FV_Visual Thinking Strategies

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I am implementing VTS in my classroom as part of a pilot program to increase arts education opportunities for students in our county.  There are several teachers collaborating to practice and implement the strategy in our classrooms.  I will be sharing this video with the program directors next week.  I hope they'll be intrigued by what they see.  I hope you enjoy the film.

W4_Reading

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This week's reading examined articles about integrating math and technology, and how teacher practices and technology access play into student achievement.

"Uses of Technology in Learning and Instruction"

Technology Integration - Research from the Classroom

PE6_ExamView_EnVisions MATH

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PE6_Exam View_EnVisions MATH

For more practical experience with the online tools available with our new math series, I decided to check out the test-making tool.  It is really pretty slick!  You can have a test made automatically from a bank of questions, and you can modify that test afterwards to suit your classroom situation.  Multiple versions of the test can be easily generated and printed or saved for continued use over time.  I typed in a name for the test, and I plugged in the current topic of study.  I was prompted to choose questions from a question bank that correlated to my State’s standards.  Then, you just type in the number and types of questions you want and VOILA!  A new test is generated.  It’s pretty neat.  You could make practice tests and make-up tests for students that have the same content but different problems.

The tutorials for this software are simple to follow and very comprehensive!

I think our upper level elementary teachers would like this component because they would like to have the multiple versions of a test available to avoid the problem of students trying to copy other students in a crowded classroom.  I also think that having practice tests made for students is a great way to help struggling students that is so easy to provide with this ExamView software.  This will definitely be a selling point for some teachers to go ahead and access the online tools available to them!

I am setting up my class roster and will start using this software so I can have a true feel for its usefulness.  Before the end of the year, I will plan a presentation to share my findings and experience with my colleagues.  Perhaps by next year, all of us may be using the online tools provided with Envisions Math.

PE5_EnVisions MATH_Online Planner

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PE5_EnVisions MATH_Online Planner

For this posting, I went to an online access point for Pearson Education.  There, I learned more about the online tools that are available to teachers using Pearson products.  For the EnVisions MATH program, there are some great materials available. The Premium edition allows teachers to set up classes online, and provide student access to lessons and activities from any computer – at school or at home.  For me, this may allow a student who is struggling, to view a lesson several times at school or at home with parents, which can aid in clear communication about lesson content.  Also, students who miss lessons can easily view them online and make up missed work.  I feel there are some teachers in my school who would take advantage of this feature.  It is difficult to help students catch up on missed lessons, as we have very little time for one-on-one assistance.  Having this access to lessons would really benefit the student.

The lesson planner is built onto a calendar, and lessons can be entered day by day or for a whole year.  The lesson planner provides access to standards and content for each lesson.  Teachers can assign lessons to individual students or to an entire class for remediation or enrichment.  One component that I didn’t know about was the access to additional content and activities to enhance and support each lesson.  You can reach a variety of learning styles with this capability.  There is a search tool to find activities.  You can search for videos, multimedia items, music, e-text, and many other materials, which may enrich your lesson presentations.  

Students can access the website to complete extra credit activities, and teachers can differentiate instruction using this option.  I feel that this is a valuable tool to investigate further.  Another plus is that the planner can be printed out for use in the classroom, and to leave instructions for a Substitute.

Finally, I learned about online tests that can be built and assigned to students.  They are then scored immediately, providing feedback to students and teachers.  The tool will automatically assign new activities to students based on the scores they receive on the test.

I’m providing a link here to get you to a video featuring Stuart J. Murphy.  He is the Visual Learning Specialist who helped develop the unique visual learning features of the EnVisions MATH program.  He has written a whole series of Children's books called "MathStarts", to help children learn a variety of math concepts.  I have several of these in my classroom.  I had purchased them a few years ago to enrich my math and literacy program.  This link will take you to a  “myPearsonTraining” web page.  If you scroll to the bottom of the page, you’ll see the group of Author Videos.  Click on Stuart Murphy, Specialist, and watch. 

Remember to scroll to the bottom of the page for the Author Videos!

