As I reflect on the past eight weeks of this course, I have noticed some changes in my classroom. Firstly, my students have started the process of making their own GAME plan goals for the trimester and are responding well to following those goals. I had the students make goals for academic, behavioral, and technology goals. I overheard a student checking her goals with a friend during morning warm-up the other day. It will be interesting to see if the enthusiasm continues through the trimester until March. We will check back with them often and 'remind' ourselves of what we are shooting for.
The second area that I notice a change is the new integrating tools that I have found over the course of this class. I am excited to 'play' with digital story telling and bring it into the current curriculum as a way of allowing students to process their learning and present it to others. The way of thinking when I stand a the front of my room has also changed, as I ask myself, "Who is collecting and presenting the information, me or the students?"
Time will tell how these new tools will work for me and my students. I am guessing that they will enhance my teaching and my students learning!
-Melissa
Sunday, December 27, 2009
Wednesday, December 16, 2009
GAME plans for students
This fall, the staff in our building was given a list of technology skills that would help us be effective and efficient. All staff was to go through the list and decide where we feel competent, proficient, or not in my bag of tricks. The list included everything from opening a Word file to creating and maintaining our own website. The list was a survey to be used to create our technology goal of the year, a staff development requirement.
In this master's program, we were asked to find another area of technology standards to create a goal and GAME plan to work on throughout the course. The plan that we have reflected back on in the last two months. Checking back and checking progress,as well as making adjustments along the way.
Bringing the skill of the making goals and reflecting back on them into the classroom, is a new goal to add to my list. As we have started a new trimester this week at school, it seemed like a perfect time to make new goals. I had my students make four spots on a piece of paper, creating spots for two academic goals, a behavior goal, and an open goal to be used for any area including technology. The final goal is the important one in this case. The students had to think about what we are doing in our technology class and where they would like to improve their skills. For example, several students have goals to improve their creativity in the projects that we are making, to go above and beyond the typical files. Some students added keyboarding skills to their goal.
In the next few months, we will look back on the plans that we have made to meet our goal and check to see if our goals are reasonable and reachable. Some adjustments will need to be made, but with monitoring we should be able to keep on the track of the original goals. So off we head in the direction of growing and learning!
Melissa
In this master's program, we were asked to find another area of technology standards to create a goal and GAME plan to work on throughout the course. The plan that we have reflected back on in the last two months. Checking back and checking progress,as well as making adjustments along the way.
Bringing the skill of the making goals and reflecting back on them into the classroom, is a new goal to add to my list. As we have started a new trimester this week at school, it seemed like a perfect time to make new goals. I had my students make four spots on a piece of paper, creating spots for two academic goals, a behavior goal, and an open goal to be used for any area including technology. The final goal is the important one in this case. The students had to think about what we are doing in our technology class and where they would like to improve their skills. For example, several students have goals to improve their creativity in the projects that we are making, to go above and beyond the typical files. Some students added keyboarding skills to their goal.
In the next few months, we will look back on the plans that we have made to meet our goal and check to see if our goals are reasonable and reachable. Some adjustments will need to be made, but with monitoring we should be able to keep on the track of the original goals. So off we head in the direction of growing and learning!
Melissa
Thursday, December 10, 2009
Goal growth and adjustment
On we go with the adventure of making a GAME plan and working toward completion. I have continued to search for real-world activities that fit into my curriculum without too much or too little for my students. So far, I have learned that there are a lot of resources available, but the time that it takes to sort through, try out, and make usable the good sources is overwhelming and daunting. I have decided to take this on one piece at a time and devote thirty to forty-five minutes a week to finding and analyzing sources for upcoming units. That may be a lofty goal considering the time of the year that is upon us, but it is a start.
Based on NETS-T goals for teachers in the digital age, I am looking toward a goal that takes my current GAME plan of bringing real world problems to the classroom and connects it with building assessments to evaluate learning. As these new problem based learning situations are integrated, the assessments that are currently in place may not fit, or may need to be adjusted to evaluate the learning. This new goal will probably be slowly worked toward as each piece is added to the curriculum.
This process has been interesting for me on the other side of the fence as a student, but has just reiterated how important goal making is and how valuable of a tool it can be if used correctly. I am heading back to my classroom to have my students build goals for the new trimester that started today and organize a way for us to ensure that we look back often at the progress of these goals. I also would like to stick a flexibility piece into my students’ goals so they can adjust and grow with their goals.
