6-D-1+Group+B

how this will affect my projects as I am unsure of student ability levels. ||< With the push for full inclusion in many districts, those students who need help and adjustment to a mainstream classroom so they may function to their fullest extent, have full-time aides with them throughout the day. Try to have an aide who has technology knowledge or offer the aide the opportunity to learn the technology ahead of time. (Ours will NOT be having full-time aides. The LS teachers will be in our rooms when they can.) || feel that several weeks to too much time to spend on an end of unit project. Test and move on mentality. ||< Form a presentation to share with the administrators showing them that not only does your IMP incorporate curriculum items, but does so with a higher level of thinking compared to the "traditional" way of teaching the curriculum. This should help alleviate any anxiety administrators have about the IMP. || which means it is not accessible when they try to retrieve it. ||< I have found that practice and reviewing proper saving is important at the beginning of major projects. Certain types of media may save differently than others. Or watch file names, I have found with some systems that it won't accept anything in the title that has a symbol. || Photo Story and computers in our labs. ||< Do some trouble shooting prior to the project. Is it certain models of computers or microphones that work better together than others. If the school has a computer lab person, they can be a great source in helping with this trouble shooting - but they have to know about the project ahead of time. || Plan early and sign up to assure accessibility. || schedule with the rest of the curriculum items to be covered. || The project can be separated into much smaller components that can be incorporated into almost any classwork. In addition, these projects are the next generation of how we collaboratively work teaching leadership and ownership of material. The real question is how can we not afford to make time for these essential elements of learning. || already on the "approved list". || Work on getting those sites on the "approved list". You can also look at the "approved list" to see if any are appropriate for your project. || double book and students are distracted by the other class working. || I would think that this could be something that the building administrators could help mediate. I don't know if your lab is like ours, but when that has happened in my building, we try to separate the classes into different sections of the lab, and both teachers "police" the area between them. || but teachers book it back to back so the teacher winds up having to "chase the cart" and find it in the building and this wastes time we should be spending on the lesson. || Find out what the schedule is and make a copy of it. Pryor to your turn, email the teacher so that you can pick it up at the end of the previous school day. We have the sign out schedule in google calendars and two specific storage rooms for our four carts. All teachers are to return the carts to their proper room when they are finished using them. (It doesn't have to be each night if a teacher signs the cart out for consecutive days.) Some people look at the calendar and actually take the cart to the next person's room. || In addition to saving on the "skydrive" or "public folder", ask if it is possible to add a folder to the desktop entitled "desktop work" and have students also save their work on the desktop, as well, as a secondary save. (Just as a side note, find out how often the desktop is erased. Ours is wiped out nightly, and students who have saved work to the desktop find it gone when they return.) || Ask colleagues who have done more projects for examples of rubrics they have used. || And/or co-teach your IMP with another classroom teacher and share your allotted time access to technology. ||
 * 1) Your facilitator will assign groups for this collaborative problem solving activity.
 * 2) Brainstorm an individual list of at least two administrative and two technological barriers to using IMPs with students you see in your school community. Be as specific as possible with the barriers you face in your classroom and for the project you're planning.
 * 3) Post your barriers in the left column of the table on your 6-D-1 small group page in Wikispaces. Label your posting with your initials.
 * 4) Create solutions to the barriers your small group members have posted. Post your solutions in the right column of the table. As a group, make sure that every barrier listed has at least one possible solution. You may need to use the discussion tab to brainstorm and collaborate to come up with solutions you as a group think are feasible.
 * 5) Look at the finished 6-D-1 pages of other groups. Place comments in the discussion tab for at least two other small group pages.
 * 6) Check back for replies to your comments. Continue the conversation with further replies, if appropriate.
 * < **Initials** ||< **Barrier** ||< **Solution** ||
 * < CF ||< Admin: My district is going to full inclusion this fall. I am not sure
 * < CF ||< Admin: With so much to cover in the curriculum, administrators may
 * < CF ||< Tech: Students sometimes do not save work properly to their SkyDrive,
 * < CF ||< Tech: There are sometimes technical glitches with recording sound using
 * < RZ ||< Admin: Worried about privacy and copyright law violations. ||< Privacy - be upfront with parents on where these projects will go. Some teachers have used pen names for their students in the past. Copyright - I believe that if admins model and continue to reinforce copyright guidelines, teachers will be more comfortable in reinforcing that with their students. ||
 * RZ || Admin: Concerned of loss of focus from standardized testing. || Include traditional, standards based assessment at conclusion of IMP. ||
 * RZ || Tech: Limited access to computer labs. || Work in small groups to make required number of computers smaller.
 * RZ || Tech: Lack of technological skills resulting in less available creative project time. || If you know that in March you want the kids to do more advanced projects, build mini lessons that can help get them to that skill level earlier in the year. ||
 * SMM || Admin: There isn't enough time to fit a big, new project into the
 * SMM || Admin: Having students go on "new" websites -other than those
 * SMM || Tech: Our Media Center is so booked that sometimes teachers
 * SMM || Tech:We also have a laptop cart since the Media Center is so booked,
 * VR || Tech: Materials/examples on the web 2.0 site are not "school appropriate". || Teachers can review the examples first to check for appropriateness; there are so many examples online, teachers can find more examples that may be more grade-level appropriate. ||
 * VR || Tech: Software glitches that can cause a loss of student work. || Ask the media technician in your district if there is a way you can have access to the backup that should be done on a continuous basis so that if student work is lost, there is a way for you to retrieve and restore it.
 * VR || Admin: Concern over how to appropriately grade "group work". || Form a "group work" rubric ahead of time to share with administration before the project begins so that administration has a chance to have input and can obtain a comfort level with the grading of group work.
 * VR || Admin: Settle disputes between teachers regarding access to technology. || Begin a scheduling system so teachers are entitled to a certain number of hours for access to technology and allow a sign up scheduling system and sign up ahead of time in accordance with your timeline.