Kid Created Biography

Kathleen Elizabeth Lefkowitz 

    Guess who?

   She was a model when she was little. She met the famous photographer Philip Halsom. Who is she?

                                  Childhood

   Ms. Kathleen Lefkowitz lived in the Fredrick Douglass houses from 2^nd grade to 8^th grade. She now lives in Riverdale on a lovely quiet street. She has been married for 40 years. Her husband’s name is Jerry. She has 2 sons called Logan and Benjamin.

She has no relatives in New York and her parents are no longer alive.

                    Work life

   When Ms.Lefkowitz was little, she started working at 14 months old. She stopped modeling at the age of seven.  When she was 7 years old she started ballet dancing. She gave it up at the age of nineteen to take care of her sister. After she got a little older she started a babysitting club.  Then she went on to become a teacher in 1982. Now she works here at P.S.49x as a Social Studies teacher.

                       Favorite things

   Ms. Lefkowitz has many favorite things. She likes to read books and she likes all the colors of the rainbow. She likes to eat French food and her favorite sport is bull riding. Her favorite band is the Lumineers and the Black keys. Also her favorite season is fall because she likes the colors and the smell of the leaves. Her favorite clothes are   jeans so she can teach in any position.    

                Family   

   Ms. Lefkowitz’ parents were singers. Later on they lost their singing job and they didn’t have any money. So they used Ms. Lefkowitz’ money from modeling because they didnt have any money left. She also has a sister named Heidi.

                    Life Experiences 

Ms. Lefkowitz modeled and had some great experiences. Later on she did internships at the Apollo Theater and Ed Sullivan Theater. She met the Temptations, O’Jay, and The Beatles. When she retires from P.S. 49x, she is going to rediscover New York and paint.

                                                                                                                             



Tests

Blog

 Tests:

Standardized tests are assessment tools that are designed by specialists. They are administered to each and every child under the same conditions and settings. Standardized tests produce numerical scores that can be used to identify, classify, or evaluate the test takers. Standardized tests have common characteristics. Regardless of that which is being sought by the Test(s), there are certain kinds of information that should be available. This information, or the lack of it, forms the basis for tests selections.

One of the characteristics of standardized tests is that of objectivity.  This means that an individual’s score should not be affected by whoever is doing the scoring, especially in view of the fact that the scores does not or more accurately, should not know whose test is being scored.

In scoring standardized test a table of norms is usually used to interpret scores. It is the standard of norms that is used to interpret raw scores in respect to performance. This is of great importance to the NYC Public School System when looking at performance and achievement levels of children in determining promotions from one grade to the next  and of course the levels of performance of the students dictates the success or failure of schools.

Another major characteristic of the standardized test is the existence of validity and reliability of data. Validity is regarded as the most important characteristic of any test. Validity speaks to what the test measures and for whom is it appropriate. In the NYC Public School System, the 4^th and 8^th grades Math and Reading Tests are of significant importance. On the other hand, reliability of a standardized test refers to the consistency with the test measures that which is being measured. The validity and to some extent reliability of a standardized test cannot be compensated. Validity cannot be comprised. It is indispensable.

Non-Traditional methods and means of assessment

Educators are now moving away from the traditional means of assessing students. Technology has created a momentum in the classroom and teachers are using it as a means to measure the teaching and learning experience and how students perform academically and socially. They are using such assessment tools such as Technology Based Performance Assessment, E-portfolios, Presentation Software, Digital Observations/Diaries, Simulations and Technology Based Games. What educators are really doing is developing non-traditional methods of assessment. They develop these creative methods that are aligned with the curriculum and is in sync with what the community on a whole believe that our students should be learning. It should be noted that students with significant cognitive disabilities can now use portfolios as a form of assessment. It too must be said that standardized tests are not good predictors of success because of the reliability issues. There are many students who do very well in school and poorly on the test because of many different reasons. This does not mean that these children will not be able to contribute to society and become great men and women. There are therefore many other alternatives to testing that are workable and are objective.

Reference

Salend, J.(2009) Technology Based Classroom Assessments: Alternatives to Testing., Teaching Exceptional Children. Vol. 41, No.6, (PP 48-58)

Weaver, C. (1990)Understanding Whole Language: From Principles to Practice. Portsmouth, NH: Heinemann

