looking to join a group

Hi
This week we have to be in groups of three.
May I join someone's group?

Cherry-Ann

Safety on the Internet

1)      What do you understand by the term 'nettiquette'? Can you provide some examples of 'nettiquette' guidelines for young persons that you would emphasize to your students?

Netiquette is good manners and rules for internet use.

Guidelines for Using the Internet

                       

Be polite. Never send unkind messages.Use appropriate pictures and language.

      

Keep comments short and on the topic. Always read what you are replying to. Do not use all capital letters as it means that you are shouting.

           Do not give out personal information such as addresses, telephone number, passwords  

         Tell someone if you come across something that makes you feel uncomfortable. Do not respond to any messages that are mean. Never agree to get together with someone I “meet” online  

         

Get permission before downloading or installing software or doing anything that could possibly hurt our computer or mobile device or jeopardize my family’s privacy.

Be careful of what you see/ read online especially Pop-Up adds. There are many “scam” websites encouraging one to sign up or to part with your money.

2)       What type of web tool 2.0  technology would you use to promote discussions among your students (and maybe parents)? Explain why you selected the technology that you did.

Facebook will be the choice of web tool for me. I teach at a primary school and I believe that most of my parents and students are familiar with this tool. Some parents may be hesitant to encourage their children to use Facebook but sessions on use of the internet for the students and guidelines for monitoring students will be encouraged. A close group will be set up.

The use of this tools can improve communication among members. Teachers can convey notices and information on projects, homework and class activities. Students can use this to communicate with teachers and each other on issues when away from class. Parents will be aware of the class and school activities. They can also gather information/ assistance from the teacher, other parents and students on various issues. 

Lesson Plan revised using webtools

Class: Standard One
Subject: Mathematics
Lesson Plan Title: Geometry: Three dimensional shapes
Concept / Topic to Teach: Identification of three dimensional shapes
Time:              25 mins-30 mins
Specific Objectives:
 Students will:

·         identify three-dimensional shapes

·         use correct mathematical names for the solids

·         make three-dimensional shapes

 Previous Knowledge/ Experience: The children will have prior experience with 2-D shapes and will probably be able to describe their properties. Some will have knowledge of 3-D shapes.
Required Materials: Projector, laptops computer, copies of worksheet, an array of solids pencils, paper, balls of plastercine and tookpicks.
Youtube videos: https://www.youtube.com/watch?v=opHlH-UtGBg  
https://www.youtube.com/watch?v=NB8lURZlMJE&list=PLXYl2mZ5CvSIzQhdnejJ16uN8ASqU_unM     
Anticipatory Set (Lead-In): https://www.youtube.com/watch?v=opHlH-UtGBg  
This video will review 2 D shapes and introduce 3 D shapes.
Step-By-Step Procedures:

Content	Teacher’s Strategies	Students’ Activities
Section 1: Identification of solids	Distribute solids Guide through questioning to elicit students’ knowledge of solids gained from the video: §  Can you tell me about the solids you have in your hand?	Assist in sharing the solid shapes. Participate in discussion using own language to describe solids manipulated. Example: box has a square flat side.
Section 2: Using correct mathematical names for solids	Correct the students as discussion goes along. §  A box with square flat faces is called a cube.	Repeat the correct mathematical name corresponding to the solid being described.
Section 3: Solids in the environment	Invite students’ to share the list they made of solids they know when they were watching the video. Ask students to state why they think it is a particular solid by identifying thee properties. Record the list. Question students to elicit from them things that are not on the list similar in shape to specific solids. §  Do you see anything in the classroom which looks like a cuboid? §  What about in your home (kitchen)?	Share the solids on the list. Use the properties of the solid to validate choice.   Participate in discussion.  Use correct mathematical names when identifying solids seen in the world around.
Section 4:Making of three dimensional shapes	Play video   https://www.youtube.com / watch?v=NB8lURZlMJE&list= PLXYl2mZ5CvSIzQhdnej J16uN8ASqU_unM pausing after each the making of each solid. Observe students at work	Watch video In groups of four make a model of the solids.

Closure: Teacher asks students to identify the solids they made and to name the others they studied but did not make.

Evaluation:

§  Students will be observed during activities to ensure that they correctly identify the given solids and use correct mathematical names for solids.

§  A worksheet to match solids to things seen in the world around.  