Stuart Murphy explains his understanding of Visual Learning.  He describes what it is and what it is not.  This caught my ear because I had recently viewed the Wimba session from last week.  The definitions of various literacies were under discussion.  I thought of visual literacy, and how this program helps to promote it. 


 I hope you’ll take the time to link to it and view it.

http://www.mypearsontraining.com/products/envisionmath/2009/tutorials.asp

  

PE4_EnVision Math Resources_Pearson Education

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PE4_ EnVision MATH_Pearson Education

For this week’s practical experience, I am looking at the resource materials that are included with our current math program.  There are several technology components included.  As far as I know, I am the only person in our school currently utilizing some of these components.  We only adopted this series last year.  I am going to be the point person to investigate these “extra” teaching materials to see if they are useful for classroom implementation.  I want to know if the materials are useful simply for extra math exposure and practice, or whether the materials serve a more practical learning function.  Do the computer-based materials make math learning more engaging for students?  Do they allow more students to access math learning through multiple intelligences and brain based learning activities?  This research will also become part of my ARP.

One item I investigated, for the first time, was a CD-ROM called Math Games.  This is an item that can be used with an interactive whiteboard or on a classroom computer.  I believe that we have several copies of this game CD-ROM to enable access for an entire classroom of students in the computer lab.

I inserted the CD into my computer drive.  It loaded easily.  It immediately opened to a game menu, listing every game on the disk, with some picture support.

As you click to choose a game, you are given a description of the game and you see the skills that will be reinforced by playing the game.  Each game has three or four levels of play.  The student may choose before and during game play, the level that he/she would like to attempt.  When I played the games, they were very visual, colorful, and engaging.  They were not loud.  The sound was limited and gentle on the ear.  There was feedback given for incorrect answers, as well as recognition screens for successful completion of the game.

Compared to other games I’ve seen my students play, these seem less distracting.  They are more focused on the content, and less on entertainment.  They are not action-packed with crazy effects of action and sound.  Rather, they allow students an engaging environment in which to practice and master mathematics concepts.

PE3_Adobe Illustrator

Ciao! Now here's something new from Ann Cannizzaro.

Okay, I watched a different set of instructional videos that were much easier for me to follow. They were also at Lynda.com, yet with a different instructor. Perhaps they were more appropriate for a beginner like me. 

First, I learned a lot of new vocabulary. This is like learning a new language to a degree. I stuck with it and I learned about vector graphics, flex-skins, anchor points, paths, and panels. There is a lot to know in order to begin a project and have the tools do what you expect them to. 

I learned how to begin a drawing from scratch. I learned how to use paths for designing and to incorporate them as a design element. I used the pen tool to create some free hand flow in my design. I used some interesting fill and gradient combinations to add color to my piece. I finally did figure out how to use the type tool, and was able to initial my work. 

The more I explored with the tools actually working, the more I was inclined to keep going and try more effects. Some of them I controlled, and with others, I just saw what happened on the screen. The process of creating started to feel like the doodling I do in the margins of my notebooks. The more involved I got, the more free flowing my designs came out. 

I know that I will return to this program again. It did help to have someone explain the startup process. The buttons and things still do not feel intuitive, but they are starting to feel more familiar. I hope you like my creation! I think I’ll call it “Zebresque 1”. That’s all for now….ENJOY!

"Zebresque 1"

PE2_Adobe Illustrator

Ciao! Now here's something new from Ann Cannizzaro.


For my second look at Adobe Illustrator, I went to the template menu to find something there to work on.  I chose a thank-you card.  I tried several of the tools from the sidebars and nothing happened.  Some things highlighted while other things did not.  I kept working at choosing items to reconfigure the art work and layout.  Many of the tools had names I recognized, yet they did not seem to take effect on the screen.  I will have to learn the specific names and jobs for each of the sidebar keys.  I did find so many choices in terms of color schemes, brushes, borders, and an array of symbols to use to create a piece.  I ended up with a composition that has some dimensional quality to it.  I like the color and presentation, but I couldn't get the type to come out on the screen.  Thus, there is no message.  I'll be looking at Lynda.com again, and maybe I'll look at something in Woopid.com as well.  Here is a screen shot of my creation.  It may seem primitive right now, but I hope to make progress!

