As I reflect on this course, I think of the GAME plan format that we learned (Cennamo, Ross, & Ertmer, 2009). This plan will be something that I continue to use throughout my teaching. These lessons are built in such a way as to include everything I need for teaching. I will continue to have a back- up plan, rubrics and assessment goals. I will continue to list what I need to do prior to the lesson and also things I will need to execute the lesson (Cennamo, Ross, & Ertmer, 2009). I can keep these in a binder for future reference, reflection and adjustment.
The GAME plan that I focused on included graphing standards from my content area, mathematics. It focused on graphing and collecting data. The lessons I planned were project centered (Cennamo, Ross, & Ertmer, 2009), which is the method I enjoy most. It also included relevant topics for the students. Focusing on relevant topics always promotes enthusiasm and motivation in my students (Laureate Education, Inc. 2010d). Many teachers at my school continue to teach primarily through lecture, notes, power points and worksheets. Very few participate in project based, student centered learning. Students seem to really enjoy project learning and they seem to learn at a deeper level (Cennamo, Ross, & Ertmer,2009).
The first lesson I created developed around the tornado that Joplin, Missouri endured. We will collect money to send to Joplin for school supplies. My students wanted to make sure that Joplin received as much of the money as possible and did not waste money on such things as shipping. We researched, compared, graphed and evaluated different ways to get school supplies to those students. We finally decided to send the money directly to a school district in Joplin that had a website in which you could donate (Joplin Bright Futures Connections for Success, 2010). This site creator was personally known by our superintendent. They use all the money to provide for students. They purchase in bulk backpacks and school supplies, which is a wise use of the money. They fill the backpacks and deliver them to those who need them.
The next lesson focused on the lunch menus our cafeteria has. We will research, graph, evaluate and make recommendations based on our research. We will use social networking in this project to deliver surveys. Students will also contact the food service director to get information about meal regulations and prices.
My third lesson is a digital story of the previous lesson students (Laureate Education, Inc. 2010c). This will be used to present some new ideas to the kitchen staff about what students would like to have offered for lunch. This will be presented to the food service coordinator at the end of the unit.
One adjustment I made in my plan was to go back to lesson two and insert the use of a camera to take photos of the lunches we are offered students (Laureate Education, Inc. 2010b). This will make the digital storytelling more appealing. Including visuals increases interest and learning for many students (Laureate Education, Inc. 2010a). Also, our kitchen coordinator works hard to create meals the students will like. She is constantly surveying and asking for ideas. This year she implemented a new program in which she purchased a few items that most students in our area have not tasted before, such as kumquats and star fruit. She had these items available for tasting. The students really seemed to enjoy this program. I am hoping she will use our class as a way to get the information she desires, using my students to do the work for her.
The GAME plan really helped me stay organized and focused. I will continue to use this format as I plan lessons for the upcoming year. It also demonstrated how to incorporate new technologies and programs. This will be very important as more and more states are requiring schools to incorporate technology and computers in their standards. Missouri has technology standards written for kindergarten through twelfth grade, but they have not made them mandatory, yet. I am sure that will be coming in the near future, and having this GAME plan in place will enable me to share what I have learned with other teachers to make that transition easier.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Joplin Bright Futures Connections for Success. (2010). Retrieved on August 12, 2011 from http://brightfuturesjoplin.org/adopt-an-eagle
Laureate Education, Inc. (Executive Producer). (2010a). Program Five., Meeting Students’ Needs With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program thirteen. Spotlight on Technology: Digital Storytelling, Part 2. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010d). Program two. Promoting Creative
Thinking With Technology. [Webcast]. Integrating Technology Across the Content
Areas. Baltimore, MD: Author.
Saturday, August 13, 2011
Wednesday, July 20, 2011
Global Frustration
My GAME plan goal is to become more globally connected within the teaching community. My action plan is to connect online with other teachers, communities and possibly other classrooms. I will also monitor these endeavors, recording the time I spend and what I am learning. I will spend time reflecting and evaluating my experiences (Cennamo, Ross, & Ertmer, 2009).
My first try to connect was seemingly successful. I found a teacher in Japan who wanted to correspond. Then I found out that she wanted to correspond via snail mail. This seemed okay at first until one of my Walden classmates, Williams (personal communication, July 14, 2011), mentioned I needed to check the cost. I went to the post office and found out that it will cost ninety-eight cents per ounce to send mail to Japan. This seems expensive, even if my class mails it all together, and it will also be very slow. I would rather find someone with whom I can email skype or chat.
