QR assignment

https://docs.google.com/document/d/1rYEiK9bXXCYs7oi-_4VShLgGSTdhhAkecFS-NSB1R0M/edit?usp=sharing

Use in the classroom:

Learning Objective: Students will analyze the impact that the Harlem Renaissance had on African American culture and society by completing a QR scavenger hunt and creating a power point on one aspect of the Harlem Renaissance and its impact.

Outline: I would print out the QRs, label them, and place them around the room in different stations. Students will go around the room the different stations and according to the label, answer the questions on their handout, or fill out the analysis sheets for the pieces. Students would then use that information to lead them into their research for the power point.

1. I will incorporate augmented -learning into the classroom by adding it to the repertoire of strategies that can be used to teach topics. There are many ways that QRs can be used in the classroom. One way is the scavenger hunt style lesson, where students would scan the QR to get the information that they need. Also, on class web pages QRs can be used to give students extra learning opportunities, or at end of notes/classwork to also give additional information. Idea that I heard from this class, but want to make sure I don’t forget was to use the augmented reality app to make the textbook come alive with videos, music, additional information, maps, etc. that students can use interactively. Students could also use this as a project, where they would find information and attach it to QR or where they would create their own scavenger hunt.

2. Factors that would influence the success of the project is making sure that phones or tablets have the QR scanners and that all students have access to a smart device. Another thing that would be important is that the smart device is equipped with other programs to run pdfs, videos, etc. Schools would also need to have open access to WiFi for students.

Application:

1. The design principles align with this lesson plan in that it gives students time to learn at their own pace. Also, it gives the students a variety of learning modalities to learn. It allows the student to learn in different styles.

2. The principles that I feel that were applied in this lesson is Image principle. Also the voice principle. The video is human voices versus machine. The audio is also a live interview with the person. Another principle is segmenting. Information is grouped and allows for the student to pace themselves from station to station. Lastly, the modality principle is also used. With the use of audio and video in the QRs or ARs, students are getting more than just written word.

3. I was trying to use Modality, segmenting, and voice (when I created the video).

Reflection:

1. Honestly, I would never have thought to use QRs in a lesson or as a learning strategy. During conversation on ways to use it in the classroom, I was able to see the benefit of using this in the classroom. I like that it helps the students be independent learners as well as making information come alive. When students are active in their learning, they are going to remember the information, and that is what we want.

2. Things that stood out in my mind where the means that QRs and ARs can be used in the classroom and the many different ways they can be used. ARs was one that I thought was cool, but only for science classes, until I heard how others have used it in Social Studies classrooms.

3. Some tensions that can be seen between the project and the design principles is really in the fact that you are not meeting all of them. In my lesson, there are QRs that lead to reading information. You can’t completely get around that, nor should you. There were some videos that use machine voice overs so that would go against the design principles. Also, a lot of videos are very formal in their presentations. I have really enjoyed “Crash Course” videos on Youtube because they are very energetic. You can have fun with the information and be silly.

4. I grew this week in just learning new means of teaching. I was really a little intimidated by the assignment at first, but as I got into it, found it fun to do. It definitely takes time to do it, but I think that the outcome of the lesson is well worth the effort. 

Video

Use in the classroom:

Lesson Objective: Students will explain the Harlem Renaissance and its impact to African Americans by completing a Webquest assignment.

Outline: The video would be placed on the introduction page of the Webquest. Students in their groups would watch the video to get a basic background to the Harlem Renaissance before they went on to complete the research. Using the information they gathered, students will complete a video, using the intro as an example of what it can look like.

1. I will incorporate creativity in lesson by using the webquest as a way for students to get understanding of the Harlem Renaissance. Videos, articles, images, etc will be found on the webquest. Also, having the students demonstrate their learning through creation of a video is also using creativity in the lesson.

2-3. Factors that would influence success would be technology availability. The ability to get computers for students to use is key. Without them, the lesson would not be able to happen. Internet access and quality is also a factor. Beyond technology, having students know how to create a video and where to go to create one is important. Many students have not played around with software/webpage programs to make videos. Option would allow them to do something on their phones that they are more familiar with as long as it can be sent to teacher. Lessons teaching students how to use programs on school computer to make videos would need to take place previous to the creation of video.

