My personal learning theory hasn't changed much in relation to how students learn. There are those who understand by hearing; those by seeing, and those my doing. I have discovered, however, through all the resources we've explored, that most students enjoy the "doing" part the most. One area that is changing for me is the rate at which students learn and how to keep up or slow down with their learning needs. I have a wide-range of needs-based students in my class, with students whose reading levels range between 1st and 6th grade. Because of this, I learned early on in the year that I could not "rush" teaching. I also discovered that I had to model assignments better while also incorporating more consistency. I believe this has enabled me to reflect about what I do each day, and come up with new ideas for differentiation.
I have been thoroughly impressed with our reading resource for this course, Using Technology with Classroom Instruction that Works, because it provides immediate implications I can use now with my students. Although this seems very elementary, locating new ways to use Microsoft Word has been very helpful for me. A state standard requirement is that students learn how to effectively summarize their written assignments. Using the Auto Summary feature as a starting acquisition lesson will engage students in understanding how they can do this well. I have already displayed this to them and received possitive comments. Plus, the Comments feature of Microsoft Word will offer my students opportunities to peer edit and self edit work without messy scribbling on paper. Another technological feature I wish to utilize soon is the note-taking feature in Inspiration. I will admit that in the past students have taken notes the boring way by writing them down as I spoke them, or they copied them from a PowerPoint I created. Understanding that time isn't always the discerning factor as to whether or not I teach something, will help me better serve my students' academic needs. I realize it will take time for students to learn how to do this; but when they've learned it, it's with them. There are many other technological features I will utilize from this resource because of its practicality.
Two long-term goals I would like to achieve with my students regarding technology integration are moving away from paper and pencil writing assignments to totally computer paper assignments, from the beginning of prewriting to the final published copy. Further, I have already begun using non-linguistic approaches to coorelate with selected reading selections. This is helping my students make connections between words and pictures. A strategy I'm already implementing with the writing assignments is having students copy and paste pictures to them. Even though this is a simple task students have already been doing, fully understanding its positive consequences makes me want to have them do this more. Also, my students rotate stations (centers) at least 3 days a week, and one station is geared toward technology where they can begin prewriting for their next writing activity. As mentioned earlier, we (I) must realize students learn by hearing, seeing, and most importantly, doing. This can only be accomplished as we give students the time to learn it.
Tuesday, October 27, 2009
Saturday, October 10, 2009
Tuesday, October 6, 2009
The resources we explored this week do coorelate with the social learning theory in several ways. First, student-created multimedia is naturally an environment for cooperative learning because it requires many roles and responsibilities. Careful attention to upfront preparation must be completed before creating a video can be accomplished. Second, webquests are designed to utilize learners' time to concentrate on using information, rather than looking for it. It also supports critical thinking at these learning acquisition levels: analysis, synthesis, and evaluation (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Additionally, Dr. Orey further explained how the word "social" in relation to learning simply means that students need another person, whether it be the teacher, a parent, a tutor, or another student to aid in their learning. They are called the "More Knowledgeable Other" factor. He extends this by adding that many of us have Inert Knowledge: it can be articulated, but not applied, and how social learning will help transfer and then apply learning. Dr. Orey continues to support this by stating that social learning must be contextual and cultural in nature. Students must try to understand each other's backgrounds and traditions before they can work together (Social Learning Theories, 2009).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc., CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc., CD-ROM, 2009 release).
Monday, September 28, 2009
Our resources this week are based on constructionist learning. They applaud hands-on, critical thinking activities that academically help kids succeed in the classroom. Because so many of these projects are not technologically-based, teachers may and will find themselves asking their students for help in these particular areas. From a previous course here at Walden, our students in today's world are digital natives, and are accustomed to learning and socializing on a computer; whereas the educator may not be. The educator's reply where she mentioned how her students’ self-esteem was boosted when they helped her, but not her own, as they instructed her on how to learn a new technique on the computer (Constructionist vs. Constructivist, 2009).
