Social Media Policies- Module 6

Please check out my PLN partner’s Social Media Policies.  Excellent work!

Here is my feedback:

Katie,
Excellent work on your policies! I can see immediately how these can be put into action.
I particularly liked policy #1 ~ With every post determine the main objective. This may seem obvious but I think it is so important for everyone to think about why they are posting … what are their goals for posting?
I also liked that in policy #3 you defined who should be posting for the ASB group (the ASB communications director). When a specific group is being represented there should be an individual responsible.
My only question is can other students or parents “comment” or “respond” on the ASB social media sites? What controls do you have in place if someone does post or comment on your sites? Can students or parents “share” any posts on their sites or pages?
I loved you strategy for getting feedback. I think you have done excellent preparation to get constructive feedback from all stakeholders.
Great job!

Social Media Policies- Module 6.

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Module 3 Assignment

Module 3 Assignment.

More excellent work from one of my PLN partners!

My comments:

Excellent work Katie!  I love how you wove the concept of working with and helping your PLN throughout your ten steps.  You focused on not only gaining information but on sharing this information with others.  I believe this really would help create a positive digital footprint!
I am glad to see that you added “Netiquette”.  This is such an important concept to not only teach our students but to be mindful of ourselves.
I think you did a great job on the emphasis of discovering new people and new content.  Sometimes we get caught up in our own lives and forget how much we can really learn from others.

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Managing My Digital Footprint

Managing My Digital Footprint.

Excellent work by one of my PLN partners!  Here are my comments to Lisa:

Lisa,
Excellent work here! I particularly liked a few of your points that I had not previously thought of. #4 Create new positive assets … what an excellent idea! The more “quality” areas you are visible will really lead to establishing a positive digital footprint.
I also really liked #5 Create an “About Me” page. I know I personally have one but I had not really given much thought to it. As soon as I read your suggestion I immediately went and checked mine. This is truly an opportunity for us to say what we want others to know about ourselves.
Finally, #9 Review the work of others. Again, this is something I regularly do but I had not really connected how this would effect my own digital footprint. This is a great way to show expertise and positivity.
Overall I think you have strong plan for creating a positive and lasting digital footprint.

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EdTech 543: Creative Expression of COP, PLN, and Connectivism

This is an excellent example of Creative Expression of COP, PLN, and Connectivism by my PLN group member Lisa.  You can see my comments below:

http://nebesocialmedia.wordpress.com/2014/09/14/creative-expression-of-cop-pln-and-connectivism/comment-page-1/#comment-2

Lisa,
I love you images of connections.  I believe that showing “family” you visually strengthen the meaning of connections.  Your focus, ” … specifically with their goal to develop children into successful members of society” is well illustrated throughout your presentation and explanation.
You strongly connect your statement, “As their exposure to media, peers, and outside influences increase, the child’s network expands and the child develops their own Personal Learning Network.” to Communities of Practice with your imagery and your explanation.
I personally appreciated that you were consistent in drawing the connections between children and how they learn.  As you explained PLNs, “Their [children] speech, behavior, and attitudes shift a bit with each new resources, friend or out-of -home activity.  With each exposure, they are learning how they should look, act, and interact with others.” You’re YouTube video shows the growth both physically and socially of children.  Initially the primary sources of “information” come from the parents and immediate family but as children grow their “networks” expand to include friends and teachers.
You also used your resources extremely well.  Siemens quote is perfect for enhancing your definition of Connectivism.  Stranak is also an excellent source.  Your final images of social networking sites really enhances your statement, “They are fortunate to live in an age when digital tools allow for such a wide scope of opportunities to find information and share what is learned.”
Overall, excellent work!

Creative Expression of COP, PLN, and Connectivism.

