Technology integration in the learning environment is optimal for all students, but especially those who require extra aids. An assistive technology that I have further explored is voice recognition software. I hope this information will help you to become more familiar with this technology. After researching this software, I know that I will be advocating for it in my future classroom.
“With the advances of voice recognition technology, students with learning disabilities are now able to become more independent as writers, readers, and learners.” -www.landmark.edu/institute/assistive_technology/voice_recognition.html
What it is: Voice recognition software is essentially speech-to-text, as well as text-to speech; it enables people to talk aloud and have those words dictated directly onto the computer. Although it was formally mostly seen in the health care system, it is commonly being implemented in the learning environment. Voice recognition is trained to recognize the specific user’s voice and then transcribes what the person says aloud into an electronic computer document.
Who it Can Help: These programs are suitable for speakers of any age and any language. It aids people with fine-motor difficulties, poor spellers, penmanship problems and other learning disabilities. It can also assist English Language Learners and people who cannot read. Ultimately, it can be useful for anyone from children who have motor constraints to those that would just enjoy listening to lengthy documents.
Classroom Implementation: Students can use this program to turn oral language into written text and vice-versa, make commandments to computer and have text read aloud. This can be useful for taking notes, writing papers, reading documents and directions and even during tests.
Pros:
Multi language capability
Independence for users who cannot read or write without assistance
Both Windows and Macs have this system already included
Spells every word correctly
Compatible with e-mail, desktop, documents and other applications
Can record and recognize up to 100 words per minute
Reads text back to user
Can transcribe large amounts of words and text
Eliminates poor spelling and penmanship
Cons:
Not always appropriate to use in a classroom
Software must be trained to individuals voice
Uses lots of memory on hard drive
Does not recognize homonyms
User must say desired punctuation
Must speak directly into microphone, cannot mumble
Some more advanced programs can be expensive
Software:
Dragon Speech Recognition, ViaVoice, Linux, Windows Speech Recognition, MacSpeech Dictate, as well as many more.
Video Examples:
http://www.youtube.com/watch?v=pYu6_cNRCD4
http://www.youtube.com/watch?v=J8wOHfjemWI&NR=1
http://www.youtube.com/watch?v=DBxWSxVi5_8&feature=related
Testimonials:
http://www.consumersearch.com/voice-recognition-software
References:
http://www.landmark.edu/institute/assistive_technology/voice_recognition.html
Technology is an ever-evolving resource and the education system should take advantage of this. Integration of technology in the classroom can be universally helpful for learners of all types. In the past, technology integration was focused more for students with exceptionalities who needed extra assistance. Today, technology integration can be tailored to enhance learning for students of any ability. In my teaching, I plan on making my students comfortable with many different technologies, such as Blogging, Google Earth, and Wikispaces; these and other technologies will help my students succeed in many different aspects of education.
lesson plan 1
I researched the online digital storytelling program, Capzels, a program that allows you to easily create time lines while embedding your own pictures, music, videos, and other documents. This program is very versatile and would work great for any age and any subject. It's free to join and is easily shared.
For this lesson, I plan on having students create a presentation with Capzels. The specific subject area that I have created this lesson plan for is social studies. I will assign each student a state that they have to research. For younger students, I would have them just put together a photo set about this state and for older students I would expect them to include important information that highlights this state and photos.
Here is an example of the state of Georgia.
lesson plan 2
In my experience, both as a student as well as a future teacher, children enjoy writing and telling stories. Publishing their stories is the next step. This can be a burden to the school who has to buy the materials and bind the pages. Tikatok has found a solution to this problem. This program allows children to “write your story, add pictures, and order your book.” This is a great resource for educators because the site allows teachers to register their class for free.
For my lesson, I will have students go through the writing process and make their own book. First, I will have students come up with an idea for a story through prewriting. Next, I will have them record their story in the writing phase. After that, they will revise and then edit. I will also have each student create illustrations on paper and then I will scan each picture onto the computer and upload them to add to their story. Last, I will have them publish this story on Tikatok. If they so choose, parents can purchase their child’s book and have it shipped to them.
Here is an example story, “The Perfect Christmas Tree”.
