A constructivist classroom sets “lesson/unit goals and expectations at the outset, so that learners understand what hey are trying to achieve and the level of that achievement” (Orey, 2001, p. 5). Once that is established, the students use their prior knowledge and resources to discover their objective. This can be done through project-based instruction, problem-based instruction, or generating and testing hypotheses. The online tools that I looked at under this week’s resources were a great way to come up with the objective of the lesson and then build off of that. Also, there were many lesson plans to get teachers going and more ideas on how to implement this type of instruction.
Project-based learning is a way to “engage learners in learning” which is a major component in constructivism (Orey, 2001, p. 6). These “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project” (Orey, 2001, p. 9). Through the process of students developing projects, they are building off of their prior knowledge to collaborate and come up with new ideas. This type of instruction is student centered with the teacher acting as a facilitator.
Problem-based instruction “encourages question posing” that is related to real life scenarios (Orey, 2001, p. 6). It also “addresses broader learning goals that focus on preparing students for active and responsible citizenship” (Orey, 2001, 4). This type of instruction is a way for students to use resources to solve a problem or a question that is meaningful to them or their group. There is a purpose for their learning, which creates a high level of learning.
“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). The first couple of times that students attempt this there will need to be some teacher interaction to help guide them through the process. As the students continually generate and test hypotheses, they will understand the process and become more in-depth in their learning. This helps the learner test their hypotheses and learn at a higher level.
Resources
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Wednesday, January 20, 2010
Using cues, questioning, and advance organizers are a good way to start out a lesson to prepare the students for the new material. All three of them can be done at one time to “focus on what is important” out of the lesson (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 74). Advance organizers can go even deeper and create a project for the students to understand the material and to use it in a way to review previously learned material.
The next two instructional strategies that were looked at this week in the readings were summarizing and note taking. These strategies enhance the “students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119). Technology allows many ways for students to summarize material and take notes in a different format. The different formats are best used when students get the opportunity to use all of them and determine which type fits their learning needs.
Virtual field trips and concept mapping are also instructional strategies that allow students to summarize their information, review their information, and also organize their information. Concept mapping is a more specific way for students to summarize the information presented and also can be used for taking notes. A virtual field trip is a great way to provide cues and bring up questions.
According to the Cognitive Learning Theory students need to “learn “with” as opposed to “from” computers” (Orey, 2001, p. 2). The instructional strategies that I explained above focus on the use of technology to assist in the learning process. Cognitive tools are there to “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001, p. 3).
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jenna Eklund
The next two instructional strategies that were looked at this week in the readings were summarizing and note taking. These strategies enhance the “students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119). Technology allows many ways for students to summarize material and take notes in a different format. The different formats are best used when students get the opportunity to use all of them and determine which type fits their learning needs.
Virtual field trips and concept mapping are also instructional strategies that allow students to summarize their information, review their information, and also organize their information. Concept mapping is a more specific way for students to summarize the information presented and also can be used for taking notes. A virtual field trip is a great way to provide cues and bring up questions.
According to the Cognitive Learning Theory students need to “learn “with” as opposed to “from” computers” (Orey, 2001, p. 2). The instructional strategies that I explained above focus on the use of technology to assist in the learning process. Cognitive tools are there to “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001, p. 3).
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jenna Eklund
Wednesday, January 13, 2010
Behaviorist Theory
Researching the Behaviorist Theory in more depth has made me eager to increase my knowledge of this subject. This theory gives teachers a reason to keep teaching and encourages them to make an impact on their students’ lives. According to Dr. Orey (2001) “[i]f behaviors can be learned, then they can also be unlearned or relearned” (p. 6).
Many students do not have an understanding of how effort affects their achievement. There have been many misconceptions of how a person’s achievement is determined. As a teacher, I have the opportunity to impact my students by “shaping” or “gradually changing the quality of a response” they have to their daily efforts (Orey, 2001, p. 5). The idea that I am most interest in is providing my students with an effort rubric that will be used on a weekly basis. Having students get on a computer and create a spreadsheet to record their data will teach them many lessons as well as show them the impact that effort has on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156-163). I am also going to give an on-line survey to my students before I use this idea to see what they believe. At the end of the year I am going to give the same survey to see if there is any variation in the results.
