The Homework Zone

The website I chose is The Homework Zone:  http://www.thehomeworkzone.com/index.php?keywords=websites-for-teachers


I noticed this website because it said students can post homework.  You can create a website and include lots of other things such as class list, announcements, events, study guides, etc.  It is 100% free and gives you a personal domain.  I know that Knox County schools each have a website that gives parents access to your classroom resources, but this would be a way to be creative and make it more personal.  I like that kids can turn in homework online so you can access it from anywhere and so can they.  I didn't get into the site too much because I didn't want to create a login, but from what I can tell it looks pretty good.

Fan Fiction

I chose this picture because it is one of Pablo Picasso's paintings.  I think it signifies creativity and passion similar to the students writing fan fiction.

The idea that kids are able to create and manipulate what is already there is interesting.  We don't want them to be like robots and just regurgitate information.  Education is shifting to inquiry based learning and asking questions and critical thinking.  This is a great activity to get your students thinking.  Not only do they think, but they feel too.  The passion that both girls had when creating their dialogue was great.  I think many of us have lost some passion in some of the things we do.  This is a way to spark what interests kids and also have them thinking, feeling, writing, and creating.

The role-playing mentioned still requires thought, reflection, planning, and prior knowledge.  This also allows for collaboration which is an integral part of our teaching and their learning.  The use of literary techniques plays a major role as well and inferences and predictions come in to play.  Fan fiction writers take personal stories and choose to use these to create and expand character emotion.  Others relate to her character and can therefore relate to her.  There is a social comfort that comes with this.  I think this could be a way to differentiate and allow student creativity.

Tech Review

The website I chose is one that I have used quite frequently during my internship and especially now. It is a site created by teachers where you can share ideas with other teachers.  There are a variety of ways you can search for ideas.  Because I was an "unpaid" teacher, I needed to find free stuff.  You can search a subject and grade level and select "Free" and it will display all of the things you have access to for free.  There are lesson ideas, activities, free downloads that include worksheet, Power Points and more.  The site also has ideas that cost a fee that gets distributed directly to the teacher.  The cost for most are very minimal for the types of items you will have access to and be able to use in the classroom.  I know I will use this site a great deal this year with my math and social studies classes because this is the first time I will teach these subjects.  There are also posters and environmental text you can download.  Overall, I think it's one of the best resources outside of Pinterest for teachers.

Teacherspayteachers.com

Fan Fiction

I chose this image because it is a "current" symbol/phrase just like fan fiction.

This chapter focuses on the website, fan fiction.net, where people of all ages and genders, race, and class can communicate stories, share ideas and opinions about of community topic of interest.  The chapter focuses on the idea that because there is a common thread the subject is the focus.  Basically, many people can benefit from this type of environment, specifically ELL people.

I really enjoyed reading this chapter.  Probably because of the focus on students being equal in this environment even with varying learning abilities.  I also liked that it virtually erases discrimination because the focus is on the content and shared interests and not on race, sex, class, etc.  The idea that in this virtual world, where people can share their ideas and knowledge, becomes an "achieved" identity opposed to an "ascribed" identity.

As I was reading and writing this blog, my oldest son (17) asked me what I was reading.  I asked him if he had heard of fan fiction, and of course he had.  He said, yeah that is where you can go and give or get information about something that you are in to or interests you.  I was explaining this article and the fact that it takes discrimination out of the discussion.  He commented that this is exactly the reason for such a website.  I thought it was interesting to get a youthful comment about this subject.

There are four factors the chapter focuses on that contributes to the design of the writing.  The OMG, or "Oh my God!",  factor provides the writer with positive feedback.  I like that this promotes the longevity of the writer's space because of the comfort level.  The gentle critique is often used in many blog posts and just gives the writer a little feedback, mostly about the content of the writing.  The focused techniques is basically a sweet way of saying you need help with your grammar and language usages.  Finally, you have editorialized gossip that focuses mainly on the characters and their relationships independent of real life.  The focus is on the story and opinions offered about where the story should lead or which relationships should change and how.

Adopting the use of some fan fiction in the classroom can be an effective choice.  This allows students to learn from peers, feel successful even with grammar and spelling errors, and learn the content in a safe environment.  Here the focus is on the content and collaboration with the class in a virtual and safe world.

Text Set Collection 2: Heridty

Teacher Resources

websites:

• Awesome Science Teachers Resources

http://www.nclark.net/Genetics

Ages:  Teacher, Grades 5-8

This is a site that has some great activities, labs, and links.  There are over 30 different ideas for activities just relating to genetics.  There are other subjects on here too, so it's a great site to get many ideas for lessons.

