joan+carey

Week 5 Quiz, part 1: Open the Instructional Swarm slideshow from two weeks ago (with additions) in a separate tab or window. Using these as a resource, succinctly answer these questions. In your words what is the Zone of Proximal Development in Vygotsky's theory of social [|constructivism]. In short, it is where learning occurs. It is the place where the learner needs support or reassurance but not direct instruction. S/he has a level of understanding but is not yet pro
 * 1) What do schema do? They grow and change as new information is assimilated. When combined they are greater then the sum of their parts. They influence (can hamper or support) the intake of new information.
 * 2) Is all cognitive load bad? No. It provides parameters.
 * 3) In inquiry-based learning what is effective inquiry? The construction and application of new knowledge that has come about through learner-driven questions and investigations.
 * 4) What is a task analysis? It is a method of breaking down a task into bite-sized pieces or steps.
 * 5) What is the intended role of the mechanical device in programmed instruction? To free up the teachers from the routine of drill, in order that s/he is more available for inspirational and thought-stimulating activities.
 * 6) What are two intelligences that you think you possess? I am nature smartish and people smart. I am not music smart – though I wish I was.
 * 7) What kind of a question drives project based learning A complex, authentic student-devised kind of question.
 * 8) Name 4 sources that Morgan lists that could help you build your PLN Facebook, twitter, blogger word press
 * 9) Instructional event 5 (provide learning guidance) results in what learning process according to Gagne's Conditions of learning It helps students to perform the task at hand.

FINAL PROJECT IDEAS


 * Nov 9, 2011**
 * Part One Overview - Page One **

Create a blog - connected to BEEC's website and Academy School’s website - for third grade students to post findings, observations and data about local vernal pool.
 * Topic:**
 * **Title:** Vernal Pool Ponderings/Observations/Explorations
 * **Brief Description (for example 10-50 words)**

All of them. These are the science, math and writing expectations. Along with these, students will participate in the posting and upkeep of the blog. Because I am not their classroom or tech teacher, I am less clear about their goals with technology specifically. The process of creating the blog and experimenting with how it might enhance our already existing vernal pool program is part of my education and learning curve.
 * Do you want your students to gain __knowledge how? about? or__ of?**
 * Knowledge of how to take and record measurements, how to safely collect organisms.
 * Knowledge about the ecosystem and the organisms that inhabit it.
 * Knowledge of the intimate findings of this particular vernal pool, how it changes through the seasons, and how the population of organisms varies over time.


 * Who is this lesson for:** The designing the blog is a lesson/project for me. The interactive opportunity presented by the blog is for the third grade classes at Academy School.


 * Where will the learner be?** Students will be at BEEC’s vernal pool, and in their classroom back at school.

The blog is being designed for the students of teachers who have taken an //Aquatic Environments// workshop with me. It is a tool to help keep alive their studies of the vernal pool. It may encourage more frequent visits to the pool (by smaller groups), as data will need to be updated to stay relevant. It may provide a vehicle for students to display their work for the wider school community. It may draw interest and interactions from other people throughout the state (and beyond) who are interested in vernal pools. The study of the vernal pool is already a combination of cognitivism, constructivism, connectivism and yes, even behaviorism as seen through the lens of a science inquiry model. By introducing the blog as a way to record and share data and observations we are greatly enhancing opportunities for connectivism.
 * Rationale:**


 * Learning objectives -**

After completing this course, Joan will be able to: Students will be able to:
 * create, maintain, update a blog
 * see how their studies and field work are relevant in the real world through the interactions on the blog


 * Prerequisites**

none

Create a blog - connected to BEEC's website and Academy School website - for third grade students to post findings, observations and data about local vernal pool.
 * Nov 2, 2011**

a) Do a "task analysis." In other words break it down, break your big idea for a lesson into a sequence of tasks, steps or chunks. This doesn't have to be done in any particular way though you might want to create a list of bullet points, an outline or a flow map. >
 * **//choose a blog to use: edublog?//**
 * **//set up and create basic blog design//**
 * **//determine the data to collect, for example//**
 * **//Narrative descriptions?//**
 * **//Size of vp//**
 * **//Depth of vp//**
 * **//Temp of water//**
 * **//Temp of air//**
 * **//Picture of site//**
 * **//Drawing of orgniasm//**
 * **//Chart of found organisms and frequency?//**
 * **//date and weather//**
 * **//figure out how to connect the blog to the 2 websites//**
 * **//do I want to include any of asha's ways of 'displaying data' on my blog?//**

b) [|Consider and tell me here] the media you anticipate including in your mini course.

c) Where are you going to put it? If you have no idea of the possibilities, I recommend wikispaces since you are now familiar with it - but it can be in Moodle, in a blog, in a google site, or any other online space.


 * //blog//**