At the start of this course, I stated that my teaching style involved student participation and technology. I feel that now, after eight weeks, I still believe these are essential elements in teaching the youth of today. This course has provided me with numerous activities, strategies, websites and ideas to assist me in sticking with my teaching style.
One strategy I feel will benefit my students that we discussed during this course was cooperative learning. While I did use this briefly in my classroom, I feel I now have a better grasp on how to successfully incorporate it into my classroom because of this course. Students need to be involved in their learning process and also need to work collaboratively with peers in order to reach a common goal. Cooperative learning prepares students for working with others in real world experiences.
One resource from this course that I felt was extremely beneficial was my introduction to Voicethread. I have already used the site in my classroom and have a multitude of ideas of how to incorporate it in the future. Children love the computer and love supplying classmates with their criticisms. Therefore, in my English class this serves as such a powerful tool.
This course has provided me with resources to further my incorporation of technology in the classroom and has given me so many new ideas and resources to use. I feel I have gained a great knowledge of technology and how to reach my students of this technologically based generation
Sunday, October 31, 2010
Friday, October 8, 2010
Wednesday, October 6, 2010
Connectivism and Social Learning in Practice
“Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I strongly agree with the concept of cooperative learning. In my experience with classrooms incorporating this model, it has been nothing but beneficial to those children participating. While I feel it is essential in the learning process of children in this generation, I also feel there are many guidelines, rules and approaches that need to be enforced.
To begin, “cooperative learning groups require attention to detail in the planning process,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). From my experience, I have learned this the hard way. Each year I expect my students to learn how to properly work in groups and assign projects throughout the school year that require them to work with others. One year I decided to have students work together on a Black History Month project. I found websites for students to use for research, only to find that some of those websites did not have all the information needed and gave students access to other, sometimes inappropriate, websites. I was prepared, but definitely not as much as I should have been. The following year, I began preparing for the project much earlier, and took into consideration these details when preparing.
Social networking and the media can be great resources for cooperative learning. With social networking students can access thoughts and ideas from students that are outside of the classroom. They have the ability to discuss problems with children from other cities, states, or even countries and gain an outside perspective. While this is a great advantage, it also needs to be regulated and monitored. Students need to be taught rules and guidelines when speaking with people on the computer.
Cooperative learning can be a strong tool for children if used correctly. Parents and teachers need to work together to enforce proper use of such powerful tools. Students also need to understand that having access to such a wide variety of information should not be taken for granted. Technology is a privilege that can enhance learning and that can be enjoyed, but only if used properly.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
To begin, “cooperative learning groups require attention to detail in the planning process,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). From my experience, I have learned this the hard way. Each year I expect my students to learn how to properly work in groups and assign projects throughout the school year that require them to work with others. One year I decided to have students work together on a Black History Month project. I found websites for students to use for research, only to find that some of those websites did not have all the information needed and gave students access to other, sometimes inappropriate, websites. I was prepared, but definitely not as much as I should have been. The following year, I began preparing for the project much earlier, and took into consideration these details when preparing.
Social networking and the media can be great resources for cooperative learning. With social networking students can access thoughts and ideas from students that are outside of the classroom. They have the ability to discuss problems with children from other cities, states, or even countries and gain an outside perspective. While this is a great advantage, it also needs to be regulated and monitored. Students need to be taught rules and guidelines when speaking with people on the computer.
Cooperative learning can be a strong tool for children if used correctly. Parents and teachers need to work together to enforce proper use of such powerful tools. Students also need to understand that having access to such a wide variety of information should not be taken for granted. Technology is a privilege that can enhance learning and that can be enjoyed, but only if used properly.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
Friday, October 1, 2010
Constructivism in Practice
Constructivism emphasizes the importance of creating a link between learning and real life experiences. In Using Technology with Classroom Instruction that Works, the authors found “that integrating technology into instruction tends to move classrooms from teacher-dominated environments to ones that are more student-centered,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students need to learn to become more dependent on peers and more importantly use their knowledge to help them succeed. In my class this year, I have tried to place more emphasis on student’s learning from one another, rather than always jumping to ask me, the teacher, about a problem or concern. I begin each week with mini-lessons, usually incorporating some form of technology, and then students are left to work on their own to complete assignments. I feel this teaching style is allowing these students to learn powerful strategies for real world experiences.
