Over the weekend, my fiance and I decided to create a website for my mother. She's a notary public on Long Beach, CA who has recently experienced a decline in business because the banks she was a long time (10 years) contractor with had recently trained in-house and no longer needed her services. Now, she is relying on her people skills... being awesome... to drive her business. We also thought that posting her on a webpage would also be a good market for her. Even better, she lives in Long Beach, CA. Given this, we searched godaddy and found out the domain name: http://www.longbeachnotarypublic.com/ was available. We quickly snatched that up.
The importance of posting this on my blog is two-fold. One, to tell all my friends my mom travels for notaries if they ever need one... and two, because in order to start showing up on google searches, posting a website domain on other websites that already show up in google searches will create a road for discovery. I'm learning.
I will admit to my fiance having the skill to read the code and change the site as needed. I am just the idea collector, etc.
I love putting my $300 program to good use... at least I am getting more than one website worth out of it!
http://www.longbeachnotarypublic.com/
Monday, January 14, 2008
EDC 665 - Week 2 Blog
Using the same learning experience, what were your desired results? Why did you choose these results?
My desired result of the colonial newspaper project was for students to understand the aspects of colonial life and gain a taste of the ammenities that the first 13 colonies had at that time in history. I also desired for students to learn how to research using books for information in which they wanted to include, work together by dividing tasks, and enjoy the process of living through the history of our nation.
Given my new knowledge of understanding and knowledge, I not only wanted my students to be knowledgeable, but to carry on their knowledge into understanding that would trigger whenever they come across another colonial life piece in their own lives. Students would understand timeline of events as they continue through the history of our nation and world and see how these growth patterns affect one another. I want their understanding to be so great that when studying world history the following year in sixth grade, they piece together the timeline and factor the relationships between what was occuring in Europe to what was occuring in the 13 colonies at the time.
I chose all of these results (great appreciation and understanding of colonial life, research abilities, working together in groups, enjoying the history of our nation) for the same reason I chose to begin teaching: I have a passion for learning and I want to share this same passion with my students. I believe that learning about our ancestors and the rich, but new history of our nation shapes decisions that are made today given our constitution, due process of law, etc. I believe it is valuable for students to learn how to find the answers they seek as this world in which they live is about questions. Having the resources to answer those will help each one of us grow. Finally, working together occurs all hours of our (awake) lives.
From the feedback given by my students and their proud faces when their project was unveiled to their parents, families, and friends during Open House, they did in fact learn something. Given their conversations and their watching their faces light up really showed their learning.
My desired result of the colonial newspaper project was for students to understand the aspects of colonial life and gain a taste of the ammenities that the first 13 colonies had at that time in history. I also desired for students to learn how to research using books for information in which they wanted to include, work together by dividing tasks, and enjoy the process of living through the history of our nation.
Given my new knowledge of understanding and knowledge, I not only wanted my students to be knowledgeable, but to carry on their knowledge into understanding that would trigger whenever they come across another colonial life piece in their own lives. Students would understand timeline of events as they continue through the history of our nation and world and see how these growth patterns affect one another. I want their understanding to be so great that when studying world history the following year in sixth grade, they piece together the timeline and factor the relationships between what was occuring in Europe to what was occuring in the 13 colonies at the time.
I chose all of these results (great appreciation and understanding of colonial life, research abilities, working together in groups, enjoying the history of our nation) for the same reason I chose to begin teaching: I have a passion for learning and I want to share this same passion with my students. I believe that learning about our ancestors and the rich, but new history of our nation shapes decisions that are made today given our constitution, due process of law, etc. I believe it is valuable for students to learn how to find the answers they seek as this world in which they live is about questions. Having the resources to answer those will help each one of us grow. Finally, working together occurs all hours of our (awake) lives.
From the feedback given by my students and their proud faces when their project was unveiled to their parents, families, and friends during Open House, they did in fact learn something. Given their conversations and their watching their faces light up really showed their learning.
Sunday, January 13, 2008
UbD and Teaching Math
I love teaching math... but I don't love the struggle of first helping students understand the concept of the problem in general (exactly how to carry over the numbers when regrouping, etc.) to calculate the correct answer and then helping them see when it will "transfer" over to real life. Some real life examples are easy to understand (I am careful to use this word interchangeably given the UbD design... but whether students see for themselves these examples on their own when presented with a problem in the real world could prove this method wrong.
UbD illustrates on pages 42-43 that although mant students can perform the tasks and have the knowledge to answer questions on the Pythagorean theorem, they are unable to carry over this knowledge when the question isn't formally asking to use the method to solve the problem. As a matter of fact, they said only about 33% of students knew to do so when given a problem to solve relating to the concept!
