Using Google Forms, I created a sign-up form for students who will be presenting a topic of their choice. This assignment requires students to pick a topic, research the information, and present their findings to the class. This Google Form helped me establish a sign-up sheet so that I can have an organized way to maintain the information.
This assignment is in line with NETS-T #2, develop digital-age learning experiences. This formative assessment provided me the opportunity to use the resulting data to inform learning and teaching. I will certainly make good use of Google Forms in my professional and personal life.
Tuesday, May 4, 2010
Friday, April 30, 2010
Assessment Rubric
You cannot have a chemistry class without doing a few labs. It is a great way to do science instead of just reading about science. Students will complete a chemistry lab will write a lab report for homework. This will give students a chance to really process what they learned in the lab. The lab report will have the following format:
INTRODUCTION and PROCEDURE (4 points)
Introduce the lab and include any important concepts and vocabulary. The procedure should reflect the teacher’s instructions for the lab. The procedure should also include anything the student did in the lab in addition to the teacher’s instructions.
SAFETY (4 points)
The student should explain the safety procedures necessary for this lab even if it was just wearing goggles and cleaning up when they were done. Proper handling and disposing of chemical must be listed.
DATA COLLECTED and CALCULATIONS MADE (4 points)
In this section, the student will list usually in a data table the information collected in the lab. The student will also provided an example calculation and add the calculations to the data table.
RESULTS and CONCLUSION (4 points)
The student will publish the results of the lab even if it is that the results of inconclusive due to error. The student will provide a concise conclusion of the results which will include recommendations for ways to improve the lab.
OVERALL FORMAT (4 points)
Students will turn in the lab report on the due date for full credit. There will be a 1 point deduction for each day late. Grammar and spelling is important and will be corrected. Any errors will also lead to point deduction.
From this format, I created this rubric using the online spreadsheet at Rubistar.
I enjoyed doing this assignment as it was also part of an assignment for PHSC 4431 where I had to write a lesson plan that included a lab. This assignment gave me the opportunity to develop a digital-age learning assessment (NETS-T #2). I could have just used a table in a word document to make a rubric, but the online creator was much easier and more fun to use. I am glad to have this digital tool to help me promote student learning.
INTRODUCTION and PROCEDURE (4 points)
Introduce the lab and include any important concepts and vocabulary. The procedure should reflect the teacher’s instructions for the lab. The procedure should also include anything the student did in the lab in addition to the teacher’s instructions.
SAFETY (4 points)
The student should explain the safety procedures necessary for this lab even if it was just wearing goggles and cleaning up when they were done. Proper handling and disposing of chemical must be listed.
DATA COLLECTED and CALCULATIONS MADE (4 points)
In this section, the student will list usually in a data table the information collected in the lab. The student will also provided an example calculation and add the calculations to the data table.
RESULTS and CONCLUSION (4 points)
The student will publish the results of the lab even if it is that the results of inconclusive due to error. The student will provide a concise conclusion of the results which will include recommendations for ways to improve the lab.
OVERALL FORMAT (4 points)
Students will turn in the lab report on the due date for full credit. There will be a 1 point deduction for each day late. Grammar and spelling is important and will be corrected. Any errors will also lead to point deduction.
From this format, I created this rubric using the online spreadsheet at Rubistar.
I enjoyed doing this assignment as it was also part of an assignment for PHSC 4431 where I had to write a lesson plan that included a lab. This assignment gave me the opportunity to develop a digital-age learning assessment (NETS-T #2). I could have just used a table in a word document to make a rubric, but the online creator was much easier and more fun to use. I am glad to have this digital tool to help me promote student learning.
