Sunday, 21 October 2012


Social  Media.    The Revolution is already here.

Are you Ready?

DigiNatives

(Click Here)
 


Who are the digital natives? Definition: “Digital Natives are people who have grown up in the digital world using technology as a way to communicate, record, educate, and understand society. Today's tweens and teens are digital natives as they have had access to computers, cell phones, email, and other forms of technology since birth. Digital Natives speak the language of technology and are as comfortable with technology as past generations have been with pen and paper.” (O’Donnell, 2012)

They’re your kids, my kids, our grandkids and they are using technology ways that we never dreamt that we would or could.  What is so amazing is that all of this has happened so incredibly fast. We can engage as much or as little as we want to with digital technology. 

   


Social media is media for social interaction

People are using social media platforms such as Facebook, weblogs to have discussions close friends, strangers, and acquaintances. 
Gilbert & Karahalios (2009) conducted research linking earlier social science research on tie strength (strong ties equals strong relationships, loose ties equal weak relationships) to determine whether social ties in social media could be analyzed similarly.  Using a limited Facebook data set, the researchers were able to identify one mechanism that has a negative effect on tie strength – the more depth of the inbox thread, the weaker the tie strength.  Considering this data was published three years ago, one may wonder whether Facebook and others have used this data to their marketing advantage.

Engaging Digital Natives in the Classroom

All students can benefit from using social media and digital technology in the classroom.  There are many ways to (create a lesson) plan for and engage the many types of learners that exist. As a novice pre-service teacher, I have yet to learn how to properly assess and evaluate the steps and products of learning.  Andrew Churches (2009) has created an interesting paper on Blooms Digital Taxonomy and suggests ways to evaluate and assess digital technology use by the student.

I brainstormed the following list of ways to plan for diverse learners in your classrooms, and I am sure you could add to this:

Logical/Mathematical
Programming, creating new games, games, concept mapping, flowchart, Gantt charts,
Visual
Online posters, painting, games, video blogging, Skype, movie making, videos, model making
Verbal/linguistic
Podcast, film making, story making, presentation tools, word processing
Interpersonal
Website creation, blogging, audio/vodcast, planning, presentations, planning skills and activities, creating advertisements
Intrapersonal
Games, problem solving skills and activities, story making, e-journal, blogging, presentations, planning skills and activities
Musical/Rhythmic
Media products, song making, video making, word processing, podcast, creating presentations with sound
Body/Kinesthetic
Gaming, creating new games, song making, media products, presentations with sound and movement, painting

LESSON PLAN

Course:                       10G Foods and Nutrition

Unit 1:                         The Individual and Food Needs

Lesson:                        Nutritional and Caloric Needs

Lesson Duration:        60 minutes     

 

Major Concepts/Enduring Understandings:

·         Nutrition is the science of food and their nutrients

·         The energy value of food is measured in calories/kilojoules

·         Knowledge of the basic nutrients and their sources

Learning Objectives/Outcomes

·         Students will relate nutrition to growth, development and energy needs

·         Students will identify the six types of nutrients

·         Students will track and identify whether they are getting enough nutrients from each food group

Social Skill Objectives

·         Students will listen actively

·         Students will use quiet voices in the classroom

·         Students will help each other with technology or calculation problems

Materials/Learning Resources

·         List of teacher questions

·         Smartboard

·         Word Splash on Smartboard

·         Nutrients Word Meaning Activity Sheet

·         Nutrient flashcards, Nutrition label poster

·         YouTube video: Planning for Good Eating

·         Bring your own device/BYOD: laptop, smartphone, tablet, ipad

Lesson Procedures    

1.      Lesson Introductions (Activating Strategies)

·         Display Word Splash Activity on Smartboard. These words are all of the key concepts related to the lesson.  Taking turns, have the students circle the words that they know, ask them to define the concept after circling the word.  If there are any words remaining, teacher clarifies the meaning of each. 

·         Ask the students to write down 2 predictions of what they think the lesson will be about.  Ask the students to share their predictions with each other in groups of four (they are already seated in groups of four).

·         Teachers Dashboard: Introduce the lesson objectives for today. Discussion: how well did the students predict the lesson today? 

 

2.      Development (Acquiring Strategies)

·         The students will review and ask questions on the Nutrients Word Meaning sheet.

·         Teacher will do a presentation on nutrients using the nutrients flashcards and nutrients poster.

