While all of these websites were very interesting and provide students with great learning opportunities, two stuck out in my mind as being extremely useful as tools to help teach students. The first is real-time conditions in Long Island Sound data run by researchers at UConn. These scientists place buoys in the water which measure the salinity, temperature, wave heights, and dissolve oxygen. These measures provide the researchers with information about the water quality in real-time so that they can constantly monitor changes as they happen. This information is then used to understand how the water quality can impact the marine life living in the Sound, as well as any implications it may hold for us (University of Connecticut, Marine Sciences,1999). I would use this website in my classroom to get students focused on the biology topics that are happening in our neighborhoods. They would realize that there is more to just water than just having a physical presence. Students would also learn about the concepts of salinity and temperature, and what factors effect these conditions and what impact they can potentially have. I would then have students perform their own research by taking a field trip to a local pong or stream and obtaining water from the sound. By measuring the salt content and pH of the different waters, students can identify the differences in water sources and how they impact the life that thrives in them.
A second website which I found really fascinating was the live operating room table website. I have always enjoyed anatomy and am hoping to teach an anatomy and physiology class in the future. This website, while graphic, is an opportunity which most people would never get to experience if it wasn’t for the internet. The site takes you directly to the operating room where you can watch as they first describe the procedures that will be taking place as well as the reasons the person needs the surgery. Next, they begin the operation as you get a front row seat to some of the most innovate procedures around. They currently have a hip replacement scheduled for June 28th at 7:00pm (ORLive, 2010). In an anatomy class, I would use this website as a chance for students to do assignments or earn extra credit as they watch a surgery take place and write a response about not only what they have seen, but what some of the reasoning’s the doctors explained for doing it that way. This site gives students an in-depth view at what the human body looks like, which often diagrams can’t begin to explain. From these assignments students will learn about the role of the skin, the connective tissues, the bones or muscles being operated on, but they will also gain a visual as to how it all comes together to form a human being. I would also like to use clips from these videos while exploring concepts. For instance, as I review the muscles and nerves that make up the eye, I could show a brief clip from the video so they can see the structures I am referring to. This would help supplement my lecture by providing another way of learning the information.
References
ORLive. (2010). Online surgical and healthcare video and webcasts. Retrieved from http://www.orlive.com/
University of Connecticut, Marine Sciences (1999, April). Mysound. Retrieved from http://www.mysound.uconn.edu/
Monday, June 27, 2011
Week 5 T2P
If a teacher takes into account students neural maps when developing her curriculum and planning lessons, then she will be able to strengthen multiple neural networks and allow her students to be well rounded learners. By providing stimulus and opportunities to form nerve identities, children will strengthen connections in multiple areas such as visual, auditory, physical, etc., instead of only being able to perform well at only one. As evidenced by research in neurophysiology, children are born with few neural networks, but quickly develop millions after birth. If these networks are not used then they will become lost in a process known as synaptic pruning. This is why it is vital to exercise these networks as children progress through puberty and into adulthood, so that they not only retain these pathways but also strengthen them. Strengthening refers to the process of making connections more efficient and mature, processes which are both vital to children's development. Building upon these neural networks will allow students to be more well-rounded learners and exceed in multiple facets of understanding. This will help to benefit a child both in class an out of class as they are able to understand complex relationships through multiple methods of processing. Students will be able to function better in school as they can take in information through all the senses and methods described by Gardner's Theory of Multiple Intelligences to form a more comprehensive view of the subject. I believe this is the key to learning as students can take one idea or concept and look at it through multiple angles and point of views to reach an interpretation which is unique to themselves.
A Good Teacher
A good teacher is both effective in their ability to promote student learning and brings morals to his or her classroom which provide an atmosphere conducive to learning for the students. Good teachers not only find ways to present information clearly and concisely so that students can interpret and understand concepts, but they also (teach students how to be good citizens within their communities.) In order to be a good teacher, that (teacher must model good behavior) to her students. He should be willing to learn from his students and understand that there is more to teaching than just a curriculum. (Life skills are an important part of a students learning in school and these skills in some ways will be more useful than the material being presented.) These teachers are in the profession because they believe in their students and truly want to seem them succeed, rather than for only their own benefit. (Good teachers believe that only when their students have succeed that they themselves have succeeded at teaching. This promotes students autonomy in the class which allows them to feel they are safe and comfortable to present ideas in the class so that each day they come to class ready and willing to learn.) This in turn leads to more understanding and learning in the classroom forming a cyclical relationship between teaching content and teaching morals.
