Monday, January 31, 2011
Friday, January 28, 2011
Daily Reflections
Today I did not fulfill my goals of getting all of the benchmarks done but I got all done except for. I also put what I had on the OHpedia wiki website. I learned that I can be very focused but as soon as I start getting frustrated I easily give up.
Daily Goals
My daily goals are to finish my benchmarks. Then to send them to an expert and Mr. Huber.
Wednesday, January 26, 2011
Daily Reflections
Today as a learner I don't think that I was the greatest well because I was barely at school. I was there probably a total of an hour with actual time to do work. But i didn't do any work because I feel that it is really hard to get into your work with only an hour left in my day right after P.E. and music. Also, with your friends talking around you it is really hard to do anything.
Monday, January 24, 2011
Daily Goal Reflections
Today was another not so productive day due to only getting one benchmark done. This is because they seem harder than they look. The research process is really tough. I think that on Wednesday I just need to really sit down with Mrs. Amy and her to give me some researching tips.
Friday, January 21, 2011
Daily/Weekly Reflections
Today...I did not meet my goals for today because I was stumped when working with researching on my benchmarks. I hit a lot of bumps in the road because I could not find anything on my benchmark.
Throughout the week I am not as far along as I would like to be which will cause me to work over the weekend which I am okay with. I am a little stressed but I know that I can do it if I just sit down and really focus which today i just wasn't into it. It sounds bad as of now but I have no completed one benchmark but I am setting a goal to get at least 3 or more benchmarks done over the weekend.
Throughout the week I am not as far along as I would like to be which will cause me to work over the weekend which I am okay with. I am a little stressed but I know that I can do it if I just sit down and really focus which today i just wasn't into it. It sounds bad as of now but I have no completed one benchmark but I am setting a goal to get at least 3 or more benchmarks done over the weekend.
January 21, 2010
My daily goals!
Today my goals are to actually put information into our wiki. It is to be a team player and be as focused as possible.
Today my goals are to actually put information into our wiki. It is to be a team player and be as focused as possible.
Wednesday, January 19, 2011
Project Planning Form!
My Project Planning Form was signed off by Mrs. Amy!
StandarD:
Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. ‘
Essential Question:
How do students know what state standards they are expected to learn and are they able to demonstrate knowledge of the standards and reflect on their knowledge?
Benchmarks:
SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.3:. Compare the first and second Industrial Revolutions in the United States
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.4: Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.5: Identify significant inventors of the Industrial Revolution including African Americans and women.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.7: Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
·
» SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.10: Review different economic and philosophic ideologies.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.12: Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
» SS.912.A.3.13: Examine key events and peoples in Florida history as they relate to United States history.
Depth of Knowledge: N/A l Date Adopted or Revised: 12/08
This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
More Information »
Experts:
Gregory Clark, University of California
Linda Gordon
Contact Information:
Mark Brilliant
University of California, Berkeley
Department of History and Program in American Studies
3229 Dwinelle Hall #2550 (this # is for mail; #2413 Dwinelle Hall is my physical office)
Berkeley, CA 94720-2550
(510) 642-2118 (office)
(510) 643-5323 (fax)
mbrill@berkeley.edu
Mark Brilliant
University of California, Berkeley
Department of History and Program in American Studies
3229 Dwinelle Hall #2550 (this # is for mail; #2413 Dwinelle Hall is my physical office)
Berkeley, CA 94720-2550
(510) 642-2118 (office)
(510) 643-5323 (fax)
mbrill@berkeley.edu
Brainstorm:
· lots of videos
· lots of pictures
· colorful page
Websites:
Anticipated Finish Date:
January 21, 2011
My day!
Today, I did not get to school until 12:25 because I had to help my mom with my little sister because my mom had to work. But when I got here after playing kickball I got right to work on my literary analysis paper. I got a page and a half done. I feel really accomplished.