The second instructional strategy that was discussed should parallel the beliefs of most math teachers; to assign homework and practice. Behaviorists believe that a behavior can be learned and also extinguished. Helping students to learn and realize the benefit of practicing their school work will increase every students’ outlook on school and their achievement. The first step that needs to be taken is to give students resources that they can use at home and at school. These resources also need to be interesting to them; computer games are a good example. There also needs to be data available that shows students how their scores are progressing. Different sources of technology are able to collect data and give students and teachers immediate feedback. These “[m]ultiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188).
Through technology, teachers will have more success in capturing students’ attention and producing positive learning experiences. Using the behaviorist theory allows students to “work for things that bring them positive feelings” and “change behaviors to satisfy the desires they have learned to value” (Orey, 2001, p. 6).
References
Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Many students do not have an understanding of how effort affects their achievement. There have been many misconceptions of how a person’s achievement is determined. As a teacher, I have the opportunity to impact my students by “shaping” or “gradually changing the quality of a response” they have to their daily efforts (Orey, 2001, p. 5). The idea that I am most interest in is providing my students with an effort rubric that will be used on a weekly basis. Having students get on a computer and create a spreadsheet to record their data will teach them many lessons as well as show them the impact that effort has on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156-163). I am also going to give an on-line survey to my students before I use this idea to see what they believe. At the end of the year I am going to give the same survey to see if there is any variation in the results.
The second instructional strategy that was discussed should parallel the beliefs of most math teachers; to assign homework and practice. Behaviorists believe that a behavior can be learned and also extinguished. Helping students to learn and realize the benefit of practicing their school work will increase every students’ outlook on school and their achievement. The first step that needs to be taken is to give students resources that they can use at home and at school. These resources also need to be interesting to them; computer games are a good example. There also needs to be data available that shows students how their scores are progressing. Different sources of technology are able to collect data and give students and teachers immediate feedback. These “[m]ultiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188).
Through technology, teachers will have more success in capturing students’ attention and producing positive learning experiences. Using the behaviorist theory allows students to “work for things that bring them positive feelings” and “change behaviors to satisfy the desires they have learned to value” (Orey, 2001, p. 6).
References
Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, October 31, 2009
Course Reflection
“To teach these technologies effectively, educators must learn to use them effectively” (Richardson, 2009, p. 136). This course has given me an introduction to technology tools that can be used within a classroom. I explored them myself by using them and then reflected on how they can be used within a classroom. Through the Read/Write Web, I am developing an understanding of how powerful it is to increase my knowledge and effectiveness as a teacher. Will Richardson (2009) stated that, “[w]e’re in the midst of an explosion of technologies that will continue to remake the Web into the community, participatory space Berners-Lee originally envisioned, changing much of our lives in significant ways” (p. 2).
Realizing that I have a vast amount of resources and support through the Read/Write Web increases my learning curve and helps me to become more aware of how digital native students think. Digital natives are this generation’s students and we as educators need to understand their way of thinking and what makes them interested to learn. I have deepened my knowledge as to why my students act the way they do. “Today’s teachers have to learn to communicate in the language and style of their students. This doesn’t mean changing the meaning of what is important, or of good thinking skills. But it does mean going faster, less step-by step, more in parallel, with more random access, among other things” (Prensky, 2001, p. 4).
As an educator that is preparing students to go into the workplace, I need to focus on helping my students to “learn actively, independently, in a self-directed way and/or in collaboration with others” (Kirschner & Erkens, 2006, p. 200). This creates a learner-centered classroom that will produce students that are prepared to be successful citizens.
I plan to continue my learning by collaboration with teachers through the Read/Write Web and to expand my knowledge by continuing to explore technology. I am going to use this technology as a supplement to the curriculum that is already being taught. This technology can be used to increase understanding, collaboration, and interest within a classroom.
