The 15 images in this presentation are photos I took of Colonial Williamsburg in Virginia a few winters ago. I was amazed by the beauty of the old fashioned traditions like the image above with burlap and cotton bolls as ornamentation for the Christmas wreath. This is one of my products on TeachersPayTeachers.
The purpose of the presentation is to give students a glimpse of colonial life. Photos include children’s toys, holiday wreaths, a bedroom, chamber pot, a kitchen, a dining room, a coal-burning furnace, a cellar, a garden maze, the Governor’s Palace (The Wythe House), the Royal Capitol, a home, wallpaper, a horse-drawn carriage, and a soldier’s drum. The PowerPoint slides include brief lecture notes.
Most school curriculum teach about the 13 colonies and the American Revolutionary in the 5th grade, as part of history class. Check out my store on TPT if you are interested in purchasing it.
Thanks to all of my TPT supporters for another great year!
Pixlr Tech Teaser (15 min)
This instructional sequence is based on Gagné’s (1985) nine events of instruction. The internal processes for each event are based on the work of Gagné and Driscoll (1988).
Prep: Download Pixlr software to desktop. Open picture editor. Preload folder with images for practice. Locate some great images edited with the software to illustrate as examples.
• Not compatible with Mozilla Firefox; Use Google Chrome or Internet Explorer instead;
• Advance level Editor will not save as an image file. It will download as an odd file type. You’ll be able to see the icon. Simply rename it as a .jpg or .png; and
• Limited text manipulation of font. For example, you can’t make font bold or italicized. To enlarge the text, manipulate the text box size.
1. Gain Attention: Show some amazing images that you created with Pixlr for a class. (Internal process: reception)
2. State Objective: Use Pixlr to modify or enhance images for course content to add visual imagery, cues, or a personal touch to your online courses. (Internal process: expectancy)
3. Stimulate recall of prior learning: Ask if they have ever worked with Pixlr, Picasa, Photoshop, or Gimp? Let them share their experience with these photo editing software programs. (Internal process: retrieval to working memory)
4. Present content: (Internal process: selective perception)
• Free photo editing software. Free mobile app, too. Show intermediate level— Open Pixlr Express (Efficient);
• No need to login. Can save image to desktop. Log in to save images in the cloud;
• The more advanced level, Open Pixlr Editor, has almost the same amount of photo editing capabilities as Adobe’s Photoshop;
• Functions include crop, re-size, fix red-eye/whiten teeth, colorization, and 600 special effects.
5. Provide learner guidance: Share handout with tips. Demo Open Pixlr express (Efficient), which is mid-level. (Internal process: semantic encoding)
6. Elicit performance: Participants upload photo from desktop for editing at Efficient level. (Internal process: responding)
7. Provide Feedback: Answer questions and assist participants one-on-one. (Internal process: reinforcement)
8. Assessment: Ask some basic recall questions about software, tips, and constraints. (Internal process: retrieval & reinforcement)
9. Enhance retention and transfer: In one word, how do you plan to use it in your class? (e.g., lessons, projects, introductions) Invite them to a workshop on emergent technology to learn more about Pixlr. (Internal process: retrieval & generalization)
Gagné, R. M. (1985). The conditions of learning. New York, NY: Holt, Rinehart, & Winston.
Gagné, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
In search of standard-based instruction, teachers have been producing and purchasing products aligned with the Common Core State Standards (CCSS). Certainly, they’d like to provide high interest topics for children. This is where Santa enters the picture. If you search for Common Core + Santa on TeachersPayTeachers.com (TPT), you’ll find 222 results! I used Clement Clarke Moore’s Christmas poem, and the standards on speaking and listening, to create a literacy activity.
In my product, students are provided space to illustrate the story on each page to match the meaning of the text. Twelve vocabulary words are boldface typed within the poem with definitions provided in the glossary. The purpose is to let students take ownership of the poem by illustrating it and then practice reading it to their parents or other students in the school. This was a popular activity I used in my 3rd Grade class during language arts. Students were eager to learn the new words such as sugarplums, kerchief, and sash, so that they could accurately illustrate their self-made booklet.
