Group+A+Workspace

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To add your VoiceThread:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the bottom of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 3) Click under the last link of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 4) Type your first name and last initial followed by "VoiceThread" (ex. TimF VoiceThread).
 * 5) Highlight your your name and VoiceThread name.
 * 6) Click the **Link** button on the Editor bar.
 * 7) Click the **External Link** tab, if you are not currently on it.
 * 8) Copy and paste your VoiceThread link in the Address textbox.
 * 9) Click the checkbox next to New Window.
 * 10) Click **Add Link**.
 * 11) Press **Save** on the Editor bar.

To edit the Overcoming Barriers table:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the Learning Activity 6-D-1: Overcoming Barriers section.
 * 3) To add a barrier, highlight "Enter barrier here." text and type in your barrier. To add a solution, highlight "Enter solution here." text in the cell to the right of the barrier and type in your solution. If another solution already exists, type your solution under it. Note: Be sure to add your initials at the end of your barriers and solutions so you receive the correct amount of credit for your work.
 * 4) Press **Save** on the Editor bar.

To comment:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter a descriptive title.
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

Learning Activity 4-C-1: Create a VoiceThread
Amy A Voice Thread Teresa B Voice ThreadTeresa's Thread MaryAnnM VoiceThread Matt L Voice Thread

Learning Activity 6-D-1: Overcoming Barriers
Also spending teacher time to request from donors.com or big companies. (TB) || I agree. I think fellow teachers are some of the best resources. These teachers could also start with a basic project using technology they are comfortable with to gain some confidence and familiarity with PBLs. (ML) || Perhaps asking for parent or community volunteers would add some extra hands to the lesson. (TB) || Have students present a finished product to the school committee or administration to demonstrate first hand all the skills involved and show the value of the IMP. (AA) || Differentiation is a great way to go...also as I mentioned in another solution to get some adult volunteers into the room will give you some extra hands. How about "rewarding" older students from other classes to come and help your students? (TB) || . ||
 * ~ Barriers ||~ Solutions ||
 * < Admin: Class Size. It is difficult to get to every child's needs especially in an inclusion classroom. (TB) ||< A solution could be to divide the students to work in pairs. One actually works on a project, while the second person acts as support. The second person tends to hear the instructions better, since he/she is not trying to manipulate the project on the computer. He/she could also seek help from another helper first, before seeking the teacher's help. By the time the second person sits down to do the same project for themselves, he/she has a tremendous knowledge about the project already and can usually complete the same project quickly with fewer problems. (MAM) ||
 * < Admin: Standardized State Testing. We must prep for those and time is limited. (TB) ||< Since (Indiana 3rd grade) state testing covers only math and reading/language arts, make sure the IMPs are dedicated to those subjects. As more of these tests are to be completed on computes, writing activities like blogs or response journals are a good idea for students to get comfortable with using the technology this way. (MAM) ||
 * < Technology Barrier: Lab Time Scheduling. There are 23 classrooms and one lab. It can be hard to get in. (TB) ||< Drop a note into teachers' mailboxes letting the teachers know you are working on a project, and if anyone was not going to be using the lab at their assigned time, if they could let you know so you can continue to work on the project. (MAM) ||
 * < Technology Barrier: Computers are inaccessible because they are "locked", broken down or occupied by special needs students. (TB) ||< Try getting some assistance from the technology coordinator to repair or unlock computers. Maybe have a schedule posted for special needs students' use of computers (AA) ||
 * < Administrative Barrier: Lack of funds to purchase technology - Our budget is cut back every year and there hasn't been money for sufficiently upgrading technology. Our school has one computer lab for almost 500 students and only 3 or 4 projectors. (AA) ||< Look for grants to fund technology.( AA)
 * < Administrative Barrier: Class size and adult support - with large inclusion classes, e.g. 24 students (8 on IEP's), a one-on-one para and a 3 hour para it's difficult to implement projects and provide the support necessary to differentiate. (AA) ||< For this situation, I would keep technology projects relatively simple, and let go of any "glitz". As student skills improve, introduce new skills to those students ready to take on more, rather than worry if all students are getting it all. (MAM) ||
 * < Technology Barrier: Skill level of teachers varies greatly. Some teachers would be very uncomfortable using technology for PBL. (AA) ||< This is so true. Wondering if there could be a technology club of sorts where the more advanced PBL teachers could coach others. Everyone could earn PDP points and share projects that work. It might be a good idea to get administration on board and maybe share the results of a great project at a staff meeting to entice others to try. (TB)
 * < Technology Barrier: Availability of computers and other tools - We don't have enough computers available for all students. We don't have other tools available such as digital cameras and/or flip cameras. (AA) ||< It sound like for the present, the students need to complete the project with a partner and share computer time. Looking to improve the situation for the future might involve attending technology curriculum meetings and looking at the district's three year plan. Make sure your technology needs are heard. My former principal used to say, "If you don't ask, you won't get it." We were always amazed with what she accomplished at getting for the teachers. (MAM) ||
 * < Administrative Barrier: Class size: When I teach a new computer skill, there are frequently a number of students waiting for help. This means progress through the lesson can take a longer time than planned. (MAM) ||< Have students work in cooperative groups or assign a student "expert" to answer some of the questions while you are working with other students. (AA)
 * < Administrative Barrier: School Culture: Due to the fact that many computer projects can take a lot of time to fully develop and reach an end product, is too much time spent on these projects, and less time on other curriculum requirements? (MAM) ||< Showing administration the final project and how it encompasses these skills would be a good strategy. Also, writing down the standards that the IMP uses and have it available for all to peruse might be helpful. (TB)
 * < Technology Barrier: Sites go down. We have had a lot of trouble with district servers this year, which can, at the last minute, alter the work planned for the class period on the computer. (MAM) ||< Very frustrating. Maybe getting the technology coordinator on board and explaining your enthusiasm for great projects but need their help with this. (TB) ||
 * < Technology Barrier: Technology skills of students. Some students need a lot of support, and can really slow a project down. Other students with more knowledge race ahead of the directions and complete a project incorrectly or start messing around in the lab because they get frustrated waiting for the whole group. (MAM) ||< Differentiation and cooperative groups - Assign tasks based on ability level of student. Have more advanced students coach and support some of the lower progress students. (AA)
 * < Admin: Are IMPs a good use of students’ time? Do they meet state standards? Although technology is used in our school district, the idea of using it at this level is fairly new. (ML)  ||<  A meeting could be scheduled with the administration. The teacher could go over the project, showing how it could meet more standards than just the typical work in the classroom. The teacher could share his or her goals and expectations for the project. (ML)
 * < Admin: Safety of students and fear of exposure to inappropriate material while doing research. (ML)  ||<  In my district, this is a real issue. The only way around it is to get websites approved and unblocked a week in advance. This would take more time for the teacher and would limit students’ ability to research and develop this skill. If the project is specific, perhaps a category of websites could be unblocked, like “traveling”. (ML)  ||
 * < Technology: Teachers and students have no access on computers to download any type of software. (ML)  ||<  Perhaps the technology coordinator or someone with administrator access could be in the lab the day when students need to download various software. (ML)  ||
 * < Technology: Some students in my school district still don’t have a computer or internet access at home.  ||<  Students can be encouraged to visit the local library. If this is still an issue, more time could be scheduled for the computer lab. (ML)  ||
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