Torrey+Kaddatz's+Portfolio+Page

=E2T2 Portfolio Page for //TORREY KADDATZ!//=

Summary
//This project was centered around political cartoons. The cartoons were based on historical events from the War of 1812. Students researched these events and came up with intelligent and figurative ways to represent the event through cartoons. The cartoons that made the best representations of events, according to the rubric, were uploaded to voicethread.com for whole class discussion.//

Shared Lessons, Units, and Resources

 * ~ Daily Lessons ||~ Instructional Units ||~ Other Related Resources ||
 * [[file:Torrey.Kaddatz Lesson Plan.doc]] || [[file:Torrey.Kaddatz Unit Plan.doc]] || [[file:political cartoon research.doc]] ||
 * [[file:Supreme Court Game WKSH.docx]] ||  || [[file:Rubric for comments.docx]] ||   ||
 * ||  || [[file:politcal cartoon questions.docx]] ||

Blog Entries
rss url="http://kaddatzcheese.blogspot.com/" link="true" number="10"

Student Work Samples
Voicethread Comments

Summative Narrative
Through the E2T2 process I have learned about planning further in advance and creating activities that engage students at a higher level. When a teacher desires to incorporate technology they need to plan ahead. It is not more time consuming to use technology in the classroom but it does require looking to the future to find areas that technology will work. My instructional plans are now more focused on finding those areas ahead of time so I can book labs and be prepared for technology lessons. The learning activities that can be made around technology increase student engagement. There is something about being in front of a computer that really helps students focus on their learning. The E2T2 program showed me both of these things. Through the meetings we had I learned different strategies to help bring in more technology. There was also good time for collaboration between teachers to share their findings and help one another expand on ideas. Students really increased their motivations and engagement. It is difficult to get into the computer labs because of time constraints so the students really enjoy being there. They look at that time as a reward and see it as a privilege. This means that they want to do really well there so there is a better chance they can go back. There were three specific teaching practices that were used throughout this program. One was to teach students directly how to use a piece of software. I lecture them on using PowerPoint and gave them pointers on how to get started. A second was discovery. The students were able to choose a topic and use the Internet to research. After some time I helped fine-tune their research skills and provided specific places to go for information. The exploration time helped students to realize the different qualities of sources. A third was creation. Students used the computers to create ideas and share opinions. Through these different practices we all learned a lot. The next step will be to incorporate more technology into my curriculum map. By placing specific technology assignments in my map I will be able to reserve lab time far in advance and create very meaningful projects. This will allow me to focus on the 21st century standards and my American History curriculum. I will also try and motivate other teachers to use the lab more often by discussing what my students are producing there.

Literature Review
The book made three points that really impacted me as a teacher. The beginning of the book begins with helping teachers see the big picture. There is not sugar coating when it describes how using technology will “turn the traditional classroom upside down” (Boss and Krauss pg. 11). A big change that needs to be made in schools is the idea that technology is more of a reward than an everyday tool for learning. The students we have are changing and making sure they experience technology at a young age and frequently will be key for educators. This idea really helped me to realize that it is time to make a serious change and start to focus all topics toward the lab. It motivates me to spend more time finding tools that will assist in my curriculum. A second point that I found useful can later in the read. “As students gain experience in project-based learning, lay out projects in broad strokes, and help students establish their own goals and standards of excellence” (Boss and Krauss 96). This is a point made that our schools are working toward. It will take change from the ground up. As this year sixth graders were exposed to more technology than ever before I can hope that by eighth grade I will be starting with broad strokes and students will be establishing goals with very little guidance. As we compile years of technology experience in our students the level of expectation will increase as well as the level of quality. The third and final point I will remember is getting to a place where students will even choose the technology they will use to complete a standard. This will require students to develop a background of options and then make a wise choice. As educators we will need to help students focus on what they are trying to accomplish and what is going to get them there. The use of technology in the classroom falls right in line with the formative assessment process. My education philosophy has changed continuously over my first three years. This book has changed that philosophy in showing the value of technology. I thought of it as an added bonus but have realized that it is a necessity. The goal of technology learning also closely aligns with the formative assessment process. By combining these two ideas together it will make it impossible not to seek lab opportunities for students. The goal of both is to help students take control of their education. The students should be given as much opportunity as the educator can to make decisions and control what they learn. This learning needs to be standards based for the general direction but then can and should go above and beyond. The content of this book definitely increased my impact on my students. One example would be discussing the Supreme Court. The cases I have discussed in the past were difficult for students to understand with simple worksheets and lecture. After searching the Internet I found a game that walked students through an actual case and had students try to make arguments. The grades on the Supreme Court test went up and the engagement during the game play was close to 100%. Another example is the unit I completed with political cartoons. It is difficult for eighth grade students to demonstrate their knowledge of an event through political cartooning. All the students want to do is draw a picture that represents the event. After the students viewed many political cartoons online it was time to create their own. Through examples and modeling students were able to attempt creation. The better of the first round were placed on Voicethread for student commenting. A second round of cartooning then commenced about a new historical event. Out of 106 eighth graders only two failed to create a cartoon. I have never had so many students succeed at creating a political cartoon. I credit the Voicethread program for allowing students to discuss ideas online and really analyze what made cartoons great or what the cartoonist needed to work on. Without the book I would not have begun this process and would have had no resource to motivate me to keep trying. The technology moved slowly at first but now that students are getting the hang of the possibilities are endless.

Boss, S., Krauss, J. (2007). //Reinventing project-based learning//. Washington DC: ISTE.