After seeing how all the different learning styles can affect the way students learn I have changed my philosophy just a little bit. I still believe that all of the theories need to be used together to get the maximum potential out of the students, but I now believe more in the constructionist and socialist theory that I did before. I always like the idea of those theories, but I never thought it was possible to use them as much as needed to make them effective. With NCLB there are so many different things we need to get through as teachers that there never seems to be enough time to accomplish a project where students get to work together to produce a product. I have found through this course that there are ways through strategy and technology to accomplish these hands on activities without losing the days necessary to teach all the content.
A couple of the pieces of technology that I would like to incorporate into my teaching to help me reach my students better would be the graphic organizer websites, and the voice threads. The reason these will help so much is because it will give me a way to help students organize the content without me having to tell them that everything works together. They will be able to see through the graphic organizer that they create how all the content works together. Also, the use of voice threads will allow students to create a product they can share with the rest of the class without having the fear of presenting material in front of all their peers. Taking this “risk” out of the equation will allow students to open up much more to their classmates and create a wonderful product to share.
The long term goals that I have for my classroom are to create more project based tests, and allow for more group projects. The way I will do that is by slowly introducing small group projects that can be completed in class. I think that a project way of thinking is much different than what students are use to and will take time to adapt to. By providing time for them to work together in class and produce a product they will have the chance to get use to this new way of thinking. Then, I can work toward having individual project tests, and projects that need to be done outside the class to achieve a topic. This will enhance the students’ learning and experience. In the end I am hoping to create self learners and critical thinkers. By conducting class in a way that requires them to work together to gain an end product I think I will ultimately be helping the most I can for what they will need to do in their lives outside of school. Helping students be productive in real life is the best possible thing I can do for my students.
Sunday, November 1, 2009
Sunday, October 11, 2009
Voice Thread
Didn't quite work Like I hoped it would, but hopefully you all can get to it.
http://voicethread.com/share/661257/
http://voicethread.com/share/661257/
Friday, October 9, 2009
Social Learning
The social learning theory is one that I like to use in my classroom, but only as a supplement to the other learning theories. I truly believe that students can and do learn from each other. Because of this philosophy the use of social learning is important to any classroom. Letting students work in groups and use what they know to help others succeed can only help everyone in the classroom. It helps the struggling students to hear the material from someone other than the teacher. It helps those that are succeeding push their understanding through explaining what they know to others. It also helps the teacher because they can work around the room to make sure the students are on task and help when needed, but the teacher does not have to instruct everyone. This dynamic can be very successful as a warm up to a lesson to see what students already know, as a practice method to help students achieve at a higher level, or as a closing activity to have the students present what they have learned from the lesson. All ways are very beneficial to a classroom, but none of them is a substitute for gaining the basis of the core concept through a lesson.
One of the strategies that I read about in Using Technology with Classroom Instruction that Works by Pitler was using base groups in the classroom (2007). This idea coupled with Dr. Orey’s idea of a jigsaw method brought a great idea to mind that I would like to use in the classroom (Laureate Education, Inc., 2009). The idea behind a base group is that they are, “long-term groups, created to provide students with support throughout a semester or school year” (Pitler, 2007, p. 140). I like this idea because it really lets the students from a relationship and trust with a small group of students. The trust between these students can foster a great learning environment. However, if the students do not work with other students I believe they are missing out on other opportunities that could benefit their learning. So, I would couple this idea with the jigsaw method that lets the group split up and work with one student from every other group. These mixed groups discuss a topic and then the students go back to the original group and report what they learned (Laureate Education, Inc., 2009). By doing this I am allowing students to work with everyone in the class and experience every learning opportunity available while still keeping the trust that they have for the base group. The base group will be gaining even more knowledge because they trust the member that reports back to give them good information. I really think this combination could help students both socially and academically by letting them experience working with everyone in the class.