My Autobiographical Project

The Technology Infused Classroom

The Technology Infused Classroom

With the advancement of technology, classrooms are now wireless. How fantastic! We as students are great examples. Who would believe that 21st century learners would be able to learn without sitting inside a building. We are able to meet our professors via the internet.
If we look around the technology infused classroom will likely have the following.
 Interactive Demonstration Boards that enables the entire class to work on materials together.
Access via the internet
Pens that record audio and data: They write like a pen, but when one adds audio it becomes a pencast.
Mobile devices: They allow students to learn on the go.
Desktop and mobile devices that are not bound by old fashioned school wiring.
Web-based applications: These are great for connecting students , parents and educators.
 In the Technology infused classroom Technology enhances the everyday curriculum. It is used for information, collaboration, research, and creation of products.
Everyone has a different learning style and that is why we have differentiated instruction so that we can reach the gifted, talented, artistic, scientific,or struggling child.
That is why we use powerpoint that engages the learner with pictures and media. This is why we use Webquests which allow students to search and learn with guided direction in the way of linked sources that are set up ahead of time and viewed by the teacher for safety purposes. Of course with a technology infused classroom the teacher has to teach the students about digital citizenship.This is very essential. The teacher might also want to have a parent work shop or literacy night that focuses on digital citizenship.He or she could write a grant for books on this topic as giveaways. It is important to educate the parents too especially if one works in a low income area.
First in order to have a technology infused classroom, I would think about how to integrate technology into my classroom to make it effective.
These questions are therefore essential.
What tools and technologies will help my students create , collaborate, and communicate better?
How can I let students learn with technology the way that they already live with technology?
What is the appropriate role of the web, social media, mobile technologies, interactive white boards etc in today's classroom? What are the digital literacies that have to be incorporated and taught?
I believe that I am an educator who is adapting to change  and is seeking the necessary training in order to prepare my students for the global work force. Therefore the technology infused classroom is not far fetched. Our library has access to mobile laptop carts, four desktop computers, wireless internet access and a huge smartboard. In the technology infused classroom students should be engaged in the learning process and take charge of their own learning experience by making their own decisions.
Although we are living in the technological age the technology infused classroom is a myth for some schools. Funding might be an issue and some schools might not be able  to offer one to one computer access to students. In our school we do have technology, but not for every student. Teachers have to sign up for the mobile laptop carts. However each classroom has a smartboard. With that said we can still infuse technology into our curriculum.

Lesson Plan: The Best Part of Me

•  Best Part of Me

By  Genia Connell

• Grades: 3–5
• Unit Plan:
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Overview

Students will think about themselves in a positive light, boosting self-concepts, as they follow an author's model to improve their writing skills. My friend and fellow teacher, Karla Hebert, originally created this lesson. The final display is so powerful, that I would not think of starting my year without it.

I start this lesson with poems from The Best Part of Me by Wendy Ewald. This book combines black-and-white illustrations with real children's words describing what they love most about their bodies. It makes for a fun, insightful read and never fails to get kids talking and writing about the best part of themselves.

Objective

Students will:

1. Students will identify a positive physical feature of themselves.
2. Students will work in pairs to take part in an online writer's workshop.
3. Students will create a descriptive poem about their favorite feature.

Materials

1. The Best Part of Me by Wendy Ewald
2. Digital Camera w/printer or regular camera w/film.
3. One piece each of black and white roll paper, approximately two feet long to be used for picture background
4. Computers with Internet Access
5. Loose-leaf paper/pencils
6. Blank paper for publishing poems.
7. 12 x 18 Construction paper in black and 2-3 accent colors.
8. Glue
9. Line Guide (PDF)

Set Up and Prepare

1. Gather materials and cut paper if necessary.
2. Read through the book The Best Part of Me to determine if you will read all poems or pick those most appropriate for your class.
3. Visit Scholastic Online Activities Website to preview the Writer's Workshop your students will do.
4. Make sure digital camera is ready with charged batteries or regular camera has film.
5. Make copies of the Line Guide for students if you plan to use it.

Directions

Part One
Step 1: Gain your class' undivided attention, then roll up your sleeve, hold your elbow out toward them, and look at it like it is the most amazing thing you have ever seen. Say, "So tell me, what do you think of my elbow, because I absolutely love it? I think it IS the best part of me." They will look at you strangely but no one is likely to say a disparaging remark because you have just declared your affection for this bony joint. Begin a list on the board of what you love about your elbows. After you have written two or so positive attributes, the rest of the class will start contributing. (Examples: Couldn't eat soup without them, perfect tool for nudging a friend when I think something is funny, etc.)
Step 2: Ask students if there is anything about themselves that they love and why. Initially, most children will hesitate to answer for fear of "bragging," but will share when they realize the classroom environment is friendly and tolerant.
Step 3: Bring students close together. I still have them sit on the carpet in front of me, which they seem to enjoy regardless of their age. Tell them you are going to share a book of poetry compiled by a photographer who visited third, fourth and fifth grade students at their schools, asking them the question, "What is the best part of you?" Share some/all of the poems and discuss favorites. Showcase the photographs and highlight how simplistic and focused they are.
Step 4: Following the reading, tell students they need to decide on what they think is the very best part of them by the next class session.

Part Two
Step 5: In your school's computer lab, or with students working in groups of two or three at a computer center, direct students to the Writing with Writers: Poetry website: http://teacher.scholastic.com/writewit/poetry/karla_home.htm
Model how the workshop is used and allow students to complete it.