But to more follow the prompt I did not start my day off with any goals because I was not here but I feel that I would have probably achieved them because I am in the focused mood. Next time during PBL, I need to work on the project with my partner. I feel that I am going to need to have help from the facilitators on how to enter it and make it the least bit entertaining. As a group member I would have to give myself a 0 because I did not work with my partner today because of conflicting schedules.
But to more follow the prompt I did not start my day off with any goals because I was not here but I feel that I would have probably achieved them because I am in the focused mood. Next time during PBL, I need to work on the project with my partner. I feel that I am going to need to have help from the facilitators on how to enter it and make it the least bit entertaining. As a group member I would have to give myself a 0 because I did not work with my partner today because of conflicting schedules.
Monday, January 17, 2011
Daily Goal Checkout!
I did not complete my daily goals because when I wrote them I did not know that we had to redo our Project Planning form. But I do feel that I practiced good work ethic by staying on task and being very focused and I did accomplish a lot.
Daily Goals!!
For today's goals, I want to get a lot of research done on our topic so that we can get rolling on our OHpedia site.
My Work Habits
Last week during PBL days I thought that I was pretty focused when a task was presented to me. When Mr. Randy or Mrs. Amy would present me and my partner with a task I was very focused to get it done. I think that this was because I sort of enjoy my topic and PBL so I was interested to see what I would find out from the research that I was about to do. I also knew that it needed to get done so I mine as well stay focused for however long to get it done and then socialize.
Friday, January 14, 2011
Standard 3
Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
When working on this standard my partner (Kylie Cloutier) and I will be writing about the how the economy, social and political environment was changed because of the Industrial Revolution. The Industrial Revolution was a time where products were not taken off the farm and sold anymore. It was the time that factories and sweatshops came into play because everything like clothes and food were in high deman. This time period was very controversial as it was the time that little kids were made to work long hours with little food, sunlight and water with barely any pay instead of going to school and being normal kids.
When working on this standard my partner (Kylie Cloutier) and I will be writing about the how the economy, social and political environment was changed because of the Industrial Revolution. The Industrial Revolution was a time where products were not taken off the farm and sold anymore. It was the time that factories and sweatshops came into play because everything like clothes and food were in high deman. This time period was very controversial as it was the time that little kids were made to work long hours with little food, sunlight and water with barely any pay instead of going to school and being normal kids.
Wednesday, January 12, 2011
Lets Be Reflective!
Today we worked on PBL. Everyone (middle and high schoolers) met on the couch to get started on our projects. We sat together and worked on a shared google doc where we wrote what made a virtual lesson interesting. After doing this we came up with expectations for our website that we are doing and created a rubric based on this. Folllowing we all sat together and looked up the word "Metacognition" and wrote on our blog what the word meant and what it meant to be metacognitive.
I am feeling pretty good after today's work. I feel that we got a lot done but i am nervous to get started because I just am stressed because i just get stressed before starting a project because we have such short amount of time to get them done. And at this moment..I am tired....antsy....and feeling like I want to go out somewhere and have some fun.
My partner (Kylie Cloutier) and I are going to fill out the Project Planning form next by finding an expert and resources for our project. Then we need to get started researching.
I am still wondering how it is all going to come together? Like what and how are we teaching the lesson? Are we making a product for this standard?
I am feeling pretty good after today's work. I feel that we got a lot done but i am nervous to get started because I just am stressed because i just get stressed before starting a project because we have such short amount of time to get them done. And at this moment..I am tired....antsy....and feeling like I want to go out somewhere and have some fun.
My partner (Kylie Cloutier) and I are going to fill out the Project Planning form next by finding an expert and resources for our project. Then we need to get started researching.
I am still wondering how it is all going to come together? Like what and how are we teaching the lesson? Are we making a product for this standard?
What is Metacognition?
Metacognition is thinking about thinking and knowing about knowing.
