Wicked Project

Problem:

• How difficult it is to keep the students engaged while teaching them.
• Students often don't have the attention span to listen to me verbally explain ways to deal with conflict resolution.
• The kids don’t fully understand how to apply the techniques I am teaching into their own peer conflicts.

Solution:

• Video tape the student’s role playing different conflict resolution scenarios.
• Watch the videos together as a class and talk about the strategies that were used and what worked well to solve the problem.
• Have the students practice these strategies with a partner.
• Use a Flip Camera for video taping.

TP

I chose video as my technology and role-playing as my pedagogy because using both video and role-playing allow for an increased awareness of new and multiple perspectives. At this young age level, children are so egocentric that it is hard for them to see from another person's perspective. Giving my students the opportunity to see these types of situations from their peers’ point of view would make it easier for them to grasp the concepts being taught.

TC

Using video as my technology to teach the content of conflict resolution makes it so students are able to see how to use these important conflict resolution skills as they are being taped from real life situations at the perspective of their peers. Also, the videos can be archived and referred to throughout the year whenever the students are having a difficult time with resolving that particular issue.

 

PC

 

Teaching conflict resolution skills in this fashion gives me the opportunity to teach the students using peer examples that are more meaningful than listening to an adult talk about using these strategies in an abstract example that they cannot fully comprehend.

I think the best way to go about implementing this plan would be to organize the videos by the type of strategy they are focusing on and use the flip camera to save them on a flash drive. Once the videos are saved on a flash drive, I will be able to access them on any computer and show them to my students on a projector in a whole group setting. As the students are watching the videos, I will pause it at certain parts to have group discussions on what strategies should be used for the particular situation being shown.

Screencast:

 

Group Leadership Project

1.What tool did your group use to deliver the PD tutorial? Why?

Our group used screencast-o-matic to record our portions of the tutorial that we were teaching. We chose this program because it was very user friendly and it allowed you to make screencasts of any length.

2.What did you learn during the development process of the final product?

When I was recoding my portion of the project, I learned that you have to do many trial runs in order to get the screencast to turn out exactly how you want it. I ran into many obstacles while recording, such as background noises, microphone volume, and trying to stay within the allotted time.

3.What would you do differently if you had to develop a similar product again?
If I was to do this project again, I would practice saying my lines while running through the steps on my computer screen multiple times before starting the actual recording.

Click here to view our project!

Professional Technology Plan

EDT 812 Personal Learning Plan on Prezi

Part D: Findings and Implications

1. Formative: Did the project get implemented as planned?

• Discuss the portions you were able to accomplish - in preparation for your fall launch
• Using the Conscious Discipline resources I collected, I was able to get many ideas of the best resolutions for all of the different types of conflicts that will present themselves in the classroom. Moving forward, I would like to start creating scripts for the role playing scenarios that the students will be acting out in the videos. I have already started to find a few scripts on the internet that I can use, here is one example that I found on: Think Quest.

2. Summative: Evidence of success in addressing the problem of practice

• Provide a detailed description as to what you would expect to see happening in your classrooms, or work place as evidence of a successful project
• I would base the success of this project on whether or not the amount of conflicts (that need teacher intervention) go down. In order to keep record of this, I would track the behaviors numerically by doing pre and post data collection. The initial data would be gathered at the beginning of the year before I begin implementing the program. Then after the videos have been shown, I would collect the post-program data to see if there are any improvements.

3. How would you approach another project of this type differently given what you’ve learned here?

• I think the overall approach of this project went very well, however it would be helpful to have a definite idea of what grade level I will be teaching in the fall; that way I could gear the project towards a specific grade level. It would also be helpful to create this project during the school year, while you have students to test it on, and see what parts work and what needs tweaking.

4. What are the lessons learned that others might benefit from knowing about?

• The biggest lesson that I learned are that you can not plan on having access to a camera whenever a conflict arises in your classroom, you either have to have another adult in the room who is able to help you with the video taping or you have to video tape the students role playing the scenarios.

