Rationale: While in the EDT 658 Multimedia class I created a Glogster for my first time. It was an introductory Glogster which can be found on my wiki (WikiBrahe). In the fall when school started I showed my example to my classes and then assigned Glogsters as an introductory activity for my students to familiarize them with the program. A few months later I had my freshmen geography students use the website again to create cultural glogsters during our unit study on Western Europe. The example I created for my students can be found at my Glogster Edu Website.
This piece of evidence is appropriate for standard two because as you can see on the assignment sheet under number four, it challenges students to create a Glogster to the level of their ability. Students can create their Glogsters with some students embedding files, others linking, inserting music at the opening of the page, creating an on/off option, or some just describing the music in a paragraph summary.
During this unit last year students analyzed pieces of artwork or cultural activities and wrote about what the learned. An activity like this, compiling the cultural information into a glog, takes the activity to another level and allows for the differentiation of work based on student ability. This activity has helped me develop as a stronger, more diversified teacher and has greatly impacted my students’ learning, making the assignment appropriate, engaging and interesting.
KSD 2.K.2 The teacher understands that students’ physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions. The creation of this glog is a partner project, addressing their social needs as teenagers, yet also engages their emotions as they are challenged to find music and dances from various cultures that are meaningful to them and include these examples in their glog about various regions of Europe.
2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning tasks. The glog is much more actively engaging than prior activities I have done to introduce the cultural components of Europe. Students often incorporate their prior knowledge about Europe like the architecture or cuisine while creating their glogs. Also students that have traveled to Europe have included their own images, linking personal experiences with the content learned through researching for the assignment. For students with knowledge about their ancestry and ties to various European countries, the assignment took on a more personal level as they learned about their heritage.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. Although I prefer that students try trouble-shooting through the use of certain technology to better learn to problem solve their way through issues, I did offer assistance whenever necessary to aid them in linking, embedding and constructing their glogs. One of the great benefits to this activity is that the students completed four glogs over the course of the month-long unit, many students working up to the more complicated technological applications by the fourth glog.
Standard 2: Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence: Glogster Project Western Europe Project Sheet 2010
Rationale: While in the EDT 658 Multimedia class I created a Glogster for my first time. It was an introductory Glogster which can be found on my wiki (WikiBrahe). In the fall when school started I showed my example to my classes and then assigned Glogsters as an introductory activity for my students to familiarize them with the program. A few months later I had my freshmen geography students use the website again to create cultural glogsters during our unit study on Western Europe. The example I created for my students can be found at my Glogster Edu Website.
This piece of evidence is appropriate for standard two because as you can see on the assignment sheet under number four, it challenges students to create a Glogster to the level of their ability. Students can create their Glogsters with some students embedding files, others linking, inserting music at the opening of the page, creating an on/off option, or some just describing the music in a paragraph summary.
During this unit last year students analyzed pieces of artwork or cultural activities and wrote about what the learned. An activity like this, compiling the cultural information into a glog, takes the activity to another level and allows for the differentiation of work based on student ability. This activity has helped me develop as a stronger, more diversified teacher and has greatly impacted my students’ learning, making the assignment appropriate, engaging and interesting.
KSD
2.K.2 The teacher understands that students’ physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions.
The creation of this glog is a partner project, addressing their social needs as teenagers, yet also engages their emotions as they are challenged to find music and dances from various cultures that are meaningful to them and include these examples in their glog about various regions of Europe.
2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning tasks.
The glog is much more actively engaging than prior activities I have done to introduce the cultural components of Europe. Students often incorporate their prior knowledge about Europe like the architecture or cuisine while creating their glogs. Also students that have traveled to Europe have included their own images, linking personal experiences with the content learned through researching for the assignment. For students with knowledge about their ancestry and ties to various European countries, the assignment took on a more personal level as they learned about their heritage.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
Although I prefer that students try trouble-shooting through the use of certain technology to better learn to problem solve their way through issues, I did offer assistance whenever necessary to aid them in linking, embedding and constructing their glogs. One of the great benefits to this activity is that the students completed four glogs over the course of the month-long unit, many students working up to the more complicated technological applications by the fourth glog.