It's a bird.. NO .. it's a plane.. No.. It's Just Mrs. MUNOZ.

As many of you may know, I am Superwoman.

OK.. I am not.  BUT.. I feel like a superwoman who has single handedly flown around the world, saved it, made a sandwich, mended some booboo's and looked fabulous while doing it.
It's a bird.. NO .. it's a plane.. No.. It's Just Mrs. MUNOZ. 

 My professor has asked me to provide a learning summary in order to evaluate myself and reflect on the class. Yet, I don't even know where to begin. How do I even begin to asses myself for this class? I feel that it has been one of the most valuable classes that I have taken. It has truly served a great purpose in my life, especially by also being my first grad class. The only way I could truly evaluate myself in this class was to separate out all of its great pieces and then re-group them into a cohesive chart. I present to you "THE LIFE CYCLE OF: EME 5050."

 At the top of the chart I added our simpler online activities. These were things I had heard of, but that only my EME5050 would push me to try. Creating a blog, starting a Twitter Feed, Diigo account and WIKI page were all items I had never done before and doing so has allowed me to see their benefits immensely.

Following that, I grouped the WAR's and Journal writing. These had to be my worst enemies throughout the class. Although I love writing, I was so scared of what others would think of my writing and that would ultimately lead me to procrastinate. The WAR's exposed me to writing about research and allowed me a glimpse into the research world of IDT. I really liked that our journal entries on the blog were something that we could take on creatively by choosing our own topics. I tried to relate something I was experiencing as a teacher to something we were learning. I feel that my students gave me more than enough examples from which to correlate the two genres.

The Activity Reflections that we completed and then evaluated ourselves on were the most helpful to me. I was fully submerged in the process of the activities. I learn best by doing, and these activity reflections helped me incorporate my learning style.

Testing had to be my least favorite of our learning objectives. I fear testing as much as a visit to the dentist. The book offered some good insight, but I enjoyed the modules of the class 100 times more than the book.  I know that traditional assessments are still a very valuable way to find out what material your students are learning, but at grad level, I just think they are redundant. The final had to be my least favorite activity, but I am grateful it was only 30 questions. Anymore.. and I would have had to hide under the bed.

Last but certainly not least was the culminating project which I feel was more than an adequate way for us to put it all together.

At the beginning of this class, I was timid in not knowing what to expect. Was the work going to be to hard? Would I succeed in grad school ? Was I up to par with the other grad students? These are all questions and worries that I faced, but after taking and completing this course I've learned that I can handle it.. I can complete my first grad course and survive the Life Cycle of EME 5050.

Wiki Page

WIKI Final Project Link

https://mrsmunozlanguagearts.wikispaces.com/Unit+Plan+Putting+it+All+Together

Please don't call me CUPCAKE.

"Mrs. Munoz, Kevin is calling me cupcake and I really don't like it."
"I will talk to him about it"
(After class is over)
"Kevin will you please see me for a second?"
"Yes Mrs. Munoz."
"Kevin, have you been calling Madison "cupcake", lately?"
"I was hungry."
"OK, well she doesn't appreciate that name, please refer to her as Madison from now on."

As I stifled the laughter that threatened to erupt from my chest, I shook my head in dismay as the little 6th grade boy rushed out of my class and headed to his next period. Later on while mentioning this anecdote to my peer teacher, she mentioned that he seems to call her lots of names, all terms of endearment that seem to make her uncomfortable. I was unaware of the "name-calling", yet in intrigued to know if this was something that I should explore deeper and go to my Dean of Conduct with. What seemingly is innocent can sometimes be bothersome to another.

You might ask how this correlates to our class, but it definitely connects to social norms in real life and the social norms in the digital world. How are we as educators supposed to know what is acceptable for out students to share online and how are supposed to filter them in appropriateness?  More importantly, how do the kids know?