It consists of three things:
It consists of three things:
- Develop a plan of action
- Keeping up with action
- Coming through with the plan
OH Pedia
Below you will see the word "trends". My partner (Kylie Cloutier) and I got together and went through a shared google doc that was shared among the school. This google doc included what the school members thought about what made a good virtual lesson. It was to help set up a future website to describe a standard that our group was given for example our website would be on the standard (industrial revolution). The "trends" below helped us form a rubric for the website.
Trends:
Graphics:
Trends:
Graphics:
- photographs
- game: to keep you engaged and enhance your learning
- music: to where you are not just sitting there reading
- videos
- shorter lessons: the lessons are not pages and pages long...keep it to a minimum by just putting the very important stuff
- bold titles
- colored words
- real world examples: link the information that we are learning to the real world to help us understand it better
- fun facts: short fun facts about the information that help keep you engaged
- recap: a short summary at the end of each thing to go over the jist of what you learned
Monday, January 10, 2011
Civil War Project
For my Civil War Project I worked with Nathan Corchis and Connor Mcnamara on learning about the causes that led up to one of the bloodiest conflicts America had ever seen. This project was a very drawn out, trying project for me. This was because we had very many issues dealing with members of my group, experts and presenting. These were very hard things to come through but they are things that I will always remember about this project.
When I was paired up with my group I knew that it was definitely going to be interesting. I liked working with them because they are very entertaining people to get to work with. But sometimes I had to put my patience to work because everyone works differently. So there were definitely times when members would not cooperate which I was expecting. There were also tons of times when we couldn't stop laughing that will always be remembered.
Once we had gotten through our project we had to send it to an expert each. I had found a history professor from Virginia Tech. I was very pleased with his background knowledge on the subject but not so pleased with the fact that he never wrote back. This also happened to my other two partners, so we wrote to three more experts. This process went on two more times lasting about 3 weeks. We had given up hope, so Mrs. Amy pulled some strings with her prior employer and got a teacher to look at our work. He provided a great response with some much needed comments to help us finish up our project.
Presentation Day came sooner than we expected. Even though we had prepared for 3 days I was very nervous with not knowing whether our technology was going to pull through for us or not...and it didnt. We were planning on doing a newscast that would have Connor and Nathan interviewing people who had claimed to have seen our website and it was going to be a very good introduction to kind of amp up a very boring website. But we just went with the flow and introduced it ourselves and as negative as I was that day I have to say now that I think about it was not that bad of a presentation.
Overall I learned a lot from this project and not just about the causes to the Civil War. I learned to have patience when working in a group, dealing with experts and how to just roll with it and breather no matter what happens because they will always be a failure. But to be able to succeed you have to have failures.
When I was paired up with my group I knew that it was definitely going to be interesting. I liked working with them because they are very entertaining people to get to work with. But sometimes I had to put my patience to work because everyone works differently. So there were definitely times when members would not cooperate which I was expecting. There were also tons of times when we couldn't stop laughing that will always be remembered.
Once we had gotten through our project we had to send it to an expert each. I had found a history professor from Virginia Tech. I was very pleased with his background knowledge on the subject but not so pleased with the fact that he never wrote back. This also happened to my other two partners, so we wrote to three more experts. This process went on two more times lasting about 3 weeks. We had given up hope, so Mrs. Amy pulled some strings with her prior employer and got a teacher to look at our work. He provided a great response with some much needed comments to help us finish up our project.
Presentation Day came sooner than we expected. Even though we had prepared for 3 days I was very nervous with not knowing whether our technology was going to pull through for us or not...and it didnt. We were planning on doing a newscast that would have Connor and Nathan interviewing people who had claimed to have seen our website and it was going to be a very good introduction to kind of amp up a very boring website. But we just went with the flow and introduced it ourselves and as negative as I was that day I have to say now that I think about it was not that bad of a presentation.
Overall I learned a lot from this project and not just about the causes to the Civil War. I learned to have patience when working in a group, dealing with experts and how to just roll with it and breather no matter what happens because they will always be a failure. But to be able to succeed you have to have failures.
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