Internet Tools for Teaching

Education & Technology….YES!

Introductions

Hi. My name is Amy Weinberger. I am a current Wilkes graduate student. I have had my own educational business, The Thinking Center, since 1991. My initial start was in  public and private school settings. I have had the good fortune to create, implement, and direct two private schools and two social skills camps for high-functioning Aspergers and AD/HD children and teens. At this point, I am full time director of The Thinking Center .

I have the continual opportunity to  differentiate curriculum  hourly. My company, The Thinking Center, has two divisions – interventions for struggling learners specializing in reading and language delays and educational strategic planning which includes 504 and IEP audits, curriculum and small educational business audits that lead to innovations, problem solving, and technology operations, collaborations with school systems, school placements for students, as well as, college planning for students in the arts and sports.
My original training is in 7-12 social studies, but my career has lead me down the path of sensory-integration, cognitive, reading and neuro-education training which I integrate daily via teaching, consulting or planning either 1-1 in person or via Skype or other online platform. I hope to take from the course more research-based outcomes of technology implementation for students with learning disabilities. My most recent project that I am involved in is the production and roll out of an online special needs advocacy training training course for graduate levels credits.
An advantage of entrepreneurship is the availability of new technology without permissions from a top down administration. Another advantage is the families that walk through the door are interested in making learning go easier for students. Technology is that cornerstone for most of our students. To the section addressing summarizing and notetaking from the instructional strategies categories, I would add the app Noteability (high school +), Educreations (elementary +) , and Showme (5years old +). I currently use all three for specific purposes. Most of the students we see have mild to moderate language delays. For example, Educreations is a whiteboard that allows students to record their voices while they read, import a picture and create, take and manage notes, and create presentations, and even practice handwriting. There are also feature lesson plans from other teachers to access. Under non-linguistics, I currently use Web 2.0 tools like Prezi in place of PowerPoint because it is more streamlined for students with sequencing difficulties. I was recently I introduced to the beta version of visualize.me for a graphic representation of resùmè development. For brainstorming, Mindomo has been effective particularly for 11 years old plus.
Regarding collaborative learning, I would add the following to the list: Google Hang-out, Skype, and/or gotomeeting.com ( more secure than Skype, but has a monthly fee). I currently use the latter two daily depending on the nature of the conversations. Finally, in the area of setting objectives and providing feedback, I simply recommend texting and Google calendar. For example, I homeschool our son. I use texting to help set goals for the day and Google calendar to confirm exams, tutorial sessions, and other appointments. As far as feedback, we share screens via TeamMeeting or Skype. TeamMeeting allows us to use use one cursor and edit together which allows me to be across the room from him and not over his shoulder. While it is similar toGoogle docs, it seems a bit more effective for our needs.

 

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Me.com

I feel like the links and posts do represent my learning from the recent past and present. I felt relieved to have a place to consolidate. I enjoyed the process so much, I am beginning to think this is the best way to manage my student’s progress overtime. The way I made the documenting decisions was based on my saved files on my hard drive and social networks I already belong too. I am sure I have left information out that just isn’t apparent, but I feel like I have a handle on my own representation. 
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The Carson Project – A Current Proposal

A Collaboration between Agri-Science Opportunities and TEACCH at UNC

The Carson Project Mission Statement

“To facilitate transitions for individuals with high-functioning ASD to independent adulthood in a structured and supportive agricultural environment that leads to certification and/or employment opportunities and careers paths.”

The collaboration is between the private and public sector to create a vision that adapts today’s reality and tomorrow’s needs for high-functioning ASD young adults. It acknowledges changes in our economy, our workplace and world. The project treats each individual, educator, professional, parent and caregiver as a consumer so that the outcomes meet the needs of the consumers. It requires total community support, while holding each stakeholder accountable. It represents a direction, a hope, a commitment to place high-functioning ASD adults on a path of support so that they experience “meaningful and stable employment in predictable and rewarding work environments” (“Teacch autism program,” 2013).