I was excited after reading about Writer’s Workshops, because I see great examples of this in my placement. My CT heavily stresses the importance of reflection of a lesson or reading through composition. After lunch, each student takes out a book and reads silently for forty-five minutes. During this time, they are actively engaging in the text by writing down words they are not familiar with. After reading, they each use a dictionary and look up this unknown word and then write down the definition in their own words. To go beyond this, they also use the word in a sentence and record antonyms of the word. Once they finish this task, each student takes out their notebook and writes a reflection about what they have just finished reading. After recording their thoughts, students share their writings with their peers in groups. This not only holds them accountable to write well, but it also gets students to help and learn from one another. Sometimes, my CT will ask random students to share with the entire class.
Another way my CT used Writer’s Workshops in her class was by having each child create their own printed book. This was a long process that I was glad to be a part of. To begin, students brainstormed what they could write a great story about. After they chose an idea, they drafted it. The students then shared their stories with their peers in groups to get more ideas from each other for revisions. Once my CT and I checked them all over and had them edit, we gave the students different paper for them to re-write their stories and add pictures. My CT then had them sent away to be made into real books that each child could take home. They loved that they could create ‘real books’ as they called them. Each of their books will be shared with their parents at conferences. I think that Writer’s Workshops and sharing go hand-in-hand.
3rd Grade Lesson Plan
Lesson Topic: Comprehension with Informational Texts
GLCEs:
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.
R.IT.03.03 explain how authors use text features including titles, headings and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting ideas.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.
Objectives: Students will be able to improve their reading comprehension through the informational text, All About Sharks, by learning about the features of the genre and purpose of informational texts. They will be able to identify these key informational text features on their own.
Materials:
All About Sharks by Jim Arnosky
Chart Paper
Pencil
A variety of other informational texts
Introduction:
I will have the class sit in their desks so while they are listening to me read. I chose informational text because this class isn’t very familiar with the genre, which is important.
“Hello Students, today we are going to read a book together while thinking about why the author wrote it that way.”
To introduce the lesson topic, I will first activate background knowledge by asking the students what they know about informational texts. I will then ask them what they already know about sharks.
“Informational texts are books that present real-life things and facts. Can anyone think of any informational texts? Well, we’re going to read one today and we’ll figure out what makes it an informational text.”
(5 minutes)
Outline of key events:
I will explain the features of an informational text by writing down the main parts of it on chart paper. This will help the children visualize this new idea.
I will be sure to point out the them how the headings and titles on the pages help readers know what’s going on.
I will also be sure to show them how pictures and captions are important for our understanding of the text.
I will then read the text to the class.
After reading, we will discuss how keeping in mind these informational text features helps us to become better readers.
At this point, I will pass out a variety of informational texts to the different groups of students.
I will walk around the room to answer questions and observe.
Each group will be write down the main informational text features of their book.
(30 minutes)
Bringing Closure:
Once all of the groups are finished with their written features of their informational texts, I will talk about why being comfortable with various genres is important for everyone. We will all discuss the different books I have passed out and summarize these texts for the class.
(5 minutes)
Post Assessment:
I will collect and look over their papers. This is an easy way for me to evaluate if my class has a solid grasp on this new concept.
(2 minutes)
y CEP 452 class we briefly learned about Google Forms, which is a part of Google Docs. I then learned more about this when I attended The 2010 College of Education Technology Conference.Daily Lesson Plan
Your Name: Janeva Rae Mammina Grade Level: Third Date: November 8th, 2010
CT: Karla Pavey School: Lewton Elementary School
Overall lesson topic/title: The Lorax and Ways to Go Green
Grade Level Content Expectation(s):
R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to
themes and perspectives in text through oral and written responses.
R.CM.03.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Develop Objectives that are specific to your interpretive discussion:
Materials & supplies needed: I will bring in my own copy of The Lorax, by Dr. Seuss and a plush ‘Lorax‘ that the children can take turns holding. I will also use a large sheet of paper and marker to compile a list of the student’s various ideas of how they can help the environment. I will bring in enough copies of my Ways to Go Green for each student to take home.
Miss M’s Easy List of Ways You Can Go Green!
Recycle. Ask your parents to purchase products that are made from recycled materials. Wrap presents in newspaper, comics are cute! Take a quicker shower. Turn off the water while brushing your teeth. Collect rainwater in buckets to give to your indoor plants. Ask your parents to change your lightbulbs to energy-efficient ones. Turn off the lights when you walk out of a room. Reuse water bottles, or get one like Ms. Pavey has so you can use it over and over. Try to get fruits and veggies from local farmers. Donate and shop at places like Goodwill. Bring reusable bags to the grocery store. Eat less meat, animals should be our friends! Use both sides of your paper. Don’t waste food at lunch, try to eat it all or get less food so you don’t end up throwing a bunch away.
