Probably it is not best to begin a posting such as this with a confession and yet in considering what I have decided to say in this reflection exercise it is necessary. The fact is, I came into this course (EDUC 6714 Reaching and Engaging All Learners through Technology), a skeptic and I was determined to remain on my duly labeled pedestal until knocked off. I fought bravely and with the proper amount of doubt that a skeptic should have. Circumstances and responsibility provided further burdens but in the end I succumbed and heard myself say, to myself, this may be possible.
When I looked at Universal Design for Learning and Differentiated Instruction was time and resources. I saw the Voice thread programs of my colleagues, understood the origins of and advantages of making learning accessible and equitable for all. I understood that we are none the same alike but some were preference similar and there are advantages for learning in the preference choice that we do best in. I just did not see how I was going to be able to manage time and resources to do more than I already do. My style of teaching involves a lot of conferencing and contracting. It took me awhile to realize that I have a foundation in my room that can support a differentiated instruction remodel. I appreciate so much the resources that this course provided through the differentiation station social network exercises. Looking for these resources on my own was possible of course but to share, follow to, and read the comments of colleagues in similar and different school situations was most helpful. As Grace Smith reminds us, one of the ways to utilize technology is to learn from tech savvy teachers. (Laureate Education, Inc 2009) Sharing with my colleagues in the Differentiation Station was a great encouragement.
I have already sent home a note to parents telling them that the students in my room will be taking online tests in helping me to assess their child’s learning style preferences in order to provide their child with a program that better responds to their needs. Once the learning preferences have been indicated, ( I do not yet consider myself an expert in definite diagnosis / identification) I have determined to adjust lesson plans accordingly. This will involve, more flexible use of time, space, groupings, methods, materials. Taking more time to teach process step by step to students, and evaluating with input of my students what worked and what didn’t. And finally, continual refinement will be an ongoing process.
The task at first seemed a bit daunting . I was encouraged to find that the process does not all have to be done all at once.
“It’s better just to do a few things well. Set goals for yourself, and stick with them, but make sure they are reasonable goals. Like students, teachers grow best when they are moderately challenged. Waiting until conditions are ideal or until you are sure of yourself yields lethargy, not growth. On the other hand, trying to do too many things before you have a chance to think them through leads to frustration and failure.” (Tomlinson, 1999, p. 97).
I have already begun to think about next year and how to begin in better explaining the process to students and parents. I am wandering what lessons I will learn from the starting exercises and smaller branching out ventures we will try this year. Will the first Voice Thread exercises turn out well? How will students react to more choice? It’s exciting and worrisome at the same time. Tomlinson’s admonition will be my guide. . Remember that becoming an expert at differentiation is a career-long goal. One step at a time, you can get there. (Tomlinson, 1999, p. 107).
References:
Laureate Education, Inc. (Producer). (2009a). Program nineteen. Managing the Differentiated Classroom [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author
Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development.
Retrieved from the Walden Library
Monday, November 1, 2010
Sunday, August 22, 2010
Looking Back - Going Forward
It has been an experience, this journey into the land of the GAME plan. Skeptical, reluctant, and hesitant are adjectives I would use to describe my “self” attitude at the start. I had thought my teaching style, conferencing – contracting was quite sufficient in teaching my students. At best, using technology was an add on, something extra, a tool to use to accomplish what I as teacher had chosen for the students to learn. In short, I had not allowed technology to be much more than an expensive pencil to copy down what I determined was to be learned. In retrospect, I sometimes think my students were modern day equivalents of children copying lessons with chalk and slateboard. Perhaps that is a bit dramatic and overly exaggerated but compared to what I now know to be available as classroom tools, the sentiment expressed might well be true.
I will be the first to admit that I was not able to at first catch the vision and develop my own “GAME” plan till later in the course. However I did learn a few lessons along the way.