The five pillars that will support this collaboration are : Safety, Resources, Services, People, and Quality. Within each pillar are specific goals for each individual, objectives and measures that are designed in collaboration with TEACCH and Agri-Science for each individual. As a result, initiatives and projects result in direct support of the goals and objectives.

These pillars are currently in alignment with the Models of Support already established within the UNC TEACCH Autism Program: “One-to-One Placement, Mobile Crew, Group Shared Support Site, and Standard Placement” (“Teacch autism program,” 2013).

Currently, UNC’s vocational opportunities include Manufacturing, Food Service, Office or Clerical, Landscaping, Grocery or Warehouse, Libraries, and Janitorial Services. Including the Agri-Science component creates another added value. As Temple Grandin has taught us through her 30 years of research and autism advocacy, “animals think in pictures and notice more details in their environment than most humans do” – except for the ASD population. This project would  make her research a reality, provide superior training in modern-day agriculture, ensure young adults have an opportunity to gain necessary employability skills, add to economic growth, and give hope to many families and students who feel trapped by their teen or young adult’s ASD diagnosis. It would naturally incorporate sensory-motor needs on a daily basis. As you know, fear stops these teens from performing in the same way fear stops cows from doing particular tasks. If we know these things to be true, then an agricultural environment naturally takes into account the special needs automatically.

The Carson Project Vision

The Vision of the Carson Project is to train people with high-functioning ASD to work as consultants in food, water, and energy production, innovative marketing strategies, cattle genetic advancements, agri-science education and technology,  and research that improves the human condition worldwide.

Since the economy, energy, technology, and the food condition are changing rapidly, the private industry of Agri-Science Opportunities envisions the possibility of training high-performing workers to utilize information, solve real world problems, and become an integral part of the agri-science industry. The project is modeled after its predecessor in the Denmark, “Specialisterne (the name means “the specialists”) founded by Thorkil Sonne. His company trains people with autism as specially skilled employees who are sent out as hourly consultants to companies to do data entry, assembly work and other jobs that many workers would find tedious and repetitive” (Tachibana, 2009). In this country,  Aspiritech, a non-profit Chicago company, “trains high-functioning autistics as testers for software development companies” (Tachibana, 2009).

While the overall field of agriculture is considered the second most dangerous type of work, it is not limited to the use of machinery or 1000 pound animals. It is diverse, requires specific skills and encompasses specific technology. In Temple Grandin’s book Developing Talents, she writes, “Society loses out if individuals with autism spectrum disorders are not involved in the world of work, or make other kinds of contributions to society” (Grandin, 2004).

Agri-Science Opportunities needs reliable people for web design, highly specialized accounting, plumbing for water sources, electricians for general and specific purposes, farm repairs, unique landscaping, research, graphic design and commercial art, engineering design for farming, and consulting. These types of businesses are highly specialized, need creative problem solving, and use visual thinking skills. UNC TEACCH is the link to helping high-functioning ASD people manage their sensory systems and other challenges that a work environment poses. The following is a link from the Nantucket Project: http://www.nantucketproject.com/tnp-2012-autism-panel. It is a video of distinguished experts, founders, and advocates for ASD people in the workplace. Carly Fleishmann, author and autism advocate, is the special guest. She is completely non-verbal, but is able to communicate extensively through technology. She is accompanied by her support person, Howard Dela. I add this reference to prove the importance of creating opportunities for this population.

IMPLEMENTATION

The initial high priority needs are as follows:

  • Bridge the gap for high-functioning Asperger an AD/HD young adults between high school and college.

  • Create an alternative one-to-one teaching/training/mentoring experience for students to gain specific expertise.