Even though I really like this way of working in groups I still do not believe that group work replaces other teaching methods. There is a time and a place for students to help each other learn. There are topics that can be researched and done completely with students helping each other, but there are also topics where this just can’t happen and students need more guidance. As the teacher it is always our responsibility to provide the best combination of all the learning theories to maximize our students’ potential.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One of the strategies that I read about in Using Technology with Classroom Instruction that Works by Pitler was using base groups in the classroom (2007). This idea coupled with Dr. Orey’s idea of a jigsaw method brought a great idea to mind that I would like to use in the classroom (Laureate Education, Inc., 2009). The idea behind a base group is that they are, “long-term groups, created to provide students with support throughout a semester or school year” (Pitler, 2007, p. 140). I like this idea because it really lets the students from a relationship and trust with a small group of students. The trust between these students can foster a great learning environment. However, if the students do not work with other students I believe they are missing out on other opportunities that could benefit their learning. So, I would couple this idea with the jigsaw method that lets the group split up and work with one student from every other group. These mixed groups discuss a topic and then the students go back to the original group and report what they learned (Laureate Education, Inc., 2009). By doing this I am allowing students to work with everyone in the class and experience every learning opportunity available while still keeping the trust that they have for the base group. The base group will be gaining even more knowledge because they trust the member that reports back to give them good information. I really think this combination could help students both socially and academically by letting them experience working with everyone in the class.
Even though I really like this way of working in groups I still do not believe that group work replaces other teaching methods. There is a time and a place for students to help each other learn. There are topics that can be researched and done completely with students helping each other, but there are also topics where this just can’t happen and students need more guidance. As the teacher it is always our responsibility to provide the best combination of all the learning theories to maximize our students’ potential.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 30, 2009
Constructionist Theory
I believe the constructionist theory is the most beneficial to students when used in the correct way. However, I also believe the use of the constructionist theory is not always a viable option in the classroom. In my high school each period is only 48 minutes long. This does not always allow for hands on activities that have the students produce an outcome. When it is possible I do like to give my students the opportunity to participate in different constructionist theory activities because as Dr. Orey talks about it is the best way to have students make the connections discussed in the cognitive theory. The use of the constructionist theory makes the cognitive connections necessary to file and recall information. The best thing about the constructionist theory is that it allows students to go beyond just recalling information to them really understanding what is going on and making the topic personal (Laureate Education, Inc., 2009).
One of the ideas from the reading that I liked was the use of an excel type program to collect and analyze data (Pitler, 2007). I have done this on a small scale with trying to get students to understand correlations. I have them collect data on two different topics such as height and shoe size. We use excel to enter the data and make a graph. Then we use the graph to test the correlation and make a line of best fit. This works well for students because they are able to make a hypothesis about the data, and then they can use the program to test the hypothesis and to see if they were correct or not. If the students are not correct they can see what does happen and make that correction in their thinking. Again, I like this method but it takes at least two days to accomplish and I do not have the time in class to use this method for every concept.
What I would like to do after what I have learned this week is try and come up with one project per quarter or unit that I can use the constructionist theory with. If I find the overall topic for that unit or quarter I can make a project that uses many concepts within the unit. This will not only give the students something concrete to produce, but show them that the concepts they are learning in each section of the unit are related to each other. This will not only give them a better understanding of the main concept, but it will also allow them to see that when the concepts are put together they become a very powerful mathematical tool. Making all of those connections will allow students to become better all around problem solvers and learners. Even though I do not think I can use the constructionist theory on an everyday basis, I do feel it is the most powerful theory we as teachers have to help students fully understand a concept.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One of the ideas from the reading that I liked was the use of an excel type program to collect and analyze data (Pitler, 2007). I have done this on a small scale with trying to get students to understand correlations. I have them collect data on two different topics such as height and shoe size. We use excel to enter the data and make a graph. Then we use the graph to test the correlation and make a line of best fit. This works well for students because they are able to make a hypothesis about the data, and then they can use the program to test the hypothesis and to see if they were correct or not. If the students are not correct they can see what does happen and make that correction in their thinking. Again, I like this method but it takes at least two days to accomplish and I do not have the time in class to use this method for every concept.
