Website Summaries

Website Summaries http://eduscapes.com/geocaching/kids.htm This website explains the hobby if geocaching. It shows how geocaching is a fun and a healthy pastime for individuals of all ages especially for groups like classes and youth groups working as teams. The basic idea is to have individuals and groups set up caches all over the world and share the locations of these caches on the Internet.
Geocaching consists of using a handheld GPS receiver unit, such as the Garnin GPS 12, to guide you to a destination where a hidden treasure or cache is stored. Once found, you log your visit in an included logbook, and optionally trade one of the many contained "goodies" for one of your own. Typically, cache treasures are not high in monetary value but may hold intrinsic value to the finder.
The website provided visuals and ideas for teachers and students. The idea is to plan ahead and imagine the activities that will appeal to the children and stimulate them. As a teacher, you want to encourage the children to enjoy nature by bringing along items such as nature guidebooks, cameras, pda’s, and audio/video recorders. This technology will give the students an opportunity to see, feel, and smell what nature is. In conclusion, this website showed you how to 1. find a cache, 2. incorporate a geocache project as a nature cleanup, 3. create a cache, and 4. establish a historical or cultural cache. http://ceismc.gatech.edu/busyt/ The Busy Teachers website provided teachers with all sorts of visuals, games, lesson plans, and other materials to enhance classroom activities. The site has an archive of questions for all grade levels. College students, professors, and teachers are available to answer any questions or to give advice.
There were several links that were interesting. However, I thought the link to the Learning Center was very brilliant. The Learning Center helps provide online tutoring for students. As a student of any age, this is a great way to enhance mastery of a specific subject matter. This website contained activities for both students and teachers. There were visuals, games, magazines, puzzles, and interactive labs. Any teacher can utilize and implement any of the activities from this website and incorporate it in any lesson. The activities will be fun, engaging, and will merit class participation. http://www.firn.edu/doe/menu/sss.htm The website for the State of Florida Sunshine State Standards is a very user friendly website. All teachers should use this site because it is very detailed and thorough. Although the site is under revision, “the Sunshine State Standards were approved by the State Board of Education in 1996 to provide expectations for student achievement in Florida”. This website contains a grid that lists all subjects on the left vertical side of the grid. Also, it lists the Sunshine State Standards, the Sunshine State Standards with grade level expectations, and the overview of grade level expectations on the top portion of the grid. Then, the top portion is divided into four different grade levels such as Pre K-2, 3-5, 6-8, and 9-12. There are bullets listed on the grid, and all anyone has to do is to click the proper bullet to download a PDF file on a particular subject. Once the file displays, each subject is divided into different areas with each standard listed. Anyone who teaches in Florida has to be very well informed of the Sunshine States Standards. Teachers will be able to incorporate these standards when designing lessons, which will help students reach mastery. As a teacher, we have to maximize our abilities to help children realize their full potential. http://englishlearner.com/ This website is full of information. This site will be most useful to teachers working with ESL students. There are interactive tests, exercises, and lessons by email. All of this is free. A bookshop is available, and you can browse electronic dictionaries for over forty-five languages.
As a student, there are tons of activities available. A student can access grammar, vocabulary, crosswords, and hangman activities. Students can take advantage of the students’ mailing lists to find new penfriends. There is also a link for writing help.
In conclusion, this site would be a great reference addition for any student or teacher. There are many links available that can be used to implement new techniques in the classroom. http://en.wikipedia.org/wiki/computer-assisted_language_learning This website is an article listed on Wikipedia, the free encyclopedia. The article references Computer-assisted language learning or CALL as “an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element”.
There is an outline on the website to emphasis what the article will contain. Initially the article references the history of CALL. Computer Assisted Language Instruction or CALI originated in the USA , and in the early 80’s CALL became the actual term that everyone would reference.
Typically a CALL program presents a stimulus to which the learner must react or respond, which may be inserted in any combination of text, still images, sound, and motion video. The learner must reply by typing on the keyboard, utilizing the mouse, or speaking into a microphone. The computer offers feedback, which indicates whether the learner’s response is right or wrong.
Finally the article, discusses the pedagogical and methodological cosiderations, the current situation, and further readings. What was interesting is that CALL initially featured whole-class teaching. Since schools could only afford one computer per classroom, the introduction of interactive whitboards is now making a comeback. In conclusion teachers can review this article a possibly utilize some of the innovative software such as “Wordstore”, “Textmixer”, and “Matchmaster”. http://www.teachnet.com/how-to/organization/onecompclass040799.html This website is designed specifically for teachers. There are links for lesson plans, power tools, sharing ideas, and help. The lesson plans are listed in different subject areas and are divided into mastery suject areas. There is also a link for parents.
The power tools section is a section that references tools and ideas to use online to help save teachers time. There’s a link for entertaining students, and even a link to show you how to implement classroom décor, organization, and classroom management.
Sharing ideas discusses a wide range of topics where other teaches can share their ideas. There are links listed such as humor, inspiration, and teacher-2-teacher. Matter of fact, there was a discussion on the site in reference to using one computer in a classroom.
The help section is designed to assist teachers any questions. It gives you information on how to subscribe to advertising, how to join the 1-10-1 club, and even gives information on the sites history.
In conclusion, this site is very useful. Any teacher will be able to implement any of the tools listed on this website and structure an engaging lesson for their students. http://school.discovery.com/lessonplans/ This website offers an abundance of information for both teacher and student. This website gives information on educational programming, lesson plans for all subject matter, teachers’ guides, a teachers’ store and more.
Teachers and students can view the cable in the classroom program guide. This will list results for dates and programs for different types of shows such as Animal Planet, Discovery Health, and The Travel Channel.
All lesson plans are categorized by grade level, and then by subject matter. All lesson plans list objectives, materials needed, procedures, adaptations, etc. The lesson plans are well equipped for any teacher including first year or veteran.
