Tech Play 4 Content Objects

This week I was allowed to play with either information literacy or some content objects, I chose content objects. As I have mentioned before, I am currently a 5th-grade self-contained teacher. I teach all four academic contents, math, science, English Language Arts, and Social Studies.  I explored three websites News-o-Matic, Brain Pop, and Braining Camp. I also explored two game platforms, Blooket and Boom Learning. I wanted to explore the National Library of Virtual Manipulatives, but couldn’t access it from my MacBook Air. Java was not compatible, and when I clicked on the plug-ins I received an error. Students can use these resources in many ways, but some of the resources are more limited in use and do not allow for creativity as others. But students can approach their thinking with the resources explored in different ways when integrated with other technology creativity tools to gain concepts. I as the teacher will need to structure work around the resources and tools to make sure the lesson is efficient and effective.

 News-O-Matic: 

is an Educational News Website. According to the information in the About us section located on the website; it covers the latest current events in an innovative kid-friendly way. As I explored, there were stories in Lexile reading level and could be modified based on reading level. Each story had reading and comprehension stories. Students could even access live chat with other students in the classroom. One thing I liked, was that they could interact with the editor-in-chief by asking questions and expressing opinions in the ‘Newsroom.”

News-O-Matic

 

On the top bar, students can see additional content in a slide show, watch videos, have the content presented and read to them in a different language, it also has sources cited making it a credible site. I think this would be a great tool in addition to a unit being covered, as an introduction to a lesson, or even as an exit ticket. Students will enjoy exploring the website, content, and games that are included. They are very user-friendly. I had never heard of News-O-Matic before today, I found the website while searching for the topic of media literacy on google. It was on a website called medialiteracy.org

 

Brain Pop:

Is an animated educational site for children the content included are Science, Social Studies, English, Math, Arts & Music, Health, and Technology. One thing that I found interesting, is that it is aligned to state standards, and it is also aligned with Bloom’s Revised Taxonomy.

BrainPop

I think BrainPop is a good resource, I have used it in the past for Social Studies. I would be able to embed this into a lesson or follow the lesson plan that is listed. All of Bloom's Stages are embedded within the activities in BrainPOP. In the remembering stage, students supplement their vocabulary. In understanding, students have the opportunity to work using a graphic organizer to compare. For Applying students can work in the section called Game Up. They apply knowledge by playing games. With Analysis they can categorize, by using a sort. In Evaluation, they can evaluate arguments, and Creativity, They can make a movie based on their learning and share it/upload it with peers. I like BrainPOP, it makes learning enjoyable through exploration. I could definitely supplement a lesson with BrainPOP or issue all sections and allow students to explore.

Braining Camp:

Even though I was not able to explore the National Library of Virtual Manipulatives, I found a similar app/website called Braining Camp. Braining camp has several different Math manipulatives that are virtual. Math should be taught in the progression of concretely, pictorially, and abstractly. I would use braining camp after teaching my students how to do the math using physical models. The tools on Braining camp can also be used as a simulation.

BrainingCamp

A unit that we are currently covering, is graphing ordered pairs, and determining if a graph is additive or multiplicative. I think Braining Camp would be a great resource for students. We also went over a lesson in our Geometry unit covering the area, perimeter, and Volume. These activities shown are aligned with the 5th-grade math TEKs. 5.8A, B, C and 5.4C, D, (Coordinate plane, input-output, generating a numerical pattern and graphing in the first quadrant). I enjoyed exploring with braining camp, it takes a little getting used to at first, but very engaging. This site would be in the higher-order, the creative stage of Bloom's Taxonomy. Students can explore, analyze, create, and show understanding, and mastery of the skills taught. I could use braining camp as an exit ticket.

BLOOKET

is a game platform, teachers can create games or use some from the collective practice scenario that is included. I would use Blooket in a station where students could practice their skills. I like that Blooket can be assigned ad homework, independent practice, and as a whole group game. I think of this game platform as a drill and practice site. There are a wide variety and content that can be addressed while using and creating a Blooket.

BLOOKET

Blooket could fall in the Remember, Understand, and Apply sections in Bloom's Revised Taxonomy.

