Brains come alive

I borrowed an adapted assignment from my good buddy Kristin called Fun with Brains regarding the characters from Fahrenheit 451. Students were to select four characters and dissect each brain into four quadrants equal to the amount of the brain devoted to a particular subject that character would be thinkng about. After completing that portion of the assignment, they were to attribute quotes and explanations to these sections. Here are some samples to share using different tools of technology.

Period Two:
Adrianna
Alee
Emily
Jessica

Period Five:
Ben
Emily L.

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Conferences coming up

With the imminent approach of parent teacher conferences, I am interested in some reflections from my students over the past 9 weeks (this means we are halfway through the semester-yahoo). What do you think? Has class meet your expectations? What is challenging you? What is exciting you about class? Also, I would encourage you to reflect back over the projects we have accomplished this semester and evaluate those as well. Take a look at what other classes have done:
English Nine podcasts:
www.smithenglish9.blogspot.com
This I Believe podcasts
English Nine Honors SAT vocab assignment:
www.annesmith9h.blogspot.com
Wonder Woman Gone Country
English Literature scribe:
www.smithewl.blogspot.com
Daily Scribing

Also, think of this, I will be sitting in the gym for three and one half hours each night for two nights over the parent teacher conference time, what do you want your parents to know?

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Mr. Meyer...when will we really start using them?

I have waited to post here as I have felt that, in comparison to other laptop rooms, we have done little so far. We have blogged (sometimes to an obsessive extent), but that has been done out of class. We did some research in class, utilizing our laptops to look at the constitutionality of some scenarios and then finding cases to support our findings. The activity seemed to play out much like it had without computers, except the computers seemd to slow them down a bit. The two times they were the most helpful were when the counselors took the seniors and when we had a sub. Both times, I was able to create lessons that I think had value rather than relying on a video (usually used just in case the sub wasn't prepared for A.P. level discussions).

So what have we been doing? In my mind, we have spent six weeks developing a constructivist mindset where students have created an atmosphere where they want to know more, where they are challenging each other to support their ideas, where they are participating beyond "is it on the test?" discussions. Now they are ready for laptops and the wikis, podcasts, etc. that are better suited to future units.

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Finding the Right Balance

With the exception of my first hour English 10 class, I teach in a "laptop classroom" where the laptops are not used on a daily basis. In my 4th and 6th hour Honors American Literature classes, for example, the laptops are rarely used for the entire period, and we probably take them out of the cart about two or three days out of the week. I deliberate over how to incorporate the laptops in my planning. While I realize that the laptops hold endless potential, I tend to abstain from designing units and lessons that revolve around the technology. To be honest, I alternate on a daily basis between feeling guilty for not using the laptops enough and feeling guilty for too often sacrificing valuable non-laptop activities for the ones that utilize the technology (and may or may not be a success).

I would like to hear from the students' perpsectives where this balance lies. Students in the laptop classrooms--what impressions have the first six weeks left on you? In other words, which activities have the laptops genuinely enhanced, and which have they detracted from? Have we, your teachers, found a productive balance? --Ms. Kakos

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Astronomy and Computers

The past few yars, in an astronomy elective that I have taught, I have presented material on all of the different types of telescopes that are used by astronomers. With the addition of the computers to the classroom, I have been trying to figure out new ways to utilize them and still cover the material that needs to be covered. (I am actually tring to decide what this material is also.) I decided to give all the information (A PowerPoint, a research document and a student designed document) all at once and then to allow the students to choose the time and course of study. The end result needs to be a document (not just a typed one) that could be used to explain a type of telescope and attempt to market it. However, this would allow the students who already know some about telescopes to skip the basics and get into the "fun" assignment. I am going to start this adventure tomorrow and cannot wait to see how it goes.

If you are interested in some of the work that my class has put together up to this point please check out their wiki at [www.ahsastronomy.pbwiki.com]

I think that we will attempt to create a photo story for a tour of the Solar System. I am not sure what this will look like but that is up next. I am also trying to determine how to get all of this information into a portfolio so if there are any ideas out there please let us know.

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An urgent message from Will

The following comment appeared under my post "potpourri." I thought you could all help out Will...

TIME OUT! TIME OUT! TIME OUT! TIME OUT! TIME OUT! TIME OUT!

Hope I got your attention, this is very IMPORTANT.

I have an URGENT message. Today in AP Gov, Meyer brought up a very interesting bill called the DELETING ONLINE PREDATORS BILL, despite the nice title, the bill will destroy what we and the Arapahoe High School staff have attempted to create. Please research this bill. The gist of the bill is that all access to chat rooms, BLOGS, myspace,and perhaps even simpler pages that might allow students to display any kind of personal information will be denied to students.

This bill will be extremely detrimental to the education, will destroy everything we have worked hard to establish, and eliminate the benefits to internet in the classroom that many of you enjoy. THIS BILL PASSED IN THE HOUSE OF REPRESENTATIVES BY A VOTE OF 410-15. Our time window is incredibly short to take any kind of action against this bill before it is passed by the Senate and it WILL be passed. We must take action now, IF THERE IS A WAY TO ORGANIZE A MEETING FOR CONCERNED STUDENTS I WOULD BE GRACIOUS FOR INFORMATION ON HOW TO GET A ROOM AND ANNOUNCEMENTS.

Any strategies on how not to get this bill passed would be greatly appreciated, I have a few, but I would prefer one in which I don't have to be suspended or expelled :).

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Potpourri

I do have to say things have been interesting in the Wonderful World of Constructivism (roll sound byte). Listening to the podcasts of my regular ninth graders' "This I Believe" essays has changed my view on some of their written pieces. It really speaks of how difficult it is to teach voice in writing, when hearing their actual voice of their essays comes through so easily. Some still need more polishing as well as them learning to plan ahead.

I guess that is a frustration I am feeling now. Here is this really interesting assignment, something they created, and then so many wait till the last moment to go out and complete it, rushing through it as though they do not really care that it is their best work. So it makes me wonder, why do another cool, challenging reflective assignment? Am I going to get the same results? The same lackadaisical last minute work ethic? Why challenge them to be better when they could care less themselves? I am trying to be better and challenge myself to break out of the assembly line production of kids to help them realize their true potential, but I feel right now that I am busting my derrière for nothing. Pardon my French (for those of you that kow me this is my kind of humor). I am frustrated! Do they see how good they can be? DO they see the moments of brillance I see? Am I not getting them? Is there something I am missing? I think I am going through a Karl moment-the glass is feeling close to half empty.

On the brighter side, I encourage you to listen to their podcasts on their English Nine class blog and give them constructive feedback. It was unbelievable that after the first day it was up, they already had a messsage from New Zealand (go Kiwi).

Additionally on an even brighter side, I do have to say that I am not giving up hope. I am starting Digital Storytelling with my regular ninth graders this week. Throughout this entire semester we are examining this idea of "What Matters" and realting each piece of literatture back to ourselves as well as the world around us. Everything connects to "What Matters." You can check out the full assignment on the AHS homepage-teacher web pages-Mrs. Smith-English 9-What matters. I would love to know what you think.

Thanks for listening.

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