Tuesday, March 23, 2010
Thursday, February 4, 2010
Saturday, December 12, 2009
Wall wisher sample
Just saw this at a conference. I thought I'd embed it here just in case anyone still views this and sees it as another resource
Monday, December 7, 2009
nearly the end
I hope everyone in 5305 had an experience as enriching, if not more than, as mine. The end of our class is only a couple days away. I know I will keep this blog as a resource for me to be able to remember what I can NOW do that I was never able to before. :)
Sunday, November 29, 2009
Some thing hard to find early in my blog history
Previously, when we had to score each other with a rubric, my scoring person could not locate some of my earlier activities. This is because they are under my very first posting as comments. Yep, I was still learning, so I have copied them here just to let anyone who is going to be viewing this site that they really do exist. To myself, it serves as a testimont as to what I have learned in this course. I went from a bumbling blogger who couldnt even figure out how to put in new posts to someone capturing images, videos, etc and embedding them here. Wow!
It's been a fun and challenging ride,
Chris
Chris Ware said...
Today is the second day of school here at B-UMS. We lived through the first day!
August 27, 2009 9:46 AM
Chris Ware said...
Still learning how to post a link.
This hyperlink is to my resume in progress
http://docs.google.com/View?id=dfxh77tr_0fq775wgr
August 27, 2009 6:50 PM
Chris Ware said...
it didn't show up as a blue hyper link.
Argh!
August 27, 2009 6:51 PM
Chris said...
Blog response to TPACK article Aug 31, 2009
1. What are the major themes or ideas in your content discipline?
This year I work mostly with reading and English. With reading, I work with the five themes of reading: comprehension, phonemic awareness, phonics, fluency, and vocabulary. With English, the push is to focus more on writing, but to integrate the grammar within writing instruction.
2. Does your content discipline rely on specific processes for developing the key themes or ideas?
For writing, we are to follow the writing process, but the difference comes in how people present it. There is no specific process of program which is used, so most teachers vary greatly on this. Some use five square writing, write from the beginning, etc for working through the writing process. In reading, we do not have a specific process, though just like all the other subjects we do need to follow the WV CSO’s. I find that for my special education students, I do a lot of remediation and work with skills to improve their current level.
3. How much of what you know is dependent on the way you learned your subjects?
I conduct my instruction much differently from the way I learned as a student. I’ve been to many conferences, trainings, meetings, and even viewed instructional coaches modeling in classrooms. This has greatly helped with both what I know and how I use it in practice.
4. Do you think in terms of your content by the chapters in a textbook or do you think in terms of your content as an integrated whole.
I rarely follow a text book, but instead try to pull out what I want to use or find goes along with the CSO’s. Sometimes I just look for things that would work well with my students or capture their interest. I don’t always think in terms of integrating everything, especially technology, but if it works in, then that’s rewarding.
5. Does your knowledge of this discipline represent an integration of the concepts and processes that connect them?
I believe so, but I say this because of my accumulated experience thus far. Through trials and learning I believe that I have become more comfortable pulling everything together. There are times when integration is almost a given, with technology that it. I find that with my group, there is very little previous exposure to technology and technology resources.
August 31, 2009 11:36 AM
It's been a fun and challenging ride,
Chris
Chris Ware said...
Today is the second day of school here at B-UMS. We lived through the first day!
August 27, 2009 9:46 AM
Chris Ware said...
Still learning how to post a link.
This hyperlink is to my resume in progress
http://docs.google.com/View?id=dfxh77tr_0fq775wgr
August 27, 2009 6:50 PM
Chris Ware said...
it didn't show up as a blue hyper link.
Argh!
August 27, 2009 6:51 PM
Chris said...
Blog response to TPACK article Aug 31, 2009
1. What are the major themes or ideas in your content discipline?
This year I work mostly with reading and English. With reading, I work with the five themes of reading: comprehension, phonemic awareness, phonics, fluency, and vocabulary. With English, the push is to focus more on writing, but to integrate the grammar within writing instruction.
2. Does your content discipline rely on specific processes for developing the key themes or ideas?
For writing, we are to follow the writing process, but the difference comes in how people present it. There is no specific process of program which is used, so most teachers vary greatly on this. Some use five square writing, write from the beginning, etc for working through the writing process. In reading, we do not have a specific process, though just like all the other subjects we do need to follow the WV CSO’s. I find that for my special education students, I do a lot of remediation and work with skills to improve their current level.