Problem based learning focuses on creating that connection from school and learning to home and real world experiences. As stated in wikipedia.com, “Problem based learning is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.” One of the most difficult tasks when using technology in the classroom is preparing and teaching students proper use of the different tools. Much emphasis needs to be placed on proper use and loss of privileges if tools are not used correctly. Students should be taught basic computer skills at a young age in order to build on this knowledge as they proceed through grade levels. Some of my students struggle with basic Microsoft Word and Powerpoint in the 5th grade. These skills should be mastered by the time they reach 5th grade. Mastering these skills at a younger age, will allow me to advance them into using camera and video software or other Microsoft programs to name a few.
Students also need to work within groups to find answers to real life problems or simple computer problems in the classroom. The emphasis needs to placed on student learning and not teachers simply teaching. As stated by Lynda Donovan, our students now have grown up surrounded by technology and they will likely deal with more advanced technology in the future. As teachers it is our jobs to get them comfortable with using the latest technologies correctly(Laureate, 2009). We also need to let those students who are more advanced become the teachers in the classroom. Many students have more knowledge than teachers with computers and the Internet. Having a student become the teacher is rewarding for the student and is the pure definition of a child-centered classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). “Constructionist and constructivism” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
Problem based learning focuses on creating that connection from school and learning to home and real world experiences. As stated in wikipedia.com, “Problem based learning is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.” One of the most difficult tasks when using technology in the classroom is preparing and teaching students proper use of the different tools. Much emphasis needs to be placed on proper use and loss of privileges if tools are not used correctly. Students should be taught basic computer skills at a young age in order to build on this knowledge as they proceed through grade levels. Some of my students struggle with basic Microsoft Word and Powerpoint in the 5th grade. These skills should be mastered by the time they reach 5th grade. Mastering these skills at a younger age, will allow me to advance them into using camera and video software or other Microsoft programs to name a few.
Students also need to work within groups to find answers to real life problems or simple computer problems in the classroom. The emphasis needs to placed on student learning and not teachers simply teaching. As stated by Lynda Donovan, our students now have grown up surrounded by technology and they will likely deal with more advanced technology in the future. As teachers it is our jobs to get them comfortable with using the latest technologies correctly(Laureate, 2009). We also need to let those students who are more advanced become the teachers in the classroom. Many students have more knowledge than teachers with computers and the Internet. Having a student become the teacher is rewarding for the student and is the pure definition of a child-centered classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). “Constructionist and constructivism” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
Wednesday, September 22, 2010
Cognitivism in Practice
While reading this week’s resources, I allowed myself to think back to my middle school years to remind myself what helped me in the learning process. I struggled with this, until I watched Dr. Michael Orey’s video. One concept that I feel helped me obtain information for an extended period of time was the ability to make connections. Dr. Orey explained that elaboration is the “primary mechanism for storing information in long-term memory,” (Laureate Education, Inc., 2009). If students are able to make a connection between what they are learning and something that is important to them or a visual, they will then be able to maintain that connection for longer periods of time. Students are trained to retain information for a test and then are not expected to remember it for future courses.
One way in which I plan to implement this in my class this year is when teaching vocabulary words. After students define words using context clues, we review the definitions as a class. I would like to show a visual when reviewing these words. For example, when learning the word riot, I will portray pictures of riots that occurred during our history. This will allow students to make a connection between the word and an image. Students will practice “dual coding information,” (Laureate Education, Inc., 2009). Once that connection is made, hearing it in the future will trigger that connection making them remember the word.