The existing one-to-one model that is in place through UNC-TEACCH would be the standard of the supported internship and/or employment. The program would in effect be a tripod system. A student team would comprise a student specialist from the NC State Agricultural Department who applies for this specific internship program through a collaboration formed between Agri-Science Opportunities, UNC TEACCH and N.C. State Agricultural department. It is a direct fit with Agri-Science Opportunities structures, the model of one-to-one support from UNC- TEACCH which includes a personal job coach, and offers NC State students expanded unique opportunities in agriculture and shaping the future of another human.

A training program would consist of a syllabus and  job-performance outcomes that can lead to other intern programs, employment and/or certification depending on the strengths and interests of the student. While field training will be essential, there is also classroom training for reframing that teaches how to change a negative situation into positive ones, safety while on site, nomenclature, technology, tools,  and systems training. In this first stage of the program, a student and his team could participate two to three days a week in the program. The time frame would vary depending on the nature of the applicant.

This program has the potential to be a model for others across the nation and the globe. It is innovative. It can be sustained, and it will have a direct social impact on the local families and communities. It has the power to change the landscape for people who are high-functioning Asperger and/or AD/HD.

There can also be an admissions criteria to include the following:

  • 18-26 years old who have graduated high school with a regular diploma

  • Documented diagnosis of Asperger’s syndrome, High-Functioning Autism, PDD-NOS, ADHD, NLD, Dyslexia or other Learning Differences

  • High level of motivation to meet program goals

  • Emotional, behavioral, and psychologically stability

The process could be as follows:

  • Fully completed application
  • A nonrefundable application processing fee
  • Wechsler Intelligence Scale for Children (WISC) or Wechsler Adult Intelligence   Scale (WAIS) (no more than two years prior to application)
  • Woodcock Johnson Achievement or Wechsler Individual Achievement Test          (WIAT) (no more than two years prior to application)
  • Current Psychological Evaluation/Mental Status Exam
  • Completed Parent Questionnaire
  • 2 Letters of reference
  • Resume if applicable
  • Official High School Transcripts/Previous College Transcripts
  • Student Photo
  • Latest IEP (if applicable)
  • Completion of Highlands Battery for Natural Abilities for best placement options


FUNDING SOURCES

Since this program would be driven by UNC-TEACCH, it is important to create a conversation about current funding for the existing One-to-One Model. Funding sources need to include state and federal grants, private grants from a variety of foundations, agencies, individual donors and parent groups.

There are several listed below with potential benefits:

Driving Scientific Initiative with Innovation in Autism, LLC – allows us to invest in for-profit entities

The Schwab Foundation for Social Entrepreneurship

The Abilities Fund – www.abilitiesfund.org

Association for Enterprise Opportunity – www.microenterpriseworks.org

Plan for Achieving Self-Support (PASS) -Social Security Administration

RESOURCES

Grandin, T. (2004). Developing talents: Careers for individuals with asperger syndrome   and high-functioning autism. Shawnee Mission: Autism Asperger Publishing Co.

Scott, T. (Co-Founder) (2012). God-like technology. [Web Video]. Retrieved from http://www.nantucketproject.com/tnp-2012-autism-panel

Tachibana, C. (2009, 12 08). Autism seen as asset, not liability, in some jobs. Retrieved from

http://www.nbcnews.com/id/34047713/ns/health-mental_health/t/autism-seen-asset-not-liability-some-jobs/


Teacch autism program. (2013). Retrieved from
http://teacch.com/clinical-services-1/supported-employment-1

Teacch autism program. (2013). Retrieved fromhttp://teacch.com/clinical-services-1/supported-employment-1/introduction-to-models-of-support.

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Broadcast Yourself

I used USTREAM (http://www.ustream.tv/channel/being-social) to conduct a discussion about “being social”  which actually lead into a discussion about what a school day would look like when social gets in the way. Most of the participants agreed that online learning or one-to-one environments cures the social problem if there is one for an individual. The participants ranged in age from 13-21.  While the conversation proved to be of some value, the experience was frustrating for all users.

