Stover,+Valerie+Michelle

__**Cool Tools Review and Application Plan**__

These sessions served as both a review as well as a brief introduction to new tools. I felt overall that the sessions were “rushed” and more time was needed to truly grasp the purpose of the tools being presented. However, a strategy, a tool or overall concept was gained and added to my Web 2.0 “tool-belt”. The manner in which Laura Fogle presented the tools – a comparative analysis – really allowed individuals to review similar tools and determine quickly which tool is the best fit for the particular educational setting. Symbaloo is a tool that I feel can be extremely useful in helping students to focus their research. Not only will this tool help with time, but it will also ensure that validity and credibility of the resources students are reviewing for content. Combining Symbaloo with the strategies presented by J. Wilson will serve as quick “how-to” in regards to best practices in researching.
 * Cool Tools Review: Carousel**

I attended the Science session with Bethany Smith. I thoroughly enjoyed this session and especially appreciated the time allowed to truly engage/interact with the physics simulation tool. The session was designed in a manner in which collaboration and inquiry were truly highlighted. In using this same format with middle grades students, collaborative group work is fostered as well as accountability. This session also emphasizes the importance of writing skills; therefore, not only is a background in physics concepts necessary, but the ability to communicate effectively is pertinent.
 * Cool Tools Review: Hot Topics**

I attended the session – Online Reading – with Dr. J. Coiro. This session modeled itself as an extension of her earlier session. In teaching middle grades, the act of researching is a skill that is either taken for granted and teachers assume that students already know how to effectively research a topic or the case for “lack of time” is made. Dr. Coiro’s presentation encouraged me – as a Science teacher – to embrace the “act of researching” and provided easy strategies for engaging students in the research process. Overall, I found Dr. Coiro’s session to be informative, easily transferrable to the classroom and it was interesting to note how she “embedded” research practices.
 * Cool Tools Review: Online Reading/Research**

__**Cool Tools Application Plan**__


 * Cool Tool:** Symbaloo, Blabberize/Voki, Wallwisher
 * Audience:** Middle Grades Science – 7th grade
 * Essential Standards:** 7.SI.1; 7.TT.1; 7.RP.1; 7.SE.1; 7.L.2
 * Time Frame:** Three to four 55-minute class periods
 * Resources Needed:** Computer and Internet access for all students
 * Prior Knowledge:** Basic computer skills; Internet searching skills (Symbaloo will serve to condense the researching process); overview of genetic inheritance patterns; process of meiosis; basic concepts of animal cloning
 * Lesson Plan:** Students will be given the following prompt: //Do you agree or disagree with animal cloning? Be sure to include supporting details that highlight the advantages (benefits) or the disadvantages (negative implications) of animal cloning as collected from your research//. Students will research the topic using the pre-determined sources via Symbaloo.

Next, students will engage in a whole-class virtual debate via Wallwisher. A student volunteer will prompt the discussion by posting either an interesting quote gathered from his research or his point of view of the assigned topic. All students will be required to provide at least two comments in response to their classmates’ posts. Using Wallwisher will allow **all** students to have a voice and eliminate negative tone or bias.

After researching independently and debating as a whole class, students will be given time to write their papers. As opposed to presenting their paper, students will use Blabberize or Voki to develop and present a summarization of their paper.

Grading will be defined as follows: Paper: 40 pts. Wallwisher Posts/Debate: 20pts. Blabberize/Voki: 40 pts.