This week’s learning resources, cues, questions, and summarizing, are a great way of incorporating cognitive learning into the classroom. At the start of a lesson or project, I explain to my students where I want to be and where they should be by the end of the week. I use contracts to enforce my expectations, which also allows students to keep track of work. I feel this allows students to think ahead and prepare for what is coming next.
I also always supply my students with rubrics at the start of a writing assignment or project. “Rubrics are excellent advance organizers because they prepare students to apply their abilities, knowledge, and critical thinking skills,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers want to be prepared so they plan in advance and children can and should learn in the same way.
References:
Laureate Education, Inc. (Executive Producer). (2008). “Cognitive learning theories” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD
One way in which I plan to implement this in my class this year is when teaching vocabulary words. After students define words using context clues, we review the definitions as a class. I would like to show a visual when reviewing these words. For example, when learning the word riot, I will portray pictures of riots that occurred during our history. This will allow students to make a connection between the word and an image. Students will practice “dual coding information,” (Laureate Education, Inc., 2009). Once that connection is made, hearing it in the future will trigger that connection making them remember the word.
This week’s learning resources, cues, questions, and summarizing, are a great way of incorporating cognitive learning into the classroom. At the start of a lesson or project, I explain to my students where I want to be and where they should be by the end of the week. I use contracts to enforce my expectations, which also allows students to keep track of work. I feel this allows students to think ahead and prepare for what is coming next.
I also always supply my students with rubrics at the start of a writing assignment or project. “Rubrics are excellent advance organizers because they prepare students to apply their abilities, knowledge, and critical thinking skills,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers want to be prepared so they plan in advance and children can and should learn in the same way.
References:
Laureate Education, Inc. (Executive Producer). (2008). “Cognitive learning theories” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD
Wednesday, September 15, 2010
Behaviorist Learning Theory
When compared to the behaviorist approach, my teaching style and this approach have many similarities. The behaviorist learning theory states “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them,” (Lever-Duffy & McDonald, 2008). Reinforcement and consequences, which are major aspects of the behaviorist learning theory, assist my students and me with getting the most out of classroom time. I reinforce student’s appropriate behavior and provide consequences for inappropriate behavior. This allows me to create a classroom environment that focuses on student responsibility.
For instruction, I present the different concepts for a two week period. For example, this week I presented parts of speech, vocabulary list, and idioms. Students took notes on the mini-lessons and then were sent to complete center tasks with partners. Students used their notes, knowledge, and partners to complete all tasks. Due to my behaviorist approach with discipline, all students completed their work and there were minimal distractions. Combining student responsibility with the structure enforced by the behaviorist learning theory has created a structured classroom of students who are capable of working on their own and not dependent on the instructor.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
For instruction, I present the different concepts for a two week period. For example, this week I presented parts of speech, vocabulary list, and idioms. Students took notes on the mini-lessons and then were sent to complete center tasks with partners. Students used their notes, knowledge, and partners to complete all tasks. Due to my behaviorist approach with discipline, all students completed their work and there were minimal distractions. Combining student responsibility with the structure enforced by the behaviorist learning theory has created a structured classroom of students who are capable of working on their own and not dependent on the instructor.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Thursday, June 24, 2010
REFLECTION
Throughout this course I have struggled and succeeded with many concepts and have discovered many new ideas and activities to use as a teacher. I have gone from being somewhat knowledgeable in technology to having a new found obsession with incorporating technology into my classroom. During previous school years, I often found the use of technology with students to be more tedious than beneficial. Now, however, I am eager to work with technology in my classroom with my students and more importantly have begun using my student’s vast knowledge with technology to assist me in the classroom.
In taking this course, I have also enriched my own knowledge with technology. I have created a blog, a wiki, and a podcast. I would love to use these technologies with my English classes next year. I have also learned a great deal about collaborating with classmates to reach a common goal. Throughout this class I have had to rely heavily on the support and assistance of my classmates. We were expected to work with one another to complete the wiki page which was a very difficult task in itself. Also, with this being an online course, we often depended on one another to assist with questions needing instant feedback that the professor may not have had a chance to respond to immediately. I am very fortunate to have had such amazing colleagues throughout this class and want to thank each and every one of them.
