I've already used Creative Commons Image Search for Still Images, but what's the Blip.tv tab I see there next to the Flickr tab? Videos. Well, why not use it this Monday to start a lesson on Multiples that is titled Riding Ferris Wheels.
The teacher's guide to the math book opens with a few questions such as "How many of you have ever been on a Ferris wheel?" and "Did you ever wonder about the number of trips around that you would get?" and "How does the size of the Ferris wheel affect your ride?" The guide also suggests using (cardboard?) circles (with a seat drawn on them) on a screwdriver to illustrate ferris wheels.
Why not show a quick video first? The students actually see the ferris wheel revolve, and to add a bit of a "problem" element into the quick intro, I could ask students to figure out how long it takes for one full revolution. This is slightly challenging for 6th graders because the video only shows the upper half of the ferris wheel.
In terms of visual literacy, this video adds the visual element, particularly movement, to the senses being integrated in this lesson intro. So theoretically students' attention and memory encoding will be better (if what I read about Sensory Integration on the Brain Rules website is accurate). However, I don't believe this video will deliver too much when it comes to emotional impact. So in that sense, there is still room for a better video although, can Ferris wheels be very emotional ever?
Here's the video, courtesy of Matt Black's Video Sketchbook on Blip.tv
Friday, September 18, 2009
Frustrated and Atechnological!
There is no doubt that the COETAIL classes have introduced me to a Web 2.0 way of doing things in my classroom that I wouldn't have used otherwise. The two best examples are a blog to communicate with parents and the use of Creative Commons Search for images that I use with permission.
When more developed, the blog will serve as a site for parents to receive news, download files and see pictures of their children and children's work. I even envision posting pictures and videos from JV volleyball practices for students to see their form and ability in various skills.
The Creative Commons Search pages that I've used so far actually provide more attractive images than my previous Google Searches which seemed to rarely pull up images from amateur photographers. For example, a search for Milkweek Bugs (Grade 7 EAP Math/Science) on Google pulls up images of a more scientific nature whereas a Creative Commons Flickr Search pulls up more artistic (vs. scientific) images. When practicing scientific description language with pictures of milkweek bugs, I showed the students various images and let them choose one as a class for drawing and describing. The students nearly unanimously chose the most stunning photo of a milkweed bug which came from CC Flickr Search.
Otherwise, the embedding of technology into my teaching has been painfully lacking. With the adoption of a FOSS Science Kit and the CMP (Math) Curriculum--both of which come with cookbook-like instructions--I've found myself spending so much time reading, understanding, and following the directions, that I stop thinking about technology.
One idea I've had after seeing some blogs of Robin Bulsza's 5th grade students, has been to ask students to write math reflections on their blogs rather than notebooks, even though I still don't know how they could easily and quickly incorporate drawings/models into their blog posts.
Even without continuing to take COETAIL classes, my challenge this year will be to keep technology on my mind while juggling the instructions of Science Kits and the New Math Curriculum.
When more developed, the blog will serve as a site for parents to receive news, download files and see pictures of their children and children's work. I even envision posting pictures and videos from JV volleyball practices for students to see their form and ability in various skills.
The Creative Commons Search pages that I've used so far actually provide more attractive images than my previous Google Searches which seemed to rarely pull up images from amateur photographers. For example, a search for Milkweek Bugs (Grade 7 EAP Math/Science) on Google pulls up images of a more scientific nature whereas a Creative Commons Flickr Search pulls up more artistic (vs. scientific) images. When practicing scientific description language with pictures of milkweek bugs, I showed the students various images and let them choose one as a class for drawing and describing. The students nearly unanimously chose the most stunning photo of a milkweed bug which came from CC Flickr Search.
Otherwise, the embedding of technology into my teaching has been painfully lacking. With the adoption of a FOSS Science Kit and the CMP (Math) Curriculum--both of which come with cookbook-like instructions--I've found myself spending so much time reading, understanding, and following the directions, that I stop thinking about technology.
One idea I've had after seeing some blogs of Robin Bulsza's 5th grade students, has been to ask students to write math reflections on their blogs rather than notebooks, even though I still don't know how they could easily and quickly incorporate drawings/models into their blog posts.
Even without continuing to take COETAIL classes, my challenge this year will be to keep technology on my mind while juggling the instructions of Science Kits and the New Math Curriculum.
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