My students absolutely LOVE Blooket. They are engaged when we play a whole group game for review, or to practice skills from various content. The class's favorite game to play is called Crypto Hack. If they get correct answers, they have a chance to attempt to hack peers' accounts and take (steal) their points. The students can get very competitive. even though this is fun and engaging, sometimes students will just randomly pick answers in hope that they will get one correct. I always walk around and monitor when students are playing. If they are struggling I swing by their area and do a quick 1-1 mini teach. I voice that they are aiming for accuracy and should not be guessing. To slow them down, I ask that they show proof of their thinking and solving. That usually lowers the number of errors they make.

BOOM LEARNING:

Boom Learning is a practice/drill game web app. It is a digital task card site. Instead of buying and printing task cards that need to be laminated, I can easily assign TEKs aligned task cards that I purchased on Teachers pay Teachers. Decks of task cards can be purchased through the library and assigned to students through google classroom if preferred. The task cards cover various content. I sometimes assign the task cards for homework, small group work/guided groups, problem-solving, and as exit tickets. I have a Boom Learning Membership which allows me to create and sell my own task cards if I chose to do so.

BoomLearning

I like the Boom Learning app. On its own it may only be under the Remember, Apply and Understand levels of Bloom's Taxonomy, but it can be incorporated into instruction effortlessly. The students like purchasing avatars, and once they have a skill down, they enjoy earning coins. This is also a good may-do activity after they complete their must-do tasks. 

STUDENT WORK DESIGNED

Lesson 1 
Math 5.4(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph .5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

During Problem solving I will introduce and show the student groups the example shown above to introduce them to the criteria needed for their projects. Together student groups will analyze the graph above and will determine the rule in the form of either y= ax or y = x + a. They will be able to use any strategy that they see fit to help assist in solving. Students are familiar with input/output tables, based on the picture and their schema, the students should be able to generate the rule if they place the ordered pairs inside of an input/output table. 

As a group students will create a graph using their own rule and generate a graph using the braining camp. They will take screenshots just as I have and will create an Edpuzzle so that their peers can solve it later, when constructing the Edpuzzle, students can include videos and voiceovers along with questions to check for understanding. They will present their assignment to their peers, but students will access the Edpuzzle to work on in our classroom blog.  Students will provide feedback regarding their experience with the solution in the blog, Students will also insert their lesson as an artifact along with a brief reflective entry about their experience with creating their work for this assignment in their e-portfolios. Using the SAMR Model, I think this lesson falls under the Redefinition levels of integration. Students would be creating their own graphs, and Ed Puzzles to create a new task. 

Using the TPACK Model to identify each aspect of the work, (C) The learning objectives would be the Math TEKs, along with students knowing how to generate patterns for multiplicative and additive graphs, knowing where the origin is located, what intersecting lines are, the x and y axes, how to create an input/output table. they need to know how to use braining camp and Edpuzzle. (P) In planning, I would be utilizing Blooms Taxonomy (create) to help guide and create the lesson. I would also use teaching strategies, classroom management, group checks, material and assignment expectation(rubric), and checking their product to see if they ultimately know how to recognize the difference between additive and multiplicative numerical patterns given in a table or graph and also generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph  (T) Students would be using technology to create their graphs and  record themselves in order to create their Ed puzzles, present their findings to the class. Thus, showing how they processed the information and solved. In class I will observe how they communicated and came up with solutions to meet their task digitally.

Lesson 2 

Math 5.4(H) represent and solve problems related to perimeter

Students' groups can use braining camp to create a shape-based problem related to perimeter. They can come up with any 2-dimensional polygon. They will also be required to create story type word problem and solve their own perimeter question. As a group, they will create a presentation on any platform they choose and insert their image into it, and in those presentations, they will include why they decided on that 2- dimensional shape, what types of polygons were necessary to create that specific shape and the strategy needed to solve for perimeter. Students would have to communicate and discuss throughout their explorations. They could post their problems on our classroom blog and students can solve once weekly. They can also insert their reflections and artifacts into their e-portfolios. Using the SAMR Model,  I think this lesson would be in the transformation level of Modification level of integration just as it is. Even though they are provided with a task, they can collaborate, communicate, and have autonomy of their learning they are working on the same task, but have choice as to what shape they want to create and which platform they want to use for their presentation, they are analyzing and creating a short scenario word type problem based on their math skills which will be presented to the class. 