Since we do not know what their parents are teaching them, I propose that all students take an online module or complete a lesson similar to the one that UCF makes its students complete when taking online classes.
I am using this idea an opportunity to create a learning objectives for the students that will help them learn what is right and what is potentially wrong in a digital social environment. Here are some of my ideas for the learning objectives for middle schoolers:

1.Cyber Bullying - What is it ? How to prevent it. What to do if you are a victim?
2. Social Media- What is it? Review of popular apps and what they are used for.
3. Online Blogging- What are posts of substance? What is response of substance?

Giving students the basic overview  on social media and how to be digitally appropriate will definitely be beneficial.

Please comment on your ideas or perhaps suggestions. This is a simple outline but I think a whole lesson could be applied and assessed. What do you think ?

Journal Entry 6- Digital Story Telling Will you Survive?

Whew.. That was awesome yet completely time consuming. I  created  the below  digital story example for my students and it honestly took me a lot more time than I thought it would. I'm glad I started it early this week and didn't wait till last minute. Here are some facts you should know about it:

I teach 6th Grade Language Arts
The students objective will be to create a Digital Story using three different lesson plans.
Lesson Plan 1: Survival Tactics
Lesson Plan 2: Elements of a Story
Lesson Plan 3: How to create a Digital Story and post it online

I took me a while to sync the video with the narrative. Please be advised, there are some errors. .

Like I mentioned, I teach 6th grade language arts at a STEM school for advanced students. While language arts may not be their forte, many of my students enjoy my class and especially the creative writing portion. This digital story provides an example for the upcoming Unit Lesson Plan. The Unit Plan will incorporate a novel study, elements of a short story and implementing media into their creative writing. I left empty slides to illustrate to the students that they must complete 10 slides, but I did not feel it necessary to potentially bore you with my short story. Please critique my example!! I welcome all advice. When you comment please address the following questions:

• What did you like about the digital story?
• Identify any problems or errors. (Politely!).
• Is this example appropriate for the grade level/subject area it is intended?

Thanks, 

Mrs. Munoz

Digital Story Example

Please use the below link in order to access the Digital Story Example.

Digital Story Example WikiPage

To Kill a Mokingbird or Mockingjay?

6th Grader: "Mrs. Munoz, is it To Kill a Mokingbird or Mockingjay?"

As the tiny inquisitive 6th grader stood before me with his giant eyes and humongous backpack,  I couldn't help but smile as he referenced to  two great pieces of literature. He was genuinely asking if the title of the famous book by Harper Lee published in 1960 was "To Kill a Mockingbird" or "To Kill a Mokingjay". The later reference of mockingjay comes from the popular series "The Hunger Games" published in his lifetime. The notion was comical to me as we were not discussing either one of the books, but I found it quirky that he took the two genres and mashed them up. It shows that he was eliciting prior knowledge of literal classics with contempary or soon to be literal classics. This then led me to think about our upcoming project of digital storytelling.

Could I use an "OLD and CLASSIC" novel and have my students find similarities to the contempary pieces that they are reading?

What better way to show that my students are understanding the elements of literature than I am teaching than to have them find two books that seemingly have no relation,  and compare them to each other?

Now how do I implement technology into this? I am not 100% sure, but I do know that I will find a creative way of doing so. Here are some of my ideas, I just need to research the best way to implement the use of technology and still have the students demonstrate  full understanding of the two novels, their characters, themes, figurative language used, and how the elements of literature give meaning to the books.

Ideas:
Character Analysis-Have the students set up a FAKEBOOK accounts for the main characters of the books. Their fakebook posts will have to illustrate that the student understood the plot of the story by describing it with the characters posts. They could have an interactive conversation between the two characters, or have the characters give each other advise. Perhaps that can give input from the antagonists of the books, and add some negative and positive feedback to illustrate the conflict.

Alternate Ending- This idea is more of a creative writing lesson, but I could have the student write an alternate ending, where two characters from two different books meet. They would have to create a fictional setting and use what they know about the characters to develop a new story.  Then they can create a digital story and present them to the class.

What do you think ? Any Suggestions ?

Digital Storytelling Example

Game Based Learning.. Where in the world is Carmen Sandiego?

Where in the world is Carmen Sandiego? Perhaps she took a trip on the Monopoly boardwalk and ended up in the Oregon Trail.

