Week3

Week 3 Tasks

1.    Task 1 – Listening Treasure Hunt
2.    Task 2 – Listening Review
3.    Task 3 – Listening Math
4.    Task 4 – Listening List – Going Beyond with your Listening Math
5.    Further Explorations – Here are more Listening Resources
a.    Help Desk
b.     Week 3 Benchmarks – Have I finished?

WEEK 3 – TASK 1 and Task 2 – Listening Treasure Hunt and Listening Review

As other participants told, it was very short time for the Task 1. But, I’ve already passed through the most of the tools, as I was reading the posts of the participants that have already finished the task, but at that moment didn’t have enough free time to spend half an hour to finish Task 1, because I have 2 little kids who make systematic interruption of my work (“Mum, please I need this and that…” all the time…).
Out of that “peeking” and my own research when I finally got some time, here is the result.

Wordia is a site that enables students to find the right word. It is a free  source, which is important when you lack with materials, and also, there is a science section which provides us with some expert words. As I teach psychology, it could be important and helpful to make connection between subjects. Here, in Serbia, during the school year, we have to make several such lessons, where is obvious connection and correlation between different subjects, where we choose some topic and analyze it from different corners. That is the way to make the fusion of the knowledge, which is important, because in the school we have artificially divided and classified knowledge represented through the school subjects.
Using Wordia, I could make psychology lessons on English, and such lessons, based on psychology, could be used on the English lessons, because we have English as a second language.
Smories is an interesting site which can provide lots of information based on analyzing non-verbal communication – the way the people (in this case – kids) behave during verbal conversation, making breaks in pronunciation, mimicry, gesture, etc. It is useful when teaching about communication, and listening as well as looking to the kids while telling their stories, could be used an introductory or final segment of a lesson.
TED is a site full of ideas worth of spreading, indeed! I found several speeches (talks) that could be used as a video material during the psychology lesson. One should list all of them, during his spear time, and note ones of interest for the subject he teaches.
10000words contains several tools for audio recording that can be downloaded and used to motivate students during the lesson. I’ve already downloaded Audacity, the audio-tool I’ve heard about few months ago, but didn’t dare to work with it. Thank you for encouraging me!

Week 3 – Task 3 – Listening Math

My idea for a lesson plan would be:

  MY STORY – NONVERBAL COMMUNICATION
DIGITAL RESOURCES http://smories.com

http://wordia.com/

computer with internet connection and projector

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CLASS LEVEL High school students – 16 years old

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TIME FRAME one 45 minutes class, but using some activities of the previous and the next one _________________________________
LESSON GOAL By the end of this lesson, students will have
•    understood the connection between emotions and their facial expression
•    understood how some parts of the face and body behave while person has particular emotion
•    enhanced their digital literacy using several tools  (PP Presentations, Listen and Write Site)
•    enriched their translating capabilities.

__________________________________

STEPS Couple of students, during the class before this, gets the direction to prepare Power Point Presentation about unconscious facial expression connected with different moods. In the first part of the lesson (approximately 10 minutes) students listen to this presentation and record some important moments. The presentation contains only text.
In the main part, students listen to several stories told by children selected on the bases of their facial expression (with obvious mimicry, and gestures that has to represent adequate emotions). (Smories.com). The task is to recognize and to note rules of nonverbal expression depending on the emotions. During this activity, students record (take a note of) different emotions, giving them adequate names, both on Serbian and English language.
In the last part of lesson, students try to act and to simulate some emotions without speech or any other verbal expression, using only nonverbal expression, and the rest of the class has to guess what emotion is it about.
As a result, another couple of students has to make another Power Point Presentation, which will represent some emotions through their nonverbal expression. This presentation contains both text and photos of students acting some specific emotion. Furthermore, this presentation, in contrast to the first one, is on English language, and could be used during the next English lesson or uploaded on the school blog. This activity is to be done with the help of Wordia.com.

___________________________________

ISSUES TO CONSIDER
  • The teacher has to check the internet connection and the projector.
  • The teacher must make sure that the students take some notes about different emotions they are introduced to.
  • The teacher could ask some extra help in translating, from the English teacher who will use the final PP Presentation about the emotions ______________________________

 

Week 3 – Task 4 – Listening List – Going Beyond with your Listening Math

This is the list, according to the Listening Math: 2 (Smories) + 10 (Wordia) = 12!!