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EdTech 543: Module 2 Blog Post Katie Sisson

Please check out Katie Sisson’s Module 2 Creative Expression below.  You can see my comments here.  Excellent work!

http://katiesisson.wordpress.com/home/edtech-543-social-network-learning-fall-2014/week-2-blog-post/comment-page-1/#comment-15

Katie, Excellent work with you Prezi presentation.   You have really linked connectivism, CoPs, and PLNs in a creative way!  You imagery of many of the social network sites and products available is fantastic.  I love how you have created a “web” general appearance.  I thought the links that started with .. “All of these things plus .. Communication, Communities, Networks, and Common Interests” really brought home how everything is connected and relates to itself.  I also appreciated how all the connections are Not linear.
I also completely agree with your statement, ” …knowledge can be gained from anyone and at any place.  It is the learners duty to find a community with a common interest/goal and reach out to those in order to learn new ideas, skills and understanding.”  I think we, as teachers, should help our students find the appropriate places for our students to find others with common interests.  A great place to start would be creating learning networks for each of our classes.
Great work Katie!

Module 2 Blog Post.

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EdTech 537: POW

pow

easy

alg 1 pow

medium

jack

challenge

solve

 

Good luck!!

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EdTech 537: Activity Example

Follow up to Blogging Activity for Algebra:

Create equations that describe numbers or relationships.

  • CCSS.Math.Content.HSA.CED.A.1
    BLOG PROMPT : Create equations and inequalities in one variable and use them to solve problems. You may include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Please watch the following example:

This video should give you a good idea what to post.  Your post may look like this:

algebra steps

Notice that each step is shown and explained!

You may also write out each step and scan in your work like this:

algebra steps 2

Here is one more example:

algebra steps 3

You can see there are a wide range of acceptable responses to the post.  Your post should be based on the specific lesson(s) learned in class.

When responding to another person’s blog posting it is ok to ask questions!!  These do not have to be elaborate responses.  If someone makes a mistake, it is ok to correct them, as long as you do so politely (see Netiquette Rules).

blogcoments

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EdTech 537: Blogging Activity for Math Class

blogging-in-math2

 

Blogging Activity:

Using Blogs to Create a Final Exam Study Guide for Algebra

Blogging is a platform that allows students to think about their Math work. For this activity a class blog will be set up using Edublogs. The teacher will be the author, administrator and editor. Students will be subscribers and contributors (that is they can write posts but the teacher must review these before they are posted) and parents can be subscribers. Students and parents will be allowed to comment on all posts. Students will be encouraged, but not required to also have their own blog.

One of the primary focuses of the new Common Core Mathematical Standards is communication. Students need to know more than just a series of mathematical facts and computations; students need to be able to explain what they did and why they did it.

This Activity is founded on the following Common Core Standards for Algebra.

Common Core: Algebra Overview

Seeing Structure in Expressions

  • Interpret the structure of expressions
  • Write expressions in equivalent forms to solve problems

Arithmetic with Polynomials and Rational Functions

  • Perform arithmetic operations on polynomials
  • Understand the relationship between zeros and factors of polynomials
  • Use polynomial identities to solve problems
  • Rewrite rational functions

Creating Equations

  • Create equations that describe numbers or relationships

Reasoning with Equations and Inequalities

  • Understand solving equations as a process of reasoning and explain the reasoning
  • Solve equations and inequalities in one variable
  • Solve systems of equations
  • Represent and solve equations and inequalities graphically

Mathematical Practices

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

As you can see, the primary focus of Common Core is on “understanding” “reasoning” “modeling” “make sense of “ etc. This Activity is designed to help reinforce the lessons learned in class, create a usable reference for studying, and support the new standards.

Objectives

Students will

  • work collaboratively and individually on the class blog
  • practice note-taking and summary skills
  • students will review algebraic concepts based on the Common Core Standards
  • use critical thinking skills as they decide the most important topics to be included in the Final Exam Study Guide
  • create a Final Exam Study Guide, based on the blog posts throughout the semester, that they and their classmates will use to prepare themselves for the final exam.

Lesson Plan

This Activity will utilize a class blog for reviewing major concepts at the end of each week, each unit before an exam, and before the final exam. It puts responsibility on students for summarizing information learned as they create a Final Exam Study Guide for themselves and their classmates to use as they prepare for the final test.

This lesson also serves to reinforce the new Common Core standards as student learn to express and analyze what they have learned or what they still have questions about. According to Silvia Rosenthal Tolisano,

“The Math teacher instinctively understood that blogging is not just about writing. It is about “presenting” your work, your thoughts and products to a large audience FOR feedback. Blogging is a platform that allows students to think about their Math work.”