Next, I began searching epals (http://www.epals.com) again. I had a difficult time finding a teacher with whom to collaborate online. Epals is 300+ pages of requests, takes a lot of time to read and few fit my needs. I posted a request with no takers as of yet. I wish epals had a way to search those ads. If they had a check box to fill out where you could check class age, country, etc., and then search by those criteria, it would be helpful. I have found a few people on epals and am waiting their responses to my requests. There is so much I want to do this year and I really want to find some collaboration with other teachers. If this does not work, maybe I can email my Walden class and connect with some of them for my collaboration. I had really hoped for some collaboration with someone of another culture, but maybe I need to take baby steps and be more patient.
I also tried edmodo (http://www.edmodo.com), which takes forever to get started. My first request for community was denied because they could not confirm I am a teacher. My second request took several days to process. It seems I waited weeks just to be able to join a community. I finally got confirmed as a teacher and was able to post my request. Within hours I had two teachers with jobs similar to mine excited about collaborating online. However, edmodo is not very user friendly and I cannot figure out how to respond to those two teachers. I tried everything. I know edmodo has a user’s guide somewhere, but I cannot figure out how to get to it. I finally posted on Walden’s Question and Answer board for my class. Maybe some of my classmates can help me. I also replied to my own post on edmodo asking for help. My hope is that someone will read it and give me the help I need to start communicating through edmodo.
Edmodo has some communities to join that I think will be very enlightening for me. I have joined the technology community and am considering joining the professional development community. I am sure these will be helpful and will provide what I need. I just need some help getting started. Also, I originally wanted to connect with a foreign country, however, the two responses I have in edmodo are in the United States. A Walden classmate, Pepper (personal communication, July 16, 2011) suggested I collaborate with teachers in America. I am taking her suggestion and refining my plan to any teacher who might have things in common with me.
Also, another Walden colleague, Withington (personal communication, July16, 2011) is also trying the same type of activity I am doing. I plan to email and see if we can collaborate as well. Perhaps we can email our parent forms for permission to let our students collaborate, talk about what we are learning, etc.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
My first try to connect was seemingly successful. I found a teacher in Japan who wanted to correspond. Then I found out that she wanted to correspond via snail mail. This seemed okay at first until one of my Walden classmates, Williams (personal communication, July 14, 2011), mentioned I needed to check the cost. I went to the post office and found out that it will cost ninety-eight cents per ounce to send mail to Japan. This seems expensive, even if my class mails it all together, and it will also be very slow. I would rather find someone with whom I can email skype or chat.
Next, I began searching epals (http://www.epals.com) again. I had a difficult time finding a teacher with whom to collaborate online. Epals is 300+ pages of requests, takes a lot of time to read and few fit my needs. I posted a request with no takers as of yet. I wish epals had a way to search those ads. If they had a check box to fill out where you could check class age, country, etc., and then search by those criteria, it would be helpful. I have found a few people on epals and am waiting their responses to my requests. There is so much I want to do this year and I really want to find some collaboration with other teachers. If this does not work, maybe I can email my Walden class and connect with some of them for my collaboration. I had really hoped for some collaboration with someone of another culture, but maybe I need to take baby steps and be more patient.
I also tried edmodo (http://www.edmodo.com), which takes forever to get started. My first request for community was denied because they could not confirm I am a teacher. My second request took several days to process. It seems I waited weeks just to be able to join a community. I finally got confirmed as a teacher and was able to post my request. Within hours I had two teachers with jobs similar to mine excited about collaborating online. However, edmodo is not very user friendly and I cannot figure out how to respond to those two teachers. I tried everything. I know edmodo has a user’s guide somewhere, but I cannot figure out how to get to it. I finally posted on Walden’s Question and Answer board for my class. Maybe some of my classmates can help me. I also replied to my own post on edmodo asking for help. My hope is that someone will read it and give me the help I need to start communicating through edmodo.
Edmodo has some communities to join that I think will be very enlightening for me. I have joined the technology community and am considering joining the professional development community. I am sure these will be helpful and will provide what I need. I just need some help getting started. Also, I originally wanted to connect with a foreign country, however, the two responses I have in edmodo are in the United States. A Walden classmate, Pepper (personal communication, July 16, 2011) suggested I collaborate with teachers in America. I am taking her suggestion and refining my plan to any teacher who might have things in common with me.