-Melissa
Based on NETS-T goals for teachers in the digital age, I am looking toward a goal that takes my current GAME plan of bringing real world problems to the classroom and connects it with building assessments to evaluate learning. As these new problem based learning situations are integrated, the assessments that are currently in place may not fit, or may need to be adjusted to evaluate the learning. This new goal will probably be slowly worked toward as each piece is added to the curriculum.
This process has been interesting for me on the other side of the fence as a student, but has just reiterated how important goal making is and how valuable of a tool it can be if used correctly. I am heading back to my classroom to have my students build goals for the new trimester that started today and organize a way for us to ensure that we look back often at the progress of these goals. I also would like to stick a flexibility piece into my students’ goals so they can adjust and grow with their goals.
-Melissa
Wednesday, December 2, 2009
Looking into space
As I have started to teach a unit about space that I have taught several times before, I would like to redesign the unit to include more real world problems that my students can relate to. The students need to be able to share differences in the planets, talk about revolution and rotation and the changes they cause, and the moon's relationship with Earth. One area that I have explored to help my students relate is to investigate which planet would be the next best place for us to create a civilization.
In my search for supplemental activities, I have found that the information online varies greatly when it comes to measurements and information due to the problem of making accurate measurements. This is an obstacle when sending students online to find information. I will have to search and direct students toward certain sites to help them get accurate information. For example, I have been using the NASA website due to the fact that it seems to be up-to-date with newest findings.
One question that I have that I will be working on is continuing to facilitate the project while ensuring that students are finding accurate information and recording it correctly. One area that may get in the way is the difference in measurement styles, such as miles and kilometers. During class we will have to discuss the differences and why the two types are used in the same measurement.
Well, I am off to bring more real-life problems to help my students understand an abstract subject of space and the vastness of what we are talking about. As we started talking about planets for the first time today, the students were asked which planet was the largest in the solar system and a student replied that Earth was the biggest. We have a lot to learn about space, so off on our adventure we go.
In my search for supplemental activities, I have found that the information online varies greatly when it comes to measurements and information due to the problem of making accurate measurements. This is an obstacle when sending students online to find information. I will have to search and direct students toward certain sites to help them get accurate information. For example, I have been using the NASA website due to the fact that it seems to be up-to-date with newest findings.
One question that I have that I will be working on is continuing to facilitate the project while ensuring that students are finding accurate information and recording it correctly. One area that may get in the way is the difference in measurement styles, such as miles and kilometers. During class we will have to discuss the differences and why the two types are used in the same measurement.
Well, I am off to bring more real-life problems to help my students understand an abstract subject of space and the vastness of what we are talking about. As we started talking about planets for the first time today, the students were asked which planet was the largest in the solar system and a student replied that Earth was the biggest. We have a lot to learn about space, so off on our adventure we go.
Sunday, November 29, 2009
Revisiting the GAME plan
Looking back since I started my GAME plan, I have made some progress and hit a few obstacles along the way. To start with, I have been looking for real world situations that can help my students relate with US history covered in fifth grade and using those to bridge prior knowledge and new material. As I have searched for virtual field trips and webquests, I have found a few that will work well with future units. However, I have not been as successful with my current lesson on the Vikings exploration. Time has played a big factor in this new endeavor. Maybe it's that time of the year, or maybe my searches have not been focused to include what I am really looking for. I have found a few sources, but they are not what I am looking for or do not cover the content in our curriculum.
So far in my search, I have found that there are some high quality sources and then there are some that leave a lot to be desired. With these two areas, one is ready to be used in the classroom immediately and the other would require more time that seems to be in a shortage currently. A few of the sources I have visited recently could be a great source with some time to bring them up-to-date.
The questions that has arisen with meeting the GAME plan is what is worth more: using a project that is well put together, but doesn't cover exactly what I am looking for; or adjusting or building on a project that is fair but covers the content.
Recently, I used a virtual field trip with a small group of students. I was very impressed with what the group could recall about what they viewed and the information that was covered. It was encouraging to add more to the curriculum for the students to experience and help build connections to their own prior knowledge.
So far in my search, I have found that there are some high quality sources and then there are some that leave a lot to be desired. With these two areas, one is ready to be used in the classroom immediately and the other would require more time that seems to be in a shortage currently. A few of the sources I have visited recently could be a great source with some time to bring them up-to-date.
