SITEModel The SITE model weaves together connections between the learner and three subcontexts, all against the background of a larger educational context. Sociocultural: -students have fathers that are working, with their moms staying home caring siblings. -Three of the four students have parents with little education. -The support at home for these three students is very little. -Accountability at home is not strongly emphasised on schoolwork. -The fourth student has parents who have further education, both of whom work in their family business. The support that this student receives at home is very positive. There is a huge amount of accountability for this student to focus on schooling, and to do well.
Informational: -All four students have received, and will continue to have Computer skills taught to them. -These skills include navigating through sites, creating pieces of work, presenting completed work through different Google methods. -Class time will be given to allow for a quiet place to read their own reading leveled books, and time will be given for the learning program software.
Technical: -The lack of support in three of the four student’s homes is linked closely withtechnical support and use. -Three out of the four students have a device at home that would allow them to continue work at home. -Three of the four students have a cellular phone. -At the researcher’s site Computer skills are taught weekly, this would suggest that all four students should know how to find and use any programs or assignments needed. Again, the support, or lack of support would reinforce these protocols that have been taught, and used in their classrooms. There are four different technological uses in the Researcher’s data. The Scholastic Reading Inventory and the Scholastic Phonics Inventory are online tests that focus on different concepts within reading, comprehension, and phonics. Another technological use is the two different educational software programs, Freckle and ESL Games Plus. Small group meetings with a teacher was another strategy that was implemented. In the researcher’s classroom, 20 minutes each day was given for quiet reading.
Below is the the mind map tool, Bubbl.us. I used this technology tool to start brainstorming my thoughts about my Driving Question. I found that I really liked this tool! I was really happy with the end result.
Click to set custom HTML
Click to set custom HTML
This video is my first attempt at my Driving Question. Presenting my thoughts and questions helped me to keep refining my ideas for my research.
My Logo Design
This was my original logo. I wanted to include students, a book, and some way to connect them.
My second attempt at a logo needed some adjustments. I found a better representation of a book. I was able to adjust the line to give the logo more depth.
Third attempt with my logo...I tried to find a pathway with turns to represent the road to 5th grade reading is a process/journey. The book icon is more realistic, but my overall logo seemed mismatched.
My final logo design! Using the pathway with turns still lends to the process/journey to complete. The students are raising their hands in celebrating their achievement to reaching their 5th grade reading lexile standard. All icons have a good flow with each other. The use of negative space helps to break up the look, as well as the pop of color in the title.