A new look for the Canadian curling rink?

This program does not feel intuitive to me yet.  Perhaps with more practice and research, I can produce something to use in my classroom.

PE1_Adobe Illustrator

Ciao! Now here's something new from Ann Cannizzaro.


I have wanted to know more about Adobe Illustrator since a classmate used it in a reflection video to demonstrate her current use of technology in her classroom.  Megan Bassett is an art teacher, and a Full Sail student.  She used Adobe Illustrator to prepare a demonstration for her lesson on perspective drawing.  She completed the drawing and sped it up in iMovie to show students how perspective drawing comes together through the use of vanishing points placed on the horizon line.  I loved watching the demo!


So, I watched some video demonstrations on Lynda.com and Adobe TV.  I got a little insight about what you can do with illustrator.  One video was pretty overwhelming with setting up your computer with shortcuts and documents to access training documents.  I downloaded the documents but I'm afraid to reconfigure my keyboard.  I don't want my postings to become written in Greek, or something less recogniseable!  Below is a first "fiddling" with Adobe Illustrator.

There were many fill effects.  I just happened upon the rainbow.

W3_Reading

Ciao! Now here's something new from Ann Cannizzaro.
After learning about an online sticky note app from another classmate, I decided to try it for note-taking for some of this week's reading.  I like the way my notes look and feel ordered and easy to review.  The link to the application is here:  www.linoit.com
An article considering students' difficulties with learning basic mathematical concepts:

An article about how the concept of number sense develops in children:

An article about students using Odyssey and Riverdeep in class:

An article looking at pre-service teacher training and technology integration:

BP12_Artskills_OMM2_Web 2.0 Tool

Ciao! Now here's something new from Ann Cannizzaro.
Link here to try this tool:  http://www.artskills.com/

BP11_Comments to Heather Anderson on her OMM

Ciao! Now here's something new from Ann Cannizzaro.
Please follow this link to Heather's blog and read my comments about her OMM.

http://teachingfire.blogspot.com/2010/10/bp8ommkidyos.html

BP10_Comments to Lionel Jaques on his OMM

Ciao! Now here's something new from Ann Cannizzaro.


Please follow this link to read my comments on Lionel's blog.


http://lioneljacques.blogspot.com/2010/10/bp8omm-voice-thread.html

BP9_VirtualManipulatives_Week3Web2.0Tool

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Students can choose from a variety of manipulatives and activities to hone their basic math skills.

This week, I am investigating Web 2.0 tools to use with my students during our computer lab time.  My current focus is on math, so I am choosing math practice/game sites to use.  I am hoping to find three to five sites to bookmark for my students, using visual bookmark buttons from www.Tizmos.com.  Tizmos is a site where you can collect thumbnails of preferred sites on one page, to access sites easily, and have less navigation steps.  This is key when working with students in a lab setting.  I want to create a desktop icon that will link to a folder of the sites.  The students may then choose a site to use for our computer lab time.

One link will be to the National Library of Virtual Manipulatives, hosted by Utah State University.  The site features math tools for students to use in five targeted categories: Numbers and Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability.  The tools are separated by grade level spans:  Pre-K – 2, 3 – 5, 6 – 8, and 9 – 12.

Upon opening the page, a matrix appears, showing students working at computers in a school environment.  My students will be directed to click on a box in the second column of the matrix, under the Pre-K – 2 level indicator.  I would have them begin with the top box – Numbers and Operations.  Once they click here, they are then looking at a page with 30 different items to choose from.  The list goes from bar graphs to spinners, with many activities in between – including money, number lines, and color patterns.

I think at first, I will allow for free exploration.  I would like to see what my students are drawn to.  They will go to things that look familiar first, and then branch out from there.  That is my prediction.

The color pattern practice has color, sound, and movement as part of the animated manipulative environment.  Students are building a string of beads and must continue the pattern.  They have a chance to check their answer and receive a trumpet blast if they are correct.  When I heard the trumpets, I wanted to do more work!