It was a fail overall from a technology point of view. Skype and  Google Hang-out are far more efficient, but I wanted to try a site that I was unfamiliar with so that I could compare. The good news is that I had up to eleven people join, but not all were able to directly participate because of a variety of issues: unable to comment on participant’s end, unable to type in the box because it was skipping letters and would not send, did not seem to interface as easily using an iPad, for a different student the stream wouldn’t work without refreshing, the text box offered limited characters so you could not complete a thought, and by the time we decided to go through FB, the session had ended! Interestingly, broadcasting and recording were quite efficient, but the feedback had a seven second delay and clearly stated that, but when working in real-time, it’s too much of a delay. All of my posts were obnoxiously attached to my Facebook and Twitter pages, and I had to unpopulate them which I easily did. I did not like that I could not hear my audience. It made me feel like I was talking to myself. I was hoping for a talk-show like interface, but that did not happen. I am so glad that it was my own students, cousins and kids who joined this broadcast because they had enough patience and understood the purpose.

I “advertised” it via text mails, and Facebook public and private messages. Tonight was my air date because I have been traveling between Florida and Utah for a educational consultant trip. Luckily, I returned by Saturday at midnight to complete this project.

In conclusion, I will not use USTREAM, and I will stick with Google Hang-Out for webinars for now.

 

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Live Broadcasts

My son must attend a live collaboration lesson for English or Leadership once a semester on a particular topic. So this time, I sat in on two of them with him. The first was the English assignment on betrayal which would become the study of Julius Caesar. Jake really struggled through the live webinar. It’s purpose is to engage students enrolled in the class in a collaborative setting. It’s drawbacks to Jake, at least, include the speed of it – it goes to fast for him. He finds them confusing. The voice of the teacher is usually too southern or high-pitched. He was just bored and tuned out within ten minutes of the hour long presentation. It was so dissatisfying that he could not even respond to the final component for a grade of attendance. He failed. However, in his tutorial class on Julius Caesar, he is passing with 90s and above. So the format was not successful for him.

In his leadership class, he had the option to attend a live webinar. Based on his past experiences, I had the inclination that he would not choose to attend. He did, but it was special. Mawi Asgedom was the presenter. He is the author of Of Beetles and Angels: A Boy’s Remarkable Journey from a Refugee Camp to Harvard © 2011 Associated Press. Jake has found him inspiring throughout the course. That is why is choose to attend the hour long webinar without complaint. Here is what he wrote about his experience:

I was at the Mawi live lesson on 2/19/13.
There were many things that Mawi talked about but mostly was about bullying. He talked about something that he does to help teach other students how to stand up for themselves. For me I have been bullied for most of my life until I was home schooled. These stories were very nice to here because it shows that other people will stand up for you.

Jake received a 100. It was interactive and you could write in questions. Jake choose not to, but he did choose to stay engaged the whole time and even talked more about it to us at dinner that night. What a promising difference between the English webinar and the Leadership one.

While, the above was a personal experience, I also discovered my own preferences. I am a big fan of TED.com. I had downloaded the EDUCATION topic with Sir Ken Robinson, one of my favorite presenters, and had a chance to watch and listen to one of his newer conversations: Bring on the learning revolution. I also searched for other broadcasts from the list provided. I tried some out, but become quickly bored with them. While the titles and descriptions intrigued me, the content did not hold my attention beyond 10 minutes. The one that I really wanted to delve into was not being broadcast until later in the month which posed a timing issue. So, I went back to my iTunes library and refreshed my memory of my favorite presenters.

