Empathy in the Classroom

I was checking out my Google Reader and came across the title of a blog post that caught my eye. The title was "Constructing Empathy". I clicked on it and began to read. I didn't even realize that the post was written by my professor, Ira Socol, until I was finished watching the second video.

Anyways, the post covers a lot of great stuff about creating history in more of a real, human, empathetic way in the classroom. It is true that we spruce up some of our terrible historic events and just turn them into dates and numbers. I also liked how Ira said that the video he posted covering the tsunami in Japan was the best one he'd seen yet because it was eye-level and longer than a short clip. Having clips like this in the classroom will make students realize that these are real human beings and not just numbers on the death count on television. It will make them realize that all of the men and women who died in historical events are not just numbers in our textbooks but human beings that had thoughts, feelings, and emotions of their own.

What are some other ways to create more of an empathetic environment in the classroom when it comes to history and current events?

Creating a Graph Online Simply

The technology I decided to focus on for my new technology post was simply creating a graph on KID'S ZONE.

I actually found about this website in one of my college courses. We are actually using this graphing program that was created for younger students for a Functional Behavior Assessment in my behavior management course. As I began to use it for my own purposes, I realized how much easier this was than the graphing I did in elementary, middle, and high school. I do appreciate programs like Microsoft Excel but this one was so much simpler to use. I believe that students would enjoy creating graphs either as a class, in groups, or individually using this tool.

First, you choose which kind of graph you would like to create. Your choices are bar, line, area, bar and XY. For this example I am going to select the bar graph. Once you have selected the bar graph you will see this screen:

Let's say I am trying to show a third grade class how to create a bar graph. I decide that I am going to have the students choose between three foods, which one they like best. I tell them that we can compare what food is more popular to ones that are not in our classroom.
You then choose the direction of the graph, the shape, then the style. After this is complete you can click the data tab on the right side of the screen. There you will see this:

After filling out these tabs, you will then fill in the labels. After this is complete you can preview your graph:

The graph can then be saved and printed. The task was very simple for me to use. I could do this task quickly and on the fly in my classroom.

Pros of this tool:

• This tool can be used for almost any age level. There are more advanced graphs and numbers to be used.
• This tool can be used either teacher or student led. 
• The tool is simple and quick to learn.
• The tool is free and easily accessible.
• Some students will enjoy doing their math online rather than on paper

Possible cons:

• Some students may benefit by doing their graphing activities on paper
• Schools may not have enough computers for each student to get enough of an opportunity creating their own graphs.

What do you think of using this tool rather than creating graphs online or on paper?

