7:00 a.m. Went to print my data sheets…no printer available. I believe it was something to do with my documents from Excel Mac to Excel PC. Had to check out a video camera and find a tape. Had two other video cameras as backup.
9:00 a.m. Videoed 1st period without any problems. Students asked why I was there and what I was doing. I informed them I was gathering data for my research. I told them I was completing scientific research. I told them I would share the complete data with them as well for their class. They were cool with that.
10:41 a.m. Began video of 3rd period. About 15 minutes into the videoing, realized the camera was on short play and not long play. Short play tape is only 1 hour long. I had to use one of my back up cameras. About 15 minutes before the end of class, I ran out of charge on that camera. I didn't get the last 15 minutes of class. Before 5th period, I stopped by my office and picked up my last camera and put the other one on to charge.
12:04 p.m. Using the last video, (I charged it and transferred any video that was on it to the computer) I began videoing class. About 30 minutes into the class period, I ran out of memory. I looked to make sure all the other video I had just transferred was deleted. It didn't delete. So I had to delete those one by one so I missed about 10 minutes of class. I did get the last part of the class.
Note: I will need to print the data sheets at home.
I will need to pick up more video cartridges for each day.
I will need to ensure my backup cameras are charged and memories are empty.
Wednesday, February 15, 2012
Today, all three classes were in the computer lab. All went well with the videoing except, I had to move from one camera to the other. I am having to use my small cameras (flip and Kodak EasyShare) to capture video. I will need to ensure they are charged and I have transferred video from them before I try to capture more.
Friday, February 17, 2012
We were back in the classroom today. The students were doing a lab on Natural Selection. They were in paris and had manipulatives. After my discussion with Ms. Baker concerning what true engagement is versus on-task behavior, I began to notice the truism in her statement. I think I gained some really good data during 1st period. 3rd period I videoed about 15 minutes of class and had to go to the principal to deal with a discipline issue I witnessed, therefore, I had to stop videoing. I didn't even get to video 5th period. I will have to video 3 times next week in order to get good data.
I talked to Mr. Hutchinson about the student survey. We decided to give it next week.
Student Survey
Once the data had been assembled in an excel document, I noticed that the majority of the students said they learned best through labs, videos, field experiences, and hands on practical sessions. What this should tell us as teachers is that we need to move from teacher-centered classrooms to student-centered investigative practices.
Planning with Teacher:
Originally we had planned to begin the planning process for the technology integration in March 2012; however, the science team was instructed to begin Tier III pullouts and both these teachers were involved in these until the EOCs were taken. So what we decided to do was pick up with the testing with the same kids next year.
October 2012
The planning process began during this month. I had located all the students I had previously observed and began work with their teacher. We decided to create an interactive unit on solutions and sovents. So we pulled the C-Scope lesson and transformed the student expectations for this unit into and interactive Mimio notebook lessons. The lesson required them to watch videos, read short description of the information, create a definition in their own words, illustrate using the Mimio pad, write the new defintions and explanations in their own works using the Mimio, manipulate shapes to form specific molecules, and then create their own project as a culmination of this unit. They were to work in partners and discuss their definitions, their illustrations, and real-world applications.
February/March 2013
I have enlisted the aide of another science teacher who has similar classroom demographics as did the initilal class that I observed. He has agreed to plan a lesson with me and allow several groups of student move through the lesson using the student-centered plan, while the other part of his class continues with the traditional style of teaching that is normally done. We are going to wait until the first round of STAAR EOC tests are over so I have time to plan with him since I am one of the campus testing coordinators and am having to expend an exhorbitant amount of time with retesting lists, lists of students who passed but not at the state standards level, and the list of 9th graders who will take the test.
AR Project Summary
Thank goodness for EDLD 5398. Because
I was forced to begin the writing of my research paper, I have a good start. What I still need to do is formalize my data
charts and continue with my writing.
Moreover, once I actually watched the teacher implement the unit we had
planned using the Mimio notebook interactive activities and Mimio pads, I was
excited to see that the students who were using the pads, and were usually
disengaged in the lessons, were actively engaged with the material. I heard discussion concerning the definitions
and the illustrations taking place between partners as well. Because of our networking and types of
filters we have in place, we did have some issues with the saving of the files
each day and the access to the video links in the unit notebook. The first day, the students were orienting
themselves to the use of the pad. They
were given time and a space in the digital notebook to practice. The next two days were all work. The first day we had 94% engagement with day
two and day three at 100% engagement of the students using the technology to move
through the learning.
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