3. How much of what you know is dependent on the way you learned your subjects?
I conduct my instruction much differently from the way I learned as a student. I’ve been to many conferences, trainings, meetings, and even viewed instructional coaches modeling in classrooms. This has greatly helped with both what I know and how I use it in practice.
4. Do you think in terms of your content by the chapters in a textbook or do you think in terms of your content as an integrated whole.
I rarely follow a text book, but instead try to pull out what I want to use or find goes along with the CSO’s. Sometimes I just look for things that would work well with my students or capture their interest. I don’t always think in terms of integrating everything, especially technology, but if it works in, then that’s rewarding.
5. Does your knowledge of this discipline represent an integration of the concepts and processes that connect them?
I believe so, but I say this because of my accumulated experience thus far. Through trials and learning I believe that I have become more comfortable pulling everything together. There are times when integration is almost a given, with technology that it. I find that with my group, there is very little previous exposure to technology and technology resources.
August 31, 2009 11:36 AM
Intel tools classroom activity
Summary/ Rationale
Each year, I find myself giving out the same classroom rules and procedures. These go home with the students after going over them and come back signed by parents. Although I think this is fine, I could really see how setting up an Intel ranking activity could benefit me and my students. Having them participate in ranking the top five most import classroom student expectations would provide a concrete activity for the students. I think parents would be more ‘on board’ as well , knowing that their child rank ordered them and discussed them in detail at school.
Curriculum Framing questions:
Which student expectations incite increased student achievement and classroom management?
How do students rank classroom expectations and can they justify reasoning for such rankings?
Activity:
Students would be provided the classroom procedures with a list of seven student expectations (rules). On the back would be their first assignment detailing how they would rank the top five as a small group. Since I have small special education classes, each period could be a group, and the information could be entered as a group using the Interwrite board so that all could see and participate.
The expectations are the following:
Be prepared for class with all needed materials
Be on time
Respect others and their property
Raise your hand to ask or share
Complete all class work when assigned
Be courteous
Treat others as you wish to be treated
Each class will log into Intel Thinking Tools and record rankings.
To review expectations on the second day, the class would log back into Intel Thinking Tools and see how the other groups compared to theirs. This would spur debate within the class as to why they chose what they did. Students will share their opinions as to why their ranking may be better or why they thought others group chose what they did.
Group 1: period one (team ID 1; password one)
Group2: period five (team ID 2; password two)
Group3: period seven (team ID 3; password three)
Group 4: period nine (team ID 4; password four)
Teacher ID is chrishware@aol.com
Summary/ Rationale
Each year, I find myself giving out the same classroom rules and procedures. These go home with the students after going over them and come back signed by parents. Although I think this is fine, I could really see how setting up an Intel ranking activity could benefit me and my students. Having them participate in ranking the top five most import classroom student expectations would provide a concrete activity for the students. I think parents would be more ‘on board’ as well , knowing that their child rank ordered them and discussed them in detail at school.
Curriculum Framing questions:
Which student expectations incite increased student achievement and classroom management?
How do students rank classroom expectations and can they justify reasoning for such rankings?
Activity:
Students would be provided the classroom procedures with a list of seven student expectations (rules). On the back would be their first assignment detailing how they would rank the top five as a small group. Since I have small special education classes, each period could be a group, and the information could be entered as a group using the Interwrite board so that all could see and participate.
The expectations are the following:
Be prepared for class with all needed materials
Be on time
Respect others and their property
Raise your hand to ask or share
Complete all class work when assigned
Be courteous
Treat others as you wish to be treated
Each class will log into Intel Thinking Tools and record rankings.
To review expectations on the second day, the class would log back into Intel Thinking Tools and see how the other groups compared to theirs. This would spur debate within the class as to why they chose what they did. Students will share their opinions as to why their ranking may be better or why they thought others group chose what they did.
Group 1: period one (team ID 1; password one)
Group2: period five (team ID 2; password two)
Group3: period seven (team ID 3; password three)
Group 4: period nine (team ID 4; password four)
Teacher ID is chrishware@aol.com
Subscribe to:
Posts (Atom)
