As I monitor the progress I have made on my GAME plan I am finding a lot of information that is valuable as I try to carry out the goals that I have set for myself. I am consulting the Internet, books, peers, and our technology facilitator.
At this point I am very satisfied with my action plan. So far I have learned a lot about alterative assessments for student learning. I have researched and studied performance-based assessments, project-based, and opened ended response formats. I have learned about many ways I can incorporate technology in order to assess student learning.
The questions that have arisen are when and where do I find the time to create so many new assessments for my students that involve technology? Most of my text books and programs come with ready made assessments. For many subject areas, my county has gone to the bubble sheet format. All tests and exams are sent out to be scored. Our reading program is non negotiable and there is no leeway in this area. I feel completely trapped from being able to use technology and creativity. If I was able to integrate technology through assessment where do most teachers find the time to recreate this type of information?
Tuesday, November 24, 2009
Tuesday, November 17, 2009
Carrying out the GAME Plan
In order to carry out my plan, I must research ways that I can integrate technology into my lesson plans. I must remember that technology is not the goal but that it is used to support the skills and benchmarks that I am teaching. I need to collaborate with my grade level team so that we may work together towards the same goal. The learning strategies I will be using are integrating technology into my lessons and assessments for students using the technology.
The additional information that I will need is to talk to my school technology facilitator. I will need to consult this person so that I learn about the technology tools that I will be implementing. Some technology tools I am not knowledgeable about and I want to feel comfortable utilizing them before I bring them into the classroom.
A step that I have been able to take is to collaborate with my grade level team. We have started with one subject area and that is science. We have started gathering Internet websites and other online resources that correlate to the unit we are studying and we are beginning to pull activities together that the students will be able to do. Science is one of those subjects that you just can’t read and learn but you must experience and use manipulatives in order to gain better understanding.
The additional information that I will need is to talk to my school technology facilitator. I will need to consult this person so that I learn about the technology tools that I will be implementing. Some technology tools I am not knowledgeable about and I want to feel comfortable utilizing them before I bring them into the classroom.
A step that I have been able to take is to collaborate with my grade level team. We have started with one subject area and that is science. We have started gathering Internet websites and other online resources that correlate to the unit we are studying and we are beginning to pull activities together that the students will be able to do. Science is one of those subjects that you just can’t read and learn but you must experience and use manipulatives in order to gain better understanding.
Tuesday, November 10, 2009
Developing Your Personal GAME Plan
The areas where I would like to strengthen my confidence and proficiency are to facilitate and inspire student learning and creativity, and design and develop digital-age learning experiences and assessments. Currently, the majority of our curriculum is direct instruction with scripted lessons that require teachers to teach to the state exam. When the administration is coming into our rooms frequently to monitor that we are teaching each section of the scripted lesson, it leaves little room for creativity.
However, on the occasions where we are able to be creative with our lessons I would integrate technology tools. The goals that I will set to facilitate and inspire student learning and creativity and develop digital-age learning experiences and assessments are to enhance my lessons with technology, solve real-world problems, and collaborate more often as peers.
In order for this to happen, I must look for opportunities where I can integrate technology into some of my lessons. I will set goals by consulting the data that I collect from summative and formative assessments (Cennamo, 2009). By looking at student performance it will guide my decisions for how to best teach my students.
I will monitor my progress by looking at the data and student performance and I will monitor their progress by doing formal and informal assessments based on their achievement.
Lastly, I will evaluate my teaching and extend my learning by checking to see if all standards were assessed and planned correctly. I will work with my grade level team to make sure I am not over looking anything, as well as sharing with my team what worked with my class and what I need to be better prepared with the next time.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
However, on the occasions where we are able to be creative with our lessons I would integrate technology tools. The goals that I will set to facilitate and inspire student learning and creativity and develop digital-age learning experiences and assessments are to enhance my lessons with technology, solve real-world problems, and collaborate more often as peers.
In order for this to happen, I must look for opportunities where I can integrate technology into some of my lessons. I will set goals by consulting the data that I collect from summative and formative assessments (Cennamo, 2009). By looking at student performance it will guide my decisions for how to best teach my students.