Also, another Walden colleague, Withington (personal communication, July16, 2011) is also trying the same type of activity I am doing. I plan to email and see if we can collaborate as well. Perhaps we can email our parent forms for permission to let our students collaborate, talk about what we are learning, etc.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, July 13, 2011
GAME Plan
Carrying Out My GAME Plan
As I ponder the goals I listed in my last blog, I know that I will need a colleague in a foreign country with whom I can collaborate. I will also need their classes to be able to collaborate with my classes (Cennamo, Ross, & Ertmer, 2009). I have currently connected with a teacher, through epals, who teaches in Japan. She teaches English and wants her high school students to be able to have an exchange with English speaking teens in another country. She said that her school has limited internet and terrible connections and wants to use snail mail. I emailed her back and asked if she and I could communicate via email on a regular basis. I also requested that we try sending something to each other through the mail to see how long it takes to receive. We have exchanged addresses, but I am awaiting her response. I am hoping that we can still have some communication via email or skype or something for my class. If we cannot, I may have to use another classroom for the exchange, however, I think I will still communicate via snail mail with this class and incorporate it somehow into the lessons.
I have begun an account in EMODO as well in case I need to search for a new classroom. I have not been verified by EMODO yet, but am waiting for their approval. I would like us to skype sometime on my smartboard as we interact with the other classrom.
I have also been thinking about how I will present this idea to my classes. I think we will discuss it in class, and I will post the information to my website so the students can look at it as many times as they want (Laureate Education, Inc. 2010a). I have also been thinking about how my students might communicate with others. Students might bring photos, items to show, life story or digital history, share things such as music, facebook, food preferences, etc. (Laureate Education, Inc. 2010b). I also want my student to be respectful of other cultures and work to develop an understanding (Cennamo, Ross, & Ertmer, 2009). I would like to do some projects that represent our culture, then ones that represent the culture of the other school and depict what we have learned from them. These projects could be interchanged with the Japanese school and also posted for other classes in our own school to view.
I have presented this idea to my building principal. He is supportive of the idea to have my classes communicate with students of another culture. We will begin talking about whether we can make it a mandatory part of the class; since I teach course recovery this might be a little tricky.
I have also begun thinking about my log. I think I will develop an excel form on which to keep my thoughts. This form will include the date, time and content of my communication activity. It should also include a goal for each communication and an evaluation. I think I might also assign each one a number that signifies to what extent it is meeting my goal.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Edmodo. (2011). http://www.edmodo.com/community/support#
Epals. (2010). http://www.epals.com/
Laureate Education, Inc. (Executive Producer). (2010a). Program One. Meeting Students’ Needs With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program Two. Meeting Students’ Needs With Technology, Part 2. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
As I ponder the goals I listed in my last blog, I know that I will need a colleague in a foreign country with whom I can collaborate. I will also need their classes to be able to collaborate with my classes (Cennamo, Ross, & Ertmer, 2009). I have currently connected with a teacher, through epals, who teaches in Japan. She teaches English and wants her high school students to be able to have an exchange with English speaking teens in another country. She said that her school has limited internet and terrible connections and wants to use snail mail. I emailed her back and asked if she and I could communicate via email on a regular basis. I also requested that we try sending something to each other through the mail to see how long it takes to receive. We have exchanged addresses, but I am awaiting her response. I am hoping that we can still have some communication via email or skype or something for my class. If we cannot, I may have to use another classroom for the exchange, however, I think I will still communicate via snail mail with this class and incorporate it somehow into the lessons.
I have begun an account in EMODO as well in case I need to search for a new classroom. I have not been verified by EMODO yet, but am waiting for their approval. I would like us to skype sometime on my smartboard as we interact with the other classrom.
I have also been thinking about how I will present this idea to my classes. I think we will discuss it in class, and I will post the information to my website so the students can look at it as many times as they want (Laureate Education, Inc. 2010a). I have also been thinking about how my students might communicate with others. Students might bring photos, items to show, life story or digital history, share things such as music, facebook, food preferences, etc. (Laureate Education, Inc. 2010b). I also want my student to be respectful of other cultures and work to develop an understanding (Cennamo, Ross, & Ertmer, 2009). I would like to do some projects that represent our culture, then ones that represent the culture of the other school and depict what we have learned from them. These projects could be interchanged with the Japanese school and also posted for other classes in our own school to view.
