'Tis a sticky web we weave...

So, our latest assignment was to create a concept web of issues and concerns regarding Web Awareness. After scanning through all the info, I managed to pull out a lot of infomation I found to be relevant, and created my web as such. It looks busy, but that's just because there are a lot of topics.

What I got from this assignment was that, as teachers, we have to be very aware of what we expose our students to, and how to guide them on the internet so that they keep themselves safe. Companies will use websites (theirs or affiliated) to market their products towards visitors, websites that have an 'age restriction' in place are very easy to get around, and not everything you see is true, no matter how authentic it looks.

Another assigment....oh joy.

Okay, haven't been here in while...been a little busy with all the assignments that suddenly decided to be due around the same time. Last class we worked a bit with SmartBoards, and while that was okay, I feel a lot more time is needed (for me at least) in order to feel more adept at creating and showing presentations. Someone in my class said that SmartBoard presentations are basically PowerPoint on steroids. I agree.

That's last week, here's this week. Basically, I had to create an activity based on the Program of Studies for my major by using websites. So, here's mine:



Title of Activity: The Female Menstrual Cycle

Reference Section:
De Beer, Gino. (2000-2008). Educypedia, the educational encyclopedia. Retrieved September 24, 2008, from
http://www.educypedia.be/education/reproductivesystem.htm

Grade Level: 11/12

Subject: Science (Biology)

Brief Description of Activity:
Following a brief review of the hormones involved in the development of female primary and secondary sex characteristics, the students will visit the following website, http://www.educypedia.be/education/reproductivesystem.html . Using the link available, they will collect the necessary information to construct a graph with the following information: levels of all hormones involved (estrogen, progesterone, FSH, LH), day of ovulation (marked with a dashed line through graph), day of cycle (to be used as X-axis), ovarian activity (diagrams superimposed over graph, but not obscuring anything), and basal body temperature. Of the two Y-axes, one will be for temperature, while the other will be arbitrary in order to show the levels of the hormones to one another. The graph will be handed in once completed.

General Learner Outcome:
Explain how human reproduction is regulated by chemical control systems
Specific Learner Outcomes:
Identify the principle reproductive hormones in the female and explain their interactions in the maintenance of the menstrual cycle
Graph the changes in estrogen, progesterone, FSH and LH levels in the blood of a female though a single menstrual cycle
Identify the follicle and corpus luteum within the ovary, using models, diagrams or computer simulations

ICT Outcomes:
C6 students will use technology to investigate and/or solve problems
C6-4.2 investigate and solve problems of organization and manipulation of information
C6-4.4 generate new understandings of problematic situations by using some form of technology to facilitate the process

Rationale for Computer Integration:

Limiting the class to only using the textbook and class notes would result in a parroting back of the information taught. Allowing the students to use a website with corresponding links would actually encourage them to begin independent learning. They themselves must sort through all the data accessible, decide for themselves whether or not something is needed, important or relevant, and since not everyone is using the exact same sources, they need to begin trusting their own thoughts and ideas.
Websites may also include animations of important biological events which can, and usually are, better explained through real-time rather than through diagrams in textbooks. For example, the processes of DNA replication, transcription and translation can be seen occurring in a more realistic manner, rather than a series of diagrams in a textbook.

Powerpoint....

So, I just finished my latest assignment: take a Powerpoint presentation, and change it to make it better. Let me tell you, the presentation we were to take and edit was probably the worst one I've ever seen....and I've seen some bad ones. Just looking at the presentation in layout was bad, but watching it (as I was advised by a classmate) made it clear just how bad it truly was.

I could go on about everything that was wrong, but I'd rather not relive that. So, we'll just jump right into what I changed. First, I'll touch on what I applied to every single slide, and then specific changes made to specific slides.

For all slides:
1. consistant backgrounds on all
2. consistant font size, font colour, and font for all information presented
3. consistant transitions and animations (nothing fancy here folks!)
4. title on every slide
5. a space inbetween every point (spreads the info over the entire slide, good use of space)
6. changed sentences to have them make sense and flow better

Specific slides:
1. title slide, added picture
2. basic/background info on fire, broke up paragraph into separate points, edited sentences
3. eyewitness account, broke up paragraph into separate sentences, removed unnecessary information, editing
4. effects of fire, focused on economic effects, editing
5. effects of fire, focused on ecological effects (info was originally with economic effects), expanded information, editing

And that's all she wrote.

A short introduction...

Hello all,

I'm Taryn, a 4th year student at the University of Lethbridge and I've just started my PS1. I'm supposed to write a short paragraph about myself and my previous education experience, so excuse me for a moment while I drudge all this up from the back recesses of my mind...

Alright, the personal jazz...Well, I was born in Edmonton, raised in Calgary and have attended all my post-secondary education at the University of Lethbridge. I was heavily into sports growing up (soccer, swimming, softball, skiing, snowboarding), loved and still love to read, and can, at times, be the most random person...the fact that I know random/useless trivia is proof of this. I don't watch as much television as I used to, but I still have my shows I have to watch every week, or I'm cranky until I can download and watch it. Bad of me, I know, so spare me the lecture. My first job ever was working as a swim instructor and lifeguard at my local YMCA, and this is a nice segway into my education experience....

I taught swimming lessons for 4 years, so I have prior experience working with children...in a slightly more dangerous environment. To sum up, I've taught every age from a few months old to 60+, and every skill range from first time ever to finishing the last level.
As for 'normal' teaching, I ended up in a grade 2 classroom for my orientation and by the end of my stint there, I would be managing about half of the morning. It was a great experience, and I look forward to continuing with education.