What I would like to do after what I have learned this week is try and come up with one project per quarter or unit that I can use the constructionist theory with. If I find the overall topic for that unit or quarter I can make a project that uses many concepts within the unit. This will not only give the students something concrete to produce, but show them that the concepts they are learning in each section of the unit are related to each other. This will not only give them a better understanding of the main concept, but it will also allow them to see that when the concepts are put together they become a very powerful mathematical tool. Making all of those connections will allow students to become better all around problem solvers and learners. Even though I do not think I can use the constructionist theory on an everyday basis, I do feel it is the most powerful theory we as teachers have to help students fully understand a concept.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 23, 2009
Cognitive Theory
I found that this week’s readings and DVD about the cognitive theory really helped me see why I do what I do in the classroom. What I mean by this is that I have found the best way to help a student is by continually giving him or her cues and questions. I even find myself trying to teach the students how to question themselves so that they can continually succeed in class. I always tell them that it is ok to talk to themselves, but that they should never lose an argument with themselves because they should always win. I find that I get a laugh out of the students, but it helps them remember and buy into the fact that questioning themselves may just help.
Until reading chapter four “Cues, Questions, and Advance Organizers” out of Using Technologywith Classroom Instruction that Works by Howard Pitler, and combining that with Dr. Orey’s comments in the DVD program I never realized that what I was doing was encouraging the cognitive theory. One statement that stood out to me by Dr. Orey was, “Students do not forget content, they just do not know how to find where they put it” (Laureate Education, Inc, 2009). Then, the book states, “Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” and all I could think about was that the students do actually learn the material but have no idea how to recall what they need when they need it (Pitler, 73, 2007). I always thought that by having students question themselves I was helping them learn a process in which to do the math. However, after the readings I am realizing that they know the process in which to do the math, but I am giving them a process to find what they are looking for. I cannot count the number of times that students ask if they are doing something correctly or do not know where to start, but after one simple question they are off and running. The cognitive theory supports that they are just given the necessary cue to find where they filed the needed information.
I also think that the use of some kind of organizational tool like a concept map can also be beneficial to students in a math class. Too often students think that each new section is something completely different when in reality it is just an extension of what they already know. By using the concept mapping tools on the computer students can relate what they already know to a general subject, and then create branches for new information onto the same map. By doing this they will visually see the connections between all the different math concepts they learn. I think it would be more beneficial on the computer because they can make it as big as they want and it would be very easy to move around, add, or delete items in any way. This would heighten their ability to make connections in their minds which is exactly what the cognitive theory states is needed to recall the information easily.
Overall, I could not believe that I did so much based on the cognitive theory. I was not sure of how everything fit together, but the more I read and explored the more I found that there are many methods that fit this theory. I will definitely be looking to add to what I already do in the classroom to ensure that students can make better connections in their minds to the content being taught.References: Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Until reading chapter four “Cues, Questions, and Advance Organizers” out of Using Technologywith Classroom Instruction that Works by Howard Pitler, and combining that with Dr. Orey’s comments in the DVD program I never realized that what I was doing was encouraging the cognitive theory. One statement that stood out to me by Dr. Orey was, “Students do not forget content, they just do not know how to find where they put it” (Laureate Education, Inc, 2009). Then, the book states, “Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” and all I could think about was that the students do actually learn the material but have no idea how to recall what they need when they need it (Pitler, 73, 2007). I always thought that by having students question themselves I was helping them learn a process in which to do the math. However, after the readings I am realizing that they know the process in which to do the math, but I am giving them a process to find what they are looking for. I cannot count the number of times that students ask if they are doing something correctly or do not know where to start, but after one simple question they are off and running. The cognitive theory supports that they are just given the necessary cue to find where they filed the needed information.
I also think that the use of some kind of organizational tool like a concept map can also be beneficial to students in a math class. Too often students think that each new section is something completely different when in reality it is just an extension of what they already know. By using the concept mapping tools on the computer students can relate what they already know to a general subject, and then create branches for new information onto the same map. By doing this they will visually see the connections between all the different math concepts they learn. I think it would be more beneficial on the computer because they can make it as big as they want and it would be very easy to move around, add, or delete items in any way. This would heighten their ability to make connections in their minds which is exactly what the cognitive theory states is needed to recall the information easily.
