I feel in this day and age, 'Cooperative Learning' has been brought to a whole new level! How exciting! I am so glad I decided on my Master's in Technology, because now that I see all the endless possibilities that are available to me (and for free), I am so excited to begin next year!
This week, we focused on VoiceThread... which is outstanding. After viewing the sites and videos directed to VoiceThread, the possibilities truly sound endless. In the video I saw young students putting their artwork and other pictures that were interesting to them, on the site, and adding their own voice! This is extremely interactive and it is on their level with their thoughts. It allows the student to connect their prior knowledge to their existing (possibly new) knowledge.
We can also use other multimedia projects as cooperative learning. I like how Ms. Ortiz organized her classroom into groups and had specific goals and tasks for each day, leading up to the final project (movie). She gave guided, direct instruction, in a way that promoted group discussion and learning. "The class works in small groups of three or four to create short movies focused on curricular topics. She creates a chart like the one shown in Figure 7.2 as an advance organizer to guide students in the process and assigns each student two or three of the responsibilities" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). She gives them the freedom to choose what/how they will create their movie, but she also is there for any help and guidance.
This type of project sounds wonderful to me. What do you think? I think it truly promotes higher-level thinking and uses cooperative learning to a full extent!
Resources:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
Friday, May 28, 2010
Tuesday, May 25, 2010
App 4
Many times, if not all times, teachers relate 'testing hypotheses'to science classes only. Honestly, I never thought to have this approach to other classes as well. I like this idea. I feel it would start as a great conversation piece. If I ask students what they think about the subject or idea being discussed, before I even teach, I am opening their brains to have them use their prior knowledge to make an educated guess.
The two tasks I wish to focus on are:
"5. Experimental inquiry often happens naturally when students observe a phenomenon, make an informed hypothesis about why or how that event hapeened, and set up an experiment to test their prediction.
6. Finally, when students are involved in decision making, they define criteria and apply weight to the various criteria to decide which choice makes the most sense" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Also, I feel these relate most to our other findings this week:
-Construcionist: I can relate the tasks by giving hands-on learning assignments and activities. By having the students give predictions, once the assignment is complete, they can view their results and then figure out what happened. By giving them the freedom to experiment for themselves, I feel they would learn more compared to me giving them clear-cut directions. By assigning group projects, they also have the opportunity to learn from each other and share ideas for the best possible solution.
-Project-Based learning: Next year I plan to incorporate more technology assignments. By doing this, I will give my students the opportunity to take their information and design it in a way that it makes sense to them. Especially in my class, we do a lot of dissection labs, but sometimes I feel that is not enough. I want my students to be able to take their notes and put them in action! Any other ideas for how my students can put their notes in action (so I know they understand the content)? I feel they would learn more throught project-based learning. Edutopia had a great video on this! I wish I could have learned that way, or had a teacher that taught that way... does anyone agree?
http://pblchecklist.4teachers.org/ Here is a checklist for project-based learning... it was pretty neat!
Reference:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
The two tasks I wish to focus on are:
"5. Experimental inquiry often happens naturally when students observe a phenomenon, make an informed hypothesis about why or how that event hapeened, and set up an experiment to test their prediction.
6. Finally, when students are involved in decision making, they define criteria and apply weight to the various criteria to decide which choice makes the most sense" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Also, I feel these relate most to our other findings this week:
-Construcionist: I can relate the tasks by giving hands-on learning assignments and activities. By having the students give predictions, once the assignment is complete, they can view their results and then figure out what happened. By giving them the freedom to experiment for themselves, I feel they would learn more compared to me giving them clear-cut directions. By assigning group projects, they also have the opportunity to learn from each other and share ideas for the best possible solution.
-Project-Based learning: Next year I plan to incorporate more technology assignments. By doing this, I will give my students the opportunity to take their information and design it in a way that it makes sense to them. Especially in my class, we do a lot of dissection labs, but sometimes I feel that is not enough. I want my students to be able to take their notes and put them in action! Any other ideas for how my students can put their notes in action (so I know they understand the content)? I feel they would learn more throught project-based learning. Edutopia had a great video on this! I wish I could have learned that way, or had a teacher that taught that way... does anyone agree?
http://pblchecklist.4teachers.org/ Here is a checklist for project-based learning... it was pretty neat!