• Learn Genetics

 http://learn.genetics.utah.edu

 Ages:  Teacher, Grades 5-8

This is a great site with lots of different links for information on various types of genetic topics.  When you choose a topic, some of the links provide information that are interactive.  There are others that have print outs and activities.

• Human Genome Landmarks Poster: Chromosome Viewer

http://web.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/index.shtml

Ages:  Teacher, Grades 5-8

This site has posters that you can download to show the varying disorders associated with different types of chromosomes.  You can also use the interactive chromosomes and click on each one and it will tell you the disorders associated with each.

• Lesson Plans, Inc.

http://www.lessonplansinc.com/biology_lesson_plans_meiosis_and_genetics.php

Ages:  Teachers, Grades 5-8

This has a whole list of lesson plans you could use on various topics within genetics.

Books:

• Human Body by Daryl Vriesenga

Ages:  Teacher, Grades 5-8

This book has over 100 Reproducible activities including some on hereditary.

Student Resources

Websites:

• Pea Experiment

http://www.sonic.net/%7Enbs/projects/anthro201/exper/

Ages:  6-8 Grades

This allows students to  create a virtual experiment to determine genetic outcomes.

• NEOK12

http://www.neok12.com/Genetics.htm

Ages:  5-8 Grades

This website has videos, text information, quiz games, and you can even create your own quiz game.

• Drag and Drop Genetics

http://www.zerobio.com/drag_gr11/mono.htm

Ages:  Grades 5-8

This is a great website to practice using punnett squares.  It is interactive and interesting.

Books:

• The Cartoon Guide to the Universe by Larry Gonick, and Mark Wheelis

Ages:  6-12 Grades

This is a great book that answer questions about genetics, but with a funny twist.

• National Geographic:  Genetics

Ages:  Grades 5 and up

This book looks at the first clones sheep, Dolly.  Great way to have a discussion about modern science and how research in genetics is evolving.

Reflection: Video games and life

At first, I thought was is this person talking about!  I have a son that loves to live on the Xbox and it drives me crazy.  I feel like I never get it.  By the end of the chapter, I see what it is he is getting at.  Basically, there is little difference in being a virtual character and functioning in their virtual world with the understanding of the games objectives.  We use objectives all of the time in our classroom.  We provide a lesson and new information that will hopefully connect with our objectives.  How kids identify with the information be provided can determine to what extent they "get it."  The new information draws from their values and identity.  The ability to function inside this virtual world is a task that is learned and not always decided upon by the gamer.  The game determines the objectives and the perimeters the character must exist within.  The same is true for us in our classroom.  The student must learn the expectations and work within in those expectations, even bringing different values and identities outside of the game we have created.  Students are using previous school experiences to draw from so that they are able to function in the classroom, just as they learn these values and identities of the characters they play.  The author is asking us to be like video games in terms of helping students use their experiences to succeed and learn within your classroom environment.  I like the example about learning physics.  In order to learn physics, the student must think like a physicist.  The student needs to learn the values and identities of this character and think like this character.  This article was a great current analogy for a life long lesson.

Online Learning

I found this study that discusses the implementation of a one to one iPod Touch in a middle school.  The researches wanted to know the following:

1) How are students using iPod Touches in the curriculum?

2) How are teachers integrating iPod Touches in the curriculum? What applications,

procedures, and activities are utilized?

3) What were the successes and challenges faced by teachers and students as they used the iPod Touch as part of everyday schooling?

The results are interesting.  The teachers like that they had easy access to assess students and students had easy access to the internet.  Negative comments were mainly made by math teachers and even students.  It was too difficult to take notes considering the use of numbers and words for explanation.  They basically just used it as a calculator.  Overall students like having access to the internet and grades 6 and 7 had the most positive things to say about their use.  A problem that the researchers noted is that varying teacher practices determined the level of use.  There was not much equal usage across the curriculum.  The suggestion for this is to target different areas that may be useful in professional development.  

I was at a school last year that had the one to one with the Mac.  I thought it was great.  I will be in a classroom this year that doesn't, so this will be very different for me.  It was great to have activities and interactive assignments planned on the computer.  They had access to information for research and places to go for content specific studying.  Also, communication between teacher and student was great because they all had access to an e-mail.

Reference:

Crompton, H., & Keane, J. (2012). Implementation of a one-to-one iPod touch program in a middle school. Journal Of Interactive Online Learning,11(1), 1-18.