Hi! My name is Andrea Runyon. I am a sophomore at the University of Cincinnati studying Early Childhood Education in hopes of teaching either Pre-school or Kindergarten. I am originally from a very small town called Greenfield, Ohio. I was very involved in high school, as I was in girl's varsity golf for all four years, basketball and track for two, student council, junior and senior executive commitees, national honor society, national art honor society, drama club, spanish club, and I worked at McDonald's for three years. I also won an art award at the state level my sophomore year. Now, here, at UC, I am involved in Students for the Education of Young Children and am actively involved in RallyCats, am a member of Alpha Lambda Delta Honor Society and National Society for Collegiate Scholars. I currently have two jobs: one working with children as an assistant teacher at the Cincinnati Early Learning Center and the other at Limited Too. Oh, and I absolutely love hanging out with my friends, family, and my boyfriend, the color orange, going to the zoo, listening to Ryan Adams and the Who, and watching the Columbus Blue Jackets!!!
Standards and Final Reflection
Tech Standard III. Teaching, Learning, and the Curriculum: D. Manage student learning activities in a technology-enhanced environment. This works for the rubric I created because it required that the students use all available resources, including internet, databases (if possible), encyclopedias, and many other resources that are now available in many school. Because the students were researching companies that needed to meet the Clean Air Acts standards, they needed to research every possible source to be able to find a way to better the company and to meet standards. I had a sort of "aha" moment here when I figured out how to do the rubric because this will help a lot when I begin to teach and that way I will be able to let the students know exactly what is expected of them and how they can improve their work to make it better.
Tech Standard IV. Assessment and Evaluation: C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. This works for the test maker activity because I used true/false, multiple choice, fill in the blank, matching, and short answer. This way if a student has truly explored the reading material online and otherwise, they will have a chance to show that they have studied it and know the material. This shows they have used their resources for learning and productivity. They more than likely have communicated with their classmates to figure out how to find the pages or maybe to discuss what they thought about the pages. This will help them when they go to take the assessment.
Tech Standard II. Planning and Designing Learning Environments and Experiences: E. Plan strategies to manage student learning in a technology-enhancedenvironment. The math bridges activity that I used for grades K-6 in math, follows this standard because the lesson used the strategy of getting fourth through sixth graders to taking something fun and interesting to find facts about and use those facts to learn addition, subtraction, greater than/less than amounts, and other math skills. This lesson also uses the internet to help students learn more about how to research and find what they are looking for on the web. After they do this they can use the information they have just found and apply it to worksheets that they are given. This standard gave me help with thinking more clearly on how to make lessons interesting, as well as something that will use resources that will help the students in better understanding.
Title: Math Bridges Contributor: Andrea Runyon Subject Matter: statistics, early geometry Grade Level: 4-6 Description: Students would research on the internet about famous bridges around the world. They would then record statistics such as the length, height, width, etc. on a worksheet that is provided. They should find and research 2-4 bridges, which they will compare and contrast on another provided worksheet. This will allow students to research unique bridges and copy down information about them, through reading comprehension. Also, by getting all of this information online, the students will learn how to navigate online and will learn simple math skills by adding and subtracting to find the similarities and differences of their chosen bridges. Computer Environment/ Resources: This activity calls for a computer lab classroom that includes a computer for each student. Each computer must have internet access as well.
Tech Standard I. Technology Operations and Concepts: A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology; and B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. I think that my Language Arts lesson, Vocabulary Bingo, goes along with this standard because it can use powerpoint, which when it is combined with a fun game like Bingo it can help students learn vocabulary of any subject in an exciting way. It will stick in students' minds better as well because they can visually see the definitions, have to quickly think about them, then match them up. Title:Vocabulary Bingo Contributor: Andrea Runyon Subject Matter: Language Arts/ Vocabulary Grade Level: 2-4 Description: Each student takes a piece of paper and divides it into five rows and five columns. They then choose words from their vocabulary list and put them in any order they like on their "board." The center space will be the free space. The plan calls for the teacher to pull words out of a hat and announce the definitions, but the teacher could have them already randomized in a PowerPoint. While the teacher is presenting the definition, the student will find the matching vocabulary word on their "bingo" sheet and highlight it. This will help the student better remember the words and what they mean after playing a couple times. Computer Environment/ Resources: The teacher could use PowerPoint for this.