The teachers’ guides support the collection of discovery education products. The downloads are in the PDF format.
The teachers’ store is a shopping website where teachers can purchase products by subject matter, grade level, product type, or new releases. This will allow teachers to stimulate students’ learning by providing flexibility for the classroom.
The Discovery website entails so much information that one can’t cover it all. This website is a one stop shop for all teachers. It will provide a wealth of knowledge that will enhance a teacher’s ability to provide an engaging, warm environment. http://www.leg.state.fl.us/ststutes/index.cfm This website discusses the educational codes in Florida. There are several chapters in the k-20 education code. Chapters 1003.55 through 1003.576 focuses on specialized instruction for certain public k12 students.
Law 1003.55 focuses on instructional programs for blind or visually impaired students and deaf or hard of hearing students. Schools must provide these students with trained staff and resources for the coordination of Braille, large print, tangible apparatus, captioned video, and other specialized educational materials needed for these students. This law also defines what determines a “blind student” and the meaning of Braille.
Law 1003.56 defines the English language instruction for limited English proficient students. It states that instruction in the English language shall be provided to limited English proficient students, and shall be designed to develop the student 's mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible. It also defines "limited English proficient" or "limited English proficiency".
Law 1003.57 defines exceptional students instruction. It states that each district school board shall provide for an appropriate program of special instruction, facilities, and services for exceptional students as prescribed by the State Board of Education. It also discusses the necessary provisions.
Law 1003.575 focuses on assistive technology devices; findings; interagency agreements. These devices and services are essential for a young person with disabilities. It provides a transition to preschool, from preschool to school, from one school to another, and from school to employment or independent living.
Law 1003.576 discusses individual education plans for exceptional students. “The Department of Education must develop and have an operating electronic IEP system in place for potential statewide use no later than July 1, 2007. The statewide system shall be developed collaboratively with school districts and must include input from school districts currently developing or operating electronic IEP systems.”
In conclusion, this site is very important. Educators, parents, and students should be aware of any laws that pertain to their students and children. It’s great to know that your students as well as children are protected.
After the overview of the eight websites, I enjoyed the school.discovery.com website. This website had a wealth of knowledge. Since I will be teaching Middle Grades Math beginning in August, I chose to analyze a Middle Grades Math lesson plan focusing on Measurements called “ Measure for Measure: Lengths and Heights”.
The teacher did analyze their audience. A teacher’s task is to uncover. A teacher should reference what their students are going to learn, achieve, or accomplish. A teacher cannot assess anything a student has done until both teacher and student know what they are responsible for performing or learning. Therefore, a teacher must tell the students at the beginning of every assignment what they are responsible for learning, for achieving, and for being able to perform. However, as stated by Biggs (1999), some teachers find major difficulties in maintaining academic standards in more diversified classes.
The teacher did implement the Sunshine State Standard in this lesson. Standard one for Measurement stated that the student should measure quantities in the real world and use the measures to solve problems. The teacher clearly stated objectives for the assignment. There were technology standards included in the objectives, but they were rather primitive. The teacher wanted the students to use their own feet as a standard measurement and then measure and compare distances. However, the assignment’s objectives were effective overall. The teacher did inform the students up front what they will accomplish and master at the end of the lesson.
The teacher did incorporate technology effectively. The teacher began to express different uses of technology in the procedures section of the lesson plan. Students would have to have access to the Internet to be able to reference Mapquest. This would be necessary to determine the distances between the referenced locations for the assignment. Also, the distance calculator was important to determine the distances for the international locations. I remember viewing the vignette for Chapter 1 called Commutative Property of Multiplication. The teacher in this class linked a calculator to the overhead projector so that the students could view the calculations on the board as they were calculated. This technique adds variety to the classroom. Also, the students should be more engaged by using more technology techniques in the classroom. The teacher also referenced two videos, Measure for Measure: Lengths and Heights and Going the Distance. The students had to reference what would the world be like without measurements. For example, sailors analyzed measurements by calculating the positions of the stars, time, latitude, and longitude. Historically, different countries once used their own measurement systems. Students were to think about how were units of length determined, possibly by using the length of their own foot, hand, fingertip, pace, or the distance from the elbow and fingertip? Therefore technology was incorporated effectively. Primitive to advanced means were used.
The ISTE standards for assessment and evaluation states that a teacher must apply technology to facilitate a variety of effective assessment and evaluation strategies. The teacher’s evaluation methods clearly related to the objectives. The teacher used a three-point rubric to evaluate the student’s work during the lesson. Students could earn three points if they actively participated in class discussions about measurements and mastered all referenced material. Students could earn two points if they actively participated in class discussions about measurements and mastered most of the referenced material. Students could earn one point if they did not participate in class discussion about measurements, did not master the objectives, and made sloppy, inaccurate measurements. As stated by C. Gunn (1999), sometimes using technology may not lead to effective learning. It depends on how knowledgeable and prepared a teacher is.
In conclusion, this assignment was very structured and precise. The assignment was consistent and the format was familiar so that the students could recognize their assignments. The lesson plan was written for comprehension and it entailed positive expectations for the student’s success. The lesson was designed for student mastery. The teacher did a great job in designing a lesson in which the student learned a concept/skill; and the teacher knew how to evaluate the learning to determine if the student had mastered the concept/skill.
REFERENCES
The Discovery Education. (2006). Electronic preference

