CONTENT AREA: ANY

GRADE LEVELS: ANY

A document camera is a great way to save trees, and your own energy!

Use the document camera to project images of notes, quizzes, and worksheets that would normally be photocopied.  Save yourself from writing the same series of notes multiple times during the day. Written notes are an excellent [...]]]> CONVERSATION STATION   ————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

A document camera is a great way to save trees, and your own energy!

Use the document camera to project images of notes, quizzes, and worksheets that would normally be photocopied.  Save yourself from writing the same series of notes multiple times during the day. Written notes are an excellent way to help students learning English and students with certain learning disabilities who may not otherwise be able to take notes quickly from verbal lectures.

Using a document camera also allows you to face the class while demonstrating written notes, instead of having your back to the class while writing on the board.

MATERIALS

- Document camera

- Projector

- Notes on topic

- One blank sheet of paper

PROCEDURE

BEFORE

1. Prepare notes for classroom lesson.

DURING

2. Use a blank sheet of paper to uncover sections as you progress through the notes.

3. While lecturing, use a document camera to project your notes for all students to see.

AFTER

4. As a review or as an open notebook quiz, place small sticky notes over strategically

important words or phrases in the notes. Assign number to each blank. Project the

image with a document camera. Have students consult their notes to correctly

fill in each blank.

ADAPTATIONS

- To encourage good note-taking skills, have students take notes from your verbal lecture. Project your own notes after the lecture so that students can compare their own notes to your notes, adding or making corrections as necessary.

CONTENT AREA: ANY

GRADE LEVELS: ANY

It can be difficult for students to follow processes with only verbal directions, and a demonstration is often limited to only a few students who are close enough to see.   

This use if simple but very valuable.  A document camera is a tremendous asset to help students follow [...]]]> SHOW ME HOW ———————————————————

CONTENT AREA: ANY

GRADE LEVELS: ANY

It can be difficult for students to follow processes with only verbal directions, and a demonstration is often limited to only a few students who are close enough to see.   

This use if simple but very valuable.  A document camera is a tremendous asset to help students follow procedures for many three-dimensional processes.

Use this activity to show students how to do a variety of activities, such as using a calculator, protractor, or drafting tools. You can also project images of yourself or a student demonstrating skills such as keyboarding, dissecting, creating a craft project or foldable study guide.

MATERIALS

- Document camera

- Projector

- Item to be used for demonstration

PROCEDURE

BEFORE

1. Decide which steps of the target skill will be demonstrated.

2. Depending on the project, create a series of samples that represent the individual steps ahead of time.

DURING

3. Project the image of the project step by step for students to follow.

4. Allow students to practice.

AFTER

5. On a separate day, “quiz” students on their newly acquired skills by calling them to

demonstrate the target skill for the class using the document camera.

ADAPTATIONS

- Use a document camera to show students how to fill out forms, and you’ll have fewer mistakes due to missed directions.

- Many models of  document cameras allow you to save the images to a computer, so you can keep a file of images to use when you teach the same skill again.

CONTENT AREA: GEOGRAPHY

GRADE LEVELS: ANY

Being able to correctly label a map with key features is an essential skill in geography.

Using a document camera to project a large image allows students to collaboratively practice their recall of geographic places large enough for everyone to see.

Simple - Yet Effective

MATERIALS

- Document camera

- Projector

- Outline map [...]]]> MAP IT ——————————————

CONTENT AREA: GEOGRAPHY

GRADE LEVELS: ANY

Being able to correctly label a map with key features is an essential skill in geography.

Using a document camera to project a large image allows students to collaboratively practice their recall of geographic places large enough for everyone to see.

Simple - Yet Effective

MATERIALS

- Document camera

- Projector

- Outline map of target geographic area

- Whiteboard or large sheet of paper that students can write on

PROCEDURE

BEFORE

1. Prepare a paper with an outline map of the target geographic area.

DURING

2. Project the image of the outline map using the  document camera.

3. Call students to the projected image and direct each student to add another feature to

accurately to the map, i.e. continent, country, city, state, capitals, mountain ranges,

lakes, rivers, oceans, etc.

4. Discuss as a class, making corrections to student labels as necessary.

AFTER

5. Review with students by covering key features and names with removable sticky

notes. Lift the notes to reveal if students have given the right answers.

6. Create a quiz by covering target feature with removable sticky notes with numbers

written on them. Have students write their answers on their own paper and turn in.

ADAPTATIONS

- Instead of labeling with words, students can draw in geographic features, cultural

highlights, and landmarks onto the map. If students have drawn on a large sheet of

paper, the image can be saved and posted in the classroom.

- Using a document camera virtually eliminates the need to purchase costly

classroom maps that may quickly become outdated. Use a document camera to project

maps of any kind for students to use.

