Alan has been a student, a DJ, a glassblower, an artisan, a chemist, and a record store clerk. Currently, Alan is interning as a student teacher and focusing on his photography hobby. He is now back in school at the University of Alaska-Southeast, and licensing his photographs through Getty.
Venn Diagrams are perhaps the best known Graphic Organizer (link to Wikipedia), and are meant to give students an better idea of the connection between two or more things (vocabulary terms, ideas, places, people, events, etc.) by comparing the qualities they share and contrasting the qualities in which they differ. This is shown in the diagram by two intersecting circles – the are where the circles overlap is where the student fills in the similar qualities, while the are of the circles which are separate (the left and right sides in this example) are where the differing qualities are written.
For this diagram, the teacher can either provide the things being compared/contrasted, or allow the students to find their own (i.e. have the student use their favorite and their least favorite characters in a novel, and see how they are similar or different).
This diagram can easily be copied as a double sided handout.
This Frayer Chart is meant to be copied double-sided and included in the student’s folder or binder. It features sections for each new word being learned: Vocab Term, Definition, Example, Non-Example, and Illustration.
The teacher gives students a list of vocabulary terms (or has the student compile a list of new vocabulary form the reading), and the students fill in the rest. The teacher can optionally give the definition as well, but I typically have to students practice using glossaries and dictionaries in this process.
Examples will hopefully be a memorable archetype of the vocabulary term to help the student remember the characteristics of the term. In contrast, the Non-Example should be something which, without knowing the term, may be confused with the term, but is decidedly distinct from it (i.e., if the term is “Heat,” the example might be ‘Energy moving from my hand into a snowball’ whereas the non-example might be ‘Temperature, like when my hand is cold after holding a snowball’).
Over the course of the past semester, as part of my University of Alaska – Southeast coursework, I’ve been fostering connections with online communities. While some experiments in using these communities have failed (my Khan Academy and Smart Exchange accounts are somewhat lagging), my participation in photography communities (Flickr, Digital Photography School), as related to being the Photography Club mentor teacher, has proved quite useful.
Thought my involvement with these communities, I’ve developed my own skills and abilities, and been able to bring these to the students as a teacher. I have also used the lessons and resources available on these sites to further the skills and abilities of the students.
I have written a reflection on these online communities, available in two formats:
As part of my University of Alaska – Southeast coursework, for an Internet Technology in the Classroom assignment, I have begun an Individualized Education Project. The purpose of my project is to create a functional web resource for Chemistry Teachers, which I is free for anyone to use on the Resources for Teachers section of this site.
This will be an ongoing project for the foreseeable future, and I will continue to update and develop the resources available on this site. That being said, my coursework has a definite ending point (you know, my grade), and I have written a reflection on what I have done to build this resource. This reflection covers the time from late October 2012 to mid December 2012, and is available for any interested parties in two ways:
This project is meant for 10th-12th grade Chemistry students, and (as written) covers lab topics normally beyond the means or scope of a high school course. The students research a topic and create a video to teach their peers, and then a quiz developed by the students over all the material is given. It is designed for 1 day of in-class research and planning, 11 days (2 weekends included) of out-of-class work with daily check-ins on progress, and 1 day of presentation, 13 days in total.
Objective: The students will be able to research a chemistry topic at the level of a college freshman, and will demonstrate the ability to outline, draft, and properly cite a research project.
In summary, this project can be used in a Chemistry classroom to teach the skills of researching a subject, drafting and completing a project, and citing sources in an appropriate manner. It should not be used as a replacement for learning the skills required to write a research essay. However, such a project can be used as a precursor to an essay, as a way to ease students into the process of researching and drafting. In the classroom, this could take the form of a 13-day multimedia project during one unit, followed later in the course by a research essay.
A longer reflection of the project and it’s potential application in the classroom may be found on Google Docs or viewed as a .pdf file by clicking the links below.
A story table is similar to a story board, though it is much simpler and the focus is more on the writing and matching visual/media cues to that writing, rather than the other way around.
For my ED Tech 632 course, as part of the White Alice Story project, I created a simple story table, which you can download and view as a .pdf, or as an Excel spreadsheet (download only from Google Docs) via the links below.