As I am baffled (sort of), I am scared to go back and teach math tomorrow... or any other subject... given this known deficit of concern. As I teach weight, capacity, and measurement and soon, fractions, I want my students to clearly see and understand why and when they would use these, outside of just answering problems 1-30 in their books. I give as many examples as I can, but I often fear their "carry over" is sub par.
Enjoying the book as it challenging the very basis of my teaching credential and training.
UbD illustrates on pages 42-43 that although mant students can perform the tasks and have the knowledge to answer questions on the Pythagorean theorem, they are unable to carry over this knowledge when the question isn't formally asking to use the method to solve the problem. As a matter of fact, they said only about 33% of students knew to do so when given a problem to solve relating to the concept!
As I am baffled (sort of), I am scared to go back and teach math tomorrow... or any other subject... given this known deficit of concern. As I teach weight, capacity, and measurement and soon, fractions, I want my students to clearly see and understand why and when they would use these, outside of just answering problems 1-30 in their books. I give as many examples as I can, but I often fear their "carry over" is sub par.
Enjoying the book as it challenging the very basis of my teaching credential and training.
Wednesday, January 9, 2008
UbD - Understanding by Design - "teaching by mentoring it"
As I read through the first chapter in UbD, I came across a passage that reflects (sadly) the very teaching I find myself stuck in often. It's called "teaching by mentoring it." In this method, according to page 21, the teacher talks, checks off topics and moves on, irrespective of whether students understand or are confused.
I am guilty of this! So often I rely on the textbook creators (let us remember, they aren't teachers) to design my curriculum for me. If I do not use the textbook, I am in fear that I won't cover everything or align myself with other members of my grade level team.
Another reason I believe I "teach by mentoring it" is because I am not as familiar with the curriculum I am currently teaching than the other members of my grade level (although I'm not sure they are either at times!). This is my first year teaching 4th grade and I am still mastering the content with the students. That makes the UbD model a little harder, because I have no prior knowledge of teaching the information or what examples I can pull from previous year's lessons.
I'm enjoying the book... but just wish it was more user-friendly in size. It's such a textbook and not a book I can lug around in my purse.
I am guilty of this! So often I rely on the textbook creators (let us remember, they aren't teachers) to design my curriculum for me. If I do not use the textbook, I am in fear that I won't cover everything or align myself with other members of my grade level team.
Another reason I believe I "teach by mentoring it" is because I am not as familiar with the curriculum I am currently teaching than the other members of my grade level (although I'm not sure they are either at times!). This is my first year teaching 4th grade and I am still mastering the content with the students. That makes the UbD model a little harder, because I have no prior knowledge of teaching the information or what examples I can pull from previous year's lessons.
I'm enjoying the book... but just wish it was more user-friendly in size. It's such a textbook and not a book I can lug around in my purse.
Monday, January 7, 2008
EDC 665 - Week 1 Blog
Think back to a successful learning experience you have designed - what made it successful? What was your role in creating that success?
Colonial Newspaper with 5th graders:
Last year I taught fifth grade. In California, fifth grade standards cover the American Revolution and colonial life. Rather than reading the textbook and moving on, I found a way for my students to gain a taste of colonial life while exploring, researching, and having fun.
Elementary school teaching lends itself to a lot of "down time" where a transition is occuring, students are finishing assessments, etc. Many students work at different levels and at different paces, also. I wanted to find a hands-on project that would both enhance each students' skills and interests, while still encouraging growth. I also wanted to use my skills as a teacher to develop the lesson based on my strengths.
Colonial Newspaper with 5th graders:
Last year I taught fifth grade. In California, fifth grade standards cover the American Revolution and colonial life. Rather than reading the textbook and moving on, I found a way for my students to gain a taste of colonial life while exploring, researching, and having fun.
Elementary school teaching lends itself to a lot of "down time" where a transition is occuring, students are finishing assessments, etc. Many students work at different levels and at different paces, also. I wanted to find a hands-on project that would both enhance each students' skills and interests, while still encouraging growth. I also wanted to use my skills as a teacher to develop the lesson based on my strengths.
My background is in journalism. I have an undergraduate degree in journalism and I specialize most in news writing. My students knew this about me, and they also loved reading the newspaper everyday (as is done everyday in my classroom and discussions occur--I find this a cheap, valuable, and vital learning experience). Then it hit me... tie news writing into what the students are learning in class! Colonial America became the topic and students brainstormed ideas, paired themselves into interest groups for specific pages of the paper, collaborated with each other's sections as not to duplicate and to make the paper more cohesive and of "one voice", and took charge. I had students advertising on the classified's page what the "fashion" and "arts" page was describing. Students were researching clothing from the era, prices that seemed reasonable to sell the items at, researching transportation and possible job market struggles, and digging into real-life information just to complete a fictional paper. They considered their paper to be accurate according to research.