Tech Standard V. Productivity and Professional Practice: C. Apply technology to increase productivity. I think that I used this standard when making my gradebook. My gradebook works for applying technology to increase productivity because by doing a gradebook electronically, its quicker and easier, which will allow more time to grade papers, or if the gradebook is normally done in class, it will allow more time for students to learn and participate. This will ultimatiely give them more grades, and more chances to do well also.
Tech Standard VI. Social, Ethical, Legal, and Human Issues: A. Model and teach legal and ethical practice related to technology use; and B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. With our presentation, we covered both of these. We covered part A by teaching about money, over the internet and projector. Teaching money, along with addition and subtraction, showed legal and ethical practices, because we did not steal from any websites and we created our own powerpoint, and everyone needs to know these strategies and abilities to make it in the real world. We applied part B by having games of different levels of difficulty. Also, each exercise can be easily fitted to any backgrounds, abilities, or characteristics.
Final Reflection: I have learned so much from being in this class. One major thing I learned was not to be scared to use technology with younger students because they can benefit from it too. Using the Rubric Wizard helped me see that with the right tools making a rubric is not has hard as it seems, and that there are templates out there that are really easy for students to understsand. I also found that making tests in the way that we did was a lot quicker than with just using word, and it probably looks better than using word as well. With gradebooks, I have always thought it would be easy to just use a regular paper gradebook. Now I see that using an electronic gradebook is more efficient, saves times, and saves paper. Doing the online lesson plans were fun I thoughht because it gave us a chance to use different tools to find and recreate a lesson plan. We have found so many fun ideas with it as well. I felt that I was able to learn the most and compile a lot of elements we had already learned with our group presentations. Our group worked together to develop a lesson plan around games in a classroom that contained one computer and one projector. We ultimately decided to try to involve the games around math that focused on money, addition, and subtraction. This project definitely helped me see how to better make lesson plans, make sure they are on time, and how to keep the students' attention. Reading some of the articles we did and the clips we watched showed me too, that all students can benefit from technology in some way and that they will most likely fall behind if they do not use technology.
My biggest "AHA" moment was when our group did our presentation because then we could really see everything put together and what a real, working lesson plan felt like. We could also see what was working and what did not work, and what would be better to change in the future. This will really help me in the future how to do lesson plans and what they should comsist of to keep the class' attention.
Hi! My name is Andrea Runyon. I am a sophomore at the University of Cincinnati studying Early Childhood Education in hopes of teaching either Pre-school or Kindergarten. I am originally from a very small town called Greenfield, Ohio. I was very involved in high school, as I was in girl's varsity golf for all four years, basketball and track for two, student council, junior and senior executive commitees, national honor society, national art honor society, drama club, spanish club, and I worked at McDonald's for three years. I also won an art award at the state level my sophomore year. Now, here, at UC, I am involved in Students for the Education of Young Children and am actively involved in RallyCats, am a member of Alpha Lambda Delta Honor Society and National Society for Collegiate Scholars. I currently have two jobs: one working with children as an assistant teacher at the Cincinnati Early Learning Center and the other at Limited Too. Oh, and I absolutely love hanging out with my friends, family, and my boyfriend, the color orange, going to the zoo, listening to Ryan Adams and the Who, and watching the Columbus Blue Jackets!!!
Standards and Final Reflection
Tech Standard III. Teaching, Learning, and the Curriculum: D. Manage student learning activities in a technology-enhanced environment. This works for the rubric I created because it required that the students use all available resources, including internet, databases (if possible), encyclopedias, and many other resources that are now available in many school. Because the students were researching companies that needed to meet the Clean Air Acts standards, they needed to research every possible source to be able to find a way to better the company and to meet standards. I had a sort of "aha" moment here when I figured out how to do the rubric because this will help a lot when I begin to teach and that way I will be able to let the students know exactly what is expected of them and how they can improve their work to make it better.
Rubric
Tech Standard IV. Assessment and Evaluation: C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. This works for the test maker activity because I used true/false, multiple choice, fill in the blank, matching, and short answer. This way if a student has truly explored the reading material online and otherwise, they will have a chance to show that they have studied it and know the material. This shows they have used their resources for learning and productivity. They more than likely have communicated with their classmates to figure out how to find the pages or maybe to discuss what they thought about the pages. This will help them when they go to take the assessment.
