Today we signed up for a Voki account. Voki is a site where you can create an avatar and make it speak. You can enter whatever text you want. Our assignment was to answer two questions emailed to us and make our Voki say our answers. You can see my Voki here.
Get a Voki now!
Get a Voki now!
Thursday, December 9, 2010
Thursday, December 2, 2010
Self-Grading Google Quizzes
Today we learned how to make a self-graded quiz using Google spreadsheets. The instructions are on this site. You can find my quiz here.
This fits the following NET Standard:
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Rather than having students complete a test on paper, students will complete it online in a google self-grading quiz. This is new technology.
This fits the following NET Standard:
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Rather than having students complete a test on paper, students will complete it online in a google self-grading quiz. This is new technology.
Tuesday, November 30, 2010
Google Forms
Today we learned about Google Forms. You enter questions on it and when you have others fill them out, all of their answer go into the same sheet.
We created a form and mine can be found here. There are two different views for forms. This is the form the user uses to enter their data. The spreadsheet format of this form can be found here. This is the form that I use to see the data.
We created a form and mine can be found here. There are two different views for forms. This is the form the user uses to enter their data. The spreadsheet format of this form can be found here. This is the form that I use to see the data.
Thursday, November 18, 2010
Multimedia Tools
Today we learned about a couple of free multimedia tools available on the internet. The first tool was ISSUU. The tool ISSUU is a PDF viewer online that can be used as a presentation tool as well.
The next tool we used was Prezi , which allows you to do zooming presentations. Unlike power point, Prezi is created on one "slide". As you move through the presentation, Prezi zooms in on a specific aspect of your presentation, from one to the next to the next. It's much easier to understand by seeing.We created a sample Prezi. You can see mine here.
If you would like to include slides from a power point in your Prezi, you can go into the power point you want, click save as and save it as a jpeg file. You can then upload them as pictures.
Prezi fits the following NETS Standard:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Prezi allows students to use digital tools to be creative in making presentations.
The next tool we used was Prezi , which allows you to do zooming presentations. Unlike power point, Prezi is created on one "slide". As you move through the presentation, Prezi zooms in on a specific aspect of your presentation, from one to the next to the next. It's much easier to understand by seeing.We created a sample Prezi. You can see mine here.
If you would like to include slides from a power point in your Prezi, you can go into the power point you want, click save as and save it as a jpeg file. You can then upload them as pictures.
Prezi fits the following NETS Standard:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Prezi allows students to use digital tools to be creative in making presentations.
Tuesday, November 16, 2010
Intel & Webquest
Today we are going to talk about online tools from the Intel corporation. The first tool can be found under "Thinking Tools". We used the ranking tool. We ranked the webquests we viewed on a Webquest About Webquests from best to worst.
Next, we filled out a survey about the webquest we are going to create.
My webquest is centered on the qualities of the epic hero. Each student is assigned a hero. Before they read, they are to create a list of qualities they think the epic hero might have. Then, they are to read the stories associated with those heroes and make a list of qualities they have that might be the qualities of the epic hero. Compare the two lists. Then, they will get with the other members of their group and compare the lists. Comprise one list for the whole group. Then, all together, they are to write a short story with the main character possessing the qualities of an epic hero.
This falls under the NETS Standards:
1. Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Students will complete a Webquest, a collaborative project that will help them understand the concept of the epic hero.
a. promote, support, and model creative and innovative thinking and inventiveness.
Part of the webquest requires students to write their own story about the epic hero.
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
This will be a relevant learning experience, as we are going to be talking about the epic hero in class, and the students will use digital tools to gather this information and compose their own story.
Next, we filled out a survey about the webquest we are going to create.
My webquest is centered on the qualities of the epic hero. Each student is assigned a hero. Before they read, they are to create a list of qualities they think the epic hero might have. Then, they are to read the stories associated with those heroes and make a list of qualities they have that might be the qualities of the epic hero. Compare the two lists. Then, they will get with the other members of their group and compare the lists. Comprise one list for the whole group. Then, all together, they are to write a short story with the main character possessing the qualities of an epic hero.