Revision of T2P
If a teacher builds upon the curriculum as the students develop throughout the semester, then the teacher will provide a better learning opportunity for his students. Teacher's who approach every class the same and have the curriculum laid out in advance are not able to build upon what the (because) students are learning each day and how they change as a result of the interactions and understanding that goes on in the classroom. (Evidence) As Lave's Theory of situated learning states, learning occurs in an environmental context and we create this knowledge as we go along. Everyday students are learning something new, so it is important to understand the goals of the classroom, but also be flexible in changing them from day to day as students reorganize their thinking and expand upon existing views. (Moral) I believe students who only reflect upon a learning experience and never revisit these ideas, or teachers who are so focused on the curriculum that they skip important learning opportunities are focusing too much on content instead of the process of learning. It is important for students to understand the process of learning and focus on metacognition, as this will make them better learners in the future. Moral It is important for a teacher to take the time to develop the curriculum throughout the semester because it models good learning. As students see their teachers working hard to change the curriculum to fit the needs of the students, the students will begin to see that hard work and learning is a concept which doesn't just apply to them. As the teacher is busy working hard to revise lesson plans and promote his students learning, it will present a learning opportunity for the students which cannot be taught in a curriculum. Students will learn that understanding is a process and it cannot be defined by time limits or set out in advance, but is rather a continuous process which is never set in stone. Students will then be motivated to work harder in the class as they realize that there is a mutual unspoken agreement between teacher and learner that each party will work hard to establish an effective learning atmosphere, and strive to achieve the most they can.
Revision of T2P
If a teacher builds upon the curriculum as the students develop throughout the semester, then the teacher will provide a better learning opportunity for his students. Teacher's who approach every class the same and have the curriculum laid out in advance are not able to build upon what the (because) students are learning each day and how they change as a result of the interactions and understanding that goes on in the classroom. (Evidence) As Lave's Theory of situated learning states, learning occurs in an environmental context and we create this knowledge as we go along. Everyday students are learning something new, so it is important to understand the goals of the classroom, but also be flexible in changing them from day to day as students reorganize their thinking and expand upon existing views. (Moral) I believe students who only reflect upon a learning experience and never revisit these ideas, or teachers who are so focused on the curriculum that they skip important learning opportunities are focusing too much on content instead of the process of learning. It is important for students to understand the process of learning and focus on metacognition, as this will make them better learners in the future. Moral It is important for a teacher to take the time to develop the curriculum throughout the semester because it models good learning. As students see their teachers working hard to change the curriculum to fit the needs of the students, the students will begin to see that hard work and learning is a concept which doesn't just apply to them. As the teacher is busy working hard to revise lesson plans and promote his students learning, it will present a learning opportunity for the students which cannot be taught in a curriculum. Students will learn that understanding is a process and it cannot be defined by time limits or set out in advance, but is rather a continuous process which is never set in stone. Students will then be motivated to work harder in the class as they realize that there is a mutual unspoken agreement between teacher and learner that each party will work hard to establish an effective learning atmosphere, and strive to achieve the most they can.
Monday, June 20, 2011
EDCI 5825 Week 4 Reading Response
For students who are experiences specific disabilities, it is important to recognize the uses and implications of technology that can minimize the learning gap by providing useful tools to educate these populations.