1. TED is very interesting for using in the class; Pupils could either listen it at home and make the review of what they’ve heard (of course, considering on the school subject), or they could listen the part of it during the lesson, as the motivating factor;

2. SMORIES is a cute site for exploring, both for the high school students , and for little children, if they understand anything of English;

3. Time 10 questions is useful for learning English both for students and for educators, too;

4. Time 10 questions is useful for analyzing nonverbal communication of the speakers considering on what they are talking about and what emotion dominates while speaking, according to my psychological view;

5. Wordia is good for practicing English;

6. Wordia is interesting for one more thing – it contains games, and the games are very popular in young population, they like when learning is connected with fun;

7. Wordia is good for one more reason – you can follow the video in course to revive the language;

8. Wickey Daily English Activities offers a lots of practice language – good both for students and for teachers;

9. Backbone – it has tutorials about how to use particular word, depending on the situation! I think it needs Winamp!

10. Listen and Write – one can learn (or check your knowledge) about how to pronounce (by listening) and how to write (by watching) the text. One can repeat again and againt the same segment untill it is corect!

11. Moviesegment is a great place to practice one’s English, too! I could offer it to my students whose level of English is not too high, but I am sure I’ll be using all of these marvelous web-places for learning English to improve it. I must admit, I already see the improvement, because I use English these days a lot, and I have to think on English to complete all these assignments, and that is the best way for learning foreign language!

12. 10000 words is so important if you want to record, edit and publish audio material. I’ll add Audacity which is easy and free to download, and so easy to use if you want to record your voice. I use lap-top and have no equipment for recording (microphone and head-set), but what I’ve recorded was perfect, with no extra-sounds that come from the back!

WEEK 2

WEEK 2 – TASKS 1, 2, 3, 4:

This week we will look at tools that can be adapted for short research projects and tools that can be used to spark creative writing.

  1. Task 1: Creative Writing: Character, Setting, and Plot
  2. Task 2: Creative Writing Tools Review
  3. Task 3 – Collaborative Writing 
  4. Task 4: Further Exploration: Research Projects and Other Writing-Related Sites (optional)
    1. Help Desk
    2.  Week 2 Benchmarks – Have I finished? 

This is my story-starter for the Task 1 – Week 2!!

Sunday, January 15, 2012

Week-2 – task 1

Week 2:  A new jounrney begins …

Task 1: Creative Writing: Character, Setting, and Plot

a. Let’s start the week with some creative writing!  To get started, select one of the four Characters in Column 1, one of the four Settings in Column 2 and one of the four Plots in Column 3.  (Your choices will probably not be in the same row).

b. Once you have selected your three pictures (one character, one setting, one plot) write a 50-word story-starter (introduction to a story) based on the pictures. Include as much or as little information as you need to stay within the 50-word limit. Share your story-starter in the COMMENT AREA below.  Comment on other participants’ story-starters as well.

My choice: 1C, 2D, 3D

Story-starter:

Baby-Superman

Well belted in his car-seat, the youngest of a Clark family couldn’t wait to swim, run and build the sand-castles. A perfect day!

Suddenly, a big wave appeared filling the air with water, fear, screaming!

In just a few seconds, baby Clark turned himself to a Superman driving his scooter-dolphin and saving the survivals.

_________________________________________________

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Week 2 -Task 2!!

After you have opened the links and read through the descriptions of the three tools, choose at least one to share with other participants in our Edmodo Group. Describe your understanding of what the tool does and how you would use it. What age group would you recommend the tool for? What is unique about the tool? Do you see possible problems or limitations?

My reflections on the Task 2 – Week 2:

I decided to represent the Storybird

What the tool does

This is a good tool to motivate creative writing. Pupils that feel a need to represent their thoughts through the writing would be proud of what they created, which can enrich their writing skills even more. The drawings are very nice arranged.

What age group

In my opinion, it is recommended for younger students, perhaps lower grades of primary school, but it can be refreshing even for the older ones – for secondary and high school students, where I teach.

Unique caracteristic of this tool:

Some very important conclusions could be stated through the drawing and, in psychology, we call it „projective techniques“. Student could express his problem, his emotions, his thoughts through this tool, and feel good about it.

Limitations

It is suitable for younger pupils with some exceptions. You have limited number of drawings that can be used.