For many, the above statement will trigger fond memories of games played in an educational setting. For others who are closer to the digital generation, they will not understand the reference. Regardless of whether or not you understand the reference, there is a lot that can be said in regards to playing games in an educational setting.

Competition, Engagement, Immediate Rewards, Achievement, Motivation and Assessment are all elements that define an activity as a game.  All of these elements are evident in both traditional game based learning and electronic or digital game based learning.

In contrast to the traditional games such as board, card or trivia games, the digital gaming industry is ever growing and expanding.  Digital Game Based learning encompasses everything from virtual world game play, to apps that utilize the mobility of the digital generation. Programs such as Rosetta Stone have gained popularity because of their use of gaming elements. Being able to engage and captivate the audience is a task that every large corporation has to endure, the educational industry is no different. Teacher’s must create lesson plans that challenge, peak the curiosity of their students and  meet the standards of their lesson. Implementing  digital games into the classroom allows teachers to meet these objectives.

 

What better way to engage our students that by taping into their creative and competitive sides? Below I am sharing a list of the best educational apps that can be used to

engage our students. Enjoy!

30 of the best apps used in the classroom.

http://gettingsmart.com/2012/11/30-of-the-best-educational-ipad-games-kids-edition/

The Cow was at the bus stop waiting for President Obama, together they would bomb Russia.

The Cow was at the bus stop waiting for President Obama, together they would bomb Russia.

This was the introductory sentence that one of my students wrote in his weekly writing journal. The story continues in a very political fashion, and much to my dismay it also continued on with much violence. My student is creative, caring and amazingly brilliant, but he has a certain fascination with politics, 911 and terrorism that certainly makes me widen my eyes in concern. After I noticed a pattern with his writing prompts, I decided to speak with him and advise him that he should be more careful when discussing politics in class. Some political items are beyond the other student’s realms… SHOOT… some of it is beyond my realm!! Not to mention is may cause discomfort in my diverse classroom. Some of my students are from war stricken countries. They have seen first-hand some of the violent acts that we only see on TV.

He quietly obliged and for the next couple of weeks I did not read about his love for politics in his writing. Then he came up to me and asked, “Mrs. Munoz? Are we not allowed to have freedom of speech? I would like to talk about politics but you told me not to!” I honestly didn’t know what to say. So I explained to him what I thought would be best. I stated that violence is hurtful and that even writing about it can be hurtful to others. I told him that I valued freedom of speech and that it was amazing that he had an interest for world affairs, but that I would really appreciate a little censorship in his writing and of course his online writing journal as well.

So here it comes to this week’s module.  It was full of LOTS of information, as always. But what the heck do we expect? It’s a grad class. So lots of reading... lots of writing... Some days I dread it... but other days I am totally geeked out saving content to my Diigo. This week’s content was very relevant to the above anecdote. In Gayle Nicholls blog, she posed the below questions…

“As educators, should we help them understand what their role, rights and responsibility is in this space? Should we teach them censorship or have them challenge the right to public speech?

In these spaces should we also have a conversation about digital citizenship in the same way we discuss classroom citizenship in real classroom spaces? This is a growing part of our “new” education as online instructors.  Their connection to what is right and wrong, what is “allowed” is still not clear to them.  What is our responsibility?”

What is our responsibility?? Here is my answer and what I hope that my digital students will understand. Online citizenship should hold the same roles and responsibilities as real world citizenship. Gone are the times when the online world is one of fantasy and screen names and fiction. Yes you can still be CUPCAKEGIRL101 and send messages to HARRYPOTTERLVR, but we need to teach our students that what you do and what you say online is a real spectrum. I plan on teaching freedom of speech online but with the same rules of dignity and respect that I expect in my classroom. We need to respect each other’s differences first and foremost, so why would that be any different online? The difference between what is right and wrong may be subjective, but RESPECT is something that is unanimous.