In the case of a student who has a hearing impairment, it is important he or she can be matched with technology that will bridge any disadvantages they might be facing. The first example of technology that I would with this type of student is closed captioning. This is no different than what is commonly displayed on televisions in busy places, where the words are written across the bottom of the screen. Second technologies that can assist these students are ear devices such as hearing aids or hearing loops. Hearing aids are good at amplifying noise and can be used in young students. Hearing loops are coils of wire, which not only amplify noise, but also eliminate background noises as well which is particularly useful in a classroom where loud noises may distract a student with a hearing aid (Assistive Technology for Hearing Impaired Students)
For students who are visually impaired, technology such as DAISY talking books could help students to communicate ideas from a book. The benefits are that this technology can play videos, show pictures, and other types of documents. This can be beneficial if the words in print are difficult for a reader to decipher. It allows the visually impaired reader to focus on specific content in the book, either headings or individual words and increase the font size so that they are readable. DAISY has also teamed with Microsoft so that files can be saved into an accessible format through the add-on program (Assistive Technology in Education/DAISY) E-readers are designed to make books accessible and affordable. They also allow the user to retrieve any book at the touch of a screen. Another benefit of these e-readers is that they have a program referred to as text-to speech. This program allows the reader to select a voice and it reads content aloud. While the menu is not considered to be blind friendly, since it does not have speaking capabilities, the e-readers are still useful if someone is able to assist the visually impaired person through the menu (Assistive Technology in Education/eBook).
For a person who has suffered an injury to their hand and may find it difficult to scroll through screens or type, I would recommend speech recognition software. This program converts words, which a person speaks into text. These programs can be trained to recognize persons specific voice tone, known as speaker recognition, and record what they are saying. Specific speech recognition software has been developed for Microsoft in which the computer recognizes voice commands and can open programs and files. All computer files can be assigned a number so that persons can access even the hardest to recognize files. Another such program, Dragon NaturallySpeaking allows users to transcribe their own words or to record an audio document, while at the same time issuing commands (Assistive Technology in Education/Speech Recognition Software)
Technology impacts teaching, thinking, and learning skills and promotes lifelong learning (Schrum, 2009). For a student who suffers from non-communicative autism getting information into their curriculum is an important skill, which needs to be taught and developed across their life. To do this, any of the above programs could be implemented to give them an advantage with learning. For instance, if they are easily distracted by loud noises and become frustrated and confused, using hearing loop can help to drown out loud and distracting noises. The DAISY talking books can help these students to focus, and the ability to present movies and photos might help to attract their interest and understand the material. If there is difficulty in getting the student to type or use the computer, it may be easier to use speech recognition to get their ideas onto paper and expand upon them.
References
Assistive technology for hearing impaired students. (2007, June 23). Retrieved from http://www.axistive.com/assistive-technology-for-hearing-impaired-students.html
Assistive technology in education/daisy. (2009, July 31). Retrieved from http://en.wikibooks.org/wiki/Assistive_ Technology_in_Education/DAISY
Assistive technology in education/ebook. (2010, November 01). Retrieved from http://en.wikibooks.org/wiki/Assistive_ Technology_in_Education/eBook
Assistive technology in education/speech recognition software. (2011, March 19). Retrieved from Assistive Technology in Education/Speech Recognition Software
Schrum, L. M., & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, California: Corwin.
In the case of a student who has a hearing impairment, it is important he or she can be matched with technology that will bridge any disadvantages they might be facing. The first example of technology that I would with this type of student is closed captioning. This is no different than what is commonly displayed on televisions in busy places, where the words are written across the bottom of the screen. Second technologies that can assist these students are ear devices such as hearing aids or hearing loops. Hearing aids are good at amplifying noise and can be used in young students. Hearing loops are coils of wire, which not only amplify noise, but also eliminate background noises as well which is particularly useful in a classroom where loud noises may distract a student with a hearing aid (Assistive Technology for Hearing Impaired Students)
For students who are visually impaired, technology such as DAISY talking books could help students to communicate ideas from a book. The benefits are that this technology can play videos, show pictures, and other types of documents. This can be beneficial if the words in print are difficult for a reader to decipher. It allows the visually impaired reader to focus on specific content in the book, either headings or individual words and increase the font size so that they are readable. DAISY has also teamed with Microsoft so that files can be saved into an accessible format through the add-on program (Assistive Technology in Education/DAISY) E-readers are designed to make books accessible and affordable. They also allow the user to retrieve any book at the touch of a screen. Another benefit of these e-readers is that they have a program referred to as text-to speech. This program allows the reader to select a voice and it reads content aloud. While the menu is not considered to be blind friendly, since it does not have speaking capabilities, the e-readers are still useful if someone is able to assist the visually impaired person through the menu (Assistive Technology in Education/eBook).
