Can Games Be Used to Teach? by Alix E. Peshette and David Thornburg
This article has two different views. Alix E. Peshette believes that games are beneficial for education. David Thornburg however believes that digital games should not be used in education. Peshette believes that digital games engage students. They also can help software companies start developing learning software, not just games in which to have fun. She believes students play digital games already and it would be beneficial for them to be playing learning games. Thornburg believes that games do not teach what students will need later outside of school. They need to learn real critical thinking skills. They do not need games that reward them for write answers. They need to study and acquire knowledge for its own sake.
Question 1:
How can these view points help me in the classroom?
Seeing the different view points will help me decide if digital games will benefit my students. I think that they can be beneficial, but I now see that I should be careful in what type of games my students should be playing.
Question 2:
What do I need to look for when designing digital game lesson plans?
First, I need to make sure I limit how many digital games my students play. I also need to make sure that the games use critical thinking skills. Games that are just practice with rewards may not be the best thing for the students. They can practice and get rewarded without using a computer. They need to learn skills that are better taught with a program. Skills that are more complex, like critical thinking and collaboration can be taught with a computer game.
Friday, April 17, 2009
Friday, April 10, 2009
Journal #8
Fun and Games by Gail Lovely
This article is a software review of different technology learning games. This author has put together games that she feels students will like and will learn from. She feels there are many games out there that do not teach students. She wanted to put together a list and overview of games that she feels are educational and fun. The different games she recommends are: Mia’s Math Adventure, Just in Time; Nancy Drew, Ghost Dogs of Moon Lake; Liberty Kids; Once, Twice, Thrice; and Age of Mythology.
The games in this article sound like a lot of fun for students. Mia has all different skill levels and types of math. These are integrated in a story and mystery that the students need to solve. If they want to bypass the story they can as well. Nancy Drew has problem solving and note taking. It also follows a story and requires the students to solve a mystery one step at a time. Liberty Kids teaches students about history from different perspectives. The students interview witness and then bring back there interview to the newspaper and decide on headlines for their stories. The students learn how to take information and report back the main points. Once, Twice, Thrice is a story with a series of mazes that require three students to work together to get through the mazes. Age of Mythology teaches students about different cultures and beliefs.
Question 1:
What games would teach the students other things besides the curriculum?
I think that Nancy Drew would get girls to use technology. I would incorporate it if I had female students who did not do well on the computer. I also like Once, Twice, Thrice. It teaches cooperation. It may be a good game to have if your students are not working together. It may help you to teach them how to work together.
Question 2:
What games would I most likely use in a classroom?
I think that Mia and Liberty Kids are the most likely games I would use. They both teach many of the curriculums that I will be required to teach. They are also less time consuming and may appeal to a larger audience, compared to the other games.
This article is a software review of different technology learning games. This author has put together games that she feels students will like and will learn from. She feels there are many games out there that do not teach students. She wanted to put together a list and overview of games that she feels are educational and fun. The different games she recommends are: Mia’s Math Adventure, Just in Time; Nancy Drew, Ghost Dogs of Moon Lake; Liberty Kids; Once, Twice, Thrice; and Age of Mythology.
The games in this article sound like a lot of fun for students. Mia has all different skill levels and types of math. These are integrated in a story and mystery that the students need to solve. If they want to bypass the story they can as well. Nancy Drew has problem solving and note taking. It also follows a story and requires the students to solve a mystery one step at a time. Liberty Kids teaches students about history from different perspectives. The students interview witness and then bring back there interview to the newspaper and decide on headlines for their stories. The students learn how to take information and report back the main points. Once, Twice, Thrice is a story with a series of mazes that require three students to work together to get through the mazes. Age of Mythology teaches students about different cultures and beliefs.
Question 1:
What games would teach the students other things besides the curriculum?
