California State University, Northridge
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|(1) Evaluating Internet Resources: Most of what is posted on the Internet has never been subjected to the rigors of peer review |
|common with many traditional publications. Students must learn to evaluate the reliability of information of the websites they |
|visit. |
| |
|Select two websites that provide information about a topic related to your curriculum. Cite the URLs and names of both sites and |
|explain which is more reliable using evaluation criteria. |
Website Name: Read.Write.Think
Website address:
Most reliable because one of the partners who host this interactive website is the National Council of Teachers of English. Professor Rowlands, Professor Pak and also many of my peers in the same profession as me, recommend this website. NCTE has a charge of $20 to become a member but it is well worth it but the above site is free. As a teacher, this has wonderful ideas for lessons, graphics, worksheets, diagrams, interactive media and I have personally used it many times in my classroom. The material is free, well researched and of high quality. Also the site was developed to help teachers in their classrooms as well as professionally. The site was started in April 2002.
Website Name: An Open marketplace for Original Educational Materials.
Website address:
I first read about this site in the Los Angles Times, California (B) section of the newspaper of this year (2006) and thus assumed it was a site, which I can use when making lesson plans. I have researched this site intensely looking for lesson ideas and have not been successful. This site is run for profit. I am not giving up on it and have even thought of putting some of my lessons on there, so that I can make some pocket change, but so far I have not found it at all useful and reliable. What sets it apart form the above website is that the lessons simply are not of high quality. Even though the audience is the same – teachers, it caters to all teachers unlike only for English teachers and also it is new. This site was started only in the year 2006.
|(2) Research with Electronic References: Since we live in the Information Age, it is particularly important that teachers are able |
|to access and evaluate information to prepare accurate, up-to-date lessons, and to teach their students the principles of |
|electronic research. In this activity you will examine a variety of electronic references in your quest to acquire information for |
|lessons or other professional activities. |
| |
|Identify two topics to research using electronic references (broadcast news, almanacs, quotations, etc.). Research the first topic |
|using at least one resource from each of five categories of electronic resources. Repeat the process with the second topic, using |
|references from five additional categories. Include the URL, name of the resource, key information acquired, and a screen capture |
|from each resource. (See examples of research ideas). |
|Identify the special features (e.g. hypertext linking of terms, Boolean search capabilities, archival search, knowledge tree, |
|downloadable movies, online audio transcripts, animations, translations, reference lists, printer-friendly output, multimedia |
|links, PDA or bookreader download, visible directory structure, etc.) of each of the reference tools you have used. |
|List criteria for determining the authenticity of information on a website. |
|Compare and contrast electronic references with their traditional paper counterparts. Discuss at least ten tasks or features that |
|are possible with electronic resources that are not possible with traditional paper resources. |
|Develop a lesson plan that incorporates electronic references. Your lesson plan should require students to use two or more |
|electronic references to address a specific curricular objective. |
First Topic:
Research Paper: Segregation
Los Angeles Times:
Time Magazine
Encyclopedia: The Columbia Encyclopedia 6th edition
A long article chronicling the history of slavery
Book: The politics of school desegregation; comparative case studies of community structure and policy-making, by Robert L. Crain
Los Angles Public Library:
Quotation: By Robert Frost
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense
Second topic:
To create a Travel Brochure
Group project: Each group gets a continent and they have to create a brochure on one country form that continent. It tests their ability to do research and creative writing.
Almanac:
Pictures of Japan to be incorporated in the travel brochure.
World of interactive maps
Map of Kobe, Japan showing hotels in the city
Encyclopedias
Description of Japanese art and architecture
Public Domain Text:
Statistics showing the opinion of Japanese people and how they view themselves in the international world.
Newsmagazine: Newsweek – MCNB News
News article showing that Japan has an edge in the automobile industry.
10 tasks that you can do with electronic resources that you cannot do with traditional paper resources:
1. easier access to relevant material: keyword searches narrows down to topic of importance
2. faster searches: can view more than one media
3. consolidate material from various sources
4. copy and paste
5. Multimedia capabilities: visual and auditory tools
6. More accessible for visually and auditory impaired students
7. More fun, more interactive with viewer
8. Save it locally instead of making copies of paper
9. Years of research in one mouse click
10. Become smarter because student learns more from electronic research than from traditional paper research – more interesting
LESSON PLAN
That incorporates electronic resources
Teacher’s Name Fatema Baldiwala Class/Period : 8th Grade/ English
Unit: Research Writing Date: January 8-January 19 (2 weeks)
Objectives: Students will use electronic research to learn about segregation and how it was viewed in the 1930’s.
Materials Needed: Use of Computer lab, pen and paper
California Content Standards:
2.3 Write research Reports
a. Define a thesis
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each
d. Organize and display information on charts, maps and graphs.