Overall, I could not believe that I did so much based on the cognitive theory. I was not sure of how everything fit together, but the more I read and explored the more I found that there are many methods that fit this theory. I will definitely be looking to add to what I already do in the classroom to ensure that students can make better connections in their minds to the content being taught.References: Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, September 20, 2009
Behaviorism Theory
Even though behaviorism is a "bad" word in the education world I believe that it is something we use all of the time. After reading the sections "Reinforcing Effort" and "Homework and Practice" in the book Using Technology with Classroom Instruction that Works by Mr. Pitler I have found that many of the best strategies we use in the classroom are from the behaviorist theory. I know that the students and education are constantly changing, but there is a reason some of the methods we use today have been used for so many years. Certain practices in education would have faded many years ago if they did not work, and I found ideas in the reading that I use and fit the behaviorist model. One of the ideas that I really liked from the "Reinforcing Effort" section was the thought of having students make a spreadsheet of not only their scores, but also the effort they have put in during that week of work (Pitler, 2007). I believe this holds students accountable for not only their grades, but also for how what they do to help them succeed. To me this definitely has some aspects from the behaviorist model. This is a conditioning method that allows for intrinsic positive reinforcement. Students get to use technology, and then get the reward of seeing how hard they worked and how well they did on the test. It also provides for negative punishment when the student notices that when they do not work hard their grade is not what they want it to be. Again, the best part of this is that the reinforcement is intrinsic instead of extrinsic which gives much more meaning to the students.
The other section "Homework and Practice" is full of the behaviorist theory. I truly believe that practice is what makes perfect in a math class. Even for those students who are very good at math they cannot get the best grades without practice. As the book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, 188, 2007). So, to reach the level we need students to reach because of no child left behind, they need to put in the effort to practice the skills. I tell my students all of the time that it is very hard to learn through osmosis, but that they need to actually do something to get the information to stick in their head. So, with the idea that students need repetition to fully grasp a concept practice and homework is part of the behaviorist theory. As Dr. Orey talked about in his DVD program the behaviorist theory allows for the idea that students need repetition and structure to learn something. So, by working with a concept and then having students practice it, they are building a structure of learning within themselves. They get to build on the knowledge they have by practicing the skill and gaining the confidence that they can complete that skill whenever they are asked to.
Overall, a teacher cannot completely use the behaviorist method in a classroom because students do need variety and hands-on activities to completely grasp a concept. However, by providing those opportunities in class, and then giving the students a chance to build on that knowledge through practice, homework, and effort they have the best chance at reaching their full potential.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The other section "Homework and Practice" is full of the behaviorist theory. I truly believe that practice is what makes perfect in a math class. Even for those students who are very good at math they cannot get the best grades without practice. As the book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, 188, 2007). So, to reach the level we need students to reach because of no child left behind, they need to put in the effort to practice the skills. I tell my students all of the time that it is very hard to learn through osmosis, but that they need to actually do something to get the information to stick in their head. So, with the idea that students need repetition to fully grasp a concept practice and homework is part of the behaviorist theory. As Dr. Orey talked about in his DVD program the behaviorist theory allows for the idea that students need repetition and structure to learn something. So, by working with a concept and then having students practice it, they are building a structure of learning within themselves. They get to build on the knowledge they have by practicing the skill and gaining the confidence that they can complete that skill whenever they are asked to.
Overall, a teacher cannot completely use the behaviorist method in a classroom because students do need variety and hands-on activities to completely grasp a concept. However, by providing those opportunities in class, and then giving the students a chance to build on that knowledge through practice, homework, and effort they have the best chance at reaching their full potential.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, June 28, 2009
Reflective Post
This class has really changed my view on how I teach and what to do with the technology that is out there to help my students succeed. Through the experience of developing a blog page, a wiki page, and even a pod cast I have seen the benefits that are available to teachers and students to help advance the way content is presented. As Dr. Thornburg talked about in the video, I have found that technology can aid me in becoming more of a facilitator instead of just an instructor. With this I am able to proceed with more project based learning for my students ((Laureate Education, Inc., 2008).