formats recommended by the The Discovery Education.

Retrieved July 15, 2007 from the World Wide Web:

http://school.discovery.com/lessonplans/programs/measure_lengths

The Sunshine Standards. (2007). Electronic preference

formats recommended by the Florida Department of Education.

Retrieved July 15, 2007, from the World Wide Web:

http://www.firn.edu/doe/curric/prek12/pdf/math6.pdf

Bitter, G. G., & Pierson, M. E. (2005). Using Technology in the

Classroom. Boston, Mass: Pearson Education, Inc.

Biggs, J. (1999). What the Teacher does: Teaching for Enhanced

Learning. Educational Technology Abstracts, Pages 57-75.

Gunn, C. (1999). They Love It, But Do They Learn From It?.

Educational Technology Abstracts, V16, Issue 1, PG 33.

References: The Discovery Education. (2006). Electronic preference formats recommended by the The Discovery Education Retrieved July 15, 2007 from the World Wide Web: http://school.discovery.com/lessonplans/programs/measure_lengths The Sunshine Standards. (2007). Electronic preference formats recommended by the Florida Department of Education Retrieved July 15, 2007, from the World Wide Web: http://www.firn.edu/doe/curric/prek12/pdf/math6.pdf Bitter, G. G., & Pierson, M. E. (2005). Using Technology in the Classroom Biggs, J. (1999). What the Teacher does: Teaching for Enhanced Learning Gunn, C. (1999). They Love It, But Do They Learn From It?. Educational Technology Abstracts, V16, Issue 1, PG 33.