For a person who has suffered an injury to their hand and may find it difficult to scroll through screens or type, I would recommend speech recognition software. This program converts words, which a person speaks into text. These programs can be trained to recognize persons specific voice tone, known as speaker recognition, and record what they are saying. Specific speech recognition software has been developed for Microsoft in which the computer recognizes voice commands and can open programs and files. All computer files can be assigned a number so that persons can access even the hardest to recognize files. Another such program, Dragon NaturallySpeaking allows users to transcribe their own words or to record an audio document, while at the same time issuing commands (Assistive Technology in Education/Speech Recognition Software)
Technology impacts teaching, thinking, and learning skills and promotes lifelong learning (Schrum, 2009). For a student who suffers from non-communicative autism getting information into their curriculum is an important skill, which needs to be taught and developed across their life. To do this, any of the above programs could be implemented to give them an advantage with learning. For instance, if they are easily distracted by loud noises and become frustrated and confused, using hearing loop can help to drown out loud and distracting noises. The DAISY talking books can help these students to focus, and the ability to present movies and photos might help to attract their interest and understand the material. If there is difficulty in getting the student to type or use the computer, it may be easier to use speech recognition to get their ideas onto paper and expand upon them.
References
Assistive technology for hearing impaired students. (2007, June 23). Retrieved from http://www.axistive.com/assistive-technology-for-hearing-impaired-students.html
Assistive technology in education/daisy. (2009, July 31). Retrieved from http://en.wikibooks.org/wiki/Assistive_ Technology_in_Education/DAISY
Assistive technology in education/ebook. (2010, November 01). Retrieved from http://en.wikibooks.org/wiki/Assistive_ Technology_in_Education/eBook
Assistive technology in education/speech recognition software. (2011, March 19). Retrieved from Assistive Technology in Education/Speech Recognition Software
Schrum, L. M., & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, California: Corwin.
Week 4 T2P Simmons et. al Structure
If a teacher approaches her students as individuals with large and robust schema then, (because) the student will be able to incorporate the information the teacher presents with their own unique understanding. This will allow the student to realize that there isn't just one way of interpreting information, but rather that it is the (because) culmination of ideas and how you choose to interpret them that is the goal of learning. This will allow the student to feel that they have something to offer the class and they can share their unique perspectives to build a class discussion.(evidence) Piaget suggests that allowing students to build off existing frameworks will create better understanding because the student will be able to assimilate information into these frameworks. It is important to approach students at the proper cognitive level so that they will be able to understand the concepts which may be too abstract or out of their age group. In this scenario, the (decision) teacher and student both take turns in being the one who teaches and the one who learns, and (moral implication) I believe this reciprocal sharing is the essence of teaching. Where a student feels confident enough to share how they view a topic, and a teacher is confident in her own abilities and the cognitive and developmental abilities of her students to provide strong arguments for why they believe this. In doing so, the teacher has succeeded, as the student has learned that the ideas and implications of the material taught in-class(context) extend far beyond the scope of classroom and help us to understand the many facets of life.
T2P Self-Determination
If a teacher plans a lesson focusing on his students feelings of autonomy, competency, and relatedness, then the teacher will foster results which will support students understanding and appreciation of the material. (Because) Students who feel that they have an active part in the classroom, including control over the content, the ability to research topics which are discussed, and have the ability to share new ideas and understands, will gain the motivation and skills it takes to be a successful learner. (Moral) I believe a teacher who teaches through the ideas of self-determination and who allows students to gain autonomy will discover that their students become more creative and engaged in the material. This creativity will lead to new discoveries and appreciations for the topics which the teacher might feel are necessary to teach. In addition, the teacher should be willing to learn from his or her students as well. (Evidence) Vicky Davis promotes self-determination in her students by allowing the to direct their own learning. She approaches her classes as unique and that every student can succeed. She raises her students autonomy by showing them that have the ability to succeed and allowing them to direct their own learning. Self-determination creates these feelings of autonomy, competence, and relatedness within the classroom, but can branch out to all areas of the world. Students will be able to reach the most distant locations and connect to people of many different cultures and beliefs. The limits of self-determination are unending as students can continue to explore more and more topics which lead to further understanding and greater enrichment of these ideals.
