Complex Model Reflection

When I began this project, the problem I came up with revolved around the relation of food to population. I wanted to know why we grow so much food, and yet there are still people who are starving. I came across a wonderful article that gave me percentages of countries by class that use how much food. Click here to see the article


After studying the pie chart, as shown on the left, I wondered how the countries were organized into classes. I looked at the resource that this pie chart use at this site.

Then I tried to brainstorm a way to show the relation of world population to the consumption of food in a system. I became stuck. I then was using the "Stumble Upon!" tool that was showed to us in class, and I came upon this amazing website called "Breathing Earth".

This site blew my mind! It shows the population of each country, the birth rate of each country, the death rate of each country, the world population, etc. (Keep in mind that the death rate does not include terrorist acts, natural disasters, etc.) It has so much useful and interesting information. I then started to think...how is the birth and death rate going to change the population of each country in the future.

I then settled on my new problem statement:Problem Statement: What will the population be in a specific country on a specific date be in the future? I went through the website "Breathing Earth" to gather information about eleven different countries. These countries represent a 50% sample of the world's population. I made sure to choose countries from different parts of the world from different classes. My first brainstorming list is in the following screen shot (click it to enlarge):

I gathered my population information from the "Breathing Earth" website on February 28, 2010 at 8PM. I make sure to specify this because that website is constantly changing because it is realtime. Before I created my system, I made sure to create a map of exactly what I want to do. Here is a screen shot of my map (click it to enlarge):











I then knew exactly how I wanted to build my system. To see how I built my system using formulas in Excel watch my video by clicking on this link.

My finished system is so fun to use now that it is finished! I can now choose any of the countries and type in any date in the future to get a predicted population of that country. Here is a screen shot of my finished system (click on it to enlarge):

The user can input data into the yellow boxes: a future date and then click the drop down box to choose a country. Then automatically the predicted population, net change, and percentage of change appears. The system takes into consideration the chosen country's starting population on February 28, 2010, it's birth rate, and it's death rate.

Overall, I really enjoyed building this system. It gave me an opportunity to learn more about Microsoft Excel. I discovered many tricks and formulas that I did not know before! Students can use this system to see how population can change in different countries and see how the change is different all over the world. Students can also use this system to compare different countries around the world! I hope you enjoy and find it useful!

Reflection on Mini-Unit

When I was first heard the assignment for my problem-based mini-unit, I wanted to use Microsoft Excel. I started with a project revolving around the question “How can you tell how many peas are in a pod?” After listening to different examples of problem based learning in class, I realized that I would not be challenging my students enough if I went through with this project.

I then began to think about the different content areas that I am currently covering in class. One of the first content areas I was drawn to was Social Studies. I say this because the students in my class love it when they have an opportunity to have a discussion. My class also loves to disagree with each other with facts, brainstorm, and think things through.

I decided to open their world to the idea of freedom and civil rights. I decided to first show them many examples that surround people who are fighting for their freedom in different situations. One story that we read in my classroom is called “The Disguise”. It is about a young girl in Korea who at the time could not go to school because she is a girl. Her father and brother both die. In turn, her mother decides to dress her as a boy and send her to school. I love the fact that this story revolves around a young girl who is the same age as my students. It really puts things into perspective.

I also chose to talk about Dr. Martin Luther King Jr. and Rosa Parks in my mini-unit. These two people are very influential in the area of civil rights. After all of this information is presented to them, they have a good idea of different rights that may be important to them.

After having these ideas presented to them, I want my students to make a concept map surrounding the word “freedom”. A great website for students to make concept maps can be found at Webspiration. Here is a picture of a sample concept map that I put together using ideas from my students:

The students then have a chance to write their own Bill of Kid's Rights using the ideas that they brainstormed about! This was something I definitely wanted to try in my classroom. When I actually did this, the students were absolutely amazing! They loved sharing their ideas about what rights they should have. They also loved disagreeing with each other and sharing with each other what they believe. The discussion was well thought out and it definitely made them think!

