.
For French class, blogs provide a great opportunity for students to communicate with each other using written language, post projects, and respond electronically to other students in the class. Also, if we go on any field trips, blogging is a great form of travel journal. That way the student can look back on their own adventures in the future, but also share their stories with future students.
Wednesday, October 7, 2009
Personal Bio
Hey!
My name is Mariah Hanson, I am in the Willamette MAT program right now; getting endorsed in art and French at the middle and high school levels. This blog is for my Technology in Education class.
I was born in Seattle, Washington and after a couple of years in Japan spent the rest of my youth in Poulsbo, Washington. If you've never been there, you should go. It's cute historic port town with the theme of 'Little Norway.' I played soccer, ran track, and rode horses through high school.
I went to Willamette University for my undergraduate career and got my BA in Psychology with a minor in art studio. I also spent a semester abroad in Paris, France, which was an amazing experience. I met a lot of great people and the immersion really helped my language. I also got to study figure drawing and painting at an art institution and took an art history class where half of our lectures took place in the museums throughout the city. Willamette track and field was another highlight of my college experience. So fun! During my summers I worked at Blue Heron Farm directing the summer camp program, teaching riding lessons, and organizing a volunteer based therapeutic riding program for children with mental and physical disabilities.
After college I backpacked through Europe with my boyfriend for several months. I then got a job in mental health in Seattle. The non-profit that I worked for disseminates Marsha Linehan's Dialectical Behavior Therapy to mental health professionals. I learned a lot and had a great experience there, but realized that mental health is not the profession for me. After some reflection I decided that I would really enjoy being an art teacher. So, I applied to Willamette and here I am!
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