Gamequarium

www.mmussbaum.com/deathdecimals.htm

I visited this website during Assignment 6 to conduct my Online Game Evaluation Form.
I ended up playing a game called "Death Decimals". The Decimals were accurate and located in a city, where it tries to incorporate some geography. Honestly I thought it was very boring and the directions were not clear or appropriate for the grade level.
The grade level was directed towards 4th graders to 8th graders. It was not very challenging; not as creative as the games they already play.

Wiki

• Students will have to conduct databases with their calculations on the Internet (at websites specified by the teacher) and then compiling a report of their homework on our class Wiki page.

• Group Project/ Creative Activity (20 minutes): Once the research activity is finished, each group will sign into our class Wiki. I have created a page for each group; however each group is free to make additional pages according to how much research they have done. Each group is to supply detailed information on their Wiki page: documents, pictures, text, and images.

Proposal 1: One Computer Classroom
For: Advanced Tenth Grade Class, Math Team, and Economic Team
Members of the Board:
I propose that the $3,000 grant be owed to the learning and technological items for room 208 in the following way:

· Dell XPS Laptop $ 900

· Sony 4.8 Theater System 160

· Casio XGA DLP Projector 750

· Canon All-In-One Printer/Scanner 300

· Projector Screen 300

· Educational Software 150

· Hardware - computer lock, wires, connectors, earphones 100

· Group Learning Materials (Math, Art, Science supplies) 340 Total = $3,000

The learning standards for room 208 were chosen purposely for the advanced tenth grade class and the members of the school’s Math and Economic teams. The students in the class and on the teams will benefit from the different standards by being able to see, touch, and feel what they are studying and relate it to real-life situations. The designed layout of room 208 along with the planned items is based on the learning needs of the students and is designed to assist the teaching and learning process. The following paragraphs explain how the items will be used in the classroom setting. An illustration of the planned layout can be viewed at the end of this proposal.

The students will have access to the computer and other items after the teacher’s lectures and or activities. To guarantee fair use of the computer, a sign-up sheet will be kept by the teacher and students will be allowed to sign-up for computer time. The computer and printer stations are located in the back of the room and close to the teacher’s desk so the teacher can monitor their use. The laptop model was chosen so the teacher could move the computer and use it at his or her desk. The laptop will be locked down at all times. Each student will have access to and be required to use the computer for at least thirty minutes a week. Computer programs and games, such as, Math Tutor, Virtual Lab, and Essentials of Economics, for the particular activity will be loaded on the computer and the students can strengthen their classroom learning. The math and economic programs will be used to underline lecture material for the students, and the math and economic programs will be used by the academic teams. The other students will not be distracted because the computer user will have headphones on and be located in the back of the classroom.

The students not at the computer will be able to strengthen and advance their learning through group activities. The group work area in the back of the classroom will be used after lectures to allow students to work together. Math and science related materials will be located in the group study area so students can learn together and apply what they have learned by building models and drawing graphs. The projector and theater system can be used by the teacher during or after lectures to illustrate a point and to keep the students’ interested. The proposed plan gives the students the ability to learn in multiple ways without being distracted by other students.

Proposal 2: Four Computer Classroom

For: Advanced Tenth Grade Class, Math Team, and Economic Team

Members of the Board:
I propose that the $6,000 grant be owed to the learning and technological items for room 208 in the following way:

· Dell XPS Laptops (3) $2,600

· Dell Inspiron E1505 Desktop (1) 1,150

· Casio XGA DLP Projector 750

· Canon All-In-One Printer/Scanner 300

· Projector Screen 200

· Educational Software 580

· Hardware - computer locks wires, connectors, earphones 420

Total = $6,000

The learning standards for room 208 were chosen purposely for the advanced tenth grade class and the members of the school’s Math and Economic teams. Each student in the class and on the teams will be able to spend substantial time working on the computers to strengthen and expand on the material that was taught. The designed layout of room 208 and the proposed items were chosen to expand the learning and reduce the disruptions for all students. The following paragraphs explain how the items will be used in the classroom setting, and an illustration of the designed layout can be seen at the end of this proposal.

The students will have access to the laptop computers after the teacher’s lectures and or activities are finished. Each student will have assigned times to work on the computer and complete any assigned computer projects. Teamwork will be encouraged by allowing groups to work on computer projects. Two sets of earphones will be available for each laptop so the students can complete their computer activities without disrupting the rest of the class. The computers are to be located in the back of the classroom. The laptops will be locked down at all times. The laptops will be wirelessly connected to the internet and the printing station; the printing station is also to be located in the back of the classroom. The computers will be equipped with learning programs and educational games, such as, Math Tutor, Full Library, Virtual Lab, and Essentials of Economics. The math and science programs will be included into the class. The teacher will assign specific parts of the program that correspond with the lecture material to be finished by the students. Any material that can be used by both the students and the academic teams will be included into their activities.

The teacher will be able to use the desktop computer in the fixed computer station; this computer will not be used by students unless completely necessary. The teacher will be able to control the projector from the desktop. The projector will be attached to the ceiling toward the back of the classroom. The proposal plan will give the students the ability to learn and access a vast amount of information with the use of the computers. It will promote the students to apply what they learned in class by completing computer assignments individually as well as in groups. The plan gives the students an objective learning experience and reduces distractions for all students so that learning can be expanded.

I am Dominant Extraverted Feeling

http://www.personalitypathways.com/type_inventory.html

Dominant Extraverted Sensing
ESTP & ESFP What is it like?

By Danielle Poirier

Extraverted sensing types are pragmatic and realistic with a zest for living life to the fullest by way of multiplying experiences. Always on the alert for what needs immediate attention or what might provide a bit of action, excitement or entertainment, they engage quickly with their environment. They seek and enjoy freedom, are good-natured, direct, and tolerant and are often the ones who provide levity.

They have a way with dealing with people on a very equal platform and are not easily star struck. Rank, celebrity and status mean little when they are face to face with another individual.

On the job, they appreciate having the right tools and are quite ingenious at finding ways to fix and repair things with dexterity. They love variety and are curious and adventurous, enjoying the unexpected. Their brand of extraversion is one of deeds rather than words. As long as things are moving along, they are happy. They like to keep things simple and immediate, going with the flow. They are helpful in very concrete ways, providing the correct tools or specific service the person requires. They often have an uncanny ability to respond appropriately in cases of emergencies, often having excellent reflexes. They act without thinking. They also tend to have natural mediating skills.

They are attuned to the environment and the myriad colours, textures, sounds, beauty and the sensuousness of it all. They are quite graceful and agile while moving through their environment. They love having fun and if things are too quiet they may provide the entertainment or distraction. They learn by imitation and are keen observers. They teach through example. Their attention will always go towards whatever provides the keenest impression on their senses.