The questions that has arisen with meeting the GAME plan is what is worth more: using a project that is well put together, but doesn't cover exactly what I am looking for; or adjusting or building on a project that is fair but covers the content.
Recently, I used a virtual field trip with a small group of students. I was very impressed with what the group could recall about what they viewed and the information that was covered. It was encouraging to add more to the curriculum for the students to experience and help build connections to their own prior knowledge.
Wednesday, November 18, 2009
On with the GAME plan
In my previous post, I discussed my GAME plan for bringing more real-world problems and examples to my classroom in social studies lessons. As I continue to work toward this goal and enhance my lessons, I will update the progress as the process continues.
In order to move forward in my GAME plan, I need to look at the resources that will be necessary to move forward in the process. One important resource that will be needed will be different real-world situations that I my students can relate to in order to help them understand history. It is tough for ten-year-olds to relate to Marco Polo leaving home and walking thousands of miles to explore and find spices. When I take this and talk about the reasons that my students would be willing to leave their homes to walk for years, they start to relate with Marco Polo. Researching these ideas, and in talking to my students, I can bring more ways to understand what happened 'way back then'.
Next, I need to start looking at lessons to come and start relating new concepts to ideas my students understand and make connections with the ideas. As I look ahead, I am looking for ideas on how to relate the scale of the Milky Way galaxy and the planets that make up our solar system for science. The explorers in social studies are also on my radar of real-world scenarios.
-Melissa
In order to move forward in my GAME plan, I need to look at the resources that will be necessary to move forward in the process. One important resource that will be needed will be different real-world situations that I my students can relate to in order to help them understand history. It is tough for ten-year-olds to relate to Marco Polo leaving home and walking thousands of miles to explore and find spices. When I take this and talk about the reasons that my students would be willing to leave their homes to walk for years, they start to relate with Marco Polo. Researching these ideas, and in talking to my students, I can bring more ways to understand what happened 'way back then'.
Next, I need to start looking at lessons to come and start relating new concepts to ideas my students understand and make connections with the ideas. As I look ahead, I am looking for ideas on how to relate the scale of the Milky Way galaxy and the planets that make up our solar system for science. The explorers in social studies are also on my radar of real-world scenarios.
-Melissa
Thursday, November 12, 2009
Technology Standards
Recently, I spent time on the International Society for Technology in Education (ISTE) web site set-up to enhance digital learning and use of technology in the classroom. One section of the site is made for teachers and the technology standards called National Education Standards for Teacher (NETS-T). There are five separate standards for teachers for encouraging and teaching safe, effective use of technology.
As I read through the standards, I found some areas that I use effectively and some areas that I can continue to work on to enhance my teaching. The two areas I have picked to focus my GAME plan (see below) on include “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” and “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”.
GAME plan (Cennamo, Ross, & Ertmer, 2009)
Goal-
Action-
Montoring-
Evaluation-
Goal- My goal is to design lessons that explore real-world problems and are relevant to my students' lives and their learning.
Action- In order to meet my goal, I plan to re-evaluate the lessons in my classroom to incorporate these skills for my students. I also plan to research and evaluate problems that incorporate more real-world situations that my students can relate to with their prior knowledge. I will be using internet sources and technology programs to enhance the lessons taught. Some examples of these might be virtual field trips or webquests.
Monitoring- I will be monitoring my goal through discussions with my students and reviewing previous lessons with my students to find their understanding of the current curriculum.
Evaluating- At the end of the unit, our district requires the testing of the standards covered during that unit which will allow me to evaluate more formally the progress using real-world problems and situations in social studies.
-Melissa
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE | NETS for Teachers 2008. (n.d.). International Society for Technology in Education | Home. Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
As I read through the standards, I found some areas that I use effectively and some areas that I can continue to work on to enhance my teaching. The two areas I have picked to focus my GAME plan (see below) on include “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” and “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”.
GAME plan (Cennamo, Ross, & Ertmer, 2009)
Goal-
Action-
Montoring-
Evaluation-
Goal- My goal is to design lessons that explore real-world problems and are relevant to my students' lives and their learning.
Action- In order to meet my goal, I plan to re-evaluate the lessons in my classroom to incorporate these skills for my students. I also plan to research and evaluate problems that incorporate more real-world situations that my students can relate to with their prior knowledge. I will be using internet sources and technology programs to enhance the lessons taught. Some examples of these might be virtual field trips or webquests.