I think that Nancy Drew would get girls to use technology. I would incorporate it if I had female students who did not do well on the computer. I also like Once, Twice, Thrice. It teaches cooperation. It may be a good game to have if your students are not working together. It may help you to teach them how to work together.
Question 2:
What games would I most likely use in a classroom?
I think that Mia and Liberty Kids are the most likely games I would use. They both teach many of the curriculums that I will be required to teach. They are also less time consuming and may appeal to a larger audience, compared to the other games.
Friday, March 27, 2009
Journal #7
Making History Come Alive by Howard Levin
This was a very interesting article. It was about a San Francisco High School elective class. This class has students interview Holocaust survivors. The students conduct a taped interview in the survivors’ homes. They then cut, edit, and transcribe the interview. All this information is then put on a website where others read and listen to firsthand accounts of the Holocaust. This project was made possible by a private grant and a donation from a parent.
The students learn a lot from this semester. All of the students have Apple laptops and take the work home to work on. They learn how to transfer files between programs. They also learn how to edit a movie and put it together. They learn how to use a camera, mic, and lighting for a movie. They also learn how to transcribe an interview. This project also helps add to history by letting present and future generations learn about the reality of the Holocaust.
Question 1:
Could I use this in a classroom?
I think I could. I may not have any Holocaust survivors in my town, but I could find another group my students could interview. The only problem I could see in doing this is that I would need laptops for my students, people knowledgeable about the different programs we would be working with, and parent helpers to proofread the interviews. These projects would take up a lot of time and would be a challenge to start. I would really have to think about this for awhile before deciding to do it.
Question 2:
What kind of groups could my class interview?
Friday, March 13, 2009
Journal #6
Creating and Sharing Interactive Maps by Glen Bull
This article was very interesting. Google has a program that allows people to create and add information to maps. People can add text markers, video, pictures, etc. to places on a map. This technology is being used by people to document road trips for historical purposes. Some are using it to document historical sites within their cities. There are also applications that students can do.
Students can highlight routes on a map. They can add pictures to places on the map as well. Some classes have documented historical figures and their travels. Students find where historical figures have gone and highlight their route. Then they find pictures in arcives and add it to the map. Students can also use this for field trips.
Question 1:
How can I incorporate this into the classroom?
I could have my students document the school. They could take pictures of classrooms and teachers and add it to an interactive map.
Question 2:
How could I use this for a field trip?
I could have my students bring in pictures of a field trip. We could work together to document our route and what the field trip contained. We could add all of the pictures to the map.
This article was very interesting. Google has a program that allows people to create and add information to maps. People can add text markers, video, pictures, etc. to places on a map. This technology is being used by people to document road trips for historical purposes. Some are using it to document historical sites within their cities. There are also applications that students can do.
Students can highlight routes on a map. They can add pictures to places on the map as well. Some classes have documented historical figures and their travels. Students find where historical figures have gone and highlight their route. Then they find pictures in arcives and add it to the map. Students can also use this for field trips.
Question 1:
How can I incorporate this into the classroom?
I could have my students document the school. They could take pictures of classrooms and teachers and add it to an interactive map.
Question 2:
How could I use this for a field trip?
I could have my students bring in pictures of a field trip. We could work together to document our route and what the field trip contained. We could add all of the pictures to the map.
Friday, March 6, 2009
Journal #5
Wikipedia: Ban It or Boost It? By Doug Johnson
This article discusses the validity of Wikipedia. Doug Johnson states that Wikipedia was started in 2001 and was not considered a valid source of information by teachers. Wikipedia is a place where anyone can add and change the information that is presented. The author/owner of Wikipedia states that most of the information is valid and that they check information regularly. They also have disclaimers to their information.
What is great about Wikipedia is that they have more than one million entries, whereas Encyclopedia Britannica only has around 120,000 entries online. Wikipedia has information on almost every topic one can imagine and their information is more up to date. They can have information on new topics right away. Other sources can’t keep up. Like every other piece of information on the internet, the source of the information should be investigated before the information should be believed.