This falls under the NETS Standards:
1. Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Students will complete a Webquest, a collaborative project that will help them understand the concept of the epic hero.
a. promote, support, and model creative and innovative thinking and inventiveness.
Part of the webquest requires students to write their own story about the epic hero.
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
This will be a relevant learning experience, as we are going to be talking about the epic hero in class, and the students will use digital tools to gather this information and compose their own story.
Thursday, November 4, 2010
Jeopardy Games
The first Jeopardy version we worked with was a free one online and can be found here. The downside to this one is that you can only use text so no video, pictures, or audio. Also, the questions you have already selected do not go away, so that could be confusing when playing a review game.
The next Jeopardy version we worked with was a PowerPoint that was already set up.The first slide is the Jeopardy board and each number has a hyperlink linking it to a corresponding question. To make the answer show up, I made a separate text box and edited the the custom entrance animation. This version is better because you can edit it to suit your personal tastes, you can include pictures, video and audio and you can tell which questions have already been selected.
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
We already knew what Jeopardy was and many teachers use Jeopardy as a means of review. Now that we have learned these new technological tools, we can use Jeopardy as a review tool in a more effective way.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
As teachers, before a test, we could send this review game home to parents for them to help their children study for the test. We could play this game in class.
The next Jeopardy version we worked with was a PowerPoint that was already set up.The first slide is the Jeopardy board and each number has a hyperlink linking it to a corresponding question. To make the answer show up, I made a separate text box and edited the the custom entrance animation. This version is better because you can edit it to suit your personal tastes, you can include pictures, video and audio and you can tell which questions have already been selected.
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
We already knew what Jeopardy was and many teachers use Jeopardy as a means of review. Now that we have learned these new technological tools, we can use Jeopardy as a review tool in a more effective way.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
As teachers, before a test, we could send this review game home to parents for them to help their children study for the test. We could play this game in class.
Tuesday, October 26, 2010
PowerPoint Pointers
Today we learned how to do different things with Power Point and custom animation. Last week's lesson focused on presenting information. This week we are focusing on reviewing information. Pierce showed us how to use animation to show parts of slide at a time, fade out wrong answers on a quiz, and draw custom animation motion paths.
The next day we learned something very nifty. We learned how to make "buttons" of sorts for our powerpoint. We selected the slide on which we drew arrows to label things and we hit ctrl D, which makes a duplicate of that slide. We clicked on the duplicate slide and removed the animation by clicking on the animation tab and clicking remove.
Our goal was to make the answers come up when we click the button we made (insert shapes, right click edit text) and hide the answers by clicking the other button we made, labeled Hide Answers. To do this, we had to first group the words together so they could share the same animation. To do this, we hit shift & clicked each of the answers. Next, we went to the Home tab, clicked Arange, and selected Group. Next, we clicked custom animation. We picked the effect we wanted for our entrance and then double clicked the name of the effect. From there we selected the tab Timing, and where it says Triggers we selected the name of the button we had made. We repeated this step for the exit of the answers, using the button Hide Answers.
This lesson was super cool. I had no idea you could do this. It would be great for a review game.
This follows the NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
PowerPoint is definitely a digital tool and with our knew found knowledge of cool ways to teach with it, we can use it to teach.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
This assignment fits this standard perfectly, since we have just learned how to use PowerPoint as a means of quizzes students and finding out how much they know.
The next day we learned something very nifty. We learned how to make "buttons" of sorts for our powerpoint. We selected the slide on which we drew arrows to label things and we hit ctrl D, which makes a duplicate of that slide. We clicked on the duplicate slide and removed the animation by clicking on the animation tab and clicking remove.
Our goal was to make the answers come up when we click the button we made (insert shapes, right click edit text) and hide the answers by clicking the other button we made, labeled Hide Answers. To do this, we had to first group the words together so they could share the same animation. To do this, we hit shift & clicked each of the answers. Next, we went to the Home tab, clicked Arange, and selected Group. Next, we clicked custom animation. We picked the effect we wanted for our entrance and then double clicked the name of the effect. From there we selected the tab Timing, and where it says Triggers we selected the name of the button we had made. We repeated this step for the exit of the answers, using the button Hide Answers.