I have presented this idea to my building principal. He is supportive of the idea to have my classes communicate with students of another culture. We will begin talking about whether we can make it a mandatory part of the class; since I teach course recovery this might be a little tricky.
I have also begun thinking about my log. I think I will develop an excel form on which to keep my thoughts. This form will include the date, time and content of my communication activity. It should also include a goal for each communication and an evaluation. I think I might also assign each one a number that signifies to what extent it is meeting my goal.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Edmodo. (2011). http://www.edmodo.com/community/support#
Epals. (2010). http://www.epals.com/
Laureate Education, Inc. (Executive Producer). (2010a). Program One. Meeting Students’ Needs With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program Two. Meeting Students’ Needs With Technology, Part 2. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Wednesday, July 6, 2011
Global Learning
Global Learning
I have become very comfortable with the internet and technology. I think I am very good at incorporating the following standards: “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity,” and “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress,” and “Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using,” (http://www.iste.org /Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx). Even though I am feeling very comfortable with technology, there are still a few areas in which I need some more experience.
I am fairly confident in teaching with technology. However, I am not comfortable with branching out to connect with other classrooms. I want to spend some time working on the following National Educational Technology Standards for Teachers goals: “Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools”, and “Participate in local and global learning communities to explore creative applications of technology to improve student learning,” (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx). I will use the Goal, Action, Monitor and Evaluate (GAME) plan (Cennamo, Ross, & Ertmer, 2009) to further develop my NETS-T goals.
My Goal is to become more globally connected within the teaching community. This will give me confidence and knowledge as I teach my students to do the same. I will be able to successfully model safe global technology standards while teaching. This will allow me to feel freedom in giving up control of my class to allow students to be self directed global learners (Laureate Education, Inc., 2010).
My Action will be to connect with another classroom and begin to exchange ideas, etc. with them via snail mail, internet, etc. I will also locate and participate in a global learning community. This will allow me to fully understand global communities and encourage my students to also become global learners (Cennamo, Ross, & Ertmer, 2009).
In order to Monitor, I will look at some global communities and evaluate them to decide in which I will participate. I will keep a log of the time I spend and what I learned in each. This will allow me to be able to teach my students how to evaluate their own online experiences and learning as well as to experience this learning myself (Cennamo, Ross, & Ertmer, 2009).
Finally, I will Evaluate by reflecting upon the log and what I am learning in the communities I chose. I will be able to decide if I am learning and sharing what I want to learn. It will also provide me with time for reflecting on how to make my experience better. I will then be able to share this process with my students as well (Cennamo, Ross, & Ertmer, 2009).
I could use some help from my colleagues at Walden University. So, if any of you have suggestions to help me get acclimated to global communities, please share your experiences or suggestions. I would love to get involved in epals (http://www.epals.com), but it seems a little overwhelming to me. I have also found a site called Edmodo (http://www.edmodo.com /community/support#). Has anyone connected to epals or edmodo? Does anyone suggest another place to connect?
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Edmodo. (2011). http://www.edmodo.com/community/support#
Epals. (2010). http://www.epals.com/
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_ Teachers _2008_EN.sflb.ashx
Laureate Education, Inc. (Executive Producer). (2010). Program three. Enriching Content Area Learning Experiences With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
I have become very comfortable with the internet and technology. I think I am very good at incorporating the following standards: “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity,” and “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress,” and “Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using,” (http://www.iste.org /Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx). Even though I am feeling very comfortable with technology, there are still a few areas in which I need some more experience.
I am fairly confident in teaching with technology. However, I am not comfortable with branching out to connect with other classrooms. I want to spend some time working on the following National Educational Technology Standards for Teachers goals: “Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools”, and “Participate in local and global learning communities to explore creative applications of technology to improve student learning,” (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx). I will use the Goal, Action, Monitor and Evaluate (GAME) plan (Cennamo, Ross, & Ertmer, 2009) to further develop my NETS-T goals.
My Goal is to become more globally connected within the teaching community. This will give me confidence and knowledge as I teach my students to do the same. I will be able to successfully model safe global technology standards while teaching. This will allow me to feel freedom in giving up control of my class to allow students to be self directed global learners (Laureate Education, Inc., 2010).
My Action will be to connect with another classroom and begin to exchange ideas, etc. with them via snail mail, internet, etc. I will also locate and participate in a global learning community. This will allow me to fully understand global communities and encourage my students to also become global learners (Cennamo, Ross, & Ertmer, 2009).