Using the TPACK Model to identify each aspect of the work, (C) The learning outcome would be based on the Math TEKs, along with students knowing how create story type word problems, solving for perimeter, knowing what 2-dimensional shapes and polygons are. (P) In planning, I would be utilizing Blooms Taxonomy (create) for the lesson. I would go over procedures and expectations, conduct group checks, provide assignment expectation(rubric) and check their product to see if they ultimately know how to form a polygon and solve for perimeter (T) Students would be using technology to create their 2 dimensional figures. Thus, showing how they processed the information and solved. In class I will observe how they communicated and came up with solutions to meet their digital tasks.

The other tools I selected and explored for Tech Play 4, would not be able to accomplish the same objectives. I used a variety of tools that would support different content, but I was not able to play with the National Library of Virtual Manipulatives. While I was able to briefly see the different types of manipulatives on the website, I was not able to explore any. From the quick glance that I was able to take, graphing was one of the virtual manipulatives. BrainPop has a geometry math lesson, but some concepts are beyond our 5th grade TEKs, they could make a movie to build scenes using BrainPOP images and animations or draw their own, then add narration. That would be the closest I could come up with that would be close to meeting the lesson objectives.

To design the lesson differently, students would still use Braining Camp to explore and create their presentations. I could use google slides and insert a video using an extension like screencastify or even tools used during Tech Play 3 such as Prezi video, design and present to introduce the students with the lesson and learning objective. They could use Prezi, Google Slides, YouTube to record their lessons.

Tech Play 3: Creativity Tools

 For this week's, Tech Play I explored several different creativity tools. for this assignment, I used my laptop and mobile device to explore web-based tools.  I explored several of the creativity technology apps from the Bloom's Taxonomy for iPads section www.adigitalkindergarten.com and the pyramid www.schoolwires.henry.k12.ga.us. It was a fun and challenging experience. Several of the apps that I attempted to explore, such as Comic book! and Reel Director required a fee, so I kept searching for free Apps. Some were inaccessible through the App Store such as audiobooks and doink. I was able to download Prezi, iMovie, and Puppet Pals Pocket (mobile phone).

I liked that you could audio record on all three Apps. 

Apps Explored

The first App I explored was the iMovie App.

I like that the user can incorporate both videos and still images(photos). You can utilize their trailer feature template to create a Hollywood-type trailer or create a movie from scratch by combining videos, photos, and music to make your own movie. I thought that the app could be used for a wide variety of subjects. The first thing that came to my mind was the dramatic adaptation of a book that the students have read during literature circles. We are currently covering elements of drama 5.5, 5.4 Fig. 19 D, E, and the students could show understanding and connections between the elements of drama to their stories and bring them to life. It is user-friendly, but takes some exploring, tinkering with photos, cutting, pasting, and uploading.  I would have to teach my students how to use the app before really letting them explore on their own. I liked its accessibility and features, I have a MacBook Air, so it is compatible, not so much with a chrome book which is what the students use. as for my use, I would use the Hollywood trailer mode to introduce new learning units, recaps, and for flipped lessons. Under Blooms Taxonomy Model, this would fall under the higher-order stage of creation.

The second creativity tool I used was Puppet Pals Pocket (mobile phone app).

Puppet Pals Pocket App 

Is a storyboard app that students can use to create their own mini-movie by using the Apps backgrounds and up to four actors. The characters can be moved across the screen. For a small fee, they can upload their own photos and backgrounds. When I set this app up, it was exciting! I haven't had this much fun in a while. I would use this app for creative writing, I think my students would be very animated and engaged. I like that I was able to AirDrop the video from my iPhone to my MacBook Air and then upload it to my Google Drive. I would have to see if they have this app available on google chrome and get permission from the tech department at my district to upload it to my work iPad. This creative tool also falls under the stage of Creativity for Bloom's Taxonomy. If able to purchase the extensions, I think that this tool would be beneficial for student learning.  I could use this as mentioned before, to introduce lessons, show students how to summarize, explain a math concept if they took a picture of their work from their device and set it as a backdrop, then explain the math using a character and voice. I downloaded the short story I came up with, it's about a princess that lost her hot pink high-heeled shoes. I'm not sure if it will open, but if it does... enjoy. 