I have set two long-term goals to focus my classroom on becoming better. The first goal is to increase my student’s understanding of the importance of using blogs to communicate with the world and gain more knowledge. To accomplish this goal I am going to have an activity once every two weeks where my students will post a blog that creates classroom discussion. I will use the blog for the students to ask me and their classmates questions on their homework. I have a blogging capability on my classroom website, which makes this very feasible. My second goal is to increase all of my students’ understanding on how to make a podcast. I will start with each class having one project that requires them to produce a podcast within a group. To make this happen, I will have to research the school’s availability of computers that have microphones and download Audacity software on the computers that will be used. If accomplished, these two goals will start transforming my classroom into a student-centered environment.
References
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Realizing that I have a vast amount of resources and support through the Read/Write Web increases my learning curve and helps me to become more aware of how digital native students think. Digital natives are this generation’s students and we as educators need to understand their way of thinking and what makes them interested to learn. I have deepened my knowledge as to why my students act the way they do. “Today’s teachers have to learn to communicate in the language and style of their students. This doesn’t mean changing the meaning of what is important, or of good thinking skills. But it does mean going faster, less step-by step, more in parallel, with more random access, among other things” (Prensky, 2001, p. 4).
As an educator that is preparing students to go into the workplace, I need to focus on helping my students to “learn actively, independently, in a self-directed way and/or in collaboration with others” (Kirschner & Erkens, 2006, p. 200). This creates a learner-centered classroom that will produce students that are prepared to be successful citizens.
I plan to continue my learning by collaboration with teachers through the Read/Write Web and to expand my knowledge by continuing to explore technology. I am going to use this technology as a supplement to the curriculum that is already being taught. This technology can be used to increase understanding, collaboration, and interest within a classroom.
I have set two long-term goals to focus my classroom on becoming better. The first goal is to increase my student’s understanding of the importance of using blogs to communicate with the world and gain more knowledge. To accomplish this goal I am going to have an activity once every two weeks where my students will post a blog that creates classroom discussion. I will use the blog for the students to ask me and their classmates questions on their homework. I have a blogging capability on my classroom website, which makes this very feasible. My second goal is to increase all of my students’ understanding on how to make a podcast. I will start with each class having one project that requires them to produce a podcast within a group. To make this happen, I will have to research the school’s availability of computers that have microphones and download Audacity software on the computers that will be used. If accomplished, these two goals will start transforming my classroom into a student-centered environment.
References
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Sunday, October 25, 2009
Classroom Technology Survey Results
I surveyed twenty-six seriors out of a class of thirty students. I used the results of my survey and an interview of four students to produce a podcast with all of my results. Within the podcast I also gave a breif demographic profile of Burns High School. The questions were focused around what technology is used within students lives, how often it is used, and what the benefits of technology are.
http://jeklund.podbean.com/mf/web/phur43/IntegratingTechnologyPodcast.mp3
IntegratingTechnologyPodcast.mp3
http://jeklund.podbean.com/mf/web/phur43/IntegratingTechnologyPodcast.mp3
IntegratingTechnologyPodcast.mp3
Wednesday, September 30, 2009
www.21stcenturyskills.org
My immediate reaction to the website was amazement at how involved and pro active this group of people is in emphasizing the importance of teaching 21st century skills. This organization believes that “[t]he nation needs a compelling vision for education that will inspire education leaders, teachers, parents and students alike. Clearly, we must work together to fully prepare people for the challenges of work and life in the 21st century” (Partnership for 21st Century Skills).
I filled out a questionnaire that was provided on the website to see how well my school district is implementing 21st century skills. I was encouraged and not surprised to see that we are in the emerging category. I am hopeful that my school district will continue to strive for greatness instead of being content with our current state. I was also excited to see the different resources provided on the website. I watched a few videos which gave ideas of how to implement 21st century skills within a math classroom. There were also other links that lead to a variety of lesson plans specific to other topics.
The beliefs about “the bridge to 21st century learning” consisted of using 21st century tools, learning skills, core subjects, 21st century context, and 21st century content. I strongly believe that we cannot take focus away from the core subjects; we need to adapt our teaching to meet the needs that are presented before us.
I was not able to find anything that I disagreed with on the website. I like the fact that they are trying to inspire all parties involved with education; teachers, students, parents, and leaders. If we could get students and parents more involved it will also benefit teachers, which will lead to better results.
The implication that I see for myself as a teacher is the fact that many students have limited access to the internet. This creates struggles when trying to get students to e-mail one another. There are also many students that do not have computers at home. This hinders their ability to learn new technologies as compared to their peers who do have a PC at home. In addition, I often worry that my students will not use the resources properly.
