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alexandra m. pickett

Small Town Girl in the Big Cyber City - 1 views

efontaine.edublogs.org

shared by alexandra m. pickett on 25 Jun 12 - No Cached
  •  My original goal was to get an A in the class, and every other class until I reached my objective of  my Master’s w/ a 4.0. Now my goal is to become a teacher that is there for my students, who isn’t assuming any good or bad about them, who’s only goal is to help them grow and learn, (and hopefully to get at least a B in this class.)
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      B R I L L I A N T ! ! !
  • Again, I find myself writing for a college professor rather than a middle school student. Even this past September, I handed out my “course syllabus” to each of my classes. Looking back now I wonder if they knew it was one of my course information documents or is they were trying to figure out how to clap out the syllables.
  • Why did I need to call it a syllabus? That wasn’t for them, it was for me. 
    • alexandra m. pickett
      alexandra m. pickett on 27 Jun 12
       
      i LOVE this observation!
  • ...14 more annotations...
  • I want them to know that I understand that some activities will suck and be difficult and that they’ll want to rip their hair out but that I also know which activities are the most fun and how rewarding and accomplished they will feel when it’s all said and done.
  • I really don’t know why I do things the way I do. Is it from years of routine as to this is how it needs to be done? Is it from no one stopping and helping me break these habits?
  • At first my fear was that I was a “dead-thinker”
  • I was predispositioned to not question, to memorize and regurgitate information. I was scared that I was passing this trait on to my students.
  • I’m losing that with all the hours it takes to create these.
  • I really began to question whether I am a teacher or a web designer.
  • After Alex asked me to think about how this may hold true in my daily life and routine I realized I really don’t speak up any where let alone in class.
  • I think this is not only my biggest challenge in this class but in my life as well
  • I think I’m just scared. 
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      This is a brilliant self-reflection. Now what are you going to do about it? There is NOTHING wrong with being shy, or an introvert ( http://www.diigo.com/user/alexandrapickett/introvert ) WATCH this NOW! http://www.ted.com/talks/susan_cain_the_power_of_introverts.html You need to get MAD and use that anger to get over the fear that is preventing you from doing/being/experiencing. Anger is a powerful force that can help you stop focusing on yourself -when you flip it to use it to advocate for those less powerful than you - your students!
    • Erin Fontaine
      Erin Fontaine on 26 Jul 12
       
      Oh, I'd love to get angry and actually stand up for myself and others. Unfortunately that only seems to happen with a few glasses of wine in me. Not too feasible in the classroom, lol. That should be my next goal, find strength without liquid courage!
  • Ya know Alex, I love you and all and this class has been amazing but I honestly think you are killing my laptop!!
  • Well no more soul searching I have a course to design. Best of wishes to all my fellow classmates as we begin to wrap up this amazing journey!
  • Lisa, I can’t believe how amazing your course is! I want to take it!!
    • Lisa Martin
      Lisa Martin on 05 Aug 12
       
      Thank you, thank you, thank you...I'm finally now starting to spend a good amount of time looking through other people's courses. Looking forward to seeing yours!
  • Less than 24 hours later this article appeared in my inbox. At first I was really aggravated by this article because it seemed like it was ripping to shreds everything I have been working at this summer and I felt like he was sitting at home with an “I told you so” smirk. This quote just floored me “In terms of learning on the college level, the Department of Education looked at thousands of research studies from 1996 to 2008 and found that in higher education, students rarely learned as much from online courses as they did in traditional classes.” Really, what study? Everything that we have read seems to be in the complete opposite direction of this statement! I agree that for some there will be a financial obstacles and internet issues like we’ve all had but that’s where as a teacher we come into play and offer solutions and options. Upon reading it for a second time I feel that this article and any other article discrediting online teaching should be looked at as a challenge! I am strong and passionate about this endeavor of mine and no article or fuddy duddy teacher is going to come in the way of that. Well I hope you all have an amazing weekend. I will be attempting to cool my boiling blood as I sit by the calming cool waters of the Kinzua Dam with a delicious glass of Riesling.
    • alexandra m. pickett
      alexandra m. pickett on 06 Aug 12
       
