Electronic Portfolio Menu (with links)

Electronic Portfolio

for

Shelly Morris

Please take a moment to browse this blog. It is a compilation of work completed during my class on computer applications in education.

In this blog you will find the following information:

Contact Shelly

My Resume

Bio-Poem

Alternative Bio-Poem View

Scavenger Hunt

Grading Rubric

Excel Spreadsheet Chart

Photo Album

Teacher Performance Expectations

TPE A: Making Subject Matter Comprehensible to Students
TPE B: Assessing Student Learning
TPE C: Engaging and Supporting Students in Learning
TPE D: Planning Instruction and Designing Learning
Experiences for Students
TPE E: Creating and Maintaining Effective
Environments for Student Learning
TPE F: Developing as a Professional Educator

Acknowledgements:
Clip Art and Photographs used on these pages were retrieved from Microsoft Office Online, and the California Board of Education website. Photographs of the 3rd Grade musical are from my personal collection.

Photo Album

These are pictures from the 3rd Grade Musical, a History of Brentwood, spanning the times of the Native Americans to the Californios to John Bidwell to agricultural growth and the current construction boom. Students studied each of these areas, created costumes, and performed for their parents, friends, and families.

TPE F: Developing as a professional educator

F. Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations

• Taking responsibility for student academic learning outcomes
• Knowing and applying professional and ethical obligations
• Knowing and applying legal obligations
  

TPE 13: Professional Growth

• Evaluating teaching practice and subject matter knowledge
• Using reflection and feedback t improve teaching practice and subject matter knowledge
  

How can you use technology to develop professionally? What professional organizations are you interested in joining. What resources can help you meet your professional, legal, and ethical obligations. What technological skills do you plan to develop in the future?

Links:

• ASCD - For the Success of Each Learner - this organization's publication, Educational Leadership has been one of the resources I have turned to time and time again as I write papers for my credential program. The articles always seem relevant.
• CATESOL - California Teachers of English to Students of Other Languages - has a comprehensive list of links that are helpful to anyone working with ELL students.
• iste - International Society for Technology in Education - the Educator Resources page of this organization's web site is packed with resources for using technology in the classroom.
  

Reflection:

I have always held firmly to the idea that membership in professional organizations is essential to my development as a professional. Today many of the resources that had once made that membership so important are available on the organization web sites. This creates a dilemma for me. Do I show my support for the work of the organization by joining, or merely utilize their resources for free. At this time, I continue to lean toward the "join the organization" side. These professional groups are about more than just online articles. They are about taking the time to develop as a professional, meeting others in your field, and advocating for your profession.

While I know that I can look at the ASCD site and read articles, how likely am I to do that when faced with the time crunches and family responsibilities I face? The answer is, not likely at all. Having that publication show up on my doorstep will make me much more likely to take the time to keep up to date with what is going on out there. It will bring to the forefront the legal and ethical dilemmas that the profession is dealing with as well.

These organizations are also dedicated to the education of the professionals they serve. Conferences, webinars, etc. provide more opportunities for growth. Creating this blog has been a learning experience. While I have enjoyed it, I am frustrated by the limitations. I fully intent to continue to explore the web design options we have discovered through my class and develop an actual web page so that I will be ready to make a class web page when I have a room of my own. I have had a lifelong commitment to learning - I don't intend to stop once I am a full time teacher!

TPE E: Creating and maintaining effective environments for student learning

E. Creating and Maintaining Effective Environments for student learning
TPE 10: Instructional Time

• Allocating instructional time
• Managing instructional time
  

TPE 11: Social Environment

• Understanding the importance of the social environment
• Establishing a positive environment for learning
• Maintaining a positive environment for learning
  

How can you structure your instructional time effectively while using technology? How can using technology provide a positive, motivating, and supportive environment?

Links:

• Association for Supervision and Curriculum Development (ASCD) is a nonprofit, nonpartisan organization that represents more than 175,000 educators from 119 countries and nearly 60 affiliates. Their September, 2003 issue of Educational Leadership is an in depth look at developing relationships within the classroom.
• For me, the jury is still out on this one - I've seen the 60 minutes interviews, and I'm not quite sure how to respond to Jason Ryan Dorsey's ideas about Generation Y and the evolution of school culture. You can judge for yourself at his website, schoolculture.com.
  

