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
Intel group correlation
Intel Tools
Civil War Causes group comparisons
1. Group 3 had the highest correlation with group 2,3 and 6 with a correlation of .70
2. Group 3 had the lowest correlation with group 5 with a correlation .50
3. Compared to the class average, group 3 had a correlation of .60
Civil War Causes group comparisons
1. Group 3 had the highest correlation with group 2,3 and 6 with a correlation of .70
2. Group 3 had the lowest correlation with group 5 with a correlation .50
3. Compared to the class average, group 3 had a correlation of .60
Saturday, November 28, 2009
YouTube Jing
I also Jinged a youtube video which I might use with my class. The nice thing about Jing is that I could capture videos to share with my students which we can not view at school due to the inabiliy to access Youtube.
Civil War Rankings
Chris Ware
(I thought this posted before, but am reposting because I'm not finding it)
As I read the articles pertaining to the Civil War and its causes, I was reminded of many things. The Causes of the Civil War article at http://www.greatamericanhistory.net/causes.htm, and the American Civil War article at http://en.wikipedia.og/wiki/American_Civil_War, have led me to develop the following ranking seen below:
Causes of the Civil War
1. Slavery
Deep at the root of it all, I feel that if there was no slavery, there would not have been an issue to disagree about. The Great American History article mentions that even though most US citizens didn’t have anything to do with slavery, it made a big difference with those who did. It also had great political interest. (which leads to my next ranking)
2. Political division
Also mentioned in the Great American History article, there were even differences in opinions regarding slavery not only in the south and north, but also within the northern political leaders. I found it interesting that the article mentions that many leaders were also influential in many ways such as owning newspaper or businesses. I imagine that those who owned newspapers or were editors published much political propaganda.
The seeking of possible secession by the southern states would also be with this ranking.
3. Abolitionists vs. Pro-slavery supporters
I like how the Great American History article reminds the reader that although we see slavery as a moral issue today, it was really more of an economical issue in its time. Pro-slavery supporters were keeping in mind the plantations who owned the most slaves. There would not have been a way for them to accomplish what they did if they did not have the slave labor. Though it doesn’t mention it, I imagine the larger plantation owners had some political clout due to their wealth. On the opposite end of the spectrum were the abolitionists who wanted nothing more than to abolish slavery.
4. Attack of Fort Sumter
I knew little about this, but after reading about in the Wikipedia article, I understand that this attack forced many border states to decide how they sided in the slavery, anti-slavery movement.
5. Abraham Lincoln’s election
I ranked this last, but have been debating about whether or not it should be higher in the ranking. From my understanding, the Wikipedia article explains that Lincoln was not the abolitionist, but was interested in not allowing slavery to spread further. This election struck fear in the southern states that Lincoln would indeed lead to slavery being abolished, which would in turn have a direct affect on southern economy (and plantation owners).
Chris Ware
(I thought this posted before, but am reposting because I'm not finding it)
As I read the articles pertaining to the Civil War and its causes, I was reminded of many things. The Causes of the Civil War article at http://www.greatamericanhistory.net/causes.htm, and the American Civil War article at http://en.wikipedia.og/wiki/American_Civil_War, have led me to develop the following ranking seen below:
Causes of the Civil War
1. Slavery
Deep at the root of it all, I feel that if there was no slavery, there would not have been an issue to disagree about. The Great American History article mentions that even though most US citizens didn’t have anything to do with slavery, it made a big difference with those who did. It also had great political interest. (which leads to my next ranking)
2. Political division
Also mentioned in the Great American History article, there were even differences in opinions regarding slavery not only in the south and north, but also within the northern political leaders. I found it interesting that the article mentions that many leaders were also influential in many ways such as owning newspaper or businesses. I imagine that those who owned newspapers or were editors published much political propaganda.
The seeking of possible secession by the southern states would also be with this ranking.
3. Abolitionists vs. Pro-slavery supporters
I like how the Great American History article reminds the reader that although we see slavery as a moral issue today, it was really more of an economical issue in its time. Pro-slavery supporters were keeping in mind the plantations who owned the most slaves. There would not have been a way for them to accomplish what they did if they did not have the slave labor. Though it doesn’t mention it, I imagine the larger plantation owners had some political clout due to their wealth. On the opposite end of the spectrum were the abolitionists who wanted nothing more than to abolish slavery.
