A lesson on Matter and the Periodic Table, students gain an understanding of science terms and atomic structure, by learning the organization of the periodic table and the element properties. English Learner students acquire appropriate science content vocabulary skills for speaking, reading and writing. Students learn how to identify electronic configuration, atomic properties, and substance stability according to element groups and their location on the periodic table. Students will also gain an understanding of compounds and bonding, covalent and ionic bonding. Students will demonstrate skills using technology and Web 2.0 publishing too, such as Wordle and Blabberrize. Advancing writing skills and increasing student learning in science, this lesson targets technology and lab practices for real world uses. The lesson supports appropriate writing skills and the application of punctuation, grammar, and syntax, such as those targeted in Language Arts.
A lesson on Matter and the Periodic Table, students gain an understanding of science terms and atomic structure, by learning the organization of the periodic table and the element properties. English Learner students acquire appropriate science content vocabulary skills for speaking, reading and writing. Students learn how to identify electronic configuration, atomic properties, and substance stability according to element groups and their location on the periodic table. Students will also gain an understanding of compounds and bonding, covalent and ionic bonding. Students will demonstrate skills using technology and Web 2.0 publishing too, such as Wordle and Blabberrize. Advancing writing skills and increasing student learning in science, this lesson targets technology and lab practices for real world uses. The lesson supports appropriate writing skills and the application of punctuation, grammar, and syntax, such as those targeted in Language Arts.
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As noted by Barron (2006) the term digital divide no longer refers to computer ownership or that of basic access to the Internet. In my district nearly all schools have computers and access to internet. Student participation in online learning is not likely having the same success at all schools. According to Levels of Teaching Innovation (LoTi), a scale developed by Dr. Christopher Moersch to measure authentic learning and technology use, higher order thinking and the effective use of technology requires student centered learning using application and problem solving skills. Low levels of cognitive learning, such as drills for math and spelling, are not engaging students at the higher levels on the Loti scale. According to the National Educational Technology Standards for Students (NETS-S) and Barron (2006), higher learning involves the use of Web technologies in complex learning projects, such as developing Web sites, designing app games, or altering robotic programming. In order for students to experience higher order thinking with the use of technology to produce student centered artifacts, teachers in the classroom must be knowledgeable of technology (Attewell, 2001). Being an older teacher, 50 years of age and older. I have found that younger teachers are more likely to integrate technology use compared to the practices of senior teachers. In my building, it appears that math teachers include technology more frequently than other departments. The increase in technology use by math teachers could be related to more online instructional initiatives that are available for math content. Another issue I take as an equity concern is the age of the computers available to my students. With the exception of the computer lab and a number of laptops, classroom student computers are 10 years old and run too slow for some new software applications available. In addition to having older hardware, on-site information technology technicians are only available upon a building request. Requesting technology assistance requires a minimum of a days’ wait before help arrives. All these things, higher application instruction, teacher technology knowledge, sufficient infrastructure, and hardware maintenance, must be in place for students’ intellectual capabilities to reach the levels of technological fluency. References: Attewell, P. (2001). The first and second digital divides. Sociology of Education, 74, 252–259. Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K–12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648–1663. Moersh, C. (2001, November). Next) Steps: Using Loti as a research tool. Learning and Leading with Technology, 22(3), 22-27. My students are English Learners, and they have taken up the journey into academic content to better prepare for a life in America as a bi-lingual citizen. American born English speakers may want to take heed. We are all now living in a time when only speaking a single language is a disadvantage (Skutnabb-Kangas, 1990). in many professional fields in America. Just as living in geographic proximity of foreign countries with different languages likely prepares and invites your participation into foreign language discussions, the digital media of our time makes the world our next door neighbor. Growing up in a community of several generations of only speaking English, was not a concern for me, until I began seeking employment as a teenager. That experience was years ago. In college I had two semesters of a second language, and my speaking and writing skills today in a second language are at a pre-school level. According to Hakuta (1999) learning a second language and becoming fluent can take six years. This research might make some of us feel better, but it does not change the need for a second language. Today, while standing in line at the grocery store, I noticed service jobs in a local Sunday paper, such as receptionist, sales clerk, and drivers, listed as a preferred requirement - a second language. I tell my students who are struggling with learning English, even if they only learn to read and write on a third grade level in English, they will be more bi-lingual than most Americans. GallopPoll.com reported that 1 in 4 Americans speak a second language.
Nearly all my 8th graders have smart phones and use them to Google everything. They love Google as much as I do. Google and the internet is like going to the library, only better because I can stay home. Most of my students are reading one or two years below their grade level. For many, graduating from high school is already a fading dream. I hope they are learning that educating yourself is about learning. I have shared a story from my family as it was told to me; true or not it has value. My cousin once read that Abraham Lincoln homeschooled himself and became a lawyer. This cousin had graduated from high school and had a labor job. He wanted to be a lawyer and decided he would study at the local library. Several years later when he was ready to sign up to take the legal exam, the requirement for a college degree had only been in place for three months. Yes, I know it sounds like a rotten deal, but this cousin went on to be one of the most successful members in my family. He took a job where he learned to cut hair; later, owned a barbershop and employed many relatives over a few decades. He even authored a book and this story is in his book. Were my mother answering my text messages and her phone right now, I would site him here in my blog. I can’t recall his name and my deadline will not wait. The jest of the story is this: education is a great type of contingency plan and not finishing high school is not the end of learning. Hakuta, K. (1999). A critical period for second language acquisition? A status review. Paper written for the National Center for Early Development and Learning (University of North Carolina, Chapel Hill). Natheson-Mejia, S. (1994). Bridges between home and school: Literacy building activities for non native English speaking homes. The Journal of Educational Issues of Language Minority Students. Skutnabb-Kangas, Tove. (1990). Language, Literacy and Minorities. London: Minority Rights Group. |
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