This is also a lesson in note-taking and summarizing. The process/structure of the lesson is created to develop summary skills. It requires that students identify key concepts and examples then synthesize the information to only the most important/essential information. Note: This Activity can also be modified or “tested” out by implementing for a single unit.

Before the Lesson
Before beginning this activity the teacher should review proper netiquette rules for the class blog. It is a good idea for the teacher to have already created a Final Exam Review to ensure that all the appropriate topics are indeed covered by the students. Prior to each unit or section the teacher should make a list of the four or five major concepts you want students to learn/know as a result of this study unit. The teacher should create five or six questions that get at the most important points students should take away from each unit.

For example, prior to completing Unit 1 Numbers & Relationships (this will vary based on the text a teacher is using), the teacher should reference the Common Core Standards and develop some key facts and ideas that should be mastered. With those in mind, the teacher should create blog prompts to focus the direction of the responses. Here are some examples:

Create equations that describe numbers or relationships.

  • CCSS.Math.Content.HSA.CED.A.1
    BLOG PROMPT : Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
  • CCSS.Math.Content.HSA.CED.A.2
    BLOG PROMPT : Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
  • CCSS.Math.Content.HSA.CED.A.3
    BLOG PROMPT : Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
  • CCSS.Math.Content.HSA.CED.A.4
    BLOG PROMPT : Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

The Lesson
Each student will participate individually by responding each week to the Class Blogs prompts. Students will be expected to comment on at least 2 other students’ blog each week. Students must use a combination of examples and descriptive vocabulary. Each post must be unique, that is the students must create an example that has not been previously used by another student. Some flexibility must be given about the descriptions provided, since there are only a limited amount of correct terms to describe a mathematical equation.

The schedule is flexible. Adjust/adapt by merging steps if you want to shorten the time period. To start, the teacher may want to just focus on having students create a study guide for a single unit.

Explain to students that each week the teacher will post a blog prompt (see above) that is related to the topic of study. Each student is expected to respond to the prompt by explaining the topic posted and creating a “unique” example. Responses will be posted directly on the class blog (and monitored by the teacher). Students are expected to respond to at least 2 other student’s blog posting. The teacher should provide an example of a blog post and appropriate responses. This questions and responses posted throughout each unit and semester will be compiled to create Unit Study Guides and the Final Exam Study Guide. Their goal is to create a Study Guides that represent everything their classmates “need to know” about that question. Tip: I usually will use many of the student generated questions on the actual exam or final. This encourages to pay close attention to not only what they are posting but to pay attention to the posts of other students.

Students will collect all the sample problems posted and use these to create a Study Guide. They may present their guide in any format they choose. Teachers should encourage creativity.

Here is a suggested break down the class periods into the following stages (these days are not expected to be consecutive, instead should be spread out over the length of the unit and/or semester):

Day One (days one and two should be consecutive or a maximum of one day between)

  • Present and Model (20 minutes): The teacher should present the Activity to the class by providing an overview. The teacher should present the first prompt with an appropriate posted response.
  • Share (10 minutes): Students share in their “first response” ideas to the blog prompt example question.
  • Discuss (20 minutes): There should be a whole class discussion about what a good response looks like and how students should respond to each other’s posts.
  • Record (10 minutes): Students should begin brainstorming ideas of how to compile the information generated from the classroom blog.
  • Homework: The teacher should present another blog post, each student is expected to respond and complete 1 response to another student.

Day Two

  • Share (10 minutes): Students will be randomly assigned to small groups to share their “first response” to the blog prompt. Students should provide each other with feedback as to the quality of the response
  • Discuss (30 minutes): As a class, the teacher should lead a discussion about what type of responses was good quality and what type of responses needed improvement.       The class should decide what constitutes an A response, B response, etc..
  • More Sharing (10 minutes): Students share their ideas for compiling the final Study Guide.
  • Homework: Each student should write a proposal for what should be in the Study Guide and how they will be presenting their final Study Guide.

Day Three

  • Homework Discussion (15 minute): Students determine the most common responses as to what should be in the Study Guide. The students should agree on the responses they will include in the Study Guide.
  • Drafting the Study Guide (35 minutes): Each individual student should begin working on their personal Study Guide.   Students are encouraged to collaborate and share their ideas. The teacher should walk around and provide feedback.
  • Homework: Assign the next blog prompt to class. Allow time for students to post their initial response and to respond to at least 2 other students. Students should continue working on their Study Guide.