Question 1:
Is Wikipedia a valid source of information?
I think that it is a quick source and can give the reader a better understanding about a topic. It can also have information about new subjects not found anywhere else. Everyone should check the validity of the information on the page and the validity of those who have added information to the page, before believing what it states.
Question 2:
Should I allow my students to use Wikipedia?
I think that using Wikipedia is a good thing, but I don’t think that it should be the only source of information. I think it can give a student information on subtopics that can help in the understanding of the topic. It can also provide information about places to go for more information.
This article discusses the validity of Wikipedia. Doug Johnson states that Wikipedia was started in 2001 and was not considered a valid source of information by teachers. Wikipedia is a place where anyone can add and change the information that is presented. The author/owner of Wikipedia states that most of the information is valid and that they check information regularly. They also have disclaimers to their information.
What is great about Wikipedia is that they have more than one million entries, whereas Encyclopedia Britannica only has around 120,000 entries online. Wikipedia has information on almost every topic one can imagine and their information is more up to date. They can have information on new topics right away. Other sources can’t keep up. Like every other piece of information on the internet, the source of the information should be investigated before the information should be believed.
Question 1:
Is Wikipedia a valid source of information?
I think that it is a quick source and can give the reader a better understanding about a topic. It can also have information about new subjects not found anywhere else. Everyone should check the validity of the information on the page and the validity of those who have added information to the page, before believing what it states.
Question 2:
Should I allow my students to use Wikipedia?
I think that using Wikipedia is a good thing, but I don’t think that it should be the only source of information. I think it can give a student information on subtopics that can help in the understanding of the topic. It can also provide information about places to go for more information.
Wednesday, February 25, 2009
Journal #4
Strategies of Successful Technology Integrators: Part 1 Streamlining Classroom Management by Lynn McNally and Cindy Etchison
This article is discusses ways a teacher can use technology. One suggestion is to use a network gradebook. Student scores can be tracked over time and can be compared with other students in that same grade level. This system can also be used for a IEP plan. All of the students information can be entered in and can follow the student to other grade levels and classes. I will follow this suggestion, because it would help me see the progress of my students immedietly.
Another suggestion was for the teacher to have a spreadsheet on the computer with the students' lunch preferences. Each morning the teacher could have the students enter in their information and it could be sent to the cafeteria. This would help students learn to use technology and learn responsiblity. I am not sure if I could implement this, but it might be a good thing to consider if I teach a higher grade level.
This article has many other suggestions for streamlining your class and helping your students use technology for classroom tasks.
Question 1:
How can I use technology in the classroom?
I can use technology to make charts, awards, letters home, calendars, etc. I can also use it to chart my students progress, which I can use to let parents know how their children are doing.
Question 2:
How can I get my students to use technology?
I could set up a classroom newsletter in which students write articles and stories. Then I could send a copy home each week to the students' parents or have a webpage posted in which the parents can see what their children are doing.
This article is discusses ways a teacher can use technology. One suggestion is to use a network gradebook. Student scores can be tracked over time and can be compared with other students in that same grade level. This system can also be used for a IEP plan. All of the students information can be entered in and can follow the student to other grade levels and classes. I will follow this suggestion, because it would help me see the progress of my students immedietly.
Another suggestion was for the teacher to have a spreadsheet on the computer with the students' lunch preferences. Each morning the teacher could have the students enter in their information and it could be sent to the cafeteria. This would help students learn to use technology and learn responsiblity. I am not sure if I could implement this, but it might be a good thing to consider if I teach a higher grade level.
This article has many other suggestions for streamlining your class and helping your students use technology for classroom tasks.
Question 1:
How can I use technology in the classroom?
I can use technology to make charts, awards, letters home, calendars, etc. I can also use it to chart my students progress, which I can use to let parents know how their children are doing.
Question 2:
How can I get my students to use technology?