- As an icebreaker activity in a class of English Language Learners, have students pair

with a partner, interview each other about their culture, and add their partner’s name

to the correct location on a world map as they introduce their partner to the class.

And don’t forget the great Web 2.0 tools like Google Earth and Microsoft Worldwide Telescope, which augment the above process and are especially useful on interactive whiteboards (IWBs).

The Teacher’s Hour: Response to Instruction and Intervention

The first broadcast is tomorrow night, Wednesday, February 24, 2010, beginning at 7:00 p.m.

Tune in to your local KLCS station to view best practices happening all over LAUSD!

This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS and how they are addressing students’ needs through [...]]]> ANNOUNCING the NEW KLCS SERIES!

The Teacher’s Hour: Response to Instruction and Intervention

The first broadcast is tomorrow night, Wednesday, February 24, 2010,
beginning at 7:00 p.m.

Tune in to your local KLCS station to view best practices happening all
over LAUSD!

This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS
and how they are addressing students’ needs through a multi-tiered
framework of instruction.

During the show:

Call in to ask questions at: 1-800-527-8839 or 1-800-LA-STUDY
or
Submit your questions and/or comments at:
http://sites.google.com/site/lausdrti/

Won’t be near a TV? The show may also be viewed live by webstream at:
http://sites.google.com/site/lausdrti/

Mark your calendars for the next three The Teacher Hour shows:

       March 24, 2010, 7:00 p.m.  Topic:  Problem-Solving Process
       April 28, 2010, 7:00 p.m.  Topic:  Data-Based Decision Making
       May 26, 2010, 7:00 p.m. Topic:  Academic Engaged Time

Register to attend an intriguing and informative presentation in the Los Angeles area March 23.

It’s easy to see the benefits of many of the 21st Century learning tools & techniques, but having [...]]]> How do teachers integrate 21st Century technology into a seamless learning and teaching environment?  …  including interactive whiteboards, document cameras, student responders and countless other tools?

Register to attend an intriguing and informative presentation in the Los Angeles area March 23.

It’s easy to see the benefits of many of the 21st Century learning tools & techniques, but having an effective integration plan and knowing what tools, when to use them and how to integrate it into curriculum, effectively, is not easy. 

This seminar, designed for School Principals and Administrators, will host a continental breakfast. 

It will be a morning of current &  relevant content for the K-12 education environment in Los Angeles, which is both very demanding and very budget weary.

Tuesday March 23, 2010

Embassy Suites Los Angeles-Glendale

800 N Central Avenue

Glendale, CA 91203

8:30 -9:00 AM Registration and Continental Breakfast

9:00 am to 12:00 pm Classroom 2.0 Seminar

Register at this link at Learning Journeys

Seminar designed for School Principals, Key Administrators and Technology Leaders.

How do you define 21st Century Learning?

How can technology increase student engagement?

Are your teachers 21st Century educators?

How do you seamlessly integrate 21st Century technology into the learning environment?

Seminar for Registered Guests.  Hosted by Troxell Communications & Presented by Eduscape Learning.

Grants are important than ever,  and more competitive than ever.  But they are there, and with some smart effort, you can win them.

Once you do the first one, you’ll be doing more grants.  Get started.

2 Approaches to Begin

1. RFP Search in specific georgraphical or subject areas

2. [...]]]> Grant Writing  Notes                                                  Dave Boller |  Troxell, Los Angeles, CA

Grants are important than ever,  and more competitive than ever.  But they are there, and with some smart effort, you can win them.

Once you do the first one, you’ll be doing more grants.  Get started.

2 Approaches to Begin

1. RFP Search in specific georgraphical or subject areas

2. Create a Proactive Needs Assessment

Don’t spend time (waste time) on grants that don’t FIT what you want to do.

Don’t let needs assessment get too lengthy

You don’t necessarily need consultants to write it.

Informal needs assessment can work fine.

Steps in Needs Assessment

1. Clarify organizational expectations, goals, or objectives

2. Review current practices and though

3. Collect and analyze data

4. Identify areas of need

5. Determine where to start

Once you know your needs….Search for Solutions

-research and pilot projects

-Professional journals  Ed Leadership, Edutopia…

.. pages in back of journals that list grants

-Gov publications, including web sites 

 (What Works in Public Education website)

-Stakeholder resources

-Software companies

-Be creative

Who (what position ) do you write too a big corporation?…

make a call first,  find foundation manager or budget manager.

Additional educational grant information sources

-business

-journal lists

-local grant makers  (find their “Mission Statements”)

-state agencies

-foundations

-title programs

-SIGs

Use creative Boolean strategies in search engines.  See search engines listed here at smart-schools.com in addition to Google.

Try http://www.zuula.com as you can search all major engines in addition to Google.  We will post more on smart web searching later.  But it can help you find the “needle in the grant haystack” you’re looking for and increase YOUR chances of scoring the grant.  

