F2009+8Y24+Lab+2+Activity+Type+Reviews

Amber Christie

The MADLibs activity in Chapter 4 appeals the most to me because it's an interactive way to get students involved in their learning. When filling in the blanks with different verbs, nouns and adjectives, students will be more likely to process and retain the information because it's being put into context. As a French Teacher Candidate, this activity would be an exceptional learning tool for French grammar and vocabulary. The following webstie provides some examples of how to create MADLibs: [].

Amanda Sabatini (#techmates)

Virtual Field Trip One activity that interests me is the Virtual Field Trip (VFT). This allows individuals to explore and research relevant sites to collect information for a topic at hand. As a teacher, I know that the sites the students are viewing are safe and appropriate to the task. VFT gives the students the freedom to search and discover the internet, while gaining important knowledge. This activity is fun and engaging for the 21st century learner. I could see myself using this in many lessons and in various grades. More specifically, VFT would be useful for a grade 7 or 8 history class where they can learn about various topics across the internet. One aspect in this activity that I would assess is the students ability to stay focused and on task. I would have the students complete a worksheet that corresponds to the VFT and asses their work.

Dallas Beaton

I would definetly recommend the //Picture Prompt// Writing activity found on page 133. This is a great way to get students writing quickly. Many students struggle getting started and this gives them that starting point. //Picture Prompt// writing also allows students to explore their own creativity through interpretation. You as the teacher can pose a question about a picture. "How does this make you feel?" "What is happening?" and then it is the students own personal thoughts and feelings that provide the rest.

Steve Clark

The activity that I found to be the most interesting and most useful would have to be the Podcasts on page 139. This is a useful tool to use to broadcast an audio clip of a lesson, instructions for an assignment or a book/story. They are excellent for giving students tutorials. I would use podcasts in my class for broadcasting short stories. It would be very effective for the audio learners. I also think that getting the students to make their own podcasts would be a beneficial way of assessing the students reading level, creativity and media skills. You could get the students to act out a play in a podcast or something like that. Podcasts would allow students to organize their thoughts orally without having to feel nervous speaking in front of the class.

Sarah Maynard

The activity in the chapters that I really found interesting is the //Impersonations// activity on page 132. In this activity you have children work in groups or independently to come up with questions for a historical or fictional character. The students email the questions to an email address that the teacher will respond to. I think this activtiy would be excellent for a history lesson. You could really get students thinking about what they would want to know if they had a chance to talk to someone from history. This is also a great way to get children introduced to how to ask good questions and how to write formal emails instead of using internet slang. I think this interaction with historical figures would make children connect to thier history better. If I were to integrate this into a unit I would make sure to talk about formal language and professional writing before I asked students to send emails. I would also try to encourage students to ask questions that relate to the decisions or actions historical figures may have taken instead of looking at their personal life. Although this lesson requires a bit of time from the teacher it can be adapted for all ages and promotes positive use of email and resources.

Hilary Drummond The activity type that interests me the most from all the activities presented is the WebQuest model. WebQuests are inquiry websites designed for students to retrieve information efficiently either directly on the site provided or through suggested links in order to solve a specific problem. Students can either complete the problem individually or in groups. When WebQuests are implemented in groups, each student assumes a different role and each has a unique task to fulfill. This type of activity therefore serves as a cooperative group task. By using the WebQuest model, students become active learners who discover information and solve problems by thinking critically and by using their higher order thinking skills. I would use a WebQuest in virtually any subject. I would probably implement it at the beginning of a unit so students can create meaning for themselves and build upon their background knowledge. It gives students the opportunity to work with partners thereby developing their collaboration skills, while simultaneously allowing them to have a unique position in relation to the task. Since students are assuming different roles, they will probably pick the role that best suits their learning style. In this case, learning is catered towards the needs of the students and each student can thrive in their own way. The aspect that I would assess is how well the group works together. I could assess this by implementing a simple anecdotal record. I could take note on whether or not students accept their given role, how supportive they are in helping other members of their group, and whether or not the group communicates efficiently in order to find the best solution to their given problem.

