STREAM ROBOTICS

We finished 2 meetings for STREAM Robotics.  On the first day, we had centers for student rotations.  One center was for the pre-test survey, another center was for the laptops with the scribbler programs and the last center was the robots.  The students were all excited to be in the program.  They followed the instructions and waited for their turns during rotations.  We stationed the 6th graders to explain to the ‘newbies’ the buttons on the program.  I was surprised to see the 6th graders patiently discussing each buttons in the program to the ‘newbies’.  They still remembered the functions even if 5 months had passed.  Second day, we had the robot program activity, “If that, then, something else” which had different stages.  Each group discussed 3 commands and they will share the ‘program’ to the class.  Everyone was able to follow the commands but there were some who got confused on the part where opposite actions were to be executed.  There were common commands given: do the mannequin challenge, do the running man, do the sway, do the chicken dance and drop on the floor.

The activity made them aware that robots were good on executing commands based on the programs they wrote.

The next part of the lesson was ‘oldies’  will create a program with lights, music and motion and the ‘newbies’ started with the commands for lights.  The oldies presented their programs with lights, music and motion.  The newbies had difficulty in producing commands with lights.  They have to create a program (Morse code) using the lights.   

The program had just started and the difficulties the newbies were facing will be easier in the future as they learn how to code and create programs for the robots.

PARALLEL CIRCUITS

The students finished the lesson on parallel circuits.  They had to figure out the difference between series circuits and parallel circuits. They were brainstorming about the different things which run on series circuits and one student commented she saw Christmas lights around the Christmas trees in the store, but she saw one LED light that was not working.  What kind of circuit was that?  The question was a good one for class discussion and was right on time for the lesson.  After watching a video by the National Geographic : “Introduction to Circuits”, they were able to figure out that Christmas lights were running in parallel circuits.

The students started with their Maker Box activity on parallel circuits.  Each student got the materials from their Maker Toolbox: template, pre-cut copper tapes, 3 LED lights, tapes.  They practiced twisting the copper tape before sticking it to the template. They still had difficulty bending the copper tapes for the corners.  Another difficulty they encountered was lighting  the LED lights.  Some of the students chose blue, yellow and red for the activity.  They cannot figure out why the blue LED light would not light up.  I told them to get the green LED light from their toolbox and changed the blue one.  When the green LED lit up, they were amazed and started asking questions.  They researched on the topic and they had the “AHA” moment again.  Warm colors cannot be mixed with cool colors.  The warm colors (red, yellow, green) tend to get all the energy and that was why the cool color (blue) will not lit up.

Students learned two things that day: how to create a parallel circuit and how to mix colors using LED lights.

Side note: During the time when I had the TAG students, two 3rd grade students went to the Media Center to ask help with their Chromebooks.  Both students stopped when they saw the TAG students creating their parallel circuits.  The two students asked if that was the Robotics class and I told them that it was the TAG students.  They wanted to stay and watched the TAG students.  I wanted them to stay but they need to go back to their class.  How I wished I could teach the lesson of the TAG students to the other students.  Maybe when they get to 4th grade and join the Robotics Program.

Basic Computer Use

I have encouraged the K-2 teachers to bring their students to the lab once week.  One of the main reasons I want them there is to expose them to using technology early on.  With PARCC being all online and many other tests moving to all online, MAP and MI, the students need to be familiar with using the mouse and clicking on things.  I've found that's the biggest problem the students are having, using the mouse correctly.  Students are familiar with using tablets, but that's the only type of electronic device. The first few weeks the students were in the lab were spent just on using the mouse for Kindergarteners.  First and Second grade began with learning how to log in.  Those basic skills are vital when using the computers and without them, students won't be prepared for the many online tests that start in third grade.  As the students continue to come into the lab, we will move into typing skills so they will be more prepared for the writing portion of PARCC.
I've also found students are less likely to take tests online as serious as they take paper-pencil tests.  I am trying to encourage teachers to use the computers more often so students in grades 3-5 are also more confident in using the technology.  Hopefully this will prepare students to be successful on technology based tests. It's not so much that the students can't use the technology, but more that they don't use it enough.   Students get excited when the computers come out, as they should, but then that enthusiasm takes away focus from taking the tests.  Students are so excited to use the computer, they're not focusing on the task at hand.  The more we utilize the computers, students will be more at ease with them and not focus on just using them, but what and how they are used.

Basic Computer Use

I have encouraged the K-2 teachers to bring their students to the lab once week.  One of the main reasons I want them there is to expose them to using technology early on.  With PARCC being all online and many other tests moving to all online, MAP and MI, the students need to be familiar with using the mouse and clicking on things.  I've found that's the biggest problem the students are having, using the mouse correctly.  Students are familiar with using tablets, but that's the only type of electronic device. The first few weeks the students were in the lab were spent just on using the mouse for Kindergarteners.  First and Second grade began with learning how to log in.  Those basic skills are vital when using the computers and without them, students won't be prepared for the many online tests that start in third grade.  As the students continue to come into the lab, we will move into typing skills so they will be more prepared for the writing portion of PARCC.
I've also found students are less likely to take tests online as serious as they take paper-pencil tests.  I am trying to encourage teachers to use the computers more often so students in grades 3-5 are also more confident in using the technology.  Hopefully this will prepare students to be successful on technology based tests. It's not so much that the students can't use the technology, but more that they don't use it enough.   Students get excited when the computers come out, as they should, but then that enthusiasm takes away focus from taking the tests.  Students are so excited to use the computer, they're not focusing on the task at hand.  The more we utilize the computers, students will be more at ease with them and not focus on just using them, but what and how they are used.