I currently teach English to 5th grade students. At the start of the school year, many students are unorganized and overwhelmed with the drastic changes from 4th to 5th grade. Many struggle with being held responsible for completing tasks and keeping themselves on track and organized. This course has opened my eyes into new approaches and ideas to hold my students more accountable. Next year I am incorporating centers into my classroom. By creating this atmosphere, students will be held liable for their work ethic, organization, grades, and completion of assignments. Creating a child-centered classroom in which the teacher acts a facilitator is more realistic in the real world and will teach the children responsibility.
I have two long term goals that will be an obstacle in my district due to the fact we do not have technology guidelines and rules implemented.
One activity I intend to use is blogging to assist with peer editing. A teacher’s input on writing is extremely beneficial to student’s when working with revising and editing. However, a peer reading a child’s writing on a blog is even more vital in creating a more positive atmosphere in the writing process and student’s will demand much more from the child. The other goal is to create assignments that incorporate a school to real world connection. After viewing the Partnership for 21st Century Skills website and searching through their resources, I have realized that students need a guarantee that what they are learning in the classroom will be beneficial to them outside of school. This can be a struggle due to the standardized testing writing I need to address with my students. They will most likely never use this type of writing again, but I need to create prompts that the children can relate to.
After reviewing my checklist from the start of this course, I realized many of my answers did change. While I am constantly trying new things in my classroom, this course has allowed me to learn actual activities and new ideas that I can practice with my students. I have gained a great deal of knowledge about 21st century learning and incorporating technology into the curriculum and due to this course, I now have the resources, materials, colleagues, and educators to actually accomplish these tasks.
Monday, June 7, 2010
Technology Podcast
After being declined by my school to interview my fifth grade students, I interviewed three high school students and asked about their technology use. First, I had them complete a survey which questioned how often they use technology, what type of technologies they use, and what they do with these technologies. The students then used this survey to assist them during the interview. I was pleasantly surprised with their responses. Listen to the podcast to see what I mean. ENJOY!
http://www.toofiles.com/en/oip/audios/mp3/podcast-newest.html
Thursday, May 27, 2010
Partnership for 21st Century Skills- review of website
This week’s application asked for my fellow classmates and me to explore the website of the Partnership for 21st Century Skills. The website explained that P21 will “provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation).” (Partnership for 21st Century Skills).
Upon entering the website, I was quite overwhelmed with the abundance of information applicable at just one site. I felt the page itself could have been more user-friendly in navigating a first time viewer through the site. If I had simply passed through this page on my own accord, I probably would not have navigated much further than the homepage. Luckily, this was an assignment for my masters program and I HAD to continue through the page. I was then able to find many useful tools.
While searching through the site, I was thrilled to find my state, New Jersey, in the state initiatives link. Over the last two to three years, our state mandated tests have transformed immensely and I was interested to see what ideas the site might provide. After reading through the initiatives and standards, I then found a link labeled Resources for 21st century skills, This is where the website completely engulfed me. I was able to find resources for online activities my students could use for grammar, writing, etc. and also a link for online field trips. For those of you unaware, New Jersey is currently suffering major budget cuts due to the new governor. The teachers in my district have realized that field trips might not be an option anymore and online trips may be our only way to “travel” with our students. I was able to find many online links to trips that would be a great addition to our current curriculum.
The major goal of the Partnership for 21st Century Skills is to have students and teachers connect what is being taught in the classroom to the real world they live in. The useful resources of this website would enable teachers to make that connection more tactile for the children that they teach. I was very impressed with the site and plan to continue navigating through it even though this week’s assignment is completed.