From Lesson one I learned, that students engaged under the directions of their own efforts will retain this lesson far better than the teacher directed experience. Lesson Two reaffirmed lesson one in that I the teacher had been making the decision for my students in what I wanted them to learn, the journey belonged to me. Lesson two suggested that I allow students to work collaboratively to make the journey theirs. It was here that I have my first revision of the Game plan. My Goal became to make the journey theirs, the action plan became a search to find activities to reach the goals, monitoring began to give way to thinking of how to make sure the first two steps occurred and I realized that as this was new territory I would have to evaluate to in order to make continued adjustments. I also began to realize that my fellow companions on the journey, my students, were part of the cooking crew and we all stirred the pot. Lessons Three and Four continued to show me that I did not know enough and frankly I was getting despondent until I reread the advice from our text, that using technology was a work in progress and I should go with what I know, (Cennamo and Ertmer ). It was in these lessons that I determined not to let my students become, “digitally illiterate” (Jacobs, page 135, 2010). Lesson Six provided video examples of collaborative work and by lesson Seven, I began to say, “yeah, I could do that, that is a wonderful Idea. I so much enjoyed the examples and suggestions of Dr. Abrams and Tim Best, (Laureate Education, Inc. 2008) that my GAME plan began to come to life.
At the end of this course I knew I would be considering putting what I learned into practice. I chose NETS-T standard 1a, “ promote, support, and model creative and innovative thinking and inventiveness “ and 2a, “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”. In setting up for my GAME plan I chose these standards because I felt were they were achievable this year, afforded a foundation upon which to build and would allow for change within a relatively short period of time. Already I have been busy with the action part of the GAME plan.
Last Thursday our first of 9 scheduled webinars began on using technology in the classroom. These will be occur every 3 Thursday of the month. We already have a Brain Pop site license, the staff and I will be attending their monthly webinars as well. In the first week of school, my students instead of writing the traditional paper to introduce themselves they will be using media to do so. I have noted in my overview of unit plans in the margins, “use media” Power point, or “have class collaborate / wiki here.” Borrowing a suggestion from one of my colleagues from the class, I am planning on having my math students make a series of how to instructional videos for those students in my wife’s lower grade classroom. Basically, I have noticed a change in using technology from drill and practice the information to using to share and find the information. As Ertmer said, this will lead to other things. As I look back I see that my attitude and willingness to utilize technology has changed. With that willingness, I still confess my status as a novice I know the GAME plan will be changing, many times, but I am looking forward to learning new paths, seeing new things with the students I travel with.
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.
Jacobs, H.H, (2010) Curriculum 21: Essential Education for a Changing World. (ASCD) Alexandria, VA
Laureate Education, Inc. (Producer). (2008b). Program Twelve. Spotlight on Technology: Digital Storytelling, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
I will be the first to admit that I was not able to at first catch the vision and develop my own “GAME” plan till later in the course. However I did learn a few lessons along the way.
From Lesson one I learned, that students engaged under the directions of their own efforts will retain this lesson far better than the teacher directed experience. Lesson Two reaffirmed lesson one in that I the teacher had been making the decision for my students in what I wanted them to learn, the journey belonged to me. Lesson two suggested that I allow students to work collaboratively to make the journey theirs. It was here that I have my first revision of the Game plan. My Goal became to make the journey theirs, the action plan became a search to find activities to reach the goals, monitoring began to give way to thinking of how to make sure the first two steps occurred and I realized that as this was new territory I would have to evaluate to in order to make continued adjustments. I also began to realize that my fellow companions on the journey, my students, were part of the cooking crew and we all stirred the pot. Lessons Three and Four continued to show me that I did not know enough and frankly I was getting despondent until I reread the advice from our text, that using technology was a work in progress and I should go with what I know, (Cennamo and Ertmer ). It was in these lessons that I determined not to let my students become, “digitally illiterate” (Jacobs, page 135, 2010). Lesson Six provided video examples of collaborative work and by lesson Seven, I began to say, “yeah, I could do that, that is a wonderful Idea. I so much enjoyed the examples and suggestions of Dr. Abrams and Tim Best, (Laureate Education, Inc. 2008) that my GAME plan began to come to life.
At the end of this course I knew I would be considering putting what I learned into practice. I chose NETS-T standard 1a, “ promote, support, and model creative and innovative thinking and inventiveness “ and 2a, “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”. In setting up for my GAME plan I chose these standards because I felt were they were achievable this year, afforded a foundation upon which to build and would allow for change within a relatively short period of time. Already I have been busy with the action part of the GAME plan.