Brittney Wilcocks

The activity that really stood out for me in the assigned chapters was the MADLibs activity in chapter 4. In this activity, students are asked to provide a list of words that meet certain criteria (adjectives, verbs, nouns etc) and insert them into blanks provided for them every four to five words. Following the pattern, the 'madlibber' creates a unique paragraph that includes each of the words they chose. I really love this activity because it truly engages students as they are able to choose their own words and make 'funny stories' which they can then read aloud to the class or share with peers. I have seen this done before and would definitely use it in my future classroom since students are truly interested in the activity and it further brings humour into the classroom. This activity can also promote practice for identifying parts of speech and reading comprehension. Finally, it does not take a long time to complete and can be assessed quite easily for completion and participation. I would definitely use fun and humorous activities such as MADLibs in my future classroom for all grades!

Lisa Clarke The activity that really stood out for me in the assigned chapters was the Vocabulary Bingo. I am doing my placement in a grade 4 class and I think they would really enjoy using bingo to help them learn their vocabulary words rather then just trying to memorize them or writing them out. Vocabulary Bingo uses a table feature from Microsoft Word to create a bingo card. The content of the game can range from vocabulary words, to spelling words, to graphics that represent landmarks! With Vocabulary Bingo, learners are asked to identify the words called our by the Bingo Master. When the students get 5 words in a row crossed out then they yell out, ``BINGO!`` I would use this game after the students had had a chance to take their spelling words home to practice. It would be used as a review the day before we had our actual spelling test. I would have the students put a number beside each word as I called them out(as well as crossing the word out) and after the game was over students would be asked to hand in their cards. The cards would be assessed by making sure each student had the correct number on the correct word! This would ensure that they knew what word the Bingo Master was calling out and therefore could identify the word and hopfully be able to spell it. Fun games like bingo make learning more enjoyable for students!

Julia Graham

After reading through the assigned chapters I found WebQuests to be the activity I find most interesting. I could definately see myself incorporating WebQuests into my future classroom activities. WebQuests are structured problem-based activities that are guided by online web pages provided. Students use the structure of the WebQuest and its online resources to solve a problem. These activities greatly promote and encourage the active exploration of knowledge as students seek to discovery the information to complete the task at hand. WebQuests also promote higher level thinking skills and critical thinking, as students set out to construct their own knowledge through the discovery process. I could see myself utilizing WebQuests for activities that involve the students to solve a problem or complete a task by researching information on the web. After students possess background knowledge on the topic at hand, they may engage in a WebQuest as a culminating task. WebQuests could be easily used in nearly any subject. I beleive WebQuests would be most efficiently used with students working individually, or in partners. After completing the WebQuests students may have to present their findings using a multimedia presentation, which could be assessed using a rubric provided to the students prior to engaging in the WebQuest activity. Due to the diversity of WebQuests, the possibilities of their uses are endless!

Samantha Basian One activity type that interests me as a future teacher is a WebQuest. I particularly like this activity because it poses a significant problem for students to solve, and in doing so allows the students to construct their own knowledge which leads to deeper understanding, while developing higher-order thinking skills. Moreover, WebQuests enable students to understand the value of the internet as a support tool when solving problems, and can function as a creative and engaging way for teachers to teach problem solving processes and steps. I can see myself using this tool in many classes, but particularly in a science class. For example, in the Grade 7 unit on space, I could pose a scenario about the students getting the chance to go up in space. Before they are allowed to launch, the students must create a supply list of the ten most crucial items, in order of importance, that they will need to bring with them and be able to explain why they chose these items when they present their list to the NASA supply team in class. If I were to create this WebQuest, I would assess the students analytical skills. When the students justify why they chose their items, and in the order that they did, I would assess the level of understanding of the elements of space and space tools, as well as their reasoning skills for what they find to be the most valuable. This way, if the objects chosen are valid and vital to space exploration, I would know that the students have a solid grasp of the material, and can apply it in a constructive way.