This lesson was super cool. I had no idea you could do this. It would be great for a review game.
This follows the NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
PowerPoint is definitely a digital tool and with our knew found knowledge of cool ways to teach with it, we can use it to teach.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
This assignment fits this standard perfectly, since we have just learned how to use PowerPoint as a means of quizzes students and finding out how much they know.
Sunday, October 24, 2010
Presentation
Summaries of the Articles Read:
Briefings on Afghanistan are mostly done using Power Point. Critics of this say that “the program stifles discussion, critical thinking, and thoughtful decision-making”. Generals in the US military say that most of their time is spent making powerpoints. Others say that sitting through the briefings is almost painful. While the briefings are long, it seems, they do not contain a lot of information and are too vague for specific matters of war time.
The second article gives tips on making and presenting powerpoints. Some of the most important points: know what you want to say before you make the powerpoint, retain organization, keep your sentences short, don’t put too much on one slide, proof read, keep “like” topics together, use graphics when possible instead of words, size 28 to 34, bold, is a good font size, don’t put too many numbers, use contrasting colors (black on white, white on black), avoid the default white background, limit animation. For the presentation, look presentable, speak clearly and loudly with enthusiasm, don’t read your slides, and be engaged with your audience.
With this information in mind, we were to create a Power Point presentation. My presentation is on the parts of a story, which special emphasize as example, the Harry Potter series. (When presented, I would set it to where I had to click to show the pictures and Harry Potter references, so I could ask the students what they thought the answers were.) We uploaded our Power Point using Slide Share.
This fulfills the NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.This fulfills the NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessments
PowerPoint is a digital tool and I would be using it to convey information to the students in a creative way.
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I would be using a digital media to convey information to my students.
Parts of a story
View more presentations from Kayla Henson.
Thursday, October 14, 2010
Google Map
Using a shared Google Docs spreadsheet, the people in my class entered their addresses. I copied and pasted them into Batchgeo and this is the map it generated:
This follows the following NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessmentsa.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
This could be useful in connecting locations for students and helping them to see where certain historical events have taken place in West Virginia.
If I had had this in my AP English class in high school when we needed to make a map of all the places the writer had been, it would have made my life much easier.
This follows the following NETS Standards:
2. Design and Develop Digital-Age Learning Experiences and Assessmentsa.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
This could be useful in connecting locations for students and helping them to see where certain historical events have taken place in West Virginia.
If I had had this in my AP English class in high school when we needed to make a map of all the places the writer had been, it would have made my life much easier.
Tuesday, October 12, 2010
Resume
Today we created online resumes using Google documents. We selected a resume template and filled in our information. Then, we published the document. Mine can be found here.
This applies to the NETS standards:
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
We transferred our old knowledge of how to make a resume into new technologies-Google documents, which allowed us to more easily access and send our resumes.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
We are using Google documents to communicate relevant information about ourselves to prospective bosses.
This applies to the NETS standards:
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
We transferred our old knowledge of how to make a resume into new technologies-Google documents, which allowed us to more easily access and send our resumes.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
We are using Google documents to communicate relevant information about ourselves to prospective bosses.
Thursday, October 7, 2010
Google Calendar
Today we learned how to create a calendar in Google. This is helpful not only for me in my private life but also in my life as a teacher. Since we also learned how to make a google site today, I can place this calendar in my google site and thus share the classroom schedule with parents and students.
This follows the following NETS Standards:
3. Model Digital-Age Work and Learning
Both of these standards go hand in hand really. This calendar, published to my website, will show students and their parents what we will be doing in class and when specific assignments will be due.
This follows the following NETS Standards:
3. Model Digital-Age Work and Learning
| b. | collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. |
| c. | communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. |
Both of these standards go hand in hand really. This calendar, published to my website, will show students and their parents what we will be doing in class and when specific assignments will be due.
National Council of Teachers in English
This organization was formed on December 2, 1911 to combat the "overly-specific college entrance requirements and the effects they were having on high school English education".
The 2010 Annual Convention, "Teachers and Students Together: Living Literate Lives" will be held on November 18 through the 21st in Orlando, Florida at Disney's Coronado Springs Resort.