Last Thursday our first of 9 scheduled webinars began on using technology in the classroom. These will be occur every 3 Thursday of the month. We already have a Brain Pop site license, the staff and I will be attending their monthly webinars as well. In the first week of school, my students instead of writing the traditional paper to introduce themselves they will be using media to do so. I have noted in my overview of unit plans in the margins, “use media” Power point, or “have class collaborate / wiki here.” Borrowing a suggestion from one of my colleagues from the class, I am planning on having my math students make a series of how to instructional videos for those students in my wife’s lower grade classroom. Basically, I have noticed a change in using technology from drill and practice the information to using to share and find the information. As Ertmer said, this will lead to other things. As I look back I see that my attitude and willingness to utilize technology has changed. With that willingness, I still confess my status as a novice I know the GAME plan will be changing, many times, but I am looking forward to learning new paths, seeing new things with the students I travel with.
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.
Jacobs, H.H, (2010) Curriculum 21: Essential Education for a Changing World. (ASCD) Alexandria, VA
Laureate Education, Inc. (Producer). (2008b). Program Twelve. Spotlight on Technology: Digital Storytelling, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Sunday, August 15, 2010
Small Steps Going Forward
I have almost come to the end of the class, ( EDUC-6713I-3 Integrating Technology Across the Content Areas) but not the end of the road! The class has given me much to think about. I have come to the place in my planning where I ask, “Is there a place to use a tech tool here?” I have surmised that this was one purpose that this class, the GAME plan and all the interaction amongst colleagues was supposed to have accomplished, a tripped switch to the on position for technology inclusion. I must admit, that I was in the “wait and see” mode till the this last week and the heaviest presentation of digital storytelling. It was then that my brain said, “Yes”. This could work; this could reach many of my students in many ways at once. In my mult-igrade, multi-subject classroom this, if it works would be a fit. There are already, many things going on at once, we already collaborate in groups. I look forward to incorporating this digital storytelling across the curriculum.
My Game plan has changed. Rather, I realize at the moment that it is incomplete. It is limited in scope by my lack of confidence and inexperience. However I plan to use problem based learning, inquiry and digital storytelling , especially digital storytelling to increase my lack of experience and build that confidence. (That would be the E of the GAME plan – evaluate & extend, on a basic level ) I admit to being a novice. However I am inspired by the words of another teacher, Zac Chase .
“If you are connected to the world, if you are connected to so much knowledge, that when you have a question, you are no longer afraid to answer it, for fear of hearing, “I don’t know”, or “I have no way of finding out”. Our students know that they are connected to the world, and they know that if they truly want to find something out, they can find it. They can find the right resource, the right person,. They can go and get that. They can find the best part of that, the part that I think is the most important, is that it transitions out of technology into the real world, because they have become so used to being able to find information and kind of feeling entitled to knowing things, that when they need to talk to a person, when they need to find an actual resource, when they need to do an interview with someone, they are not frightened to ask questions, because they’ve done it in kind of a safe place, where they can go, they can find the information, they can produce information, and it’s got a certain degree of anonymity, even though their names are attached to it, so that when they have to be themselves in a physical space they’re so used to being able to ask a question and find the answer that if somebody doesn’t give them the answer, they know to be advocates for themselves and say, “I want to know more” and I think technology gives them that free playground to do those things.”
I have determined that I will give my students opportunity use technology in meeting requirements of assigned lessons. I will teach them to recognize goals of the assignment, allow them to participate in activities that they best feel can accomplish those goals, (differentiate), show them how to self check on their progress, (checklists, contracts, rubrics) evaluate and extend what they have learned through sharing, reflection and responding through guided critique. (My GAME plan for my students)
The standards I have decided to focus on as a teacher till gaining more experience are NETS-T 1a and 2a:
(1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness.)
(2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.)
For students this year in my classroom the goals are:
NET-S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.
Last Friday I began shopping for classroom materials for my classroom. I found myself looking at posters on collaboration processes, internet access rules and processes, & teacher made materials for suggestions of problem based learning within curriculum subjects. This was new. I the person responsible for making arrangements for professional growth at my school. As part our professional growth our first faculty & staff meeting will be a webinar on screen casting. Every third Thursday of the month the staff is invited to attend other technology webinars. Another teacher and I are going to be cooperating on a science theme the whole year entitled, “Under the Sea”. I will be using Digital Storytelling in my room with my students first, and then we will be teaching her students to how to use this tool. I will be setting up a blog in my room, using “blogmeister” as this is a first experience and my research leads me to think this is a safe place to begin as a first step. We will continue to use ICQ, and ooVoo as a means to communicate with classrooms and teachers in Southern California and Washington State. My School has signed up for Survey monkey and we will be using this information gathering tool in projects among our school parent community. These are first steps, small perhaps, uncertain perhaps but the Game Plan and the standards chosen will be the hands that keep us upright and headed forward on the new path.