Monitoring- I will be monitoring my goal through discussions with my students and reviewing previous lessons with my students to find their understanding of the current curriculum.
Evaluating- At the end of the unit, our district requires the testing of the standards covered during that unit which will allow me to evaluate more formally the progress using real-world problems and situations in social studies.
-Melissa
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE | NETS for Teachers 2008. (n.d.). International Society for Technology in Education | Home. Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Sunday, November 1, 2009
Final Thoughts for EDUC 6712
As Educ 6712 comes to a close, I am reflecting on what was learned and how that has affected my teaching. The literacy skills of the past, reading and writing, have evolved into the skills that our children will need to be successful in the future. With the amount of information available to everyone today, the skills have gone from reading to finding, analyzing, summarizing, synthesizing of information. Students need to filter through information, decide what is useful, and turn it into a product to be share. Inquiry is the direction we are taking to help students practice and master these skills.
Inquiry allows a student to take what they are interested in and turning it into a project to share with others, turning their learning into an opportunity to also practice communication skill that will be crucial in future careers. The assignment that was designed during the course of this class will allow my students to meet state standards in several areas while research a person of their choice. They will need to have opportunities to learn and practice these new literacy skills. The logistics of teaching the new literacy skills will require extra time in the computer lab and time during technology class to prior to the start of the research project.
My goal for the use of new literacy skills is to examine each unit that I currently teach and give my students a place to practice or use these skills. I will be, in fact, starting two new units this week in science and social studies and will have the chance to look at both. I have made a list of the new literacy skills to have on my desk while I am planning so that I can embed the skills as I do my lesson planning for the unit. I have shared this list with my colleagues so that as we are planning together in other areas we can ensure our students have chances to use the skills.
-Melissa
Inquiry allows a student to take what they are interested in and turning it into a project to share with others, turning their learning into an opportunity to also practice communication skill that will be crucial in future careers. The assignment that was designed during the course of this class will allow my students to meet state standards in several areas while research a person of their choice. They will need to have opportunities to learn and practice these new literacy skills. The logistics of teaching the new literacy skills will require extra time in the computer lab and time during technology class to prior to the start of the research project.
My goal for the use of new literacy skills is to examine each unit that I currently teach and give my students a place to practice or use these skills. I will be, in fact, starting two new units this week in science and social studies and will have the chance to look at both. I have made a list of the new literacy skills to have on my desk while I am planning so that I can embed the skills as I do my lesson planning for the unit. I have shared this list with my colleagues so that as we are planning together in other areas we can ensure our students have chances to use the skills.
-Melissa
Sunday, June 28, 2009
EDUC 6711- Coming to a close
Nine learning theories and several new technologies later, we have come to the end of Bridging Learning Theory, Instruction, and Technology. We have discussed, learned, and reviewed the theories that were learned in college. Several of those theories have been an integral part of my teaching that I did not even realize they were there. A few had been set aside to survive the first years of teaching only to be renewed and worked back into everyday life as we discussed their benefits yet again.
The difference with the learning theories this time around was that they were connected with technologies to be integrated into the curriculum and enhance the learning of my students. One of those new technologies that I plan to use in the upcoming school year is the VoiceThread (www.voicethread.com). This program combines the visual presentation of ideas with the ability to interact with the topic at hand. I can create a 'slide show' about the events leading to the Revolutionary War and my students can add comments about what they have learned and ideas about why this was a significant event in the war. The program has many practical applications that can be used with or without the teacher present, creating an activity where the student is constructing their own knowledge with a guide to get them started (Orey, 2001)
Another piece of technology that we explored during this course was through a web site called Webspiration (www.webspiration.com). The site allows the user to create a concept map of a topic and then share it with those who are invited to view/edit the document. The concept mapping allows one to organize their thoughts and create pathways interconnecting those ideas (Hubbell, Kuhn, Malenoski, & Pitler, 2007). The map could be shared with students during a lesson, or better yet, the students could build their own concept map of the material covered to organize their own thoughts.
For integrating the new technology learned into classroom practice, my goals include the use of two strategies covered in the material presented as known to improve student learning. The first goal stems from the tool that is shown to make the biggest difference in student learning; finding similarities and differences (Laureate, 2008) I plan to have my students use this strategy throughout the year. For example, find the similarities and differences for: the four Minnesota biomes, the soldiers in the Revolutionary War, the reasons that explorers came to the new world, etc.