Application:

1. The lesson aligns with the principles from week one. First, the Modality Principle is seen with videos. The students are hearing the information versus seeing them written. Even though there are parts to highlight what is being said is written in the video, the writing just signal the important information. This fits into a second principle that is used in the video, Signaling Principle. A third principle that is seen when using videos as a way to present material is the Temporal Contiguity Principle. Students are hearing narration and images at the same time. This allows students to make the connections between information and what they are seeing. (Mayer, 2014)

2. In my video there was Signaling, Modality and Temporal Contiguity

3. The use of video in the classroom supports creativity because it allows students to get the information in different formats, so it hits each of the learning style. More importantly, using video making as an option for students to demonstrate learning, shows creativity. I like the idea of getting students to create videos that can be shown in class on the information that they learned. Some of our students do not do as well with writing down in essay form what they learned, but using video can be a valid way to show what they have learned. The only problem would be the access to computers for students who would chose this method. 

Reflection:

1. My thinking as changed in the use of making videos as a way for students to demonstrate what they know. It does take time when first starting off when creating a video, but it shows a student’s understanding of the information in a different way than what they would in an essay form. I also learned that for a teacher, with limited time, finding videos that are already created is much easier to do. I did enjoy learning the process though.

2. What stood out in my mind was the amount of work that goes into making a video. You see them all over the place and think, yep, that is fun. I did not realize the steps that take place in making one. Getting used to the process was challenging at first. A lot of manipulating takes place to get things just perfect. However, I also had to make sure that the information was specific and clear to fit into one slide. It takes out information that is not important.

3. One thing that I struggled with was the space and use of the space in the video. I did add writing in the space (wish that there were other props to frame words). I felt a little hesitant to use words as it was a video. When I did, I tried to make sure that it signaled what was being said and was useful—not just space filler. Using other images was also a way of filling the space, so I tried to use that when possible.

4. It did take a while to create and was difficult for me since it is not in my area of expertise. I am not a creative person, but am a perfectionist. I felt like it was never good enough, or what it should be. It challenged me as I had the fight between the two. I had to pull out what creativity I had and had to let go of my perfectionist tendency, knowing that I was not going to meet perfection on this assignment

5. My creativity grew a little bit. Still not a creative person, but do know that I can increase that if I keep trying and practicing. 

Works Cited: 

Mayer, R. E. (2014). Research-Based Principles fro Designing Multimedia Instruction. In C. E. Victor A Benassi, Applying Science of Learning in Education; Infusing Psychological Science into the Curriculum.

Video Evaluation:

World History: World War II

Explore history videos on World War 2 for kids at NeoK12

The class that I would use this video in is my High School United States History Class. My students are mostly 10^th graders (15-16 years). I also have a few freshmen, Juniors and Seniors. I would use this video as an introduction to the Unit on World War II. Students would be responsible for just watching and listening to the video as it is to give them an overview of the War. As always, the students will be given questions to look for as they watch the video that will be used for discussion after. The questions will be discussed as a class and clarified before the video. I would not have them take notes as a mandatory assignment because details given will be discussed within the unit in greater detail. I also find that students lose the big picture of the video when focusing on specific details. I want them to see the big picture of the war.  After the video, the class will participate in a discussion around the video.

For the most part, I think the video is a great one to show. There are some parts that wander off, but the information is given in an energetic way. The content is appropriate for the area of study. It does add information about other countries that is not discussed in US History, but it is brief. Other aspects that we do not cover are still important in understanding the causes of World War II. It also adds to the lesson. The visuals are useful in getting students to see what was happening and the information given gives students the background of World War II that they may not know. Having the students gain background is helpful in understanding future lessons. The information given in the video is well organized and easy to follow. Students will easily be able to follow along. The speaker is engaging and with the use of the visuals, students will pay attention. That is what I like about this video over documentary style video. The source will work in my classroom. I probably would download it to make sure that I can access it regardless. The video is credible. Crash Course does a lot of videos on a variety of subjects. They use teachers to assist in making the video and information. Again, the use of the video for introduction to World War II would be beneficial to my students. It is better than me giving them the information, or having them read it. Students are more likely to remember the information from the video, especially with discussion of video as a class.  

