While preparing for next Tuesdays session, I began with a simple idea of creating a blog to help share thoughts and ideas about our class (which I had been thinking about doing anyways). While doing that, I stumbled across the google sites and then decided to create an entire webpage to help organize thoughts/expectations about our seminar. We can also share some files there.
On that page you will find recent HW assignments, helpful links, and some recent postings regarding what I have been learning about the portfolio process. All of which you should look over this weekend to prepare for Tuesday.
One specific activity I proposed for this week was to go to http://www.explorelearning.com/ use the user name and password I provided you and do the fraction garden gizmo (not necessarily all of it). But do follow along with the exploration guide. This is what a student would do. Browse and play around with some other gizmos too. Then, post a reply to this blog about some thought you have about the gizmos. Could you see using these in your class? If so, how would you introduce the activity? Would the students work alone or in groups?
You do not all need to post a specfic reply, but the particpant to become a follower of this blog and post thoughts about the gizmo will receive a somewhat valuable prize on Tuesday.
I love the gizmos! I cold absolutely see the students using these and getting a 'hands-on' lesson without actual manipulatives. Assuming technology is available, I'd project the gizmo onto the board and do a quick explanation of the activity by actually showing them the gizmo. The kids are very computer savvy, so I dont think much intro would be necessary for most. Letting them explore with Bud and Blossom is part of the learning and the fun. I think working alone on this would be best. Working in groups would leave one person doing most of the work. The bigest barrier to using gizmos is the difficulty in finding computer resources. We use study island extensively for our intervention classes and I think the kids get a significant amount done because they are able to see their answers immediatley and an explanation of what they did wrong if they missed a question. Using technology really shakes up the ordinary and makes it more exciting- getting computer access in CFHS is very difficult!
ReplyDeletewow- holy typo's
ReplyDeleteCongrats. You just won a $10 gift card.
ReplyDeleteThe Gizmos are best for the students to do independently. There are nice warm-up provided for the younger grade gizmos.
The only tech. obstacle is being sure Shockwave (I think) is loaded and of course you need a 30-day trial or paid account to use.
I would try using this as one of my stations when we do station work. I might even group kids based on what game or exploration I wanted them to participate in. For example, if 3 students needed work on fractions, I would group them that way and have them play the fraction game when they rotated through the technology station. I think I would try to hold them accountable by trying to foster a competition between individuals and/or groups depending on each class and group dynamic. I would also have them competitive some of the work in rounds, where Student A is responsible for using the mouse and keyboard and Student B is responsible for being the leader that provides directions, etc.
ReplyDeleteI would also post a site like this to my own class website and offer students alternative homework assignments and/or extra credit for working on the site.
- Kate B
I also like the short assessment at the end of the game. It looks like a quick and easy exit slip that would not be difficult to track.
ReplyDeleteKate B
Yeah, what is nice is that every gizmo has a 4-5 question assessment and the results go instantly into the teachers page. I can see right away how many of my students score 3/5 etc. and also can see which questions they missed. You can also reset the assessment and have them do it again.
ReplyDeleteI thought that this was a fun activity because initially it allows the student to simply create the fractions, and the little gardeners are responsible for placing them correctly on the number line. This would allow the students to make the connection to how changing the numerator or denominator affects the value of the fraction, relative to the other fractions they have already created. After the students played around for 5 minutes, they would have created a pretty thorough number line.
ReplyDeleteI scored 5/5 on the assessment!.....impressive, no? -jedwards
I enjoyed the fraction garden gizmo. It provides students with a nice interactive visual. I wish all students had a computer at their desks everyday. I also tried the function machine gizmo but I found it to be difficult to follow because it only shows the input and output of a function and does not show how the number changed.
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