The second strategy that I would like to incorporate in my teaching in the future is to use non-linguistic representations. Teaching science and social studies for my team, I introduce many vocabulary words that are not commonly used words for ten-year olds. I plane to leave a wall open to add words to throughout the year. The words would be clearly stated at the top and would accompanied by pictures that would help explain the word to give the students a visual to connect with the word (Laureate, 2008).
As I build my 'bag of technology tricks' I find myself thinking about where this could fit in my class. As it is always said, 'the possibilities are endless'. I can not wait to add more to my bag and practice using the ones I already inside.
-Mel.
Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Thursday, June 4, 2009
As the last day of the school year is upon us, the learning continues. My students are cleaning out their desks and I am looking for a way to try out a program new to me before they leave. I did some experimenting this week with an online resource called Voice Threads, a way for students to communicate their ideas on a certain topic. I went looking for advice from my students on Voicethread.com to pass on to future fifth graders and found a program that has potential to take on many topics. I would like to produce some voice threads for next school year over the summer and get a better taste of the program over the summer.
My voice thread: http://voicethread.com/share/527452/
The voice thread's communication and interactive nature brings us to looking at the social learning theory and how it is used in today's classroom. Social learning theory is learning from and with others (Orey, 2001). I think we use this type of learning more often than we think we do. For example, my cookies are coming out of the oven flat and very chewy and 2 dozen ready for treats in the lounge tomorrow. What do I do? I call Mom. If that strategy fails, I move to another family member to help, or I move to the internet where I can get a Yahoo Answer from all over the country on how to fix my cookies. Socially, we seek the communication of others to enhance our own knowledge.
In the classroom, this translates into all areas of the curriculum. Teachers need to keep in mind that students will always be communicating with others, technologically or not. The skills needed to be successful in that communication are taught and practiced daily in schools. Students working in groups and safe social situations allow them to experiment with, practice, and hone the skills that they will need for life. As a teacher, I feel that I need to set-up those safe situations and monitor to ensure that they are working and supporting the students with curriculum and social skills.
Well, now that I have an answer to those cookies, I should probably get them out of the oven before they burn!
-Mel.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved <6-4-09>, from http://projects.coe.uga.edu/epltt/
My voice thread: http://voicethread.com/share/527452/
The voice thread's communication and interactive nature brings us to looking at the social learning theory and how it is used in today's classroom. Social learning theory is learning from and with others (Orey, 2001). I think we use this type of learning more often than we think we do. For example, my cookies are coming out of the oven flat and very chewy and 2 dozen ready for treats in the lounge tomorrow. What do I do? I call Mom. If that strategy fails, I move to another family member to help, or I move to the internet where I can get a Yahoo Answer from all over the country on how to fix my cookies. Socially, we seek the communication of others to enhance our own knowledge.
In the classroom, this translates into all areas of the curriculum. Teachers need to keep in mind that students will always be communicating with others, technologically or not. The skills needed to be successful in that communication are taught and practiced daily in schools. Students working in groups and safe social situations allow them to experiment with, practice, and hone the skills that they will need for life. As a teacher, I feel that I need to set-up those safe situations and monitor to ensure that they are working and supporting the students with curriculum and social skills.
Well, now that I have an answer to those cookies, I should probably get them out of the oven before they burn!
-Mel.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved <6-4-09>, from http://projects.coe.uga.edu/epltt/
Thursday, May 28, 2009
Constructivism and Technology
What if I send more fish to this pond? What if I take away three of these fish? What would happen if the algae was more productive and overgrew in the pond? These kinds of questions that students face when they are working with constructivist technology programs. Programs that help students hypothesis and test their theories fall in this technology umbrella. As the students use trial and error to navigate through the programs, they are investigating their theories and receiving quick feedback on those decisions (Orey, 2001).
Back in the classroom, constructivism is found through project based learning. A project that the students in the classroom across the hall from mine are currently working on meets the criteria for a project such as these. The fourth graders have been studying the regions of the United States throughout the year. They have now each been assigned a state to design questions about and then research to answer those questions. Now that the research is done, the students are taking what they have learned and displaying it on presentation boards. These boards will be on presented and the class will be able to ask questions and clarify the information. Not only did fourth grade construct their boards and presentations, they also were constructing their own learning along the way (Orey, 2001).
