This post is to fulfill a requirement for my EDU 519 class at American University. The assignment asked me to learn a new program and reflect on it. So, here it goes...
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In the past, I've used sound editing programs to mix CDs using products from Roxio and SoundForge. For my class on Critical Literacy, I used a Roxio sound editor to create podcasts. For my EDU519 class, we were required to use Audacity as a sound editor.
Audacity is a FREE audio and sound editor with open source software for people who want to further develop and customize the application. It's easy to use and has a lot of the same features that the other products I have used (but it's FREE). I haven't done a whole lot of exploring with it, but it has a lot of great utilities for creating effects, mixing audio, and noise filtering.
Since it is freeware in development, there are some risks in using it since there may be bugs. In the limited amount of time I have used it, I haven't run into any problems yet.
I used Audacity to create a podcast for my EDU519 class. Check it out here.
Sunday, June 3, 2007
Thursday, May 24, 2007
Using Technology in Classroom
This post is to fulfill a requirement for my EDU 519 class at American University. The assignment asked me to interview or observe someone at my school who uses technology effectively and reflect on it. So, here it goes...
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I've had the pleasure of interviewing and observing Mr. D throughout this year who is very effective in using technology in his classroom. He teaches an Engineering class at our school that uses an AUTOCAD program to teach students how to design and create various objects.
The class is structured to teach students the phases of developing a product from conceptual drawing all that way to actually forming a model of it using a 3-D printer. I took a particular interest in this process since I had to take a technical drawing class in my undergraduate studies, but it was all only done on paper. The only time we ever saw a design formed was when we were to use play-doh to create some of the shapes.
What really struck me was how active the students were in the learning process and how effective the software was in producing visualizations for what the students were creating. I realize that this is the purpose of AUTOCAD, but this was the biggest issue I had with the technical drawing class when I took it. We didn't use AUTOCAD and only did things by hand. I think technology might have been the saving grace for me. I have a hard time visualizing things in 3-D and I learned this about myself in taking this class. I actually asked my professor if I could use play-doh during tests to help me create and visualize the objects.
Observing Mr. D and seeing his students design a puzzle box on paper, produce a drawing of it in AUTOCAD, and then use the 3-D printer to create it has really shown me that I need to focus on getting my students to create products in the classroom. It is easier to do in a hands-on class like the one Mr. D teaches, but I need to create contextualized ways that my students can put their math skills to use and create an individualized product. How can I get my students to create a puzzle box of their own that they can plan, design, and physically create to produce an end product?
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I've had the pleasure of interviewing and observing Mr. D throughout this year who is very effective in using technology in his classroom. He teaches an Engineering class at our school that uses an AUTOCAD program to teach students how to design and create various objects.
The class is structured to teach students the phases of developing a product from conceptual drawing all that way to actually forming a model of it using a 3-D printer. I took a particular interest in this process since I had to take a technical drawing class in my undergraduate studies, but it was all only done on paper. The only time we ever saw a design formed was when we were to use play-doh to create some of the shapes.
What really struck me was how active the students were in the learning process and how effective the software was in producing visualizations for what the students were creating. I realize that this is the purpose of AUTOCAD, but this was the biggest issue I had with the technical drawing class when I took it. We didn't use AUTOCAD and only did things by hand. I think technology might have been the saving grace for me. I have a hard time visualizing things in 3-D and I learned this about myself in taking this class. I actually asked my professor if I could use play-doh during tests to help me create and visualize the objects.
Observing Mr. D and seeing his students design a puzzle box on paper, produce a drawing of it in AUTOCAD, and then use the 3-D printer to create it has really shown me that I need to focus on getting my students to create products in the classroom. It is easier to do in a hands-on class like the one Mr. D teaches, but I need to create contextualized ways that my students can put their math skills to use and create an individualized product. How can I get my students to create a puzzle box of their own that they can plan, design, and physically create to produce an end product?
Wednesday, May 16, 2007
Less than 4 weeks to go in my 2nd year...
It's hard to believe how quickly this second year has passed and how much easier it was than last year. I feel like I've been much more effective with instruction and just as ineffective with classroom management. That will be my focus for next year. I had the pleasure of watching one of my lessons recently that was video-taped and it was not only horrifying to see myself, but very eye opening to see my posture and (sometimes lack of) presence in the classroom. I know I'm pretty hard on myself, but I really need to focus on getting some better routines and expectations going.
It really is a struggle at times to make math interesting. It's the subject I teach and I believe it is very valuable for students, but sometimes... I lose sight of that myself. I've got to keep pushing the context aspect of it. I've got to keep finding the things that peak my students interests.