Digital Images

In the Classroom
Learning Objective: Students will contrast the difference in pre-1920's life to the life in the 1920's by creating a infographic using easel.ly to demonstrate differences.

Lesson outline: Technology will be used as a demonstration of what students will do to contrast life in the different eras. Students will use information from notes, textbooks, and internet in order to create a infographic. Students would chose one aspect of the era--Women, Jobs, Economy, etc. Pictures would be used to help students see the difference between women in different eras.

Application
 1. One way the principles align with digital image project is through spacial contiguity. Taking an image and writing on it to label parts, or highlight what the teacher wants to have students notice is helpful in student learning. Having writing on an image focuses students' attention to what they should see versus having them guess what it is that they should see. Having it right by the image also helps students make the connection which allows them to remember it. Another way the principle aligns is through signaling. On the infographics, the use of conversation bubbles, arrows, or other signals helps students by showing students where new and/or important information is. It also uses segmenting. By breaking the information down. Students are getting information in small pieces versus paragraphs.
 2. The principles that are used in above examples would be signaling, and spacial contiguity.

Reflection
 1. One way my thinking about technology has changed this week is the use of images with writing on it. I like the idea of adding caption or labeling the image in order to grab the students attention. Another thing is the use of infographics. These make great pieces of information to use with notes or to have students do independent learning. They can be made to fit the needs of different classrooms. With the infographics, I also would like to see students create them. It gives the students a nice template to demonstrate a variety of knowledge. They are simple enough that it gets to the information, but also allows students to be creative and demonstrate learning in a different way. I found that because images that I was looking at tended to be public domain. However, always being able to verify that was not always easy. Many sites did not list where they got the image. I finally focused mostly at Library of Congress to find images.

 2.The technology that stood out in my mind was pixlr. I was happy to find a photo alteration site that I can use. There were pictures that I had wanted to alter to get items to stand out more, but did not want to pay for photoshop. Now I get to do it for free. I also really enjoyed easel.ly. The templates were create for a variety of topics. Definitely technology that I will be implementing into my curriculum. I did not find making a Gif useful. For me, there are better ways of showcasing images that would be more useful and easier to use in the classroom. Glad to know how to make one, but not sure that I would ever make another one.

 3. The biggest way that I grew this week is in just learning new technology and how to use it in a classroom. I am also continually growing in search skills as I have to get creative to find items that fit under the Creative Commons.

Works cited
 Bain News Service. (2016, January 20). Alice Joyce wearing antique gold emb. in rubies. Retrieved from Library of Congress: http://www.loc.gov/pictures/item/ggb2006014337/

ClipArtHut. (2016, January 20). Dancer Flapper Silhouette. Retrieved from http://www.cliparthut.com/dancing-flapper-silhouette-clipart-QdLjPP.html

French, H. E. (n.d.). Col. Sherrell, Supt. of Public Buildings and Grounds, has issued an order that bathing suits at the Wash[ington] bathing beach must not be over six inches above the knee ... Retrieved January 20, 2016, from Library of Congress: http://www.loc.gov/item/90708909/

Maison duPetitSantThomasParisHiver1909-1910page2.png. (2007, January 23). Retrieved January 20, 2016, from Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Maison_duPetitSantThomasParisHiver1909-1910page2.png

Meyer, A. d. (2012, March 28). Two Women on Beach Wearing large black hats. Retrieved January 20, 2016, from Wikimedia Commons: https://commons.wikimedia.org/wiki/File%3ATwo_Women_on_Beach_wearing_large_black_hats_1900s.jpg

Padlet Assignment--New Deal

Created with Padlet

Use in Classroom:
Learning Objective:Students will argue the pro’s and cons of the New Deal using various sources found on Padlet and creating an essay on their view of the New Deal.

