Причу о маци и девојчици прича мала Петра

Ову лепу причу написала је Петра са својих 7 година. Петрине су идеје, њено је и куцање и одабир илустрација које се, у оквиру овог веб-алата (Storybird), нуде готове у великом броју. Дечја машта измишља најлепше и најмаштовитије приче, ваља их само подстаћи…

http://media.storybird.com/embedplayer/bin/StoryplayerEmbed.swfБила једном једна маца и имала је 3 мачета.Прва прича Петре Вукобрат by Vuksimon on Storybird

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Week 5

Week 5 Tasks ( February 6 – February 12, 2012)

  1. Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts
  2. Task 2 – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy
  3. Cool Extra Idea  – Publish your ebook
    1. Online resources for educators
  4. VERY IMPORTANT – Session Evaluation
    1. Help Desk
  5. Completion Checklist

For the task number 1 – here are some ideas:

Resources by Topic

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Week5 – Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts

This is my Magazine Cover, created with the help of : http://bighugelabs.com/magazine.php.

Cover is made for the article Five Steps for Implementing a Successful 1:1 Environment by Andrew Marcinek (2011), that found it’s place in the online digital magazine: Digital Learning Day: Resource Roundup, provided by  http://www.edutopia.org/digital-learning-technology-resources 

The first annual Digital Learning Day was on February 1, 2012. and here is a compilation of some useful resources on digital learning.

Blogger Andy Marcinek outlines the conditions that need to be in place for a successful 1:1 implementation, and here is my cover for his article:

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Week5 – Task2  – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy

Lesson plan
DIGITAL RESOURCES
CLASS LEVEL High school students – 17 years
TIME FRAME Two 45-minute classes—first  for the initial analyzing  Drama map based on Shakespeare’s Romeo and Julietta, using http://www.readwritethink.org/files/resources/interactives/dramamap/ and creating a script based on the proposed change of the original drama.   The second class will be used for student’s reflections upon the behavior and possible reasons of, acting them, and recording them.
LESSON GOAL By the end of the sessions, learners will have:

  • Created a script about the imagined and changed story (Romeo, Romeo!“) based on the Shakespeare’s drama “Romeo and Julietta”
  • Familiarized with the web-tool Readwritethink and stimulated to use other web tools (e.g. – for video-recording and presenting prepared materials)
  • Improved their imagination
  • Analyzed verbal and nonverbal behavior of some specific emotional states
  • Summarized their earlier knowledge about motivation, dealing with stress, defense mechanisms, bonds between emotions and cognition, solving life problems.
STEPS First class –

  • First of all, by this specific moment, students should already have read the original Shakespeare’s drama “Romeo and Julietta”.
  • Now, using the Drama map, that teacher have already made (maps, given in the addition) should be projected on the board with projector), they have to consider (with the help of the teacher) of possible change of the drama with, maybe, actual context – Julietta is a fat young girl (nutrition disorders – anorexia, bulimia; oral fixation – Sigmund Freud), with many complexes based on the fact that she is unwilling (emotions). Just one kiss of Romeo awakens her urge to be loved, (motivation, needs, instinct). Constantly rejected, she behaves in opposite to the expected (defense mechanism – Sigmund Freud – REACTIONAL FORMATION, consciousness towards unconsciousness). After unsuccessful, overreacted period to attract Romeo’s attention (hysteric behavior), she decides to change her life plan (dealing with stress, positive realistic solutions, cognitive reaction on the emotion). She starts with a diet and body exercises (improving self-confidence, changing emotions by changing cognition, rising activity), and finally falling in love to another man (understanding that a love should be a matter of two persons, of exchange).
  • After the verbal (oral) analyzing, students should write the story stressing the verbal and underlying nonverbal behavior of Julietta.

Second class –

  • Students will act some specific moments of the changed drama, using the stories they have written during the previous class (meanwhile, teacher had selected parts that are to be acted and groups of students that will act)
  • After every acted part, the hall class should discuss about recognized specific verbal and nonverbal behaviors that stress already mentioned psychological moments.
  • During both first and the second class a pair of students record important moments using camera. As a home work, they should make a textual-audio-video presentation about what they have recorded (Power point, Prezi, www.knovio.com..). Presentations should be uploaded on the school blog or site, or somewhere else in the cloud.
ISSUES TO CONSIDER
  1. The teacher should encourage students to make their own scripts and to take part in the acting.
  2. The teacher should take care that devices are correctly prepared for the projection
Addition Drama maps – 1-4, Plot diagram.

Drama Map 1

Drama Map 2

Drama Map 3

Drama Map 4

Plot Diagram

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Week5 – Task3  – My e-book

http://www.epubbud.com/read.php?g=6HEUSTQB

or the next link:

http://www.epubbud.com/book.php?g=6HEUSTQB

The following link leads to a video about blind person and the meaning and importance of a right words!

http://www.worldstarhiphop.com/videos/e/16711680/wshh6zs0pVpzUVTt9rC5

Week5 – Task 4 – Session Evaluation

I must say I am extremely satisfied with what I’ve learnt here, on EVO course. Such a treasure of different tools that could be used in the classroom I couldn’t even imagine gathered in one place. Most of them are totally new to me, since I’ve been familiar only with Word, Power Point Presentations and Moodle environment (teaching platform) for on-line teaching. Of course, Internet was also familiar to me. It was only a surface of an ocean of possibilities for incorporating IKT in school, and after this course I feel like I’ve jumped in it with my head in front! This is a big e-step forward for me!

