Quiz Questions for Modules 27-30

1. When students are given tasks that have connections and implementations to problems that they may face in the real world, they have been given authentic tasks.
2. Problem-based learning often deals with problems that do not have clear cut "right" answers.
3. A student exhibiting learned helplessness shows that they cannot complete their work without lots of extra help from a teacher.
4. Achievement in school can be promoted by goal orientations.
5. Incentives are objects or events that encourage behaviors, but also can be used to discourage behaviors.

1. T
2. T
3. F
4. T
5. T

Over the River Again

TPACK Questions for Virtual Tour

What is the content you’ll be using in your lesson?

The content that I will be using for my lesson is found in the Utah state core curriculum for 4th grade. It is under Standard 3, Objective 1, c which states "Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary–rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous–with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic –crystals/minerals, often in layers)." I remember having to memorize rocks for a class I recently took and was disappointed that my teacher could not come up with an interesting and fun way to have us learn and remember these rock names. I feel like this activity with GoogleEarth will help students become excited about learning about rocks.

What is the pedagogy you’ll be using and why is it a good fit with the content?

I am using good pedagogy by selecting content that is normally hard to understand and unclear of the importance of it. My students will be using classification, researching, comparing as well as contrasting the three different types of rocks. I feel like since the students have first been given an overview of the different rocks they will benefit more from exploring the rocks and where they are formed themselves.

What is the technology you’ll be using and why is it a good fit with the content and pedagogy?

The technology I will be using for this lesson is Google Earth as well as images from online sources and information accessible from Wikipedia. I feel like GoogleEarth is a good fit for the content because it enables students to see real life examples of rocks and how rocks are formed and where they are formed. The students can see the rocks in different areas and compare and contrast the characteristics of the rocks as well as the areas that they are looking at. No other tool that I know of allows people to view real life areas on a zoomed in scale at street view. Students can see so much of what they are learning now, instead of having to rely on maps and pictures. They can go there through GoogleEarth and see the areas. GoogleEarth is an exciting tool that students will love.

Virtual Tour Plan

Location	Activity	Google Earth Content
1.West Indies (igneous)	Briefly introduce the rock cycle and explain that they will see places where all 3 parts occur. Have students reach the location on GoogleEarth. Ask the students what type of rock is formed at the volcano they see at Mount Rausu; discuss what happens in forming igneous rocks. Then have them watch the igneous rock video at http://activities.macmillanmh.com/science/c a/scienceinmotion/Common/SIM.html?Module=../Grade4/Chapter3-IgneousRockFormation/Then have the students look at pictures of various igneous rocks.	Panoramio Terrain Feature Lables Pathway
2.Grand Canyon, Arizona (sedimentary)	Have students reach the location on GoogleEarth. Teacher will explain process of forming sedimentary rocks. Have them watch the sedimentary rock video at http://activities.macmillanmh.com/science/c a/scienceinmotion/Common/SIM.html?Module=../Grade4/Chapter3-IgneousRockFormation/ Have students look at pictures of various sedimentary rocks	Panoramio Terrain Feature Lables Pathway
3.Maunola, Hawaii (metamorphic)	Have students reach the location on GoogleEarth. Teacher will explain process of forming metamorphic rocks. Have them watch the metamorphic rock video at http://activities.macmillanmh.com/science/c a/scienceinmotion/Common/SIM.html?Module=../Grade4/Chapter3-IgneousRockFormation/Have students look at pictures of various metamorphic rock	Panoramio Terrain Feature Lables Pathway
4.Karnataka, India (sedimentary)	Have students reach the location on GoogleEarth. Have students explore this area using the zoom features and others available to identify at least one type of rock in the area. Once students identified one rock formation have students explore other locations and the rocks there.	Panoramio Terrain Feature Lables Pathway
Details of image overlay / path / polygon:	In our Google tour we used the Geographic web features of Panoramio. We also used the terrain feature, and labels so the students would know what they were actually looking at. Our tour began at Mount Rausu, Japan, it then went to the Grand Canyon, Arizona, next it went to Manualoa, Hawaii, and finally to Karnataka, India. The path shows the travel route to each location.

SOURCES:
Igneous Rock Formation:http://www.outreach.canterbury.ac.nz/resources/geology/glossary/igneous.jpg
Three Types of Rock Formation:http://i.ehow.com/images/GlobalPhoto/Articles/2281951/RockCycle-main_Full.jpg
The Rock Cycle:http://web.ics.purdue.edu/~braile/edumod/pebble/pebbleAM_files/image007.jpg
Sedimentary Rock Formation:http://www.energyinst.org.uk/education/glossary/images/sediment.gif
Metamorphic Rock Formation:http://www.bbc.co.uk/schools/ks3bitesize/science/images/sci_dia_33.gif
Metamorphic Rocks:http://honolulu.hawaii.edu/distance/geolab/R*M/metrx.jpg
Igneous Rocks:http://honolulu.hawaii.edu/distance/geolab/R*M/metrx.jpg
Sedimentary Rocks:http://honolulu.hawaii.edu/distance/geolab/R*M/sedrx.jpg