Here are the correlating CCSS for Presentation of Knowledge and Ideas:
- Kindergartners: #5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
- Grade 1 Students: #5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- Grade 2 Students: #5. Create audio recordings of stories or poems; add drawings or other visual displays to stories
or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
- Grade 3 Students: #5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
The poetry product featured above can be purchased online in my TPT store. You can find PDFs of all the CCSS and their applications to students with disabilities and English Language Learners at this site: http://www.corestandards.org/the-standards
Note: This post was previously published on this 12/19/13.
This learning module instructs and guides students on how to upload a media file to a podcast channel, specifically Podbean.com. It can be used to supplement any course content as a project. For instance, a student can produce an audio file on any topic and then publish it to a podcast channel as part of an oral language project. Poetry readings, musical performances, or reporting the weather are just a few ways to incorporate podcasting. This project could last several weeks.
Using emergent technologies is an important skill for the 21st century learner to apply, not only in class, but also in their personal learning networks, college, and future career. Moreover, this product can be used in K-12 schools to address the media skills embedded in the Common Core Standards (2010) for career and college readiness benchmarks. For instance, the English Language Arts Standard for speaking and listening in Grade 2 states (2.5 Presentation of Knowledge): “create audio recordings of stories or poems.” Podcasting would be an excellent vehicle for this task. A similar standard for presenting content in multimedia is included in grades 3-12 core standards.
The learning module includes the following components:
• a podcast interest and technology skill level questionnaire;
• a pretest and posttest on technical terminology (with answer keys);
• an 18-page PowerPoint presentation on the technical terminology;
• a K-W-L chart activity;
• a 7-minute screencast to demonstrate the procedures; (See YouTube video link below)
• a 6-page how-to guide with glossary to serve as a desk reference when performing the task;
• a student checklist of procedures and outcomes for self-assessment of the criteria;
• a rubric for the teacher to evaluate the project; and
* an 18-page teacher guide with research basis and instructional strategies.
Goal Statement: Students will successfully upload a media file to Podbean.com for an oral language project by following the steps in the screencast and supporting how-to guide. The learning context is during class time in the computer lab or on a home computer. Students will need to have already learned how to create an audio or video file and save it as a MP3/MP4 format on a flash drive for school work.
Get a preview of this product on Teacherrogers YouTube channel:
My YouTube Video Demonstration
I completed this project during my doctoral studies, so it includes the research basis for the use of podcasting. I think you’re really going to like this product, as I’ve put over a semester of effort into creating and pilot testing it! It’s for sale on TeachersPayTeachers in the Teacherrogers Store.
I just uploaded a new product that incorporates gaming as an instructional strategy. I used Halloween vocabulary and images to capture young children’s interest. Students can practice syllabification, reading, storytelling, and vocabulary when playing these games! This product contains directions and material for four different types of games to use during literacy centers: clapping out the syllables, vocabulary battle game, vocabulary flashcards, and storytelling. Each game would last 30 minutes, which is about the same amount of time segment in group rotation in a 2-hour literacy block.
This product includes the following items:
- a game scorecard;
- a paper candy reward system;
- 24 different game cards with the vocabulary word, image, and the number of syllables, and
- 24 vocabulary cards without the name or syllable count for testing purposes.
Vocabulary includes basic words like bat and hat, as well as multisyllabic ones like Halloween and October. I suggest printing the vocabulary on card stock and laminating them prior to use. I think students are really going to enjoy these activities. Hopefully, they will want to play them multiple times to become very familiar with the content vocabulary. I also suggest having the students create their own games and corresponding rules.
Here’s a sample game:
#2A: Vocabulary Battle Game: The objective of the game is to correctly read the word for each card drawn.
Learning Objective: Students will practice reading words correctly.
Game Rules: This game can be played with 2-4 players.
Step 1: Place vocabulary cards face down in a stack.
Step 2: Player 1 takes a card and tries to read it. Then he shows it to the other players to get feedback (correct or incorrect). If the student reads it correctly, then they keep the card. If not, then the card is placed in the “trash” pile to be reused.
Step 3: Player 2 repeats this action.
Step 4: After all the face down cards have been read, shuffle the deck of discarded cards to continue the game. The player with the most cards wins. Students redeem cards for candy or other reward at the end of the game.
Visit my store on TeachersPayTeachers to purchase this product! I plan to do the same gaming products based on content vocabulary for each holiday.