Each activity provides links at the top of the page to instructions, mathematics standards, additional activities to extend learning opportunities, and teaching notes for teachers and parents.  Each of the links provides a greater depth of information for further exploration using the virtual manipulatives.  The more I work with the items, the more connections I can make to my classroom experience.  I am looking forward to using this tool this week in our computer lab!

Use this link to view the National Library of Virtual Manipulatives. 

BP8_ImaginationCubed_OMM1_Web 2.0 Tool

Ciao! Now here's something new from Ann Cannizzaro.


Link here to try this tool! www.imaginationcubed.com

W2_Reading

Ciao! Now here's something new from Ann Cannizzaro.

Hello,
I've been working with the Webspiration concept mapping web 2.0 tool again this week to take notes from my articles.  Below I have taken screen shots of some of the varied formats.  I am still learning more about how this helps me to organize my thoughts and understandings.  I used pictures to help illustrate the topics under study in one document.  I liked being able to link colors and pictures to my words.  Somehow that is influencing how well I am remembering what I read and understand from the information.

This article talked about using technology to enhance and enrich the educational experience for the learner. 






The article also discussed the importance of connecting with learners through their multiple intelligences as described in Howard Gardner's Theory of Multiple Intelligences.

This article discussed the importance of integrating technology based on knowing what students already know and are doing with technology at the present.

This article discusses the use of both concrete and virtual manipulatives in the elementary mathematics classroom.

BP7_Comments to Jeannine Berube's Post

Ciao! Now here's something new from Ann Cannizzaro.


Follow this link to my comments on Jeannine Berube's Kisstunes blog post.

I am inspired to try the piano!

BP6_Comments to Anne Alsup's Post

Ciao! Now here's something new from Ann Cannizzaro.

Follow this link to my comments on Anne Alsup's "Glog" blog post.

I hope you'll take a look at her Glog sample.  It's great!

BP5_ENGRADE (Web 2.0 Tool Review)

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For this week’s blog post I am investigating a web 2.0 tool to use for my professional activities.  I have wanted to try an online platform for recordkeeping and managing classroom and student information.  Engrade is an online tool for managing classroom records, lessons, and other related information.  It includes a grade-book, attendance records, booklist form, student records, lesson pages, and an email function.

Parents and students can be given access to class information such as grades, assignments, messages, and a class wiki space, where study guides and other learning support materials may be created and viewed.

Engrade is a free, private, and secure site.  It was created by a group of California based Internet entrepreneurs.  Their aim is to help educators help students be successful.

I will begin by creating a few online presentations and resources.  These can be shared through the site with students and fellow teachers.  Lesson materials can include formatted text, images, links, YouTube Videos, and flashcards.  I am supposed to present a poster-making lesson to a fifth grade class soon.  Perhaps I will try creating the lesson here on Engrade.

The site also collects and allows access to other members’ lessons and wiki spaces.  I will try creating a wiki for the first time!

Engrade also generates a class calendar and a handy seating chart!

Another popular feature of this tool is the grade-book.  I have always kept a paper book and marked work and averaged some number grades and counted plusses, checkmarks, and minuses.  This platform will help me to keep formalized records and be able to quickly calculate averages and final percentages for quarterly and year-end grades.  I don’t know how useful this will be for me in first grade.  However, for upper elementary classrooms, I think this type of platform might make record keeping more consistent across grade levels and between classrooms.  In our school there is a lot of variation in how grades are assigned, recorded and tabulated.

All of this is new to me, at least the practical aspects.  The preliminary data entry seems fairly straight-forward.  I will have to try posting some lesson material to see how it presents on the site.  I don’t know how user friendly the site is when accessed by parents.  When I have more information recorded and stored on the site, I may open it up to a few visitors first, to see how it all works.  Then I may invite parents and students to give it a try!

There are many interactive features to explore.


