Sunday, May 27, 2012

tool 11

1. What are your favorite tools you now have in your personal technology toolbox? Briefly describe a particular activity that you will plan for your students using at least one of these new tools. Google docs will be my favorite as it allows flexibility and data sharing (cloud).

2. How have you transformed your thinking about the learning that will take place in your classroom? How has your vision for your classroom changed? Are you going to need to make any changes to your classroom to accommodate the 21st Century learner? All this tech. will enhance what I already do. My thinking shifts as the materials come to hand.

3. Were there any unexpected outcomes from this program that surprised you? No, but it would be so much better in a cohort of my peers or at least related fields.

tool 10

  • Atomic Learning has workshops that can help you and your students learn more about:

    • Creative Commons-learn about the licenses to mark creative work (Creative Commons Workshop - Key# 74162 - 74178)
    • Digital Citizenship - touching on netiquette (84039) (84041), email (84040), online harassment (84042) and avoiding plagiarism (84043) (part of the Effective Online Student Workshop)
    • 1. Discuss at least three things you would want to make sure your students understand about being good digital citizens. A) free speech shall not hurt others. you cannot spew venom and call it "your opinion" B) if you did not create it you are stealing if you take it. Just because it's available on the web does not make it "free" C) control your use of resources. Big files, hogging time, too much data or bandwidth use hurts others.
      2. Share at least one of the resources mentioned above or on the Ed Tech website that you plan to use instructively. The atomic courses listed above are a great start
      3. Explain briefly how you would "teach" the idea of digital citizenship to your students. I would use skits and stories covering district policies and best practices
      4. Explain briefly how you plan to share the idea of digital citizenship with your parents.  I would use print, video, and audio based on above.

tool 9

  1. Why do you think it is important to tie the technology to the objective? the goal is still blooms not how to play with tech. what the students learn is still the same, it's how they learn that is opening up,
  2. Why should we hold students accountable for the stations/centers? protect equipment and set boundaries of use and time and accomplishments
  3. Visit 2 of the applicable links to interactive websites for your content/grade level. Which sites did you like. How could you use them as stations? How can you hold the students accountable for their time in these stations?
  4. List two to three apps you found for the iPod Touch/iPad that you can use in your classroom. "sides" which contain the 'other' actor to work off of. "facetime" acting with partner across the room. "ibooks" public domain scripts and stories. What do you see that station looking like? student works in "non-classroom" parts of theatre How can you hold the students accountable for their time in these stations? Without the technology my students have a set time to rehearse and then must perform for a grade.
  5. What about other ways to use the iPod Touch/iPad? Share another way you can see your students using the device as a station. 
  6. record lines to improve memorization
  7. video looking for good/bad blocking and gesture choices

tool 8

I am very familiar with all the tech listed.
I'll use the wi-fi connection,the cameras and microphones, the web browsers, and a local printer to expand what we do in class.
Management will be from the suggestions of the district, very precise location and handling of equipment (modeled by our own Ms. Brow), and a contract with rules and discipline consiquences.

tools 7

I plan to work with Cecilia Smith (speech/debate NHS) and her class to critique Dramatic prose and my Drama 1 students. 

Content Ojbective: Give useful criticism for acting and  scenes.

Plan to implement: Month of September 2012

Tools to use:   Make videos and post on google docs with chat option among our students from each other's classrooms, we could watch the scenes and then post to give criticisms.Skype would also work with this with recorded/live camera turns on critique

Project Plan::  We will watch the acting entries for upcoming Festival/contest and give critiques. 
this would use any chat/blog program (blogger?) or SKYPE or Google docs

tool 6


look at he simulated blog post on acting. The students can share their fears and encourage each other.

google docs
each student would use the form from google docs and express there understanding of the facets of the needs on the describing acting (copied below)
OBJ: Each student will demonstrate knowledge by restating the strands of acting and provide an example or description.

(1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.
(2)  Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
(c)  Knowledge and skills.
(1)  Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:
(A)  improvise, using emotional and sensory recall;
(B)  develop and practice theatre preparation and warm-up techniques;
(C)  employ stage movement and pantomime consistently to express thoughts, feelings, and actions;
(D)  develop and practice effective voice and diction to express thoughts and feelings;
(E)  define and give examples of theatrical conventions (time, setting, fourth wall, visual elements); and
(F)  analyze and describe the interdependence of all theatrical elements.
(2)  Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:
(A)  demonstrate safe use of the voice and body;
(B)  analyze a character from a script, describing physical, intellectual, emotional, and social dimensions;
(C)  portray believable characters when applying acting concepts, skills, and techniques; and
(D)  improvise, write, and refine monologues, scenes, and vignettes to convey meaning to the audience.

acting feedback

using the scene grade sheet criteria, (reading, blocking, working, {voice,gestures,changing levels diction,characterization, polishing, technical, dress) what are the hardest and easiest to do?
give an example and/or imbed a video or audio of it in action.
public speaking 'cause i'm afraid to pronounce it wrong!
I like improve' pantomime. it's fun to tell a new story