How do the strategies presented in our resources reflect the constructivist/constructionist approach to learning? Project-based learning is essential for students’ application, self-motivation, and overall long term memory retention (http://www.edutopia.org/project-learning). Dr. Orey explains how equilibration is so important for students. This explains how the mind accomodates for new learning, such as the parent explaining to the child that a cat is not a dog when the cat comes along in the park. The mind must learn what this is and put itself back in balance to its learning schema-information already previously obtained from other sources (Constructionist vs. Constructivist Learning Theories, 2009). The web resources offered differing approaches to hands-on project based learning. From the site pbl-online.org projects are designed to engage students throughout the process, from beginning to end. I also especially liked how it gave teachers clear directions for how to explicitely teach how to do a project step by step, and then guide as a facilitator throughout. The Appletree Learning site was based on doing online hands-on projects like charting the flight of the Monarch Butterfly. It also solidifies the importance of cultural awareness through having to complete activities online, and with students of different backgrounds. From edutopia.org students solve real world problems and then present these solutions to experts in those fields. For the NASA solar system simulator site, students can watch various science videos, join in webinars, enter contests, and complete science and math based projects. The last site I viewed was Astroadventure, and I automatically went to the teacher/parent site because I think as teachers we want to know how the site can help us. I wasn't too pleased with this particular part of it because all the documents were PDF files and seemed tedious to read. I was very pleased, however, when I navigated to the part explaining how students could create their own planets. I finally heard strange computer voices and the graphics began to move. It does need updating.
Angie Cash
Constructionist and Constructivist Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc. CD-ROM, 2009 release).
How do the strategies presented in our resources reflect the constructivist/constructionist approach to learning? Project-based learning is essential for students’ application, self-motivation, and overall long term memory retention (http://www.edutopia.org/project-learning). Dr. Orey explains how equilibration is so important for students. This explains how the mind accomodates for new learning, such as the parent explaining to the child that a cat is not a dog when the cat comes along in the park. The mind must learn what this is and put itself back in balance to its learning schema-information already previously obtained from other sources (Constructionist vs. Constructivist Learning Theories, 2009). The web resources offered differing approaches to hands-on project based learning. From the site pbl-online.org projects are designed to engage students throughout the process, from beginning to end. I also especially liked how it gave teachers clear directions for how to explicitely teach how to do a project step by step, and then guide as a facilitator throughout. The Appletree Learning site was based on doing online hands-on projects like charting the flight of the Monarch Butterfly. It also solidifies the importance of cultural awareness through having to complete activities online, and with students of different backgrounds. From edutopia.org students solve real world problems and then present these solutions to experts in those fields. For the NASA solar system simulator site, students can watch various science videos, join in webinars, enter contests, and complete science and math based projects. The last site I viewed was Astroadventure, and I automatically went to the teacher/parent site because I think as teachers we want to know how the site can help us. I wasn't too pleased with this particular part of it because all the documents were PDF files and seemed tedious to read. I was very pleased, however, when I navigated to the part explaining how students could create their own planets. I finally heard strange computer voices and the graphics began to move. It does need updating.
Angie Cash
Constructionist and Constructivist Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc. CD-ROM, 2009 release).
Saturday, September 26, 2009
Using Technological Strategies for Summarizing and Note Taking
It's really no wonder why students don't like to take notes. If they're just being given to them verbally and they simply write them down, how boring is this?! To savvy them us a little bit, teachers may (like I've done) place them on an overhead projector and have them write them down as well. This is still pretty ho hum. I'm thankful that our resources this week have presented us with information on how to teach summarizing and note taking utilizing current technological advances, while creating meaningful learning opportunties too.
Software programs such as Inspiration and Spinscape offer students the ability to organize notes in a meaningful web map that will help them learn concepts better than ordinary boring note taking. Plus these features offer colorful graphics and links in which students can place pictures and other pertinent information on them as well. PowerPoints offer the ability for creative note taking, combining pictures and their related terms (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Software programs such as Inspiration and Spinscape offer students the ability to organize notes in a meaningful web map that will help them learn concepts better than ordinary boring note taking. Plus these features offer colorful graphics and links in which students can place pictures and other pertinent information on them as well. PowerPoints offer the ability for creative note taking, combining pictures and their related terms (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Saturday, September 19, 2009
Classroom Instructional Strategies Linked to Behavior
First of all, my apologies to Dr. Krauss for not getting to this until now-Saturday, Sept. 19. The only excuse I have is that I am not accustomed to going to my blog site, and am more familiar with doing the applications. With that said, however, I am glad we are going to be utilizing blogging a great deal during this course.