Day Four + (check in days) Each week the teacher should allow approximately 15 minutes to check in with the class as to the progress of the Study Guide.

  • Discussion (5-10 minutes): Students should gather in small groups to share and discuss the progress of their Study Guides.
  • Class Discussion: The teacher should ask if anyone has any questions about the Activity so far.
  • Homework: Assign the next blog prompt to class. Allow time for students to post their initial response and to respond to at least 2 other students. Students should continue working on their Study Guide.

Test Day
Students use the Study Guides they created as a tool for studying for an end-of-unit test or final exam (Teachers might even use them as the tool for creating the test!) I allow students to use their Study Guides during the test.

Assessment

I would award points as follows:

Blog Posts: 50%

Responses: 20%

Study Guide: 30%

The real value of this Activity is in preparing the students for their exams.

Sources:

And You Thought it Could Not Be Done: Blogging in Math” By Silva Rosenthal Tolisano Retrieved from http://langwitches.org/blog/2014/05/31/and-you-thought-it-could-not-be-done-blogging-in-math/

Common Core, State Standards Initiative. http://www.corestandards.org/Math/Content/HSA/introduction/

This lesson is a modification of the lesson “Revive Reviews With
Student-Created Study Guides” created by Gary Hopkins for Education World Retrieved from http://www.educationworld.com/a_lesson/03/lp306-04.shtml

 

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EdTech 537: My Personal Blogging Plan

Create a plan for your own personal blogging for the next two months (i.e., August and September). Your plan should include:

the types of entries you plan to post
the specific dates that you will post each entry
the topic/theme for each entry

blog plan

I have put a great deal of thought into what I would like to blog about and what I should blog about. The primary focus of my blog for EdTech 537 was centered around Algebra (the main subject that I have taught for the past 22 years). I also run a tutoring business and I could really use a blog to help me communicate with my students and parents. So my Blog Plan will be to do both!  I am not using dates, instead I am using days of the week since my goal is to do this throughout the entire Fall 2014.

Sundays … every Sunday I will post a “Problems of the Week” (see my Pre-Plan for Blogging).  I am really glad I posted this early because I got some great feedback!  I will also use a Google doc spreadsheet to help keep track of points during the school year.  During the summer, this will be just for fun!  Each week there will be an easy, medium, and challenge level problem.  I will try to do a wide variety of high school level math.

Wednesdays … every Wednesday I plan on posting tips and hints to the “Problems of the Week”.  If every question is solved I will post an additional challenging level problem.

Thursdays … important information for my business.  The format of this will vary.  Some weeks I will post a To Do list for both students and/or parents.  Some weeks I will post links to important or helpful sites.  I think that by picking a specific day of the week, that parents and students will develop a routine of checking my blog every Thursday.  This should dramatically improve my communication skills!

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EdTech 537: Pre-Plan for Extended Blogging

math challenge

I have been trying to think about how a blogging plan could really work for me.  I wanted to be consistent with my theme and yet be truly functional.  That is, I wanted to make sure it would be something that I could do week in and week out and that it would add value to both my blog and my job.

I’ve got it!  Problems of the week.  Each week I will create easy, medium, and challenging algebra math problems.  I will post them at the beginning of the week and expect my students to respond.  I will give “rewards” to the student(s) who first correctly respond to the prompts.  If no one has correctly responded by the middle of the week I would post hints or tips.

This is a work in progress but I wanted to see how it would look.  I would love some feedback!  Here’s what I’m thinking:

pow

easy

Solve the following problem. 

Show all work!

x + 7 = 3x -21

 

medium

Find the equation of the line perpendicular to y=1/2 x + 10, going through the point (-4,10)

challenge

” I started working at 15. I spent 1/4 of my working life in a factory. I spent 1/5 of my working life in an office, and I spent 1/3 of my working life as a school caretaker. For the last 13 years of my working life I’ve been Santa Claus. How old am I?”
You need to explain how you got the answer and how you know it is correct

 

Want More?
Word problems in algebra – difficult

 

 

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