-Melissa
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved MAy 28, 2009, from http://projects.coe.uga.edu/epltt/
Back in the classroom, constructivism is found through project based learning. A project that the students in the classroom across the hall from mine are currently working on meets the criteria for a project such as these. The fourth graders have been studying the regions of the United States throughout the year. They have now each been assigned a state to design questions about and then research to answer those questions. Now that the research is done, the students are taking what they have learned and displaying it on presentation boards. These boards will be on presented and the class will be able to ask questions and clarify the information. Not only did fourth grade construct their boards and presentations, they also were constructing their own learning along the way (Orey, 2001).
-Melissa
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved MAy 28, 2009, from http://projects.coe.uga.edu/epltt/
Thursday, May 21, 2009
As I look at a picture of the Grand Canyon, two major events are happening inside my brain: 1. the brain is organizing the information that is streaming in through my optic nerves and the feelings that I am associating with the picture, 2. the brain is also accessing the memories from our trip to the Grand Canyon the summer before fifth grade, as well as the subsequent trip as an adult. In cognitive learning theory, I am learning. I am creating and strengthening pathways through my neurons to establish access to this information again (Orey, 2001).
Now how do I store this information so that I can retrieve it when I am looking for the same picture at the Grand Canyon gift shop next time I am in the area (only 1,636 miles from home)? Using some strategies from the reading this week in class, I could start with a concept map to lay out the different parts of the picture and how they are related. The neurons in my brain would be thickening the path to retrieval by giving it a new way to organize the information and “showing” my brain new ways to connect the information to what I already know. The process is much like putting up new street signs along the way to a place I have never been or have not recently visited. The more times I organize and retrieve that information the clearer the signs will become and I will not have to slow down to read them. Cues (like landmarks) along the way will also allow the process to speed up as I follow the path over and over (Hubbell, Kuhn & Pitler, 2007). Eventually, I will be looking for the picture with the tree to the right and the red-orange glow of the sunset, the color of my favorite sweater.
Another strategy that can be use to process the information and make the path an easier journey back to the memory storage would be summarizing and note taking. On a sheet of paper that will accompany me on the journey back to the Grand Canyon gift store, I would write down details of the picture and note distinguishing features of the object. Based on time limits and carry-on space, the description would not be one of great detail, but enough to help me locate the one I seek. Short, logical, organized thoughts should be sufficient to find the piece (Hubbell, Kuhn & Pitler, 2007). Again organizing my thoughts, directs my brain to new ways of locating the information later.
Next trip to the Grand Canyon, I will be looking for a framed copy of the picture. Until then, I have stored that information and will be able to access it as soon as the sight of the canyon triggers the path back to my long-term memory. I will take my notes and maps, this is assuming that my camera is not working and I have no other way to store the picture so I can find it’s twin!
-Mel.
Hubbell, H. ;., Kuhn, E. R., & Pitler, M. (2007). Using Technology with Classroom Instruction
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt
Friday, May 15, 2009
Behaviorism
Behaviorism brings to the classroom reinforcement, practice, and rewards to the classroom. As we connect our students to the technology available, we also bring some of that behaviorism with it.
Before my students can use their higher order thinking skills, they must have a background of knowledge to access. For example, if I want my students to solve a multi-step word problem, it is imperative that they first know how to calculate the problem and have basic facts readily available. To practice these facts, we can utilize technology programs that allow students to practice the facts and create paths in their brain to make those facts instant. With each addition of an online program to practice the basics, we add another way for our students to practice and get instant feedback, which reinforces their effort immediately. These programs are not limited to the classroom as more and more families join the online community. As we are connected, homework has also begun to change, with student able to work at home and email work to the teacher, or logging in to a site to take a quiz that can be accessed later by the teacher to be recorded in the gradebook. Students can work with programs that they feel successful using from home allowing them to continue practice at home.
Our world is changing and our schools need to access what is available to enhance our students' learning.
-Melissa
Before my students can use their higher order thinking skills, they must have a background of knowledge to access. For example, if I want my students to solve a multi-step word problem, it is imperative that they first know how to calculate the problem and have basic facts readily available. To practice these facts, we can utilize technology programs that allow students to practice the facts and create paths in their brain to make those facts instant. With each addition of an online program to practice the basics, we add another way for our students to practice and get instant feedback, which reinforces their effort immediately. These programs are not limited to the classroom as more and more families join the online community. As we are connected, homework has also begun to change, with student able to work at home and email work to the teacher, or logging in to a site to take a quiz that can be accessed later by the teacher to be recorded in the gradebook. Students can work with programs that they feel successful using from home allowing them to continue practice at home.