From our resource Using Technology with Classroom Instruction that Works, we explored two methods used by educators to help motivate students' learning in the classroom, in addition to their behavior towards that learning. One of these was "Reinforcing Effort" and the other was "Homework Practice." For the reinforcing effort module, a teacher was able to create an effort rubric, naming each category with point values correlating with it, and students on their own were able to self-assess how they were meeting these effort standards. For instance, one category is "Paying attention." To achieve the highest point value of "4", the student must: pay attention in class, listen carefully to the teacher's questions, and focus on the class work at least 95% of the time (Pitler, Hubbell, Kuhn & Malenoski, 2007). This is associated with the behaviorist learning theory because it addresses students' needs and provides immediate and appropriate feedback (Lever-Duffy & McDonald, 2008). In order for this to be successful, students must first be explicitly taught about effort and complete some initial effort exercises to understand its concept (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Next, homework and practice enable students to get additional help with lessons they've already explored in the classroom. Plus, it gives them a chance to work and read independently. If homework is assigned it should be commented upon, with parental involvement to a minimum, and should be the amount recommended for the grade level of the student (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory is incorporated here because students are learning how to utilize technology to improve homework skills and practice, creating a meaningful sense of self-efficacy. The above resource further describes how the seemingly normal word processing program on Microsoft Word can enhance students' reports simply by understanding several more options students can choose that are on it. I have known about the Flesch-Kincaid grade level ratings and have just recently shown my class how to utilize this feature. Now they want to know if their reports are on grade level. We've talked about and looked at the "Auto Summarize" feature as well. I need to show them how this works. Often, students want to write, "The End." They need to see how key points in stories are used as the summary.
I believe students behaviors towards learning is reflected in the resources they have been taught to incorporate into that learning. Today's students expect cutting edge learning opportunties such as WIKI's, blogs, podcasting, and even being instructed on how to use Microsoft Word more effectively. As educators we should continue to focus on teaching our students these valuable tools to increase their social and academic success. I have much still to do.
Angie Cash
Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, M.A. Allyn and Bacon.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Alexandria, V.A. ASCD.
From our resource Using Technology with Classroom Instruction that Works, we explored two methods used by educators to help motivate students' learning in the classroom, in addition to their behavior towards that learning. One of these was "Reinforcing Effort" and the other was "Homework Practice." For the reinforcing effort module, a teacher was able to create an effort rubric, naming each category with point values correlating with it, and students on their own were able to self-assess how they were meeting these effort standards. For instance, one category is "Paying attention." To achieve the highest point value of "4", the student must: pay attention in class, listen carefully to the teacher's questions, and focus on the class work at least 95% of the time (Pitler, Hubbell, Kuhn & Malenoski, 2007). This is associated with the behaviorist learning theory because it addresses students' needs and provides immediate and appropriate feedback (Lever-Duffy & McDonald, 2008). In order for this to be successful, students must first be explicitly taught about effort and complete some initial effort exercises to understand its concept (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Next, homework and practice enable students to get additional help with lessons they've already explored in the classroom. Plus, it gives them a chance to work and read independently. If homework is assigned it should be commented upon, with parental involvement to a minimum, and should be the amount recommended for the grade level of the student (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory is incorporated here because students are learning how to utilize technology to improve homework skills and practice, creating a meaningful sense of self-efficacy. The above resource further describes how the seemingly normal word processing program on Microsoft Word can enhance students' reports simply by understanding several more options students can choose that are on it. I have known about the Flesch-Kincaid grade level ratings and have just recently shown my class how to utilize this feature. Now they want to know if their reports are on grade level. We've talked about and looked at the "Auto Summarize" feature as well. I need to show them how this works. Often, students want to write, "The End." They need to see how key points in stories are used as the summary.
I believe students behaviors towards learning is reflected in the resources they have been taught to incorporate into that learning. Today's students expect cutting edge learning opportunties such as WIKI's, blogs, podcasting, and even being instructed on how to use Microsoft Word more effectively. As educators we should continue to focus on teaching our students these valuable tools to increase their social and academic success. I have much still to do.
Angie Cash
Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, M.A. Allyn and Bacon.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Alexandria, V.A. ASCD.
