Spreadsheet Lesson Review

The project I reviewed was “Dictionary Adventures!" created by Ms. Donene Rognile for a second grade class in developing language arts skills. The object was to make the dictionary more fun as they practiced dictionary skills in making a class dictionary about themselves to be place in their room library. She organized the children into groups to work in centers of twenty-five minutes each. The centers were: working with a dictionary, taking digital photos, games, and working with the computer. (She said there were five children to one computer, probably only one in the classroom.) The children learned how to look words up in the dictionary, alphabetization, wrote descriptions of themselves, looked up definitions of words, etc. Spreadsheets were used in discovering the definitions of words. Some of these were designed as “no fail” problems so there was not a pressure of “getting everything right”. She also designed some memory matching games with the words and definitions. She listed some extended activities at the end of the presentation: creating a class newsletter, putting together an original children’s book – as a round robin activity of writing, illustrating, etc., making a class portfolio that could be put on a disk and sent home at the end of the year.

The teacher said the children thoroughly enjoyed this project, increasing their skills with the technology used, and that it crossed all ability levels to engage the children in the learning process.

Even though this project was for second graders who can read at a much higher level, there are elements of it that would be great for kindergartners. They could make the class dictionary with pictures of themselves and their names. A list of sight words to be learned could be provided that they could sort by first letter in alphabetical order. A combination of another lesson I reviewed called “Does brand name popcorn pop better?” by Carol Sayles for 2nd grade math, where information about the class was graphed, would go very well together. Some of the things they graphed were: favorite sandwich, breakfast, cookie, drink, what color of eyes, times moved, can you swim, ride a bike, what is your eye color, number of people in family, etc. This information, along with each child’s picture, name and a short biography (with help from the teacher), and a list of sight words to learn for the year, all put into a class book, would make an interesting and fun project.
Here is the website for the Dictionary presentation: http://edtech.boisestate.edu/elearn/newbridges/cds/Dictionary/dictionaryopening.htm

Mrs. Fronk's Kindergarten Netiquette

Kindergartners will have rules to follow when using the internet. These rules will be posted by the computers and read to the kindergarteners often until they know them by heart. Close monitoring of the children as they use the internet is always a priority to ensure their safety, but these rules will "stick with them" whenever they are online - at school or at home.

Click here to see the rules: http://docs.google.com/Doc?id=dhpd7rtc_6gt2mrsg8&hl=en

The "Jigsaw Teaching Strategy"

In using the cooperative learning strategy called “Jigsaw” in a kindergarten room of twenty-five students and five computers, I have come up with various project ideas that would help the children learn word processing skills. With the children sitting five to a table, rotation by tables would occur at “centers” time – the computers being one of the centers. Various projects would be worked on, two in a week, in which the children would type in the answers to the area of the project they were assigned to.
Possible subjects: measuring, math calculations, science (eg. parts of an insect or flower), letter and/or number fill-in, reading with simple words and pictures, sequencing, art matching, recognition/definition, etc. This would be Day One. (Note: with the kindergarten day being short, the projects would be very basic aimed at reinforcing simple principles while increasing their computer skills. The project would become more challenging as their knowledge and skills grew).
Day Two: Collaboration of expert groups at the computer area (the children would still sit where they did day one for the rest of the time.) And go back to the original group to share and complete the project by writing down all the answers on a worksheet, then entering it in on the computer.
The next two days would repeat the process with a different project with the fifth day of the week reserved for a different lesson. For the second two days, children would sit in different places (and, again, different places on the fifth day), so there is a mixing of all children in the class. It may be best to start Jigsaw with just one project per week so that the children get the hang of it, then go to two per week, then go to class presentations with one member per each group “sharing” the results of the whole group – reserved for a Friday. In about a twelve to thirteen week period, all the children would get a chance to be a “presenter” to the whole class.
As an advantage, the children would get to know each other and learn social skills – a major purpose of kindergarten. It would be challenging for the teacher to implement, but once the children caught on, they would be great. The computer skills would come automatically from following through with the lessons. The disadvantage, as stated earlier, would be the short kindergarten day. In order to get everyone on the computer in one day, that would be five centers projects, possibly two too many.
The Jigsaw method would be a great way to start off kindergarten with a cooperative, fair and friendly foundation, working together with their peers in a way that would help them to be successful through the rest of their school career.

Google for Educators

Google has many new applications for educators (as well as parents) teaching to all ages. The technologies available can serve diverse needs and interests for teachers, students and parents. I am excited about the possibilities of applying these applications to expand the array of available teaching methods to my students.

As a kindergarten teacher I would often use Google Book Search. Reading level K-2nd grade would be easy to download and use as tools to increase reading level and literacy. This would also provide reading materials for those who can read at more advanced levels without having to purchase additional books for the classroom. For story-telling time, these virtual books would be great to use in conjunction with smart board-type applications. All the students could easily see the letters, words and pictures - creating group involvement.

I would also love to utilize Google Earth with it's applications for Earth, Sky, Oceans, etc. Whether all together as a class, or in individual stations, exploration of the world and sky would expand their understanding of the natural world. It would also be fun to follow different blogs such as the Jane Goodall Institute Chimpanzee blog - finding out the "latest" on favorite animals by checking in weekly.

The Picasa application would be a good one to use for creating classroom scrapbooks, including photos, artwork and activities that all the children could see and enjoy. Individual programs could also be put together that could be burned on to a CD or sent via email to each child's home so they would have a personal journal of their "Kindergarten Year".

Using Google Docs would be a great way to monitor the computer centers when the children are on the Internet, thus making sure that appropriate material is being viewed. Even with kindergartners, group projects could be worked on in collaboration with each other, with monitoring by the teacher. Homework could be done with immediate teacher feedback and helps. With the teacher involved, whether at school, or at home, the level of interest and motivation would lead to accelerated achievment.