5. In what ways will you endeavor to do the same project again, and what will you change or not do?

• I would definitely like to use this project in a kindergarten classroom, but I think the only way to realistically get it to work would be to video tape the kids role playing different scenarios at the end of the school year and then playing the videos for the new class in the fall. Kindergarten students are just not mature enough to be able to handle this sort of activity until the end of the school year.

Mobile Learning Lab

For the mobile learning lab, I joined Classroom2.0 and read some other people's opinions on students using cell phones in the classroom. I also wrote my own response to this topic saying how I think that it would be a great motivator to let students use their cell phones in class, however there are many obstacles such as, district policies of no cell phone use in class, students who can't afford cell phones, and students "playing" with their phones instead of using them for what is intended.

I also created a poll using Poll Everywhere. My poll question was "What was your favorite thing you did over the summer break?" I tested it out by sending a text message response and it worked really well! I could definitely see myself using this program if I get moved back to teaching 8th grade, however since I am currently teaching kindergarten this would not be feasible. If I was to use Poll Everywhere with middle school students, a challenge would be that our district has a policy that cell phones are not allowed in the classroom so I would have to use it for homework assignments.

In the elementary classroom, I can see myself using iPads for small group work with educational apps. I would also love to have access to mp3 players for students to listen to audio books as a center; right now I currently use our outdated tape player to play books on tape. The challenge here is that our district does not have up to date technology, so I do not have access to multiple iPads or mp3 players. We have just recently passed a technology bond, so hopefully these resources will become available within the next year or two!

Group Leadership Project Part B: Storyboard

Our group's plan is to record each of our sections individually, and then put them together using Window's Live Movie Maker. Evelyn is doing the introduction/uses in the classroom, Ruth is working on creating a movie with pictures, I am focusing on how to add and edit videos, and Susan is doing a section on how to make movies using the Mac version of Movie Maker. Here is a link to view our storyboard .

Wicked Problem Part C

Click here to listen to my first ever podcast that I created about the implementation of my lesson. By using role playing and Flip cameras, the lesson teaches students how to use Conscious Discipline strategies to solve peer conflicts.

PART B: Application of TPACK

1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

I chose video as my technology and role-playing as my pedagogy because using both video and role-playing allow for an increased awareness of new and multiple perspectives. At this young age level, children are so egocentric that it is hard for them to see from another person's perspective. Giving my students the opportunity to see these types of situations from their peers point of view would make it easier for them to grasp the concepts being taught.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)

Using video as my technology to teach the content of conflict resolution makes it so students are able to see how to use these important conflict resolution skills as they are being taped from real life situations at the perspective of their peers.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.

Teaching conflict resolution skills in this fashion gives me the opportunity to teach the students using peer examples that are more meaningful than listening to an adult talk about using these strategies in an abstract example that they cannot fully comprehend.

PART A - Brainstorm Session

My group used anymeeting.com for our web conferencing tool. The advantages of using anymeeting are that it is very easy to use and user friendly. I could easily create a meeting and send the link to my group members to join in. Once in the meeting, we were all able to talk and see each other using our web cams. It is also very easy to record the session and then copy and paste the link for your recording anywhere it is needed.

The disadvantage to using anymeeting is that you cannot embed a document into the meeting room for group members to add to. Because of this, we had to have a separate document going in Google Docs while we were talking in anymeeting.

Here is the link to our web conference meeting: http://www.anymeeting.com/barness/EB54DB86864B

Web- Conferencing

For our group's web-conferencing trial run, we used anymeeting.com. Overall, the program was very easy to use. Before we met, I scheduled a meeting and invited my group members by sending them the link to our web meeting. Once we logged on, we were all able to all see each other and clearly hear each other talk. We also used the chat section to write down some of the ideas we were coming up with, next time, I would like to also use the "poll" section as an easy way for each person to vote for which idea they like the best. I was easily able to get the screencast to work so that my other group members could look at my screen as I explored some of the websites we were talking about during our conference. I recorded our web-conference and have included the link here:

http://www.anymeeting.com/barness/EB54DE898848

 Web-conferencing would be useful in my classroom because it would be a great alternative for having conferences with parents who might not be able to make it in person. The parents could meet with me at any time using a web conference and I would still be able to talk with them face to face through the computer screen!