      That article prompted response from the online learning community. Here is a particularly excellent articulate and respectful response: http://www.insidehighered.com/blogs/technology-and-learning/open-letter-professor-edmundson
    • alexandra m. pickett
      alexandra m. pickett on 06 Aug 12
  • As this class come to an end and I look back at where I was in May, I can only say I wish I knew then what I know now. This class has given me so much academically, personally and technologicially, lol. In only a short time I feel like I have grown so much as person and as a teacher.
alexandra m. pickett

Authentic On-line Learning - 3 views

dangley.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
Kristen Della liked it
  • I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions!!!!
  • 20 to 22
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      it's 20-24 yrs old- that is 38% Fifty-one percent are over 25 yrs old.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      the larger percentage are OVER 25 years old!
  • so I guess that will most likely be my audience.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      check your assumptions!
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      You're right; I don't really know who my audience will be. I also assume that the Generation Y population have the technology down pat; that's not necessary true.
  • ...36 more annotations...
  • While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      This is a wonderful analogy, which I plan on using in my instructions for discussions!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I work to 2AM every morning to keep up...as I teach an online course and take care of a 18 month old. However, I am enjoying the late night flow as I work! I have enjoyed your posts, and I can see your hard work.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Thanks Diane, a lot of this is new to me as well, but I'm working through it.
  • I had to question what the objectives were first, and then create an assessment that tied into the objectives. 
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
  • what I need to do is think of these posts as mini research papers.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
  • I don’t feel like I can get to it all.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      you can't. just really digg into stuff that interests/engages you.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Whew! Thanks Alex. I'm feeling a little more comfortable this week as far as what I should be doing to stay on top of things.
  • I’m doing my best.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I am making it work, and I don't feel as overwhelmed as I did just 2 weeks ago. Feeling more confident in the whole process of posting and working in the course shell.
  • I decided to give it a try.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      excellent!! give your students the gift of having high expectations : )
  • 1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively.  I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
    • Donna Angley
      Donna Angley on 17 Jul 11
       
      Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
  • My Avatar
    • alexandra m. pickett
      alexandra m. pickett on 18 Jul 11
       
      WOW!!! cool
  • I really hope I get the opportunity to teach this course
  • I really hope I get the opportunity to teach this course
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • off.  Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
  • flect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
  • flect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • ’s also come at a g
  • prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a g
  • Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement.  I am the first out of 6 siblings to earn a master’s degree. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      Congratulations Donna!!!
  • I didn’t realize that I was in charge of my own learning. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
  • I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
  • I think it’s a situation where I don’t know what I need until somebody tells me that I need it.  I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me.  That’s fine, and as I said, I welcome comments and suggestions. 
    • alexandra m. pickett
      alexandra m. pickett on 27 Sep 11
       
      good point
George Dale

The Amazing Physics of Everyday Objects - 0 views

littleshop.physics.colostate.edu/amazingphysics.htm

physics labs try this at home

shared by George Dale on 10 Jun 12 - Cached
  • George Dale on 10 Jun 12
     
    Physics experiments to try at home
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views

irenewp.edublogs.org

lrnchat via:packrati.us edchat learning education teaching

shared by alexandra m. pickett on 23 Jun 12 - No Cached
  • “You are interacting with one single individual at all times.  There is no ‘class’ …”
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Thinking about this really helped me redesign my course profile :-)
  • “Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Great advice! I have a hard time sometimes with this, because there's part of me that also wants to design it for someone who not only hasn't taken an online course, but perhaps isn't very tech savvy :-)
  • I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
    • Lisa Martin
      Lisa Martin on 10 Jul 12
       
      I need to find balance myself. I think the only reason the way I'm doing things right now is ok is because I live alone. I will eventually have a family, and I want to be an online instructor...I will certainly need to figure this out!
  • ...26 more annotations...
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 12
       
      e u r e k a ! ! !
  • The resulting ah ha moments became the core of my entry …
  • One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      great idea!
    • Maria Guadron
      Maria Guadron on 24 Jul 12
       