This is link to the  Storybird tale I’ve created (I am also proud of it, and felt exciting while making the one):

storybird

storybird
http://media.storybird.com/embedplayer/bin/StoryplayerEmbed.swfA Boy in the Mind And Soul on Storybird

Week 2 -Task 4!!

This is my Photopeach:

http://photopeach.com/album/9xx569

I also checked DvolverMoviemaker, and this is the result:

http://www.dvolver.com/live/movies-669594

And Scoop.it (about knitting and other hand making)

http://www.scoop.it/t/lepi-rucni-radovi
http://www.scoop.it/t/lepi-rucni-radovi/js?format=square&numberOfPosts=3&title=Klot%20frket&speed=3&mode=normal&width=300

Storybird –

http://storybird.com/books/a-boy-in-the-mind-and-soul/?token=49g87w

(I am not sure if it is possible too see it at all! It is still adjusted to private, although I’ve changed it to public. Maybe I am doing something incorrectly)..

Anyway, there is a plenty job to do in the next future. When I try, I like to make something to see how it works, and it takes time. Every day – 2 or 3 tools would be enough!

Every web tool I’ve tried since now could be included in the class. Some tools are suitable for representing persons, some other to represent the work or its steps, some are cute to make the finish of some activities…. Even though most of the tools are originally for the language teachers, it could be incorporated in the education, disregarding the subject in the school.

My portfolio – lesson plan

First, let me represent to you!

This is my Animoto representation:

http://animoto.com/

And this is my on-line personal-card:

http://about.me/simonida

And another way to represent my self:

http://flavors.me/simonida

And one more – Prezi

Copy of Something about me on Prezi

http://about.me/simonida

http://prezi.com/bin/preziloader.swf

WEEK 1

These are my reflections upon how could I use proposed digital tools in the classroom!

Lesson Plan (Psychology)

Unit: Intelligence – Different levels of intelligence

Goals:

•    To  encourage students to use new digital tools which will improve their e-skills;
•    To  encourage students to do some independent work during the lessons and after them, for the homework, which will increase their school activity;
•    To improve the feeling of satisfaction, pleasure and fun while learning;
•    To increase the capability of compassion and sympathy for the persons with different intellectual levels which helps the use of digital tools.

Digital tools to be used:

•    About.me

•    Animoto

•    Prezi.com

Steps: In this case I plan two lessons.

Lesson ONE:

First part of the lesson – I will prepare digital presentations (Animoto and About.me) of different people both with some kind of intellectual disabilities and those with superior intelligence which could be some historical persons.
The main part of the lesson – it will be presented some theoretical aspects of intellectual capabilities using the Power Point presentation (Prezi).
Last section of the first lesson – students will be instructed how to prepare presentations of real persons with intellectual disabilities using the tools they have seen. Students will be separated in 5-6 groups and each one will prepare their own work. During that week, they will connect with some students in the Special School for the children with mental disabilities were I take my pupils every year. They’ll make some interviews and photos which could be used for making the presentation.

Lesson TWO:

Students will represent the work they made by themselves using all the materials from the last lesson and from visiting the Special School. Every presentation will begin with their  own personal cards using the About.me tool to represent themselves as an authors and than they’ll project the Animoto stories of the pupils they interviewed.
The last section of the lesson – discussion.

Посетили смо Звечанску, Дом за децу без родитељског старања

Пред Нову годину 2012. колегиница Љиља Петровић (грађанско васпитање) и ја смо имале задовољство да са ученицима наше, 15. београдске гимназије, посетимо  Дом за  незбринуту децу у Звечанској улици.  Заправо, ова деца су веома збринута и поред чињенице да о њима не брину родитељи као природни старатељи!

Звечанска је установа за децу без родитељског старања. Ту бораве деца која или немају родитеље или они о њима из неког разлога не могу да брину, а међу њима има  доста деце која имају извесне сметње у развоју. О њима се 24 сата дневно брине велики тим сестара, лекара, педагога  и осталих стручњака, а посао овог профила је изузетно захтеван и напоран и у физичком и у емотивном погледу, иако одише племенитошћу. Од деце, захваљујући ангажовању ових људи племенитог срца, ова мала бића постају мали људи који уче, сазревају и налазе свој пут којим се отискују у свет одраслих, као и сви остали.