Learning how to use the different aspects of technology and seeing the skills that students need to succeed in the “real world” has inspired me to change some of what I do in the classroom. Since I now know how to design and use both a blog and wiki one of my goals for the future will be to use these two 2.0 technologies to teach math. I will be using both of them in a way that will allow students to figure out problems of the week on their own. Students will be able to use each other and any other resources to produce and answer to the problem that they will post to the class blog. The wiki will be the place where they can talk about anything that is going on in the math class and help each other out. By doing this I am hoping to increase their 21st century skills through their ability to become independent thinkers. I will have to make sure that I have access to computers at some point during the week and also make sure that students are responsible enough to find time to use the computers at school if they do not have the internet at home.
Another goal for my classroom, my teaching, and my students is to be able to enhance their learning though the use of the smart board and smart technology that I have in my room. I have realized throughout this course that there is a big difference between just using technology to do the same thing differently and actually teaching differently. At the beginning I was just using the smart board as a whiteboard and not actually using it to enhance the lessons. What I am trying to do now in summer school, and hopefully over the next couple of years is to use the smart technology to enhance the learning experience for the students by letting them use all of the tools available to completely understand the content we are learning. I know my administrators like to see student centered learning, but I have had comments made before about letting the students do too much. This type of teaching and learning will be an adjustment for everyone from the students to the administration but it is necessary to create the best learning environment for these students.
The last thing I have learned and will continue to learn about is the way this generation of students learns. I have realized that students no longer think about learning in the way that I did as a student. Even though I grew up around technology I do not see myself as a digital native in the same sense as these students (Prensky, 2001). They need something that will entertain their minds and keep them interested in what is going on. If all I do is stand in the front of the room and teach I will lose their interest quickly. If I challenge them to find the information needed to complete a task they will stay involved and really help them learn the material. I will be working very hard to try and give up some of the power in the classroom and let students use all of the technology available to us to create their own learning environment. Hopefully this will keep students interested and give them the skills necessary to succeed outside of the classroom.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work and society. Baltimore: Author.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Learning how to use the different aspects of technology and seeing the skills that students need to succeed in the “real world” has inspired me to change some of what I do in the classroom. Since I now know how to design and use both a blog and wiki one of my goals for the future will be to use these two 2.0 technologies to teach math. I will be using both of them in a way that will allow students to figure out problems of the week on their own. Students will be able to use each other and any other resources to produce and answer to the problem that they will post to the class blog. The wiki will be the place where they can talk about anything that is going on in the math class and help each other out. By doing this I am hoping to increase their 21st century skills through their ability to become independent thinkers. I will have to make sure that I have access to computers at some point during the week and also make sure that students are responsible enough to find time to use the computers at school if they do not have the internet at home.
Another goal for my classroom, my teaching, and my students is to be able to enhance their learning though the use of the smart board and smart technology that I have in my room. I have realized throughout this course that there is a big difference between just using technology to do the same thing differently and actually teaching differently. At the beginning I was just using the smart board as a whiteboard and not actually using it to enhance the lessons. What I am trying to do now in summer school, and hopefully over the next couple of years is to use the smart technology to enhance the learning experience for the students by letting them use all of the tools available to completely understand the content we are learning. I know my administrators like to see student centered learning, but I have had comments made before about letting the students do too much. This type of teaching and learning will be an adjustment for everyone from the students to the administration but it is necessary to create the best learning environment for these students.
