1 - INTRODUCTION - California State University, Northridge



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|(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for|

|routing purposes. Know how to interpret URLs. |

|Use a web-based traceroute program or a commercial program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between |

|your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific |

|route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in |

|the country in which they are registered? What does this show about the nature of Internet-based business and commerce? Traceroute |

|programs can be used to track and graph web traffic to specific sites. Obtain a map for the traffic (see statcounter) to a specific|

|site such as the Dr. Herr's home page. |

|Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers |

|you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base|

|FX (fiber LAN), etc.)? Compare are your connection speeds. |

|Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include |

|text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not |

|available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters |

|work. |

1.) Trace route of the following website



The Brazilian website was located in Miami, FL, USA. Websites are not always located in the country that is being advertised or registered. This shows that any website may be located or registered in different countries.

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Dr. Herr’s home page map for traffic

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2.) I personally do not have the internet connection in my apartment since I am either at work or CSUN campus. IP Address of the CSUN laboratory:

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3.) Acceptable Use Policies for the internet (AUP)



There are filters to prevent students as well as teachers to view certain websites. Even is prevented from being watched. The only thing is that the students know how to go around the filter to download music and watch websites that are not educational.

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|(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much |

|statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal|

|observations to meet TPE 8. |

|Develop a written profile of your school and students. Your profile should include the following: |

|School distinctives : Study your school website and discuss school history, distictives and goals. |

|James Monroe High School is celebrating its 50th anniversary (1958-2008). The website as well as the school is made up of small learning |

|communities , basically small schools within the high school. Every building is considered a small learning community (SLC) and each SLC has |

|culminating projects based on their overarching questions. For example, 9th grade academy wants to create a healthy balanced community for the |

|students as well as for the students to learn how to make decisions. These overarching questions give a culminating project for students to do |

|during the school year in addition to their regular classes. For example, engineering academy would have a culminating project based on |

|engineering information and students have classes that teach engineering. |

|The main goals of the entire school are: |

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|Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community |

|(commercial, apartments, single family homes, industry, etc.) |

|Monroe High school is located near the 405 freeway, surrounded by residential houses. Unfortunately, the majority of the students live in |

|apartments located on Sepulveda or the major gangs location (Langdon and Columbus). The majority of the students come from one parent/legal |

|guardian and one income breadwinner. |

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|Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two |

|or more prominent SES characteristics of the school population. |

|The income brought by the student’s parent(s)/legal guardian(s) is from $0 to $33604. |

|The level of education brought by the students’ parent(s)/legal guardian who attended high school but did not manage to receive their high |

|school diploma is from 21% to 100%. In other words if their parent(s)/legal guardian does not understand the importance of a high school |

|education then the student is at risk of dropping out. But if the parent(s)/legal guardian understand the importance of a high school education|

|even if they did not receive a diploma they will manage to get the student to receive their diploma. |

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|School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, |

|including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc. |

|The important exam a high school student takes is the CAHSEE since this determines if the student receives their diploma their senior year on |

|the stage or in the mail. From the total of students taking the exam in the school year 2006-2007: 2,179 passed for the math section out of |

|9,795. Out of the total students who passed the math section the percentage for gender was the same for both female and male, the only |

|difference was the total amount of females to males. There were more females taking the math section then males. The Hispanic or latinos who |

|took the math portion was 6,152 and 1,257 passed the math section. |

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|Academic Performance Index |

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|(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only |

|individuals students know who have been to college. |

|Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major|

|and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant |

|information. |

|Hypothetical student: Maria Lopez (some information based on an actual student) |

|Interests: Enjoys watching law and order, criminal cases, mystery movies |

|Personality: hardworking, honest, trustworthy, Ambition but shy, responsible |

|Family SES: Divorced parents who fight for the custody of their two minor children, father the only breadwinner, mother doesn’t contribute to the household payments and |

|bills, parents don’t have a high school education but father wants her to attend college. |

|Education: Currently has a 4.0, passed the CAHSEE, no extracurricular activities but an after school job. |

|Major: Criminal Justice with a possibility to attend law school |

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|University: CSUN (She wants to be close to home, financial difficulties and refuses to take loans, and she is not able to afford a car and her parents not able to help her|