I could set up a classroom newsletter in which students write articles and stories. Then I could send a copy home each week to the students' parents or have a webpage posted in which the parents can see what their children are doing.
Monday, February 23, 2009
Software Review: Learning.com
Web Browsing: Research and Citing Sources Grades 6-8
http://www.learning.com/index.htm
My Test Results of 100%
There are 4 tutorials about web browsing that I took. I did not learn anything new from these tutorials. They did refresh my memory on the labels of things such as the "suffix" and the "host page." A barrier to success that I found in this program is that a student may not know how to type. Another thing was that a student may know one part of the lesson, but the student can not skip ahead and I don't believe a student can go back. This lesson could become boring. I also wish the programmers had the professor teach the entire lesson. The professor would be more fun for students than using a woman's voice.
Here are the four lessons I took and the Standards they fulfill:
Lesson 1: Browsing Basics
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and productively.
Lesson 2: URLs
http://www.learning.com/index.htm
My Test Results of 100%Here are the four lessons I took and the Standards they fulfill:
Lesson 1: Browsing Basics
NETS Standards
5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and productively.
Lesson 2: URLs
NETS Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and productively.
Lesson 3: Web Searches
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and productively.
Lesson 3: Web Searches
NETS Standards
Learning.com. (2007). Retrieved March 5, 2009, from Learning.com Web site: http://www.learning.com/index.htm
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
Lesson 4: Validity and Sourcing
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Sources:
International Society for Technology in Education., ISTE (2007) The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. Retrieved March 5, 2009, from ISTE Web site: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
Students apply digital tools to gather, evaluate, and use information.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
Lesson 4: Validity and Sourcing
NETS Standards
1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Sources:
International Society for Technology in Education., ISTE (2007) The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. Retrieved March 5, 2009, from ISTE Web site: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
Learning.com. (2007). Retrieved March 5, 2009, from Learning.com Web site: http://www.learning.com/index.htm
Friday, February 20, 2009
Journal #3
Choosing the Right Books for Struggling Readers by Denise Johnson
This article was about finding the right books for struggling readers. It had a lot of information about how best to get your students interested in reading and how to help them succeed in reading. I found the information very informative and will keep this article for future reference.
One suggestion the article had was that I should set aside blocks of reading time for my students. 90 minutes was the recommended amount of time to set aside. I think that this is good advice and I will implement it if I can. The article also said that books should match a child’s reading level and interest. This will help the students have positive attitudes towards reading.
The article also had suggestions for teachers to get help finding the right books. It said there were online resources that can help me assess my students and there were also readability formulas that will help me know what books are right for who. The cite also had a suggestion of putting stick on labels on my books with the level and number of words the books had, so I can give them to the right students. There were also lists of websites with e-books and lists of books for young readers. There are also programs available that help students read.
Question 1: How can I get my students interested in reading?
I can do as the article suggests and make sure I am giving my students books that are appropriate for their reading level. I can also have them answer an online questionnaire which will help me determine what they are interested in and which books will match those interests. There are also e-books and programs available that will help second language learners. The books are in English, but there are explanations in the student's native language about what was read. I think all of these suggestions and resources will be very helpful in my future classroom.
Question 2: What can I do to get books for my students if the school has no money?
I can go to some suggested websites and order e-books, which will cost less than buying paper books. I can also collaborate with other classes at the school and have a centralized reading center in which all of the classrooms in that grade level share books.
This article was about finding the right books for struggling readers. It had a lot of information about how best to get your students interested in reading and how to help them succeed in reading. I found the information very informative and will keep this article for future reference.
One suggestion the article had was that I should set aside blocks of reading time for my students. 90 minutes was the recommended amount of time to set aside. I think that this is good advice and I will implement it if I can. The article also said that books should match a child’s reading level and interest. This will help the students have positive attitudes towards reading.
