Cool+Tools

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SUMMARY //STANDARDS ADDRESSED// On January 28, 2010,. This training addressed the following Maryland Teacher Technology Standards: II. Communication A. Use technology effectively and appropriately to interact electronically. 1. Use telecommunications to collaborate with peers, parents,colleagues, administrators or experts in the field. B. Use technology to communicate information in a variety of formats. 1. Select appropriate technologies for a particular communication goal. 2. Use productivity tools to publish information. 3. Use Multiple digital sources to communicate information on-line.

V. Integrating Technology into the Curriculum and Instruction Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration. 1. Assess students' learning/ instructional needs to identify the appropriate technology for instruction. 2. Evaluate technology materials and media to determine their most appropriate instructional use. 3. Select and apply research-based practices for integrating technology into instruction. 4. Use appropriate instructional strategies for integrating technology into instruction. 5. Select and use appropriate technology to support content-specific student learning outcomes. 6. Develop an appropriate assessment for measuring student outcomes through the use of technology. 7. Manage a technology-enhanced environment to maximize student learning.

VII. Professional Growth Develop professional practices that support continual learning and professional growth in technology. 1. Create a professional development plan that includes resources to support the use of technology in life long learning. 2. Use resources of professional organizations and groups that support the integration of technology into instruction. 3. Continually evaluate and reflect on professional practices and emerging technologies to support student learning. 4. Identify local, state and national standards and use them to improve teaching and learning.


 * Description:

I worked with Ms. Bianca Johnson, fellow STEP participant and Library Media Specialist, to conduct a book talk. My goal was to continue to foster the reading of books after having completing a unit study on To Kill a Mockingbird by Harper Lee. I selected a high interest teen novel entitled Runner by Carl Deuker. We agreed that students would read for pleasure each class period and at their own pace.**


 * Agenda**


 * Complete the anticipation guide independently.
 * Discuss the responses to the statements in pairs/trios.
 * Call Ms. Johnson using the webcam.
 * Ms. Johnson polled students to determine how they responded to the anticipation guide statements.
 * I distributed the novel to each student.
 * To develop interest, Ms. Johnson read pages 7-8 and had students discuss their thoughts.
 * The chat sessions end and I showed a video clip from You Tube
 * Students were then given the opportunity to read independently for 30 minutes. (Each session after 30 min)
 * **We will reconvene after the break to have students discuss the book at length through the cam.**
 * **Students will then write a book review of Runner and put them in the catalog Destiny for other students to see.**
 * **Students will write the reviews in groups in 4 areas (plot, setting, character, and theme).**

Reflection:

Most students became engrossed in the book immediately. The protagonist is a high school student who has family problems. Chance's mother left to pursue her dream as an artist while she left him with his father who was a war vet, unemployed, and an alcoholic. They lived on a weather-beaten boat in Puget Sound in Seattle and the bills were barely paid due to dad working odd jobs inconsistently and Chance's part time job busting suds at a local dive. Chance doesn't like school much and cannot afford track shoes to join the track team. He has to give up this passion for running because of the need for him to work. He is then offered a job running and picking up "packages". The packages change in texture and he is then instructed to store them on the boat where he and his dad reside.

The avid/quick readers have already finished the book and I lent out 50 for students to complete during the break. I don't think my reluctant readers would have been receptive to this book has we not done the web chat with Ms. Johnson prior to the start of it. This was a nice activity to gain their interest in a unique way. They look forward to using the cam again and students thought it "cool" that we were using it. Because I was broadcasting from my classroom, I had students who wanted to talk to stand so Ms. Johnson could see them. I also panned the cam around the classroom. I am now looking for ways to conduct some activities during the fourth quarter with the cam. Some thoughts are to email someone at Arena Stage or Folger's Shakespeare Library to make a web cam connection there for background prior to the introduction of Shakespeare and the Elizabethan Era.

** Anticipation Guide: ****__Runner__ by Carl Deuker **

1. Bullying is a pervasive problem in high school. Yes Sometimes No

2. I would give up something I love to help family. Yes Sometimes No

3. I admire people even if they have flaws. Yes Sometimes No

4. Hiding the truth is ok. Yes Sometimes No

5. A mystery job paying $200.00 a week is risky. Yes Sometimes No