Tuesday, August 16, 2011
Reflection Dawn Davis Walden University Trudy Driskell EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom August 10, 2011 The most striking revelation I had about teaching new literacy skills to my students was how much and fast that they caught on to the new skills. My students were also very excited to learn the new skills. For the most part the students did not complain and worked super hard. Such factors as mentioned in the book were a factor for my class also, time and technical glitches are our most significant challenges, (Eagleton & Dobler, 2007). My teaching practices have changed during this class with the knowledge, experience and confidence that I have gained. Now, I will be able to use technology across the curriculum. Using technology I will be able to challenge my students with critical thinking about the information they find (Thornburg, 2004). One of my professional development goals is that I would am to be prepared to teach, integrating technology across the curriculum effectively. To accomplish this feat, I must continue learning and using the technology daily in and out of my classroom. I must also continue taking courses and asking questions so that I am proficient in integrating technology in my classroom. References Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York, NY: The Guilford Press. Thornburg, D. (2004). Inquiry: The art of helping students ask good questions (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf
Reflection
Dawn Davis
Walden University
Trudy Driskell
EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom
August 10, 2011
The most striking revelation I had about teaching new literacy skills to my students was how much and fast that they caught on to the new skills. My students were also very excited to learn the new skills. For the most part the students did not complain and worked super hard. Such factors as mentioned in the book were a factor for my class also, time and technical glitches are our most significant challenges, (Eagleton & Dobler, 2007).
My teaching practices have changed during this class with the knowledge, experience and confidence that I have gained. Now, I will be able to use technology across the curriculum. Using technology I will be able to challenge my students with critical thinking about the information they find (Thornburg, 2004).
One of my professional development goals is that I would am to be prepared to teach, integrating technology across the curriculum effectively. To accomplish this feat, I must continue learning and using the technology daily in and out of my classroom. I must also continue taking courses and asking questions so that I am proficient in integrating technology in my classroom.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York, NY: The Guilford Press.
Thornburg, D. (2004). Inquiry: The art of helping students ask good questions (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf
Wednesday, April 13, 2011
Personal Theory of Learning
Final Reflection
Comparing my personal theory of learning from week one to week seven is basically the same, except for the involvement of technology and a deeper look into understanding of instructional and learning theory. I can see where I need to make adjustments regarding my practice of integrating technology in my classes. I need to meet the needs of my 21st century classroom. One of my goals is to use technology as a learning tool and not so much as an instructional tool and offering my learning experience with my colleagues. Another goal is to keep up with cooperative learning or social networks. I have collected more information and ideas from cooperative learning or social networks, in the last seven weeks, than I have in the past year. If I have gathered that much information for my course, I am wondering how much my students must be missing out by not using the social networks.
The base of my learning theory is the same, I make things exciting, relate things to my student’s lives and make connections to what they have already learned. Now, I must integrate more technology into my lessons. George Siemens says it best, learning is just a click away (2010). I now use technology as an instructional tool, probably seventy-five percent of the time. I know learned that I need to reverse the numbers and use technology as a learning tool more than as an instructional tool. I still must model for my students by using technology as an instructional too, just not as much as I have been.
This course has deepened my knowledge and understanding of learning and instructional theories a great deal. As Dr. Michael Orey states, a learner needs to active in the leaning process (2010). I now understand the difference between an instructional tool and a learning tool. I hate to admit that I have been using technology as an instructional tool and not as a learning tool. Now I know how important it is for my students to be using the technology themselves.
I am going to have to adjust and realign my thinking for next years class. I can see how much power that technology can have in a classroom. I want to be able to reach out and motivate my students. I need to be able to structure my lessons with technology to make meaningful learning experiences. Dr. Orey reminds us, that by getting the students to build something impacts how they understand and store the information (2010).
I have two long term goals that I would like to make regarding technology integration in my classroom. I am hoping to be able to give teachers an opportunity to become familiar with integrating technology into the classrooms, to work collaboratively in planning and conducting a communications, inquiry, decision-making and/or problem-solving project, integrating technology into one of the core subjects with students. I would like to be able to integrate a core subject a year with the help of my colleagues. Another of my goals is the implementation of more cooperative learning. Cooperative learning groups are socially interactive learning centers. By using cooperative learning groups, students can be grouped in many different combinations, depending on the lesson. It is necessary to teach students the importance of working together and combining ideas. To do this, teachers can incorporate group activities in the classroom that exemplify the power of collaboration. I would use technology in group collaboration by preparing task comparable to a web quest, blog or wiki and using a type of communication software, such as Skype or VoiceThread.