Educational Psychology In-class Teaching Reflection

         My partner for my in-class teaching experience was Ellie Campbell. One of the biggest strengths of the experience was that my partner and I cooperated so well together. We were able to work independently before we met to come up with ideas on our own about our subject and interesting ways to present it to the class and then when we met together our ideas collaborated and we were able to come up with more ideas together. The subject we were assigned to present to the class was “Cognitive Development & Language” and we presented to the class Piaget’s cognitive theory of development. Another strength of my presentation was that I implemented the use of many videos to explain concepts and present examples of behaviors. Since it was impossible to bring in a child to demonstrate conservation or egocentrism, we used videos of children to show these. I think that this was most beneficial for the class to understand the concepts. A weakness that I noticed that our presentation had was that we did not have a very interesting attention getter or anticipatory set. In another class we discussed the importance of this and getting students minds ready for a lesson and I feel like our presentation lacked this. If I were to present again I would include an activity to preface what would be taught later. I think that this would improve the presentation. The educational psychology principles that I tried to incorporate in my teaching was implementing several areas of Bloom’s taxonomy. We had the class analyze what they saw in the short movie clips in small table groups and they then applied their knowledge and understanding of the concepts by presenting the information to the class or creating word maps using vocabulary explained. We used aspects of informational processing theory to help the class remember the important concepts we tried to teach, we showed the class how to categorize and group new information using charts we gave them and also charts they created themselves. We modeled chunking to the class and I think this also helped them to remember what was taught. I really feel confident about the lesson Ellie and I taught the class. I feel like the concepts we concentrated on were explained effectively and in a way in which the class will remember. 

Modules 24-26, 31 Quiz

a.     a. Spencer believes that he will be able to make the basketball team before try-outs begin.

b.     b. Darren does not know much about physical education but has asked to meet with a physical education professor to learn more.

c.      c. Paige always stops and thinks about the problems she faces and how to solve them.

d.     d. During a horseriding lesson, Renee watched her instructor trot and do tempe changes to learn how to do them herself.

e.     e. Julie comes to an answer during her test during logical and systematical examination of the problem, using the evidence given.

 

 

 

 

1.     1. Cognitive apprenticeship

2.     2. Social learning theory

3.     3. Self-efficacy

4.     4. Critical Thinking

5.     5. Self-regulation

 

answers: 1. b, 2.d , 3. a, 4. e, 5. c

Virtual Tour

http://sites.google.com/site/andieandpaigesite/my-ple-files


This is a link to my filing cabinet which contains the Virtual Tour.

Module 2-5 Quiz Questions

Please match the following definitions (a-e) with their terms (1-5).


a. children’s self-talk, which guides their thinking and actions. eventually, these verbalization and internalized as silent inner speech.
b. arranging objects in sequential order according to one aspect, such as size, weight, or volume
c. assuming that others experience the world they way you do
d. the rules for when and how to use language to be an effective communicator in a particular culture
e. the process by which neural fibers are coated with a fatty sheath that makes message transfer more efficient

1. myelination
2. seriation
3. pragmatics
4. egocentric
5. private speech

Digital Storytelling Over the River

Modules 15-17 Questions

1.     Any event that follows a behavior and increases the chances that said behavior will happen again is a(n):

a.     aversive.

b.     reinforcer.

c.      stimulus.

d.     antecedent.

 

2.     Shaping is also referred to as:

a.     task analysis.

b.     successive approximations.

c.      Premack principle.

d.     positive practice.

 

3.     When a student changes their negative behavior, thinking, or emotions after observing a student with positive behavior, thinking, or emotions they are:

a.     self-managing.

b.     self-instructing.

c.      modeling.

d.     modifying.

 

Answers: 1. b, 2. b, 3. c.

Digital Storytelling Rough Draft

This is our rough draft of our storytelling. 

Digital Storytelling TPACK Questions

• What is the content you’ll be using in your lesson?

The content that I will be using in the lesson is from the Utah State Core Curriculum Standard 8, Objective 6 which says that students should "write daily to communicate effectively for a variety of purposes and audiences...[through writing] in different forms and genres." I have decided that the students will produces personal writing through a familial genre in which they create a story about a family vacation they have gone on in the past or hope to go on in the future. We will be using pictures from a self-produced and self-illustrated book that describes an experiences of going to visit a grandmothers house. The book is titled Over the River and Through the Wood. 

• What is the pedagogy you’ll be using and why is it a good fit with the content?

The pedagogy that I will be using is through selecting a writing project that students in class will work on. Some projects include ABC Storybooks, Circle Stories, Adventure Stories and Family Stories. In this particular lesson students will create a Family Story and focus on that. I think that it is a good fit with the content because in the content it describes doing personal writing. For younger students, around grade 3, they are most familiar with stories about their family and experiences they have personally gone through, so creating a story on their own experiences would be most pertinent for them and rememberable. 

• What is the technology you’ll be using and why is it a good fit with the content and pedagogy?

The technology that I will be using is the pen and paper storytelling template. This is a great and easy way to make ideas come together and flow easily. Having the visuals on one side and the words and explanations on the other make it explicit the scenes that I want to create. I think that this is a good fit with the content and pedagogy because students will use a storyboard to brainstorm their ideas and organize their thoughts as they create a story that reflects on a personal experience they have had traveling with their family. The storyboard will help the students create their stories. I also plan to use IMovie to put images and audio explanations together to present the stories in a fun and interesting way. Many of the students will react excitedly to creating a movie since they have seen so many and can relate to movies. They will feel proud of their work and how amazing it is to be completely involved in the movie-making process.