Completed Technology Intergrated Lesson Plan

Technology Integrated Lesson Plan: Comic Strip and The Giving Tree by Shel Silverstein  Grade Level Content Expectation(s): S.DS.02.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in book discussions, peer conferencing, or other interactions.  Goals: Share initial impressions after reading Use literature to gain understandings about self and life Objective: Performance: Students will make personal connections to the story Conditions: Students will share in whole class discussion Criterion: Students will need to use at least one example Materials & supplies needed: The Giving Tree by Shel Silverstein Whiteboard and markers Question cards for groups Computers (as many available as possible) Substance of the Lesson: The number one idea I want the students to come away from this lesson with is how to make personal connections to a story. The students will be expected to come away with more experience sharing their impressions of a story after it is read. I will preface the lesson informing the students that this is what I want them to come away from the story thinking about. I want the student to be able to connect the story to their own lives and emotions. The students will have two opportunities to show that they have come away from the lesson with this: group discussion and comic strip creation using Pixton.com. Technology Integration: The technology I will be using to help my students reach the content goals of this lesson is Pixton.com This website lets users create their own comic strips. Using the site is easy and fun. The user can change almost anything about the characters from their hand placement to heir facial expressions. The students will be able to choose backgrounds, clothes, and settings for their characters. I am going to let each student create their own comic strip using the website. For this particular lesson the comic strips will accomplish two things: 1. Since the students will know at the beginning of lesson that they will be able to create comic strips on the computer at the end, I believe this will keep them engaged throughout 2. The comic strips will help the students find comfort in thinking about their own experiences and emotions when they are asked to reflect and relate the reading to their own lives. Procedures: -         Introduction: The first things I will do is introduce the book by reading the inside cover. I will then ask if any of the students have read or had the story read to them before. I often have found that I can motivate my students by letting them know how “cool” or important something is. Because of this, I will then tell the students that I grew up reading and having this story read to me (which is true by the way). Next, I will explain to the students that I am expecting them to listen quietly during the reading because they will have plenty of time to share after the story is read. I will then inform the students that I want them to really reflect on this reading so they need to listen carefully. I will also let them know that I want them to relate the book to themselves and their life so they will need to keep this in mind during the reading. Finally, I will tell the students that they are going to be able to create their very own comic strip online to go along with this reading. (3 minutes) -         During the Reading: For the most part I am planning on reading the story aloud without much pausing or student interaction. I want the students to be fully engaged in the story while thinking about ways to connect the story to their own lives. However, I am going to pause after each page and remind students to take a close look at the pictures because as simple as they are they add a lot to the story. (10 minutes) -         After the Reading: o    Discussion Time: I like to debrief as a whole class after reading before splitting up. I will first ask the students what they thought of the book and let a few kids share. I will leave a few open moments for questions and open discussion. Next, I am going to break the class up into groups (which I have already chosen beforehand to save some time). Each group will be handed a sheet of paper with questions on it for them to share. The questions will be: What did you think of the reading? 1.       How did the reading make you feel? 2.       Did the reading make you think of anything in your own life? 3.       What did it make you think of in your own life? During this time  I will be walking around and listening and interacting with each group (15 minutes). o    Planning Time: I will have each student return to their desks and write the two prompts on the board. The students will be told that they can choose one of the two prompts to base their comics on. I am going to give them 5 minutes to plan their comic before they can use the computers. The two prompts are:                 1. Create a comic based on how this book made you feel 2. Create a comic based on how this book relates to your own life. o    Comic Strip Creating Time: Each student will get an equal amount of time on the computer to explore and begin creating their comics. I am going to have a group of 5 to 10 students at a time so I there is a large amount accomplishing the task yet not too many so I can help each student as needed. The students will be given 20 minutes to create a 3 frame comic strip. Any student that does not finish will have other time provided for them later that day or the next to finish. (During this time, all students that are not working on the computers will have other things planned ahead of time for them to be doing. For example, reading, other tasks for another subject, etc.) Assessing the Students: The students grasping of the content will be judged based on two things: their participation in the group discussion as well as their completed comic strip. The student needs to share one example during group discussion. Each student’s comic strip will be expected to have a personal connection and understanding. Potential Student Creation:

 

Pixton Comics

I have been exploring the website Pixton. I have had a lot of fun exploring this technology that I have decided to include in my technology lesson plan. The website makes it fun and easy to create your own characters and comics. I had fun with it and I am sure children would have even more fun. When you logon (for free) you get to create characters and decide where they are, what they are doing, what they look like, etc. It is very impressive because you even get to change the smallest things like facial expression and hand postilion.

I believe these comic strips could be used for many things in the classroom. The comics could be a fun way to post classroom rules or funny stories. The comics could be used for students to enjoy during free time. As far as curriculum goes, don't over look this fun website. There are many ways Pixton comics could be used for lessons. For example, I am going to use Pixton in my literacy plan by letting the students design their own short comic based on their feelings/reactions to the reading Of The Giving Tree by Shel Silverstein rather than having them write on it.

Here is a comic I made while exploring this new technology:

Technology Lesson Plan Goals/Ideas

I have been working on a literacy lesson plan for second graders covering emotional literacy in a way. I have decided to take that lesson plan and adapting it a bit to include some technology in the lesson. The content goals will stay the same but the rest of the lesson will have some big changes.

Overall lesson topic/title: The Giving Tree and How it Applies it to Me

Grade Level Content Expectation(s):

S.DS.02.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in book discussions, peer conferencing, or other interactions.

Goals:

Share initial impressions after reading

Use literature to gain understandings about self and life

Objective:

Performance: Students will make personal connections to the story

Conditions: Students will share in whole class discussion

Criterion: Students will need to use at least one example

As far as the technology I will be integrating into the lesson, I have decided to use  the website Pixton. On this website, the student will be able to click and drag to create their own comic strips about their reactions to the book.