Our world is changing and our schools need to access what is available to enhance our students' learning.
-Melissa
Sunday, March 1, 2009
Reflection of Technology Course
Eight weeks has flown by quickly and shown several new pieces of technology that I haven't used before. I am at the end of a technology class for my master's degree. The class covered the use of technology in the classroom and how it can be used to make teaching more effective and meaningful. I have experienced blogs, podcasts, and wiki's, not to mention learned many ways to help my students.
At the beginning of the class, I was using the technology in my classroom to enhance my lessons and manage many routines that go with being a teacher (grading, attendance, etc.). In this class I have found new uses for some equipment and better uses for others. For example, I have added a passworded blog site to my class website, allowing my students to sign in and post to the morning's discussion question. This has worked as a warm-up and a way for my students to practice communicating in a safe manner on the internet. I have found ways to incorporate my current lessons so that I am using technology to teach my students 21st century skills. These are the skills that they will need to enter the workforce and be contributing members of society.
As a teacher, I have always felt that the students should direct the learning and I should be facilitating and ensuring that my students are having quality learning opportunities. I had the opportunity to help a future colleague during this eight weeks by having a student teacher. While I was reviewing and learning in this class, I was able to help guide her in her own teaching and help her design lessons that increase the amount of student-centered time in the classroom.
The internet has opened a whole new world of collaborating with others about what they are using technology for in their classrooms and how we can use what we have to teach those 21st century skills. Technology has always been of interest to me and I plan to continue to explore the technology I have in my classroom to enhance my teaching.
The two areas that I would like to focus attention to make better are redesigning lessons to meet 21st century skills and incorporating more technology into my lessons. Both of these goals are held back by the same obstacle, time. Several lessons that I currently teach are close and do not need much tweaking, however there are always units that can be improved especially after learning about more best practice ideas. As I get ready to teach units this spring, I will be reviewing and changing lesson to meet the needs of the 'digital natives'. Over the next two years, I would like to transform more of my lessons to include the technology that is available and search ways to make more technology available to my students.
During the last eight weeks, I have found many ways to raise my level of teaching and new ways to use what I have available. I have been able to share with my colleagues and student teacher different ways that we can reach our students in all subject areas. My students will hopefully be able to see a change in the ways things are done and how they are learning. My favorite part about this class was that the lessons were designed so that the students facilitated their won learning and it was immediately applicable in the 'real world'.
-Melissa
Wednesday, January 28, 2009
21st Century Skills
Not long ago, my colleagues and I were discussing the students on our team and the skill that they need to build for their journey to middle school next year. No, we were not talking about the dictionary skills, or the math facts, we were talking about the skills that they would need to work their way through the organization and life skills needed to survive those dreaded Middle School years. This week, my masters class is discussing and learning more about the skills that our kids will need beyond school. Have we got our work cut out for us.
Luckily, there is a web site with numerous resources to help us along the way:
http://www.21stcenturyskills.org/ I spent some time this week taking a look at some of those resources and have a few reflections. The site is set up to link educators to in-house sources, as well as, sources submitted by viewers like you. I was intrigued by a website sponsored by Intel , set up to help educators foster skills that the technology based company is looking for in its employees. The programs that I looked at were designed to integrate the thinking skills needed into already existent curriculum.
As we move our students into an age where we are not sure what technology will bring us next (maybe a smoother transition to middle school?), we need to make sure they are ready with the thinking skills that will help them figure their world out.
Luckily, there is a web site with numerous resources to help us along the way:
http://www.21stcenturyskills.org/ I spent some time this week taking a look at some of those resources and have a few reflections. The site is set up to link educators to in-house sources, as well as, sources submitted by viewers like you. I was intrigued by a website sponsored by Intel , set up to help educators foster skills that the technology based company is looking for in its employees. The programs that I looked at were designed to integrate the thinking skills needed into already existent curriculum.
As we move our students into an age where we are not sure what technology will bring us next (maybe a smoother transition to middle school?), we need to make sure they are ready with the thinking skills that will help them figure their world out.
Wednesday, January 14, 2009
Web Log classroom uses
As I learn more about blogs, I have been mulling over in my mind the need to take them one step further and how to implement a blog in my own classroom. My students love to use the computer and need the appropriate place to practice writing and thinking critically about other's thoughts and ideas. I think I have found a place where a blog would be appropriate and would allow my students to safely share their ideas with our class.