End of Class T2P:
If a teacher builds upon the curriculum as the students develop throughout the semester, then the teacher will provide a better learning opportunity for his students. Teacher's who approach every class the same and have the curriculum laid out in advance are not able to build upon what the (because) students are learning each day and how they change as a result of the interactions and understanding that goes on in the classroom. (Evidence) As Lave's Theory of situated learning states, learning occurs in an environmental context and we create this knowledge as we go along. Everyday students are learning something new, so it is important to understand the goals of the classroom, but also be flexible in changing them from day to day as students reorganize their thinking and expand upon existing views. (Moral) I believe students who only reflect upon a learning experience and never revisit these ideas, or teachers who are so focused on the curriculum that they skip important learning opportunities are focusing too much on content instead of the process of learning. It is important for students to understand the process of learning and focus on metacognition, as this will make them better learners in the future. If the curriculum seems so inflexible that students are just going through the motions instead of being competent in any area and they feel constrained by demands of the teacher and it inhibits learning. However, if the teacher is flexible and allows for unplanned learning opportunities, students will learn that understanding is a process and it cannot be defined by time limits
Week 4 Essay Reflection:
In today's class we continued to look at key theories in education and formed theories to practice incorporating these new theories to expand our pedagogical methods. These new theories present new way's of examining the role of teaching, being a student, and the purpose of education in our society. While there are many area's which overlap, each theory provides new insight into the idea's of education which help to shape our own views of how the classroom should function.
The ideas of Deci & Ryan and Self-Determination Theory focus on human motivation and personality. They examine the extrinsic motivational factors which motivate students as well as the intrinsic factors which reflect our own interest and core values. The theory goes on to state that it is the extrinsic forces action on a persons intrinsic motives and needs that are inherent to human nature. In any environment there are many forces acting upon us which affect our ability to learn, and in order to foster learning we need three main conditions. The first is that we need autonomy in the classroom, where students feel free in their own abilities. The second is that we need to develop competency and a high level of understanding and mastery, and last we need to feel relatedness and connections to others. If these 3 conditions are met, then the Self-Determination Theory states that we will develop enhanced performance, persistence, and creativity within our students. We also learned how these same principles can apply to our use of technology in the classroom as displayed by Vicki Davis. Davis promotes self-determination in her students and builds competence in technology while allowing a free range of self-exploration in topics, and relatedness between the classmates and other classes around the world.
After lunch, we came back to class and finished preparing our presentations before we presented them in front of the class. Each group presented the main ideas about learning, the role of the teacher, the student, the content, context, and the relevance to today's classrooms, for each of the theorists. While some theorists ideas were controversial in nature and limited the students abilities to experience a wide array of learning techniques (Gardner), other theorists focused on political issues and the idea of overcoming social boundaries. In general, most theorists believed that the key to a strong education depended upon social interactions and building off of those interactions.
All in all, the class was very insightful and helped to clarify what we are to get out of researching so many theorists. It helped to clarify my picture of what my own theories of education are, and also helps to refine and change my interpretations of how I view education. By incorporating the bits and pieces of each theory that I feel are relevant, I am able to build a stronger picture of how I believe an effective teacher educates his or her students.