Upon entering the website, I was quite overwhelmed with the abundance of information applicable at just one site. I felt the page itself could have been more user-friendly in navigating a first time viewer through the site. If I had simply passed through this page on my own accord, I probably would not have navigated much further than the homepage. Luckily, this was an assignment for my masters program and I HAD to continue through the page. I was then able to find many useful tools.
While searching through the site, I was thrilled to find my state, New Jersey, in the state initiatives link. Over the last two to three years, our state mandated tests have transformed immensely and I was interested to see what ideas the site might provide. After reading through the initiatives and standards, I then found a link labeled Resources for 21st century skills, This is where the website completely engulfed me. I was able to find resources for online activities my students could use for grammar, writing, etc. and also a link for online field trips. For those of you unaware, New Jersey is currently suffering major budget cuts due to the new governor. The teachers in my district have realized that field trips might not be an option anymore and online trips may be our only way to “travel” with our students. I was able to find many online links to trips that would be a great addition to our current curriculum.
The major goal of the Partnership for 21st Century Skills is to have students and teachers connect what is being taught in the classroom to the real world they live in. The useful resources of this website would enable teachers to make that connection more tactile for the children that they teach. I was very impressed with the site and plan to continue navigating through it even though this week’s assignment is completed.
Wednesday, May 12, 2010
Using Blogs in English Class
During the school year I often spend many hours creating exciting, inventive ways to instruct my students in writing. This is usually a very difficult task because majority of students do not enjoy the act of writing, especially standardized testing writing. Often my students struggle with reading deeper into writing prompts and also expanding on their writing. I try to vary topics that students write about so that different students will be interested with different ideas. I feel blogs may create a different and exciting approach to writing. Here are some ideas I think would be beneficial to use in an English classroom.
One idea I had for using blogs within my English class is to post issues in the news and have students comment on these issues. Students often have much knowledge in issues our state, country, town are currently facing. Many of my students are well informed about the current actions Governor Christie is taking toward budgeting in New Jersey public education. I feel this is an issue in the news that impacts their learning and therefore they would have an opinion they could share with others.
Another way to use blogging in the classroom would be for students to write journal entries in their personal blog space. I, as the teacher, can use the blogs as a grade, comment on their remarks and create a closer relationship with students in my classroom. By discussing issues important to them, the student- teacher bond could be made stronger.
The last way in which to use blogging in my class would be for students to write original pieces and post to the blog. Students would receive comments from myself as well as other students on how to improve their writing. This is one idea that I am a little uncertain about because of student's harsh wording at times. This use of blogs would take much preparation on the part of the teacher and in discussing proper ways to critique writings with students.
One idea I had for using blogs within my English class is to post issues in the news and have students comment on these issues. Students often have much knowledge in issues our state, country, town are currently facing. Many of my students are well informed about the current actions Governor Christie is taking toward budgeting in New Jersey public education. I feel this is an issue in the news that impacts their learning and therefore they would have an opinion they could share with others.
Another way to use blogging in the classroom would be for students to write journal entries in their personal blog space. I, as the teacher, can use the blogs as a grade, comment on their remarks and create a closer relationship with students in my classroom. By discussing issues important to them, the student- teacher bond could be made stronger.
The last way in which to use blogging in my class would be for students to write original pieces and post to the blog. Students would receive comments from myself as well as other students on how to improve their writing. This is one idea that I am a little uncertain about because of student's harsh wording at times. This use of blogs would take much preparation on the part of the teacher and in discussing proper ways to critique writings with students.
Technology in the Classroom
This week's reading and use of technology has both intrigued and frightened me. I consider myself to be knowledgeable in technology and after viewing different blogs and reading other people's thoughts and uses of technology, I see I have a lot more to learn! Through this course I hope to gain a greater understanding of uses of technology both for myself and for my students. I am very excited to start blogging with my 5th graders and hope I can figure out how to complete this task through the tasks of this course. Any advice from classmates or other bloggers would be greatly appreciated!!
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