Prezi

The third creativity tool I explored and used for my lesson examples was Prezi. I used Prezi once back in 2009, and it has come a very long way. In the link attached, I shared the Prezi that I was working on. I enjoyed working on this Prezi Video. Even though I enjoyed all three creative tools, Prezi has the most options available. Prezi now has Prezi Video, Design, and Present. An Edu account license costs $36 yr., which is not bad if I use it regularly for all subjects. I'm still deciding If I want to make the investment to purchase it. I like it, I think students would enjoy using it, it is very user-friendly, and like the others, you can either use templates or upload your own power points, google slides, etc., I could use Prezi to teach all subjects, flipped lessons, etc. I think that the way Prezi is now, the things that can be created are limitless. It can be used for business, education, and personal purposes. The affordances of using a Prezi, are it allows for communication and collaboration between peers, is not paper and pencil, better than a traditional slide show, allows teacher and students to interact with the material, can be animated as 3D slides, can be used for reflections, The speaker can be right alongside the presentation, the links can be embedded into blogs, students can have autonomy of their presentations.

The link attached below the image Is active. It should take you directly to the lesson.

     Biography Vs Autobiography

 I'm claiming the book cover images that are shown on the slides for the lesson under the fair use doctrine since I'm including them in my blog.

 If the link does not work, here is some insight. The lesson is a Biography vs Autobiography lesson, its purpose and intention are to be used in guided groups as a flipped lesson. Students and their groups watch the video and work on the task provided which is located on the last slide.

 (C)  5.7, 5.16(iii)Reading/Comprehension of Literary Text/ Nonfiction write dialogue. Student groups will read different biography and autobiography texts.  From there they can choose one book of each type, biography, or autobiography.  After reading and analyzing the stories, they will create their presentations, and in those presentations, they will choose a section/paragraph of the book that supports their evidence on what type of genre the book is, use point of view to assist in determining the genre, and then role-playing the part of the book that supports that evidence. Students would have to communicate and discuss throughout their readings. One thing that can be inferred but not included in the last slide, is that they will be creating a short dialogue that would make the role play/lesson authentic, realistic, and purposeful. I think this lesson would be in the transformation level of Modification level of integration just as it is. Even though they are provided with a task, they can collaborate, communicate, and have autonomy of their learning they are learning the same concept, but have a choice as to which platform they want to choose to put their presentation together, they are analyzing and creating a short script based on their readings which will be presented. 

Using the TPACK Model to identify each aspect of the work, (C) The learning objectives would be the TEKs, along with students knowing what genres are, elements of drama, knowing what a paragraph is and point of view, also how to use the technology they decide upon.  (P) In planning, I would be using Bloom's Taxonomy to help guide and create the lesson. I would also use teaching strategies, classroom management, group checks, comprehension checks of both material and assignment expectations, and checking their product to see if they ultimately know the difference between biography and autobiography. (T) Students would be using technology to record themselves, present their findings and performance to the class. Thus, showing how they processed the information, communicated, and came up with solutions to meet their task digitally.

Rounding Group Assignment

The lesson above is 5.3A Rounding but presented with Prezi Present. This presentation is formatted without any voiceover but does have the capabilities to add audio and side presentation video.  With the way that the presentation is currently formatted, I could present this presentation live.  There are many components embedded within this lesson, but not all can be explored at this time because I had to convert the original Google Slides into screenshots. For some reason, the Google Drive through TAMU-C Wouldn't connect with the Prezi Server and I could not load the presentation as either Slides. or PowerPoint. I would tell the students to make sure they have their presentations saved in at least one other mode as a backup for presentation. The students will create their own Prezi but include the slide that has the drag and drop and present it in person, via Google Meets, or upload it on another creative tool of their choice.  As part of the lesson, I can have students (observers) ask questions, and write down feedback. I would review it for appropriate content and then provide it to the group. This lesson could be classified as Redefinition in the SAMR model It allows for group collaboration, presentation, feedback, reflection on our blog, and redesign (they can create their own slides or method to present in their own way except for including the completed drag and drop).  Students will upload their presentations to our classroom blog and watch their peers work at their own pace and leave positive feedback on the feed. I like Prezi, It offers a variety of platforms, I think students that are more extroverted and confident would enjoy presenting live.

Why Are Creativity Tools Important?