I will monitor my progress by looking at the data and student performance and I will monitor their progress by doing formal and informal assessments based on their achievement.
Lastly, I will evaluate my teaching and extend my learning by checking to see if all standards were assessed and planned correctly. I will work with my grade level team to make sure I am not over looking anything, as well as sharing with my team what worked with my class and what I need to be better prepared with the next time.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Friday, October 23, 2009
Reflection EDUC 6712
During this course the biggest thing that I have learned is the new literacy skills and their place in our classrooms. The literacy skills are questioning, searching, evaluating, synthesizing, and communicating. The thing that made the most impact on me was that I originally thought of literacy as having to do with reading only. Hearing of these new literacy skills opened my mind to what I can introduce to my students and how it can effect their learning.
The knowledge and experience that I gained in this course will influence my teaching practices. After reading the articles, books, and watching the DVDs I see how vital it is to teach students of any age how to use a computer.
It is extremely important that we teach them how to look for useful websites when gathering information. They must be taught how to spot pages and sites that are untrustworthy. As teachers, we also must show them how to navigate through websites and where they can find credits, authors, and copyrights. Lastly, we must model good use of the Internet to our students so that they will understand the expectations that we have for them when they are in the classroom as well as when they are at home. We as teachers need to prepare our students for their future and not our past (Laureate, 2009).
One professional development goal that I would like to pursue is to work with my grade level team in order to teach these new literacy skills. My team right now is unaware of any of the things that I have been learning in this course. We have not been confronted by these new literacy skills by our district or school. Therefore most teachers are not using them.
In order to accomplish this goal we would have to go through each new literacy skill and study what each one includes. Next we could create lessons using the Internet in order for our students to learn these skills and be successful. Finally, we could come back together are share what worked and what didn’t. We would talk about or strengths and weakness. This way we would be able to learn from our peers and motivate our students to be successful when using to Internet for an academic purpose.
Laureate Education Inc. (2008). “New Literacies.” Baltimore, MD: Laureate Education Inc
The knowledge and experience that I gained in this course will influence my teaching practices. After reading the articles, books, and watching the DVDs I see how vital it is to teach students of any age how to use a computer.
It is extremely important that we teach them how to look for useful websites when gathering information. They must be taught how to spot pages and sites that are untrustworthy. As teachers, we also must show them how to navigate through websites and where they can find credits, authors, and copyrights. Lastly, we must model good use of the Internet to our students so that they will understand the expectations that we have for them when they are in the classroom as well as when they are at home. We as teachers need to prepare our students for their future and not our past (Laureate, 2009).
One professional development goal that I would like to pursue is to work with my grade level team in order to teach these new literacy skills. My team right now is unaware of any of the things that I have been learning in this course. We have not been confronted by these new literacy skills by our district or school. Therefore most teachers are not using them.
In order to accomplish this goal we would have to go through each new literacy skill and study what each one includes. Next we could create lessons using the Internet in order for our students to learn these skills and be successful. Finally, we could come back together are share what worked and what didn’t. We would talk about or strengths and weakness. This way we would be able to learn from our peers and motivate our students to be successful when using to Internet for an academic purpose.
Laureate Education Inc. (2008). “New Literacies.” Baltimore, MD: Laureate Education Inc
Thursday, June 25, 2009
Reflection
My personal theory of learning at the beginning of this class was aligned to resemble constructivism. Throughout this course my ideas have remained the same, however, I feel even more strongly about social learning theories. Social interaction is so important when it comes to engaging in conversation with peers and working towards a common goal. Children’s ideas are validated and their self esteem is boosted through working and collaborating as a partnership or group (Laureate, 2008). They build off one another’s ideas while expressing themselves verbally.
One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.
One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.
A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.
One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.
The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.
One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.
A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.
One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.
The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 4, 2009
Tuesday, June 2, 2009
Connectivism and Social Learning in Practice
Cooperative learning is a key component of social learning. Students construct meaning and new knowledge by interacting with others (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Cooperative learning is vital when using technology in the classroom. Students can get affirmation from their peers when they are working together. They bounce ideas off one another and build upon each other’s thinking (Laureate, 2008).
Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).
Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).
Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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