Which Multimedia Tool To Use
Creating a lesson plan is not so difficult to create all you have to do is state your objective and create an activity, but when you have to implement a lesson plan that contains multimedia tools then it becomes quit difficult to create.
The difficult thing I have in creating a multimedia lesson plan is choosing a multimedia tool that suits the age group of the students that I will teach. I know that a tape recorder and a digital camera can be use in ages 5 years and up, but how about the other multimedia tools such as text to speech, slide share, or even the chat line. My problem is not implementing the multimedia tool, but which multimedia tool to use or is appropriated for the students.
Wednesday, April 29, 2009
Multimedia Lesson
Which light helps plants grow healthy?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Wednesday, April 22, 2009
Eight Wonder Multimedia Tools
Delicious List
What is a Delicious list? Well a delicious list is a multimedia tool that I enjoy using since I was first exposed to this tool. This multimedia tool is a great way of storing important URL address or website that you can reach from a push of a button, not only can your store addresses of website, you can also keep them organized. You can bundle them according to the type of information or type of reference that they contain. You can also share your delicious list with other people and vise versa. Truly this one must have multimedia tool. This multimedia tool is a five star.
FireFox
Before I got into Dr. J Cyrus class I was use the Explore as my main web surfing browsers, but after learning about different types of browsers I find that I like using Firefox as my main browsers. Firefox might be a little slower than the explore, but it gives me a much better protection in the Internet. Firefox may not have the eye getter like other browsers, but it is fast but also somewhat safe in accessing website then other browsers. It deletes or should I say filters the website you are entering and that to me is great. The rating for this tool is 4 and ½ stars.
Moodle
I really do not know much about moodle, only that it is a course management system that helps educators develop or create an effective online course. It is just like the one used by the ED451 and Ed481 Course. It can be access through the Internet, so that you can see the schedule of up coming class projects, assignments, and what will be the topic of the lesson for that day.
Google ApplicationGoogle application is a multimedia tool that messaging and collaboration to help business in moving everything smoothly and accordingly. Google application helps employees through easy access through gmail that an employee can get information from documents, google video, or google site. Not only can you keep in touch with your employee or your employer, you can also store documents in this Internet tool. This multimedia tool is 4 stars.
Slide Share
Every since I was introduce to Power Point tool I thought that this tool was the bomb, but being exposed to the Slide Share tool every thing has changed. This multimedia tool is one outstanding tool the Internet has to offer. Depending on your creativity skill, you can prepare a presentation that is very extravagant to a presentation that meets the audience expectation. Your presentation can be use for entertainment or use to inform the audience. I di
ve this multimedia tool a 5 star rating.Open Office
Micro Soft Office and Open Office are almost or so what a like type of multimedia tools. They both offer micro soft word, excel, power point, and micro soft documents. Open Office offers more option than micro soft office, option like text documents, formula, and drawing, not only does open office offer more option they can be access through the Internet. This option makes it a lot easier create documents and this tool is free. This tool is defiantly a 5 out 5 stars.
Tok Box
One of my favorite multimedia tools is Tok Box. This multimedia tool is a very useful tool for everyone including teachers. The option or the program you can use it for is almost unlimited. You can use this tool to create a special card for that special someone, you can also use it to give a audio and visual presentation, and if you’re a teacher you can create a lesson to act as a one to one teaching for a special need student.
Not only can you use this multimedia tool to create activities, you can also send it through the Internet without going through mail just select the option and click and send.
I rate this a strong 5 stars.
Text-To-Speech
My opinion is that Text-To-Speech is geared more for teachers and students. This multimedia tool can help teachers create and activity to help reinforce or improve a student grammar skills. This multimedia tool can act as a one to one aid for a student who is having problems or difficulty pronouncing a word or reading a sentence. All the students have to do is to click and listen to the word or listen to the sentence. Being a teacher this tool is defiantly a 5 star.
Multimedia Lesson
Which light helps plants grow healthy?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Wednesday, April 1, 2009
Taking The Time
Implementing technology into our lesson can be somewhat difficult but if we take the time to explore the technology world we can overcome this difficulties. Not only is it difficulty to implement technology in the classroom for normal students but in can be hair pulling, mind crushing and somewhat confusing to implement technology for students with special needs.
Making the modification for students with special needs is not really that difficult if you if you follow these steps. 1) Find out what is the child’s disability, whether it is a Learning Disability, ADHD, Autism, or MR (Mentally Retarded or Mentally Challenge). These are just a few disabilities a child may have. 2) Do research on the child’s disabilities so that you can be familiar with what the child can and cannot do. 3) Explore of look for different types of technology that can help assist the child’s needs. 4) Choose or create a lesson that both regular students and children with a disabilities can accomplish. 5) Look for resources that can make it simple for the students to accomplish the goals. By following these steps you can make a lesson a lot more simple for both your special needs students and your regular students.
Making the modification for students with special needs is not really that difficult if you if you follow these steps. 1) Find out what is the child’s disability, whether it is a Learning Disability, ADHD, Autism, or MR (Mentally Retarded or Mentally Challenge). These are just a few disabilities a child may have. 2) Do research on the child’s disabilities so that you can be familiar with what the child can and cannot do. 3) Explore of look for different types of technology that can help assist the child’s needs. 4) Choose or create a lesson that both regular students and children with a disabilities can accomplish. 5) Look for resources that can make it simple for the students to accomplish the goals. By following these steps you can make a lesson a lot more simple for both your special needs students and your regular students.
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