Westing Game Prezi Presentation

This Prezi (embedded in my class website) lays out the numerous characters from the book The Westing Game by Ellen Raskin. As we move through the book, we will add pictures of the characters (or celebrities who students feel should play the characters) and the text that says "Connection?" will be replaced with text that describes the characters' connection to Sam Westing.

• What did you learn about Prezi? 
•  During the time I spent working on this presentation, I learned most of the ins and outs of the program. I learned how to manipulate text in all sorts of ways (color, font, arrangement, size) as well as how to best form a "path" through my presentation. ON a more abstract level, I learned more about what is important in visually organizing and displaying information for students; with this program, you can't just through text around - everything has to contribute to your purpose.
  
• What instructional problems could you use this technology for?
• This technology is obviously great for presenting material that would be difficult to present in a linear fashion. Also, it would clear up wall space in my classroom and cut down on paper usage. For example: when reading a book with a complex plot, a vast amount of characters, or that covers a large setting, our class or individual class members would be able to post all of this information visually online, which means I wouldn't have to make tons of copies or find a bulletin board on which I could sort out this information for my students.
  
• What are 2-3 activities you could use this technology for in your own teaching? List the instructional standards if you can identify them.
• This would be a great review activity. By going backwards or forwards through my specific presentation, you could either recall the connection based on the character, or you could recall the character based on the connection. Instead of having students flip through Power Point slides about a topic, they could instead navigate through the Prezi, which would remind them of information but also of relationships.
• I love the Prezi because it is like a class Wiki or blog but instead of just text, students can organize their ideas graphically and online, so everyone can access it all the time. All of the State Core objectives for every grade level require that students learn how to effectively conduct research, and then compare/contrast, persuade, or inform using their research. If students were working as groups or on their own, the students can create a Prezi and, either by themselves or with group members, edit the Prezi in order to show research. Each group would be required to allow me (the teacher) to "edit" the Prezi, but in essence this would just allow me to see the Prezi during all stages of formation. The individual who has used Prezi as a brainstorming device or a graphic organizer for a research project would email me the link to his presentation, thus giving me a glimpse into his writing process, and allowing me to give him feedback on his ideas before he begins writing.

A final thought: I don't necessarily love Prezi because of the pathway thing. I really love it because it is a way to present and organize information graphically, in a way that is not possible with a blog or Wiki. Also, the fact that this program is online and can be edited by anyone who is invited to do so makes it a great way for students and myself to share ideas, review information, and collectively contribute to a class work.

Teaching An Old Dog Some New Tricks

I chose to teach my dad, age 49, about cyber bullying: I taught him what it is (any harrassment that occurs through a technological medium) and what he can do to help his kids (my siblings) if they are ever faced with this issue. Specifically, I gave him a formula to teach kids what to do: STOP: stop responding to the messages; BLOCK: block the person from the game or networking page; and TELL: kids should tell a responsible adult about the interaction (this formula comes from the Frontline documentary about Internet safety). I also sent him a link to this website which gives lots of helpful tips to parents for how to help kids avoid and deal with cyber bullying.
It was a little difficult to engage in this teaching experiencing because I was talking to my dad about something he didn't really know about; I was in a position of intellectual authority so it was a weird role reversal in our relationship. This gave me a little bit of a heads up for what it might be like when I, as a young, new teacher, might need to educate older, more experienced teachers or parents about a topic that they aren't really familiar with. It's a little uncomfortable, but in the end it is critical to our students' safety and well being for everyone to be familiar with this issue.

What I've Learned About Internet Safety

After reading extensively about Internet safety, and I have learned many important things. I specifically focused my research on cyber bullying and maintaining balance in life when it comes to using technology. In particular, I learned more about the exact definition of cyber bullying, its effects, and the motivation behind it. As an adult, it is my job to establish a good relationship with my students and my children so that they feel comfortable coming to me in the event that they are being bullied through technology. As I set a good example of someone who uses technology safely and responsibly, and also by teaching students/my children plainly and openly about cyber bullying, I can be a means of preventing and stopping mean and inapropriate uses of the internet.

As far as maintaining balance goes, I learned so much about what it means to be addicted to things like gaming and social networking sites. Articles from the church, like this and this, both helped to educate me about the spiritual dangers that accompany the Internet. The Internet must be used as a tool for good and in moderation. I really appreciate the words from the church about using technology responsibly, because it reminded me that I have a moral obligation as well as a professional obligation to teach my students about the dangers of using the Internet.

An excellent site that teaches people of all ages about Internet safety is http://www.netsmartz.org/Teens. This site has sections specifically for teachers, parents, and teens. Videos, informational articles, and links to other helpful websites are all found on this site. My favorite thing about this site, however, are the free lesson plans that help teachers to effectively educate students about the ins and outs of Internet safety. This website was a huge help, because while I now understand Internet safety, I was worried about how to effectively share my knowledge with students. I will for sure use this website when it comes time to educate my students and maybe even my children about Internet safety.

Researching Research Documentary

Here is a documentary that I created in order to instruct other teachers about the best way to teach writing research papers while staying in accordance with the Federal Common Core. I chose to work with the Common Core because it will probably be adopted by most states in the coming years, thus referencing it makes my video applicable to a broader audience. Below is a list of references that were used in creating the script for this video. I highly recommend reading the articles from English Journal, all of which are short but highly informational. Enjoy!