The last thing I have learned and will continue to learn about is the way this generation of students learns. I have realized that students no longer think about learning in the way that I did as a student. Even though I grew up around technology I do not see myself as a digital native in the same sense as these students (Prensky, 2001). They need something that will entertain their minds and keep them interested in what is going on. If all I do is stand in the front of the room and teach I will lose their interest quickly. If I challenge them to find the information needed to complete a task they will stay involved and really help them learn the material. I will be working very hard to try and give up some of the power in the classroom and let students use all of the technology available to us to create their own learning environment. Hopefully this will keep students interested and give them the skills necessary to succeed outside of the classroom.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work and society. Baltimore: Author.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Saturday, May 30, 2009
21st Centry Skills Review
After looking over the 21st Century Skills website (http://www.21stcenturyskills.org) I came to realize that there is finally someone on the side of educators. I feel that educators are always being battled against by government, society, and programs that just want what is best for them. All we here about lately is standards and No Child Left Behind, and because of this educators are pushing through curriculum to meet the standards set forth by the government. I am not saying that standards are not important, but that we should be able to meet those standards in the best possible way for our students without facing the thought of our schools being restructured or in the worst case shut down. I believe that the 21st Century Skills program is something that is looking out for everyone involved. They are coming up with standards and processes that will benefit the teacher in the classroom, the learning of the students, and then the companies that will hire these students in the future. The mission statement states it is time that we bring what is expected in the business world together with what is done in the classroom.
I was very surprised by how much work has been done on this project, and that before this course I had known nothing about it. It seems that few states are grasping onto this project, and they are instead still focusing on NCLB. I feel as though this project could be a huge breakthrough in education. It will show teachers how to connect their students to the business world. I know that some teachers come from the business world into teaching, but for a teacher like me who has never experienced the business world past working at a department store these strategies and concepts are something I have never had to deal with. So, by exposing me and other teachers like me to the idea of what is needed in the world today and how to start to accomplish this in the classroom we are only benefiting the students that we teach. I was also surprised by the MILE guide they have, “The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their schools in defining, teaching and assessing 21st Century Skills” (21st Century Skills). What I liked so much about this was that not only does it have ideas for teachers and administrators, but that it has a category for parents as well. This program seems to realize that it is an effort between all parties involved (teachers, administrators, students, parents, companies, and government) to be able to teach our students to become thinkers, communicators, and self learners as Dr. Thornburg talks about in the videos from this week (Laureate Education, Inc., 2008).
One thing that I disagreed with on the website was that everything on the website was positive. I could not seem to find anything that showed the downfalls of this project. When I read an article or look at a program I not only want to see how great it is, but I also want to see that they realize there is more work to be done and what needs to be improved upon. I know that the company is out to promote itself though this website, but at some point I would have liked to see what they have tried in the past and failed on to show that the program is improving. I would have also liked to see articles from writers that do not like the program and see the website combat those arguments. I feel like there are still a lot of questions about the program, and readers of the website cannot really get answers from what is presented. If the program were to show what people have said about them and then responded in a positive way to show the answers I believe this would have been helpful in really assessing the program. Anyone can make a program look great if there is only positive aspects to talk about, but it is the great programs that can make a positive out of a negative.
Last, I believe that one of the articles present on the website shows exactly what the implications for our students and teachers are in this “new” 21st Century Skills program. The article was ROCKEFELLER CALLS FOR COMPREHENSIVE EDUCATION REFORM TO PROVIDE STUDENTS WITH JOB SKILLS (http://rockefeller.senate.gov/press/record.cfm?id=312976). This article talks about an incentive program for schools that allow for classes beyond the core curriculum. I think what could eventually occur in the United States is a school system that allows more flexibility for students. Right now every student goes to high school, and that high school prepares them for college. Not all students go to college and our current system does not really account for that. There are many bright young students who just do not like school and will not try to do well in their studies. These students aspire to go onto construction or other trades that do not require all of the stuff they learn in school. Many jobs need hands on experience to become great at them. I believe that there is still a place for core curriculum like in the article, but that we do need to offer more to students than just that. After the first two years of core classes schools could either branch out or offer classes that specialize in a trade if the student knows what they want to do. We can still have the college bound curriculum, but there should be some sort of incentive for schools to provide opportunities for students who already know they do not want to choose this path. I know that some high schools already offer classes in education, construction, and even nursing through local community colleges, but until all schools offer a variety of topics for students to look into we will still run into the problem of students not wanting to be in school. By offering alternative courses we are reaching out to the interest of students and helping them learn and think in a way that benefits them and the community they will work in.
Please feel free to comment, argue, or even boost my ego if you choose too. I am always looking for a good discussion even if it means a disagreement.
