Imagine IT Time Line
January - June , students study the unit in forces and one of the project is to create their own video of the misconception in physics.
The students posted their video using you tube and some use animation website with their own voice embedded on it. Other activities include using google forms to document lab explorations, use of their cellphone to collect experimental data, or use of cellphone as the timer to collect time during their Power Experiment. Use of multimodal composition to presenting their project or use of different media to demonstrate their learning experience.
In term of instructions, the goal is to improve students' understanding of force and work and energy unit. Use of technology from google classroom, use of google forms, use of cellphone as one of the technology tools in reaching the target goal. Use of mastery connect, a grade book website to document the degree of students learning using the target goals if master, near mastery, or remediation is needed based on the assessment result.
Students'Physics Misconception Video
As part of our unit on forces and motion, students created a video focusing on the common misconceptions in physic. As part of my Imagine IT project to be brave, be bold, and be a problem solver in adapting and accepting the challenges of multi media exposure into internet.
My students use of google classroom post the video they created on Physics Misconceptions. See the links below to view their video
Physics Misconception Video
Alexandria
https://goanimate.com/videos/0qpWtIj7GWq8?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Zoe’s Group
https://drive.google.com/a/cps.edu/file/d/0B0YyuLwj5FmwR2c2ZzhfSGJ4dGc/view
Joshua
https://drive.google.com/a/cps.edu/file/d/0B5wji1c6NOiGRjEyZ0RmejZpTTg/view
Benin
https://drive.google.com/a/cps.edu/file/d/0B6R5scxxYOiiOGhJQkExWnVSVVE/view
Jaylyn
https://www.youtube.com/watch?v=duf1hQndY8c
Natalie
https://drive.google.com/a/cps.edu/file/d/0B_YxCV8Kf_8xblNyOGJIZGFpSWM/view
Michael
https://www.youtube.com/watch?v=Bw9DYlDlxu0
Quintin
https://drive.google.com/a/cps.edu/file/d/0B0_pZp8DiHJNQWtRTnpwa3FTN3c/view
Freeman
https://drive.google.com/a/cps.edu/file/d/0B5_sW3gB78u3QVNTWlBqUFl3TGs/view
Aon and Samson
https://drive.google.com/a/cps.edu/file/d/0B_Uc35hrEuxAT3ZDU2EyYm5mRzA/view
kendal
https://www.youtube.com/watch?v=bZVL_sImBHM&feature=youtu.be
Anton
https://drive.google.com/drive/u/1/folders/0B0fgGR-FOykJflRJdWM0VzJGVlNJSks2YmNfX1NjTjZDdmYzbjY3RWltdUJhLXJwbng5WGc
Shariel
https://drive.google.com/drive/u/1/folders/0B0fgGR-FOykJflRJdWM0VzJGVlNJSks2YmNfX1NjTjZDdmYzbjY3RWltdUJhLXJwbng5WGc
White
https://drive.google.com/drive/u/1/folders/0B0fgGR-FOykJflRJdWM0VzJGVlNJSks2YmNfX1NjTjZDdmYzbjY3RWltdUJhLXJwbng5WGc
Jai
https://drive.google.com/a/cps.edu/file/d/0B1FSBSpuyHdVWUV6cmNLVTdISnc/view
Final ImagineIT Report Final ImagineIT Report
This is Just the Beginning...
What I learned about the whole design process, my Imagine IT Project has been and will always be a very fluid process that flows. The process started with various ideas with a missional goal of improving teaching and learning experiences for me and my students. Searching for STEM curriculum and be prepared for our school’s transition from traditional Math and Science into a new STEM. Reflecting on how to survive the transition, which means to keep the job and passionately embrace the process of teaching both mathematics and science for high school students; with new curriculum materials like Core-Plus Mathematics and BSCS Science:An Inquiry Approach Levels. With all those changes accompanied by Performance Based Grading, familiarity with Understanding by Design,UbD Lesson Planning, learning and using Masteryconnect Online Assessment/Evaluation, Problem Based Learning, and possibly many more new instructional teaching and learning ideas to come as they evolve.