References:
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.html
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.html
Laureate Education, Inc. (Producer). (2008b). Program Twelve. Spotlight on Technology: Digital Storytelling, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author
My Game plan has changed. Rather, I realize at the moment that it is incomplete. It is limited in scope by my lack of confidence and inexperience. However I plan to use problem based learning, inquiry and digital storytelling , especially digital storytelling to increase my lack of experience and build that confidence. (That would be the E of the GAME plan – evaluate & extend, on a basic level ) I admit to being a novice. However I am inspired by the words of another teacher, Zac Chase .
“If you are connected to the world, if you are connected to so much knowledge, that when you have a question, you are no longer afraid to answer it, for fear of hearing, “I don’t know”, or “I have no way of finding out”. Our students know that they are connected to the world, and they know that if they truly want to find something out, they can find it. They can find the right resource, the right person,. They can go and get that. They can find the best part of that, the part that I think is the most important, is that it transitions out of technology into the real world, because they have become so used to being able to find information and kind of feeling entitled to knowing things, that when they need to talk to a person, when they need to find an actual resource, when they need to do an interview with someone, they are not frightened to ask questions, because they’ve done it in kind of a safe place, where they can go, they can find the information, they can produce information, and it’s got a certain degree of anonymity, even though their names are attached to it, so that when they have to be themselves in a physical space they’re so used to being able to ask a question and find the answer that if somebody doesn’t give them the answer, they know to be advocates for themselves and say, “I want to know more” and I think technology gives them that free playground to do those things.”
I have determined that I will give my students opportunity use technology in meeting requirements of assigned lessons. I will teach them to recognize goals of the assignment, allow them to participate in activities that they best feel can accomplish those goals, (differentiate), show them how to self check on their progress, (checklists, contracts, rubrics) evaluate and extend what they have learned through sharing, reflection and responding through guided critique. (My GAME plan for my students)
The standards I have decided to focus on as a teacher till gaining more experience are NETS-T 1a and 2a:
(1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness.)
(2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.)
For students this year in my classroom the goals are:
NET-S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.
Last Friday I began shopping for classroom materials for my classroom. I found myself looking at posters on collaboration processes, internet access rules and processes, & teacher made materials for suggestions of problem based learning within curriculum subjects. This was new. I the person responsible for making arrangements for professional growth at my school. As part our professional growth our first faculty & staff meeting will be a webinar on screen casting. Every third Thursday of the month the staff is invited to attend other technology webinars. Another teacher and I are going to be cooperating on a science theme the whole year entitled, “Under the Sea”. I will be using Digital Storytelling in my room with my students first, and then we will be teaching her students to how to use this tool. I will be setting up a blog in my room, using “blogmeister” as this is a first experience and my research leads me to think this is a safe place to begin as a first step. We will continue to use ICQ, and ooVoo as a means to communicate with classrooms and teachers in Southern California and Washington State. My School has signed up for Survey monkey and we will be using this information gathering tool in projects among our school parent community. These are first steps, small perhaps, uncertain perhaps but the Game Plan and the standards chosen will be the hands that keep us upright and headed forward on the new path.
References:
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.html
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.html
Laureate Education, Inc. (Producer). (2008b). Program Twelve. Spotlight on Technology: Digital Storytelling, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author
Thursday, August 5, 2010
More Room for Tools
As I consider my game plan I am encouraged this week that my goals can be reached. I have determined to start out slowly in using software that requires checking in with the teacher for approval and permission through programs such as Ning and Blogmeister. As we gain experience with that we will branch out to others. I am reminded by Vicki Davis that, “It is important for teachers to remember that you don’t get there overnight. You have to start small.” As my class and I gain in proficiency we’ll branch out to other software programs. This week through the course of my study I have been supplied with research confirmation of collaborative study, “Learning then, from a Vygotskian perspective, can be enhanced through interaction and collaboration.Given the lack of face to face interaction in an online class, it follows that engaging students in collaborative efforts in online classes may increase student learning.