Sunday, April 25, 2010
Organizing Tools
At the dismay of my 2 children, I am a very organized person. I have learned that staying organized is much easier than getting organized. So if I can find something that well help me get organized, then I know I can stay organized. A classroom webpage may take some work to get organized; however, once it is up and running, it will make staying organized a lot easier. Much like Jim Moulton blogged, "A teacher Web page helps gain teaching time." I am all for making the most out of teaching time. Having high school chemistry students for just 45-50 minutes a day is really not a lot of time. In order to maximize classroom time, I need to make good use of computers and technology outside of the classroom. This is also an easy way to accomplish NETS-T Standard #1 to facilitate and inspire student learning and creativity.
Intel Tools: Visual Ranking
I created a list using the Visual Ranking Tool on the Intel website. For a high school chemistry class, I created a list of acids and bases that students need to order from strongest acid to strongest base in accordance with WV CSO SC.O.C.1.5: Students will draw conclusions from a variety of data sources to analyze and interpret systems and models.
The sortable list is found here. I created 3 groups (chem1, chem2, and chem3) with passwords (chemone, chemtwo, and chemthree) using my email (diane.kinney.fsu@gmail.com) as the teacher ID. I assigned all 3 groups to the project. The teams will sort the list by using pH indicator strips to determine pH of each solution and order them from the strongest acid (HCl) to the strongest base (bleach).
This assignment gave me the opportunity to design and develop a digital-age learning experience (NETS-T #2). I incorporated a new digital tool to a relevant learning experience in order to promote student learning. This is an interesting opportunity to provide an alternate assessment to students instead of using a paper and pencil test.
The sortable list is found here. I created 3 groups (chem1, chem2, and chem3) with passwords (chemone, chemtwo, and chemthree) using my email (diane.kinney.fsu@gmail.com) as the teacher ID. I assigned all 3 groups to the project. The teams will sort the list by using pH indicator strips to determine pH of each solution and order them from the strongest acid (HCl) to the strongest base (bleach).
This assignment gave me the opportunity to design and develop a digital-age learning experience (NETS-T #2). I incorporated a new digital tool to a relevant learning experience in order to promote student learning. This is an interesting opportunity to provide an alternate assessment to students instead of using a paper and pencil test.
Tuesday, April 20, 2010
Podcast, Post 2
Using this newfound technology skill of creating podcasts will be advantageous to my high school chemistry classroom. I thoroughly enjoyed making the safety podcast published in my previous post. It was an easy way to teach the message of CSO SC.O.C.1 "implement safe procedures and practices when manipulating equipment, materials, organisms, and models."
I would like to use podcasts in my chemistry classroom. I would implement podcasts into homework assignments so students could review information prior to coming to class. So much of chemistry is hands-on that I do not have a lot of time going over previously taught information.
In the future, I would continue to use podbean to store and publish podcasts. I liked audacity for the recording of my podcasts. And I will most certainly utilize all that NASA IV&V offers to educators especially in the area of podcasting. This was a great opportunity to design and develop a digital-age learning experience. Using this technology rich software, I will be able to encourage all students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
I would like to use podcasts in my chemistry classroom. I would implement podcasts into homework assignments so students could review information prior to coming to class. So much of chemistry is hands-on that I do not have a lot of time going over previously taught information.
In the future, I would continue to use podbean to store and publish podcasts. I liked audacity for the recording of my podcasts. And I will most certainly utilize all that NASA IV&V offers to educators especially in the area of podcasting. This was a great opportunity to design and develop a digital-age learning experience. Using this technology rich software, I will be able to encourage all students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
Podcast, Post 1
I did a podcast on safety in the science lab for my high school chemistry classroom.
Here is my script.
Here is my podcast:
I attended a workshop at the NASA IV&V facility in Fairmont, WV, to learn about podcasting. From this workshop, I was able to create this podcast and even include some information directly from the International Space Station. I had to download audacity software as well as itunes, but with this software, I had the tools I needed to create this podcast. In liked being able to incorporate multiple audio clips as well as background music. Since not all learners are auditory learners, having a script is helpful to meeting the needs of all students.