I was very surprised by how much work has been done on this project, and that before this course I had known nothing about it. It seems that few states are grasping onto this project, and they are instead still focusing on NCLB. I feel as though this project could be a huge breakthrough in education. It will show teachers how to connect their students to the business world. I know that some teachers come from the business world into teaching, but for a teacher like me who has never experienced the business world past working at a department store these strategies and concepts are something I have never had to deal with. So, by exposing me and other teachers like me to the idea of what is needed in the world today and how to start to accomplish this in the classroom we are only benefiting the students that we teach. I was also surprised by the MILE guide they have, “The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their schools in defining, teaching and assessing 21st Century Skills” (21st Century Skills). What I liked so much about this was that not only does it have ideas for teachers and administrators, but that it has a category for parents as well. This program seems to realize that it is an effort between all parties involved (teachers, administrators, students, parents, companies, and government) to be able to teach our students to become thinkers, communicators, and self learners as Dr. Thornburg talks about in the videos from this week (Laureate Education, Inc., 2008).
One thing that I disagreed with on the website was that everything on the website was positive. I could not seem to find anything that showed the downfalls of this project. When I read an article or look at a program I not only want to see how great it is, but I also want to see that they realize there is more work to be done and what needs to be improved upon. I know that the company is out to promote itself though this website, but at some point I would have liked to see what they have tried in the past and failed on to show that the program is improving. I would have also liked to see articles from writers that do not like the program and see the website combat those arguments. I feel like there are still a lot of questions about the program, and readers of the website cannot really get answers from what is presented. If the program were to show what people have said about them and then responded in a positive way to show the answers I believe this would have been helpful in really assessing the program. Anyone can make a program look great if there is only positive aspects to talk about, but it is the great programs that can make a positive out of a negative.
Last, I believe that one of the articles present on the website shows exactly what the implications for our students and teachers are in this “new” 21st Century Skills program. The article was ROCKEFELLER CALLS FOR COMPREHENSIVE EDUCATION REFORM TO PROVIDE STUDENTS WITH JOB SKILLS (http://rockefeller.senate.gov/press/record.cfm?id=312976). This article talks about an incentive program for schools that allow for classes beyond the core curriculum. I think what could eventually occur in the United States is a school system that allows more flexibility for students. Right now every student goes to high school, and that high school prepares them for college. Not all students go to college and our current system does not really account for that. There are many bright young students who just do not like school and will not try to do well in their studies. These students aspire to go onto construction or other trades that do not require all of the stuff they learn in school. Many jobs need hands on experience to become great at them. I believe that there is still a place for core curriculum like in the article, but that we do need to offer more to students than just that. After the first two years of core classes schools could either branch out or offer classes that specialize in a trade if the student knows what they want to do. We can still have the college bound curriculum, but there should be some sort of incentive for schools to provide opportunities for students who already know they do not want to choose this path. I know that some high schools already offer classes in education, construction, and even nursing through local community colleges, but until all schools offer a variety of topics for students to look into we will still run into the problem of students not wanting to be in school. By offering alternative courses we are reaching out to the interest of students and helping them learn and think in a way that benefits them and the community they will work in.
Please feel free to comment, argue, or even boost my ego if you choose too. I am always looking for a good discussion even if it means a disagreement.
Friday, May 15, 2009
How to use Blogs in the classroom
I think that blogs would be a wonderful tool in a classroom setting. I believe the most beneficial use would simply be for contact outside of the classroom. Having a blog set up for students to post to can act as another form of communication between students themselves, or a way for the students to reach the teacher. This could be used to talk about assignments, ask for help, or even post an idea for class. Teachers can also post a question and have students respond at some point during the week as a participation grade. This would get all students involved in the classroom and may even bring out the ideas of those that are shy or quiet in class. As a high school math teacher I could easily use a blog as a way to post the question of the week and have students discuss, share, and talk about ways to solve the problems. They can even post their answers and compare them to other students. This will allow for students to check their work with their peers, and may even foster discussion on different ways to complete the problem. Overall the blog could be a great tool for students to share their thoughts on mathematical topics.
Subscribe to:
Posts (Atom)