Samantha Beaugrand The activity that I found most appealing throughout the chapters of the book is a collaborative Wiki. As most of us already know, these are editable ‘web pages’ that allows different students make contributions to from different locations. This kind of activity will facilitate the use of group work within the students in the class. The pages are very easy to create and update, as no real training is required on the students part (just follow the steps). There are many settings that can be changed to allow more or less people view the wiki and the teacher is able to have access to see progress. In the classroom, I would use this for a project that students need to present information they have gathered. I will allow them to work together on collecting the information but have them create the wiki on their own, as a group. They will need to communicate effectively prior to creating the wiki. I will give the students time in the lab to work on their wikis so that if a student doesn’t have internet access at home, they can get it done at school. The way I would assess this tool is a rubric based on how well the students collaborated: I can see exactly who posted what and when. I will grade them on how well each students participated and everyone was included. Their final product will be graded for creativity and accuracy of information. The students will also present this wiki to the class on the projector so this will get a grade also.

Caryn Ridder

After reading through the various activities, I think I would be most likely to use the Center-Based Cooperative Group Work Approach. In this activity type, students rotate through three computer based centers with different activities. All of the activities teach some aspect of the curriculum and should result in some end goal. It could be really useful for a science lesson on pollution. The first centre could be a research station where students complete a treasure hunt with research questions; the second station could be a video that shows or talks about pollution (or maybe a link to a clip on the video “An Inconvenient Truth”). Students would fill out several questions after viewing the clip. The third station would be the final product, perhaps creating a poster to raise awareness about pollution and the environment on paint. This way, I could assess the students’ overall participation, the answers to the video questions, and their final paint poster!

Anique Warden

I have selected an activity called MADLibs. MADlib is an on-line word game in which students have to fill in the blanks with specific words. Words may be adjectives, verbs, adverbs, pronouns, etc. I could see myself using such an activity in a core French lesson (providing they have this in French of course) to test their knowledge of feminine versus masculine words, correct verb endings, and so on. Using such an activity as MADLib is an effective way to assess not only their knowledge of the correct word to insert in the blank, but also the correct spelling and gender of the words.

Deirdre Sutton

After reading the chapters I found that the //keypals// activity interested me the most. I feel that it is a really great activity that allows students to connect with other students; from a different class, school, city, or even a different country. Students are required to write emails to their //keypals//. They must use proper netiquette, which they continue to learn throughout the //keypals// writing experience. In a number of the university courses I have taken we have discussed global education. I believe that this exercise would be a great way to incorporate global education into the classroom, as it is possible to connect with students from all around the world. There are a number of areas that could be assessed however I would most likely focus on assessing the writing conventions that the students use within their letters. 

Jillian Breault

The most interesting Project-based Learning activity that I discovered in these chapters was the "character map or web". Most of us were given the opportunity to experiment with the Inspiration program in class last week and if not, everyone should really try it out. Character mapping or web is an organizational method that will help students identify traits of a central character or help the reader understand their actions or motivations. A character mapped allows the reader to organize information in a clear, concise and logical manner so that the reader can clearly see how the character develops. You can create these maps or webs in word processors or with handy programs like Inspriation - which will add colour, fancy text and graphics to help process your thoughts and get creative! I would definitely use this concept in my classroom when students are working on a class novel or an independent novel study so that they can investigate the characters and make note of the most important information from the text. I would assess their final product by making sure they have organized their information in a logical manner and that the information is useful and relevant. In addition to simply using this map or web for character outlines, a teacher could use this effectively as a story summary. The title could be the central point and that could web into categories like plot, chapters, characters, climax, and conclusion. These organizers are very effective for students in a variety of ways because it helps students summarize the most important information and present it in a clear way to the teacher and the rest of the class!

Jennifer Flett After reading through the chapters I discovered BookGuides which is a Project-Based Learning activity I thought this was really neat! The BookGuide has a collection of activities as well as knowledge specifically related to picture books. A great way to think of it is as a flexible framework for student’s that allows them to look at the “big picture”. In addition the book guide includes questions and activities that can enhance a student’s involvement in their reading, improve enjoyment, promote critical thinking, and allow readers to think about their own emotions. I think this would be a great way to get students to use their creativity and imagination. They could make/design their own stories that they can add drawing/images for the artwork incorporating art into language. Students would be able to create something personal that they would be proud of and the books could be bound and printed for students to take home. There are many aspects of the assignment that could be assessed however I would most likely focus on the stories structure and grammar (such as beginning, middle/climax, and end).

