I choose to read Setting Family Standards for Entertainment by Carla Dalton, Ensign, June 2001, 26–29
She talks about how interesting is that some parents may think they are keeping a safe enough distance from what is inappropriate entertainment, rationalizing our involvement by saying that “just a little won’t hurt” or “it only has one bad part.” She says that standards will deteriorate if parents subject themselves to those influences. How important it is for us, as a parent, a leader, or let’s say as a teacher, or whatever to remain credible in the eyes of our children our students. We cannot justify listening or viewing the kind of entertainment that we have asked our children not to participate in.
In all of our families, we can discuss and identify values and then establish guidelines for using gospel standards to evaluate entertainment choices. We must make our homes a holy place, not a hiding place for entertainment that will lead us away from the Spirit of the Lord. The best way to teach our children correct principle is by example. Thus it must start with us.
I really like when Sister Dalton compares media sources to baby-sitters. She says that they become close companions who repeatedly teach our children to follow value systems that don’t always match our own. We have to watch and guide what type of entertainment is entering our homes.
I watched almost all the videos, I just couldn’t stop watching and sharing with my husband and many friends. I started watching all of the Netsmartz Workshop videos. Then I watched Ikeepsafe Faux Paws, and then Frontline PBS Documentary videos. They were: A Revolution in classrooms and Social Life, Cyberbullying, and
A child predator fear. When I watched the cyberbullying video I was so shocked,and could not believe that are people out there who encourage others to take their own lives. I was even more shocked to see that there are even websites that will teach people what the best way is to kill themselves according to their personalities. I felt so sorry for the boy’s parents. The boy was a victim of internet bullying.
The person I share about the topic already knew a lot about it, but even though he was still shocked. He actually came up with this idea of us sharing this golden piece of information to our whole ward. This was a great assignment, I really enjoyed doing it because this information will not only help me to be more careful with my future children and students, but also will help me to help many of my friends’ families.
Thursday, December 10, 2009
Thursday, December 3, 2009
Teaching Reflection IP&T 301
Camila and I taught a lesson about motivation. One principle of teaching that we thought about to implement to help within the learning process was activities. When I say activities I mean group work. We also provided opportunities for class discussion, and group discussion, bringing critical thinking opportunities. Assessment was a good part of our lesson. First we had an informal assessment which was a bingo game using terms that we learned during the lesson. Then a formal assessment where the groups had to walk around the classroom answering question that were hanging on the walls.
I believe that our activities and assessments were the strengths of our presentation. I say that because our anticipatory set was very engaging. The whole class was participating and got really interested into the topic because of the activity. We started the lesson asking everybody the following question: “why do you choose to complete academic tasks? After everybody answered on a post-it we categorized them as being either intrinsic motivation, or extrinsic motivation. I am sure that if today I ask any of my classmates what intrinsic or extrinsic is the still remember. The first weakness I think of is not having all the knowledge I wish I could have before teaching. Some questions come up and I did not feel as qualified to answer as I wish. The topic itself was a little confusing, and the text book did not help as much, but I could have been more prepared. Another weakness I think of was spending a little too much time on the power point part and then having to rush during the activities. Instead of only talking, talking, and talking we should have let the students participate more, and figure out by themselves. Also sometimes power points are boring, and people do not really pay attention. I saw two of my classmates asleep, and I don’t blame them!!!
I believe that our activities and assessments were the strengths of our presentation. I say that because our anticipatory set was very engaging. The whole class was participating and got really interested into the topic because of the activity. We started the lesson asking everybody the following question: “why do you choose to complete academic tasks? After everybody answered on a post-it we categorized them as being either intrinsic motivation, or extrinsic motivation. I am sure that if today I ask any of my classmates what intrinsic or extrinsic is the still remember. The first weakness I think of is not having all the knowledge I wish I could have before teaching. Some questions come up and I did not feel as qualified to answer as I wish. The topic itself was a little confusing, and the text book did not help as much, but I could have been more prepared. Another weakness I think of was spending a little too much time on the power point part and then having to rush during the activities. Instead of only talking, talking, and talking we should have let the students participate more, and figure out by themselves. Also sometimes power points are boring, and people do not really pay attention. I saw two of my classmates asleep, and I don’t blame them!!!