In order to Monitor, I will look at some global communities and evaluate them to decide in which I will participate. I will keep a log of the time I spend and what I learned in each. This will allow me to be able to teach my students how to evaluate their own online experiences and learning as well as to experience this learning myself (Cennamo, Ross, & Ertmer, 2009).
Finally, I will Evaluate by reflecting upon the log and what I am learning in the communities I chose. I will be able to decide if I am learning and sharing what I want to learn. It will also provide me with time for reflecting on how to make my experience better. I will then be able to share this process with my students as well (Cennamo, Ross, & Ertmer, 2009).
I could use some help from my colleagues at Walden University. So, if any of you have suggestions to help me get acclimated to global communities, please share your experiences or suggestions. I would love to get involved in epals (http://www.epals.com), but it seems a little overwhelming to me. I have also found a site called Edmodo (http://www.edmodo.com /community/support#). Has anyone connected to epals or edmodo? Does anyone suggest another place to connect?
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Edmodo. (2011). http://www.edmodo.com/community/support#
Epals. (2010). http://www.epals.com/
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_ Teachers _2008_EN.sflb.ashx
Laureate Education, Inc. (Executive Producer). (2010). Program three. Enriching Content Area Learning Experiences With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Sunday, February 20, 2011
Reflection
Reflection
As I reflected on my personal beliefs about learning and learning theories, I find that the initial thoughts I had in the first week of my fifth course at Walden are still what I believe. I have deepened some of the thoughts; however, my basic beliefs are the same. I think most of the learning theories I have studied are not in conflict with each other, but are simply different parts of the “elephant.”
Until this year, I have taught students primarily through visual representations, because that is how I tend to learn best. Because of this course, I started using many different mediums. I am using the computer, the internet, manipulatives, recordings, collaboration, wikis, VoiceThreads, and the like.
As I researched learning theories, I found that no matter how they are categorized, they all involve an active learner (Laureate Education, Inc., 2010b). Retrieval depends on how well information is encoded. Encoding is most effective when it is connected to something that is already known (Lawrence, 2009). Students learn by experiencing lessons through different mediums which address the senses and by practicing them over and over again. If students do not practice what they have learned, I have found that they do not continue to retain the information for easy retrieval (Laureate Education, Inc., 2010a). I believe that the best learning takes place when students begin with something they already know or have experienced. Using a previous knowledge and building on that to introduce new concepts seems to make the easiest transition to permanent memory (Laureate Education, Inc., 2010c). I also believe that the more immersed a student is in the learning experience;,the better the memory of that concept will be (Orey, 2001).
In today’s world of computers and technology, educators should be scrambling to keep up. However, I am afraid that technology is leaving many educators behind. It is our job as educators to prepare students for life. We must teach them about the changing world around them. They must learn how to use technology. We as teachers must use technology more and more to help students learn and retain knowledge.
I have already made so many adjustments in the way I teach. As we were learning in this course, I was making those changes in my instructional strategies. It was so exciting to teach students new technologies and new ways to learn math concepts. We created wikis, blogs and VoiceThreads. We experienced virtual field trips. I have adjusted my teaching from a lecture, worksheet based instruction to a more active, creative, student centered classroom. I am asking deeper questions, causing students to think on a more challenging level. I am also using strategies more effectively. There are still more things I want to try with my students.
Creating a virtual field trip and a website for teachers and students to learn concepts are two things I still want to implement in my classroom. These things would enhance student learning, and benefit others as well. I have thought about the possibility of making a virtual field trip by filming at a construction site. I would like to get students involved by taking a field trip to a construction site. We could interview the construction workers about how they use math daily, and we could film that as well as hear and see them giving us examples of it.
I have already asked my school principal to consider letting me teach a technology course to middle school students next year. I want them to create things for others to use. I want them to learn how to search the internet and create things on the web. I would like to see my pupils become fluent at creating wikis, VoiceThreads and the like to share with others. I have learned so much form this course. I did not know wikis and VoiceThreads even existed. Now I have many tools as well as knowledge to use and search for new tools to pass on to students, teachers and parents.
It is difficult to think of two long term goals for my instruction because my job is changing, and I will not teach a math class next year. My primary responsibility is to teach at risk students, and I have a specific way my school wants that done. I have, however, asked to teach a technology class to middle schools students. If I get to do that, I will use email and chat to give assignments. I will also make sure they are creating things that can be used by teachers and students. I want that class to create websites for teachers who do not have them. I would like to see us help teachers get as much of their lessons online as possible. It would be so helpful to parents if they could go online to see what their children were learning, and maybe refresh their own memory so they can help their child learn.