PART A: The Wicked Problem - A Need or an Opportunity

1. What is the important educational need that you are seeking to address? This element is fundamental in this project. Since we have limited time, energy, and resources, cool technology without a clear sense of why it matters or what we gain by it is of little value in the educational setting.

In my pre-kindergarten and ½ day kindergarten classes, I have found it difficult to keep the students engaged while teaching them how to solve classroom conflicts. The students often don't have the attention span to listen to me verbally explain ways to deal with conflict resolution and they also don’t fully understand how to apply the techniques I am teaching into their own peer conflicts.

2. How you plan to address this educational issue with technology? You need to make a clear and convincing case that your proposed solution will make a real impact on the issue you identify, and that your proposed approach is a reasonable approach given its costs and possible alternatives.

I plan on videotaping children at this age, having a peer conflict and me talking them through different strategies to solve these conflicts. We will then review the video as a class and talk about the strategies that were used and what worked well to solve the problem. The students might even want to practice these strategies with a partner after they have seen how the children in the video used the techniques.
This approach will be very easy to implement because I can use our school’s Flip Camera to tape my students. Flip Cameras are very inexpensive and easy to use.

3. Logistics of solution: For example…

1. What is the scope? (e.g., when and where will tool be used and for how long? Who all will use it?)

I will use this tool at the beginning of the school year to set the tone for a safe and comfortable classroom environment. The sooner you teach young children how to resolve peer conflicts on their own, the better off you are for an enjoyable school year.
After showing the videos to the students once, I will see how they are doing with implementing the strategies on their own. If many of them seem to still have trouble using the skills taught in the video, I might have to show it again and readdress the topic again.
My students will use the videos and I will offer them to other colleagues to use in their own classrooms.

4. Relevant research and resources (from the Internet and elsewhere) including reports on the closest effort you can find to what you are planning to do as well as ideas and materials you may be able to build upon in your own effort. Your description should include:

1. The results of your search (What resources may help guide your project? What resources may help in the implementation of your project?)
2. What you learned from performing this search. For example, which search engines did you use? What strategies did you use? What helped or hindered your search? How would you search again next time?

Many of the kindergarten teachers in my district use a discipline program called Conscious Discipline. When I taught kindergarten for the first time last year, I was given a brief introduction to the program. It seemed to work really well, but I would like to learn more about it so I can implement it into my classroom in more depth next year. In order to do this, I researched many sources related to Conscious Discipline, such as:
1.The Couscious Discipline Website: http://consciousdiscipline.com/
2. You Tube videos made by the developer of the program: http://youtu.be/8j3gF1dh_t4, http://youtu.be/9jfTlduYkRk
3. Conscious Discipline Implementation Plan for PreK - 2nd Grade: http://consciousdiscipline.com/downloads/resources/preK-2nd_grade_implementation_handout_FINAL.pdf
4. A Power Point that teaches you about the different children’s books that are used in this program: http://consciousdiscipline.com/downloads/resources/Shubert%20Activity%20PowerPoint.pdf
5. The textbook: Conscious Discipline by Dr. Becky A. Bailey

5. A plan for the portion you will implement during this course and the portion you will implement after this course completes.

Before school starts, I will use the Conscious Discipline Implementation Plan to prepare the classroom routines and rules that will be expected in my classroom. I will also make a list of conflict scenarios that I want to use for these videos. I have a few students who I am tutoring this summer and I might be able to get them to help me with the videotaping so I can have that part done before school starts.
Once the school year starts, I will show the videos to my class and use them as a teaching tool. I might even continue the videotaping throughout the school year by taping student conflicts and their resolutions as they are happening. That way I can continue to show them to the class and revisit the topic as the year progresses.

6. How would you know you were successful?

If I saw my students applying these strategies into their daily routine to solve their own peer conflicts, I would know that I was successful in teaching them

MAET Goal Statement

Here is my personal introduction that I made with Windows Movie Maker.