Wednesday, December 2, 2009
Thursday, November 26, 2009
TPACK Planning - Lesson Plans
Following are the links for my three lesson plans
Math Lesson plan
http://docs.google.com/View?id=dfnrjrvm_357zfqffs
Language Arts lesson plan
http://docs.google.com/View?id=dfnrjrvm_1hgwwwzd8
Science lesson plan
http://docs.google.com/View?id=dfnrjrvm_2hh9gh3hd
Math Lesson plan
http://docs.google.com/View?id=dfnrjrvm_357zfqffs
Language Arts lesson plan
http://docs.google.com/View?id=dfnrjrvm_1hgwwwzd8
Science lesson plan
http://docs.google.com/View?id=dfnrjrvm_2hh9gh3hd
Monday, November 23, 2009
Week 9 - Motivation
Discussing with Camila Monteiro, we both assumed that most of our classmates are extrinsically motivated. The reason why is because there are so much work to get done, that students don’t even get a chance to get interested in a subject matter; they just do it because they have to do it, they do it for the reward-the grade. Even if a student is intrinsically motivated he/she do not have the time to learn the way one whish, because in reality is not possible.
Extrinsic motivation is much more affected by the reward than intrinsic motivation. Maybe what we are trying to say is that both have rewards, but in a very different way. For example, if one is intrinsic motivated, he/she is studying for interest or enjoyment. The learning experience becomes the reward. While if one is extrinsic motivated he/she is learning-studying much more for the reward-the grade, than they are studying for the learning experience.
Expectancies have everything to do to influence student motivation to learn because if one does not believe in oneself capacity to learn, it is most likely he/she will not be able to learn. So, for one to be motivated to learn, expectancy is one of the keys. Value also influences student’s motivation to complete academic tasks. It will depend if the student is extrinsically or intrinsically motivated to complete the task.
Camila and I saw a couple different strategies to increase student’s motivation during the practicum. One of them is for sure the management plan, where classrooms have the rules and consequences. Many times the kids would learn and do for the reward. Another times, during guided reading for example the teacher motivated the students to master a book, so they could move to the next leveled book. The students really wanted to read well, for the reason of learning, improving, and moving on to the next level.
Again Camila and I both agree that Self-Worth Motivation is the theory we agree most with. We believe that students will perform better if “we” as teachers believe in them, so they will believe in themselves too. The intrinsic motivation will play a big whole in student’s performance, so then they will learn for self-worth, for the sake of learning, for being interested in a subject matter.
Extrinsic motivation is much more affected by the reward than intrinsic motivation. Maybe what we are trying to say is that both have rewards, but in a very different way. For example, if one is intrinsic motivated, he/she is studying for interest or enjoyment. The learning experience becomes the reward. While if one is extrinsic motivated he/she is learning-studying much more for the reward-the grade, than they are studying for the learning experience.
Expectancies have everything to do to influence student motivation to learn because if one does not believe in oneself capacity to learn, it is most likely he/she will not be able to learn. So, for one to be motivated to learn, expectancy is one of the keys. Value also influences student’s motivation to complete academic tasks. It will depend if the student is extrinsically or intrinsically motivated to complete the task.
Camila and I saw a couple different strategies to increase student’s motivation during the practicum. One of them is for sure the management plan, where classrooms have the rules and consequences. Many times the kids would learn and do for the reward. Another times, during guided reading for example the teacher motivated the students to master a book, so they could move to the next leveled book. The students really wanted to read well, for the reason of learning, improving, and moving on to the next level.
Again Camila and I both agree that Self-Worth Motivation is the theory we agree most with. We believe that students will perform better if “we” as teachers believe in them, so they will believe in themselves too. The intrinsic motivation will play a big whole in student’s performance, so then they will learn for self-worth, for the sake of learning, for being interested in a subject matter.
Thursday, November 5, 2009
Technology Available
The classroom I am at Nibley Park the teacher has her own computer, an overhead, TV, and a CD player. So there is not much technology in reality. The school has one computer lab with 30 computers, but on the hall, right outside the classroom door, has this little computer area with 12 computers where students can use during the day. The school itself has some technology that is shared among the whole school too.
I have completed parts 2 & 3.
I have completed parts 2 & 3.
Tuesday, October 27, 2009
Stellarium
Stellarium
In this science challenge, my students will observe, categorize, and make inferences concerning ancient Egyptian uses of constellations. Through the use of Stellarium, they will observe the night sky, record their findings, categorize them and use the links from Stellarium to learn about the cultural significance of each constellation. From the knowledge students gain, they will make further inferences concerning each constellation's possible importance in Egyptian culture and today's. Students will use their knowledge to produce a creative project of their choice. Students will work in groups and finally present their project to the class.