You can view Engrade by linking here:  

                                                              http://www.engrade.com/

BP4_Webspiration (Web 2.0 Tool Review)

I was working with Webspiration concept mapping software online.  I liked using it and typing in my notes as I read my article.  I then tried to move the items around and get them all in one window view.  That did help me to organize my ideas and make sure I didn’t have repeats of information.  The layout page was jumpy though and the symbols box was in the way for a screen shot.  I will have to keep using this tool to learn more about it.  I have Kidspiration for my classroom and am just learning about how it works.  Therefore, I was drawn to the similar Web tool.

Webspiration documents can be created, shared, and edited collaboratively on site, much like working in Google Docs.  The concept maps are used by training professionals to demonstrate workflow.  Educators and researchers use concept mapping tools to detect trends in a body of data.  Collaborative groups can give and receive comments on "in process" flowcharts and diagrams.  The site allows for a very interactive experience.

Kidspiration has voice applications.  Students can have each item on the screen read aloud.  Also, voice and sound recordings can be placed into a document on Kidspiration.  There are several templates available for teachers and students to use and adapt to their specific purposes.  I am still practicing with the software, and it is pretty easy to use.  It is hard sometimes to get a preview of what the work will look like to print because it gets larger than the screen.

Try this tool yourself!  Here's the link:

http://mywebspiration.com/

W1_Reading

Here is my week one reading post.

Article summary:

Motivation in elementary mathematics

In this article, we are considering how computers may be enough cause for motivation on both the part of teachers and students to improve practice and achievement in an elementary mathematics classroom.

Some of the barriers to integrating technology are described.  Teachers may not use technology in the classroom because they simply don't know how, and aren't willing to learn.  Teachers who might integrate technology may not do so due to lack of appropriate equipment and access to technical and administrative support.

Many benefits are described for both teachers and students, when technology is integrated into the classroom.  For teachers, student engagement and achievement generally increase with technology integration.  This is demonstrated through improved time on task and improved learning.  Students can benefit from technology use through tutorial programs.  These programs help students gain practice in skills while allowing them to work at their own pace. Their confidence builds through the use of learning games.  They are learning while "at play".

Suggested uses of technology include Integrated Learning Systems (ILS).  An ILS can track and report student progress. Teachers are encouraged to use technology because when they do, students perceive themselves as being more successful.

The authors conclude that teachers need to develop and maintain their computer literacy skills.  Meaningful technology use in the classroom is still a far reach for many educators and their mathematics classrooms.

 ~~~~~~~~~~~~~~~~~~~~~~~~~

Article summary:

“Are you really challenging your children to think during their math lessons?”

A math program, Primary Cognitive Acceleration in Mathematics Education (PCAME), is being used to improve opportunities for discussion and collaboration in elementary mathematics classes.  A national report in London, England found that “teaching is still unsatisfactory in one in eight lessons” in spite of national literacy and numeracy initiatives (Bell, 2003).  The shortcomings are said to be due to teachers’ lack of subject area knowledge, and students not having adequate opportunities to discuss their learning amongst themselves.

The approach of the PCAME program is to provide training to teachers in which they experience collaborative environments themselves.  They work to develop curriculum, and reflect on their classroom experiences.  The program is based on interventions drawn from Piaget and Vygotsky.  The goal is to have children thinking about mathematics in challenging ways, with a focus on effective questioning and making cognitive leaps.

Lessons are presented as “Thinking Maths” once a month.  The lessons are sequenced to allow for integration of math topics within a rising level of cognitive demand.  They are presented in two episodes: first to motivate and engage students, second to handle higher order concepts and reasoning.  The lesson investigations are meant to provoke cognitive conflict.  Students work collaboratively to strategize and discover solutions.

 ~~~~~~~~~~~~~~~~~~~~~~~~

Article summary:

Using student interviews to guide classroom instruction: An action research project

Teachers at Jefferson Elementary in Jefferson, Oregon investigate how student interviews can influence the way that teachers present mathematics in the classroom.  Teachers were struggling with implementing problem solving, and trying to utilize more effective questioning techniques in their classrooms.  They lacked sufficient knowledge about their students’ mathematical understanding.

Two questions are developed to research:

Do student interviews provide teachers with a more detailed, accurate, and complete picture of children’s mathematical understanding?