·         Before playing the Planning for Good Eating video on the Smartboard, the teacher will explain its relevance. (8:29 minutes)

·         Play the video:    http://www.youtube.com/watch?v=58eFNxlLr5s

·         Large group discussion on the video, learning outcomes of the video, use teacher discussion points to link the video to the nutrients cards

·         Small groups:  use your devices to search the internet to find information on nutritional diseases: record – name of disease, what causes it, what geographical region it generally occurs in, and how to prevent or reverse it.  They have 5 minutes.

·         Advise students of one minute remaining, large group discussion on their findings.

·         Teacher led question: is it important to make sure that you are eating a wide range of nutrients? Why?

 

3.      Development (Applying Strategies)

·         Ask students to login/sign up to Sparkpeople.com: http://www/sparkpeople.com

·         Let students know that I am not leading them to this site to lose weight but to use the tools and nutrition information.  Go to My Tracker, Calorie Counter and Calorie Calculator.  We will use these tools today. 

·         Doing a 24 hour food-recall, ask students to input information on all of the food and beverages that they have consumed over the past 24 hours.  Be sure to put the dates in too. 

·         Go to the charts section and Sparkpeople will give a pie chart of nutrient type consumed.  Discuss these in class.  Referring to the nutrient posters shown earlier, how did the students do –did they get enough of each type of nutrients? Ask each student to write down two nutrients goals.  Ie. Maybe they need to drink more water, eat more veggies. 

·         Ask the students whether they found this interesting and fun, get some feedback!

·         Let the students know that the lesson is now over.

 

4.      Closing

·         Homework:  as part of our ongoing learning, teacher asks students to track their food intake for the next week.  This will give a better indication of what nutrients their bodies are short on.  Ask them to set a reminder for themselves either on their phones, watches, or written down.

 

Assessment of Lesson

·         Teacher is monitoring what concepts are unknown during the Word Splash activity and ensuring these are covered.

·         Teacher is assessing knowledge using the Word Meaning sheets used during the nutrition flash cards and nutrition poster activity

·         Student is self-assessing their nutrient intake and making decisions about what they want to change.

 

Teacher Reflections

·         Did students seem interested in the lesson content?

·         Were students actively listening during discussion, video, and using their devices?

·         Were there any technology glitches? How did we work through these?

·         Do students have a good grasp of nutrients? Calories? Kilojoules?

·         Was the technology relevant?
Please listen to my personal reflection podcast to hear my thoughts on Digital Technlogy...Thanks!

Personal Reflection Podcast

A3 Sources/Works Cited

Web Documents

Churches, A. (2009). Blooms digital taxonomy. Retrieved from   http://edorigami.wikispaces.com/file/view/bloom's Digital taxonomy v3.01.pdf

Gilbert, E., & Karahalios, K. (2009). Predicting tie strength with social media. Informally published manuscript, University of Illinois at Urbana-Champaign. Available from purdue.edu. (ACM978-1-60558-246-7/09/04) Retrieved from http://www.cs.purdue.edu/homes/aliaga/cs197-10/papers/predicting-tie-strength.pdf

O'Donnell, J. (2012). About.com: Definition of digital native. Retrieved from http://tweenparenting.about.com/od/tweenculture/g/DigitalNative.htm

Social Media. (n.d.). In Wikipedia the Free Encyclopedia.  Retrieved October 19, 2012 from http://en.wikipedia.org/wiki/Social_media

 

Video Resources

Clark, H. (2011). Social media in education: Teaching digital natives in 2011 [Web]. Retrieved from http://www.youtube.com/watch?v=3zKdPOHhNfY

Educational View. (1945). Planning for good eating (cartoon) [Theater]. Available from http://www.youtube.com/watch?v=58eFNxlLr5s

Ewanchuk, S. (Director) (2012). Diginatives [Web]. Retrieved from http://www.dvolver.com/live/movies-780616

National College for School Leadership. (Producer) (n.d.). Engage me! [Web]. Retrieved from http://www.youtube.com/watch?v=uRUTtpk9EHg

 

Other

SparkPeople. (2012, October 20). Calorie counter. Retrieved from http://www.sparkpeople.com

Sunday, 23 September 2012

EDUB1990 Assign 1 Sewanchuk



Enjoyed making the video for Dr. Redekopp's Teacher & Technology Class Fall 2012!