Reflection:

As students get older, I think it becomes even more important to understand the role that technology is playing in the lives of our students. Whereas I spent hours listening to music and talking on the phone with my classmates, students today spend that time texting, on myspace, and yes, listening to music (downloaded now, of course). Teachers are finding ways to incorporate technology into the classroom to increase the interest of students, but it seems to me that there should also be some time when they are doing that old fashioned "grunt work." Not every thing that they do in their lives will be fun, feel good, and technologically driven.

This is probably the biggest problem that I have with the interviews I have seen with Jason Ryan Dorsey (above). You will have times when you don't enjoy what you are doing. You will have times when you fail. It is important to learn how to handle that. In my classrooms, my goal is to teach students how to interact with everyone - not just their buddies, to handle frustrations appropriately, and to hold their chins up high even in the face of failure -knowing they worked hard and did their best. I want my students to experience both the thrill of victory and the disappointment of defeat, and know that both are OK.

TPE D: Planning instruction and designing learning experiences for students

D. Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning about students

• Understanding child and adolescent development
• Understanding how to learn about students
• Using methods to learn about students
• Connecting student information to learning
  

TPE 9: Instructional Planning

• Establishing academic learning goals
• Connecting academic content to the students backgrounds, needs, and abilities
• Selecting strategies, activities, material, and resources
  

How can technology help you learn about your students (and their families)? How can technology help you plan your instruction?

Links:

• Interested in finding out more about teaching literacy to students with no formal education in their primary language? Bank Street College of Education's website has an abundance of information about the subject. CLICK HERE to view it!
• The Education Alliance at Brown University has developed the Teaching Diverse Learners web site. It provides information on Sheltered English Instruction, Language Support, as well as ideas for Culturally Responsive Teaching.
• Education World is a web site that offers information on everything from how to plan a lesson to plans that have already been designed.
  

Reflections:

One of my greatest strengths is my ability to get to know the students I work with. I think it is important to try to figure out what makes them tick. Through this process I am able to discover more about their backgrounds, and can begin to find ways to relate what we are learning to their individual life experiences. I always encourage kids to think of personal connections they have with our learning and to share those connection.

I believe that there will come a time when I don't know much about a student's culture or background. There is so much information available online that I would certainly be able to get some basic ideas of beliefs, struggles, etc. by researching this online. I can also look to websites such as those listed above to find techniques that are helpful in working with a diverse population.

TPE C: Engaging and supporting students in learning

C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible

• Addressing state-adopted academic content standards
• Prioritizing and sequencing content
• Selecting and using various instructional strategies, activities, and resources to facilitate student learning
  

TPE 5: Student Engagement

• Understanding of academic learning goals
• Ensuring active and equitable participation
• Monitoring student progress and extended student thinking

TPE 6: Developmentally Appropriate Teaching Practices (grades 4-8 and 9-12)

• Understanding important characteristics of the learners
• Designing instructional activities
• Providing developmentally appropriate educational experiences
  

TPE 7: Teaching English Learners

• Understanding and applying theories, principles, and instructional practices for English Language Development
• Understanding how to adapt instructional practices to provide access to the state adopted student content standards
• Drawing upon student backgrounds and language abilities to provide differentiated instruction.
  

How can technology help you engage all students and support them in learning? How can technology make content accessible to your students? How can you use technology in developmentally appropriate ways? Are there times when certain technologies would be developmentally inappropriate? How can technology help teach English learners?

Links:

• T.H.E. Journal focuses on web-based education. The Web's Impact on Student Learning sheds some light on the pros and cons of distance education
• TESOL (Teachers of English to Students of Other Languages) is a global educational association providing resources and training to educational professionals around the planet
• Beyond Multiple Intelligences, Howard Gardner's website provides insights into his theories on Multiple Intelligences, as well as information on his current work and the work he has inspired.
• Programs such as ReadNaturally incorporate low level/high interest content to teach reading fluency.
  

Reflection:

This TPE encompasses so much, I hardly know where to begin! Kids love to experiment with computers. Keeping them engaged while using technology is usually fairly straightforward. One of the big question marks, however, is the availability of technology for students. In speaking with classmates, I find that most individual classrooms are lucky if there are two computers for students to use. They are in computer lab for 45 minutes once a week. This grossly limits their ability to use technology, and their teacher's ability to implement technology into the classroom setting. This, coupled with the need for diligent monitoring while students use the computers, makes it difficult for many teachers to justify the use of computers as a learning tool.