 
 Homework:

Extension: Quiz http://www.ixl.com/math/grade-1/identify-3-dimensional-figures

Lesson Plan one without the use of web tools

Class: Standard One
Subject: Mathematics
Lesson Plan Title: Geometry: Three dimensional shapes
Concept / Topic to Teach: Identification of three dimensional shapes
Time:              20 mins-25 mins
Specific Objectives:
 Students will:

·         identify three-dimensional shapes

·         use correct mathematical names for the solids

·         identify geometric solids seen in the world around them

 Previous Knowledge/ Experience: The children will have prior experience with 2-D shapes and will probably be able to describe their properties. Some will have knowledge of 3-D shapes.
Required Materials: Projector, computer, copies of worksheet, an array of solids
Anticipatory Set (Lead-In): An array of three dimensional shapes will be distributed for students to manipulate.
Step-By-Step Procedures:

Content	Teacher’s Strategies	Students’ Activities
Section 1: Identification of solids	Guide through questioning to elicit students’ knowledge of solids: §  Can you tell me about the solids you have in your hand?	Participate in discussion using own language to describe solids manipulated. Example: box has a square flat side.
Section 2: Using correct mathematical names for solids	Correct the students as discussion goes along. §  A box with square flat faces is called a cube. Direct students’ attention to slide showing the specific solid. Invite all students to identify the specific solid from among the array of solids already given.	Repeat the correct mathematical name corresponding to the solid being described. Pay attention to the slide being shown on the projector. Identify  the specific solid from among the array of solids.
Section 3: Solids seen in the world around	Direct students’ attention to a slide showing all the solids discussed. Question students to elicit from them things in their world that are similar in shape to specific solids. §  Do you see anything in the classroom which looks like a cuboid? §  What about in your home (kitchen)? Present slides with various clippings of solids seen in the world around. Invite pupils to identify the solids seen, ensuring the correct mathematical names are enforced in their language.	Observe the different solids presented. Participate in discussion. View slides presented. Use correct mathematical names when identifying solids seen in the world around.

Closure: Teacher will present a slide showing mixed clippings of solids to review.
Evaluation:

§  Students will be observed during activities to ensure that they correctly identify the given solids and use correct mathematical names for solids.

§  A worksheet to match solids to things seen in the world around.

 

 
 
 Homework:

The Online Tutor

The Online Tutor

I consider that three most important roles of the online tutor to be:

·         Facilitator

There is an element of detachment in online learning. It is not as easy to build a learning community as in face to face sessions and it is easier to feel a sense of isolation Therefore a major role of
the online tutor is establishing a social climate. Hence discussion forums, group works, projects and feedback are activities that should be encouraged. For example at the beginning through the introduction forum the instructor as well as the participants tell a little about themselves so that they get to know one another. From this information the instructor will have an idea of the interest, commonality, as well as the differences among learners. It is vital that the instructor be a participant in these exercises to model expected behaviour and to supply leading questions to provoke thought and interaction.

·         Instructor

The tutor must post the outline, objectives, assignments, timelines and code of ethics for the course upfront.  This provides learners with and overview of what the course entails and expectations. It prevents chaos as it assists with the management of the course and ‘class control.’

·         Technician

One does not expect the tutor to repair a computer but here the technician refers to the ability of the tutor to help learner sort out challenges they have with the software. Inexperienced learners have issues login into the software or with their passwords and need guidance. Others issues have challenges navigating the software or uploading assignments. The tutor must be able to competently guide the learner through these types of technical challenges so that they will not become frustrated with the software as frustration may lead to dropouts. This guidance can also build confidence with those who feel intimidated by the features of the platform used.

 The instructional model promoted in this EPA course fosters these roles. At first participants were given time to become familiar with the platform and technical challenges where ironed out. The course calendar was posted and code of conduct established. So participants knew how to behave and had an overview of the course content for the duration of the course.  Each week is divided into module with guides to follow and assignments to be done. There is a strong element of building a learning community through discussion, blogs and instructor involvement.

Influence of web 2.0 on teaching approach

Challenges of the online learner

Having done some of my BED and MED via the internet the mayor challenges faced were:

1.    Challenges with internet access, sometimes the internet service is unreliable. At times one computer adds to the stress if it is attacked by viruses.

2.    Online learning has a sense of detachability, meaning that one does not really foster a strong relationship with one’s classmates as one would build in a face to face classroom setting.

3.    Some clarification are better sort with direct communication. Sometimes one would send an email or make a discussion post but the time it takes to gain a response maybe tardy or the discussion may not be in real time. This seems to lack a flow in questions or arguments.

Firstly there is not much an online tutor can do with regards to challenge number one except, be flexible. The reality of computers and internet service is that that there is a most likely chance that one will experience a bit of uncertainty or crashing of the system. However, making allowances and giving student time to recover will encourage continuance with the programme

For challenges two and three there are a number of measures on can take such as responding promptly, forming online groups, partaking in discussion or having a live chat. I find that having a mentor in a distance learning programme quite beneficial also. 

If they only knew

Most young persons dream of  having a family but if only they knew that with this joy comes much responsibility. Parenting is a mammoth tasks that has no end and in this era the advancement in technology has provided another dimension. A friend of mine was telling me a story of a three year old who redialed a number on the phone and had a conversation with her. This same infant is able to take a picture with the cell phone. She need no manual.

This is true for many of our youth. While we are reading the manual, they grab the gadget and begin to explore the many functions. Many of us are isolated about the activities of our children because they use technology to lock us out. So parents of today must also be a lifelong learner so that the can adequately guide and mould the youth of today.