My personal learning theory needs to meet the 21st century classroom. I am enthusiastic to learn new technologies and methods so that I may pass this information along to my students. For my students to use higher order thinking and to be able to make choices, I must be able to give my students more control over their learning. Using technology as a learning tool, I can accomplish this feat.
Laureate Education, Inc. (Executive Producer). (2010) Program Number 3: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010) Program Number 9: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Comparing my personal theory of learning from week one to week seven is basically the same, except for the involvement of technology and a deeper look into understanding of instructional and learning theory. I can see where I need to make adjustments regarding my practice of integrating technology in my classes. I need to meet the needs of my 21st century classroom. One of my goals is to use technology as a learning tool and not so much as an instructional tool and offering my learning experience with my colleagues. Another goal is to keep up with cooperative learning or social networks. I have collected more information and ideas from cooperative learning or social networks, in the last seven weeks, than I have in the past year. If I have gathered that much information for my course, I am wondering how much my students must be missing out by not using the social networks.
The base of my learning theory is the same, I make things exciting, relate things to my student’s lives and make connections to what they have already learned. Now, I must integrate more technology into my lessons. George Siemens says it best, learning is just a click away (2010). I now use technology as an instructional tool, probably seventy-five percent of the time. I know learned that I need to reverse the numbers and use technology as a learning tool more than as an instructional tool. I still must model for my students by using technology as an instructional too, just not as much as I have been.
This course has deepened my knowledge and understanding of learning and instructional theories a great deal. As Dr. Michael Orey states, a learner needs to active in the leaning process (2010). I now understand the difference between an instructional tool and a learning tool. I hate to admit that I have been using technology as an instructional tool and not as a learning tool. Now I know how important it is for my students to be using the technology themselves.
I am going to have to adjust and realign my thinking for next years class. I can see how much power that technology can have in a classroom. I want to be able to reach out and motivate my students. I need to be able to structure my lessons with technology to make meaningful learning experiences. Dr. Orey reminds us, that by getting the students to build something impacts how they understand and store the information (2010).
I have two long term goals that I would like to make regarding technology integration in my classroom. I am hoping to be able to give teachers an opportunity to become familiar with integrating technology into the classrooms, to work collaboratively in planning and conducting a communications, inquiry, decision-making and/or problem-solving project, integrating technology into one of the core subjects with students. I would like to be able to integrate a core subject a year with the help of my colleagues. Another of my goals is the implementation of more cooperative learning. Cooperative learning groups are socially interactive learning centers. By using cooperative learning groups, students can be grouped in many different combinations, depending on the lesson. It is necessary to teach students the importance of working together and combining ideas. To do this, teachers can incorporate group activities in the classroom that exemplify the power of collaboration. I would use technology in group collaboration by preparing task comparable to a web quest, blog or wiki and using a type of communication software, such as Skype or VoiceThread.
My personal learning theory needs to meet the 21st century classroom. I am enthusiastic to learn new technologies and methods so that I may pass this information along to my students. For my students to use higher order thinking and to be able to make choices, I must be able to give my students more control over their learning. Using technology as a learning tool, I can accomplish this feat.
Laureate Education, Inc. (Executive Producer). (2010) Program Number 3: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010) Program Number 9: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Saturday, April 2, 2011
Technology With Strategies
One of the strategies I would use is the nonlinguistic representation. The reasoning on this is, studies have shown that Alaskan and American Indians comprehend more from nonlinguistic strategies (Butters, 1991).
The product of any language learning context is the result of a dynamic interplay of the experiences and the prior cognitive and affective characteristics (Gardner, 1999). My class is 100% Alaskan Eskimo, and 80% are LEP, Limited English Proficient. I use many Discovery Education's streaming movies, You Tube, and Google Earth as much as possible in my lessons. I also use summarizing and note taking strategies. I like to introduce my lessons with brainstorming and use some type of chart, such as kwl, or venn diagrams where the students can take notes. This will guide them through their task.
Reference
Ronald R. Butters (1991). Dennis R. Preston, <i>Perceptual dialectology: Nonlinguists' views of areal linguistics</i> (Topics in Sociolinguistics, 7). Dordrecht, Holland, and Providence, RI: Foris, 1989. Pp. xviii + 142.. Language in Society, 20, pp 294-299 doi:10.1017/S0047404500016419
Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books.