|with school and car payments so she will be taking the bus, and she wants to remain close by to her two younger siblings) |

|The 4 year and 5 year Criminology and Criminal Justice Program |

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|Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation. |

|Parents: These are the websites and the only words I would mention to the parents since the father wants to help his daughter but does not know how to help. Also, these |

|are websites that give money with no interest and no need for payments. |

|FAFSA (Government money that Maria Lopez does qualify to receive) |

|Scholarships for Hispanics |

|Grants |

|Federal Work-study |

|(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in |

|professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include |

|plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13. |

|Describe a professional conference (related to your field) you may benefit from attending. |

|The LACTMA 2008 Math Conference on March 28-March 29, 2008 at the Los Angeles Convention Center was very beneficial since I was |

|able to attend the Texas Instruments workshop (TI) and see the latest calculator that may be used for instructional purposes in the|

|classroom. Also, to get new ideas on how to teach certain subjects, see the new creations other teachers have, receive free books |

|and see the books being considered for adoption for the coming school year. |

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|Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference |

|and one or more selected workshops or presentations you would like to attend. |

|Additional sponsors to the LACTMA organization: The Baker Group; Jackie Davis, Los Angeles Convention Center Event Manager; The |

|honorable Jan Perry, City of Los Angeles, Council Member; Rick Tunstall, Texas Instruments. There were two workshops I wanted to |

|attend the TI and the Looking for Pythagoras. The TI workshop was raffling 30 TI-Nspire calculators (I Won!!!!!) and the Looking |

|for Pythagoras showed an interesting way to help geometry students understand the reason for the Pythagorean theorem instead of |

|having them memorize it with no understanding. |

|Include a link to the professional organization and to the specific conference. |

|(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for |

|themselves, but also to attract others to their schools and thus build strong departments. |

|Find a job announcement for a teaching position for which you are qualified. |

|The job announcement was from my SED 525 Methods in Mathematics Professor. The job is for an Algebra 1 teacher at Vaughn International Academy for 9th |

|grade. |

|Include a screen capture of the advertisement. |

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|Describe the school and community using information found on the Internet. |

|The school is located in Pacoima surrounded by an elementary and middle school. In 193 Vaughn became a charter LAASUD school. There are 72% English |

|learners, 7.3% students with disabilities and the population of students is made of 98% Hispanic, 1.6% African-American, 0.1% Asian and 0.3% other. |

|Cite your resources. |

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|(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate |

|multimedia resources, and link to or download such files. |

|Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your |

|portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction. |

|The audio selected is a speech from Franklin D. Roosevelt. Even though I teach math and the audio does not include math, I believe that students need to hear |

|motivational speeches to encourage them to be successful. In particular, students who have not had the opportunity t listen to educational speeches from anyone. |

|I would use this speech at the end of the period for the students to hear another person’s voice besides mine and for them to relax for a moment while they hear |

|motivational speeches from a man who never gave up and did not complain about pain. |

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|Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you |

|provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction. |

|The animation appropriate to teach in my math class would be the slope-intercept form of the graph of the linear equation. Students are not able to notice what |

|happens to the slope change and with the gizmo students may notice there are different slopes (positive, negative, zero and undefined). |

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|(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and |

|spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can |

|greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit |

|plan for TPE1. |

|Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible |

|developed in this class. |

|The Unit Plan includes lesson plan for each day for a school week. There are four days of instruction |

|and one day review with quiz after the review. The lesson plans are on linear systems. The different methods |

|used to solve linear systems such as graphing, substitution and linear combinations. |

|Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL |

|of the resources, and include screen captures of the relevant parts of the lessons. |

|Solve Linear Systems by Substitution Method |

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|Solve Linear Systems by Linear Combination Method |

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|Solve Linear Systems by Graphing |

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|Include links in you unit plan to at least five relevant external internet resources. Use a search engine with |

|Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites |

|(or local files) that are related to a lesson you will provide. |

|Links were included in each lesson plan, even the figures had links to them. The purpose that the figures had |

|links was to have the students associate the graphs to something they recognize. |

|Provide links to other relevant documents or resources you have developed. |

|The above links are very useful powerpoints that I would use as additional revelant documents. |

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