YOUR NAME: Christine Southard

YOUR SCHOOL: Denton Avenue School
YOUR SUBJECT OR GRADE: 5th Grade Inclusion Co-Teacher
YOUR EMAIL ADDRESS: ChristineSouthard@gmail.com
YOUR PHOTO:

CSouthard.JPG
I’m excited to be a member of this class because I think the concepts behind it are truly meaningful to our students. I love how we’re using web 2.0 tools to make connections to the community and that we’re bringing parts of the community back into the classroom.




A. Informal response to the Web 2.0 Safety Article

As educators, we have the responsibility of preparing our students to be 21st century learners. By the time our students leave the public school system, they need to be digitally literate in order to be strong competitors in the global workforce. This can be achieved by integrating web 2.0 into classroom teaching and learning from the get go. However, digital literacy and cyber safety must be taught hand in hand and must remain as key parts of the curriculum from early childhood throughout high school.
Starting in kindergarten, it is my opinion that teachers should to start laying the groundwork for internet responsibility and safety in our students. From a young age, it should be the goal of teachers to help students to create online digital portfolios that would travel with the children throughout their school career through read/write web applications like a blog, web page or ning. Over time, with experience and practice, students would be exposed to some of the human, cultural, and societal issues related to technology and have a better understanding of online legal and ethical behavior [ISTE Standard 5]. As students progress through the grades I would hope that the limitations imposed by school filters would decrease in order to prepare our students for the real world web they will soon be interacting in.
While I agree teachers need to integrate educationally sound web 2.0 tools into their teaching, I disagree that students should only be exposed to educationally sound online content and experiences when they are online, especially when they are older students. To scaffold on internet skills and to support learning of safe and responsible internet use, I feel it is important for students to be exposed to a variety of positive and negative experiences online. In other words, fewer filters provide our students with more opportunities to evaluate sources for quality, appropriateness and bias; real life skills that our students require to be web savvy digital citizens.



B. Web 2.0 Tool Presentation



Resources:
http://www.mixbook.com/
http://www.classblogmeister.com/index.php




C. Place


LICM.jpg
Long Island Children’s Museum
The LICM is a hands-on museum for kids and their grown-ups. You’ll find places to play, learn and have fun.
Gabcast! Technology Integration Creation Workweek – Using Museum Resources in the Classroom #1


Long Island Children's Museum
11 Davis Avenue, Garden City, NY 11530
(516) 224-5800.


View Larger Map
Hours of operation
July–August:
Open daily, 10 a.m.–5 p.m.
September–June:
Open Tuesday–Sunday,
10 a.m.–5 p.m.

Fees if any
General Admission: $9
Visitors over 65: $8
Members: FREE
Children under 1: FREE



D. Discussion

Discuss why you would visit this resource site/museum with your students.
Gabcast! Technology Integration Creation Workweek – Using Museum Resources in the Classroom #2


Defend or justify both the financial and time expense of such a trip. Include the visit's connection to State standards for both curriculum area and technology (you may use ISTE standards for technology). Be specific in defining exact standards that will be addressed.



I am the special education teacher in a fifth grade co-teaching class. Every September, we begin our school year with a leveled reading unit on acceptance. Some of the books the students read include: Sahara Special by Esme Raji Codell, The Hank Zipzer Series by Henry Winkler. Al Capone Does My Shirts by Gennifer Choldenko and The Lightning Thief by Rick Riordan. These are all books that deal with students with special needs and acceptance.

By spending a 2 hour morning at the Changes and Challenges Exhibit Gallery at the Long Island Children's Museum, my students would experience how people with differing abilities adapt to daily challenges. This exhibit, as stated in the brochure, encourages children to rely on alternate senses when exploring how people learn differently.

While the exhibit is generally basic in nature for the learning levels of my fifth grade students, the hands-on experience they would participate in at the museum is invaluable and is an experience that reflects the CARESphilosophy of the Responsive Classroom program which is another integral part of our classroom. I would also scaffold on our visit to the Changes and Challenges exhibit by having the students make connections to the chapter books that we're reading in class as well as the ethical attributes in the Heartwood Institute Program which we use for character education at our school.

As stated previously, the character ed trait during this unit will be acceptance. During this unit the students will explore the value of individuality, tolerance, positive interactions, as well as positive goals that motivate and encourage. At the completion of this unit, students will learn what it means to accept themselves and others, and have a better understanding and acceptance of differences. The LICM exhibit Changes and Challenges is designed to allow children to experience both the feelings and challenges of coping with a wide range of disabilities. Tactile, visual and auditory learning activities allow for all learning styles and will prepare the children for the differentiated projects listed below.

I would use this music video, Don't Laugh at Me by Peter, Paul and Mary to introduce this acceptance unit.


In all, this trip and the assignments found below would address the following NYS and ISTE NET Standards

NYS ELA Standards
Standard 1: Students will read, write, listen, and speak for information and understanding.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen, and speak for social interaction.

NYS Social Studies Standards
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

ISTE Standards
  1. Creativity and Innovation
  2. Communication and Collaboration
  3. Research and Information Fluency
  4. Critical Thinking, Problem Solving and Decision Making



Note: The pre-assignment sheet is the same for all groups and would be completed by pairs of students in high/low collaborations over a two day period.
Also, each assignment begins with an auditory Voki prompt in addition to the assignment sheet, to modify for struggling readers that are members of each leveled group.




E. Low Level Learner Documents


Get a Voki now!








Exemplar:


F. Intermediate Level Learner Documents


Get a Voki now!








Exemplar:

Note: I adapted this section of the assignment for TEAM [but not for my students] because I did not have ample video to create an exemplar newscast to edit with Windows Movie Maker. I used the web 2.0 site blabberize.com



G. Advanced Level Learner Documents


Get a Voki now!







Diigo_Screenshot.jpg
Diigo Screen Shot of http://kidshealth.org/kid/health_problems/brain/autism.html

This is a screen shot of diigo which was mentioned on the advanced assignment sheet.
As you can see, with the diigolet toolbar students can highlight and comment directly onto the website document.


Exemplar (created by YOU)






H Reflection

List here all the web 2.0 tools you have used in your three sets of assessment/assignments.

Photostory, Windows Movie Maker, Mixbook, Diigo, Voki, Blabbercize


WHY did you select these tools for the specific assignments?

Inclusion means everyone gets what they need. Differentiated instruction means the same, but different. I wanted to choose assignments that would challenge the students on every level, but I didn't want to use tools that were so different from each other that the students would indicate that someone had an easier road to travel than others.


What are some of the challenges you might expect in terms of having your students use each of these tools?

To me, the tools aren't important. It is the content that matters. For the most part, the tools are easy for my fifth grade students to "figure out" through a variety of trial and error clicks here and there. The tools don't teach the content, they just enhance it. If we were to have any challenges, I would say that a student forgetting his or her password on diigo would probably be the biggest challenge.