The post convention workshops are held November 22nd and 23rd.
Their goal is "to foster more open and democratic teaching practices". They want intergrated cirricula and they want to address how the things we ask students to do affect the, psychologically.
This fits the NETS Standard:
5. Engage in Professional Growth and Leadership
One of there goals is self-renewal and they are addressing the effectiveness of practices already in place.
The 2010 Annual Convention, "Teachers and Students Together: Living Literate Lives" will be held on November 18 through the 21st in Orlando, Florida at Disney's Coronado Springs Resort.
The post convention workshops are held November 22nd and 23rd.
Their goal is "to foster more open and democratic teaching practices". They want intergrated cirricula and they want to address how the things we ask students to do affect the, psychologically.
This fits the NETS Standard:
5. Engage in Professional Growth and Leadership
| a. | participate in local and global learning communities to explore creative applications of technology to improve student learning. This convention would be participating in a local learning community. |
| d. | contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. |
One of there goals is self-renewal and they are addressing the effectiveness of practices already in place.
Tuesday, October 5, 2010
Excel 2
Given a spreadsheet, we were to find the average, max, min, and range of the grades, as well as determine each student's indiviual grade.
First, we found the average of the grades. By finding the average grade of the first assignment using the average function, we could determine the averages for the rest by clicking on the handle and dragging across. This is helpful because you do not have to type or click the same function repeatively.
There is no function for range, so we made one. We typed = and then clicked on the max value, typed a minus, and clicked on the min value.
Get the average of the grades, weigh them by a quarter. Get the average of the tests and weigh them by a half. The project also gets a quarter.
To do this, we had to make a formula.
(G1+G2)/2) * .25 The first half is the average of the two. .25 to get the weighted average.
G1 & G2 will be your cell ranges.
(G1+G2)/2 * .25 + (t1+t2/2) * .5 = (P * .25) This is what we had on the board for the formula but it is not correct. The parentheses have to match up and you must change "G1",etc to cell ranges.
Next, we used the help menu to find the IF function, and we used it to determine the letter grades.
When we were finished with all this, I made the background of my table purple by highlighting everything and selecting a filler color. I made borders around every cell by highlighting them all and right clicking format cells.
This exercise is going to be extremely helpful in my future, as this will be how I will complete my gradebook.
It follows the following NETS Standards:
1. Facilitate and Inspire Student Learning and Creativity
Using the program Excel will prove useful not only to me as a teacher but also to my students as well. For a science project, they might collect data and determine things about said data using excel.
3. Model Digital-Age Work and Learning
Using Excel as a gradebook demonstrates fluency in technology.
First, we found the average of the grades. By finding the average grade of the first assignment using the average function, we could determine the averages for the rest by clicking on the handle and dragging across. This is helpful because you do not have to type or click the same function repeatively.
There is no function for range, so we made one. We typed = and then clicked on the max value, typed a minus, and clicked on the min value.
Get the average of the grades, weigh them by a quarter. Get the average of the tests and weigh them by a half. The project also gets a quarter.
To do this, we had to make a formula.
(G1+G2)/2) * .25 The first half is the average of the two. .25 to get the weighted average.
G1 & G2 will be your cell ranges.
(G1+G2)/2 * .25 + (t1+t2/2) * .5 = (P * .25) This is what we had on the board for the formula but it is not correct. The parentheses have to match up and you must change "G1",etc to cell ranges.
Next, we used the help menu to find the IF function, and we used it to determine the letter grades.
When we were finished with all this, I made the background of my table purple by highlighting everything and selecting a filler color. I made borders around every cell by highlighting them all and right clicking format cells.
This exercise is going to be extremely helpful in my future, as this will be how I will complete my gradebook.
It follows the following NETS Standards:
1. Facilitate and Inspire Student Learning and Creativity
| b. | engage students in exploring real-world issues and solving authentic problems using digital tools and resources. |
3. Model Digital-Age Work and Learning
| a. | demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. |
Thursday, September 30, 2010
Excel
Today we practiced our Excel skills by performing the same actions we've been learning by ourselves with a separate group of data. We learned to perform various functions: count, average, sum, and ttest. We also learned to sort data. **Beware, when sorting data more than one different way, any functions performed in the specified cell ranges may change. Reenter the numbers without the formula to ensure they stay the same. Also important to note, GoogleDocs Spreadsheet does not have the TTest. (I didn't even know about the ttest before this class). In order to keep your document exactly the same, keep it in its original format. This is my document.