I also want to create a place where games and websites are easy to locate for teachers and students. It takes so long to go through websites and games and find the ones that are really usable in the classroom. If someone else could find what you need, that might be really helpful. We could even survey and accept email suggestions to find what teachers want.
In my dreams, I would inspire other teachers to use technology and drive our district toward paperless classrooms. I would like to see us not worry about snow days anymore and have online class on those days. This course has started so many things spinning in my head. I have pitched ideas to administrators, and I am excited to see where this will take us.
References
Laureate Education, Inc. (Executive Producer). (2010a). Program one. Understanding the brain
[Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program three. Instructional theory vs.
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Program two. Brain research and
learning [Webcast]. Bridging learning theory, instruction and technology. Baltimore,
MD: Author.
Lawrence, K. (2009). How memory retrieval works. Retrieved from http://www.suite101.com/
content/how-memory-retrieval-works-a128330
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
As I reflected on my personal beliefs about learning and learning theories, I find that the initial thoughts I had in the first week of my fifth course at Walden are still what I believe. I have deepened some of the thoughts; however, my basic beliefs are the same. I think most of the learning theories I have studied are not in conflict with each other, but are simply different parts of the “elephant.”
Until this year, I have taught students primarily through visual representations, because that is how I tend to learn best. Because of this course, I started using many different mediums. I am using the computer, the internet, manipulatives, recordings, collaboration, wikis, VoiceThreads, and the like.
As I researched learning theories, I found that no matter how they are categorized, they all involve an active learner (Laureate Education, Inc., 2010b). Retrieval depends on how well information is encoded. Encoding is most effective when it is connected to something that is already known (Lawrence, 2009). Students learn by experiencing lessons through different mediums which address the senses and by practicing them over and over again. If students do not practice what they have learned, I have found that they do not continue to retain the information for easy retrieval (Laureate Education, Inc., 2010a). I believe that the best learning takes place when students begin with something they already know or have experienced. Using a previous knowledge and building on that to introduce new concepts seems to make the easiest transition to permanent memory (Laureate Education, Inc., 2010c). I also believe that the more immersed a student is in the learning experience;,the better the memory of that concept will be (Orey, 2001).
In today’s world of computers and technology, educators should be scrambling to keep up. However, I am afraid that technology is leaving many educators behind. It is our job as educators to prepare students for life. We must teach them about the changing world around them. They must learn how to use technology. We as teachers must use technology more and more to help students learn and retain knowledge.
I have already made so many adjustments in the way I teach. As we were learning in this course, I was making those changes in my instructional strategies. It was so exciting to teach students new technologies and new ways to learn math concepts. We created wikis, blogs and VoiceThreads. We experienced virtual field trips. I have adjusted my teaching from a lecture, worksheet based instruction to a more active, creative, student centered classroom. I am asking deeper questions, causing students to think on a more challenging level. I am also using strategies more effectively. There are still more things I want to try with my students.
Creating a virtual field trip and a website for teachers and students to learn concepts are two things I still want to implement in my classroom. These things would enhance student learning, and benefit others as well. I have thought about the possibility of making a virtual field trip by filming at a construction site. I would like to get students involved by taking a field trip to a construction site. We could interview the construction workers about how they use math daily, and we could film that as well as hear and see them giving us examples of it.
I have already asked my school principal to consider letting me teach a technology course to middle school students next year. I want them to create things for others to use. I want them to learn how to search the internet and create things on the web. I would like to see my pupils become fluent at creating wikis, VoiceThreads and the like to share with others. I have learned so much form this course. I did not know wikis and VoiceThreads even existed. Now I have many tools as well as knowledge to use and search for new tools to pass on to students, teachers and parents.
It is difficult to think of two long term goals for my instruction because my job is changing, and I will not teach a math class next year. My primary responsibility is to teach at risk students, and I have a specific way my school wants that done. I have, however, asked to teach a technology class to middle schools students. If I get to do that, I will use email and chat to give assignments. I will also make sure they are creating things that can be used by teachers and students. I want that class to create websites for teachers who do not have them. I would like to see us help teachers get as much of their lessons online as possible. It would be so helpful to parents if they could go online to see what their children were learning, and maybe refresh their own memory so they can help their child learn.