I had to break it into parts because the original file was so big.

Part 1: http://www.youtube.com/watch?v=wCt6idSQDSw
Part 2: http://www.youtube.com/watch?v=V0JMwS85H-8
Part 3: http://www.youtube.com/watch?v=z_Gbp4Rzkuc

Works Referenced

Benson, Linda K. "How to Pluck an Albatross: The Research Paper Without Tears." English Journal
     76.7 (1987): 54-56. JSTOR. Web. 28 Feb. 2011.
"Common Core State Standards Initiative | English Language Arts Standards | Writing | Grade 9-10."
     Common Core State Standards Initiative | Home. National Governors Association. Web. 22 Feb.
     2011.
Crawford, Janet L. "Redefining the Research Paper and the Teacher's Role." English Journal 81.2
     (1992): 79-82. JSTOR. Web. 3 Mar. 2011.
Dean, Deborah. "Inquiry." English 423. Brigham Young University, Provo. 7 Feb. 2011. Lecture.
Dymock, Abbee. "Re: Research Questions." Message to the author. 14 Feb. 2011. E-mail.
Gerschke, Annelise, Omer Arain, and John Chausow. "A Nerdy Request." Message to the author. 17
     Feb. 2011. Facebook Thread.
Krueger-Zuengler, Sara. "Re: From Your Former Student: A Request For Some Teaching Tips."
     Message to the author. 14 Feb. 2011. E-mail.
Kujawa, Thomas. "Re: From Your Former Student: A Request For Some Teaching Tips." Message to
     the author. 14 Feb. 2011. E-mail.
Perrin, Robert. "Myths About Research." English Journal 76.7 (1987): 50-53. JSTOR. Web. 3 Mar.
     2011.
Pfaffinger, Kathryn. "Research Paper Baby Steps." English Journal 95.4 (2006): 75-77. JSTOR. Web.
     22 Feb. 2011.
Pfeiffer, Mike. "Re: From Your Former Student: A Request For Some Teaching Tips." Message to the
     author. 14 Feb. 2011. E-mail.
Rast, Carlisle L. "The Beginning Research Paper." English Journal 50.7 (1961): 469-71. JSTOR. Web.
     22 Feb. 2011.
Roessing, Lesley. "Making Research Matter." English Journal 96.4 (2007): 50-55. JSTOR. Web. 25
     Feb. 2011.
Stevens, Eilene. "Re: From Your Former Student: A Request For Some Teaching Tips." Message to  
     the author. 12 Feb. 2011. E-mail.
Teitelbaum, Deb. "Why Is the Sky Blue? Using Children's Questions to Motivate Research." English
     Journal 95.4 (2006): 30-35. JSTOR. Web. 4 Mar. 2011.

Video Project Story Board

I'm in the process of creating a movie for both IPT 286 and ENG 423. My movie is a documentary which explores the question: What concepts are essential to effectively teach students about researching wile satisfying the teacher, the student, and the state CORE all at the same time?

 Below is the "story board" for how my movie will pan out.

Video Project Story Board

Teacher gets on and explains:

-I like the CORE; it gives direction and a guide, but it’s not very specific,   especially about research papers.

            -I’m tired of doing research projects like this: show power point slides

            -My kids are responding like this: quotes with pictures and voiceovers

            -There must be another way!

Show title screen:

RESEARCHING RESEARCH: A TEACHER’S QUEST TO RIGHT HER RESEARCH WRONGS

Tape teacher walking down the corridor of the JFSB:

I’ve come to a local center of learning, Brigham Young University, to speak with some respected English educators. I’m hoping that they can give me some advice as to how I can better teach my high school students to write a research paper as dictated by the Federal Common Core.

Show footage of teacher knocking on lots of different doors in fast motion with upbeat music playing.

Teacher says to the camera as she walks from the building:

Well, I’ve gotten a lot of really great ideas for different kinds of research projects that I can use in my classroom. Each scholar has a different idea for a type of research project.

List types with short explanations and a picture (no more than 5!!!!)

These are great, but I want to go deeper. I’m going to talk to two more sources: professors Mortenson and Thomas.

Show the pictures with a voice over:

Both of these scholars are published in the English Journal, and have experience teaching  English at all levels of education. Having tried many of the methods that I have learned about, perhaps they’d have some insight into some key concepts or principles that can apply to making any sort of research project better.

Tape interview with Jenni  (insert text over the screen to point out key points) – Key points: Inquiry and Making Research Matter

After the interview, have teacher leave the apartment with the camera and say:

Hmmm…interesting. Let’s go talk to Professor Steven Thomas.

Tape interview with Steve (insert text over the screen to point out key points) – Focus on process and Modeling

Go back to original setting and have the teacher sitting down, writing down thoughts

Review what was learning, synthesize info, show how the skills suggested by Drs. Mortensen and Thomas not only fulfill the CORE requirements but exceed them as well. Have a table comparing CORE with ideas, big check marks, while voice over is playing that explains everything. Finish off with renewed excitement to plan and go through a research unit with the students.

Credits and Statement of how the views in this movie where based on the real views of interviewed teachers, students, and the views of scholars as expressed in their peer-reviewed articles. Give appropriate citations.