Dear Parents:

This letter is going out to all parents of incoming kindergartners to let you know of our school’s philosophy of equal education, compliance with state and federal laws, especially concerning students with special needs, and how this is reflected in our classrooms. We value our students and parents highly and seek to keep communications lines open on all our policies, at all times. Providing a quality education to all students is our goal.

We know that every child deserves the best education available. The Federal and State governments have backed that up in law. There are three laws that concern children with disabilities that I would like to give you some information on:
1. The Americans with Disabilities Act or ADA was signed into law in 1990. The primary function of this law is to prevent discrimination of people with disabilities by employers, local and state governments, public facilities and telecommunications. It also defines what constitutes “disabilities” and the parameters of what are considered violations.
2. The Assistive Technology Act or ATA passed in 1998 and refunded in 2004. It says that each state is to receive funding from the federal government for assisted technology programs for disabled persons who qualify for the act. There is no age limit for this assistance; birth and up. This law encourages educational advancements, independent living, and employment. Teachers come under this act to gain the resources they need to teach effectively to every student in the classroom, offering a fair education.
3. The Individuals with Disabilities Education Act or IDEA affects children with disabilities and their education most closely. The law clearly states that all children with disabilities have the right to a free and appropriate education and it defines the parameters of those that qualify for an Individualized Education Program or IEP.

We want you to know that our education team is experienced in developing educational programs for children with special needs, while integrating all our students in an effective learning environment. If you have any concerns with the learning abilities of your child, let me know. This is an exciting time for you and your child and for me as well. I look forward to our year together and encourage you to speak with me anytime about all aspects of your child’s learning and education as they take this big step into kindergarten.

Sincerely,

Crystal Fronk, Kindergarten Teacher

Edtech 202 posts with information cited:
http://jiamariecree.blogspot.com/ http://heatherdavis202edtech.blogspot.com/ http://jocelynstearns.blogspot.com/ http://ryleemcclellan.blogspot.com/ http://trush-%20trush.blogspot.com/ http://willwardell.blogspot.com/

Links:
To find out more about IDEA:
http://en.wikipedia.org/, http://idea.ed.gov/explore/home http://www.ed.gov/policy/speced/guid/idea2004.html
http://specialed.about.com/od/idea/a/ideadefined.html
To find out more about ATA: http://www.ncdae.org/activities/papers/carol/atapnes/html, http://www.afb.org/section.asp
http://www.ftcd.info/resources/ATlawsprint.pdf
To find out more about ADA: http://www.eeoc.gov/policy/ada.html

IDEA – The Individuals with Disabilities Education Act
This is a law by the federal government of the United States that says that all children within a state, that are eligible with certain disabilities must have a free and appropriate education available to them. The law regulates how states provide special education, early intervention and other services to children with disabilities, age’s birth to 26. The law only applies to states that accept funding from the Federal Government – all states have accepted, therefore they are subject to the law. (Wikipedia – IDEA, Building the Legacy of IDEA – 2004)
Students that have disabilities making them eligible for services have the following conditions: mental retardation, hearing impaired (including deafness), visually impaired, serious emotional disturbances, orthopedic impairments, autism, traumatic brain injury or other impairments or specific learning disabilities, who need special education and related Services. Children who do not qualify for IDEA may receive services under the ADA. (Wikipedia – IDEA)
The law came about through a case wherein was judged that if free education to disabled children is not available then it would constitute “a violation of due process”. (Wikipedia – IDEA) The law was last amended in 2004 - “Free Appropriate Public Education” (FAPE) to prepare them for “further education and independent living”. Before the “Education for all Handicapped Children Act” (EHA), preceding IDEA, the ratio of children with disabilities getting an education was 1 in 5. Those who were not educated in public school were taught in private homes, hospitals, or institutions and labeled emotionally disturbed, mentally retarded, blind or deaf. Most received very little or no education. Now there are more than six million receiving services through IDEA. (Wikipedia – IDEA)
Note that the benefits for children with disabilities that enroll in private schools differ from those in public schools. (Building the Legacy of IDEA – 2004)
When a child qualifies for services through IDEA, an IEP is prepared. (Individualized Education Program). The child must be in the least restrictive environment where that child can still learn. The parents along with the following members of the school staff collaborate as a team to write an IEP for an individual child: regular education teacher, special education teacher, school psychologist, and the administrator. Parents can prepare the IEP if they feel the school’s plan is not fair. (Wikipedia – IDEA)
Links: http://en.wikipedia.org IDEA, http://idea.ed.gov/explore/home, http://www.ed.gov/policy/speced/guid/idea2004.html

This Spring I went back to college at Boise State University after a long absence from school. After two years working as an Educational Assistant in kindergarten I have the desire to be a classroom teacher for any grade k-6. I love working with children, helping them learn the basics and creating a foundation for learning in school and beyond. Teaching fundamental academics and social skills while giving them a balance with creativity throughout the curriculum are my goals. I love to see children grow to and beyond expectations.

With pursuing a minor in art and a minor in English, I would be excited also to teach middle school art or English/Composition classes. Teaching children to communicate and create visually or with words would help them in all aspects of their educational, and later, professional careers.

For eight years I illustrated children's books and magazines, both educational and religious. I also enjoy, on the side, teaching drawing classes to all ages. Anyone can learn to draw or draw better with direction and practice.

Born in Oregon, my family moved around a lot when I was growing up. I have lived in eleven states, and two countries, attending fourteen schools before graduating from high school. As an adult I lived in Costa Rica for a time and have visited China. I live with my very supportive husband, three beautiful and creative children, our terrier, two Amazon parrots and two Betta fish. We love Idaho - it's home!