christy's test page

so this is a test page for Christy to see if I could edit.

AET/541 Describe

The physical simulation of the students choosing a partner and loading up on their own classroom items enhance the learning for each student. I ask each student to choose a partner and between the two of them load up their book bag or back pack with all of their own classroom materials, like text books. Then I ask them to walk around the classroom a few times. I want the students to physically feel what it is like carrying their belongings around and to see if they can imaging pulling or pushing a hand cart with household items across the plains and over mountains. This physical simulation will allow students to work together and to describe their thoughts about the difficulty of people who moved west. Included in the storyboard is a map of the United States of America, this map has a small animated train that will move across the map, showing the students the direction (West) of the railroad. This small model will enhance the students learning by showing that the train didn't go everywhere and that most U.S. cities are built around major railroad stations or depots.

AET/541 Blog Post 2 Evaluate

By using the ideas and suggestions from the course text book called"  E-Learning and the Science of Instruction. Proven Guidelines for Consumers and Designers of Multimedia learning" By Ruth Colvin Clark and Richard Mayer, I was able to create a storyboard.  The course outline of week by week additions made the the storyboard do able. I appreciated the format. I was able to first take an idea and then each week add, take away or create something new to my storyboard. I was most impressed by the class discussion on graphics and encouraged by Clark & Mayer to make the most of the graphics and images I chose for my storyboard. At the beginning of my storyboard I thought I would add all of these pictures to "entertain" my students, then I learned that each graphic needs to have a purpose. I went back through my storyboard and included only the most necessary graphics and animation. I wanted my fifth grade audience to be engaged not entertained. I also used the principle of redundancy. My storyboard included an audio narration in a friendly human voice to read along with the visual text. This repetition of audio and visual will help my student focus and retain the lesson. I also learned about the different types of tools that you can use for a e-learning lesson, like rollover pop-ups, and click to link for other windows. I used both of these tools to enhance my learning lesson for my students. I wanted to give my students choice about which form of transportation they wanted to study first, the rollover pop-up allowed my student choice. I also linked other history events to other websites for additional learning and giving variety levels of learning.

AET 541 Blog post 1 Explain

The e-learning principles I used in my e-learning lesson were that of; worked examples, segmentation, personalization and that of pretraining. After learning about each principle for the e-learning environment I tried to change my storyboard to best fit with what was taught from the reading, classmates and instructor feedback. I was able to use graphics and text appropriate for my fifth grad audience. The principle of segmentation was used to break down each form of transportation.  I also used worked examples to help the students figure out how far in distance the travelers needed to travel. I allowed lots of questions for the student to physical and mentally answer. These questions and worked example allowed for the students to critically think about the people who traveled west, why they traveled and how they traveled. I even gave questions for the student to ask themselves if they would like to travel west during this time period. This form of questioning will allow the student to internalize and personalize their learning.

Capacity to Support

Growing up as an electricians daughter one tends to pick up on certain things, like how to switch out sockets or add a grounding plug to an old lamp.  The serious stuff I leave to my dad.  So I automatically thought of the power capacity needed for an engine or building to support the amount of electricity used.  According to my dad, the electrician, a 5 horse powered motor would need 6 or more horse power to keep it running. He said the loads need to have equal or greater amount of power to the function of capacity of the power source. Got it? Then he explained it this way; if a building needs 200kw to work, turn on lights, run the appliances, then the source of power (the power company like PG&E or SCE) needs to be greater then the 200kw.  If the demands exceeds the capacity then the results of brown outs or black outs occur. The power need to have the capacity to supply the power.  I, being a teacher, thought how this is a wonderful way to explain the capacity of leadership within schools.  If the need for support and leadership is there but there isn't the capacity to support it failure begins. But if the capacity does support the change and the leadership is present then the school can function properly and growth can be obtained.  This is why schools have different teams and groups to distribute the support. Just like an engineer at a power company watches the grids to make sure that the power is being distributed through out the area, principals can use their engineers, or teacher leaders, to have them on the look out for potential failures.  The engineers then re-route the power to the areas needed and all is well for the night. Capacity building within schools can benefit schools greatly when used with this in mind. These groups and teams can see different "grids" and know when to speak up and help others see the need for the change or support.  Then after a while they too can sigh and say all is well for the night.

I have had the fortune of being able to travel a little through out the world.  I have admired many architecture structures and marvels and the craftsmanship of men through the ages.  I have had the chance to tour the Mayan Pyramids in several countries and discuss the differences between the egyptian mayan civilizations.  I have had the chance to tour Greece and see the evaluation of the architectural arches. The Forces of Leadership section in this weeks reading points shows a pyramid table of the different leadership forces.  It got me thinking of all those pyramids I've climbed and toured.  What were the purposes of those great structures? How long did it take to build such structures? Who designed them?  As historian, archeologists and others studies these ancient civilizations they learn answers to these questions and so much more. As I learn about the different styles of leadership I too learn answers for my own styles of leading. I have found that I feel most strongly with the educational and human styles.  I learn from gaining knowledge in an area and I also love to see what human resources are available and how to use them.  These blocks in my educational pyramid can help my school by providing support, maintaing morale and by teaching and developing new curriculum.

As I read through the definitions of the five different styles I most felt comfortable in the human and educational forces.  I know that my weakest would be in the "technical" force.  I would like to learn more about that area. I look forward to more classes where I can do just that!

Dynamiting through the Rock!

So we've been building things now, we are going to dynamite it! Oh wait!I need to find out the dynamic power for change in schools! So let's go back to dynamite.. What does that do? It, when ignited, blasts through a wall or rock and busts it up. That's exactly what a dynamic leader should to too.

Dynamics: that branch of mechanics treating of the motion of bodies and the action of forces in producing or changing their motion.

Power dynamics in schools should be the force of change. This person would not only be motivating, but man, with a title of power dynamic they better have a lot of energy to get the work done. This person or team should be able to see the issues and know the best way find the solution and remove the rubble from their path. This person or group needs to have the support of the members of the school community otherwise they are going to have granite mountains in the way and not just boulders. They need to communicate the need for a change in democratic way. Then they best get to work! Excavating and surveying and drawing up the plans. They also need to have those solid foundations I mentioned before, otherwise the dynamite might get wet and not catch on fire. How else could they "cut through red tape" without the power of dynamism.

If you are that person at your school site who sees a need for change then you must be
D-Y-N-A-M-I-C! Way to go! You can do it! Be the change you want to be! If you can see it, others can too, be the leader they need you to be. Get to work already!