=__**REFLECTION**__=

1. **Now that you’ve had this professional development experience, how are you defining “new literacies?” How do you think your definition has changed or evolved this week?** In thinking about new literacies, my initial thoughts included the following: skills for reading and collecting/gathering information, skills for using the collected information to develop and synthesize thoughts as well as present an argument for one’s opinion. However, after attending the NLI, my definition has expanded to include the tools one uses to collect, synthesize and present one’s thoughts/opinions. In addition to the tools, new literacies includes a collaboration component as well. New literacies embodies multiple individuals and does not focus solely one person. My new definition: //new literacies – a platform that utilizes web-based tools to allow individuals to collect, analyze and communicate new knowledge, thoughts, opinions in creative medium.// 2. **Describe some new literacies that you learned about this week? What did you know about these topics before the week began and how has your experience this week contributed to your understanding of these new literacies?** New literacies I learned throughout the week included: the PBI concept for developing and delivering curriculum/instruction – more specifically, asking a compelling question and then the process of gathering and analyzing online information; physics simulation – PhEt. I feel these two tools will help to better structure my lessons to ensure that the inquiry component is embedded throughout thus allowing for a more meaningful learning experience. Other tools that I was not aware of but feel they could truly add to my teaching philosophy are Symbaloo and VoiceThread. These tools will aid in the collecting, gathering, synthesizing and sharing of information and truly enhance the collaboration and communication component among students. 3. **In what ways are the new literacies prompted by technology? How do they affect one another?** Due to rate at which informational mediums are changing, it is important to note the connection between new literacies and technology. Technology serves as the bridge between the learning strategies and the tools offered by new literacies. It is important for educators to stay current and up-to-date with both new literacies and technology as they serve to enhance the learning and communication process. Constant and consistent integration of new literacies and technology into the classroom will help to develop relevant and rigorous content thus allowing students to be globally connected and globally competitive. 4. **How do new literacies affect the way we think about academic content? Describe an example(s) of how some specific academic content is affected by changes in the ways we read, write and think (i.e. new literacies).** In the area of Science, it is important for students to develop a critical eye when viewing documented research, reviewing theories and laws, and truly analyze the content for validity and reliability. A benefit of new literacies includes the strategies one can use to check resources for credibility in a quick/timely manner. 5. **How do new literacies affect the way we think about our teaching practices? How do they affect the development of new teaching practices or approaches to teaching?** New literacies have forced me to pause and reflect on the way in which I teach and present information. I feel that the structure of PBI is an excellent fit for my subject area and needs to be the framework in which I model my lessons (more often). Beginning with the “end in mind”, proposing a compelling question, and integrating Web 2.0 tools will enhance my teaching to provide a more relevant and memorable learning experience for my students. Questions to consider in re-shaping one’s teaching philosophy and classroom include: “Is this the correct Web 2.0 tool to use in this particular educational setting?”; “Are my lessons student-centered?”; “Is an “inquiry” component embedded into my lesson(s)?”; “Does my lesson and its components engage students in high-level cognitive skills?” 6. **During the week, you learning about several conceptual / theoretical frameworks for understanding the new literacies including, project-based inquiry, TPACK, Bloom’s revised cognitive theory, online identity, and global literacies (i.e. cultural competence, cultural awareness, cosmopolitanism).** **Describe your personal perspective on new literacies as it is informed by these conceptual and theoretical ideas.** The conceptual frameworks really force educators to redefine their role as a classroom teacher. The tools and strategies offered by new literacies and the framework(s) in which they are conceptualized change the dynamic of the classroom in which the teacher is now a facilitator of inquiry-based learning. Our role as educators is to offer the strategies and tools necessary for students to go out and collect, gather, analyze and synthesize the information and provide a framework for communicating their findings. This new classroom ideology will enable students to be independent learners, effective evaluators of content, problem-solvers and will prepare them to be more successful in the global network. 7. **How does the design process you learned about in your design studio work and the video digging deeper session support your understanding of the creative process?** The design studio really highlighted the importance of inquiry-based learning. If offered a foundational framework for implementing PBI into the classroom. The video digging deeper session reinforced the importance of presenting a challenge with specified parameters so that students continue to consider the overall objective. The use of multiple mediums and tasks provide for an engaging learning experience. Both formats are ones that I would love to implement within my classroom; however, frontloading procedures and logistical information would have to be considered prior to implementation. 8. **You learned this week about how to manage, and in some cases create, your online identity. What action steps will you take (are you taking) to manage and further extend your online identity?** It was interesting to note just how far my online identity extended, especially since the only social media network I am involved is Edmodo. Investigating my online identity further opened my eyes to the importance of maintaining and executing net-etiquette - a concept I am sure to bestow upon my students with great enthusiasm. I would love to extend my online identify by developing a blog/webpage for school purposes. While I hear Twitter is an excellent tool for staying connected, I am not sure if it is the best “fit” for my social media lifestyle; I feel passionate about being “off the mobile-Web grid” and strictly use social networks for educational, professional purposes. 9. **If you had one more day in the Institute, what would you like to learn more about and why?** I would like to learn more about Edmodo and how to use it both as a means of communication among students and parents as well as use it to develop lessons and provide a collaborative, inquiry-based and differentiated learning experience.