The article also had suggestions for teachers to get help finding the right books. It said there were online resources that can help me assess my students and there were also readability formulas that will help me know what books are right for who. The cite also had a suggestion of putting stick on labels on my books with the level and number of words the books had, so I can give them to the right students. There were also lists of websites with e-books and lists of books for young readers. There are also programs available that help students read.
Question 1: How can I get my students interested in reading?
I can do as the article suggests and make sure I am giving my students books that are appropriate for their reading level. I can also have them answer an online questionnaire which will help me determine what they are interested in and which books will match those interests. There are also e-books and programs available that will help second language learners. The books are in English, but there are explanations in the student's native language about what was read. I think all of these suggestions and resources will be very helpful in my future classroom.
Question 2: What can I do to get books for my students if the school has no money?
I can go to some suggested websites and order e-books, which will cost less than buying paper books. I can also collaborate with other classes at the school and have a centralized reading center in which all of the classrooms in that grade level share books.
Wednesday, February 18, 2009
Power of Learning Newsletter
Fostering a Student’s Passion for Learning by Tiana Visser
I am interested in being an elementary school teacher. I like 2nd and 3rd grade students. They still like school
I like many subjects, so teaching multiple subjects in elementary school is ideal for me. My special field of study is Literature and Writing. I hate the writing, but I love to read. Even though I hate writing, I know that it is essential in society and very important for students to master. Here are the California
I want to give my students the tools they need to write and I want to give them the love of writing that I no longer have. I am studying writing so that I can pass my knowledge on to my students. I also want to pass on my love for reading. Here is an interactive website that I can have my students go to that can help them obtain the skills they need in Language Arts: http://www.internet4classrooms.com/skills_2nd.htm#lang
A Prospective Teacher by Tiana Visser
I will
I do not currently work in a school setting. I have volunteered to be a helper with second and third graders during summer school. I have also observed over 40 hours in different schools, classes, and grade levels. Recently I have been volunteering to help children in the first grade. I am now in my first semester of the Integrated Credential Program at California State University San Marcos.
I have 2 more years before receiving my teaching credential. Currently I work full time and go to school full time. I also volunteer at a local school. I am dedicated to becoming a teacher. I look forward to student teaching. I hope that I can become the best teacher possible. I also hope that my students leave my class loving school and loving knowledge as much as I do!
A Passion To Teach by Hilda Barga
An Introduction by Hilda Barga
I am in
Friday, February 6, 2009
Journal #2
Digital Images in the Classroom by Stephanie van Hover, Kathy Swan, and Micheal J. Berson
This article talks about digital images and social studies classes. There are now archives of digital images on the internet. Places like the Library of Congress and the Smithsonian have archives for historians and for students. Students have also contributed to the digital archives. By doing local projects and collecting old local photos, they have helped historians piece together history.
Students have learned about history from the digital archives. Photos provide a snapshot of history and students can see expressions and actions that happened at one point in history. Digital images bring history to life and help students remember important events. Digital images also help students critically think about events. They can look at a picture and see for themselves what was happening at the time.
I thought this was a very good way for students to become involved with history. Images may make them like history and become interested. Some of the classes put pictures together from different time periods and had their students try to figure out what time period the pictures were from. I think this helped the students realize the differences in history.
I liked the community history projects that the students did. They learned how to research and bring the community together. They also learned about their community.
Question 1: How could I get my students involved with the archive project?
I could have my students look for pictures at home. They could go to the local museum. They could find and speak to the local historical society and find information about the community. They could go to the library and find local pictures. They could also talk to the local paper and see if there are photos. They could bring them in with information and we could send them in as a class.
Question 2: How could I incorporate images into my lessons?
I could have images of famous people and events that I could get from the Library of Congress before lessons on historical figures or events. I could also have images of people or events that represent a holiday that the children will be celebrating so that they understand the significance of the holiday better.