Activities:
|Teacher Procedures |Student Responsibilities |
|Warm-Up: Define segregation? What period in America’s |Students will do warm-up – this is so that they can review their previous knowledge |
|history faced intense segregation? |on the subject. |
| | |
|Mini-Lesson: Overview of project. This is a two-week | |
|activity. Students will work in groups. Each group will |Students take down a general overview of the project and dates when group |
|take on one aspect of segregation. The topics they will do|presentation and individual essays are due. |
|research on are: | |
|Black Codes-Jim Crow Laws | |
|Segregation in Education: Brown vs. Board of Education | |
|Power of Non-violence | |
|Important people of that era | |
| | |
| | |
|Group Activity: | |
|Once each group has their topic each person will do | |
|research in one of the categories of electronic research: | |
|Broadcast News |Students get into their groups and decide which members are going to do research on |
|National and International News |which category of electronic research. Under each category they make a list and |
|Local News |write URL for each: For example: in News: they write the URL for Time Magazine, LA|
|News Magazines |times Newspaper etc. |
|Encyclopedias | |
|Almanacs | |
|Topographic or Street Maps | |
|World or Interactive Maps | |
|Book from a Library | |
|Research Databases | |
|Public Domain Text | |
|Dictionaries /Lexicons, etc. | |
|Quotations | |
|Group leader will assign the categories among the members.| |
| | |
|Individual activity: |Students will write a 5 paragraph essay on the topic of segregation. Since the topic|
|Students will write a 5 paragraph essay on the topic of |is so broad they will give a short overview and then concentrate only on their |
|segregation. Since the topic is so broad they will give a |assigned topic (group). However they will incorporate all members electronic |
|short overview and then concentrate only on their assigned|research on that topic. |
|topic (group). However they will incorporate all members | |
|electronic research on that topic. | |
| | |
|Presentation: |All students participate in their group’s presentation. |
|Each group will give a presentation – extra credit if it | |
|is a power point presentation- on the topic that they were| |
|assigned. | |
| | |
Evaluation:
Group Points: 10 points
Individual Essay: 20 points
Number of Electronic resources used. ( 5 points for every electronic research used – Minimum of 5 electronic resources- Maximum of 10 electronic resources)
|(3) Educational Research: Teachers should be familiar with research related to the teaching of their discipline. The Educational |
|Research Database (ERIC) provides access to abstracts from numerous educational publications, and is the best place to start when |
|conducting educational research. |
| |
|Find two or more abstracts of recent, relevant articles related to the use of technology in the teaching of your subject. Summarize|
|implications for the teaching of your subject. Cite the articles using APA format., and include the text of the abstracts. |
1. Summary
We live in a global society and education needs to reflect this. Simply celebrating diverse holidays is not enough to bring diversity to the curriculum. We need to look at issues that unite all of us. English is a global language. As a teacher of the language I need to verse my students in its universality. Teaching of the English language needs to include the history and flexibility of a language that adopts other tongues and makes it it’s own.
Banks, James A. “Diversity and Citizenship Education: Global Perspectives”. Jossey-Bass, An Imprint of Wiley. Indianapolis, IN 46256. 2007-01-00 (accessed January 3rd 2007)
Abstract:
The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. This book brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity
2. Summary:
How a student learns has changed dramatically with the invention of multimedia and access to computers. This article shows the future of how students will learn in classrooms. They will use interactive media on the computer to improve leaning English. This has implications for me because as an English teacher I will have to know this technology if I ma to teach in schools of tomorrow.
“Fast ForWord Language. What Works Clearinghouse Intervention Report” in What Works Clearinghouse, Rockville, MD 20850. 2006-09-28
(accessed 3rd January 2007)
Abstract:
"Fast ForWord Language" is a computer-based instructional program developed to build cognitive skills students need to improve English language proficiency and reading skill. It consists of seven game-like exercises, including nonverbal and verbal sound discrimination, phonological processing, vocabulary recognition, and language comprehension. One study of "Fast ForWord Language" met the What Works Clearinghouse (WWC) evidence standards, and a second study met WWC standards with reservations. The two studies included a total of 250 kindergarten through sixth-grade English language learners from 16 school districts. The studies examined results on phonological awareness skills, reading achievement, and English language development. The Scientific Learning Corporation (2004) study included 85 English language learning kindergartner through fifth-grade students from nine school districts. The English language learner subsample was part of a larger sample of 452 academically at-risk students. It compared English language development outcomes for 53 randomly assigned students who used the program against the outcomes for 32 control students who used their regular curriculum
|(4) Online Academic Journals: A growing number of academic journals are available online, some of which are free, and others of |
|which require a subscription. |
| |
|Find an electronic journal related to your subject and include a screen capture of a relevant article. Briefly summarize the |
|article. |
| |
| |
|Administrators should be familiar with the legal code as it pertains to education. Research a legal case relevant to education in |
|secondary schools and include a screen capture from this case. Briefly summarize the case. *PTP-tip The PTP requires that |
|"Candidates for a Teaching Credential understand and honor legal and professional obligations to protect the privacy, health, and |
|safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations |
|and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and |
|moral fitness." You may wish to cite relevant laws or cases as an aspect of an artifact for TPE 12. |
Summary: This snapshot is taken from an electronic journal for ESL teachers. This is an article that talks of building trust between the teacher and the student. It talks of breaking down stereotypes within a classroom so that students can practice their language skills amongst their peers.
Summary: This is a LA times article informing the public that only 48% of LAUSD high school kids graduate. Mayor Villeraigosa uses that information to justify his wanting to take over LAUSD.
|(5) Locating multimedia teaching resources: At many libraries, teachers can obtain cards which give them special privileges as |
|educators, including the ability to check our more resources and keep them longer. Teachers can check out books, CDs, DVDs and and |
|videos. |
| |
|Find a video related to the teaching of your course in the Los Angeles Public Library System (or other public library system), CSUN|
|main library, or the CSUN Teacher Curriculum Center. Describe the video resource and its call number, and if possible, find a |
|teacher study guide for the video by performing an Internet search. |
From the Teacher Curriculum Center
Title Roll of thunder, hear my cry [videorecording]
Call Number: PZ7 .T21723 1992 grade 4-8
There were many study guides to go with it in the TCC.
A Google search for study guides got me these URLs
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