This assignment fuflfills NETS Standards:
This assignment fuflfills NETS Standards:
1. Facilitate and Inspire Student Learning and Creativity
| b. | engage students in exploring real-world issues and solving authentic problems using digital tools and resources. We determined the average test scores by classification and gender and determined if they were statistically significant. |
2. Design and Develop Digital-Age Learning Experiences and Assessments
This exercise teaches the students to use Excel.
| a. | design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. |
Tuesday, September 28, 2010
Action Research
Using the data provided to us, we used Excel to count the number of students, the number of females, the number of males, and the numbers of traditional and non traditional students. We got both the number of each and the percentage of each. Next, we determined the average scores for each of the group.
We made a pie chart comparing the amount of girls to the amount of boys.
Next, we made graph comparing the average female score to the average male score.
Then, we made two similar charts for the traditional and non traditional students.
In Word, we created the Action Research Report, which states all the information we collected from the Excel pages. During this, we learned how to create a table without lines, common in the APA format we used for the report.
We made a pie chart comparing the amount of girls to the amount of boys.
Next, we made graph comparing the average female score to the average male score.
Then, we made two similar charts for the traditional and non traditional students.
In Word, we created the Action Research Report, which states all the information we collected from the Excel pages. During this, we learned how to create a table without lines, common in the APA format we used for the report.
Thursday, September 16, 2010
Photo Story
I found a powerpoint presentation on Greek mythology to use. I saved it to my desktop, opened it, clicked "save as", clicked "other formats", and selected the file type "jpg". This created pictures of all of my powerpoint slides. You can see the movie I created with Photo Story here.
If you would like to download the program, you can do so here.
This fulfills the NETS Standard:
3. Model Digital-Age Work and Learning;
If you would like to download the program, you can do so here.
This fulfills the NETS Standard:
3. Model Digital-Age Work and Learning;
| c)_ | communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. |
Tuesday, September 14, 2010
How to Access My Stuff
The good thing about storing things in a physical location is that even if the internet is down, or you are in a place without internet, you can still get to your stuff. The downside to storing things physically is that if you are away from your computer or have lost your jump drive, you do not have access to your stuff.
This upside about storing things virtually is you can access your stuff from anywhere that you have access to the internet. You cannot lose this or break it. It's there as long as you want it to be. However, if the internet is down or you are in an area where you do not have access, you cannot get to your stuff.
This assignment follows NETS Standard:
1) Facilitate Student Learning and Creativity
a) promote, support, and model creative and innovative thinking and inventiveness.
Jing Video Embed
This is the video I embedded using Jing. I went to screencast.com, opened my folder, viewed the video, clicked show details, clicked the share tab, copied the link, and pasted it into the Edit HTML tab of my blog post.
Thursday, September 9, 2010
You Tube Video
Next we learned to embed a You Tube video.
This follows the NETS Standard:
1) Facilitate and inspire student learning and creativity
b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources
If you need to embed a video from YouTube on a presentation online, you can.
This follows the NETS Standard:
1) Facilitate and inspire student learning and creativity
b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources
If you need to embed a video from YouTube on a presentation online, you can.
Jing Video How To
The video how to I made with Jing can be found here. It shows how to change the desktop background on your computer.
It fulfills the following NETS standard:
3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
This allows you to demonstrate how to do something. It would be useful for in class or at home if a student is having trouble or was absent from school.
Tuesday, September 7, 2010
Jing
Today we learned about the program Jing. Below is the image I've created.
Here it is online. It's been saved "in the cloud" on screencast.
And here is the image I've saved to my desktop.
Make sure to update the program. None of this worked until I did.
This fits the NETS Standard:
1) Facilitate and Inspire Student Learning and Creativity b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources
For presentations, it would prove useful to be able to write and draw on images, as well as capture an image from anywhere on the screen.
