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Document Cameras & Projectors: Cool Use #15 “Peer To Peer”

Smarty — Tue, 22 Jun 2010 00:41:59 +0000

PEER TO PEER ———————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras in simple yet effective ways

PROCEDURE

BEFORE

1. Choose a collection of student work. Fold over or otherwise cover student names.

DURING

2. Use the document camera to project an image of student work.

3. Critique as a class, asking questions such as the following:

- Which parts have been completed well?

- What information is missing that was required?

- Which parts of the work could be improved?

- How would you grade this work?

4. Have students write constructive criticism for the work displayed. Collect the

comments and attach them to the work when it is returned to the student.

AFTER

5. If student work produced for a project generally fell below expectations, have

students re-do the target activity after learning from the critiques of the class.

ADAPTATIONS

- Use a document camera to “publish” superior student work by displaying it for

the first few minutes of class.

Document Cameras & Projectors: Cool Use #13 “Up Close & Personal”

Smarty — Wed, 19 May 2010 02:40:30 +0000

UP CLOSE AND PERSONAL ————————————————-

CONTENT AREA: ANY

GRADE LEVELS: ANY

Bring the details of an item to be studied into vivid detail with a document camera. From showing the entire class the details of computer circuit boards or items on a microscope slide, to the details of a fossil, plant, or fingerprint, a document camera allows all students to see target details clearly.

MATERIALS

- Document camera

- Projector

- Item to be studied, such as different types of rocks

PROCEDURE

BEFORE

1. Prepare the items to be studied.

DURING

2. Use a document camera to project an image of the item to be studied.

3. Discuss students’ observations as a class.

4. Direct students to take notes regarding distinguishing characteristics of the item(s) studied.

AFTER

5. Project the image of two or more different items using a document camera.

Have students compare and contrast either in note form or as a complete paragraph.

6. Create a quiz by placing the item(s) discussed under a document camera. Point

to different parts of the item or change items as applicable. Have students identify

each target item on their paper.

ADAPTATIONS

- You can also hook up your document camera to a microscope, allowing all

students to see the item studied in great detail.

SayNoToCuts.Com Addresses California Budget Cuts Directly to the Governor

Smarty — Wed, 14 Apr 2010 16:08:31 +0000

Hot for Teachers w/ Megan Fox and Brian Austin Green from Megan Fox

www.saynotocuts.com

Sign the Petition

Challenges of The Urban Education Grind

Smarty — Thu, 01 Apr 2010 15:43:57 +0000

At a TED Conference, Shukla Rose talks about changing lives by reaching kids in the slums of India….one at a time…and getting transformed in the process. It is a story that great teachers everywhere are familiar with.

Document Cameras & Projectors: Cool Use #10 “Map It”

Smarty — Thu, 11 Mar 2010 18:14:40 +0000

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).

LAUSD School Choice Reform Board Decision Results

Smarty — Wed, 24 Feb 2010 16:29:06 +0000

February 23 2010

The tally:

NEW CAMPUSES (24 )

-19 teacher-district proposal

-4 Charters

-1 Mayor’s Partnership for Los Angeles Schools

____________________________________

EXISTING SCHOOLS (13)

-10 teacher-district proposal

-2 Mayor’s Partnership for Los Angeles Schools

-1 Youth Policy Institute

-0 other charters

____________________________________

1. There was an election, involving parents, students, community members, employees.

2. Superintendent Cortines made his recommendations

3. Board made final decision

____________________________________

Challenges for Charter Management Organizations:

Vernerable charter organizations, Green Dot, ICEF, Alliance proposals not approved.

Charter parcel tax, and Proposition 39 issues remain.

____________________________________

We wish the best to all!! Innovation is afoot!

