Field Experience Interview

Jessica Fancy

Professor Patti Sullivan

Field Experience Interview

Third Grade Classroom

            Mr. Smith’s classroom is located in Bradford, New Hampshire at Bradford Elementary School. This school is located about 30 minutes away from Concord. I have been doing my work study and internship/field experience at this school since freshmen year in my undergraduate degree. When I first started going to this school I started in the fourth grade, and it turned out to be very rewarding. I got a sense of how they used technology in that moment. All the teachers at the school have their own individual websites in which the parents can go to and see what their child’s classroom is like and you can even get to know the teacher a little more. Most teachers will keep with their websites on a daily bases, so if there are any announcements the parent can check the website and the announcement will be there. That means that we are saving trees and instead of sending paper home with announcements, parents can see it right on the computer screen and not have to worry about if their child forgot the paper at school or not. At one point I was in charge of keeping up with the website for one of the teachers.

            When I first walked into Mr. Smith’s third grade classroom I immediately saw two flat screen computers, a projector screen, a smart board, and a computer cart that holds 30 lap top computers. When I was in third grade myself we never had all this technology and never used computers in our classroom. So when I walked into this classroom I was surprised to see all the students using technology. There were a few things that I observed and talked about with the teacher that really had me surprised.

            First, as part of their math lessons some days they use iPod touches. There is enough for each student in the classroom so no one has to share. The teacher will choose what game they want the students to play. Some may think that it is a game to play for fun, but it is both it is fun, but it also helps them practice their addition, subtraction, multiplication, and division facts. The cool thing about the games is the teacher can go and set it to either easy, medium, or hard depending what level they are on. Another cool thing they have on the computers is type to learn. And the students will start when they go into first grade and it will go all the way through until they are done with fifth grade. The students go through different levels and it will help them get better and better with their typing. At the end, they will basically be a pro at typing on the computer and it teaches them to type without looking at the keyboard. They also have study island and khan academy. These two are basically for math. It is almost like Study Island where they will be going through levels, and each level is a little more difficult as they go up. The math will test there addition, subtraction, multiplication, and division. But will also test money counting, word problems, basic algebra and basic geometry.

            After talking to the teacher about these different programs, he has told me that he likes all of them. He says it is very helpful to all the students, because it helps all the students depending on what level they are on. Another good thing about these programs is it can be very confidential. No student will know what level another student is on. So if a student feels embarrassed that they are still on a lower level, they really don’t have to worry because no one will ever know besides the teacher.

My Digital Story

Here is my digital story: http://animoto.com/play/bjS88tr1G2S3illIDF4TdA

Lesson Plan: Animal Alphabet

Enter your name and specific age group(s) to use this lesson: Jessica Fancy; Grade 1, Reading

List the Web site you found your lesson on:  http://www.discoveryeducation.com/teachers/free-lesson-plans/animal-alphabet.cfm

“Big Idea” this lesson plan supports:  Help students learn and better understand the alphabet, the sounds the letters make, and what letter different animals begin with.