Thursday, September 2, 2010
Snipping Tool
Today we learned about a program in Windows Vista called the Snipping Tool.
It allows you to capture anything you want from the internet.
You can also capture screen shots from a video. The screen shot below is from the Harry Potter and the Deathly Hallows trailer, found on YouTube.
This fits NETS Standard 1b
1. Facilitate and Inspire Student Learning and Creativity
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
The problem is the messy aspects of screen capture. I want to capture a part of the screen for a presentation, but I do not want to do a screen capture and edit it in paint.
Monday, August 30, 2010
Personality Test Results
The personality test said that I am an idealist. This was close to my guess, as it was second in my list.
As an idealist, I like to help others reach their full potential. I might expect a lot of my students, and I think that one of my strategies would be focusing on improvement in knowledge. For example, I may have students discover the answer to the questions they missed on the test, or I may allow them to retake a test they did very poor on. Also, I may ask questions on more than just that one test.
Understanding my personality, as well as the personality of my students, can help me to better suit their needs.
The personality test reflects NETS for Teachers standard 1b: Facilitate and Inspire Student Learning and Creativity-engage students in exploring real world issues and solving authentic problems using digital tools and resources. The problem would be how to address the individuallearning needs of everyone and the personality test would help to accomplish this by helping the teacher to more about the student.
As an idealist, I like to help others reach their full potential. I might expect a lot of my students, and I think that one of my strategies would be focusing on improvement in knowledge. For example, I may have students discover the answer to the questions they missed on the test, or I may allow them to retake a test they did very poor on. Also, I may ask questions on more than just that one test.
Understanding my personality, as well as the personality of my students, can help me to better suit their needs.
The personality test reflects NETS for Teachers standard 1b: Facilitate and Inspire Student Learning and Creativity-engage students in exploring real world issues and solving authentic problems using digital tools and resources. The problem would be how to address the individuallearning needs of everyone and the personality test would help to accomplish this by helping the teacher to more about the student.
Personality Self-Assessment
I have had some experience with personality tests before, but I do not remember specific outcomes. Some words I recall were kind, creative, and planner.
In order to determine which temperament I feel I am most like, I made a list of the things I found in each temperament that I feel are descriptive of me. I believe I am most like the Guardian, followed very closely by the idealist, then rational and finally artisan. It was hard for me to put these in a specific order, as I found qualities in all of these that I felt were much like me. Even now, I feel that the guardian, idealist, and rational are all extreme definitions and that I am like each one.
Like a guardian, I am dependable, helpful, hard working, loyal, responsible, a good leader, cautious, humble, and I dream of justice. Like an idealist, I am loving, giving, trusting, spiritual and I despise conflict and confrontation and I hate the “barriers” it puts between myself and others. I like harmony and balance and I am always seeking self-knowledge and improvement. I hold myself to a “strict standard of personal integrity” and I am hard on myself when I am dishonest or insincere. And I have the idealized vision of a “soulmate”. Like a rational, I am independent, strong willed, and I yearn for achievement, seek knowledge, and dream of understanding how the world works.
In order to determine which temperament I feel I am most like, I made a list of the things I found in each temperament that I feel are descriptive of me. I believe I am most like the Guardian, followed very closely by the idealist, then rational and finally artisan. It was hard for me to put these in a specific order, as I found qualities in all of these that I felt were much like me. Even now, I feel that the guardian, idealist, and rational are all extreme definitions and that I am like each one.
Like a guardian, I am dependable, helpful, hard working, loyal, responsible, a good leader, cautious, humble, and I dream of justice. Like an idealist, I am loving, giving, trusting, spiritual and I despise conflict and confrontation and I hate the “barriers” it puts between myself and others. I like harmony and balance and I am always seeking self-knowledge and improvement. I hold myself to a “strict standard of personal integrity” and I am hard on myself when I am dishonest or insincere. And I have the idealized vision of a “soulmate”. Like a rational, I am independent, strong willed, and I yearn for achievement, seek knowledge, and dream of understanding how the world works.
Thursday, August 26, 2010
Welcome
So this is my first blog for Instructional Technology. Not really sure what to put here just yet.
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