4. Attack of Fort Sumter
I knew little about this, but after reading about in the Wikipedia article, I understand that this attack forced many border states to decide how they sided in the slavery, anti-slavery movement.
5. Abraham Lincoln’s election
I ranked this last, but have been debating about whether or not it should be higher in the ranking. From my understanding, the Wikipedia article explains that Lincoln was not the abolitionist, but was interested in not allowing slavery to spread further. This election struck fear in the southern states that Lincoln would indeed lead to slavery being abolished, which would in turn have a direct affect on southern economy (and plantation owners).
Wednesday, November 25, 2009
Tuesday, October 27, 2009
Podcast lesson
As you can see earlier. I got fed up with trying to get the FTP site to work for me, so I took my Podcast through Podbean.com... check it out. It's a pretty user friendly site.
My lesson for podcasting is late however, because we had a lengthy power outage. So, the rest of my lesson, rubric, etc, is going up today. :)
I adapted the provided lesson plan to utilize a classroom PBL. I included a rubric to grade the end presentation of the podcast:It can be viewed at:
http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDdnazV3MmJkag&hl=en
My activity sheet is very simplistic:
http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDh3OWozcGY3&hl=en
Monday, October 26, 2009
Link to Podcast
I created my podcast in Audacity. I had some free music files which were shared with me from the Special Education Teacher Leadership Academy this past summer. I put a song in the background, but first used some of it as intor music. I them tapered it off and kept it lightly playing in the background.
I have almost no previous experience with podcasting, but I think that mine's acceptable for a first try. (better then a few I've heard through iTunes :)
Here's a link to my script. I don't think I could do it without one:
http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDZjY21yaGNkMw&hl=en
href="http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDZjY21yaGNkMw&hl=en">
My podcast is saved through the FTP site. Yet again, I'm having trouble with this. I can log in, even see that I've saved it. I've clicked on the file so that I can bring up the address properly. Even then, I can't get this link to work for me. very frustrating. I'd love some tips, because there is something I'm doing wrong, and I don't even realize it.
Podacst link:
ftp://studentsftp.fairmontstate.edu/Parts%20of%20Speech%20Podcast%20Ware.wav
I have almost no previous experience with podcasting, but I think that mine's acceptable for a first try. (better then a few I've heard through iTunes :)
Here's a link to my script. I don't think I could do it without one:
http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDZjY21yaGNkMw&hl=en
href="http://docs.google.com/Doc?docid=0Acw4sKLyAUk_ZG1ramNtOF8xNDZjY21yaGNkMw&hl=en">
My podcast is saved through the FTP site. Yet again, I'm having trouble with this. I can log in, even see that I've saved it. I've clicked on the file so that I can bring up the address properly. Even then, I can't get this link to work for me. very frustrating. I'd love some tips, because there is something I'm doing wrong, and I don't even realize it.
Podacst link:
ftp://studentsftp.fairmontstate.edu/Parts%20of%20Speech%20Podcast%20Ware.wav
Monday, October 19, 2009
trying again
http://spreadsheets.google.com/ccc?key=0Asw4sKLyAUk_dEFTUHgtMmZSa0VPUHRMSFJNVDFINUE&hl=en
Forms through Google Docs
Below is the survey I created in Google Docs. This would be one I could use with my English sstudents.
http://spreadsheets.google.com/viewform?formkey=dEFTUHgtMmZSa0VPUHRMSFJNVDFINUE6MA
http://spreadsheets.google.com/viewform?formkey=dEFTUHgtMmZSa0VPUHRMSFJNVDFINUE6MA
Thursday, October 15, 2009
Rubistar
What a site!!!
Why didn't someone show me this earlier.
I found this site to be very easy to use. I create my own category in the rubric, but I also liked and used some of the available ones. USER friendly.
I would recomment this to everyone.
Here is the link to my rubric:
http://spreadsheets.google.com/ccc?key=0Asw4sKLyAUk_dFVFQ0RJTXUxRC1pRGpRNjhreWRoNXc&hl=en
Why didn't someone show me this earlier.
I found this site to be very easy to use. I create my own category in the rubric, but I also liked and used some of the available ones. USER friendly.
I would recomment this to everyone.
Here is the link to my rubric:
http://spreadsheets.google.com/ccc?key=0Asw4sKLyAUk_dFVFQ0RJTXUxRC1pRGpRNjhreWRoNXc&hl=en
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