Here is a sample Bill of Kid's Rights that one group of my students wrote:

As kids, we deserve the following rights because grown-ups have a Bill of Rights. So, this is our turn, except it is the Bill of Kid's Rights. We the kids want the right to vote! If we voted we think kids would make the right choices! And it would also make the election a lot bigger! Kids should and can have a job only during the summer. They should have this right because some kids don’t get an allowance. We want the right to ride around the block by ourselves on our bikes, and the right to ride in the street because we should be careful. We also want the right to call our friends just to talk to them. We want the freedom to talk to our friends on the phone because some kids can’t do that. We want the right to learn what we want to! We want to learn what we want because we can learn more about what we want to be when we grow up!

This was just one example, and there was a lot of discussion that just came from this. For example, many students disagreed with students being able to ride their bikes in the street. Their argument was that not all kids are responsible to do so.

Overall, I really enjoyed making this mini-unit. I also enjoyed making my presentation with a new tool that I found. Instead of using PowerPoint, I used Prezi. It is an online presentation tool that is so easy to use and it makes your presentations flow so nicely! I really enjoyed using it! Check it out!

Mapping TIE 512

You can see my concept map to the right and in detail at the following URL:

TIE 512 Concept Map

This map organizes the class into five parts: Tools, Teaching Problem Solving, Problem Solving Frameworks, Conceptual Frameworks of Thinking, and Complex Thinking Processes. It goes into detail of tools that we have learned to use in the class.

Also, some general topics are explained in each part. I wanted to keep it general to begin with. All of these parts make up the class on Problem Solving. I like that the concept map I created breaks down the different parts we have learned. It also lists different strategies to use.

My favorite part of this concept map is the the part that describes the tools that can be used for problem solving. This part breaks tools down into software, tech games, curriculum, and strategy tools.

The other part that is helpful is the section on Frameworks. This goes into detail of the different people we have talked about and their strategies. The following people are discussed: Piaget, Bloom, Gardner, Guilford, and Polya. Each person's strategies are generally pointed out in the concept map.

20 Essential Questions

20 Essential Questions or Complex Problems with Standards - Fourth Grade

Math:

1. What are different ways to count?
1. Standard 6.A.2 - Compare and order whole numbers
2. What are different ways to model addition and subtraction?
1. Standard 6.B.2 - Solve one- and two-step problems involving addition and subtraction
3. How do the four operations relate to each other?
1. Standard 6.B.2 - Solve one- and two-step problems involving addition, subtraction, multiplication, and division
4. How can information be gathered?
1. Standard 10.B.2a - Formulate questions of interest and select methods to systematically collect data

Language Arts:

5. What is the purpose of reading?
1. Standard 1.B.2a - Establish purposes for reading
6. What do good readers do?
1. Standard 1 - Read with understanding and fluency
7. How do you comprehend what you are reading?
1. Standard 1.A.2a - Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations
8. What makes writing worth reading?
1. Standard 3.C - Communicate ideas in writing to accomplish a variety of purposes

Science:

9. How do models help us understand science?
1. Standard 11.A - Know and apply the concepts, principles and processes of scientific inquiry
10. Why do we see the moon in different shapes?
1. Standard 12.F.2a - Identify and explain natural cycles in the solar system (e.g. moon phases)
11. Why do we have day and night?
1. Standard 12.F.2a - Identify and explain natural cycles in the solar system
12. How can matter be changed?
1. Standard 12.C.2b - Describe and explain the properties of solids, liquids and gases
13. What are different forms of energy?
1. Standard 12.C.2a - Describe and compare types of energy including light, heat, sound, electrical and mechanical

Social Studies:

14. What factors influence a culture over time?
1. Standard 18.A – Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions
15. How do I affect my social system?
1. Standard 18.C – Understand how social systems form and develop over time
16. Why do people have governments?
1. Standard 14.B.2 – Explain what government does at local, state and national levels
17. What is civic responsibility?
1. Standard 14.C – Understand election processes and responsibilities of citizens
18. How did geography influence the student’s community?
1. Standard 17.C – Understand relationships between geographic factors and society
19. How does the past influence the future?
1. Standard 16.A – Apply skills of historical analysis and interpretation
20. What is wealth?
1. Standard 18.B – Understand the roles and interactions of individuals and groups in society

Computers can have complex problems...

