Nanci+Almonte's+E2T2+portfolio

= = E2T2 Portfolio Page for //Nanci Almonte//

Summary
//I have been using a class wiki, Almonte Writing Wiki for the first time. I have used the space to post calendars, rubrics, and assignments. I have also used the space to teach students the art of online collaborative journaling. Finally, I used the space as an anchor for a group persuasive project. Overall, the space has increased student independence, engagement, creativity, and collaboration.//

Shared Lessons, Units, and Resources

 * ~ Daily Lessons ||~ Instructional Units ||~ Other Related Resources ||
 * //Our class Wiki: [|Almonte Writing Wiki]// || Online journaling:journal instructions || [[file:generic paragraph form.doc]] ||
 * Calendars: Calendars || Persuasive Unit: Persuasive Project

|| ||
 * || [[file:TRI 2 lesson plan.docx]] || [[file:PERSUASIVE WRITINGex.doc]] ||

Blog Entries
rss url="http://almonte.edublogs.org" link="true" number="20" author="true"

Student Work Samples
1. Collaborative work: Paragraph to peer edit Persuasive paragraphs 2. Persuasive group Project page sample: Group project sample.. 3. Journaling- Storymaker sample: Katie's Storymaker

Summative Narrative
 Teachers are continuously changing their instruction to meet the needs of the students. Right now, we are in the middle of many pushes for change. We have new state standards. We have new curriculum units being developed. For years, new options with technology have beckoned, and I have wanted to try using the technology in my classroom. Of course, there is never enough time to take it all on. With this struggle on my mind, I was delighted to hear about the opportunity to take part in the E2T2 grant. I knew that in order to really learn more about the opportunities technology can offer, I needed to dedicate myself to a course. What a great time to do it!  The seminars and assignments from this program, along with the Project Based Learning text by Suzie Boss and Jane Krauss, provided different the chance for all teachers to learn and grow, regardless of their experience with technology. The blogging assignment forced us to engage in the experience, and as a result I realized how blogs aren’t just a space to publish your voice, but can be really valuable for sharing thinking. Now I realize how blogs aren’t just for the writer, but are also for the blogging community. I found myself learning from the blogs I read, and I can see how students can benefit from the same experience. I think the challenge with using technology in the classroom for me has always been confidence, know-how, and management. I almost gave up on my Wiki idea when I realized I needed a Gmail account for all of my students. Instead, I used an idea of another member of our program and sent technology surveys home to find out who had computers, who had email, and who was allowed to set up email. In no time I was able to invite all my students and their parents to our class Wiki! I learned valuable lessons through the process which will guide how I organize my class Wiki next year, but am glad that I was able to go ahead and do it this year even if it wasn’t perfect. It worked, and next year it will work better!  Motivation and engagement was very high during the group persuasive project I developed. We discussed the 21st century skills, and I told the students that we would be using a Wiki as a tool for developing important skills of research, critical thinking, collaboration, and writing. Students really enjoyed working together and in their reflections, they indicated that they were pleased with how the Wiki space made it so much easier to do dreaded group work! They also commented on how using our school library page and the source searching and evaluating guides I have them made research much easier. I think the entire unit had a positive impact on their learning of research skills, writing skills, collaboration skills, and that their ability to think critically increased.  To add to the changes mentioned above, I am now changing my grade level and school next year. I am thrilled to have a whole new set of tools and resources to use as I develop my learning activities and projects for next year. I have new understanding, new resources, and new tools to use as I incorporate 21st century skills into my curriculum and into my students.

Literature Review
When I think about or try to articulate the purpose and value of education, it is clear that our job is to prepare students of today to be positively contributing members of society in the future. While the idea is great, and the mission is sincere, the task is daunting and without a clear map. For me, the ISTE standards help me place the content I am teaching into the mission of preparing kids for the future. The book Reinventing Project Based Learning by Susie Boss and Jane Krauss not only provides excellent rationale and ideas, but it offers concrete plans, projects, and websites that teachers can use to meet their standards.  The scariest part of education is the reality of wasted time. When students don’t retain information, or don’t learn how to apply their knowledge in the real world, we are not only wasting time, but wasting the educational resources of materials and teachers and training. This idea hit home when I read the passage in the book about how teacher Scott Durham returned to his old school and realized that although he had always done well in school, he couldn’t remember any significant learning activities from his time there. (p. 11) We see this in students all the time, and I remember it from my own schooling. It is essential that what students are doing makes an impact. The most powerful message in the book for me is realizing that engaging, collaborative, boundary changing projects are not only fun, but they make learning meaningful and applicable in the real world.  Typically whenever I read about 21st century skills, project- based learning, or expeditionary learning, I am invigorated and inspired to revamp my curriculum to provide these learning opportunities for my students. Then reality hits, and I either don’t have time, don’t understand the technology, or get overwhelmed by the incredible amount of prep work that goes into these projects. This book did an incredible job of making the jump into project-based teaching possible. The numerous resources not only painted a clearer picture, but gave me numerous ideas that I can, have, and will try!  I used the resource lists throughout this book repeatedly to see what other teachers are doing. It opened up a whole new world to me. I really enjoyed really teacher blogs. When I realized how much I learned from them, and how much they got me thinking, I realized how powerful blogging could be for students. Visiting Wikis, trying projects, and checking out the numerous sites listed gave me great ideas. I pulled ideas from each as I created my Wiki. I also was surprised and pleased with how much sharing occurs among educators on the web. This is how it should be- teachers sharing resources and ideas and all working together to prepare kids for the future.  When I focused in on a Wiki as my tool for engaging students in 21st century skills, I found the resources in the book to be very helpful. I was also assisted by the list of possible pitfalls. Most importantly, I visited many Wikis to see what I liked and thought could work for my students. I had made notes in the page of the book that I was worried I was not ready to manage a site. In retrospect, I am delighted that managing the Wiki is relatively easy once it is up and running.  Overall, this book is an excellent informational text to read chapter by chapter, but more importantly, it is an incredible resource that I will continually return to as I engage my students in 21st century learning. I have already enjoyed the Wiki, and look forward to browsing through other links listed in the book as I develop my new units of study with our new curriculum.