Be creative in your thinking….get what you want and still satisfy the grant makers.

Getting Organized

Print RFP including all instructions

Form a grant writing team…DON’T DO IT ALONE

Form a list of partners.

Read all instructions, including rubrics and grant-maker goals.

Set up a timeline.

Assign responsibilities.

Gather data.

Begin writing.

Invite an employee from the grant offering company to help !!  Great way to keep on-target and build rapport.

Writing process

Divide into sections:

(can get grant writer help..but write the cost into the grant with % to grant writer)

Abstract

Intro

Needs

Goals & objectives

Activities and personnel

Evaluation

Budget

Communicate  with your grant maker along the way.  Even if you don’t have a serious question…email a question or a call or visit,  that way you accomplish them getting to know you…they know you’re working on it, you can bounce ideas off of them.

Utilize resources from nearby colleges/community.  Sometimes leverage them for specific projects in their training…help each other

Matching funds….?…

go to local businesses to secure matching funds…

FINAL STEPS

Double check requirements. Don’t risk losing it

Edit one last time

Let the grant maker know that the grant is on the way

Follow submission format

Send multiple copies if requested

Turn in on time

If mailing or facing, request a receipt

Make it happen

Follow the proposal

Stick to the timeline

Spend only the original budget, or request a modified budget         

Collect data

Document the project with notes, photographs, video, and testimonials

Celebrate

Give credit

Communicate

Share information

Complete all reports & evaluations on time

Thank partners and the grant maker

Plan for sustainability.   Look for ways to sustain the project….it is a personnel and time issue after the grant is all done…keep it alive and plan for it.

Individual schools probably even more eligible than district…more emotional, closer to the source, individual children.

 OTHER NOTES

At Risk/poverty and Spec Ed  money available ARRA

-research based  not brand new..proven as successful

-list WHO will be doing after school program,  must have one certified teacher at least to give program credibility .  Grant can pay teacher

-“Race To The Top” funds  ARRA be distributed on a competitive basis

 Hope something here helped you.

 Let’s do this!

Urbans students may still shy away from computer science.  LAUSD’s [...]]]> Only one in two thousand K-12 students in California took the AP test for computer science in 2008.  That’s .o5% … much much less than 1%.   Strange results considering computer science is more relevant than ever and remains amongst the highest categories in employment growth projections.

Urbans students may still shy away from computer science.  LAUSD’s John Landa, Todd Ullah and Diane Watkins are working to change that, along with Joanna Goode, University or Oregon,  and UCLA’s Jane Margolis.   The “Into The Loop” program is officially called the Computer Science Equity Alliance.  

Nerdy Computer Science Stereotype Blown-Away by LAUSD

The program has also helped blow-away nerdy stereotypes for computer science and is being expanded at LAUSD after after seeing an increase in computer science participation by women and “minority” students  by well over 100%, sometimes 500%. 

The National Science Foundation, UCLA and LAUSD have been partnering on the program to increase the number of students in California taking the AP test in computer science.  “Computer science is the iPhone.  It is social networking and downlading MP3s”, Joanna Goode stated in an LA Times article last year.  And leveraging the momentum that students already have in these ubiquitous areas makes computer science more fun and more relevant for todays’ kids as they consider their future careers.

Here is more info on Into The Loop and teacher resources.

LA’s Ballantine Media Arts has years of experience capturing school productions, events and editing promotional vignettes. Founder Steve Ballantine offers an education-focused, professional media capture experience for school [...]]]> I found a unique video production firm in Los Angeles that caters to education clients with an excellent mix of heart & professionalism at a very reasonable cost.

LA’s Ballantine Media Arts has years of experience capturing school productions, events and editing promotional vignettes. Founder Steve Ballantine offers an education-focused, professional media capture experience for school administrators.

“The overall purpose of Ballantine Media Arts is to contribute to the greater good.” says owner Steve Ballantine.

While that doesn’t mean that Steve’s company is free, they are inexpensive because they focus on the education market, have low overhead and love what they do. Especially considering the professional quality sound, multiple cameras, editing and production elements that the company brings to educators, including having finished DVDs available for the school to sell or promote as they see fit.

INTERNET
In this changing environment for Charter Schools, Magnet Schools and School Choice reforms, it may pay to have a professional video presence on the internet; including YouTube or other easy-to-find sites showing the unique character of your school or department. A little bit of search engine presence can help potential student families find the uniqueness you offer, not to mention motivated investors or foundations.

ARTS PROGRAMS
It is difficult to capture live productions, especially when those moments of magic happen. For arts schools, it seems critical to promote the combined talents of the students, faculty in a media-savvy way. Having a dedicated professional on the job can help.

Ballantine Media Arts is available at
http://www.bmediaarts.com/