There are certainly amazing software packages available today that allow students to utilize technology in a developmentally appropriate way. Indeed, programs such as ReadNaturally allow you to customize the student's experience based on their assessed fluency levels. This is an ideal use of developmentally appropriate technology. Equally inappropriate would be the use of a program such as Scholastic's Clifford's [The Big Red Dog] Reading software to teach upper elementary or high school English Language Learners.

English Language Learners might benefit from the use of technology in many ways. Use of translators, building background knowledge, listening to recordings of fluent readers reading aloud - all are examples of ways in which technology can enhance the services offered to ELL students.

TPE B: Assessing student learning

B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction

• Determining student progress toward achieving the state-adopted academic content standards
• Using instructional strategies and techniques to support students' learning
  

TPE 3: Interpretation and Use of Assessments

• Understanding a range of assessments
• Using and interpreting a range of assessments
• Giving feedback on assessment results

How can technology help you assess student learning? How can you use technology to monitor student progress while they are learning? How can technology help you interpret and use effective assessments.

Links:

• Quiz making software has come a long way. Wondershare's QuizCreator has amazing capabilities. CLICK to see their product.
• Saskatchewan Education has a comprehensive online handbook on student Evaluation. Chapter 4 is about specific student assessment options.
  

Reflection:

I really struggle with the idea of testing student knowledge on computers, but can see how various technological advances can help some students experience greater success. I think it is important to realize that not all students are at ease with technology. Students have incredibly varied experiences with technology, and while one child might be quite comfortable using technology, another may find that the added anxiety associated with unfamiliar technology is enough to fail a test. Care must be taken to ensure that we are indeed measuring student knowledge, not merely how well a student can take a test or manipulate technology. I was impressed to view the sample quizzes from Wondershare, but would be hesitant to actually use such technology.

TPE A: Making subject matter comprehensible to students

A. Making Subject Matter Comprehensible to Students
TPE 1 - Specific Pedagogical Skills for Subject Matter Instruction

• Understanding the state-adopted academic content standards
• Understanding how to teach the subject matter in the standards
• Planning instruction that addresses the standards
• Demonstrating the ability to teach to the standards.

How can technology help you in your specific subject matter?

Links:

• California content standards are available at California State Board of Education Content Standards
• A website that has some fabulous information on creating lesson plans based on standards is by RMC Research Corporation. Click here to view it.

Reflection:

I have found that I return to the grade level standards constantly to see what information I really need to focus on for my students. Many of the subjects are so extensive that reviewing these very accessible standards frequently has been a boon. I have also found that any time I want to find information on how others have taught a specific subject matter, all I have to do is type "subject x lesson plans" into my search engine, and I have numerous tried and true ideas at my disposal. While I need to tailor them to my specific needs, I don't have to invent the entire wheel each time.

Sample Writing Rubric

This is a sample grading rubric created for my class.

Excel Spreadsheet Chart

This is an example of a chart produced from an Excel spreadsheet

Resume

Education

Chapman University College, Walnut Creek

In progress: M.A. Teaching, Multiple Subject Credential Program
Expected completion of credential program: July 2008

California State University, Fresno

B.S. Recreation and Leisure Studies, Therapeutic Recreation option

California Polytechnic University, San Luis Obispo

Recreation and Leisure Studies, Therapeutic Recreation option

Certifications & Examinations

California Emergency 30-day Substitute Teaching Permit

CBEST: Passed

CSET: Passed

RICA: Scheduled for April 12, 2008

Experience

Substitute Teacher:

Brentwood, Byron & Knightsen School Districts, 2007 to present

Provide per diem classroom coverage to current district teachers. Experience in Elementary and Middle School classrooms. Open Court trained.

Classroom Volunteer:

John Muir Elementary School 2003-2005; Pioneer Elementary School 2005-present

Provide teachers with classroom assistance as needed. Assistance included but was not limited to benchmark testing, fluency testing, field trips, and facilitating reading, vocabulary, and math groups.