Andrea Coleman The activity that I liked best was KeyPals. This activity requires students to have electronic penpals in another class, city or country. They will learn netiquette and letter writing skills while they are discussing certain topics in their emails. I think this is a fantastic idea as students will be very engaged as they are talking to another person about their designated topic rather than writing a report or completing a work sheet. I think students will put more effort into the assignment if they are eager to talk to their ‘keypal.’ I think the grade 6 class that I am currently in would love this activity as they are a very social group of students. If you were teaching a unit on global interactions and trade you could have your students connect with students in another country that you are studying. This would provide the students with first hand information about their topic. I would assess this activity on their letter writing skills. Also, you could assess the student’s content on the subject matter, as well as spelling and grammar.

Matthew Lingard The activity type that interests me the most is impersonations. In this activity the student converses with an historical figure they have been learning about or fictional character in a book they are reading. Either the teacher or an expert in the field will take on the persona of this character and replies to the students questions. These questions will be formulated around the students’ literary or historical knowledge about the character and the answers provided should help them come to a greater understanding of the historical context or narrative they are learning about. I believe that I could make excellent use of this activity in my future Canadian history classes, since a good friend of mine is a master’s student in this field and would gladly participate in such a dialogue with students. He even offered to come in to my future history class dressed up in period clothing to share his passion for history and role playing with the students! I would assess the questions posed to the historical/fictional character by the students in order to get an idea on their prior historical or literary knowledge and then have them write what they have learned from their correspondence in a reflective journal.

Stephanie Drew The activity that most interested me were the MADLibs. I recall doing them as a child and always found them very humorous. To review, MADLibs are small stories pre-written with words missing. Without reading the story, the player adds words according to instructions given (ie. a noun, a verb, an adjective). This is a very enjoyable activity, but it also has educational benefits. Through participating in the game, students are required to recognize and provide various parts of speech. To combine this task with technology is to create an integrated curriculum experience wherein the students learn language and technology all at one. Plus, it usually ends with a great deal of laughter!

Vanessa Iannantuono My favourite activity from these readings was definately the //Character Map// or //Character Web//. Using such electronic tools as //Inspiration and// //SMART Ideas//, students can identify central traits to a multitude of characters that are the focus of their current novel. It is a great way to help students delve into, and understand the characters they are reading about while simultaneously learning organizational skills and how to prioritize the information they encounter. I will most definately incorporate these tools into my lesson plans. Currently I am in a grade 6 classroom that is equipped with a Smart Board. I would love to use it when they begin a novel study thatthe entire class is reading together. Because it is the beginning of the year students are not yet too involved in using the Smart Board, but shortly will be. This will be a great opportunity for the class to learn how to use the Smart Board while they discuss the character they are reading about. The character maps they create together can then be saved and revisited whenever more important information needs to be added. This allows the teacher to scaffold their learning. When the time comes to do literature cirlcles, the students will have the skills to create these character maps on their own with their groups and use the Smart Board to present them. To assess a character map the is created using the class as a collective I would use basic rating scale so that I can note who is willingly participating in the creating of the map and who has been listening as the reading was taking place. When students work with their groups to create a character map I would use a rubric to assess their presentation including aspects of the character map. I would be sure to either create the rubric with the students or supply them with a copy of it prior to them beginning.

Julie Smith

My favourite activity from the readings was the podcasts. I find podcasts extrememly useful in the classroom setting. Not only does it help to reiterate concepts that may be difficult to grasp, but it is an excellent study aid for auditory learners (such as myself!) I find podcasts useful for students that have missed classes, who can then access the podcast and get a review of what was learned. Furthermore, podcasts can be very useful when studying for tests. While reading over their notes, studesnts can also be listening to the podcast to reach multiple intelligences and help ensure that information is stored in the child's mind. Podcasts don't always have to be used by the teacher either, I think it would be interesting to have your students create their own podcasts to share among one another as well to improve speech skills without the worry of being in front of a crowd. One of my most successful University courses was taught by a Professor who used podcasts, and I think this is why I am such a fan of this activity!