I was reminded of this today as my ESL math class was working on posters to present bar graphs they created from collecting data about the class ("What country are you from?", "What is your favorite color?", "How many people live with you?", etc...). I had a few students look up pictures online to enhance their posters. This led to a full on search of pictures and maps of other countries and finally landed us on maps.google.com so that I could show them overhead satellite images of our school and neighborhood. They were enthralled. It was one of those great teaching moments that can make your day, week, or even month feel worthwhile as a teacher.
Anyways, enough with the babble... I started playing with pages.google.com the other night to figure out how I could quickly create a website for my classes for next year and this is what briefly threw together:
Mr. Hale - Bell Multicultural High School
Oh and regarding my last post, I put the final finishing touches on the project I was working on called "Choose a Function". It will get it's first test run this advisory in a few weeks as an extra credit project for some of my students:
Choose a Function Project for Algebra II
-MF EDOOMCATOR
It really is a struggle at times to make math interesting. It's the subject I teach and I believe it is very valuable for students, but sometimes... I lose sight of that myself. I've got to keep pushing the context aspect of it. I've got to keep finding the things that peak my students interests.
I was reminded of this today as my ESL math class was working on posters to present bar graphs they created from collecting data about the class ("What country are you from?", "What is your favorite color?", "How many people live with you?", etc...). I had a few students look up pictures online to enhance their posters. This led to a full on search of pictures and maps of other countries and finally landed us on maps.google.com so that I could show them overhead satellite images of our school and neighborhood. They were enthralled. It was one of those great teaching moments that can make your day, week, or even month feel worthwhile as a teacher.
Anyways, enough with the babble... I started playing with pages.google.com the other night to figure out how I could quickly create a website for my classes for next year and this is what briefly threw together:
Mr. Hale - Bell Multicultural High School
Oh and regarding my last post, I put the final finishing touches on the project I was working on called "Choose a Function". It will get it's first test run this advisory in a few weeks as an extra credit project for some of my students:
Choose a Function Project for Algebra II
-MF EDOOMCATOR
Monday, May 7, 2007
choose your own function...
As a final project for our Algebra II class, one of our teachers came up with the idea of "Little shop of Functions" which I have been calling "Choose your own function." The idea is that we present our students with various scenarios and they are to choose and develop the appropriate linear, quadratic, cubic, or exponential function to model the scenario and use that equation to help solve a "real-life" problem.
I've been writing up the scenarios and have found the process to be difficult. It is very hard to think of and find scenarios that are interesting and don't require math skills beyond what is acquired in high school.
Anyways, here is a sampling of a few of the scenarios I have come up with so far.*
I remember being very good at Math when I was in high school, but never really saw the value of what I was learning until I took higher level math courses in college and studied physics and electronics. I hope that we are helping our students see the value of functions, graphing, solving equations, etc... by giving them these types of contexualized problems.
*NOTE: The "I" number in the scenario is an individualized integer that each student is assigned to make each problem unique.
-MF EDOOMCATOR
I've been writing up the scenarios and have found the process to be difficult. It is very hard to think of and find scenarios that are interesting and don't require math skills beyond what is acquired in high school.
Anyways, here is a sampling of a few of the scenarios I have come up with so far.*
I remember being very good at Math when I was in high school, but never really saw the value of what I was learning until I took higher level math courses in college and studied physics and electronics. I hope that we are helping our students see the value of functions, graphing, solving equations, etc... by giving them these types of contexualized problems.
*NOTE: The "I" number in the scenario is an individualized integer that each student is assigned to make each problem unique.
-MF EDOOMCATOR
Sunday, April 15, 2007
Inspiration
A bit off the topic of critical literacy, but inspiration is an amazing thing. As I sit inside on a miserable rainy spring day, I'm dreaming of a trip that I'll be taking this August. A group of my friends and I will be hitting up trails at Whistler, Pemberton, Squamish, The North Shore, and whatever we find on our way to Kelowna on a 2-week trip to Canada.
For inspiration, I frequently watch two of my favorite videos showcasing the thrill, desire, and challenges of the type of riding I enjoy. There's just something about the visually stunning imagery and the beats and rhythms that captures the mood and experience. Videos can really evoke such powerful feelings.
I only wish I could capture and bottle up the feelings I get from watching these videos to inspire my students, my colleagues, and myself for those days when things are just not the way they should be...
For your entertainment, here are a few clips for inspiration:
Favorite segment of Roam:
Roam Trailer:
Amazing trail with Wade Simmons riding:
The Collective Trailer:
I guess I'll be transitioning this blog into more of a journal of my teaching now that our Critical Literacy course is coming to an end this semester. I look forward to keeping track of my progress, frustrations, and inspirations in the world of education.
-MF EDOOMCATOR
For inspiration, I frequently watch two of my favorite videos showcasing the thrill, desire, and challenges of the type of riding I enjoy. There's just something about the visually stunning imagery and the beats and rhythms that captures the mood and experience. Videos can really evoke such powerful feelings.