Financial Services Professional:

New York Life Insurance Company, 2006 to 2007

Explain basic financial concepts to clients, identify areas of need and develop a plan of action. Follow client progress through the underwriting process. Presented client workshops such as Building Your Financial House, Long Term Care Insurance, and Raising FinanciallyResponsible Children.

Recreation Therapy Consultant:

Geriatric Healthcare Consultants, Inc., 2002 to 2005; Self-employed, 1998 to 2002

Provided regular evaluation and training to Activity Directors in various levels of care facilities to ensure compliance with state and federal regulations and to provide appropriate programming for patients based on their functional level as well as cognitive, social, emotional, physical and spiritual needs. Provide written report of findings.

Director of Education:

Northern California Council of Activity Coordinators, 1999-2001

Assist in the planning of three annual educational events. Arrange speakers, obtain continuing education unit approval, evaluate session educational opportunities based on participant feedback. Assist in development of the Activity Director Certification courses provided by the organization. Speak at conferences as requested.

Director of Therapeutic Recreation:

Diamond Ridge Healthcare Center 1996-1997; Baywood Healthcare Center 1995-1196

Evaluate patients and develop a plan of care for each. Develop programming to meet the needs of residents, helping them to achieve their treatment goals. Provide documentation of programming participation. Supervise Activity Department Staff.

Bio-Poem 2

Caspian,

Prince and King,

Inquisitive, Brave, Kind, Noble,

Lover of Old Narnia, knowledge,

honor, and history,

Who believed the past would live again,

Who wanted truth, justice, and victory,

Who used intelligence, friends, and

the fears of his foes,

Who gave hope, mercy, and himself,

Who said, “ Who lived in Narnia before

we all came here out of Telmar?”

King Caspian,

the true

King

of

Narnia.

Bio-Poem

Exploring the Rock Cycle Scavenger Hunt

Lesson Objective:

Students will gain an understanding of the rock cycle by experiencing interactive web sites designed to enhance understanding of the transformation of rocks between the igneous, sedimentary, and metamorphic stages.

California Content Standard:

Fourth Grade Science - Earth Science
4. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:

1. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
2. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties

Technology Standard

5. Technology research tools:

* Students use technology to locate, evaluate, and collect information from a variety of sources.
* Students use technology tools to process data and report results.

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Web Resources

• USGS Rock Information Table of Contents Page - Includes information on igneous, sedimentary and metamorphic rock, as well as the rock cycle. Click Here to visit the USGS site.
  
• Exploring Earth - How do rocks change? Includes and interactive animation of the rock cycle. Click here to see the animated rock cycle.
• Faces of Earth: The Rock Cycle - amazing pictures of rocks, games, as well as information about types of rocks and the rock cycle. Click here to view The Faces of Earth site.
• USGS Ask A Geologist - Have questions you can't find the answers to? Try asking an expert! Click here to ask a geologist

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Questions For Research

1. Identify the three types of rock, and how they are formed.
2. What are the differences between igneous rocks that form above the ground vs. below the ground? Why do you think these differences occur?
3. In what type of rock would I be most likely to find fossils, and why?
4. What clues might you find within a rock to tell you what type of rock it is?
5. Explain how metamorphic rocks are formed. Which types of rocks can become metamorphic rocks?
6. What are some common ways that each type of rock is used?
7. In the water cycle there is never "new" water created - it is all recycled. Is the same true of the rock cycle?
8. Identify and explain at least four ways that metamorphic rock and igneous rock might turn into sedimentary rock.
9. Identify and explain at least two ways that metamorphic rock and sedimentary rock might turn into igneous rock.
10. Explain how sedimentary and igneous rocks become metamorphic rock.
11. Based on what you learn in this exercise, develop 3 questions that you do not have the answer to. Go to the USGS Ask a Geologist website, ask the questions, and report your answers.
    

Out on a limb . . .

This is proving to be quite the experiment. I've figured out how to add a photo to my sidebar, and I'm writing my first post. I keep thinking of all of the security issues I might have if I tried to use a blog with a class. As I move along I'm having a harder time envisioning how I would actually use this type of technology. It might work well for communicating with parents if I were to limit availability to just the class.

I'm going to try to keep a bit of a record of what is going on in my life on this blog. The title seems appropriate right now since I am taking 3 classes, student teaching, my kids are about to start baseball, and this is the busiest time of year for my husband at work. Am I crazy for thinking that this one more thing will make it all better?