Ooggled by Google

I am very impressed by Google.  Before I started teacher's college, I had no idea of the networking capabilities it had.  Now, I use its various tools on a daily basis. I have always consider Google to be a very strong search engine, but now I know Google as so much more.  Google allows me to translate, to search, to blog, to communicate. and to share.  I love Google Docs!  It is such a great way to work on group projects, especially when we do not all live close to the school.  I can definitely see an application for Google Docs in the classroom, preparing group study notes and for group jigsaws.  I cannot wait to have a classroom of my own to try it out.

Storytelling Workshop

I just attended an awesome storytelling workshop put on by Cathy Miyata.  I did not know exactly what to expect going in, but knowing Cathy I expected something fun and interactive.  My expectations were met and were surpassed.  We spent the bulk of our morning learning various storytelling techniques by actively retelling a story.  At the start of the story, we focused on remembering key details and points that were necessary for the flow of the story, while also incorporating our own personal details.  We worked on eye contact and audience participation as a way to keep listeners engaged.  As the story progressed, hand actions, voice, and animation all became important to our storytelling.  As the morning progress and we became more confident with our abilities and more invested in the story, we work on our body positioning. Whether sitting down or standing up, it is important as a storytelling to appear confidant and engaged.   I never really realized how much ones posture could affect storytelling.  For the end of the story, we work in larger groups, taking turns retelling the story.  I found it very inspiring to listening to others speak.  It is amazing how much we all grew as storytellers within the span of a couple of hours. 

Problem Based Learning/ Inquiry

I just watched a video on problem based learning (http://tinyurl.com/3fvuzxy) and I could easily relate to the topic as I just did a presentation for my methods class on Indirect and Experiential Learning (http://tinyurl.com/73vmjuk).  My specific part was on Indirect Learning and I looked at setting up an inquiry in the classroom.  To model inquiry with my fellow teacher candidates, I brought in various pieces of fencing equipment (weapons, whites, wires, masks etc.), coaching equipment, manuals, newspaper articles, comics, medals etc.  I strategically placed the material at each table group, providing each table with KWS table as well.  In order to model both guided and unguided inquiry I designated two tables as specific curriculum areas, science and social studies, the other four tables were able to determine their own interest area.  I gave the table groups time to investigate the material on their desks, trying to determine what it was and how it may be used.   I circled around the class to listen to the discussion and ask questions to provoke thought.  After sufficient time, I had the table groups complete the W section of their chart with questions that they would like to research.  The two designated groups had to have either science or social studies based questions.  Once they had a couple of questions, they then had to complete the K section of the table, trying to hypothesize answers based on the material on their desk.   Had we continued with the exercise, the S section on the chart would have been used to write down sources in which the groups intended to look at to verify their hypotheses.  This activity worked really well, as it had the entire class involved in their own learning, investigating questions that they wanted to learn about.