Each morning, we have about twenty-five minutes where the students are slowing trickling in as the busses shuffle through their first drop-off. My students are usually met with a warm-up for the day while they are getting ready for the day. I would love to have the computer lab across the hall open for them to stop in and respond to a 'blog question of the day'. Much like other writing prompts that I have used for my class, they could be responding to everything from what we have learned in class to a fictional story starter.
As the moderator, I would be able to see the students responses to the question, as well as their responses to each other. At first I would like to start with the requirement to respond one of the questions for the week and then move toward the students needing to respond to the question and to each other. Experiment week here I come, first though comes the search for a site to host the blog. If you have suggestions to a great site to start out a classroom blog, please let me know.
-Melissa
Each morning, we have about twenty-five minutes where the students are slowing trickling in as the busses shuffle through their first drop-off. My students are usually met with a warm-up for the day while they are getting ready for the day. I would love to have the computer lab across the hall open for them to stop in and respond to a 'blog question of the day'. Much like other writing prompts that I have used for my class, they could be responding to everything from what we have learned in class to a fictional story starter.
As the moderator, I would be able to see the students responses to the question, as well as their responses to each other. At first I would like to start with the requirement to respond one of the questions for the week and then move toward the students needing to respond to the question and to each other. Experiment week here I come, first though comes the search for a site to host the blog. If you have suggestions to a great site to start out a classroom blog, please let me know.
-Melissa
Sunday, January 11, 2009
Week one-back!
The new year has taken me by surprise. I remember in high school writing a letter to myself as an assignment that would be delivered in 2010. That seemed like a million years away and here we are with less than a year to go until 2010. It should be interesting to see the thoughts of that high schooler that was ready to take on the world with no real idea of what that meant!
Well 2009 has had it share of new experiences so far. I have started the year with a new student teacher, a new master's class, and new set of reading curriculum to design.
My student teacher had been great so far; within the first week she has taken on teaching snip-its of math and social studies, and has helped design and layout our fifth grade research project. Teaching on a team of three has given her the challenge of ninety names to learn ( almost like teaching middle or high school) and she has our homeroom names down to within one or two... I am even trying to remember a few after break.
My master's class is the motivation behind the new blogging phenomenom. I would love to use a blog as a morning warm-up/communication activity, but would like to have a better handle on it myself before I set it up for my class. What a learning experience!! So here I blog.
The reading curriculum that is currently in place has been working for the last several years, then my new reading group showed up and they can not get enough of reading, discussing, analyzing and devouring books. They are keeping me on my toes. I have been redesigning the current curriculum to meet there needs and must continue to be one step ahead of them. So off I run to find something new to feed their hunger, if only I has this problem in all of my classes!
I wonder what the rest of the year will bring...
Well 2009 has had it share of new experiences so far. I have started the year with a new student teacher, a new master's class, and new set of reading curriculum to design.
My student teacher had been great so far; within the first week she has taken on teaching snip-its of math and social studies, and has helped design and layout our fifth grade research project. Teaching on a team of three has given her the challenge of ninety names to learn ( almost like teaching middle or high school) and she has our homeroom names down to within one or two... I am even trying to remember a few after break.
My master's class is the motivation behind the new blogging phenomenom. I would love to use a blog as a morning warm-up/communication activity, but would like to have a better handle on it myself before I set it up for my class. What a learning experience!! So here I blog.
The reading curriculum that is currently in place has been working for the last several years, then my new reading group showed up and they can not get enough of reading, discussing, analyzing and devouring books. They are keeping me on my toes. I have been redesigning the current curriculum to meet there needs and must continue to be one step ahead of them. So off I run to find something new to feed their hunger, if only I has this problem in all of my classes!
I wonder what the rest of the year will bring...
Wednesday, January 7, 2009
Starting a blog
I am new to the blogging world, but am already imaging the doors it could be opening. I am taking a graduate class in technology, which is expanding my horizons and allowing me to bring new ways to use technology in my classroom. I teach in a district that has been blessed by a technology bond that has allowed some of the newest technology to be installed as a our building was being built four years ago. It is amazing that you don't realize what you didn't have until you can't live without it. In a course of one summer, I went from a room that didn't have a board to write on to start with to a classroom with a projector and document camera. It has been an eye opening adventure and a learning experience for all. I am feeling very comfortable with my technology now and am ready to "take it on the road" and use it to continue to enhance my lessons.
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