Theorist Spreadsheet
T2P Self-Determination
If a teacher plans a lesson focusing on his students feelings of autonomy, competency, and relatedness, then the teacher will foster results which will support students understanding and appreciation of the material. (Because) Students who feel that they have an active part in the classroom, including control over the content, the ability to research topics which are discussed, and have the ability to share new ideas and understands, will gain the motivation and skills it takes to be a successful learner. (Moral) I believe a teacher who teaches through the ideas of self-determination and who allows students to gain autonomy will discover that their students become more creative and engaged in the material. This creativity will lead to new discoveries and appreciations for the topics which the teacher might feel are necessary to teach. In addition, the teacher should be willing to learn from his or her students as well. (Evidence) Vicky Davis promotes self-determination in her students by allowing the to direct their own learning. She approaches her classes as unique and that every student can succeed. She raises her students autonomy by showing them that have the ability to succeed and allowing them to direct their own learning. Self-determination creates these feelings of autonomy, competence, and relatedness within the classroom, but can branch out to all areas of the world. Students will be able to reach the most distant locations and connect to people of many different cultures and beliefs. The limits of self-determination are unending as students can continue to explore more and more topics which lead to further understanding and greater enrichment of these ideals.
End of Class T2P:
If a teacher builds upon the curriculum as the students develop throughout the semester, then the teacher will provide a better learning opportunity for his students. Teacher's who approach every class the same and have the curriculum laid out in advance are not able to build upon what the (because) students are learning each day and how they change as a result of the interactions and understanding that goes on in the classroom. (Evidence) As Lave's Theory of situated learning states, learning occurs in an environmental context and we create this knowledge as we go along. Everyday students are learning something new, so it is important to understand the goals of the classroom, but also be flexible in changing them from day to day as students reorganize their thinking and expand upon existing views. (Moral) I believe students who only reflect upon a learning experience and never revisit these ideas, or teachers who are so focused on the curriculum that they skip important learning opportunities are focusing too much on content instead of the process of learning. It is important for students to understand the process of learning and focus on metacognition, as this will make them better learners in the future. If the curriculum seems so inflexible that students are just going through the motions instead of being competent in any area and they feel constrained by demands of the teacher and it inhibits learning. However, if the teacher is flexible and allows for unplanned learning opportunities, students will learn that understanding is a process and it cannot be defined by time limits
Week 4 Essay Reflection:
In today's class we continued to look at key theories in education and formed theories to practice incorporating these new theories to expand our pedagogical methods. These new theories present new way's of examining the role of teaching, being a student, and the purpose of education in our society. While there are many area's which overlap, each theory provides new insight into the idea's of education which help to shape our own views of how the classroom should function.
The ideas of Deci & Ryan and Self-Determination Theory focus on human motivation and personality. They examine the extrinsic motivational factors which motivate students as well as the intrinsic factors which reflect our own interest and core values. The theory goes on to state that it is the extrinsic forces action on a persons intrinsic motives and needs that are inherent to human nature. In any environment there are many forces acting upon us which affect our ability to learn, and in order to foster learning we need three main conditions. The first is that we need autonomy in the classroom, where students feel free in their own abilities. The second is that we need to develop competency and a high level of understanding and mastery, and last we need to feel relatedness and connections to others. If these 3 conditions are met, then the Self-Determination Theory states that we will develop enhanced performance, persistence, and creativity within our students. We also learned how these same principles can apply to our use of technology in the classroom as displayed by Vicki Davis. Davis promotes self-determination in her students and builds competence in technology while allowing a free range of self-exploration in topics, and relatedness between the classmates and other classes around the world.
After lunch, we came back to class and finished preparing our presentations before we presented them in front of the class. Each group presented the main ideas about learning, the role of the teacher, the student, the content, context, and the relevance to today's classrooms, for each of the theorists. While some theorists ideas were controversial in nature and limited the students abilities to experience a wide array of learning techniques (Gardner), other theorists focused on political issues and the idea of overcoming social boundaries. In general, most theorists believed that the key to a strong education depended upon social interactions and building off of those interactions.
All in all, the class was very insightful and helped to clarify what we are to get out of researching so many theorists. It helped to clarify my picture of what my own theories of education are, and also helps to refine and change my interpretations of how I view education. By incorporating the bits and pieces of each theory that I feel are relevant, I am able to build a stronger picture of how I believe an effective teacher educates his or her students.