Creativity tools are important to know, because not only do they promote engagement, creativity, and collaboration, they support various learning styles (Fleming, Kolb). By creating, learners are constructing knowledge. The learner is not a passive recipient of knowledge, but that knowledge is "constructed," by the learner in some way, (Piaget). Drills and practice tutorials offer rote learning, memorization, the basic skills needed. They do not allow for critical thinking, reflection, and higher order thinking. I don't like using drills and practice tutorials, but there are times that students need to work on skills such as learning and memorizing their math facts, multiplication, addition, subtraction, and division to become more efficient and precise in math. All tools can contribute to learning, both creativity tools and other tools. Even though I do not like using drills and practice tutorials, mastering some of those basic concepts, will allow for the students to move on to their next step of learning with less difficulty.

Tech Play 2: E-portfolio Tools

This week I explored various tools in the search for a place to create my e-portfolio, I found a vast number of resources and tools available. E-portfolios offer insight to creative possibilities, like blogs they lend themselves to reflection and critical thinking.

"Folio Thinking"

Portfolios are a digital collection of artifacts, reflections, and work that are selected by students to display their explorations, learning and represent their growth. Educators can gain a better understanding of how a student is understanding a concept than that of a typical paper/pencil test. Below are a few Venn Diagrams that I created using Google Slides to show my understanding of "Folio Thinking," as well as my very own experience with these different tools.

                                                      

When comparing/contrasting Portfolios and Essays/Research Papers, portfolios offer more student autonomy; they allow for critical and reflective thinking. They allow for visual representation and can be updated and edited when necessary. Essay papers usually have an outline and less student autonomy. There is little or no room for reflection, there are limited visual representations. A research paper doesn't usually offer an area for student insight and if they are written or typed on a typewriter, they cannot be easily updated. Both can offer critical thinking and can be utilized as both formative and summative assessments. 

As I thought about comparing/contrasting Portfolios and Student Presentations. I found that Portfolios are usually more project-based. They are usually open-ended; thus, students can have a choice on how they want to present their work. Portfolios lend to reflections which contributes to critical thinking. You can embed pre-recorded videos or even a presentation. Portfolios are usually not as stressful as presentations are to share. They can also be a type of formative assessment. Presentations are usually stressful for the person presenting.  Topics are usually teacher-selected. Presentations are only accessible for the people that are present at that specific time. Presentations usually offer no or little room for reflection.

When comparing/contrasting Portfolios and Homework. Again, portfolios offer more student autonomy, you can pose students with an opened ended question that they can reflect on and answer in a way in which they can show understanding. Portfolios allow for critical and reflective thinking. They can be utilized as a tool for formative assessment. Homework is teacher-issued, usually to practice some type of skill. Homework is usually rote. There is very little reflection when it comes to homework.

Portfolios and Quizzes/ Tests vary greatly. Portfolios can be a project-based summative assessment; questions are usually open-ended. They offer more student choice/ autonomy, they allow for critical and reflective thinking. They can be presented at the student's level of learning and understanding, they can be used as a formative assessment.  Quizzes/Tests are usually given at the end of a unit, questions are usually multiple-choice so students cannot offer any input as far as their understanding goes. Questions can be recalled and rote-type questions. The rigor of a test can vary greatly based on the creator of the test. 

As I reflect on all the tools together, portfolios offer more flexibility and creativity. Students are can show growth over time. They can reflect on their explorations and share their thinking. They can be utilized as both a summative and formative assessment.

Relevant to My Academic and Professional Career Goals

As I analyze the question carefully, it does not directly state that I should choose one, thus leaving it open for interpretation (at least to my understanding). I can say that as a learner pursuing a graduate degree and certification, I think that both are equally relevant and meaningful to my academic and professional career goals. I think that through our reflection discussions we are meeting the criteria in both statements. If not, there wouldn't be a rubric and a grade assigned for the course. They are both equally relevant because both coincide  together and both forms of assessment are necessary for learning and to show       

evaluation/appraisal at the end of term.

 

Reflecting on which I would prefer, I prefer both. I like having autonomy in my learning and enjoy being creative. But also need to know how I am progressing in the course and if my understanding is accurate. 

Now, If I had to choose only one if grades didn't matter then I would choose option b because as an educator I am aware that students learn differently and would want all my students to have the opportunity to share their experiences and understanding using their own learning style so they can be successful. I would want the same thing for my own learning, my learning style is different than other people and would want my learning to be assessed holistically.