Procedures and approximate time allocated for each event:
BEFORE READING:
To begin, I will clearly explain to my students what my behavior expectations are while I teach this lesson. I will share with them my ‘norms for discussion’ which include: attention from all students, sitting ‘criss-cross applesauce’ on the carpet, raising their hand if they have a question, being respectful to me and their peers, and positively contributing their thoughts, opinions, and ideas.
I will then talk a little bit about why I would appreciate them to be engaged and involved during my lesson. I will explain to them that I am on my way to becoming a teacher and that by participating this lesson, they are also aiding me in learning how to become a teacher. I think that by putting some of the responsibility on the children, they will be eager to help me. This is a form of intrinsic motivation. I will also do my best to keep them engaged by asking them questions and involving them as active learners.
Before reading to them, I will first lead a discussion focusing on what ‘going green’ is- making the world a better, more environmentally-friendly place for all of us to enjoy. If they don’t understand this broad definition, I will explain to them that it includes easy ways to help make the world a cleaner and happier place for everyone, including plants and animals. This discussion will give me further insight and comprehension of their background knowledge concerning my lesson, it will also provide me with some idea of their knowledge of science.
The introduction should take about ten minutes, maybe even longer if we have an extensive and interactive discussion.
OUTLINE OF KEY EVENTS FOLLOWING YOUR INTRODUCTION:
At certain points in the text I will say the following:
Can you think of times when people cut down many trees?
What does this remind you of?
Have you ever seen water or air pollution?
Can you remember seeing anything like this in real life?
By asking the students questions, it will help to make them more engaged in the text and involved in the lesson. Participation is key in active learning. I will also use different ‘voices’ for the characters, which the students should enjoy.
I have done a couple practice runs reading this book aloud, it took me ten minutes; this doesn’t include my planned questions to the students during the reading. I have four questions to discuss with the students, I’m guessing that each of them will be explored for about two or three minutes. Altogether, I am guessing that this stage will last at least twenty minutes.
Once I have finished the read-aloud, I will question the students what they think will happen if the seed is planted and also what the result could be if it doesn’t get planted.
I will check if my class understands what endangered and extinct means. If they don’t, I will explain to them that endangered is when an animal or plant is very rare and that extinct is when an animal or plant used to be found in the environment, but now it is all gone. I will tell them that creatures in this book could potentially become endangered and extinct due to the Once-ler’s greediness and over-use of the resources. This is also a fundamental idea from science.
Next, I will see if they can make text-to-world connections by asking if they can think of any plants or animals that they know are endangered or extinct. If they can’t think of any, I will give examples like: dinosaurs, bald eagles, chimpanzees, and tigers.
After that, I will tell them that by ‘going green’ they can help to clean up the world and save some animals, because animals can’t survive as will in a polluted environment.
At this point, I will title a large sheet of paper on the easel, ‘Ways Ms. Pavey’s Class can GO GREEN!’. I will ask students to give me some of their ideas as I write them down, so everyone can see. If a student says something that I don’t consider ‘Going Green’, I will say, ‘Good thought, but I think that this (give an example) will work better.‘ Once they have exhausted their ideas, I will include some that they could have forgotten or not thought of:
Recycle. Ask your parents to purchase products that are
made from recycled materials. Wrap presents in newspaper,
comics are cute! Take a quicker shower. Turn off the water
while brushing your teeth. Collect rainwater in buckets to
give to your indoor plants. Ask your parents to change your
lightbulbs to energy-efficient ones. Turn off the lights when
you walk out of a room. Reuse water bottles, or get one like
Ms. Pavey has so you can use it over and over. Try to get
fruits and veggies from local farmers, there are farmers
markets all over the area. Donate and shop at places like
GoodWill. Bring reusable bags to the grocery store. Eat
less meat, animals should be our friends! Use both sides of
your paper. Don’t waste food at lunch, try to eat it all or get
less food so you don’t end up throwing a bunch away.
I anticipate creating the compiled list and sharing my ideas of going green will take about five minutes.
CLOSING SUMMARY FOR THE LESSON:
I will hand out a typed list of the above ideas that I have come up with for each student to bring home and share with their family. I will ask the children if they do any of the above at home already. If they do, I will praise them. Then I will ask each student if they think they could put into practice some of our ideas to Go Green.