New KCLS Series: The Teacher’s Hour: Response to Instruction and Intervention

Smarty — Wed, 24 Feb 2010 16:15:02 +0000

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

Document Cameras & Projectors: Cool Use #9 “Jigsaw Notes”

Smarty — Wed, 24 Feb 2010 05:09:19 +0000

JIGSAW NOTES ———————————————————————————–

CONTENT AREA: ANY

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Students can work together to write the complete notes for any given topic. Rather

than only giving a report verbally, a document camera allows students to

collaboratively produce valuable notes for the class.

For any Subject or Content Area

MATERIALS

- Document camera

- Projector

- Paper with subtopic headings listed and space to write notes in each section

- Index cards or paper cut to a similar size

PROCEDURE

BEFORE

1. Decide which subtopic within a given topic to assign for review, i.e. causes, effects, characteristics, and possible preventions for erosion.

2. Prepare a template paper divided into sections with subheadings listed.

DURING

3. Assign small groups of students to each subtopic of the topic to be reviewed.

4. Direct students to consult their notes, textbooks, and other resources make concise notes for the subtopic assigned to them.

5. Collect each group’s notes, and assemble them together under the document camera.

6. Project the image of the completed notes, discuss as a class, and direct all students to copy completed notes.

AFTER

7. In addition to preparing written notes for the subtopic assigned to them, have students become subject matter experts by presenting the topic to the class.

ADAPTATIONS

- As a final review of important concepts, repeat the activity, assigning different groups to different subtopics.

Document Cameras & Projectors: Cool Use #8 “Proofreading Analysis”

Smarty — Fri, 12 Feb 2010 16:49:41 +0000

PROOFREADING ANALYSIS ————————————————-

CONTENT AREA: ENGLISH LANGUAGE ARTS OR FOREIGN LANGUAGE

GRADE LEVELS: MIDDLE OR HIGH SCHOOL

Evaluation requires a high level of cognitive processing. The following activity can be used to teach a specific grammar skill, as a review activity, or to reinforce the value of proofreading.

MATERIALS

- Document camera

- Projector

- List of sentences with mistakes to proofread

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

PROCEDURE

BEFORE

1. Create a list of sentences that have strategically placed mistakes related to an instructional topic, i.e. spelling, punctuation, subject verb agreement, informal word choice, run on sentences, or other target forms. Decide how many mistakes to put in each sentence based on the students’ level. Write or type the sentences in a large, clear font.

DURING

2. Begin by teaching /reviewing a specific skill, such as how to punctuate direct and indirect quotations. Create sample sentences that contain mistakes with the target skill.

3. Using the document camera, project the sentences onto a white board or a large piece of paper that students can write on.

4. Have students copy the sentences on their papers and work independently or collectively to make corrections.

5. Choose several students to come to the board/paper with the projected sentences.

Have students cross out mistakes and write their corrections directly over the image of the projected sentences.

6. Review student corrections as a class. Discuss target points as necessary, and have all students make proper corrections on their papers.

AFTER

7. Allow students to work independently on other sentences containing the target skill.

8. Assign homework related to target skill.

9. Assess students on target skill.

ADAPTATIONS

- Instead of creating sentences for the exercise, use student sentences from submitted writing. This adaptation generates added interest among students because they feel ownership of their own writing. Re-write or type selected student sentences if necessary for legibility. Omit personal information such as names. Even without identifying information, some students may nonetheless feel comfortable enough to volunteer, “That’s my sentence! I can’t believe I made that mistake!”

- Five sentences work well as bell work to focus students at the beginning of class while completing administrative tasks such as attendance or passing out graded papers.

- As scaffolding, write the number of mistakes in each sentence to the side of the sentence. To make the activity extra challenging, do not indicate to students how many mistakes are present.

- To increase difficulty level, include sentences that do not contain mistakes with sentences that contain mistakes. This is much like evaluation activities found on some college entrance exams.

Classroom 2.0 Seminar for L.A. School Principals

Smarty — Fri, 05 Feb 2010 05:31:06 +0000

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?

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

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.