Capstone: Things 8-14

Here is the link to my Prezi:


Thing 14: Powerful Presentations

1.  Blendspace for Geography for Adult learners:

2.  As a teacher of adult education students, I have found that teaching reading isn’t enough.  My students do not have the background knowledge they need.  So I use to find current articles that focus on Social Studies and Science.  The new GED integrates all of this together in its tests.

2.  Regarding best practices, many adults do not feel their votes count, so I have made a point of using as much of my reading material as I can to incorporate social studies.  I am constantly bird walking and showing on the globe where these events occur and discussing the ramifications the event has to us.
The problem with the Blendspace project is that most of my students do not have a computer, they have little time to do any kind of homework, and the computer lab at school does not lend itself to group discussion.  So, I am planning on providing it to my students, but then, showing each video as part of a classroom activity.

I think in this way, we will meet most, if not all, of the social studies goals.
Students will be prepared to:
Gather Information
Think and Communicate Critically
Understand Information
Learn and Consider Issues Collaboratively
Analyze Issues
Learn Independently
Draw and Justify Conclusions
Create Knowledge
Organize and Communicate Information
Act Ethically
THE GOALS OF SOCIAL STUDIES are to prepare responsible citizens.

In te same way, we will also be meeting many of the SAMS levels… we will start with using tech as a tool substitute for old fashioned reel to reel movies, but at the A level, it is a much better substitute. We will be able to explore Google Earth independently at the M level.

3.  Since my students never have tests or quizzes until they actually are ready to take the practice GED test, there may be 3 to 8 people in my class on any given day, and since my students are reading from 3rd grade to 11th grade levels, a rubric (in the normal sense) is not really realistic.  So, I plan on having the students do:

  • puzzles… Maps of the continents, countries, states
  • group discussion of comparison and contrasts… How are we alike and different?  How are boundaries established?  What has influenced human development?  How is the ecosystem different once people arrived?  etc.
  • creating maps and other artifacts to enhance learning

Thing 13: Digital Images

1.  A talking Avitar:

2.  Snapfish:,MMB/s_cmpg=hpus_photosmart_sw#state={%22pl%22%3A{%22uc%22%3A2%2C%22aid%22%3A3636199020%2C%22vp%22%3A%22g%22%2C%22sb%22%3A5}%2C%22ovm%22%3A{%22v%22%3A%22s%22}}

3.  Photo Peach:  Bill’s Dream is not for informing or instructing my students, although I will probably share it with them.  It is more as a tribute to my husband and how much he did in the last few years.



Thing 12: Interactives

1.  Screenshot of trip to the Lincoln Memorial, Washington DC from Google EarthScreen Shot 2015-01-18 at 9.37.10 PM

2.  Geography Flash Cards from Quizlet:

My students are always asking for homework, so they could take this home and learn.

This is:

Substitution   Computer technology is used to perform the same task as was done before the use of computers.


3.  I would like to try  My students have a very limited knowledge of geography and are keenly interested in it.  I think we could track daily news locations with this .

Thing 11: Content Area

Content Area

From the Teaching Channel:
Using Video to Reflect on Teaching and Learning
After looking at several videos, I found this one most appropriate to high school and adult learners, and most appropriate to improving my teaching style and my students’ learning.  If I had to choose a single one to share, this would be it, because the rest are more commonly known, I think.  (U-Tube, National Geographic, etc.)


I really like both these sites.   Watch, Know, Learn because you can easily set the age of the students you have, it has a 5 star rating system for each video and it shows how many views each video has.  National Geographic because it already has a very good reputation.

I was able to find several videos useful for background knowledge in science and social studies very quickly and easily.

Audio:  This  a database of podcasts about new parents’ trials.  I think this would be particularly good with inner city teachers, so I shared it with  niece who teaches in inner city Milwaukee for her young moms. The problem with this site is that I thought there would be a specific podcast about a baby at night, but it is just the title of the database.  It took a while to figure this out.


I know, I should have shortened this link!  It is the National Geographic’s Podcast link.  Again, I was able to find several good podcasts that provide background knowledge for science and social studies.


Radiolab Podcasts
This site offers a variety of “radio hour” type of stories that lend themselves to group discussion and to background knowledge for science and social studies. I have shared it with other adult education teachers because our students are very short on background knowledge and our students actually love to learn about new things.  The problem is that teachers typically have very little time to explore new ideas and I haven’t received feedback, yet.


The benefits of a good night’s sleep on Ted-Ed.

2.  Michigan Learns Online:  Ted-Ed Tour: Flip any video to build a lesson

I will use the benefits of a good nights sleep video, and flip it using the information in the blog.