Ref: http://gaylenicholls.edublogs.org/2011/09/11/i-cant-believe-you-said-that/

KKP....KidBlogs, Knives and Porn

OK, So the above words should probably never go together. In fact the word KID and Knives and P O R N should NEVER go together. Yet if I had to sum up my Tuesday, those three words would be specifically the best way to describe it. Now in some cases each of those three words wouldn't be so bad. If you like knives.. who am I to judge? ;) Let me explain..

The reading specialist at the school I  teach at informed me that I would have the media center for two whole days because they need to complete reading diagnostic testing. My first thought. " Awesome.. computer access for my kids!". My second thought.. " Oh Crap, that ruins my in class lesson.. what the heck am I going to teach these kids for that period after they are done with reading testing?"

I decided I would try to implement a class blog.  I went online and researched different kid blogs. The easiest one I could implement without the use of student emails or that wouldn't entail me setting up the students individually was called KidBlog thru Kidblog.org. The site is awesome. As a teacher all I had to do was sign up my class periods, and it generated a sign up access code for each of my classes. Each student would sign in with their class assess code, and they would create their own screen name and password. I created instructions for the students and gave them four  tasks.

1. Set up your username and password on the blog.
2. Create and Avatar on the blog.
3. Choose a writing prompt. ( I gave them three), and write your first blog post. Post must be at least a paragraph and answer all prompt questions.
4. comment on a classmates post.

As a language arts teacher, I was super excited that my students writing would be posted online, where they could all share it. It would create a sense of pride for some of my students, and it would allow some of my shyer or socially anxious students to participate. Once all reading testing was over, I was overjoyed that my students loved the idea of setting up their own blog. Even one of my students who suffers from extreme anxiety and has not spoken one word to me or to her classmates, seemed enthusiastic about blogging.

At the end of the day my kids were blogging and responding to one another and I was overjoyed! It was first time implementing a new trendy technology to my class.. I was high on techie teacher geekiness. My STUDENTS LOVED IT, I DID IT... THEY LOVE ME.

Well.my kids may love me.. but thier parents probably don't. At least not now.  Tuesday, Just as I was walking past the school secretary, she calls me over and say she has a parent on hold for me.

" Mrs. Munoz? Are you aware there are photographs of VAGINAS on your kidblog?"
I wish I could insert an emoticon that depicts how mortified I was.. You see .. she didn't say VAGINAS... she said the P word. And she said it because that was the username that had gone onto the kid blog and started to post nasty comments to some of the girls in my class. Not only did they post the nasty comments, but the Avatar had been changed to a VAGINA.. (an avatar is the picture or emblem associated with your profile online, I think most of you know that.. but just in case.)

I wanted to hide under my desk and never come out. I was even more mortified when the secretary called the principle and then the IT guy at work so we could figure out how to fix this. I swung into action and deleted the user and all of the comments. Much to my dismay, I got a sub for my following period and had to sit with the IT guy and discuss how this may have happened.

While I was out from my class, one of my students was caught with a KNIFE.

No I do not work in the ghetto. I work in Orlando in a STEM MAGNET School. Not that being super smart, would negate violence, but I wasn't expecting PORN or KNIVES in the 6th grade... especially not both on the same day.

Did I mention I teach 6th grade?
.. MEH

So this is very fitting to one of our themes in EME5050 this week.. which entailed how to implement a class blog.. I'm not ready, but i'm not detered. I disabled the comments on the site.. just until I  figure out how this may have happened. I have faith or perhaps too much naivety to think it was one of my 6th graders, but after talking to the IT guy.. he says it more than likely WAS one of my students.

I was playing with dolls in 6th grade... how do we protect our students from these kind of dangers... and also how do we protect innocent new teachers...??!!! I am going to research it. I started by emailing KIDBLOG.ORG

Integrating Technology

Introduction to Integrating Technology, Will Our Schools Shift? And Reflection on 14 Things that are Obsolete in 21^st Century Schools

 

6^th Grader-“Mrs. Munoz, May I please call my mother?”

Me-“Yes, you have to dial 9, in order to dial out”

6^th grader proceeds to grab a landline phone and attempt to dial. 

After a couple of seconds he looks up in bewilderment. 