Although I was simply the facilitator in this learning experience and merely planted the seed of an idea into their brains, they did the rest. I was there to give suggestions, advice, writing coaching, and support. I provided the materials and tools (books, Internet, etc.) and they planned, made decisions, problem-solved, researched and worked out their differences. I believe this experience was successful because it was open-ended in nature, but ultimately produced what my intial goal set out to do (in addition to providing an extra activity for that "down" time)-- to incorporate real colonial America into our supplemental projects and get their interest in writing, researching, the lives of the colonists, and working together as team members for the common good and goal of the group.
Wednesday, January 2, 2008
Back in Action, The Art of Possibility
I'm back!It's been awhile since the last blog...
Just finished reading The Art of Possibility and there are a few pertinent points I'd like to make:
The authors did a great job at offering examples of their "practices." Among these practices include a few I found to be interesting and helpful:
"Giving an A" - I've heard this before when a few of my professors in my undergraduate degree used this method. I always thought it was a very positive way of teaching. Giving everyone an A and letting them be held accountable for their own learning is just another way to skip the grading process altogether. Students are more in charge and they often grade themselves more stringent than the teacher would! I've had this experience with students involved in group work. Whenever students give feedback about their peers, they are very critical!
Believing that others will do well... and they will! Having the mindset of positive thinking can produce positive results. This reminds me of the saying "you're as happy as you want to be"--it's very much a mind game. You have to want it and it will happen. You have to be positive and a believer and things will fall into place.
Be a contributor, lighten up and don't let things bother you so much, be passionate, and involve yourself with others and change your mentality from "I" to "WE."
The book was inspirational and had some great insights into how to work with others, how to mentor others to believe in themselves, their cause, and to take action of your own behavior to benefit the WE method.
My favorite story from the book (that was the best part): Ben is a conductor for an Orchestra and he was nervous about a performance with a few of his viola section players out. Then, another woman was out and to his surprise, did not tell him. He found her later and expressed his anger and in turn, she quit (it was a volunteer orchestra). He then wrote a letter to her, Cora, apologizing and expressing his interest to change his behavior.
I love it when the boss is not afraid to admit wrongdoing. It makes the team that much stronger.
Tuesday, December 11, 2007
Learning Adventure #8 -- Writing a book review for Amazon.com
My Review: The Children's Machine - Seymour Papert
The Children's Machine, December 11, 2007
By
Brandy Foster "Brandy - teacher" (Hermosa Beach, CA) - See all my reviews The Children's Machine addresses the many ways students learn. Papert uncovers the reality that students learn opposite of how our westernized world sees this process. According to Papert, students learn naturally outside the four walls of a classroom in which literacy is seen as only teachable through textbooks. The Children's Machine uncovers the deficiencies by which most schools run that prevents students from learning as they should, in a self-directed manner where there are answers other than yes or no. Shades of grey are more accepted in Papert's constructivist view of education he outlines in the book rather than the "official theory" of learning which only sees black and white. Papert has self-created the LOGO program, MicroWorlds. With this program, Papert further illustrates how students can learn without restrictions. Students are encouraged to experiment and use the computer as a tool to shape their own thinking. Mistakes are encouraged, as these mistakes will be formed into discoveries. Another recommended read: Mindstorms.
Brandy Foster "Brandy - teacher" (Hermosa Beach, CA) - See all my reviews The Children's Machine addresses the many ways students learn. Papert uncovers the reality that students learn opposite of how our westernized world sees this process. According to Papert, students learn naturally outside the four walls of a classroom in which literacy is seen as only teachable through textbooks. The Children's Machine uncovers the deficiencies by which most schools run that prevents students from learning as they should, in a self-directed manner where there are answers other than yes or no. Shades of grey are more accepted in Papert's constructivist view of education he outlines in the book rather than the "official theory" of learning which only sees black and white. Papert has self-created the LOGO program, MicroWorlds. With this program, Papert further illustrates how students can learn without restrictions. Students are encouraged to experiment and use the computer as a tool to shape their own thinking. Mistakes are encouraged, as these mistakes will be formed into discoveries. Another recommended read: Mindstorms.
More interested in reading the book now???
