Burley 1-to-1 Goals:
1. Provide ongoing professional development focused on one-to-one
technology where teachers become facilitators of learning
experiences and technology is linked to curriculum and instruction in
meaningful ways.
2. Create opportunities for authentic personalization of teaching and learning for each student.
3. Deliver instruction whereby students can learn at their own pace, at their own ability levels, and with exposure to worldwide experiences and resources available online.
4. Open the knowledge world as a resource for learning.
5. Expand the use of technology so that it is a learner’s cognition device, creation device, and connection device.
2. Create opportunities for authentic personalization of teaching and learning for each student.
3. Deliver instruction whereby students can learn at their own pace, at their own ability levels, and with exposure to worldwide experiences and resources available online.
4. Open the knowledge world as a resource for learning.
5. Expand the use of technology so that it is a learner’s cognition device, creation device, and connection device.
Below are samples of student work and projects ~
six months into our 2013-2014 One-to-One initiative.
The buttons above the work samples refer to the following:
ACPS 7 Pathways
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Lifelong Learning Competencies
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Projects and Work from Mr. Fiddner's Class
Warrented Warranties Project:Is an extended warranty worth it? In this project from Mr. Fiddner's math class, students worked in pairs to determine which warranty was worth the purchase. Click images to enlarge.
Below: Students presented their findings to the class -- and all presentations were recorded and loaded in the class' Blackboard Class.
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The Flipped Classroom:Mr. Fiddner also employs the idea of the "flipped classroom." For example, students find links in their Blackboard Class which takes them to Jing screencasts that Mr. Fiddner makes ahead of time. Click the image to enlarge.
This allows students to review the information as often as the want -- and absent students can easily cover material they missed in class. Plus, students can then practice during class time (having watched the video ahead of time), and Mr. Fiddner can circulate the room and assist students as they complete their work. To view the Jing screencast shown at the left, click HERE. |
Combination "Flipped Classroom" & Project:The "Consumer Math" project noted at the right is a combination of the "flipped classroom" concept -- and project based learning: students can review the instruction/ information as often as the like -- and then any addition information and/or handouts are also included on their Blackboard class.
To view the Jing screencast about the Consumer Math project, click HERE.
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Use of Minecraft in Mr. Shedd's classes:
Below are two examples of student projects using Minecraft to construct historical sites. On the left, once student recreated Fort Sumter. On the right, another student created a Pueblo village.
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Mr. Shedd said that he also has students working on Jamestown, the California Gold Rush, and a couple of
other projects. They are trying to figure out ways to improve the sound (A.J.'s computer -- w/the video above on the right -- was
very sensitive). He said the Jamestown project is near completion an that it is "going to be
amazing." We'll post it here when it is done!
The example shown at the right is that of an Inuit village. |
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To showcase student work (click images to enlarge):
To support the curriculum:
To share student creative works:
In the examples below, students had to write haikus to answer questions about American history.
CLICK on each picture below -- then click the "play" button, and you will hear each student read his or her haiku.
CLICK on each picture below -- then click the "play" button, and you will hear each student read his or her haiku.
Video Commercials about Westward Expansion:
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Student Created Movie Trailers:
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For esmore examples of video, check out Mr. Shedd's YouTube channel: Click HERE.
Other Types of Digital Work from Ms. Jones-Lewis' Classes
The blog assignment pictured at the right generated 90 comments. An example of one of the entries and some of the comments are pictured below. Click the images to enlarge.
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Student Engagement & InterestMs. Jones-Lewis and her students connect with the community and the world through the use of polls on the front page of their class website (pictured at the left) and through the use of student blogs.
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To read some of the blog entries and comments for Digital Learning Day (pictured above), click HERE.
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Pictured at the right:
Ms. Jones-Lewis' students will soon be creating videos about math conversions! When some are ready, we'll post a sample or two! |
Ms. Jones-Lewis' Science Class Blogs Also Allow for ConnectivityOf course, Ms. Jones-Lewis' student blog entries allow for student voice and for reflection on their work; however, it also promotes a sense of affiliation in that student work is shared, and students can comment on each other's work. Plus, the blog allow for connectivity beyond their classmates -- as students can hear from parents, the community, and the world!
To read some of the Science class' blog entries and comments, click HERE.
COMING SOON to Ms. Jones-Lewis' Classes: |
Newsela.com in Ms. Goode's & Ms. Sochor's Rooms
Below: The "cause & effect" assignment via Google Presentation (click images to enlarge).
Above: The "cause & effect" assignment via Haiku Deck:
Above: Click the picture of the Haiku Deck presentation entitled "Roller Coaster" to link to the Haiku Deck.
Right: The slides from a Haiku Deck presentation on "Love." |
Haiku Deck is a presentation program which hails itself as “the simple new way to create stunning presentations”. So what is it?
Firstly it’s a free iPad app! But more importantly it’s one that allows you create very simple zen-style presentations for your iPad. It lets you place a small amount of text onto an image, in various different layouts with various themes. For information on Haiku Deck, click HERE. |
Below: The "cause & effect" assignment with scenes from a Jing screencast:
To view the Jing video shown above, click HERE.
Prezi's from Mr. Barber's Class
In addition to the presentation formats shown above, students have also used Prezi.
Click on the images below to view the Prezis.
Click on the images below to view the Prezis.
At the left: Some students chose to use Minecraft for their presentation on molecules:
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Blogs and Animotos from Ms. Goode's Classes:
The Language Arts teachers also use BiblionasiumBiblionasium is a free, protected social network for children ages 6-13 designed to engage, encourage, and excite young people about reading.
Right top: Teachers can track time logged, pages logged, and books completed. Right bottom: Students can log how many pages were read and at what lexile. Left bottom: Students can make book recommendations for others. |
Click the images above and at the far left to enlarge.
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Special Education Services
The
apps below show how SPED services factor into the 1:1
Initiative. Susan Bannister and Dana Rivera co-teach in collaborative settings, so the majority of their work involves
supporting students participating in the subject area classrooms. However, they use various digital platforms to
differentiate, modify, and archive materials for reteaching content. This tends to fall into either visually
presented or audio materials. These
materials are then used either to support a UDL approach to instruction or as
an assistive technology usage to access curriculum that could not be accessed
in any other way.
Pictured below top row, left to right: Animoto; Biblionasium; Blackboard; Go:Writer; Edublogs; Explore Learning Gizmos.
Picture below bottom row, left to right: Google apps; iPad apps for Autism; iCounselor apps; IXL; Newsela; Read Outloud 6
Picture below bottom row, left to right: Google apps; iPad apps for Autism; iCounselor apps; IXL; Newsela; Read Outloud 6
Visually Presented Materials:
All class materials are supported with visually-presented
information (presentations, work
systems, cue cards, sorts, study guides, etc. that are accessible for our
students with learning challenges such as autism, low reading ability (SPED,
ESOL, Read 180), language-based challenges (SLI, ESOL etc.) both in the classroom and at home via
cloud-based mediums. These materials
are offered in a variety of digital and hardcopy formats.
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Audio Materials:
Students are offered opportunities for read
aloud assistance via CDs, Victor Readers, iPods, iPads, Kindles, and
laptops. Read Out Loud 6 is one of the
programs used to offer read aloud assistance for digital text/web-based
text. In addition, eligible students
are given audio-taped assessments.
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Connect with Some of our Teachers via Twitter:
Click on the pictures above to connect with the teacher's Twitter account.