The show format of TED.com is strength. I cannot allude to any weaknesses. It is caring, passionate, and poignant. It is not rambling. The presenters bring energy to the stage. You want to listen, take notes, stay engage and re-listen or re-watch. I find myself saving the broadcasts to participate in future shows. But even though I am not participating directly like in other types of broadcasts by exchanging my name or actually meeting the facilitator, I actually feel that I am because TED.com gives me the opportunity to listen, reflect and add to my library of quotes, expressions, and useful commentaries.  This type of webcast can be incorporated into the classroom in a variety of ways depending on the teacher and ages of students.  As a learner, I prefer choice as with this assignment. The task was clear, but how we arrived at the answers for discussion purposes relied on my choices. It made me care more – generally, a missing factor for preteens and teens sitting in classroom desks. While I like watching video within a classroom, I prefer watching independently. I can start, rewind, review, takes notes and/or pause on my terms which keeps me more engaged. Another example might be pre-watching in the classroom, and then having the opportunity to independently watch.  If I had a classroom, I might use TED.tv programming like I use Pinterest or blogging. I would want students to create their own collection of TED.tv webcasts that have the most meaning to them. It would be my job as the facilitator to introduce the topics, and the students’ job to collect a library of favorites in a blog devoted specifically to favorite TED.tv shows. I would want students to be able to find a quote used, the title to the referencing to a book or author and save it to their blog. For example, Sir Ken Robinson, referenced a quote from Abraham Lincoln and the poet W.B. Yeats. It had meaning to me, so I added to my collection. While this is a time heavy task, it is an added value and brings perspective and meaning to the table.  Since the collaborators of TED.tv has assigned creative commons license, it allows me as a broadcaster to incorporate clips that might be relevant to a webinar that I might produce. It offers me creative licensing which allows for a better integrated message.

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A Picture a Day Project

Originally, I was going to participate in the daily Tweets, but because my days were so filled, I did not find myself having the adequate time to post or upload six times a day. Therefore, I quickly determined that the Picture a Day project was more reasonable for my time schedule. I also wanted to stick to a theme. While I researched the project on-line as indicated in the assignment, I chose my own category: Unusual sites during my days. I was not sure how that theme would present itself, but it did because I became keenly aware of things that were not ordinary in my typical day. It was fun to watch for the surprises. Maybe these things are always there, but I took time to look and appreciate. On day one, ironically, my teenage son spotted a tortoise in our backyard. He was slowly cruising near our lanai. When I originally went to upload, I had some issues, but then just sent the image to my e-mail. Once downloaded into Windows Live Photo Gallery, I was able to crop and size appropriately for an upload to edublogs.

The second picture was just as unexpected as the first. Ice in southwest Florida – that was out of place. At my center, I teach one-to-one technology courses to students enrolled in our language program. These students have expressive and receptive language delays. Technology has been a major bonus to these kids. I use apps such as Word Mover, Educreations, and MadLibs which all integrate easily into our language training program. So this picture is unusual to me because it is a 10 year old with natural technology abilities teaching an 80 year old who has had to adapt. Outdoor Living magazine was sitting on our counter for some reason. I was eating breakfast and flipping through it, and found this insane ad. It would be difficult for me to work for a company that has to put a health warning on a product. The Kiss statue, electric car and DeLorean are all unusual items to see…at least for me on an average day.

I liked this project very much. It allowed me to wiggle out of “normal” each day and take a breath. I actually want to try to continue to by using Pinterest. I have actually made a board and included in my blog. Just click on it and you can see the unusual pictures that seemed to find their way into my busy days.

I did have each picture loaded on the blog, initially, but I just found it too cumbersome and non-social media like. The pictures on Pinterest are not in my original order, and while I worked with it, was unable to reorder them. That was really the only technological difficulty I encountered.

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THE HOLOCAUST SURVIVOR COOKBOOK & Social Media

EDUCATORS GUIDE

I was granted explicit permission via e-mail by the author of the cookbook to revamp the guide for educators so that it includes social network opportunities. I have also created a Pinterest board as an example which is posted to the right of the blog space.

 Program Overview

The teaching of the Holocaust is mandatory in several states.  Even where such education is not required by law teaching students about the Holocaust can have a profound impact on their understanding and appreciation for tolerance and the cultural differences that make us unique.