Thing 10: Search Strategies

I researched Computer Games Appropriate and Computer Games Inappropriate first, and really didn’t find much, so I switched to:
Children and Computer Games

SIRS Discoverer Deluxe
Appropriateness:  It is stated in 21 Things 4 Teachers that this is Middle/High School Level, but on MEL it is stated that this is K-9.  I found it harder to negotiate.
Usability:  This Database was more difficult to find appropriate information.  It would have take a lot of patience to find what was needed.  I really like that the articles showed the Lexile score and the size.
C.  Context:  See B.  There were many articles that were not actually related to the topic, but once the related ones were found, they had good information.
D.  Credibility of the pair of databases for use within the classroom:  I think that I would use the Renaissance.

SIRS Renaissance
A.  Appropriateness:  It is stated in 21 Things 4 Teachers that this is Middle/High School Level, but on MEL it is stated that this is High School, College, University.  I found it easier to negotiate.
B.  Usability:  The sites popped up and were appropriate to the topic. I really like that the articles showed the Lexile score and the size.
C.  Context:  The articles were generally on topic.
D.  Credibility of the pair of databases for use within the classroom: Since BOTH sites had basically the same Lexile scores AND size of articles, I would choose to use this one in the classroom.

How do these resources support the bet practice of ”generating and testing hypotheses?

I like both of these sources as the student can create their own question and find answers to the question.  Either of these would work in researching a debate topic, Pro and Con. for instance.  I can imagine using this strategy in most of the subjects being taught:  Why did Columbus try to find India by going west? for history, or any science project, or drawing conclusions and making inferences….  I think these databases would work well in a classroom, especially for generating and testing hypotheses.

For adult GED students, the first database is the collection.  There are 2428 resources directly related to the GED.

I would also use Learning Express Library.  It includes a Computer Center, a Job and Career Accelerator, an Adult Education Center, and several others.  There is a wealth of information there.  The Web Site is:

There are others I would use for individuals.  For instance, I have a student from Jamaica and he has little prior knowledge of US history and Civics.  I would use Michigana:  Sources of US History:;jsessionid=E5D692964CBB6F72B6238990A15F36D3?locID=lom_accessmich

This is the Ova Prima Foundation

This web site actually meets much of the criteria for a good web site.
1.  The content is comprehensive and understandable. If a student doesn’t have a lot of prior knowledge, this site could easily be taken seriously.
2.  The authority/ credibility seemed to be good.  I checked with Snopes and it didn’t pop up.  Yahoo just came up with the sites already listed on the site itself.
3.  The bias is obvious:  The mission of the Ova Prima Foundation is to:

to shed light upon the primacy and importance of the egg, in a peaceful, non-violent, multi-disciplinary exchange of information and ideas between scientists and scholars worldwide.

Really?  This is pretty silly, but it takes maturity and knowledge to recognize it.
4.  Usability and design was really good.

This site is hard to prove it is a spoof, except for common sense!

The second site is Save the Rennets:

This, too, is a silly spoof:  Rennets are added to milk when making cheese as this aids the coagulation process necessary for the production of cheese.  It actually made me laugh out loud.

Everything in the first evaluation is true about this one.  Funny, though!

Shaffer, David Williamson. <i>How Computer Games Help Children Learn</i>. New York: Palgrave Macmillan, 2006. Print.

Thing 9: Be Legal and Fair


Copyright quiz Screen Shot2015-01-04 at 4.51.44 PM


Unknowingly broken copyright laws?  Not so much since the school where I used to teach did a really good job in professional development of teaching exactly what we could and could not do with copyright.

But to answer question 2 of Be Legal and Fair, anytime anyone breaks the copyright law, the creator of the work used… the music, the video, the essay, whatever…can be affected.  Their work has basically been stolen, and the creator has not been appropriately compensated for its use.

Also, the audience also is affected because it makes them feel it is okay to use copyrighted material indiscriminately.  The “everyone does it” syndrome.

Each time I use images, music, video, etc, I try to make sure it is NOT copyrighted, OR I use the Fair Use rules.  When I use copyrighted written material, I paraphrase and give the owner of the copyright credit using MLA format.


Creative Commons License
Face of the Classroom by Dyann Chenault is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


I ran a two paragraph piece that one of my students wrote through both Paper Rater and Plag Tracker.  I liked Paper Rater as it showed problems with the student’s actual writing, and I liked Plag Tracker as it proved that she had actually written the entire piece herself.  I really like both of these in combination and I can see how it would help the student improve her writing AND me proving there isn’t plagarism!  Great sites!