To summarize, I will tell the class that even though they’re young, they can make a huge impact on the world- they are our future. If they can learn to be environmentally conscious, they can make the world a better place. To make another text-to-world connection, I will again stress that issues that are presented in The Lorax are based on real-world problems, it’s important that they comprehend this. I will then ask them if they have any questions or comments to contribute to the group.
I have deliberately chosen to have a quick reflection with them. I realize that my lesson has taken a longer time and do not want to lose their attention. I plan on this part to only take one or two minutes.
POST-ASSESSMENT:
The next time I come to class, I will ask the students if they have implemented any of our ideas to Go Green in their home. I will praise them if they have. If they haven’t, I will continue to encourage them to do so.
This will be at a later date and will most likely turn into a few of the students sharing stories. This could take about five minutes.
Pre-Assessment:
I chose to interview third grade students at varying levels. The first one was below grade level, the second was at grade level, and the third was above grade level. I did this because I thought comparing the results would be interesting.
The math questions I chose were directly from my CT?s textbook. I chose these because they were similar to what the students were learning in the classroom. I also chose these questions because they represent Michigan GLCE?s for Math in the third grade. These are some GLCE?s that I based my questions around:
N.MR.03.15 Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including ?product? and ?quotient?), and mathematical statements; solve.
N.ME.01.07 Compose and decompose numbers through 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.*
N.MR.01.11 Understand the inverse relationship between addition and subtraction, e.g., subtraction?undoes?addition:if 3 + 5 = 8,we know that 8 - 3 = 5 and 8 - 5 = 3; recognize that some problems involving combining, ?taking away,? or comparing can be solved by either operation.
N.FL.01.12 Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.
N.MR.01.13 Apply knowledge of fact families to solve simple open sentences for addition and subtraction,such as:? + 2 = 7 and 10 - ? = 6.
I will start out my interviews by first asking each student what their favorite subject is, how they feel about math, and what their favorite and least favorite things are in math. I will also tell my student that these questions are not graded and make it clear that I will not tell my CT how the student did. This is just for my personal learning because I am going to be a teacher.
I will take one student at a time to the hall. This way, there are less distractions and more one on one time. The only materials I will need are paper and a pencil. I have chosen to ask the children these questions orally and record the answers myself.
Assessment
Can you also switch numbers when applying subtraction, while still getting the same sum in both cases? Please give me an example.
Post-Assessment:
Ask student if they thought these questions were difficult?
Student One:
I first asked him how he felt about math and he responded by saying, he feels good about math and likes all math, but division. He seemed to be easily distracted and kept asking me questions about my life. He thought that I was 27, and had three kids; I had to set him straight. Besides that, he continued to tell me about his dog and siblings. After that, we actually got into the swing of math. He figured out the first answer, but the other two were more difficult for him. He never figured out the answers to the second and third questions, I think this was because they had more than one part to them. He could figure out the first part, but never moved beyond that. I learned that he could not understand the point of a two-part question and instead only figured out the first half. This surprised and confused me. I chose to interview him because my CT said that he was a struggling student. If i had to design lessons for him in the future, I would separate two part questions into two different problems. I would then show him that these questions can go together, you just have to solve the first part and then use that answer for the second question.
Student Two:
To begin, I asked her how she felt about math and she said that she likes math, especially adding. None of these questions were simple for her, but we eventually got to the correct answers by talking about them together. She was eager to say the right answer and was stressed out when she wasn?t getting the correct answer. I made it clear to her that this interview was just for my personal learning and that I wouldn?t tell her teacher how she did. This seemed to calm her down a bit. This didn?t surprise me; I imagine that when I was a child I would have reacted the same way. I chose to interview her because my CT said she was right on grade level. I learned what children on level for math can accomplish and what is ?normal?. I wonder if this meant she was on grade level for this school, or for all third graders? Instructionally, I would try to keep the stress to a minimum for this student.
Student Three:
This student was all business. My CT chose him for me because he is at the top of her class. I was definitely surprised by how intelligent h was. I would really like to assess him further to see what level he really is at. Like the previous two, I asked him if he liked math, he said he liked math and his favorite things to do were multiplying and dividing. For the other students I would read the questions aloud and talk out the answers with them, this student read my paper and told me the answers before I even had a chance to ask. Instructionally, I?m not sure what I would do with him. Maybe I could partner him with some lower level students and hope he can help them.
Reflection:
I learned a lot from conducting these interviews. I was surprised a few different times but I think that was a good thing. I hope that by comparing three different levels of learning, I can better see a spectrum of learning in the classroom.