Стигли смо тамо око пола 10 и ту нас је дочекала велика група насмејане деце узраста од 2 до 5 година.  Иако су наши ученици у посету кренули са великом дилемом и зебњом како ће емотивно реаговати на децу, њихови осмеси су им измамили осмехе, радост и просту жељу да се играју и та мала бића задовоље на једноставан, детињи начин. Чинило се као да и немају другог избора него да им се приближе на најједноставнији, најљудскији, најчистији начин, онако како то само деца знају, јер – и једни и други су деца.

Данима су се у нашој гимназији прикупљали и правили пакетићи,  доносиле играчке  из детињства које су чучале по  орманима и чекале неку другу децу да се са њима играју. У томе је са радошћу и под утиском  неке посебне мисије  учествовао велики број наших ученика.  За то им хвала! Хвала им и у име те дечице, мада је њихов осмех захвалност сам по себи, али хвала им и у наше име, јер је то доказ да наша прегнућа да децу не само образујемо него и васпитамо, дају резултате. Скупљале су се и паре од којих смо им однели слаткише којима су они засладили тих сат-два  заједничке игре, што свакако не може да има надокнади сласт уживања у родитељској љубави, али може да им пружи искрицу среће што неко на њих мисли. Умазаних лица од увета до увета и истог таквог осмеха, ширили су ручице и утољавали емотивну глад. Срећни су били малишани, али и наши гимназијалци. Можда је то код неких побудило жељу да се посвете хуманитарном раду или усмерило њихов будући професионални развој, а оно што је сигурно је да ће се пар девојака наше гимназије укључити у волонтерску службу која пружа велику помоћ особљу у раду са децом.

Овај приказ слајдова захтева јаваскрипт.

Иначе, у последње време се инсистира на томе да се деца што пре усвоје јер и поред пажње коју имају, Дом ипак није идеално место за одгајање деце.

Деца без сметњи се релативно лако усвајају након темељне провере будућих родитеља, али је проблем када треба усвојити дете са сметњама у развоју. Такву нашу децу углавном усвајају странци који имају добре финансијске предуслове за њихово лечење и третмане који су им некада преко потребни.  Неусвојена деца се, када мало порасту, премештају у друге домове, што може врло неповољно да делује на њих, јер се тако по други и трећи пут чупају ионако ослабљени корени њихове личности.

Деца са сметњама у развоју у Дому могу остати доживотно, уколико се неко од старатеља, тј. чланова породице не прихвати обавезе да се стара о њима. Они без сметњи, изложени су суровој стварности – када напуне 18 година Дом напуштају и, најпре у становима које финансира држава могу да живе, бораве и раде, а након истека тог рока се суочавају са чињеницом да морају себи да нађу стан, запослење, да сами морају себи да обезбеде ручак, гардеробу и све остало што чини живот. Када човек све то има, он мисли да је то природно и да никако другачије и не може бити. Али, итекако може. Мислим да је то прећутна порука са којом ученици наше гимназије оду из Дома, свесни да, ако имају родитеље, какву-такву породицу са примањима мањим или већим, свеједно – заправо имају све предуслове света да буду безбрижни и да о тим примарним стварима преживљавања, бар у младости не размишљају претерано!!

Постоји још један вид збрињавања деце – хранитељство. То функционише на следећи начин: хранитељи узму децу на одгајање и брину се о њима као прави родитељи, и за то добијају новчану надокнаду.  Деца у таквим породицама остају до 18-те године, а након тога би требало да су оспособљена да се старају сама о себи. Ипак,  емотивне везе чине своје па у великом броју случајева  деца остају трајно у тим породицама. У Звечанској смо имали прилику да присуствујемо адаптацији двоје деце близанаца на нову породицу хранитеља који их, за почетак, обилазе у Дому, а када се навикну једни на друге постепено ће се од Дома одвајати до коначног одласка у породицу.

Након свега, срећна сам што смо радошћу испунили мала дечја срца.

Иако ми није дато да судим, остајем са питањем на које прави одговор немам: како неко може да остави своје чедо које 9 месеци носи поред свог срца, коме подари живот, коме чује први плач?? Једино разумно оправдање  је да је боље и тако него да га још пре рођења осуди на смрт!!

За више информација о Дому, посетите њихов сајт: http://www.zvecanska.org.rs/

 Ми са нестрпљењем чекамо нови одлазак у Звечанску!

scoop.it