This week my study resources provided opportunities to observe video snippits of students working collaboratively and successfully through online programs, and I have assembled a list of programs to learn more about. Through my course of study I will be participating in a collaborative wiki experience, am looking forward to a digital storytelling lesson planning effort. I actually surprised myself by looking ahead three weeks from now when school starts and began carving out a new planning space to learn, plan and utilize some tech resources for the classroom, a specified time just to learn and practice using some new technology tool for in class. Looks like room continues to be made for new tools in the tool box.
References:
Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.
Laureate Education, Inc. (Producer). (2008a). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration , Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program Eleven. Spotlight on Technology: Social Networking and Online Collaboration, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
This week my study resources provided opportunities to observe video snippits of students working collaboratively and successfully through online programs, and I have assembled a list of programs to learn more about. Through my course of study I will be participating in a collaborative wiki experience, am looking forward to a digital storytelling lesson planning effort. I actually surprised myself by looking ahead three weeks from now when school starts and began carving out a new planning space to learn, plan and utilize some tech resources for the classroom, a specified time just to learn and practice using some new technology tool for in class. Looks like room continues to be made for new tools in the tool box.
References:
Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.
Laureate Education, Inc. (Producer). (2008a). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration , Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program Eleven. Spotlight on Technology: Social Networking and Online Collaboration, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Sunday, July 25, 2010
GAME PLANNING: Looking Elsewhere for Confirmation
Both NETS-T standard 1a and 2a call for more variety to spark the creativity of students. This week I studied assessment. This too calls for students to demonstrate ability, skill and creativity through a variety of means that technology can provide. Now, I have done some of that. The framework is in place, I feel. I conference, and have allowed student to show their understanding and interpretation through methods they choose. And I am happy for that. The truth is. I don’t know enough.
This week I went out my own class resources box. Just to confirm what I have been learning from the required and suggested texts, blogs and discussions from fellow classmates. And I was right, I don’t know enough. There are many things to investigate. Following the advice of Cennamo and Ertmer I will go with the ones I know, study others as I go
“Today, being literate, also means understanding wikis, blogs, nings, digital media, and other new and other emerging technologies”. (Jacobs, page 133, 2010) We have used video in my room, edited some video and will continue to do that but it has an old feel to it. We have taped student written plays about the topics we are studying used audacity for the first time this year. We’ve used Power Point to demonstrate everything from long division to the layers of the tropical rain forest. I hear my colleagues speaking of moodle, movie maker screen casting and I want to know and use more. “If students aren’t taught the language of sound and images, shouldn’t they be considered as illiterate as if they left college without being able to read and write?” (Jacobs, page 135, 2010). The truth is, I don’t want my students to be illiterate because their teacher may be, the truth is, and they probably already know what their teacher doesn’t.
“A sixth grade boy commented, When you write a report, people can’t see it, can’t understand it as well. Another Student said that making a documentary, ‘really is social studies.” A 7th grader said, “Making a movie, that’s like learning on steroids.” ,The act of creation through this medium is authentic, is real, and is meaningful to these students.” (Jacobs, page 126, 2010)
These are the attitudes I am hoping to observe in my classroom. This week the topic was assessment. As a teacher I must keep in mind the different learning styles of my students, the objectives of the lesson I plan to teach and make the time to find a technololy to support both. I appreciate this class, (EDUC 6713) for the opportunity to be directed to those sources.
Finally, I need to keep in mind that, “the teacher must maintain a balance of assessment methods and techniques. Using only traditional paper/pencil tests or just authentic activities does not provide a complete picture of a student understanding of technology.”
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.
Jacobs, H.H, (2010) Curriculum 21: Essential Education for a Changing World. (ASCD) Alexandria, VA
This week I went out my own class resources box. Just to confirm what I have been learning from the required and suggested texts, blogs and discussions from fellow classmates. And I was right, I don’t know enough. There are many things to investigate. Following the advice of Cennamo and Ertmer I will go with the ones I know, study others as I go
“Today, being literate, also means understanding wikis, blogs, nings, digital media, and other new and other emerging technologies”. (Jacobs, page 133, 2010) We have used video in my room, edited some video and will continue to do that but it has an old feel to it. We have taped student written plays about the topics we are studying used audacity for the first time this year. We’ve used Power Point to demonstrate everything from long division to the layers of the tropical rain forest. I hear my colleagues speaking of moodle, movie maker screen casting and I want to know and use more. “If students aren’t taught the language of sound and images, shouldn’t they be considered as illiterate as if they left college without being able to read and write?” (Jacobs, page 135, 2010). The truth is, I don’t want my students to be illiterate because their teacher may be, the truth is, and they probably already know what their teacher doesn’t.