In this particular moment, until everything is still fresh, there is, I’d say, a confusion about what exactly should I use in my class, which comes out of a huge number of different tools, but, in time, everything is gonna find it’s place and use!!

Moderators were very good, helpful, reacted and commented in time, and considering of a number of participants (more that 500), this is a real accomplishment! I hope some of you, moderators, will read this, so I’ll take advantage of this opportunity to thank you for everything.

And, finally, think about what does it mean to climb to the top? This pic is made with help of a Bighugelabs!

Climbing to the top

Week 4

Week 4 (Jan 30- Feb 05, 2012)

During this week, participants will

  • explore online tools to enhance learners’ speaking skills
  • have a hands-on activity to learn how to use the tool of their choice
  • share their findings  with their peers

Week 4 Tasks 

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Well, let start with mixture of learning and playing..:))

  • My first video-recording, for EVO, on recordr.tv:

http://recordr.tv/Simonida/3

Here is the result – http://www.educreations.com/lesson/view/02012012-lesson/424850/

This is the embed-code, but I’m sure it won’t work..:(( It works only as a link..:(

http://www.educreations.com/lesson/embed/424850/
http://www.educreations.com/lesson/embed/424850/

Week4  – Task 4

My family – drawing.

I’ve tried with Skatchcast, but it wouldn’t work, so I did it with Educreations. Here is the link:

http://www.educreations.com/course/lesson/view/02062012-lesson/442053/

or with embed-code:

http://www.educreations.com/lesson/embed/442052/

Here is another one, because the previous one wouldn’t open, in fact – it wasn’t adjusted to „visible to all“ at the right time!! Here is an embed-code for my third trial for drawing my family with Educreations:

http://www.educreations.com/lesson/embed/446085/

Week 4 – Task 5

MY LESSON PLAN – NONVERBAL COMMUNICATION – 2
DIGITALRESOURCES  http://recordr.tv/
http://audacity.sourceforge.net/ computer with internet connection and projector
CLASS LEVEL  High school students – 16 years old
TIME FRAME Two 45 minutes classes
LESSON GOALS By the end of this lesson, students will have

  • understood the main characteristics of different elements of nonverbal communication, including gestures, mimics, body posture, etc.
  • 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)
STEPS Preparation on the first class: Couple of students, on the class before this, gets the direction to prepare video presentation about unconscious facial expression connected with different moods, using proposed web-tools. They would have to analyze and to represent the main characteristics of the body language while the person has some emotion or state or attitude! In the presentation, that would be combination of the text and recorded video – material, one student explains the movement, while another student acts and performs every single nonverbal gesture that was mentioned.Students should organize their  presentation, talking about the mimicry, in the first place, gesture, body posture, social distance,  and then about all the other nonverbal signs, going from the top of the body – head and face, and then to the bottom!Second classIn the first partof this lesson, the presentation that was prepared is to be analyzed.All the students should make some notes during this video-presentation!The second partof the lesson will be organized to practice some particular signs of body language.Students would get the tasks, one by one, to show the correct nonverbal signs as if they were:

  1. State president in the visit to the president of the other country;
  2. Unprepared student on the exam, either written or oral
  3. Kindergarten teacher trying to calm down the group of very wicked children;
  4. Scientist speaking of his new theory;
  5. Woman in conversation with her aggressive husband;
  6. 5th grade child giving to his parents the test from the math with very bad mark (C)
  7. 16 years old girl, in love with certain boy, meeting him in the school yard

Students should try to incorporate the knowledge of the body language acquired from the presentation from the beginning of this lesson.

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.

Week4 Task5 – Exploring recording tools:

My audio introduction with  VOXOPOP.COM:

http://www.voxopop.com/user/b51145b5-0aec-464d-aaba-12fec3e7fda7

http://www.fotobabble.com/

Fotobabble lets you quickly and easily add your voice to photos and share them with your friends, family and social networks. All you do is:
1) Upload a photo from your computer
2) Record what you want to say
3) Then share it with anyone via email, Twitter, Facebook, your blog or your website.

Here is my Showbeyond:

http://showbeyond.com/show/view?sid=b25ea56a4f7ca1de9bd82e552be8aba8

http://showbeyond.com/tools/players.swf

and with

Sign Up for Free Knitting Patterns – Top Free Knitting Downloads – Free-KnitPatterns.com

As a psychologist, I can warmly suggest to you: knitting, weaving, crocheting and  any kind of hand working, as a best psychotherapy!! So, let’s get started – pick your own hobby:

Sign Up for Free Knitting Patterns – Top Free Knitting Downloads – Free-KnitPatterns.com.