Theorist Spreadsheet
Tuesday, June 14, 2011
EDCI 5825 Week 3 Reading Response
The use of Web 2.0 in the classroom provides the ability for collaboration projects between students in the classroom, the teacher, and even students from other classes (Schrum & Levin, 2009, 48). The benefit of using these new technologies in the classroom are that they allow students to collaborate on projects and work individually on them while at the same time work together with other group members to accomplish a larger task (48). The first way that I would incorporate the use of collaborative technology into my classroom is to create a course wiki, which displays all the information about the class; including the syllabus, course calendars, and any other information relevant to the class. The benefits of this wiki will not only allow for the class to be organized into one coherent document, but it will also allow students to become slightly familiar with the use of wiki pages. Throughout the year, I would also create wiki pages to explore concepts within biology. One example of this is that I would want students to create pages on microorganisms and their many functions within the human body. Assigned groups of students would each choose a subject of interest in which these organisms play an important role in either how we function or something that perhaps causes harm to our bodies. These wiki pages would include information such as links to website, videos, and other useful resources to demonstrate what they’ve learned. The use of the wiki will allow for students to connect the concepts of what I teach them in class about bacteria, to the information they’ve researched and also to connect information within the separate groups to promote greater understanding of the material (50).
A second use of collaborative projects that I would incorporate into my class is the use of individual blogs for each of my students. These blogs would be used to not only give background on each of the students, but also would serve as a portfolio and place to submit homework, research, and in-class questions (53). Each week I would like to post a podcast onto our class wiki, which serves as a guideline for the notes for that week of class. This way, students could periodically check back into the podcast if they forget what was covered in class. Also, I would give class exercises and homework questions through this podcast so that I can provide clear and concise details about what is due for each class and what I expect in terms of quality work, thus expanding the student’s learning to outside of class time as well (54).
Using each of these three methods of collaboration, I would have students come up with their own projects as to why they feel bacteria/viruses are relevant to their lives. For example, perhaps the students are interested in how bacteria and viruses cause them to get sick. I would then have them create a wiki page about how viruses spread, what illnesses can arise from them, etc. so that many diverse topics are covered. I would then want them to predict the spread of viruses using surveys and graphing tools (57). Using tools such as Google Earth, I would want them to pretend a disease had just spread to a town on the other side of the state and predict the flow of the disease from town to town. Also, I would want them to formulate a way that they could track and manage the disease through using survey techniques about the general population. Finally, they would have to answer questions on their blogs such as what other factors may played an important role in the spread of the disease, how it could be contained, and how they could locate the original source (Schrum & Levin, 2009).
Resources
Schrum, L. M., & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, California: Corwin.
A second use of collaborative projects that I would incorporate into my class is the use of individual blogs for each of my students. These blogs would be used to not only give background on each of the students, but also would serve as a portfolio and place to submit homework, research, and in-class questions (53). Each week I would like to post a podcast onto our class wiki, which serves as a guideline for the notes for that week of class. This way, students could periodically check back into the podcast if they forget what was covered in class. Also, I would give class exercises and homework questions through this podcast so that I can provide clear and concise details about what is due for each class and what I expect in terms of quality work, thus expanding the student’s learning to outside of class time as well (54).
Using each of these three methods of collaboration, I would have students come up with their own projects as to why they feel bacteria/viruses are relevant to their lives. For example, perhaps the students are interested in how bacteria and viruses cause them to get sick. I would then have them create a wiki page about how viruses spread, what illnesses can arise from them, etc. so that many diverse topics are covered. I would then want them to predict the spread of viruses using surveys and graphing tools (57). Using tools such as Google Earth, I would want them to pretend a disease had just spread to a town on the other side of the state and predict the flow of the disease from town to town. Also, I would want them to formulate a way that they could track and manage the disease through using survey techniques about the general population. Finally, they would have to answer questions on their blogs such as what other factors may played an important role in the spread of the disease, how it could be contained, and how they could locate the original source (Schrum & Levin, 2009).
Resources
Schrum, L. M., & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, California: Corwin.