Step 6: Students write their own descriptive poem about the best part of them following the advice given during the writer's workshop. Poems can then be revised and edited.
Step 7: Students can publish their poems by neatly printing them on blank paper in the style of those in Wendy Ewald's book, The Best Part of Me. Tip: To help students print neatly on blank paper, provide them with a Line Guide (see printable) they can slip underneath. Trim the paper to fit the size of the poem.
Step 8: Take a close-up photograph of each child's self-described, "best part." It works well to put the students against a contrasting background like black or white for these pictures. Print or develop the pictures.
To put together your display, mount the photos and the poems against a frame of black. I usually let the students do this after I model how, to help foster student ownership, but if you are particular about straight, even edges, you might want to frame them yourself. Arrange poems and photos on a bright 12 x 18 sheet of construction paper. Display on a black background and a title. Tip: Whenever I allow students to choose colored paper for a display, I always offer the exact amount of pieces as I have students, with the number of colors divided equally. For example, if I have twenty-four students, I will offer eight sheets of red, eight teal and eight orange. Students can still choose and it is much easier to create a symmetric or well-balanced board.

Assignments

1. Complete an Online Writer's Workshop.
2. Write a descriptive poem about a physical attribute.

Evaluation

1. Did the students have enough knowledge to navigate the Internet independently?
2. Was peer editing effective for the poems?
3. Was anyone hesitant to discuss a positive attribute? Did you consider why and how you might have helped that child feel comfortable?
4. What were your successes here and what would you do differently next time?

Assess Students

1. Did you observe students staying focused in order to complete the entire online workshop? Did you hear more positive comments being mentioned about physical attributes?
2. Evaluate each student's poem. Did it follow the model established by the online writer, and/or by the book, The Best Part of Me?

Visual Literacy and the Internet

How can visual literacy and the use of the internet impact the teaching and learning process in the classroom?

Visual literacy is the learned ability to interpret visual messages accurately and to create such messages.

Visuals can play many possible roles in the teaching and learning process.

Visuals:

·         Provide concrete referent for ideas

·         Make the abstract concrete

·         Motivate learners: Visuals can increase interest in a lesson and enhance motivation. This is true because I have experienced this with my biographical interview lesson, where I first made a guess who bulletin board for my students. They were extremely excited after seeing the photographs on display. I also inform them that people are resources too. I placed a copy of one of the written biographical sketch on my blog. So visuals can motivate learners by attracting and holding their attention. Visuals also generate engagement in the learning process.

·         Direct attention

·         Repeat information in different formats

·         Recall prior learning

·         Reduce learning effort: Visuals simplify information that is difficult to understand.

With the rapid growth of the internet, most schools have been using it as a new medium to assist them with teaching, research and learning activities.

·         The internet has the potential to expand access to new students.

·         Enhance flexibility for traditional students and improve the quality of teaching by achieving higher levels of learning such as analysis, synthesis, problem solving, and decision –making.

·         Students from schools in isolated areas or marginalized neighborhoods can visit museums, exhibitions or libraries on the web.

·         In rural areas the internet can become a major instrument for allowing students to access a level of education that would be unthinkable by traditional means.

When we choose to use the internet for our students, we have to think of the diverse group of children we teach. Children in title one schools have many needs. They speak a number of different languages. They have special needs. They have IEPs and the list goes on and on. Therefore whether it is blogging, podcasting or discussion boards, they should be designed to meet the specific students that we teach.

Blogging

Blogging can be very effective for both students and teachers.

·         It is a unique tool for sharing ideas

·         Strategies, questions and concerns

·         Useful for completing and submitting assignments

·         Assembling e-portfolios and reviewing other students contributions

It is also great for ESl students. Children could connect with another class in another culture/country.

Podcasting

Podcasting is great for English learners. It is a means where in which students get access to authentic listening sources about almost any subject they maybe interested in.

·         They are great for listening comprehension exercises

·         Generates conversation based on students reaction to podcast.

·         Portability

Examples:

ESL Pod

The word Nerds

Benefits of Using Discussion Boards

·         It has time saving benefits.

·         Students are more likely to utilize critical thinking skills

·         Students develop a stronger class community

·         Students are more likely to cite research and class readings: This is so because students can reflect upon what they want to write in a discussion board posting.

·         Faculty members spend less time answering questions.

·         Students achieve greater cognitive and exploratory learning

·         Students participate more regularly and in a more thoughtful manner than they would normally do in a face to face instructional setting, especially in large enrollment classes

What are some visual thinking strategies you would like to use in your classroom?

·         Add virtual field-trips and simulations to my lessons.

·         Students will reflect more on images to form connections

·         Include think/pair/share in my lessons.

What role do you want the internet to play in your classroom?

I would like to use the internet in these ways in my classroom.

·         To introduce a concept

·         To meet the needs of all learners

·         Access primary resources

·         Promote high level thinking

·         Discussion

·         For animation and library website

·         E-mails

·         To further my teaching of information Literacy Skills

Reference

Instructional Technology and Media for learning

Sharon E. Smaldino

Deborah L Lowther

James D. Russell

www.learnnc.org

http:tesolandtech.blogspot.com/2012/01/blogs-and-tesol-classroom.html

Jennifer Matthews