Does this knowledge help teachers to improve the way that they teach mathematics? (Buschman, 2001)

Interviews were conducted in the Fall and Spring.  Qualitative data collection techniques were utilized.  School-wide scheduling changes were required in order to equitably collect interview data and provide educational programming to students. 

The student interviews directly supported two instructional approaches used by Jefferson teachers.  One approach is cognitively guided instruction.  This model builds on a child’s prior experience, and new knowledge is linked to something the child already knows.  A second approach is based on the theory of constructivism.  The interviews provided teachers with opportunities to observe student’s attempts at solving problems in ways that made sense to the student.

Teachers reported that their focus during instruction became more student centered.  They worked to meet individual student needs.  Teachers felt that they were better able to pose questions to aid struggling students or to challenge students to further engage them in the problem solving process.

Teachers found that students benefitted from sharing multiple ways of solving problems, and being able to work cooperatively with others.  Students gained facility in creating their own strategies for solving problems.

Interviews can go beyond traditional forms of assessment to provide teachers with greater insights “into how students think and reason, how they demonstrate their creative abilities and talents, and how they apply and use problem solving strategies in mathematics.” (Buschman, 2001)

 ~~~~~~~~~~~~~~~~~ 

Article Summary:

A Four-Point Instructional Model

In this article, an instructional model is presented that promotes mathematical thinking.  Mathematical thinking is defined in what mathematicians do.  “Mathematicians observe phenomena, look for patterns, formulate questions about what they observe, and try to answer those questions.” (Manouchehri, 2001)

Students in most classrooms are not asked to make observations and pose questions.  The model proposed here focuses on problem posing.  Students experience math lessons in four phases: 1) large-group problem posing, 2) small-group problem solving, 3) large-group discussion about findings and discoveries, and 4) extended assignments and projects.  Using this model, a teacher can help students make connections socially and mathematically. 

The teacher’s role in this model is to facilitate group interactions.  The teacher must model appropriate questioning techniques and problem solving strategies.  The teacher facilitates student discussion and interaction and works to clarify points and further engage students in higher order thinking. 

Peer collaboration allows social interaction and active engagement with the math topics.  Students learn new thinking strategies and varied approaches from one another.

“Teachers foster mathematical thinking and discourse that is in line with the work of mathematicians.” (Manouchehri, 2001)

 ~~~~~~~~~~~~~~~~

References

Buschman, L. (2001). Using student interviews to guide classroom instruction: an action research project. Teaching Children Mathematics, 8(4), 222-7. Retrieved from Science Full Text Select database

Coombes, P. (2004). “Are you really challenging your children to think during their maths lessons?”. Mathematics in School, 33(3), 12-13. Retrieved from Science Full Text Select database

Guha, S., & Leonard, J. (2002). Motivation in elementary mathematics: how students and teachers benefit from computers. TechTrends, 46(1), 40-3. doi: 10.1007/BF02772036

Manouchehri, A. (2001). A four-point instructional model. Teaching Children Mathematics, 8(3), 180-6. Retrieved from Science Full Text Select database

BP3_Diigo Group Screen Shots

Here are screen shots of my Groups page on Diigo, and my group - CiaoResearch on Diigo.
Diigo is a social bookmarking site used to organize and share research data, resources, and favorites with critical friends and others.

So far, I am a member of five groups.  The Ripples group will fill my plate anytime with good reading, I'm sure of it.  

Here is the group I created to keep my action research data and ideas together where my critical friends can see my notes and comment on my understandings.

BP2_iGoogle Screen Shots

Here you will find screen shots of the iGoogle pages and tabs I am developing to create a "binder" resource for my work online.

This is my iGoogle Home page, where I first land online.  This is the beginning of my "Binder".

I'm creating a useful and informative Action Research resource here.  It is currently under construction.

This is my ETC tab.  Yes Rena, I was able to figure out "tabs" with your help!

Here is my Full Sail tab with a ship at sail to inspire me.

This page will likely become a highly utilized space.  I'm going to make this my school resource binder.

This is my Google reader page which I need to organize so it looks less complicated and more user friendly.