Monday, June 13, 2011
EDCI 5065: Week 3 T2P and Essay
T2P:
If a teacher approaches his or her students as blank slates, or a bank which information must be deposited into, then both the student and the teacher will be deprived of valuable learning experiences because the student will feel as if they have nothing to offer to the class and everything that is important to learn and understand is directed by the teacher, and the teacher will never learn from their students. A teacher who believes that they are to fill the minds of a child with valuable information must ask themselves what they can benefit from understanding how a child thinks and how this can make them a better teacher to understand their cognitive and developmental abilities. If a teacher ignores this fact then the student will never learn about the many facets of life that exist outside of the written curriculum and ultimately the teacher has failed and brought the student down with him.
In today’s class we reviewed the work of three main educational theorists; Skinner, Piaget, and Vygotski. Through these developmental psychologists, we were able to construct models of education which best representing their beliefs about the role of teachers and students, how their learning theory is defined, and how it applies to today’s schools. The class went by quickly as we worked in different groups to form large groups to compose information and then formed triads to teach about our assigned theorist to other students. The most important thing I learned from these activities are the use of reinforcement in teaching, and understanding students pre-existing frameworks of cognitive development. Both concepts allow a teacher to be more effective in their practice by allowing students to become more engaged and provide direct feedback through reinforcement, and taking into account student abilities to avoid confusing and frustration in the class.
After class we were assigned another theorist to research and present an 8-10 minute presentation about. My theorist was Paulo Freire who believed that students should learn to be activists and have their voice heard in the community. His theory was fascinating and the idea I enjoyed the most from his is his disregard of the banking theory and instead that he believed students were actively engaged learners who bring a great deal of knowledge and understanding to their classes. We constructed a presentation, which we wanted to film a quick video for, so that we could talk while demonstrating ideas about this theory and who he was as a person. Unfortunately, the task seemed a lot easier than we had expected because none of us were too familiar with the computer programs. Instead we compromised to the best of our abilities, which took us several hours to complete. I learned from this task that sometimes our ideas of what we want to teach are greater than the time we are allotted to do so. In the future, I would hope to better manage my time so that I could finish the assignment in the time frame and put together a more compelling artifact.
If a teacher approaches his or her students as blank slates, or a bank which information must be deposited into, then both the student and the teacher will be deprived of valuable learning experiences because the student will feel as if they have nothing to offer to the class and everything that is important to learn and understand is directed by the teacher, and the teacher will never learn from their students. A teacher who believes that they are to fill the minds of a child with valuable information must ask themselves what they can benefit from understanding how a child thinks and how this can make them a better teacher to understand their cognitive and developmental abilities. If a teacher ignores this fact then the student will never learn about the many facets of life that exist outside of the written curriculum and ultimately the teacher has failed and brought the student down with him.
In today’s class we reviewed the work of three main educational theorists; Skinner, Piaget, and Vygotski. Through these developmental psychologists, we were able to construct models of education which best representing their beliefs about the role of teachers and students, how their learning theory is defined, and how it applies to today’s schools. The class went by quickly as we worked in different groups to form large groups to compose information and then formed triads to teach about our assigned theorist to other students. The most important thing I learned from these activities are the use of reinforcement in teaching, and understanding students pre-existing frameworks of cognitive development. Both concepts allow a teacher to be more effective in their practice by allowing students to become more engaged and provide direct feedback through reinforcement, and taking into account student abilities to avoid confusing and frustration in the class.
After class we were assigned another theorist to research and present an 8-10 minute presentation about. My theorist was Paulo Freire who believed that students should learn to be activists and have their voice heard in the community. His theory was fascinating and the idea I enjoyed the most from his is his disregard of the banking theory and instead that he believed students were actively engaged learners who bring a great deal of knowledge and understanding to their classes. We constructed a presentation, which we wanted to film a quick video for, so that we could talk while demonstrating ideas about this theory and who he was as a person. Unfortunately, the task seemed a lot easier than we had expected because none of us were too familiar with the computer programs. Instead we compromised to the best of our abilities, which took us several hours to complete. I learned from this task that sometimes our ideas of what we want to teach are greater than the time we are allotted to do so. In the future, I would hope to better manage my time so that I could finish the assignment in the time frame and put together a more compelling artifact.
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