I only wish I could capture and bottle up the feelings I get from watching these videos to inspire my students, my colleagues, and myself for those days when things are just not the way they should be...
For your entertainment, here are a few clips for inspiration:
Favorite segment of Roam:
Roam Trailer:
Amazing trail with Wade Simmons riding:
The Collective Trailer:
I guess I'll be transitioning this blog into more of a journal of my teaching now that our Critical Literacy course is coming to an end this semester. I look forward to keeping track of my progress, frustrations, and inspirations in the world of education.
-MF EDOOMCATOR
Wednesday, April 11, 2007
What Critical Literacy Means to Me
Here is the next installment of my podcast...
What Critical Literacy Means to Me
The script for it can be found here.
-MF EDOOMCATOR
What Critical Literacy Means to Me
The script for it can be found here.
-MF EDOOMCATOR
Monday, March 26, 2007
How is this relevant to me?
On our first day of class, Dr. Vasquez asked us to define critical literacy... I wish I could recall exactly what I wrote to see how it contrasts with my ideas as I've journeyed through this class through reading, blogging, and podcasting (listening to and creating). It certainly hasn't been a traditional class, but I think the format has allowed our class to explore and define critical literacy in our own way since we all teach different subjects, grade levels, students, classes, and schools.
I remember the first time a teacher ever used the word "critical" in refering to how we should learn and think in school. It was my senior year in high school in AP English. My teacher had us focus on reading text as "critical thinkers" and we were supposed to read between the lines and develop meaning from the Grapes of Wrath, 1984, Bonfire of the Vanities, etc... It was all about finding symbolism and metaphors in literature.
I remember when we had to present in front of the class that some of us did it as a forum, some used drawings, some did traditional book reports and essays, and then there was a student who did an interpretive dance. I really thought this teacher was absolutely crazy because we hardly ever just sat in class and read and wrote papers like my other previous English classes. After reading many assigned books, we were finally given the chance to pick a book on our own and read it. I couldn't remember the last time I was given a choice on a book to read for school since elementary school when I would pick Hardy boy mysteries in 5th grade to do reports on.
Reading wasn't one of my favorite things to do and I hadn't read a book on my own since the 5th grade. I was lost in what to pick and we had to pick a novel to compare and contrast to 1984. I stayed after school one day to ask my teacher for help in choosing. Without hesitation, my teacher told me to go the local bookstore (because I wouldn't find it at the school library) and to see if I would like A Clockwork Orange.
I won't get into details about the book, but what amazes me to this day was how my teacher had analyzed the way I processed what we read in class, how she was able to understand what I would be interested in reading, and how she could suggest a book that most public school teachers wouldn't even dare to mention around students! I can't say that I didn't still think she was crazy after suggesting this book to me, but I did respect that she was living the ideas of thinking critically by doing so with her students. She knew that I would find the book relevant to some of the ideas that I had expressed in class and that I would find the book interesting.
I hope that I can think more critically about my students and make connections and impacts on them the way that my crazy AP English teacher did for me.
-MF EDOOMCATOR
I remember the first time a teacher ever used the word "critical" in refering to how we should learn and think in school. It was my senior year in high school in AP English. My teacher had us focus on reading text as "critical thinkers" and we were supposed to read between the lines and develop meaning from the Grapes of Wrath, 1984, Bonfire of the Vanities, etc... It was all about finding symbolism and metaphors in literature.
I remember when we had to present in front of the class that some of us did it as a forum, some used drawings, some did traditional book reports and essays, and then there was a student who did an interpretive dance. I really thought this teacher was absolutely crazy because we hardly ever just sat in class and read and wrote papers like my other previous English classes. After reading many assigned books, we were finally given the chance to pick a book on our own and read it. I couldn't remember the last time I was given a choice on a book to read for school since elementary school when I would pick Hardy boy mysteries in 5th grade to do reports on.
Reading wasn't one of my favorite things to do and I hadn't read a book on my own since the 5th grade. I was lost in what to pick and we had to pick a novel to compare and contrast to 1984. I stayed after school one day to ask my teacher for help in choosing. Without hesitation, my teacher told me to go the local bookstore (because I wouldn't find it at the school library) and to see if I would like A Clockwork Orange.
I won't get into details about the book, but what amazes me to this day was how my teacher had analyzed the way I processed what we read in class, how she was able to understand what I would be interested in reading, and how she could suggest a book that most public school teachers wouldn't even dare to mention around students! I can't say that I didn't still think she was crazy after suggesting this book to me, but I did respect that she was living the ideas of thinking critically by doing so with her students. She knew that I would find the book relevant to some of the ideas that I had expressed in class and that I would find the book interesting.
I hope that I can think more critically about my students and make connections and impacts on them the way that my crazy AP English teacher did for me.
-MF EDOOMCATOR
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