Based on it's relevance to our curriculum and student interest, Poll Everywhere is a smashing success.
Most of the readers to this page already know how much interactivity and peer audiences matter to students. Many of us remember slogging through hand-made graphs when we were younger and the frustrations that our teachers expressed at incorrectly-reported rough data. By the time that students figured out that they were drawing their hash marks in the wrong region of their T Chart, it was too late to fix it becuase the period had already expired.
If your secure goal is teaching students how to interpret a graph, this free service can harness student interest and tie it to math and science. See how we used Poll Everywhere above along with a sample of our practice for an upcoming school-wide Sock Hop.
Showing posts with label science fair. Show all posts
Showing posts with label science fair. Show all posts
Wednesday, February 10, 2010
Saturday, October 3, 2009
Science Isn't Always Easy
This video is about a man who uses science and estimation every day.
I posted this here because sometimes we forget how science and math support each other like teammates on a football team.
I wish him the best of luck! Please post your feedback in our wikispace.
I posted this here because sometimes we forget how science and math support each other like teammates on a football team.
I wish him the best of luck! Please post your feedback in our wikispace.
Wednesday, January 28, 2009
Technology Integration Update
It was exciting to observe my students using technology tools efficiently and effectively yesterday.
In order for me to participate in PLC's this year, another teacher comes in and takes over the instruction of my class for about 45 minutes every other week. Yesterday I returned to my classroom to find that a student was using the LCD projector and laptop computer to display problem-solving strategies as other classmates suggested them during their traditional teacher-led discussion. After the discussion, the student posted the text on the front page of our wiki, which many students were excited to review on their own later that day.
That same student also worked together with a partner exploring paths of electricity for the Science Fair. The partnership decided to create an animated PowerPoint slide show that demonstrated how electricity travels through an open and a closed circuit. Since they were worried that some students might accidentally change the presentation, the two students requested to use an extra flat-panel computer monitor to display the animation instead of having a laptop sitting out. Their planning paid off and their traditional presentation board display of what they learned during their investigation was complimented by the animation.
Another student approached me and asked if they could use a EEE Machine to record audio and video of their experiment while it was happening. The video was then stored on the hard drive and played for the Science Fair participants that gathered for their presentation.
These stories demonstrate to me that my goal of integrating technology into the regular classroom effectively is working. The students are using technology consistently enough to apply it on their own in varying situations/locations around the school building.
In order for me to participate in PLC's this year, another teacher comes in and takes over the instruction of my class for about 45 minutes every other week. Yesterday I returned to my classroom to find that a student was using the LCD projector and laptop computer to display problem-solving strategies as other classmates suggested them during their traditional teacher-led discussion. After the discussion, the student posted the text on the front page of our wiki, which many students were excited to review on their own later that day.
That same student also worked together with a partner exploring paths of electricity for the Science Fair. The partnership decided to create an animated PowerPoint slide show that demonstrated how electricity travels through an open and a closed circuit. Since they were worried that some students might accidentally change the presentation, the two students requested to use an extra flat-panel computer monitor to display the animation instead of having a laptop sitting out. Their planning paid off and their traditional presentation board display of what they learned during their investigation was complimented by the animation.
Another student approached me and asked if they could use a EEE Machine to record audio and video of their experiment while it was happening. The video was then stored on the hard drive and played for the Science Fair participants that gathered for their presentation.
These stories demonstrate to me that my goal of integrating technology into the regular classroom effectively is working. The students are using technology consistently enough to apply it on their own in varying situations/locations around the school building.
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