The product of any language learning context is the result of a dynamic interplay of the experiences and the prior cognitive and affective characteristics (Gardner, 1999). My class is 100% Alaskan Eskimo, and 80% are LEP, Limited English Proficient. I use many Discovery Education's streaming movies, You Tube, and Google Earth as much as possible in my lessons. I also use summarizing and note taking strategies. I like to introduce my lessons with brainstorming and use some type of chart, such as kwl, or venn diagrams where the students can take notes. This will guide them through their task.
Reference
Ronald R. Butters (1991). Dennis R. Preston, <i>Perceptual dialectology: Nonlinguists' views of areal linguistics</i> (Topics in Sociolinguistics, 7). Dordrecht, Holland, and Providence, RI: Foris, 1989. Pp. xviii + 142.. Language in Society, 20, pp 294-299 doi:10.1017/S0047404500016419
Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books.
Connectivism and Social Learning
Connectivism and social learning uses small group learning, which uses collaboration and cooperative learning. I like to group my students on their abilities. This way I can differentiate and assist accordingly. This is a higher order thinking and uses a variety of activities to find the final outcome. Using technology in a group project such as, VoiceThread, will allow students to communicate (Pitler, Hubbel, Kuhn, Malenoski, 2007). My students will be able to make their own VoiceThread to show work to other students around the world.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Monday, March 28, 2011
Saturday, March 26, 2011
Constructivist/Constructionist
Constructivist/Constructionist is having the students interact with the learning processes while building on what they already know. While using these strategies and implementing a blog, wiki, or some project based learning, students are a generating hpothesis, predicting outcomes and/or analyzing data and are having fun with it. While students are using these technologies they must create and/or produce a final product. As Dr. Orey has mentioned, project-based learning focuses on students creating an end project or artifact which students will have present to show knowledge and skills acquired during the production process (Orey, 2001).
Once a month I give my students a group project to do on kidblog.org. My students love to work in groups and love to show off their work. The final part, on the last project that my students did, was a keynote, or powerpoint of the data they had collected. Each group showed their presentation to the class. They were all so proud of themselves, and are eager to start another project. I gave the class a short assessment on each presentation and everyone quite well. I don't think they even realized that they were learning. I believe the definition of constructionism sums it up best. Constructionism is the theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010).
Reference
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Laureate Education, Inc. (Executive Producer). (2008). Instructional Theory vs. Learning Theory Baltimore: Author
Once a month I give my students a group project to do on kidblog.org. My students love to work in groups and love to show off their work. The final part, on the last project that my students did, was a keynote, or powerpoint of the data they had collected. Each group showed their presentation to the class. They were all so proud of themselves, and are eager to start another project. I gave the class a short assessment on each presentation and everyone quite well. I don't think they even realized that they were learning. I believe the definition of constructionism sums it up best. Constructionism is the theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010).
Reference
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Laureate Education, Inc. (Executive Producer). (2008). Instructional Theory vs. Learning Theory Baltimore: Author
Tuesday, March 8, 2011
Connecting Strategies with Learning Theories
No lesson on student acquisition of knowledge could be complete without a brief discussion of Jean Piaget, a philosopher. Piaget's has studied developmental stages. Three areas of Piaget's writings are schema, assimilation, and accommodation. Schema is referred to as a file folder, used to store information. Assimilation refers to when it changes information into a usable form. Accommodation is modifying the existing schema (Heinich, 2002). Throughout our teaching career we will be reminded to connect the content of the lesson to previously learned knowledge. We are to connect a link from the student's knowledge to new information. Students need kinesthetic, verbal, and/or manipulative cues to help them make the connections. I begin my lessons with "Remember what we talked about or learned yesterday..Today we are going to..." By connecting what we did yesterday, students will already be assimilating the content of today's lesson. If for some reason I can not connect yesteday's lesson, I ask a student to remind the class, what we did. At the end of the day, I conclude by revisiting everything we covered for the day. As Dr. Orey reminds us, reinforcement is powerful (Orey, 2009).
Heinrich, R., M. Molenda, J.D. Russell, and S.E. Smaldine. (2002). Instructional media and
Heinrich, R., M. Molenda, J.D. Russell, and S.E. Smaldine. (2002). Instructional media and
technologies for learning. 7th ed. Upper Saddle River, N.J.: Merrill/Prentice Hall.
Laureate Education, Inc. (2009). Program 4. Bridging learning theory, instruction, and technology.
Behaviorist learning theory. Baltimore, MD.: Orey, Michael.
Saturday, January 15, 2011
First Blog
This my first blog, I am hoping to learn and find some exciting ideas by using blogs. I am open to any suggestions from anyone. I am a 5th grade teacher and want to be able to teach my students about new and action-packed technology ideas.
Subscribe to:
Posts (Atom)