“Successful businesses are looking for employees who can adapt to changing needs, juggle multiple responsibilities and routinely make decisions on their own” (Partnership for 21st Century Skills). My goal is to continue to teach my students the core subject of math and also teach them necessary skills to become successful citizens within the 21st century.
I filled out a questionnaire that was provided on the website to see how well my school district is implementing 21st century skills. I was encouraged and not surprised to see that we are in the emerging category. I am hopeful that my school district will continue to strive for greatness instead of being content with our current state. I was also excited to see the different resources provided on the website. I watched a few videos which gave ideas of how to implement 21st century skills within a math classroom. There were also other links that lead to a variety of lesson plans specific to other topics.
The beliefs about “the bridge to 21st century learning” consisted of using 21st century tools, learning skills, core subjects, 21st century context, and 21st century content. I strongly believe that we cannot take focus away from the core subjects; we need to adapt our teaching to meet the needs that are presented before us.
I was not able to find anything that I disagreed with on the website. I like the fact that they are trying to inspire all parties involved with education; teachers, students, parents, and leaders. If we could get students and parents more involved it will also benefit teachers, which will lead to better results.
The implication that I see for myself as a teacher is the fact that many students have limited access to the internet. This creates struggles when trying to get students to e-mail one another. There are also many students that do not have computers at home. This hinders their ability to learn new technologies as compared to their peers who do have a PC at home. In addition, I often worry that my students will not use the resources properly.
“Successful businesses are looking for employees who can adapt to changing needs, juggle multiple responsibilities and routinely make decisions on their own” (Partnership for 21st Century Skills). My goal is to continue to teach my students the core subject of math and also teach them necessary skills to become successful citizens within the 21st century.
Wednesday, September 16, 2009
Introducing blogs within a classroom
I am a high school and middle school math teacher. I teach seventh graders all the way through seniors. Within each of my classes I am finding uses for a blog. Since I have a variety of ages, I have a lot of older students that will be able to help my younger students. This is the benefit of blogs; the ability to communicate with the whole world, or even just higher level math students. Blogs provide a way for teachers and students to continue their learning as far as they want to take it. “The possibilities really are endless” (p. 28).
My idea is to use blogs as a way for students and parents to communicate with me at all times. This will give students the opportunity to get continuous feedback. I have PowerPoint presentations for two of my classes and notes that are scanned for the rest of my classes. I want to post the notes online so parents and students will have access. Then a blog will be provided to help answer questions. There will also be a section that is provided for feedback on how well the students understand the material and how I can better assist them in their learning.
The purpose for my blog will be to better assist students with their learning and to allow parents and students to interact at home while they are studying or working on homework. I will also be able to answer questions and give feedback from home. The blog postings that provide feedback for me and for the whole class will be a great opportunity to reflect upon my teaching style.
Blogging will enhance my lessons by promoting communication and collaboration to increase everyone’s learning. As a teacher, I will be able to determine how much the students might be struggling with a lesson. I will also be able to see which students understand the lessons and which do not. Overall, blogs are a valuable tool that can enhance the learning within and outside my classroom.
References
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
My idea is to use blogs as a way for students and parents to communicate with me at all times. This will give students the opportunity to get continuous feedback. I have PowerPoint presentations for two of my classes and notes that are scanned for the rest of my classes. I want to post the notes online so parents and students will have access. Then a blog will be provided to help answer questions. There will also be a section that is provided for feedback on how well the students understand the material and how I can better assist them in their learning.
The purpose for my blog will be to better assist students with their learning and to allow parents and students to interact at home while they are studying or working on homework. I will also be able to answer questions and give feedback from home. The blog postings that provide feedback for me and for the whole class will be a great opportunity to reflect upon my teaching style.
Blogging will enhance my lessons by promoting communication and collaboration to increase everyone’s learning. As a teacher, I will be able to determine how much the students might be struggling with a lesson. I will also be able to see which students understand the lessons and which do not. Overall, blogs are a valuable tool that can enhance the learning within and outside my classroom.
References
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Subscribe to:
Posts (Atom)