Saturday, June 20, 2009
Week 8 Reflection
I am so very grateful to have had this opportunity to immerse myself into a different way of learning technology. So often I have used technology in the class for the sake of technology, mainly as a filler, and I haven't incorporated teaching students how to do different things with technology. Now, I believe I have a basic foundation for teaching my students how to utilize technology for different purposes, while also incorporating our state's curriculum standards.
This course has helped me develop my technological skills in several ways. First, I have been given explicit instructions and links on how to create pod casts, WIKI's, and blogs. Secondly, once they were created, I now own this knowledge, because for me, it took several hours just to get from point A to point B. However, as I muddled through and didn't give up, I know I can now create these and show my class how to do it. Further, encouragement from my instructor and classmates is a blessing. Thanks everyone!
I have deepened my knowledge of the teaching and learning process from our listening and reading resources these past 8 weeks. So often, they explained how students come to the classroom having already immersed themselves in social networking, that "regular school" is very boring for them. As educators, we have to grab this social networking and also bring into the curriculum academic networking, and we must allow our students to help us with this. Our classrooms will really become "a community of learners" when all of us know we can learn something from each other every day.
My perspective of teacher-centered to learner centered is slowly emerging. Because I am a digital immigrant I still have an underlying fear that if I give my students too much control, all control will be lost. So...I am slowly loosening the reigns of being the center of instruction. All of these resources and discussions from my classmates are showing me that I must do this in order for my students to benefit from their learning. One thing that helps me is the fact that I don't mind asking for help with any sort of learning strategy that can be used in the classroom. The obstacle I run into is finding the time to do it, and lack of support from administration. I believe this is largely because of a lack of knowledge of the resources available to them.
There are several ways I plan to expand my knowledge of technology, teaching of technology, and increasing student achievement with technology. First, I am looking forward to learning even more about integrating technology in the classroom through this degree I am obtaining from Walden. Secondly, my plan is to introduce blogging to my students when school begins in the fall of 2009. I know this will take some time to accomplish because of administration approval and parental permission as well. Student achievement will be increased because as students know they can create and publish for an audience bigger than their classroom, I believe they will know their learning is important to them. It will be authentic.
I do plan to implement a couple technological goals over the next two years. Again, I will plan to introduce blogging to the class. My goal is for students to have a means of reflection for their lessons. In these reflections, students will explain what they learned or didn't learn, if the learning strategy was useful for them, and in what ways I can teach it better the next time. A second goal is to integrate audio pod casting in the curriculum. In order to accomplish these tasks, the school administration must be given proper information and sources that explain how it will be done, and that their students' identities will not be harmed. I know this will have to begin with me doing some research via information I've already gathered from this class, and also through our technology coordinator and teacher at school. School systems must realize that technology isn't going away and that it is only going to become more and more advanced. Our students already know this and they use it every day.
My checklist is a little different from week 1. I want to be a more student-centered, learner-centered educator. This will be my most important goal.
This course has helped me develop my technological skills in several ways. First, I have been given explicit instructions and links on how to create pod casts, WIKI's, and blogs. Secondly, once they were created, I now own this knowledge, because for me, it took several hours just to get from point A to point B. However, as I muddled through and didn't give up, I know I can now create these and show my class how to do it. Further, encouragement from my instructor and classmates is a blessing. Thanks everyone!
I have deepened my knowledge of the teaching and learning process from our listening and reading resources these past 8 weeks. So often, they explained how students come to the classroom having already immersed themselves in social networking, that "regular school" is very boring for them. As educators, we have to grab this social networking and also bring into the curriculum academic networking, and we must allow our students to help us with this. Our classrooms will really become "a community of learners" when all of us know we can learn something from each other every day.
My perspective of teacher-centered to learner centered is slowly emerging. Because I am a digital immigrant I still have an underlying fear that if I give my students too much control, all control will be lost. So...I am slowly loosening the reigns of being the center of instruction. All of these resources and discussions from my classmates are showing me that I must do this in order for my students to benefit from their learning. One thing that helps me is the fact that I don't mind asking for help with any sort of learning strategy that can be used in the classroom. The obstacle I run into is finding the time to do it, and lack of support from administration. I believe this is largely because of a lack of knowledge of the resources available to them.