Content
Science, 6th grade:
Standard 4, Objective 2
Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
1. Locate and identify stars that are grouped in patterns in the night sky.
2. Identify ways people have historically grouped stars in the night sky.
Pedagogy
We will specifically focus on how the ancient Egyptians identified and used stars within their society by:
Observing
Classifying
and Inferring
These strategies appropriately fit our activity because this project focuses mainly on the accumulation and analysis of information.
Technology
We will use Stellarium to accomplish these purposes. This particular resource aligns with the content and pedagogy because it will allow students to view stars that they would otherwise be unable to see. It also allows them to make sense of the stars they see in a cultural context because Stellarium will portray the constellation art work, if desired, and because Stellarium provides various links to information concerning these constellations.
This project was done by Amy Dallon, Camila Monteiro, and Lily Bueno
In this science challenge, my students will observe, categorize, and make inferences concerning ancient Egyptian uses of constellations. Through the use of Stellarium, they will observe the night sky, record their findings, categorize them and use the links from Stellarium to learn about the cultural significance of each constellation. From the knowledge students gain, they will make further inferences concerning each constellation's possible importance in Egyptian culture and today's. Students will use their knowledge to produce a creative project of their choice. Students will work in groups and finally present their project to the class.
Content
Science, 6th grade:
Standard 4, Objective 2
Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
1. Locate and identify stars that are grouped in patterns in the night sky.
2. Identify ways people have historically grouped stars in the night sky.
Pedagogy
We will specifically focus on how the ancient Egyptians identified and used stars within their society by:
Observing
Classifying
and Inferring
These strategies appropriately fit our activity because this project focuses mainly on the accumulation and analysis of information.
Technology
We will use Stellarium to accomplish these purposes. This particular resource aligns with the content and pedagogy because it will allow students to view stars that they would otherwise be unable to see. It also allows them to make sense of the stars they see in a cultural context because Stellarium will portray the constellation art work, if desired, and because Stellarium provides various links to information concerning these constellations.
This project was done by Amy Dallon, Camila Monteiro, and Lily Bueno
Science Challenge - Stellarium
This was a group project done by Amy Dallon, Camila Monteiro, and Lily Bueno
Thursday, October 8, 2009
Week 6: Behaviorism
Talking about contiguity learning, Camila Monteiro remembered that in her house, if she had her meals, then she could play outside. At my house, I don’t remember exactly what, but it was related to reading and earning one hour for watching TV. At school, again I don’t really remember much, but I remember earning some field trips as a classroom.
Both Camila and I cannot remember much about effective reinforcements as an elementary school child. It could be either because they did not use as much in Brazil, or because the reinforcements were not that much effective so we cannot remember!!!
We both came to the conclusion that we will for sure use reinforcement schedules in the classroom, probably something related to reading a certain amount per week and earning a prize, or if all students turn in their HW for a whole week, they would earn something special too.
Comparing behaviorism with the gospel pespective of agency, in behaviorism you are trying to control the behavior of the person with a reward or reinforcement to get them to do what you want from them, the stimulus and the reward must happen in a short period of time. The gospel principle of agency is different than that. First of all we do not only obey because of the rewards (blessings), we obey because we believe it is the right thing to do. Also the rewards (blessings) are not always going to happen in a short period of time, it is going to happen when it is going to happen. We are given the right to chose what to do, it does not matter if they are wrong or right, we can choose within the gospel.
Both Camila and I cannot remember much about effective reinforcements as an elementary school child. It could be either because they did not use as much in Brazil, or because the reinforcements were not that much effective so we cannot remember!!!
We both came to the conclusion that we will for sure use reinforcement schedules in the classroom, probably something related to reading a certain amount per week and earning a prize, or if all students turn in their HW for a whole week, they would earn something special too.
Comparing behaviorism with the gospel pespective of agency, in behaviorism you are trying to control the behavior of the person with a reward or reinforcement to get them to do what you want from them, the stimulus and the reward must happen in a short period of time. The gospel principle of agency is different than that. First of all we do not only obey because of the rewards (blessings), we obey because we believe it is the right thing to do. Also the rewards (blessings) are not always going to happen in a short period of time, it is going to happen when it is going to happen. We are given the right to chose what to do, it does not matter if they are wrong or right, we can choose within the gospel.