Reference:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
Tuesday, May 18, 2010
Week 3 Application 6711
This year, my school decided upon the Learning Focused program for the teachers to learn throughout our professional development hours. This program taught me a lot about concept maps and essential questions, which is what we are learning throughout the chapters in our book. At first, many teachers did not like the idea; especially the teachers that have been teaching for years and are now asked to change their way to delivering instruction. For me, it was not a big deal. For me, it was learning something new! The essential questions give the notes and readings meaning, and something to look for. It also involves higher-level thinking. Under the generalizations on page 74 of Using Technology with Classroom Instruction that Works stated, "Higher-level" questions and advance organizers produce deeper learning than "lower-level" questions and advance organizers." It was neat to see the same terms I was learning throughout my professional development, to also be in my readings for this course.
Does anyone presently use essential questions? I post mine on the board and add to them each day until the chapter is complete. It is also a great way for a review!
I also learned about KUD and KWL charts. (KUD is Know Understand and Do.) These are a great tool for all students, especially ESL or special education students.
I mentioned in my discussion that next year I want to incorporate more of the concept maps from the links we discovered in this class. Many of the charts provided with my professional development were boring charts. If I use the Webspiration and create a personal web for the lesson or chapter, I feel it will connect to my students on a greater level. Then, I can make the same chart with blanks for my students to fill out.
I think a great project, especially for Marine Biology, would be to have the students create their own web with the levels of the ocean and animals we study. Does anyone have any other ideas?
As far as summarizing and note taking, I do not know if that is a skill I should stress or not. Correct me if I am wrong, but my students will be going to college within the next 1-2 years and professors now have PowerPoints the students can print and take to class as notes. (That is how my classes were.) I feel it is an important thing to learn, but if they have not learned it by now, should I stress it? With my PowerPoints I started writing "Do not write:" and "Please write:" to differientiate discussion from note-taking.
Any ideas or comments?
I am very exicted to explore the virtual field trips! I feel this will add to my multiple modes of instruction. My students love when we watch Blue Planet (a set of DVDs) about different marine animals. Normally, I give a simple worksheet or ask them to write 15 interesting facts, but making a concept map would be more engaging! After my seniors leave (for graduation) I may explore a few virtual field trips and make a concept map towards the end of the year. It seems more relaxing, but also very educational. Stimpson commented in her discussion, "If my students cannot see the animals for themselves at our real field trip, then I will take them on one that they can at least see their favorite animal through the computer" (2006). She also provided a great link that I will use in my classroom. I am very excited for next school year to incorporate all of my new technology knowledge!
References:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
Stimpson, R. (2010, May 17). Technology and cognitive tools. Message posted to EDUC 6671 discussion board, Week 3.
Does anyone presently use essential questions? I post mine on the board and add to them each day until the chapter is complete. It is also a great way for a review!
I also learned about KUD and KWL charts. (KUD is Know Understand and Do.) These are a great tool for all students, especially ESL or special education students.
I mentioned in my discussion that next year I want to incorporate more of the concept maps from the links we discovered in this class. Many of the charts provided with my professional development were boring charts. If I use the Webspiration and create a personal web for the lesson or chapter, I feel it will connect to my students on a greater level. Then, I can make the same chart with blanks for my students to fill out.
I think a great project, especially for Marine Biology, would be to have the students create their own web with the levels of the ocean and animals we study. Does anyone have any other ideas?
As far as summarizing and note taking, I do not know if that is a skill I should stress or not. Correct me if I am wrong, but my students will be going to college within the next 1-2 years and professors now have PowerPoints the students can print and take to class as notes. (That is how my classes were.) I feel it is an important thing to learn, but if they have not learned it by now, should I stress it? With my PowerPoints I started writing "Do not write:" and "Please write:" to differientiate discussion from note-taking.
Any ideas or comments?
I am very exicted to explore the virtual field trips! I feel this will add to my multiple modes of instruction. My students love when we watch Blue Planet (a set of DVDs) about different marine animals. Normally, I give a simple worksheet or ask them to write 15 interesting facts, but making a concept map would be more engaging! After my seniors leave (for graduation) I may explore a few virtual field trips and make a concept map towards the end of the year. It seems more relaxing, but also very educational. Stimpson commented in her discussion, "If my students cannot see the animals for themselves at our real field trip, then I will take them on one that they can at least see their favorite animal through the computer" (2006). She also provided a great link that I will use in my classroom. I am very excited for next school year to incorporate all of my new technology knowledge!
References:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
Stimpson, R. (2010, May 17). Technology and cognitive tools. Message posted to EDUC 6671 discussion board, Week 3.