I also want to create a place where games and websites are easy to locate for teachers and students. It takes so long to go through websites and games and find the ones that are really usable in the classroom. If someone else could find what you need, that might be really helpful. We could even survey and accept email suggestions to find what teachers want.
In my dreams, I would inspire other teachers to use technology and drive our district toward paperless classrooms. I would like to see us not worry about snow days anymore and have online class on those days. This course has started so many things spinning in my head. I have pitched ideas to administrators, and I am excited to see where this will take us.
References
Laureate Education, Inc. (Executive Producer). (2010a). Program one. Understanding the brain
[Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program three. Instructional theory vs.
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Program two. Brain research and
learning [Webcast]. Bridging learning theory, instruction and technology. Baltimore,
MD: Author.
Lawrence, K. (2009). How memory retrieval works. Retrieved from http://www.suite101.com/
content/how-memory-retrieval-works-a128330
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Monday, January 31, 2011
Social Learning
This week I learned about cooperative learning and technology. Much of what I read was very logical. However, I am wondering about groups in the area of grading. The group grade does fit in with the social learning theory (Pitler, Hubbell, Kuhn, & Malenoski, 2007). There are several strategies mentioned this week. One strategy demands that everyone in the group pass the test before the 5 bonus points can be awarded to anyone. Another is the jigsaw strategy in which groups of 5 students are all responsible for teaching the others the material to be learned (Laureate Education, Inc., 2010a).
However, I think my students would be very upset if they were graded as a group and not individually. I have several learning disabled students and I am afraid that it would create animosity. I have worked so hard this year to make sure everyone is accepted and supported. I have made us all on the same team, and I am afraid a group activity like that would destroy what I have worked so hard to build. I do not want to put learning disabled students in a position where their challenges are obvious. I do a lot of group activities with my students, but I have them keep track of their contributions and I grade them individually at their level. This causes everyone to pull their weight and be supportive and helpful instead of angry at each other.
I agree that groups should stay very small and have different learning styles and academic levels in them (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I was thinking that some of the processes could involve all the core teachers. For example the mathematician movie idea (Pitler, Hubbell, Kuhn, & Malenoski, 2007) could involve math and science and studying where these mathematicians crossed over between math and science. Language arts might include writing about these men and including those papers in the power point or as a voice thread. History could be included in the aspect of what else was going on in the world at the time this mathematician was alive. This kind of cross curricular project could involve an entire middle school.
I also liked the detailed rubric and thought that could be useful. I liked the individual paper grading and the group roles descriptions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This promotes group work and social learning with also giving each student a clear idea of what is expected of him.
Several of the things mentioned would support social learning theories. I especially liked the Jason project (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This could be interesting for a science class. I can think of some group projects that might come out of that.
The idea of a class website created by the students also intrigued me as well as the calendar programs, bookmark managers, global classroom sites, as well as games such as building homes of our own (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Social software has been developed in the Web 2.0 movement (Hargis & Wilcox, 2008). These ideas support social learning in the idea of learning being a series of networks and ways of navigating networks (Laureate Education, Inc., 2010b). Calendars can help everyone know what is going on with everyone else. Bookmark managers can help students and teachers as they share favorite sites. Global classrooms promote group work on a global level. Games that have students working together also support social learning.
With all the new technology and tools on the market today, teachers may have a difficult time staying on top of it all. It may be difficult to be fluent in all the tools that we need to teach students. I think it would be a good idea for teachers to have some professional development in the area of technology. I know even in my coursework for this program, I feel like I am racing through it and not getting some of the tools as well as I would like. I think the new tools are going to keep being developed at an explosive rate. This will continue to give us new avenues to explore for social learning.
References
Hargis, J., & Wilcox, S. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education (TOJDE), 9(4), 9–17. Retrieved using the Education Research Complete database.
Laureate Education, Inc. (Executive Producer). (2010). Program eight. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program nine. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Voice Threads
My voice thread is at http://voicethread.com/share/1697856/ however, I also embeded it just below this post. I think you can add comments there as well. If someone would try that, it would be helpful for me to know. I also embedded a review lesson I am using with my math class below that. I can see them both and add comments. However, sometimes I can do things on my side that cannot be done if you are not logged on as me. So, if you cannot comment here, please comment to the link above.
Thank you,
Missy
Thank you,
Missy
Subscribe to:
Posts (Atom)