This assignment gave me the opportunity to model digital-age work and learning (NETS-T #3). I had to demonstrate fluency in a technology system which included Google Docs, Microsoft Word, and NASA's website for educators. I then transfer ed this current knowledge to a new technology whichh included audacity, podcasts, and podbean.
Here is my script.
Here is my podcast:
I attended a workshop at the NASA IV&V facility in Fairmont, WV, to learn about podcasting. From this workshop, I was able to create this podcast and even include some information directly from the International Space Station. I had to download audacity software as well as itunes, but with this software, I had the tools I needed to create this podcast. In liked being able to incorporate multiple audio clips as well as background music. Since not all learners are auditory learners, having a script is helpful to meeting the needs of all students.
This assignment gave me the opportunity to model digital-age work and learning (NETS-T #3). I had to demonstrate fluency in a technology system which included Google Docs, Microsoft Word, and NASA's website for educators. I then transfer ed this current knowledge to a new technology whichh included audacity, podcasts, and podbean.
Saturday, April 3, 2010
Prezi
Here is my Prezi presentation on pH. Now say that 10 times fast.
What I liked about Prezi the non-linear approach to presentations. What I did not like as the non-linear approach to presentations. No, that is not a typo. Most presentations are linear in that they proceed from one slide to the next in a step-by-step format. Instead of teaching a concept and working out from that center. We start at the beginning and work our way to the end. I do like this non-linear approach, but I am having a hard time because it is new and different. I have spent so much time learning and use linear based methods that this challenges my old way of doing things.
The advantage of Prezi is that you can do things that are not available in Power Point. I also like the feature that allows you to download the Prezi so you do not have to be online to present it. The disadvantage for me is writing math and chemical equations. I know how to use subscript and superscript in Power Point, but Prezi does not have that feature. So I had to create a Power Point slide and snip the image to download into Prezi. I am still waiting for an effective tool for us math geeks which will allow us to use and present long mathematical equations.
This assignment was a great yet hard way for me to model digital-age work and learning (NET-S #3). I will admit that it was hard for me to demonstrate fluency in this new technology (Prezi). I had to transfer what I knew about Power Point and apply it to this new situation in Prezi. It might have been easier if I had no knowledge of Power Point presentations and just jumped into Prezi first. But I am old school and am learning new ways of doing things.
I am having a hard time embedding my Prezi to my blog. I posted a question in Blackboard and hope to have an answer and an embedded image soon....So I figured out that I just need to copy the code from Prezi and paste it into this blog post. Now I have the Prezi on this blog, but I do not like how it shows up.
What I liked about Prezi the non-linear approach to presentations. What I did not like as the non-linear approach to presentations. No, that is not a typo. Most presentations are linear in that they proceed from one slide to the next in a step-by-step format. Instead of teaching a concept and working out from that center. We start at the beginning and work our way to the end. I do like this non-linear approach, but I am having a hard time because it is new and different. I have spent so much time learning and use linear based methods that this challenges my old way of doing things.
The advantage of Prezi is that you can do things that are not available in Power Point. I also like the feature that allows you to download the Prezi so you do not have to be online to present it. The disadvantage for me is writing math and chemical equations. I know how to use subscript and superscript in Power Point, but Prezi does not have that feature. So I had to create a Power Point slide and snip the image to download into Prezi. I am still waiting for an effective tool for us math geeks which will allow us to use and present long mathematical equations.
This assignment was a great yet hard way for me to model digital-age work and learning (NET-S #3). I will admit that it was hard for me to demonstrate fluency in this new technology (Prezi). I had to transfer what I knew about Power Point and apply it to this new situation in Prezi. It might have been easier if I had no knowledge of Power Point presentations and just jumped into Prezi first. But I am old school and am learning new ways of doing things.
I am having a hard time embedding my Prezi to my blog. I posted a question in Blackboard and hope to have an answer and an embedded image soon....So I figured out that I just need to copy the code from Prezi and paste it into this blog post. Now I have the Prezi on this blog, but I do not like how it shows up.
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