6^th Grader- “Where do you hit send?”

 

The above interaction could not have amused me more as I stood there watching my student struggle with an “Ancient” phone. There was no send or call button for him to press and much to his surprise, when he dialed the number, the phone started to automatically ring out to the number he had dialed. The above interaction is a great way to illustrate the way technology influences our students. As we read in the first chapter of our textbook, our students are part of a DIGITAL GENERATION, they are surrounded by technology and therefore we need to adapt to those technological advances in order to teach them effectively. 

Considering McLeod’s Video, I was fascinated by the facts he presented, but when posed with the question of whether or not our schools would shift, I felt very daunted. Economic reasons would be one of the major issues in implementing technology. Schools simply do not have enough in order to keep up with the demands of emerging technology. I do not think that the majority of the schools in America will shift. A supporting example I can provide would be the BYOD policy at the school I currently teach at. BYOD (Bring Your Own Device) is currently not allowed at my school. I am furtively trying to change that and will bring a proposal to the principle in order to allow my kids to BYOD and implement them into some sort of educational activity. With all of the great Apps and Programs for tablets and online, how could he not agree?

"14 Things That Are Obsolete in 21st Century Schools."   By  Mr. Ómarsson's was definitely an eye opening experience. Below I have commented on all of the points listed by Mr. Omarsson’s Blog post.

1. Computer Rooms- I completely agree. I  feel that computer based instruction should be an essential part of every class room, If we are preparing these students to work on America, Can you tell me ONE job that will never require some type of computer skills? Even job in the manual labor field will need to use a computer to Clock In/ Clock Out.

2. Isolated classrooms- I don’t agree with his sentiment completely. I don’t want parents in my room whenever they want, I would feel distracted, and also for safety reasons, I wouldn’t want to have just anyone walking in. I do agree with the Skype possibilities, in fact if anyone knows of a program where my students can interact globally with other classrooms. Please advise.

3. Schools that don’t have WI-Fi- This is a given. WIFI should be free for EVERYONE.  In fact, if you didn’t already know, Bright house offers families of low income with internet for as low as $9.95 a month, and computer rentals. No I do not work for them. I just think it’s a great advantage for some of our at risk students.

4. Banning phones and tablets- As I mentioned before, I do not approve of this. If they have phones and tablets, why not teach them how to use it for educational purposes.

5. Tech director with an administrator access- I tried downloading FLASH in order to show a video to my students, and was prompted for administrator access. Not only is this frustrating, but not conducive to my lesson plans.

6. Teachers that don’t share what they do- I was proud when a fellow teacher who has been teaching far longer than me, actually stole my work. She saw my worksheet on the printer and commended me for a great and creative approach. So, of course, SHARING is CARING.

7. Schools that don’t have Facebook or Twitter- I am happy to say that my school promotes social media. Now how do I create a class only page?

8. Unhealthy cafeteria food- Completely agree. I don’t need to explain this.

9. Starting school at 8 o’clock for teenagers- I don’t want to work 10-6.  I don’t agree with this making a school obsolete. Are these teens going to all find jobs from 10-6 as grown adults? I don’t think so.

10. Buying poster-, website- and pamphlet design for the school. This is a great idea! It is a project based initiative and can be scored by a rubric. Creativity meets demand. As the leader of the newspaper club, my first task will be to have students create flyers to invite reporters, photographers and artist to collaborate.

11. Traditional libraries- Completely agree. As online reading become more traditional, I believe the role of the library should change. Does everyone know that Orange County Public library offers digital resources and if you love the traditional book, (as do I), they DELIVER to your door! I don’t know about you, but library books to my front door sounds like heaven.

12. All students get the same- I have an integrated classroom setting and I feel that the exceptionalities of some of my students create diversity.  This is always welcome.

.13. One-Professional development-workshop-fits-all- Workshops should be looked forward to, not dreaded. Or at least provide choices.

14. Standardized tests to measure the quality of education- The dreaded FCATS. There is a reason why they are gone!!! There are many other ways to assess! Standardized tests should NEVER be the only way.