      AWESOME idea! Love it.
  • How am I simultaneously learning how to be an online student and instructor?
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      Great way to think about it
  • Something that has been proven to work is frequent, immediate instructor feedback.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I am technology-proficient.
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • discussion is the heart of online learning. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • blog posts are personalized records of learning, thinking, and being. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • we can not help but to teach when we learn and to learn when we teach.
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • (Think Twitter, Irene!) 
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jan 13
       
      hi irene!
  • alexandra m. pickett on 23 Jul 12
     
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
  • ...11 more annotations...
  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Kelly Gorcica

Literacy Corner | OER Commons - 0 views

www.oercommons.org/...view

Module 4 Assignment education

shared by Kelly Gorcica on 14 Jul 13 - No Cached
    • Kelly Gorcica
      Kelly Gorcica on 14 Jul 13
       
      This resource is great to help broaden a teachers scope of literacy.  There are many parts to explore.
    • Kelly Gorcica
      Kelly Gorcica on 23 Jul 13
       
      In each activity you can click to find out more information about how it is helping the student. They address how students are hitting the Language Strand, Skills, Theme and Type. It is easy to understand for both a teacher and a parent.
    • Kelly Gorcica
      Kelly Gorcica on 14 Jul 13
       
      It is easy to find different activities to try just by looking through the different stands.
    • Kelly Gorcica
      Kelly Gorcica on 23 Jul 13
       
      I like the section that discusses home to school connections. Many times it is hard for teachers to continue their students learning at home. This site gives great tips and tricks for teachers to give to parents to help them help their students.
    • Kelly Gorcica
      Kelly Gorcica on 23 Jul 13
       
      I plan on using this resource in my course as a tool for my students to explore some activities they can implement in their classroom involving literacy. The choice will be theirs on what they choose to use if they choose to use any. I plan on adding this to my module that ties in technology. I think it would be a good fit there.
Celeste Sisson

Linear Functions Lab - 0 views

qpr.ca/index.htm

Module 4 assignment

shared by Celeste Sisson on 18 Jul 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      This is a lab activity that I can use in my course to introduce students to linear functions. At this time, I am contemplating whether to use it as an in-class activity or having it that the place of a video for a lecture and become a lesson that is discovery for students to use on their own.
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      This is the concern for using it as an online lesson. This requires the use of Java and it could be an app that students do not have on their computer at home as I had complications with it at first.
  • Start Lab Using Frames]
  • ...2 more annotations...
  • (You may also want to try doing the same thing with your graphing calculator if you have one, or with any other computer algebra system that you might have available on your computer.)
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Pink Highlighter - Students would not have a graphing calculator and I would not want them using one online.
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      did you know you can attach a sticky to a highlighted section? just mouse over highlighted text and add a sticky note.
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      see the example to the right - pink highlight.
alexandra m. pickett

WebElements Periodic Table of the Elements | Sodium | Essential information - 0 views

www.webelements.com/sodium

shared by alexandra m. pickett on 15 Jul 11 - Cached
  • Soap is generally a sodium salt of fatty acids.
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      Each element's description is loaded with great information! Scroll down to see a picture of sodium and the color in which it burns (very pretty!)
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      This is great kim!! : )
  • The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      click the video above to play. The video shows a (brief) demonstration of that colors that different metals burn...beautiful...Relating this to teaching and learning: students (and teachers!) are much more engaged with proper and frequent use of attention-grabbing media. I am a visual person and I know that my classroom also has visual learners. I can describe things in text or verbally until I am blue in the face, but SEEING these things in photos or on videos is what sets it apart and commits them to memory. Above is a picture of sodium in its natural state as a metal...I try to emphasize this to my students since often the examples we use in class is sodium chloride, or table salt. A silver metal bonded to a noxious green gas combines to make table salt. That's a hard thing to imagine for anyone, so I show them using this resource. I LOVE webelements.
  • burning mixture of potassium
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      below is a fabulous chemistry joke!
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      for more comments, please return to the home page, click "Pictures" in the tabs at the top and click on "Cl"
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