Computers are a big part of my life. I cannot go a single day without using my computer whether it is to check my e-mail, instant message with my friends, check Face Book, do research for a project, check the news, or so much more. If a problem occurs with my computer, I always develop a plan right away in order to solve my problem.

This past year, I slowly realized that I was having problems with my laptop. This was my problem. I started analyzing the facts: my Internet was moving slowly and I had many pop-up windows. I took what I learned from my facts and did research on the computer.

I first thought it was a virus. I scanned my computer using Norton Internet Security; however, nothing was found. I tested the Internet after the scan and the same problems were happening. I tried deleting my cookies and again it did not help.

I then entered my specific problems through the Google search engine to see if I could come across a solution. I then remembered that I had recently downloaded a few new free programs on my computer to watch video through different programs. I remembered hearing the word malware. I searched the word “malware” through Google to find a definition. The following definition was found: “Malware is a general term for software programs that have been designed with or can be used for malicious intent. These include viruses, worms and Trojans.”

I then went back to Google and typed in “anti-malware”. The first entry that came up was “Anti-Malware at www.malwarebytes.org/mbam.php . I continued on to this site. A free application was offered to scan my laptop to find unwanted malware and remove it from my computer. I checked the site to make sure it was reputable. Then I downloaded the application, and ran the scan. The scan found a few Trojan viruses that had been downloaded onto my computer. I was then able to remove them from my computer. After this process was completed, I checked my computer and Internet to make sure everything was working properly. My check resulted in everything working flawlessly.

In order to solve the mystery of why my computer was acting crazy there were a few steps I had to do. I had to separate what was not working from what was working in order to isolate the problem. Then I was able to do research to analyze my problem. I used a tool, Google, to help me do research from other sources because I did not have an answer personally. It is always important to find other resources whether it is Google, outside experts, or the library to find answers that you may not know. I then took the research that I found to develop a plan. I enabled the plan which in turn was able to solve my problem. I also made sure to “check my work”. I did this to make sure nothing else was harmed or changed because of my plan. If it changed something else in the process it could have created a new problem.

Complex Problem - Motivation for Technology

One problem that I have to face at my school is the lack of excitement and determination to bring technology to our school. My school is a private school that does not have a lot of funds for extras. Technology is currently not ranked very high on the list of items to purchase.

Last year, Home and School was able to put together a fundraiser towards a laptop cart for our school. This was truly exciting to me. This year it was set up and we were able to have Internet for the students as well. Before, we were not allowed to have Internet for the students. In order for the teachers to use the laptops we had to have a form of professional development. Our principal led a quick introduction to the laptops; however, there was not a zest for learning about how to use them for our students. My principal introduced the laptop cart as the hardest thing that the teachers were going to have to learn how to incorporate into the classroom.

My goal is to motivate teachers to use the laptops in their classroom for the benefit of their students. I know many teachers are uneasy about them and they don’t know how to “handle” an entire class with students and the open Internet that can be unpredictable.

My first strategy is to help each teacher feel comfortable. I want to know what they may feel uneasy about and then from there help them overcome that certain “fear”. I would like to know what each teacher would like to learn and then help to teach them. If I don’t know the answer then I will find out. I also want to prove to the teachers that it is not the hardest thing you will ever have to do. It can be easy and aid to your classroom in ways you could never imagine!

My other strategy that I would like to do is have mini-workshops that the teachers can attend if they would like. I hope that these workshops can benefit them in the areas that they may feel that they are weak. For example, I know that many teachers in my school want to learn how to build a website. I can frame a workshop on how to build a website using Google Sites. This workshop, for example, will build skills with each teacher and give them each confidence to continue on the trek of technology!

Building websites is just an example of one type of workshop. I would send out a survey to figure out what kinds of workshops the teachers would be interested in coming to because they are for them. Hopefully these will benefit the teachers in the long run.

Already, I know the students are getting excited about using the laptops. I know there is so much more that as a school we can provide the students with. All it takes is motivation, determination, and willingness to take the time to learn. I have a feeling as long as I get a few teachers to get excited; it might become a ripple effect leading other teachers to technology.