“A sixth grade boy commented, When you write a report, people can’t see it, can’t understand it as well. Another Student said that making a documentary, ‘really is social studies.” A 7th grader said, “Making a movie, that’s like learning on steroids.” ,The act of creation through this medium is authentic, is real, and is meaningful to these students.” (Jacobs, page 126, 2010)
These are the attitudes I am hoping to observe in my classroom. This week the topic was assessment. As a teacher I must keep in mind the different learning styles of my students, the objectives of the lesson I plan to teach and make the time to find a technololy to support both. I appreciate this class, (EDUC 6713) for the opportunity to be directed to those sources.
Finally, I need to keep in mind that, “the teacher must maintain a balance of assessment methods and techniques. Using only traditional paper/pencil tests or just authentic activities does not provide a complete picture of a student understanding of technology.”
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.
Jacobs, H.H, (2010) Curriculum 21: Essential Education for a Changing World. (ASCD) Alexandria, VA
Sunday, July 18, 2010
More Coals to the Fire
So I am reflecting on the Game Plan. It still seems like a good idea and I still am reflecting on it. I do not need convincing I do need more time however to play with some of the things I have been reading about. However, that being said, I have gleaned some pearls of wisdom that put brought conviction. I was most impressed by the following:
"Once clear goals have been set, the UDL framework suggests that teachers utilize instructional strategies that allow individual students greatest access to active learning---not just passive information". Some of the teaching methods that struck me as methods I need to utilize in refining and developing my own game plan were :
Providing students with choices in the media, tools and context in which the learning will take place. (I hinted at this last time-confirmed it in reading this week)
Demonstrating concepts and skills through the use of varied models of expert performance to allow students of different abilities to identify with a preferred mode and degree of mastery
Including activities with varied levels of difficulty to challenge students at all levels of ability with a variety of engaging materials
So, what are the results of this weeks study? More fine tuning. I did however come across another reminder that the steps I have chosen to act on are an important consideration on my role as a culturally responsive teacher. “As a culturally responsive teacher, it is important to employ a range of resource materials, including books, and other print materials, and identify high quality supplemental materials in a variety of formats including video, animations, and other software based tools.”
More coals to simmer the pot. I need to add more ingredients to make what is in the pot more palatable. Time to forage!
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.
"Once clear goals have been set, the UDL framework suggests that teachers utilize instructional strategies that allow individual students greatest access to active learning---not just passive information". Some of the teaching methods that struck me as methods I need to utilize in refining and developing my own game plan were :
Providing students with choices in the media, tools and context in which the learning will take place. (I hinted at this last time-confirmed it in reading this week)
Demonstrating concepts and skills through the use of varied models of expert performance to allow students of different abilities to identify with a preferred mode and degree of mastery
Including activities with varied levels of difficulty to challenge students at all levels of ability with a variety of engaging materials
So, what are the results of this weeks study? More fine tuning. I did however come across another reminder that the steps I have chosen to act on are an important consideration on my role as a culturally responsive teacher. “As a culturally responsive teacher, it is important to employ a range of resource materials, including books, and other print materials, and identify high quality supplemental materials in a variety of formats including video, animations, and other software based tools.”
More coals to simmer the pot. I need to add more ingredients to make what is in the pot more palatable. Time to forage!
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.
Sunday, July 11, 2010
Rethinking the Good Thing
I thought it was a good idea at the time. I thought I'd shake things up and get my fifth grade students out of their seats and get them excited about something in class. It would certainly be better than reading another story or doing another vocabulary sheet from the latest story. So, I set aside a day, one day each week where students would perform. The students could read a passage from a book they were reading, a poem one already published or one they wrote, even perform a song they wrote a skit or play. The idea was to get up in front of the room and perform. I even led out by performing one of my favorite Shel Silverstein poems. Well, they liked my performance, a few others but it was a lukewarm attempt at best. So, what went wrong? It was time for reflection.