Learning Adventure #7: MicroWorlds Video Game creation
After having watched Gary's excellent "how to" videos, I was really excited about creating my own video game. Given the limited time, I created something similar to the example and really found the tutorials to be beneficial. My final game is a pacman style version complete with points to earn. I hope to move further and add a second level to my game when time is more plentiful. What I love most about LOGO is that it tells you when something is wrong. "I don't know how to fill in the blank" ---the language is simplistic in nature, but the essence of it is real programming! I imagine that kids would enjoy the outcome of their projects and worry little about making mistakes.
It took me some time to gain motivation to work on this project, but as I watched others creating games, I became more motivated to create my own. I enjoyed the process and I am excited to move further in the more "complicated" programming. Thank you to my cadremates who produced creative version of the video game. It takes me back to the beloved PONG days!
p.s. initially when I downloaded MicroWorlds EX, I messed around with creating a PONG game. It was quite enjoyable. If only I could figure out Donkey Kong and Lemmings now!!!
See attached pictures above.
It took me some time to gain motivation to work on this project, but as I watched others creating games, I became more motivated to create my own. I enjoyed the process and I am excited to move further in the more "complicated" programming. Thank you to my cadremates who produced creative version of the video game. It takes me back to the beloved PONG days!
p.s. initially when I downloaded MicroWorlds EX, I messed around with creating a PONG game. It was quite enjoyable. If only I could figure out Donkey Kong and Lemmings now!!!
See attached pictures above.
Wednesday, December 5, 2007
In a rut.
This week is parent conferences. The only week the district cuts our days to minimum so we can meet with 31+ parents individually. It's a tough week... but nice to clear the air with expectations, learn about kids, create goals, etc. It also motivates me more as my main focus is my students.
The Distinguished school application process was DAUNTING. It pretty much sucked being at school until 6pm on a Saturday. No extra pay, just a pat on the back and a bouquet of flowers. Happy to contribute my efforts, but it's a lot of work for someone who is already very busy. In addition, the worst part I feel is being away from my students. I feel like I betray them every time I am away at a district meeting. I have missed zero days for personal reasons, but have missed about 12 for school reasons/meetings/etc. It's going to just escalate in January when I have more district meetings and then the FETC conference in Florida. I'm excited, but again, I love to teach and I feel as though there's not a whole lot of that happening lately.
On to grad school. I have to say, as Florida time gets closer, I am more and more bothered by our cadre padre, Bill, not being there when we arrive. I feel as though he deserved it and we deserved it. I was telling a few students the other day that because of this, I just feel like the expectations of OMET have been a let down. I am not as fired up about it as I thought I was going to be when it all started. It's still an experience to remember and I am being exposed to many things that normally would not be at my reach (without the guidance) but I just wish it had ended a different way.
Todd made a comment about me not posting much... and for that matter, no one is. I wonder if it's because it's the end of the term and Christmas time... but it's just really slow. I click refresh and 20 emails don't pop up. As a matter of fact, I've received none tonight. Brent also agreed and sent an email out. Maybe it's the lack of our total participation that is causing this depression for me. I don't know.
Looking forward to Maryland for Christmas and good family time. Any gingerbread house ideas? We have quite the competition at my fiance's house.
Oh, yeah... got my wedding ring in the mail today!!!
The Distinguished school application process was DAUNTING. It pretty much sucked being at school until 6pm on a Saturday. No extra pay, just a pat on the back and a bouquet of flowers. Happy to contribute my efforts, but it's a lot of work for someone who is already very busy. In addition, the worst part I feel is being away from my students. I feel like I betray them every time I am away at a district meeting. I have missed zero days for personal reasons, but have missed about 12 for school reasons/meetings/etc. It's going to just escalate in January when I have more district meetings and then the FETC conference in Florida. I'm excited, but again, I love to teach and I feel as though there's not a whole lot of that happening lately.
On to grad school. I have to say, as Florida time gets closer, I am more and more bothered by our cadre padre, Bill, not being there when we arrive. I feel as though he deserved it and we deserved it. I was telling a few students the other day that because of this, I just feel like the expectations of OMET have been a let down. I am not as fired up about it as I thought I was going to be when it all started. It's still an experience to remember and I am being exposed to many things that normally would not be at my reach (without the guidance) but I just wish it had ended a different way.
Todd made a comment about me not posting much... and for that matter, no one is. I wonder if it's because it's the end of the term and Christmas time... but it's just really slow. I click refresh and 20 emails don't pop up. As a matter of fact, I've received none tonight. Brent also agreed and sent an email out. Maybe it's the lack of our total participation that is causing this depression for me. I don't know.
Looking forward to Maryland for Christmas and good family time. Any gingerbread house ideas? We have quite the competition at my fiance's house.
Oh, yeah... got my wedding ring in the mail today!!!
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