SIMPLE CIRCUIT

The students learned Simple Circuit in lesson 2.  They read the book Rosie Revere, the Engineer and listened to the historical background of Rosie the Riveter in Lesson 2  They compared the two main characters and how both woman have "power" to create and to build.  The poster of Rosie the Riveter is posted on the wall by the cafeteria.  One student commented that he always see the poster but he did not know anything about the background of the poster.  When we listened to the background from Curious.com,, the students were able to recognize the poster and had that "AHA" moment and got the more deeper meaning of the poster.  It was not just a female holding up her arm and showing her arm muscle, but why the woman had to post like she was a macho woman.  They found out that women worked while men went out to war.  Women worked in factories and in assembly lines.  Students were able to connect  a simple "circuit" to an "assembly circuit" in factories.  One student said that women had to work continuously to be able to create and produce just like the simple circuit where electricity had to be continuous to produce light.

For the Makerspace:  I distributed strips of papers to the students.  The students practiced folding the corner of the strips of papers so that when they used the copper wire, they will have no difficulties in folding the corners.  You can hear the frustration in their voices when they started using the copper wires.  In the end,each student was able to light up a LED light.  One cannot describe the faces of success shown by each one who were groaning and almost gave up when doing the project. More updates coming up soon.

CODING

The 4th grade and 5th grade TAG students are doing Makerspace.  They are learning the different circuits and they were able to connect to different objects which show circuits.  The students are also doing coding using “Scratch”.  They were all excited when I showed the introduction video about  Scratch.  They started exploring the different projects which have been done by other students or other people.   The students started discussing with their classmates what they will create.  I showed the students the Scratch Workbook which they can refer to every now and then when they are creating their projects.  They are able to figure out how to download music from Youtube and use the music to their projects.  I am amazed on how these students can easily explore on their own and create projects.  One of the students downloaded an image of a maze.   He is now creating a program on how the cat will manage to go to the entire maze and get the cake at the end.  Another student downloaded a Christmas song and she will create a program where the penguin will skate around the Christmas tree while the song is being played.  I will give updates on what the students are creating.  

Discovery Education

My class is so excited using Discovery Ed's media services!  I've shown them how to search for videos and images using DE's search engine as well as look at their dashboard to complete any assignments I've given.  They also have taken the tour and are eager to create boards in the board builder.  At our school's Technology Night, I showed parents the resources on the homepage of the website (which are fantastic); I also showed them how to translate the Techbook to Spanish.  It's just very unfortunate that only the Techbook can be translated at this time.

Typing.com bbc typing

          In order to teach a kid to get to a certain place, you need to teach him how to walk first. Majority of the assessment given in the classroom right now are given using technology requiring students to type their responses. This calls for a need to train students in typing.
          With my ESOL students, majority of them did not have a training on how to type efficiently. Students are typing using one finger all the time and typing at a rate of less than 10 words for minute.
           Typing.com or bbc typing provides a free access to train students to type fast and should be able to respond to their typing needs efficiently.

ROSETTA STONE

My newcomer ESOL students have been so fortunate to have Rosetta Stone program included as one of the resources students can use in PGCPS. This allows students to learn their target language (L2) direct translation from their native language (L1).

Rosetta Stone can be accessed through "www.pgcps.org" website. Under "student" tab, click on "Library Catalog".  One of the data bases is Rosetta Stone.

You will need a Prince Georges County Memorial Library Sytem ID card. You will need the ID number to log in. Aside from that, You will also need your PGCPS email and password to launch the program.

Kahoot

Students have been enjoying Kahoot. It is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with a smartphone, tablet or computer.

Today my students were jumping out of their seats out of excitement. It is highly recommended to all teachers for their assessment.

Reading A-Z

Just got trained on Reading A-Z, an online leveled reading program for our ESOL students. All materials on this program is correlated to the state standard and the common core. It has a A-Z reading levels to accommodate the needs of every learner. It provides a printable, projectable leveled readers at 29 reading levels.

At our school our k - 2 classes use Waterford Literacy Program.  It is an individualize program for students to work on phonics and literacy skills.  Each student does their own work for 15 - 20 minutes daily.

As per requested, The Waterford program has been used in my classroom since the first week of school.  At the beginning of the program I projected the program on a screen for all students to see what the program will look like and how to maneuver through the program.  I have found this to be helpful in general for students.  It is very helpful to those students that may have never used a computer.  Many students have such a challenge with using a mousepad.  It takes them a few tries to understand it as they are more familiar with today's touch screen technology.

A concern I have with this program is it is only offered in English.  I have several students that are newcomers and I understand their frustration with not wanting to complete the program daily. I feel that offering both languages would allow for better success to less-then-confident students. In kindergarten, everything is new to students.  Many ESOL students have not gone to school, preschool, day care prior to kindergarten.  The program can be overwhelming to someone with very limited English.  For those with Limited English, the speaking requests of the program is very fast and does not offer multiple examples of expectations.  This period can take several weeks for these students to feel confident completing the daily program.  I know with use of the Waterford program and what I am instructing in guided reading groups my studnets are growing daily and working hard to become successful readers.

Our school is involved in technology from myOn to interactive classroom lessons. I am about to assign Social Studies lessons online. Some of us are using class Dojo for our class management.

Whiteboards

Checking in...
Our school is conducting an interactive whiteboard class on November 9th.  Are SMARTBoards on their way to all PG County schools?  I will be leading a training for Title I for SMART Notebook on November 15th at Oxon Hill Middle School.