Lesson Plan Component	Criteria
Title - Name of Lesson	Animal Alphabet
GSE’s/GLE’s/ Frameworks/Common Core/NETS- Standards (listed under Course Documents)	* Language Arts: Using viewing skills and strategies to understand and interpret visual media: Understands the main idea or message in visual media (ex: pictures, cartoons, visual narratives) * Language Arts: Uses the general skills and strategies of the reading process: Understands that print conveys meaning (knows that printed letters and words represent spoken language)
Lesson Objective(s) - The Student can or will … using a verb from Blooms Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making Higher Order Thinking Skills (HOTS)	Students will recite the alphabet and identify the sounds each letter makes Students will understand that printed letters represent spoken language Students will identify and write down names of animals that begin with particular letter sounds Students will research online for animals Students will create a powerpoint of the alphabet using animals Students will work together as a small group to create their powerpoint Students will watch a video on youtube as a whole class
Materials - What will they need to complete this assignment? Be as specific as possible.	Computers ( 1 per a group of 3) Projector to watch video with speakers attached Paper to write the animals down on Alphabet strip that is posted on the wall somewhere in the classroom Powerpoint on the computers to create their own powerpoints
Anticipatory Set - Prior Knowledge - How will you “hook” students prior to teaching the lesson	In order to hook the students to the lesson: * Students will watch the video Albert and the Alphabetimals-Animal Alphabet http://www.youtube.com/watch?v=09AwZNT9mJc
Procedures - What will student and teacher do? Best practices - Ask 3 questions here to promote higher order thinking related to lesson plan.	1. After watching the video, as a class the teacher and students will review the letters of the alphabet and what sounds each letter makes. 2. The class will be told that they are going to make a powerpoint as a group using the alphabet and animals. 3. The teacher will split the class into groups of 3 4. The students will get into the groups and brainstorm on paper what animal they want to use for each letter. They will first try to think about what animals they want to use by themselves. If they are having trouble with finding an animal they can go on the website that we provide for them website: http://a-z-animals.com/animals/    http://www.animalstown.com/animals/animals-a.html 5. After the students know which animals they are going to use, they can start creating their powerpoint. 6. The powerpoint has to include the following          - One page for each letter of the alphabet          - The letter of the alphabet has to be on the page          - The name of the animal needs to be on the page          - A picture of the animal needs to be on the page          - One interesting fact about the animal needs to be on the page
Closure - How will you have students reflect on what has been learned in this lesson?	As a closure to the lesson, when the students are done completing their powerpoint they will present it to the class. After a group presents to the class we will take a few minutes and go around the class telling the group what we liked about their powerpoint. The teacher will send the students powerpoints to their parents, so they see the work they did
Assessment- Assessment is directly correlated to stated objectives (listed above) and provides an opportunity for every student to demonstrate progress toward meeting the objective(s)   Create a rubric that shows objectives relating to project. - Assessment can be completion of project. Something student creates.	The following rubric will be used when grading the powerpoint http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2377486&
Modifications/ Accommodations Lesson plan includes appropriate modifications and/or accommodations for students needing enrichment, remediation, or alternative strategies Students with IEP - Individualized Educational Plans or 504’s would require modifications or accommodations -	Modifications will include the following * Keeping in mind the students IEP plan * Students will be grouped with a strong student, and a student that needs some help * Extra helpers will be in the classroom for groups that need extra help
Student Artifact:	https://docs.google.com/presentation/d/1srsR-IpETE3DUmKFLGusRNIn5rTsAA-22AwgEboenPg/edit#slide=id.p13

Literature Review Week #4 Cyberethics, Cybersafety, and Cybersecurity

         The use of technology in schools has been a part of every student’s day inside of the classroom. In the last class that we had we discussed and watched a clip on cyber bullying. After watching the clip it made me want to learn and read more about safety when it comes to technology in the classroom. Teachers need to know how to prevent this from happening so they can have a classroom that is free from bullying through technology, that everyone is being safe, and every student is having fun learning new things.

            I read the article, National Cyberethics, Cybersafety, and Cybersecurity Baseline Study. The Education Digest talks about Cyberethics, Cybersafety, Cybersecurity’s awareness policies, initiatives, curriculum, and practices currently taking place in the U.S. educational settings. The learning outcome with this article is course objective #5 Demonstrate a comprehensive understanding of safe, ethical, legal and moral practices related to digital information and technology.

            With having technology in the classroom it has been proved that there are lots of positive outcomes, but it has also been proved that there are also some challenges with it. It is important that we as teachers make sure our students have knowledge about internet safety. A survey was conducted to see how cyberethics, cybersafety, and cybersecurity practices are taking place in public and private schools. What the survey found is the content is limited, and teachers do not feel comfortable with the topics.

            Students are receiving no training from their teachers. Yes, the information regarding ethical issues (copyright, downloading, and plagiarism is in the student handbook, but the teachers are having the student read the handbook on their own. The teachers should be going over it as a whole class because what happens if the student never reads it or some students may not understand what is being said in the handbook. Professional educators need more training about technology safety so they can teach their students how to be safe when using any type of technology. We all need as much training so we can continue teaching our students through technology and have a fun time with it.

Statistics:

·         75%-95% of college students have admitted to academic dishonesty

·         75% of high school students admit to academic dishonesty

·         43% of teens have been victims of cyberbullying in the last year

·         64% of teens stated that they do things online that they wouldn’t want their parents to know about

·         79% of students stated that they aren’t careful enough when giving out information about themselves online