 This project is designed to give students an historical perspective of the Holocaust, while promoting the ideals of family and community.  Using the stories and recipes of Holocaust survivors, students will participate in a program that encourages cooperation and team work while teaching virtues such as respect, compassion and perseverance.  Students will also gain a better appreciation for food and how it connects traditions and cultures to families.

Prior to the curriculum, contact your local Jewish Federation or the U.S. Holocaust Museum for Survivors who can Skype in for interactive interview if they are not able to visit your classroom.

Project and Timeline – 8th Grade -High School

(For Students Who Don’t Live Near a Holocaust Museum)

 Week 1:

Create a private Pinterest account and enter the emails of each of your classmates for private viewing and/or a Videolicious account to start collecting images, interviews, cooking or baking demonstrations, interviews between you and other students, parents and Survivors. Explore your own personal family recipes and take pictures of them to post on your Pinterest account. Watch the video http://bit.ly/13eLwex with Sarah Caras that introduces the story behind the cookbook. Distribute copies of Holocaust Survivor Cookbook to each student. Explain How to Use This Cookbook to students. Have students begin to browse through the cookbook to find a story that touches their heart. Record using Videolicious to understand why he/she choose this story, and post to our class wiki on http://kidblog.org/home/.

Weeks 2-5:

 Students will learn and cook from the Holocaust Survivor Cookbook.

  • Students will interview one other student about a favorite recipe or meal that is memorable from their family. Help students create at least four interview questions that they can use to interview their classmates. Record the memory using Videolicious. Post on our class wiki. Find a picture from the internet that matches the final recipe that you are describing or bring a photo from home regarding the favorite meal or recipe. Post it to your Pinterest account.
  • Reread the story from Day one and share your Videolicious compilation with a partner. Reread the story today and choose three virtues from it. Find a picture on the internet to represent each of the virtues and pin it to your Pinterest board. Include a caption under the virtue.
  • Based on recipe and story chosen, create your Pinterest Board. Your board must include:
      • Recipe being prepared
      • Photos of survivor
      • Story of survivor
      • 3 Virtues (Completed on previous days.)
  • Homework Project 1: Share your Pinterest and Wiki with your family. Interview them using Videolicious about their favorite story about a recipe or food memory.
  • Homework Independent Project: Go to Pinterest account and view other classmates pins. Choose three that are most appealing to you. Copy them and add to your Wiki page and describe in a paragraph (4-5 sentences) each why the pins appeal to you.
  • Students create shopping list of items needed to prepare food.  Students meet with teacher to go over individual recipes and answer questions regarding preparation tasks.  Type up list and pin it. Those students who can go shopping independently will take care of their own list, otherwise, teacher collects shopping list and gives date for student demonstration.  Note:  Depending on number of students in classroom, the cooking project may require 2-3 weeks assuming, two students per class period.  Each student will:  (1) Give a summary of the story and choose one virtue from the story to explain and how it relates his/her life. (2) Show the food prep demonstration and already have the final dish prepared from home. (3) Share samples to each student who has to taste it with eyes closed to discuss the experience from a sensory perspective. *A student must choose a partner to video using the Vimeo app which the videographer will edit for the student and post on our class wiki.
  • Prepare for virtual or live interviews with Holocaust Survivors.  As the final piece to the project, students will prepare for and host local community members to share what they learned and how the project inspired them to build a stronger community.  Students will trace the entire project from beginning to end, one or two stories from the cookbook will be shared with the community, and students will explain what they learned from this experience.  Students will also serve food for guests to sample from the Holocaust Survivor Cookbook.  They will also pair with a community member or Holocaust Survivor to share their social media projects with them.

 Sponsorship

It is quite possible that a local supermarket (or other business) may want to sponsor the program by providing the food and any other items needed.