This article talks about digital images and social studies classes. There are now archives of digital images on the internet. Places like the Library of Congress and the Smithsonian have archives for historians and for students. Students have also contributed to the digital archives. By doing local projects and collecting old local photos, they have helped historians piece together history.
Students have learned about history from the digital archives. Photos provide a snapshot of history and students can see expressions and actions that happened at one point in history. Digital images bring history to life and help students remember important events. Digital images also help students critically think about events. They can look at a picture and see for themselves what was happening at the time.
I thought this was a very good way for students to become involved with history. Images may make them like history and become interested. Some of the classes put pictures together from different time periods and had their students try to figure out what time period the pictures were from. I think this helped the students realize the differences in history.
I liked the community history projects that the students did. They learned how to research and bring the community together. They also learned about their community.
Question 1: How could I get my students involved with the archive project?
I could have my students look for pictures at home. They could go to the local museum. They could find and speak to the local historical society and find information about the community. They could go to the library and find local pictures. They could also talk to the local paper and see if there are photos. They could bring them in with information and we could send them in as a class.
Question 2: How could I incorporate images into my lessons?
I could have images of famous people and events that I could get from the Library of Congress before lessons on historical figures or events. I could also have images of people or events that represent a holiday that the children will be celebrating so that they understand the significance of the holiday better.
Friday, January 30, 2009
Journal #1
Chatting It Up Online: Students Talk to a Favorite Author by Pamela Livingston
I thought this was a wonderful article. It describes how the Chestnut Hill Academy participated in an author chat. They were able to participate in a one hour chat with Mary Pope Osborne, author of the Magic Treehouse series. This article describes step by step the process of setting up the chat and participating in it. It also has very good suggestions, such as checking that the technology is working properly beforehand, checking the room the screens are in at the same time of day the chat will be in order to check for glare, and having your tech people available during the chat.
I had never heard of this book series before reading this article. I now want to find out more about it and read a book from the series. I think it will help me connect with my students better if I know about a series they may be interested in. I feel that it is always good to encourage students to read with books they will enjoy and teach them to write from those books.
I also had never heard of a classroom participating in a chat with an author. I think that it is a wonderful idea. I think it is a useful tool in motivating students and teaching them about writing.
Question 1: How could I incorporate this into a lesson?
I could have the students read a book and analyze how the author sets up the characters or have them analyze the conflicts. Then they could ask the author directly how they decided on the characters and how they would introduce them. This could be used for other analyses of writing as well.
Question 2: How could I use an author chat to motivate students to read?
I could tell them about a chat opportunity and give them a book to read by that author. I could have them write a report, and those that show they have read the book by their report can participate in the chat. The author’s answers might also end up motivating students to write their own story.
I thought this was a wonderful article. It describes how the Chestnut Hill Academy participated in an author chat. They were able to participate in a one hour chat with Mary Pope Osborne, author of the Magic Treehouse series. This article describes step by step the process of setting up the chat and participating in it. It also has very good suggestions, such as checking that the technology is working properly beforehand, checking the room the screens are in at the same time of day the chat will be in order to check for glare, and having your tech people available during the chat.
I had never heard of this book series before reading this article. I now want to find out more about it and read a book from the series. I think it will help me connect with my students better if I know about a series they may be interested in. I feel that it is always good to encourage students to read with books they will enjoy and teach them to write from those books.
I also had never heard of a classroom participating in a chat with an author. I think that it is a wonderful idea. I think it is a useful tool in motivating students and teaching them about writing.
Question 1: How could I incorporate this into a lesson?
I could have the students read a book and analyze how the author sets up the characters or have them analyze the conflicts. Then they could ask the author directly how they decided on the characters and how they would introduce them. This could be used for other analyses of writing as well.
Question 2: How could I use an author chat to motivate students to read?
I could tell them about a chat opportunity and give them a book to read by that author. I could have them write a report, and those that show they have read the book by their report can participate in the chat. The author’s answers might also end up motivating students to write their own story.
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