Outline: Students will use the Padlet resources to research the New Deal Programs. This activity would be done as a group activity after whole class instruction. During whole class instruction, students will get the basics of the New Deal and what was happening. The resources will add information and understanding to instruction. Students will use material to create a t-chart of pros and cons of the New Deal. With that information they would choose their side and create an essay.

Copyright—When using material, teacher will make sure that the resources are acceptable based on copyright/Creative Commons. All sources will have citation for the source. Students will be instructed that they will need to also cite sources when they use the information in their essay. Teacher will review citations with students prior to giving assignment.

Application:
1. The principles of multimedia align with the lesson idea because it offers a variety of sources. Some of the information is text based, others are image, and also video/audio. By doing this, students are not just stuck with one, and can read the information as well as get similar or added information in a different medium. The use of Padlet allows a teacher to put a variety of information for students to use in one place with easy access versus giving them individual websites or setting them out on their own. This allows for a more structured multimedia learning where students will actually learn.

 2. The principles that I was shooting for, not sure that I accomplished were coherence, segmenting, and modality. I wanted to use coherence to make sure that the students are not getting tons of information that really is not important. When looking at sources, I tried to find those that stuck to the point and didn’t go off from the main topic. With text based, this was a little harder. A lot of articles want to elaborate and add interest to keep reader entertained. For segmenting, which with using programs like Padlet, was one that definitely happened. The material was broken down into small chunks. Students are getting a portion of the information, then moving on to another portion of information versus getting it all in one spot. Students, also, get to move through the sources at their own pace. Segmenting is great for students with special needs because of the chunking and pacing. Modality was another one I was shooting for and believe I did. I provided video/audio sources that reiterate what a written source had stated. With this, it allows for students of all different learning styles to get the information, while the other just supplements the information. I would have liked to have use more videos, but finding sources that are not copyrighted were hard to find. PBS and History Channel had a lot that I liked, but did not use due to copyright.

Reflection:
 1. My thinking has changed over the week with my thinking of what materials to use. I realized how much I use in my classroom that technically I should not be using. I also realized how frustrating it is, though, to find material that is suitable for the classroom and topic that is permitted under Creative Commons. Google searches went from tons of information to vary limited sources and sites.

 2. The good news with teaching history is that there is a lot of sources that are public domain. At least for topics like the New Deal. One thing that did stand out this week was the advanced search to find information based on license. The variations of Creative Commons was also new. I had known about Creative Commons prior to the course, but really understood the attribution and Sharealike. The others were new for me. There are a lot of Creative Commons for those two as well versus the others. Many sources that I have used in my classroom I learned fit into CC-By and CC—SA, which is good to know.

 3. When looking at a lot of soruces, I found that many do not fit the principles. Coherence is a big one that many did not fit. I looked at many articles, power points, videos, etc. to really find sources that were more coherent. There were power points that had 50 slides. Much of the information was not useful to understanding the New Deal Program and could easily be trimmed. All types of material that I used had problems with that. Pre-Training principle was another one that didn’t work well. This is where I would need to do a whole class instruction before throwing students on this. They would need background information to understand what they would be looking at. The sources really were designed to give more detailed information on topic.

 4. I enjoyed using Padlet. I really like the program and will use it in my classroom when having students complete “research” on a topic. It really was nice in that it kept students focused on topic without wasting time searching for material. Depending on the assignment, I would link more sites to it where students can explore the topic more than specific material. 5. I grew with searching the internet. I also learned more about copyright, or at least being more aware of copyright information on websites.

Who I am

Hello and welcome to my blog. My name is Betsy Eschtruth. I am a teacher for Baltimore City Schools in Maryland. I currently teach at Carver Vocational Technical High School in West Baltimore. I teach United States History and African American Studies to 9th and 10th grade students. This is my 9th year as a teacher in Baltimore City.

I grew up in Grand Ledge, Michigan and graduated from Grand Ledge High School. I moved to Utah for a year with the idea that I would go to school out there. Moved back to Michigan to go to school at Central Michigan University where I graduated with a BS in Education with a History major/English Minor. My family is still mostly in Michigan, and I enjoy visiting Michigan during the summer. My favorite place is Lake Michigan, particularly Holland, MI.