Standard+1

** __Enhancing Core Teaching Skills with Technology__ **

Included on this page are:

 * 1) ===NETS*T ===
 * 2) ===Technology available at our school ===
 * 3) ===Social Bookmarking ===
 * 4) ===21st Century Expectations ===
 * 5) ===Project Based Learning ===
 * 6) ===Deaf Trivia ===
 * 7) ===Blooms Taxonomy ===
 * 8) ===Education Origami ===
 * 9) ===Websites ===
 * 10) ===Google Docs Ex. ===
 * 11) ===Reflections ===
 * 12) ===Future Goals ===

#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. Teachers: ===
 * promote, support, and model creative and innovative thinking and inventiveness
 * engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes
 * model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

My artifacts demonstrating this standard (What?)
en.wikibooks.org/wiki/American_Sign.../Deaf_Culture

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Technology In Our School Week 9 Module 4 Discussion
====<span style="font-family: 'Comic Sans MS',cursive;">We have available to us Follett Destiny, Power Library, and Access PA. With these systems, we have almost all of the books in Pennsylvania available to us. Currently, they are only available on the Library computer, but as our new computers are configured, we will have some accessibility. Generally made available to use is Discovery Education (aka. United Streaming). We also have video conferencing equipment available to take virtual fieldtrips and to connect with other schools. ==== ====<span style="font-family: 'Comic Sans MS',cursive;">Our librarian begins teaching our students about reliability and responsibility in 4th grade. By 8th grade she concentrates on evaluation of websites, plagerism, and copyright laws. Currenlty, she uses RADCAB as an evaluation checklist for students to learn about reliability. ====

<span style="font-family: 'Comic Sans MS',cursive;">[|Social Bookmarking]
<span style="font-family: 'Comic Sans MS',cursive;">This is a great way to have and offer access to sites that might be of interest to other individuals. You can, as you peruse a site add your own thoughts about information included.

<span style="font-family: 'Comic Sans MS',cursive;">The information I will be including will be helpful to parents when they are working with their children. They can see what my opinion is of information or activities included on the sites.

<span style="font-family: 'Comic Sans MS',cursive;">My site is available through this link:

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">21st Century Expectations Week 6 Module 3 Discussion
<span style="font-family: 'Comic Sans MS',cursive;">Students are expected to be able to step into a job with all their skills fully developed. Gone are the days of getting your feet wet and observing. Companies no longer want to hire a person to help finish their training, they want a fully functioning productive member of the staff.

<span style="font-family: 'Comic Sans MS',cursive;">At a certain level in any class, higher order thinking skills are a necessity. Using skills of analyzing, evaluating and creating are excellent ways to see if your students have assimilated the information rather than just memorized it.

<span style="font-family: 'Comic Sans MS',cursive;">I can help develop these skills by providing my students with experiences that will give them the opportunity to explore different ways of thinking. Critical thinking by participating in authentic learning, collaboration and agility through team work and project based learning, communication by relating information to others through media productions, and analyzing by investigating information presented throughout the internet.

<span style="font-family: 'Comic Sans MS',cursive;">Unfortunately, I feel that initiative and curiosity cannot be developed. A student either has it or he does not for a topic. Assisting a student to find his niche and areas of interest that spark initiative and curiosity will help guide him/her into a field of work in which they can truly excel.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Project Based Learning Week 6 Module 3
<span style="font-family: 'Comic Sans MS',cursive;">Currently, my project based learning entails creating scrapbooks about events that my students and I attend. Several times throughout the school year, the interpreters in other local schools get the deaf students together. With these scrapbooks I am able to work on sequencing, writing, self expression, creativity, and time management. <span style="font-family: 'Comic Sans MS',cursive;">I can see the benefits of project-based learning, in that the students learn the need for all of the information they have learned and get the opportunity to practice in a real-life situation. As far as the downsides. . . it still comes back to testing. All I could think with the video I watched was how time-consuming the project would be. Project based learning has a place in the classroom, but there needs to be a well balanced existence between learning and application. To be successful in the project, the students need to have learned the basics. Basically, PBL is a great assessment tool. <span style="font-family: 'Comic Sans MS',cursive;">Which tools would support PBL? ALL of them. Reasearch and development of the idea can be supported with any online research, Mind42, or other graphic organizers. Production can be with voice threads, blogs, or wikis.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Deaf Trivia Week 6 Module 3 Create an Activity
<span style="font-family: 'Comic Sans MS',cursive;">This is a difficult decision to make. In my dream work, I would chose a blog between deaf students. <span style="font-family: 'Comic Sans MS',cursive;">Deaf Trivia! <span style="font-family: 'Comic Sans MS',cursive;">Students are asked to select a famous deaf American to learn about. They keep it a secret. <span style="font-family: 'Comic Sans MS',cursive;">Each day they are asked a question on the blog. Where did your deaf person live? When did your deaf person live? Where did your deaf person go to school? Why is this person famous? <span style="font-family: 'Comic Sans MS',cursive;">As the students enter their information, the others make guesses as to the identity of each others person. <span style="font-family: 'Comic Sans MS',cursive;">The fifth day would be used to discuss how this person has helped other deaf people or how we can use his achievements to help us in school or out in the real world. <span style="font-family: 'Comic Sans MS',cursive;">Now, in reality, when all the firewalls get into place, this nice activity will not be possible so, the alternative will be. . . . <span style="font-family: 'Comic Sans MS',cursive;">Using video conferencing: >
 * 1) <span style="font-family: 'Comic Sans MS',cursive;">Students select a famous deaf person to learn about.
 * 2) <span style="font-family: 'Comic Sans MS',cursive;">Each week students question each other about different parts of the persons life learning from each other.
 * 3) <span style="font-family: 'Comic Sans MS',cursive;">Final discussion would be how the deaf person has helped others or how their achievements can help us.

<span style="font-family: 'Comic Sans MS',cursive;">Great resources for different learners
<span style="font-family: 'Comic Sans MS',cursive;">Some visuals to display for each revised taxonomy

<span style="font-family: 'Comic Sans MS',cursive;">A Broken World
<span style="font-family: 'Comic Sans MS',cursive;">I liked how the teacher combined information from the internet from videos to articles and then included information created by the students to assess their understanding of the information learned.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Deaf Survey Week 4 Module 2 Create a Google Form
===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">[|Deaf Survey] <span style="font-family: 'Comic Sans MS',cursive;"> (using Google Docs) ===

**My Reflection on meeting this standard (So What?)**
<span style="font-family: 'Comic Sans MS',cursive;">Listed on this Standard are websites and reflections about inspiring student learning and creativity. Project Based Learning, 21st Century Skills, lessons involving technology, and resources showing innovative thinking and inventiveness are perfect examples for Standard 1.

My Future Learning Goals related to this standard (Now What?)
<span style="font-family: 'Comic Sans MS',cursive;">I feel that, in the future, I need to work on collaborative learning with others.