Tuesday, October 6, 2009
Google Earth Project
| Location | Activity Description | Google Earth Content |
| 1. Real Madrid Stadium | Measure the length of the soccer field in yards. | watch a video & Ruler |
| 2. Barcelona Stadium | Measure the width of the soccer field in yards. | Ruler |
| 3. Rio de Janeiro (Maracana Stadium) | Measure the hight of the stadium in yards. | 3D Buildings & Ruler |
| 4. Los Angeles | Measure the lenght of this soccer field in yards again, and add the measurements from all locations all together. Also measure the length of the soccer field again but this time in meters. | Gigapxl Photos & Ruler |
Standard 3 Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.
Objective 2 Identify and use units of measure, iterate (repeat) that unit, and compare the number of iterations to the item being measured.
Wednesday, September 30, 2009
Blogs I Visited
What I liked in other blogs I visited
Camila, I really like how educational her movie is, so cute too, she drew her own pictures, my gosh!!
Daren, I really like the idea of having a book movie trailer.
Mariah, she created her own music, and she also drew her own pictures…love it!!
Sabrina, I really liked the adventure music and narration.
Marni, really informative to kids
Stepha, amazing using the music as narration….
Camila, I really like how educational her movie is, so cute too, she drew her own pictures, my gosh!!
Daren, I really like the idea of having a book movie trailer.
Mariah, she created her own music, and she also drew her own pictures…love it!!
Sabrina, I really liked the adventure music and narration.
Marni, really informative to kids
Stepha, amazing using the music as narration….
Thursday, September 24, 2009
Friday, September 18, 2009
Thursday, September 17, 2009
Week 3 - Assessment
This week Camila Monteiro and I read and discussed about assessment. Formative and Summative assessment refer to how certain assessments are used. An example of formative assessment could be worksheet, homework, projects, this kind of assessment gives the teacher a chance to how well the student knows about a certain unit of a subject. An example of Summative assessment could be a final test or a final paper, where the teacher sees what students have learned from that unit. We agreed that formative assessment can be used as a summative assessment. An example of that would be a teacher using quizzes she has given during formative assessment to get a final grade. We talked about Standardized Achievement Test which is used to assess the current knowledge the student has and identifies the student's strengths and weaknesses. Standardized Aptitude Test is used to assess future potential or capacity. An example of this are tests usually given for admission or selection to enter a particular school. We also agreed that Standardized Aptitude Test would be more like Norm-referenced tests because they are comparing test scores and knowledge, and Standardized Achievement Tests would be more like Criterion-Referenced Tests because it looks at students strengths and weaknesses. In Alexandria's case Camila and I decided that we would still be concerned although there were some factors that could have somehow affected the low scores of the students. And the scores did improve a little from the past year. So as the principal we would just want to make sure each teacher were doing their job in order for the students to be learning and consequently get better scores. It is important to know how to assess correctly and make it valid and reliable so we can test our students fairly. We need to know what kind of assessment best show what our students know. Parents should know about standardized assessment and what it is testing. They should be aware of their children's scores and need to know the area they did poorly on so they can help them improve.
Wednesday, September 16, 2009
Web 2.0
wowww I have learned so much today, even though it took me for ever to get everything done, I learned things I didn't even know are out there. Wiki was my favorite thing to do, because I think it will be very useful as a teacher in the future. Goodreads is very interesting, and such a great idea for people talk about books, write reviews, and also find people from all around the world that are reading the same book as you are; however I don't even do face book because I know I won't be logging in, and follow... so just talking about books with my friends is good enough.
I also think that both diigo and google reader are sure great ideas, but I also don't see myself using as much today, perhaps in the future. Maybe it is my fault I don't use as much, maybe I should make a better use of technology...
I think the most difficult thing about this assignment are the screen shots which I haven't done yet!!! I just cannot find this little button on my computer rsrsrsrs
Here is the URL for my wiki
http://iloveeducation.pbworks.com/
I also think that both diigo and google reader are sure great ideas, but I also don't see myself using as much today, perhaps in the future. Maybe it is my fault I don't use as much, maybe I should make a better use of technology...
I think the most difficult thing about this assignment are the screen shots which I haven't done yet!!! I just cannot find this little button on my computer rsrsrsrs
Here is the URL for my wiki
http://iloveeducation.pbworks.com/
Tuesday, September 8, 2009
Why do I love education????
Well I love education for many reasons, one could be because I discover a new world everyday, not only but also education let me be closer to children which is a blessing in my life. I also love education because it makes me smarter and smarter..... the only thing I don't really love about education is the amount of assignments................... rsrssrrsrsrs
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