Reflection Log #1

Lisa Barrett’s EDU 276 PORTFOLIO REFLECTION LOG ARTIFACT NAME: COMPONENTS:

FILE NAMES: ISTE NETS STANDARD(s): BRIEF OVERVIEW OF WHAT THE REVIEWER WILL SEE:

CONTEXT IN WHICH THE WORK WAS COMPLETED:

BULLETED REFLECTION:

Study Strategies: SQ3R Chart and Compare/Contrast Matrix Literacy Instructional Sequence & Resource Guide, posted to the “EDU 276 Lit & Tech Go To” Wiki • Introduction • Background Knowledge • Applications

• Assessment Go to this URL: http://littech.wetpaint.com/page/Study+Skills+-+Lisa+B.+-+Chap.+15+-+12%2F8%2F08 *Please note that this is a private Wiki; you will need to request permission to register for the Wiki, if you are not a current member. Standard 2 - Planning & Designing Learning Environments/Experiences: Teachers plan and design effective learning environments and experiences supported by technology. Go to this Wiki, and look at the independent learning page that I built for my EDU 276 peers. My page focuses on study strategies, mainly using SQ3R Charts, and Compare/Contrast Matrices. The materials that I built were: • A Know, Understand, Do section, outlining what my peers were expected to gain from my project

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A collection of materials, both my own, and other’s work, to help my peers gain background knowledge on study strategies.

A collection of web pages that can be used to help implement these strategies into the classroom. There is also a web page that would be a good site to use with you students that would help them learn how to use a Compare/Contrast chart interactively. • By doing research on this subject, I not only learned how to use technology into the classroom, but I also learned how these two studying strategies could be differentiated to fit the needs of my students. In order to complete this project, I was expected to: • Read the corresponding chapter in the course text book, and then do further research in order to gain more background knowledge than was presented in the book. • After this, I was expected to build an independent learning page on the course Wiki, for my fellow classmates to complete, so they could gain knowledge in my area of expertise. • I was then expected to create some sort of assessment for my classmates to complete, using an online quiz format. I was then expected to report the results to my professor. • The last step included me capturing the results of the quiz, and summarizing the list of tools that I used to compile my literacy project. Pre-Project Skills: This project really enabled me to add a lot of technology skills into my repertoire. Before I completed this project, I had used Microsoft Word extensively to write papers and create quizzes for my field experiences. I had also used Microsoft PowerPoint to create presentations for previous courses. I had used the Google search engineto look things up online. I was aware that I did not know a lot, but I was not aware of how much I actually did not know. Resources Used: While I was working on this Literacy Project, I used the following resources, most of which I had never used before: • PDFCOKE EDU 276 PORTFOLIO REFLECTION LOG (FALL ’08) – © 2008, Barrett

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Search engines and meta-search engines Delicious Quizstar Wiki Editing Tools

New Skills Practiced: While working on this project, I used the following new skills: • Embedding papers and PowerPoints onto a webpage • Creating tables • Creating an interactive quiz online • Checking the readability of Word documents • Using editing tools on the Wiki page • Using information tools to make sure that the web pages that I included into my project were credible • Using search engines other than Google • Applying my knowledge about differentiation to aspects of teaching that I had never done before Next Steps: Even though I have learned a lot by doing this project, I still need to: • Learn how to search the internet more efficiently, both with information, and time • Get more comfortable and fluent using PowerPoint – especially since I plan on using PowerPoint in many of my classes • Understand how to check for the credibility of a site to make sure that it is acceptable for use in a lesson • Work on lowering the readability of my writing , since I will probably be teaching younger children

EDU 276 PORTFOLIO REFLECTION LOG (FALL ’08) – © 2008, Barrett