  • See  sample Sponsorship Poster

 

Project Inspiration

In the spring of 2009, Sandy Brock, Family & Consumer Sciences teacher at Pine Ridge Middle School in Naples, FL, attended a program at the Holocaust Museum of Southwest Florida about the Holocaust Survivor Cookbook, presented by Joanne Caras.  Sandy was immediately convinced of the cookbook’s value as a teaching tool, particularly in her classes and contacted Amy Snyder, Education Director at the Holocaust Museum, to brainstorm possible programs using the Holocaust Survivor Cookbook as the centerpiece.  Their program has been a huge success with over 700 students participating.  They have graciously allowed us to modify it to meet the needs of educators all across the country. We give our heartfelt gratitude to these amazing women.

 Sample Questions for Survivors

Teachers can arrange for Holocaust Survivors to share their personal stories with students in the classroom through theHolocaustMuseum.  A summary of the Survivor’s experience will be provided to the teacher ahead of time for students to write appropriate questions.  During the presentation, a Museum representative will go through the questions and weed out ones that will be answered during the course of the talk.  He/she will facilitate the questions following the Survivor’s talk.

 

  • How old were you when the Holocaust was happening?
  • Do you have any siblings?  What happened to them?
  • Were you in a ghetto or concentration camp?  What were the conditions like?
  • Were you in hiding with family members or by yourself?
  • Do you remember any specific family traditions?
  • What did you eat in the ghetto/camp/in hiding?
  • Where you ever reunited with your family?
  • How and why did you come to theUnited States?

 Excellent Stories and Recipes from the Cookbook

Rena  Finder and Rozia Ferber Pg. 211  “Brownies”.   Initially it is the recipe for these brownies that capture the students attention and get them excited to make brownies from scratch. However when they read the bio on Rena and Rozia, making the brownies take on a new meaning,  Rena shares her tragic experience of loss  and her close relationship she had with her mother.  This story allows students to reflect on what it would be like to lose your family and how important our family ties should be.

Erika Weibel Kuss “Chicken Paprikasch” page 185.  Chicken Paprikasch  was not made by a lot of students but clearly it was a favorite by the class who had a group prepare this delicious chicken dish. When the students discuss the story of their survivor,  I like them to try and make a connection in some way with the survivor and the student’s personal life.   Erika’s story of perseverance, hard work, and sacrifice for her children are qualities students today can identify with and appreciate within their family unit.

Eva Weigl Shankman “Nut Cresents” page 284.  A number of students from different classes made the nut cresent cookies.  The story about Eva Weigl Shankman, and her mother and father’s struggle to get toAmerica made a “connection” for many of my students.  Eva states in her story her mother died at 47 years old and “never saw the place she longed for years to be-America.”  Many of my students could relate or have a better appreciation for what their grandparent’s or parent’s may have gone through to get toAmerica and give their family a better life.

 Bronia Furst  “Rugelach” page 241. This is a wonderful story of a young girl whose strength a courage led to a reunion with her mother after the war.  Students will relate to Bronia because she was a teenager during the war. The recipe is also very delicious.

 Rachel Epstein and Leon Malmed “Gratin Dauphinois” page 138.  This is an important story because the two children, Rachel and Leon, were saved form death because of the courage and kindness of Christian neighbors who hid them from the Nazis, risking their own lives and their children’s lives in the process.  The recipe is fromFrance, where Rachel and Leon were hidden.

Grading for Food Demo & Pinterest Media

 Food Demonstration

Possible Actual Points             

  1. Organized (everyone knows what to do)                                   25pts.
  2. Work as a team (no “shut-up”/bossy)                                        25pts.
  3. Look and Taste of Product & Nutrient Value                            25pts.
  4. Clean-up (spaces cleaned, counters/sink wiped)                     25pts.

Total: 100pts.

 Survivor Pinterest Presentation, Videolicious & Vimeo Clips

                                                                                            Possible Actual Points

  1. Easy to Follow                                                              25pts.
  2. Followed Directions of Each Activity                    25pts.
  3. Sequential Order of Events                                      25pts.
  4. Daily Work Grade                                                       25pts.