There are several ways I plan to expand my knowledge of technology, teaching of technology, and increasing student achievement with technology. First, I am looking forward to learning even more about integrating technology in the classroom through this degree I am obtaining from Walden. Secondly, my plan is to introduce blogging to my students when school begins in the fall of 2009. I know this will take some time to accomplish because of administration approval and parental permission as well. Student achievement will be increased because as students know they can create and publish for an audience bigger than their classroom, I believe they will know their learning is important to them. It will be authentic.
I do plan to implement a couple technological goals over the next two years. Again, I will plan to introduce blogging to the class. My goal is for students to have a means of reflection for their lessons. In these reflections, students will explain what they learned or didn't learn, if the learning strategy was useful for them, and in what ways I can teach it better the next time. A second goal is to integrate audio pod casting in the curriculum. In order to accomplish these tasks, the school administration must be given proper information and sources that explain how it will be done, and that their students' identities will not be harmed. I know this will have to begin with me doing some research via information I've already gathered from this class, and also through our technology coordinator and teacher at school. School systems must realize that technology isn't going away and that it is only going to become more and more advanced. Our students already know this and they use it every day.
My checklist is a little different from week 1. I want to be a more student-centered, learner-centered educator. This will be my most important goal.
Friday, June 5, 2009
Hi everyone, I posted an episode to my podcast, Angie Cashs Podcast. Click this link to check it out: http://angcash.podOmatic.com/entry/2009-06-05T10_17_12-07_00 - Angie
Saturday, May 30, 2009
I believe the main idea for the 21st Century Learning venture is based on the fact that the world is quickly moving and already has, to digital learning. This resource is extensive and exhaustive; however, it does contain valuable information for educators. Again, although it was very wordy, the graphics and colors lend themselves to guiding the reader to specific educational sources. What was surprising to me was the fact that it mentioned several times of how core learning was still at the heart of education. I assume this should not have been surprising, but it made me realize as an educator, that although our world is digital, we must teach the foundations of our core subjects to our students before embracing 21st century skills. 21st century skills' authors understand this as well and seem to know the basic core curriculum is key before advancing to the 21st century. There are implications for me as a teacher. Rote memorization of facts and skills is quickly becoming a learning style of the past. 21st century learning requires that students understand technology as never before, that they are more independent learners and thinkers, and that they can solve problems with returning solutions. Wow! Therefore, I have to be trained for the 21st century, too. School districts must become aware of this advancement and their school boards must provide adequate training for their staffs. Is anyone out there already receiving training on The 21st Century Skills? Is there really such a thing? In our school district we teach according to a theme called "Learning Focused." This is similar. However, 21st century skills has more breadth and depth.
May 26, 2009 5:51 PM
May 26, 2009 5:51 PM
Tuesday, May 12, 2009
Blogging in the Classroom
Blogging is very new to me, but there are some ways I plan to implement it in my classroom. First, I want to use it as a place to post assignments and other important links. Also, students can maintain eportfolios of their work. This would save on a great deal of paper work and disorganization would be minimal. Blogging will serve several purposes. First, it will be a resource that will help students critically analyze their work, based on the fact that the whole world evaluates it; and used as a digital tool to organize their thoughts. Additionally, I am hoping to provide my classes access to other students' writings in different cities or countries so we can all work together, creating pod casts, etc. This will happen soon...but not right away. After much instruction on how to utilize blogs and their safety, plus beginning with small uses such as posting assignments and links, will they be able to post content. I know that many of them may already be blogging and could teach me a thing or two, but I wish for them to have a desire to think critically through blogging, not just as a social tool. Further, blogging will enhance my lessons because we will get to interact with others all over the world. And, as an educator, I can learn a great deal from national as well as international educators. We can collaborate with our lesson plans by blogging about different pedagogies we used; ones that worked or didn't. I can post a lesson for an international teacher, while he/she does the same for me. Albeit I would take the ideas and plug in my state's standards. Blogging just makes sense in today's world. I can understand schools' reluctance for not encouraging it. After all, it's for everyone to see. There would have to be a safety program in place that would include permission slips signed by parents, and explicit rules regarding students' use of blogs. However, due to our digital age, students long for this sort of a different learning experience. I teach 4th grade and my content area is Language Arts.
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