Identify Technology Affordances: 

    

As someone who has created both a digital and physical portfolio in the past, I can say that both the electronic and digital portfolios are better than the physical portfolios. After researching and comparing some of the affordances, I found that E-portfolios were more convenient to use than physical portfolios.  As my Venn diagram shows, when using an e-portfolio, you can archive/ store artifacts on your web page, you can easily go in and make edits, you can adjust your pages and content as you go, anyone that has access to your web link can go in and take a look at it, You can embed links to separate sites, and it will save you money on ink and paper.  As for physical portfolios, they can be misplaced, they are difficult to edit (especially if paper-based) You will have to retype information and reprint, only those that you provide a physical copy will have access to it, you cannot embed audio and video, it will be costly because you will need to have access to a printer, ink, and paper. They both offer student choice, reflection, encourage critical thinking, and can be utilized as both formative and summative assessments. Of the five different tools that I explored for ease of use, which one would better serve my purpose to showcase my learning. I decided to use google sites. I have experience with google and felt more comfortable using it. It was user-friendly.

As for the personal experience, well, let's just say that a few years ago, my paper-based portfolio got wet, was dried, and then misplaced. It is most likely somewhere in a landfill as we speak. Earlier today, I was looking for my digital portfolio, and while I searched, I remembered that I had backed up my old files into my new laptop, unfortunately, the digital portfolio was gone. Luckily, I still had my old flash drive. When I tried to retrieve the file, I found that the flash drive was corrupt. I still didn't stress about it though because I make a copy of everything! Thus, bringing me to the hard drive I purchased and downloaded that digital portfolio into. Well... like the paper portfolio, it's nowhere to be found. So, as I reflected on the affordances of digital or electronic portfolios to that of physical portfolios it is safe to say that an e-portfolio, is the best choice and the way to go unless something happens to the web server being utilized. Below are a few sites that I played with and considered for my e-portfolio.

                                                            Wix.com

Last week I explored Wix.com in search of a blog, my account was already established, so I created a new webpage for an e-portfolio. I added a few pages, inserted a few pictures, but I did not feel comfortable while creating the design page. I felt like I needed more experience. I did not publish the webpage and am not certain If I will be publishing it. As a webpage, it is also geared towards business use to bring in revenue.

 

                                                          Weebly.com

This was also a site that I explored last week for a blog. Such as the one above, this time I created a webpage for an e-portfolio. I am not too tech-savvy, and this would take quite a bit of playtime. I like the basic apps, but for an additional fee, I could have access to more. As before, I feel that Weebly.com is geared more toward businesses. If I decided to sell the math products, I created last year on Teachers Pay Teachers, this is a website that I would consider, payments can be accepted for services or materials on this webpage.

 googlesites.com 

 I am familiar with google products, even though it is my first time working with google sites, it feels familiar, and I found it to be user-friendly. This links directly to the My Leo portal. Making it very convenient and accessible, As I become more confident in my web skills, I'll most likely venture out.

                                          

Wiki.edu

Upon my research, I went to Wiki.com and found that Wiki itself cannot be used as a personal webpage, I was forwarded to Wiki space, but found that it had been discontinued in 2017. I kept researching and found Wiki.edu. It is geared more toward higher education grades 10+. I explored some of the pages listed and found research groups from various universities. I created an account but did not go forward with creating a course. To my understanding, the course is terminated after the term expires.

 Hostinger.com I found Hostinger.com while conducting a general search for e-portfolio sites. It looked like a very interesting place to create an e-portfolio, however there is a fee to set up a webpage. I don't want to spend any more money at this time, even though I created an account. I opted to not purchase and create a webpage on Hostinger.com.        

                                                         

Shift context / Perspective

 If I were asking my students to create an e-portfolio knowing they did not have any prior experience, I would not use a different tool. In 5th grade, students have not had any experience with exploring or building e-portfolios. I would utilize google sites to introduce them to e-portfolios. Most students have used google apps like slides, but not many have had experience creating artifacts using them. There are many different options and layouts that students can choose from while using google sites. Students would need to know the basic foundations. I would have to provide structure, establish rules and expectations. I would walk my students through the step-by-step process until they became comfortable with exploring on their own. I would also have to provide my students a list of questions so that they could become fluent with the experience of reflecting. The pedagogical approach would begin as teacher centered but using the Gradual Release of Responsibility it would later encompass both reflective and the inquiry-based approach. The pedagogical and content standards would both align with the tool used with both the students and me. 