Total: 100 pts.

Grand Total: 200 pts.          

 

 

 

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Mobile Technology in the Classroom

I had the pleasure of interviewing a colleague who happens to also be my triathlon partner. Dr. Sheila Halpin. She is the Parental Involvement, Family Literacy and Compliance Coordinator of Manatee County Schools. Her only experience with mobile devices within her county is in regards to professional development which involved being able to connect directly to other educators in China. While there is professional development with mobile devices, it is not reaching down to the classroom level. There are concerns about barriers and privacy issues. The most blatant challenges at the professional development conference was that not everyone had the same kinds of phones. Matter-of-fact, Dr. Halpin, shared that unless you had an iPhone of a Droid with apps, you could not participate. For some educators, this was unfulfilling. The same problem exist with students: students have different technology. The conference highlighted that the county can no longer think linearly or continue to do business as usual. The world is becoming smaller because of how digital technology connects people. One of the difficulties that public education faces on the technology front is while students are supposed to have a “free and accessible education,” technological creates an uneven playing field.

I learned two interesting thoughts from our conversation: technology and education have not really merged at the classroom level in all districts, and mobile technology isn’t evenly distributed. There is too much variety which makes it difficult to use it in the classroom efficiently. There are ways to shift this, but it takes so much extra effort on the part of the teachers who are already overloaded and stressed by tight, unbreathable boundaries.

Resource:

Halpin, S. (2013, February 15). Interview by A.F. Weinberger [Personal Interview]. Mobile

technology in the classroom.

 

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When I Knew

When I Knew….

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Feedback from Creator of Educreations

My original intention was to share the feedback from the Lexile company, but feedback from the Educreations app developer, Wade Roberts, arrived first.

Hi Amy,

Thanks for sharing your thoughts on our app.

In addition to being viewable on any iPad that has our free app installed, all Educreations videos are viewable on any computer that supports Adobe Flash player, and nearly all do. I’m not sure why you had such trouble viewing your lessons on your computer, but I’d recommend verifying that you have an up to date Adobe Flash install.

Then, I’d recommend that you verify that you’re using the correct link to send your videos to others, as noted below. There are a couple different ways to share lessons with people.

Sharing your lessons privately:

To share lessons privately, you can share a special link to your private lesson via email or other means. When you share this link with others, those people will be able to view your lesson, even if they are not logged into Educreations.

To get this link on the iPad, tap the share button on the My Lessons screen. Then either tap on the email icon to share a link to your lesson via email, or tap the gray link icon to copy the link for pasting elsewhere. To copy this link on our website, head to the lesson’s playback page and look in the right-side menu. Note that you should not simply copy the URL in the address bar of your browser.

Sharing your lessons publicly:

If you want to share several videos at once, you may find it easier to direct people to your public Educreations profile page. To get to your profile page, log into our site and click on your name in the upper right corner. Simply copy your profile page’s URL in your browser so you can share it.

Only your public lessons are visible on your profile to users who aren’t logged in, so make sure to select the public privacy setting when saving your lesson. You can change a lesson’s privacy setting by editing your lesson settings on our site.

Embedding your lessons on other sites:

You can also embed your lessons on an external website, like your blog. Only public lessons can be embedded, so make sure to choose the “public” option in your lesson’s privacy settings. If you’re using our iPad app, copy the lesson embed code by tapping on the share button on the My Lessons screen. Then tap the gray link icon for the video you wish to embed and select the “Copy Embed Code” option. To get the embed code on our website, visit the lesson playback page for the lesson you want to embed. On the right side of the page, you’ll find a link that says, “embed on the web.” Once you click this link, you’ll be prompted to copy an embed code that you can use to post your lesson anywhere on the web.

Please let me know if I can answer any other questions.

Best,
Wade

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