I thought of what Prensky said about students and schools today. "The reality is that students are, for the most part, bored." (2008) That made me think about my class and that I had the opportunity to improve this lesson but what I thought was a new wrinkle was still the same old stuff that asked students to use the same old skills and to be put on the spot and expected to perform as well. Wincing with the pain of realization, I have determined to retry it all again. This time using tools that many of my students probably already have used before but not in my classroom. Ouch, another realization. So, I visited the National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers and looked over the standards to see where I might start. Dr. Ertmer advises that one should start small. ".” Best way to get it, (use of technology) is to use it successfully, take small steps at first, and build on that." Good advice. I have knowledge of some things technological but am by far no expert. I chose NETS-T standard 1a. "promote, support, and model creative and innovative thinking and inventiveness." and 2a. "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity". These were my goals and the first step in utilizing what Katherine Cennamo refers to as the GAME plan. (Goals, take Action to meet those goals, Monitor progress toward achieving those goals and Evaluate to see if the goals were achieved and Extend your learning to new situations.)
I still believe that the performance day was and is a good opportunity for students to share their ability. However, I had only allowed for one way, my way, (teacher chosen, teacher directed) for them to share. Like windup toys, all of the same type they had been expected to be able to enthusiastically participate in something I had decided was different, key being, I had decided. Now I did say they could present a self written poem, a skit self written, a song a bit of prose but I had not allowed or even considered the use of technology tools available beyond that of a word processor. So, with the realization that I was the one making presentation choices I am ready to redesign. The Game plan is on!
The goals have been described above. (Performance in front of the classroom in a creative way that they choose not the teacher). The action part of the new plan will involve students being given options for the performance task. This will involve a rubric that describes the task. (A student created project for presentation in front of the classroom). Students may work in collaborative groups, using power point, movie maker, audacity, or other tool of their choice. I will serve as guide and will conference with the groups on a rotational basis to monitor their progress giving guidance when needed. Evaluation will of course be evident in the completion and presentation of the task and will be judged as successful as teacher and student check the finished product against the rubric. At the end of the exercise I will again reflect on what I learned, the new things the students taught me and how I can do this better for the next performance day. Maybe, with many cooks stirring the pot, lukewarm will heat up?
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.
Laureate Education, Inc. (Producer). (2008b). Enriching Content Area Learning Experiences with Technology, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
I thought of what Prensky said about students and schools today. "The reality is that students are, for the most part, bored." (2008) That made me think about my class and that I had the opportunity to improve this lesson but what I thought was a new wrinkle was still the same old stuff that asked students to use the same old skills and to be put on the spot and expected to perform as well. Wincing with the pain of realization, I have determined to retry it all again. This time using tools that many of my students probably already have used before but not in my classroom. Ouch, another realization. So, I visited the National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers and looked over the standards to see where I might start. Dr. Ertmer advises that one should start small. ".” Best way to get it, (use of technology) is to use it successfully, take small steps at first, and build on that." Good advice. I have knowledge of some things technological but am by far no expert. I chose NETS-T standard 1a. "promote, support, and model creative and innovative thinking and inventiveness." and 2a. "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity". These were my goals and the first step in utilizing what Katherine Cennamo refers to as the GAME plan. (Goals, take Action to meet those goals, Monitor progress toward achieving those goals and Evaluate to see if the goals were achieved and Extend your learning to new situations.)
I still believe that the performance day was and is a good opportunity for students to share their ability. However, I had only allowed for one way, my way, (teacher chosen, teacher directed) for them to share. Like windup toys, all of the same type they had been expected to be able to enthusiastically participate in something I had decided was different, key being, I had decided. Now I did say they could present a self written poem, a skit self written, a song a bit of prose but I had not allowed or even considered the use of technology tools available beyond that of a word processor. So, with the realization that I was the one making presentation choices I am ready to redesign. The Game plan is on!
The goals have been described above. (Performance in front of the classroom in a creative way that they choose not the teacher). The action part of the new plan will involve students being given options for the performance task. This will involve a rubric that describes the task. (A student created project for presentation in front of the classroom). Students may work in collaborative groups, using power point, movie maker, audacity, or other tool of their choice. I will serve as guide and will conference with the groups on a rotational basis to monitor their progress giving guidance when needed. Evaluation will of course be evident in the completion and presentation of the task and will be judged as successful as teacher and student check the finished product against the rubric. At the end of the exercise I will again reflect on what I learned, the new things the students taught me and how I can do this better for the next performance day. Maybe, with many cooks stirring the pot, lukewarm will heat up?
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.
Laureate Education, Inc. (Producer). (2008b). Enriching Content Area Learning Experiences with Technology, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
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