When I started my Imagine IT project, I transformed into a student. Learning as much as I can the instrumental goals that fits the new generation of learners. How can I apply the new learning ideas into my classroom? Switching from learning and teaching provided the best opportunity for me to learn new things and find out how it works in actual setting, just like an informal applied research. The development of the Weebly website to serve as a hub as safe keeper of the development of ideas in the project and at the same time to make it public for sharing and a link to a welcome feedback. The Imagine IT project at first was to create focus on a lesson in physics that will integrated STEM, science, technology, engineering and mathematics in the process. As the design process evolves there were various learning curves to overcome like to be brave and bold to even posting my picture in tweeter and facebook. Creating video, the experience of talking to the camera: Thinker Take 1 and 2. Experiencing and learning the “Quick Fire” activities which I used for my seminar classes. Students were so used to taking picture to represent the “Be’s of Brooks” like “Be Adaptive and Agile” posting 3 pictures ( wearing coat, spring clothes, summer clothes) in our google classroom or team building activities. This activity was not part of the initial plan but became part of the ordinary activities that my students do. Take a picture of the whiteboard presentation and post it on the google classroom as evidence of completion of shared task. Posting of video from physics project the catapult to the Rube Goldberg project which became the normal flow of using the available technology to share their work with their peers and other students of the world. The google classroom became the normal part of our activities in the classroom, it documented what we do in the class. A hub that students access and stored their work for review. Learning the google classroom was not even a part of original Imagine IT Project, however because of the need to have a one place to locate resources and be able to access it 24 hours a day made the software desirable for both students and teachers. The msurbanstem exposes me various technology/instrumental tools that I found it very useful to engage the class. The use google form from quick survey, to data collection, labs and other activities in both science and math become part of instructional planning, delivery, and assessment. Most students in my school have cellphones and using the cellphone as a tool for instruction lessen the inappropriate or misuse of cellphone in the classroom. With all the advanced technological tools, however, there no substitute for an engaged classroom discussion and the minds-on and hands-on activities. So at the end, what I accomplished with my IT Project in year 1 time line, I would say, I felt like that I just scratch the surface of my vision of learning and learning the new wave of STEM in terms of curriculum instructional planning, delivery and assessment. However, I am a very proud teacher who did implemented new learning both in terms of missional and instrumental goals in the classroom in a way that is affordable and suitable in my classroom. Working with seven chrome books for about 150 students. I plan to continue my online presence, keeping the google classroom, updating my web page in our Brooks Website, creating instructional resources using the current software, use of multimodal compositions for an interest based project or learning experiences like students' created video to demonstrate learning, use of online simulations to narrow the gap of lab material and supply deficiency, be an expert in creating google form as part of my daily formative assessment, use of Masteryconnect to evaluate students learning from test data, item analysis, and data supported students' achievement levels: mastery , near mastery or remediation and most of all continue to search how to effectively and efficiently teach STEM class with mission goal of improving students learning based on their interest or passion. This is just the beginning...
This is Just the Beginning...
What I learned about the whole design process, my Imagine IT Project has been and will always be a very fluid process that flows. The process started with various ideas with a missional goal of improving teaching and learning experiences for me and my students. Searching for STEM curriculum and be prepared for our school’s transition from traditional Math and Science into a new STEM. Reflecting on how to survive the transition, which means to keep the job and passionately embrace the process of teaching both mathematics and science for high school students; with new curriculum materials like Core-Plus Mathematics and BSCS Science:An Inquiry Approach Levels. With all those changes accompanied by Performance Based Grading, familiarity with Understanding by Design,UbD Lesson Planning, learning and using Masteryconnect Online Assessment/Evaluation, Problem Based Learning, and possibly many more new instructional teaching and learning ideas to come as they evolve.
When I started my Imagine IT project, I transformed into a student. Learning as much as I can the instrumental goals that fits the new generation of learners. How can I apply the new learning ideas into my classroom? Switching from learning and teaching provided the best opportunity for me to learn new things and find out how it works in actual setting, just like an informal applied research. The development of the Weebly website to serve as a hub as safe keeper of the development of ideas in the project and at the same time to make it public for sharing and a link to a welcome feedback. The Imagine IT project at first was to create focus on a lesson in physics that will integrated STEM, science, technology, engineering and mathematics in the process. As the design process evolves there were various learning curves to overcome like to be brave and bold to even posting my picture in tweeter and facebook. Creating video, the experience of talking to the camera: Thinker Take 1 and 2. Experiencing and learning the “Quick Fire” activities which I used for my seminar classes. Students were so used to taking picture to represent the “Be’s of Brooks” like “Be Adaptive and Agile” posting 3 pictures ( wearing coat, spring clothes, summer clothes) in our google classroom or team building activities. This activity was not part of the initial plan but became part of the ordinary activities that my students do. Take a picture of the whiteboard presentation and post it on the google classroom as evidence of completion of shared task. Posting of video from physics project the catapult to the Rube Goldberg project which became the normal flow of using the available technology to share their work with their peers and other students of the world. The google classroom became the normal part of our activities in the classroom, it documented what we do in the class. A hub that students access and stored their work for review. Learning the google classroom was not even a part of original Imagine IT Project, however because of the need to have a one place to locate resources and be able to access it 24 hours a day made the software desirable for both students and teachers. The msurbanstem exposes me various technology/instrumental tools that I found it very useful to engage the class. The use google form from quick survey, to data collection, labs and other activities in both science and math become part of instructional planning, delivery, and assessment. Most students in my school have cellphones and using the cellphone as a tool for instruction lessen the inappropriate or misuse of cellphone in the classroom. With all the advanced technological tools, however, there no substitute for an engaged classroom discussion and the minds-on and hands-on activities. So at the end, what I accomplished with my IT Project in year 1 time line, I would say, I felt like that I just scratch the surface of my vision of learning and learning the new wave of STEM in terms of curriculum instructional planning, delivery and assessment. However, I am a very proud teacher who did implemented new learning both in terms of missional and instrumental goals in the classroom in a way that is affordable and suitable in my classroom. Working with seven chrome books for about 150 students. I plan to continue my online presence, keeping the google classroom, updating my web page in our Brooks Website, creating instructional resources using the current software, use of multimodal compositions for an interest based project or learning experiences like students' created video to demonstrate learning, use of online simulations to narrow the gap of lab material and supply deficiency, be an expert in creating google form as part of my daily formative assessment, use of Masteryconnect to evaluate students learning from test data, item analysis, and data supported students' achievement levels: mastery , near mastery or remediation and most of all continue to search how to effectively and efficiently teach STEM class with mission goal of improving students learning based on their interest or passion. This is just the beginning...
Projects |
Online Lab ReportGoogle Form |