Create Something

Using E-Portfolios to Enhance Instruction

Substitution Lesson Example: ELAR 5.10B.C ELAR: 5.9(iii) Author's Craft Text Structure/ Text Features. Students will identify and circle the different text features of a Non-fiction text using different colored pencils. Instead of a paper/colored pencil activity, students would go into their google classroom to drag and drop different colored highlighted transparent strips on as assignment to identify the different types of text features that were indicated. For this lesson to move into Augmentation, I would embed videos into our class e-portfolio located under ELAR, the week and Text Structure so that students could watch to gain more experience and exposure to identify different types of text features within a non-fiction text and google form quiz that had the same work page uploaded. They would fill out the google form questions and submit to me. They would receive their grade as soon as they submit their assignment. I usually allow the students to see the correct responses for the questions that they missed so that they can communicate their misconceptions. Students can take screen shots of questions they missed then go into their e-portfolios to create a post under the tab labeled ELAR, then create a sub folder labeled Text Features. since they have Google chrome books, they can upload an image of the questions they missed and include a reflection which addresses their original thinking prior to watching the video and then address how their misconception(s) have changed after reviewing the video and thinking about their answers. The Augmentation lesson falls under Kolb's Experiential Learning (The learner must be able to reflect on their experiences, use analytical skills to conceptualize the experience) and Bloom's Revised Taxonomy under the (Evaluating Category.) Using the TPACK Model to identify each aspect of the work, (C) The learning objectives would be the TEKs, along with students knowing how text features contribute to the author's purpose and being able to analyze them (P) In planning, I would be using Blooms Taxonomy and Kolb's Experiential Learning to help guide, create and reflect on the lesson. I would also use teaching strategies, to help students learn and review different types of text structures and how to use them based on specific genres.  I would also have to consider classroom management, quick checks, comprehension checks of both material and assignment expectation and checking their product to see if they successfully know the success criteria after it has already been communicated. (T) Students would be using Google Forms  to take their quiz. They would receive automatic grades once they are submitted. The affordances of e-portfolios would support communication, differentiation, and reflection of the misconception for students.

Example 2:

Modification Lesson Example: Math: 5.4F, H The objective would consist of having students write an essay about how to use The Order of Operations Strategy to solve numerical expressions by communicating their process steps. Instead of a paper pencil activity, Students would fill in an essay template on Google Slides located in their Google Classrooms. They would later create share the video lesson on their e-portfolios where feedback can be received and incorporated to help improve their process thinking and quality of writing. 

For this lesson to move into the Redefinition level, I would have the students work collaboratively in groups. answering essential questions that pertained to the process of solving numerical expressions using the order of operations strategy. The groups could pick different stages pertaining to the order of operations strategy and come up with a song indicating the different components of the strategy and the importance of using the strategy correctly versus not following the process accurately. I would provide students with a recording device, or they could use their chrome books. They could record a music video with designated prompts to stay on task. Students can upload the videos in their group e-portfolios where students could watch at their own time and pace. Comments can be enabled, and other students can watch each other's videos and provide positive feedback. This lesson falls under Bloom's Revised Taxonomy of Objectives under the category of (Creating) and Piaget's Constructivism (Knowledge is constructed).    Using the TPACK Model to identify each aspect of the work, (C) The learning objectives would be the Math TEKs, along with students knowing on how to analyze and apply the process for solving problems that contain order of operations. GEMDAS strategy (P) In planning, I would be using Blooms Taxonomy and Kolb's Experiential Learning to help guide, create and reflect the video on the lesson. I would also use teaching strategies, to help students learn and review Order of Operations. I would also have to consider classroom management, quick checks, comprehension checks of both material and assignment expectation and checking their product to see if they successfully know the success criteria after it has already been communicated. (T) Students would be using cameras to create a music video, the affordances of e-portfolios would support communication, differentiation, and encourage reflection for students. It supports the communication of reading, writing, and critical thinking standards. 

This week was an experience, I really enjoyed building my e-portfolio, and am looking forward to seeing what the final product looks like. Below you will find the link to my e-portfolio.

Vivian Cantu's e-portfolio