Test
Tech Standard II. Planning and Designing Learning Environments and Experiences: E. Plan strategies to manage student learning in a technology-enhancedenvironment. The math bridges activity that I used for grades K-6 in math, follows this standard because the lesson used the strategy of getting fourth through sixth graders to taking something fun and interesting to find facts about and use those facts to learn addition, subtraction, greater than/less than amounts, and other math skills. This lesson also uses the internet to help students learn more about how to research and find what they are looking for on the web. After they do this they can use the information they have just found and apply it to worksheets that they are given. This standard gave me help with thinking more clearly on how to make lessons interesting, as well as something that will use resources that will help the students in better understanding.
Title: Math Bridges
Contributor: Andrea Runyon
Subject Matter: statistics, early geometry
Grade Level: 4-6
Description: Students would research on the internet about famous bridges around the world. They would then record statistics such as the length, height, width, etc. on a worksheet that is provided. They should find and research 2-4 bridges, which they will compare and contrast on another provided worksheet. This will allow students to research unique bridges and copy down information about them, through reading comprehension. Also, by getting all of this information online, the students will learn how to navigate online and will learn simple math skills by adding and subtracting to find the similarities and differences of their chosen bridges.
Computer Environment/ Resources: This activity calls for a computer lab classroom that includes a computer for each student. Each computer must have internet access as well.
Tech Standard I. Technology Operations and Concepts: A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology; and B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. I think that my Language Arts lesson, Vocabulary Bingo, goes along with this standard because it can use powerpoint, which when it is combined with a fun game like Bingo it can help students learn vocabulary of any subject in an exciting way. It will stick in students' minds better as well because they can visually see the definitions, have to quickly think about them, then match them up.
Title: Vocabulary Bingo
Contributor: Andrea Runyon
Subject Matter: Language Arts/ Vocabulary
Grade Level: 2-4
Description: Each student takes a piece of paper and divides it into five rows and five columns. They then choose words from their vocabulary list and put them in any order they like on their "board." The center space will be the free space. The plan calls for the teacher to pull words out of a hat and announce the definitions, but the teacher could have them already randomized in a PowerPoint. While the teacher is presenting the definition, the student will find the matching vocabulary word on their "bingo" sheet and highlight it. This will help the student better remember the words and what they mean after playing a couple times.
Computer Environment/ Resources: The teacher could use PowerPoint for this.
Tech Standard V. Productivity and Professional Practice: C. Apply technology to increase productivity. I think that I used this standard when making my gradebook. My gradebook works for applying technology to increase productivity because by doing a gradebook electronically, its quicker and easier, which will allow more time to grade papers, or if the gradebook is normally done in class, it will allow more time for students to learn and participate. This will ultimatiely give them more grades, and more chances to do well also.
Tech Standard VI. Social, Ethical, Legal, and Human Issues: A. Model and teach legal and ethical practice related to technology use; and B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. With our presentation, we covered both of these. We covered part A by teaching about money, over the internet and projector. Teaching money, along with addition and subtraction, showed legal and ethical practices, because we did not steal from any websites and we created our own powerpoint, and everyone needs to know these strategies and abilities to make it in the real world. We applied part B by having games of different levels of difficulty. Also, each exercise can be easily fitted to any backgrounds, abilities, or characteristics.
Final Reflection: I have learned so much from being in this class. One major thing I learned was not to be scared to use technology with younger students because they can benefit from it too. Using the Rubric Wizard helped me see that with the right tools making a rubric is not has hard as it seems, and that there are templates out there that are really easy for students to understsand. I also found that making tests in the way that we did was a lot quicker than with just using word, and it probably looks better than using word as well. With gradebooks, I have always thought it would be easy to just use a regular paper gradebook. Now I see that using an electronic gradebook is more efficient, saves times, and saves paper. Doing the online lesson plans were fun I thoughht because it gave us a chance to use different tools to find and recreate a lesson plan. We have found so many fun ideas with it as well. I felt that I was able to learn the most and compile a lot of elements we had already learned with our group presentations. Our group worked together to develop a lesson plan around games in a classroom that contained one computer and one projector. We ultimately decided to try to involve the games around math that focused on money, addition, and subtraction. This project definitely helped me see how to better make lesson plans, make sure they are on time, and how to keep the students' attention. Reading some of the articles we did and the clips we watched showed me too, that all students can benefit from technology in some way and that they will most likely fall behind if they do not use technology.
My biggest "AHA" moment was when our group did our presentation because then we could really see everything put together and what a real, working lesson plan felt like. We could also see what was working and what did not work, and what would be better to change in the future. This will really help me in the future how to do lesson plans and what they should comsist of to keep the class' attention.