Monday, May 17, 2010
Week 2 Application
Reinforcing Effort:
Reinforcing Effort directly correlates to the behaviorist theory. Pitler, Hubbell, Kuhn, and Malenoski stress to teach students to put forth effort for high achievement (2007). I believe if you are teaching one behavior to reinforce another, you are using the behaviorist theory. You are reinforcing a good behavior (effort). A way in which we can teach effort by using technology is to use an Effort Rubric. There is an example of an Effort Rubric on page 157 in Using Technology with Classroom Instruction that Works. I really like this chart. It takes into account all of the various areas students are responsible for when it comes to school and being responsible. Maybe my students could rate themselves once a month and we can also make a semi-journal to keep track of our efforts. This would be typed and saved on the computer, of course. What do you guys think of that? We could even set goals to focus on our weaknesses!
With this chart, as they show on the next few pages, we can take class summaries and turn them into a data chart. With this type of activity we are incorporating english, math, and responsibility.
http://www.freeprintablebehaviorcharts.com/ here is a link to a lot of different charts. They are printable paper charts, but there are a few cool ones. I did want to stay with technology, but maybe use the paper charts for monthly class progressions.
Homework and Practice:
The book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Encouraging homework and practice is using the behavioristic theory. Once again, we are shaping our students' way of doing things, which relates to their behavior.
Using spreadsheets, as suggested in the book, is a great way for students to keep track of their grades, homework handed in, and possibly attendance. With the charts, teachers can also show how to quickly calculate for averages, percentages, etc. Once again, this is including math!
What I noticed with my high school students is that they love to have technology projects/assignments. Many of my students know the basics, but surprisingly I still need to teach the basics to a few students. I feel in class we need to teach the basics, but then for homework let our students explore with the various options and colors, making their project their own! Creativity is also a very important thing to teach. All of the data charts did not hold my attention because I am not much of a 'math person' but I really did like the battle graph game! This would be perfect when learning points on a graph, but games such as these can be used in every class! Did anyone use games like this before? I used jeopardy many times. But this would be a great test review assignment for our students. They should create a review game with questions, answers, and links. Then, instead of playing a game as an entire class, they can get in small groups and play their games!
There are so many ways to incorporate technology in our world today. I am so excited I am finally learning about the possibilities and how I can make them happen!
Reference:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
Reinforcing Effort directly correlates to the behaviorist theory. Pitler, Hubbell, Kuhn, and Malenoski stress to teach students to put forth effort for high achievement (2007). I believe if you are teaching one behavior to reinforce another, you are using the behaviorist theory. You are reinforcing a good behavior (effort). A way in which we can teach effort by using technology is to use an Effort Rubric. There is an example of an Effort Rubric on page 157 in Using Technology with Classroom Instruction that Works. I really like this chart. It takes into account all of the various areas students are responsible for when it comes to school and being responsible. Maybe my students could rate themselves once a month and we can also make a semi-journal to keep track of our efforts. This would be typed and saved on the computer, of course. What do you guys think of that? We could even set goals to focus on our weaknesses!
With this chart, as they show on the next few pages, we can take class summaries and turn them into a data chart. With this type of activity we are incorporating english, math, and responsibility.
http://www.freeprintablebehaviorcharts.com/ here is a link to a lot of different charts. They are printable paper charts, but there are a few cool ones. I did want to stay with technology, but maybe use the paper charts for monthly class progressions.
Homework and Practice:
The book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Encouraging homework and practice is using the behavioristic theory. Once again, we are shaping our students' way of doing things, which relates to their behavior.
Using spreadsheets, as suggested in the book, is a great way for students to keep track of their grades, homework handed in, and possibly attendance. With the charts, teachers can also show how to quickly calculate for averages, percentages, etc. Once again, this is including math!
What I noticed with my high school students is that they love to have technology projects/assignments. Many of my students know the basics, but surprisingly I still need to teach the basics to a few students. I feel in class we need to teach the basics, but then for homework let our students explore with the various options and colors, making their project their own! Creativity is also a very important thing to teach. All of the data charts did not hold my attention because I am not much of a 'math person' but I really did like the battle graph game! This would be perfect when learning points on a graph, but games such as these can be used in every class! Did anyone use games like this before? I used jeopardy many times. But this would be a great test review assignment for our students. They should create a review game with questions, answers, and links. Then, instead of playing a game as an entire class, they can get in small groups and play their games!
There are so many ways to incorporate technology in our world today. I am so excited I am finally learning about the possibilities and how I can make them happen!
Reference:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
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