As professionals we need to stay connected and current. This is much easier to do in the 21 century. There are such great blogs, websites,and social networks that allow for collaboration. The first one that I presented is Linkedin. This social net work is HUGE!!! and there is an APP for that! It connects you to journals, blogs, research, law and JOBS! Awesome site! Its a must have on your phone, a supper easy way to stay current and connected. The second is Classroom 2.0 this is also an wonderful site. Its neat because it makes you wait for approval. Keeps the spam down :) This allows you to access videos and conferences right form your computers, the possibility to connect with national presenters at the faction of the cost or even free is amazing. Again another way to get connected to the world out side our classrooms.
Success is your only option
Sunday, October 20, 2013
21 Century Teaching
As professionals we need to stay connected and current. This is much easier to do in the 21 century. There are such great blogs, websites,and social networks that allow for collaboration. The first one that I presented is Linkedin. This social net work is HUGE!!! and there is an APP for that! It connects you to journals, blogs, research, law and JOBS! Awesome site! Its a must have on your phone, a supper easy way to stay current and connected. The second is Classroom 2.0 this is also an wonderful site. Its neat because it makes you wait for approval. Keeps the spam down :) This allows you to access videos and conferences right form your computers, the possibility to connect with national presenters at the faction of the cost or even free is amazing. Again another way to get connected to the world out side our classrooms.
Friday, October 11, 2013
Technology and teaching then and now
Mrs. P has been an inspiring
teacher form over 20 years. She began her career in Deaf ed then moved into regular
ed. English. When she first began teaching she had a computer but didn’t use it
much. The students didn’t have access to them at all.
When I asked her what was the
biggest change in education with the use of technology she quickly stated
research. Students have access to information that they didn’t have years ago. With
that being said they also have information that is not reliable. This causes
new problems.
I asked
if technology effected the way that British Literature was presented. She
stated that technology hasn’t effect that too much simply due to the fact
that most of the literature is classic and hasn’t change. However, it greatly
effects how the teacher can build a student’s background information. The
internet allows the teacher and students to access a whole new world that they haven’t
and possible will not ever get to experience, but through the use of the
internet they can experience it. The
teacher can guide students through virtual tours of museums, virtual tours of Greece
and visuals of ancient Greece and much more.
She
also discussed how the use of the internet allows teachers and parents to share
information more accurately and quicker. Teacher s input grades into the online grade
book which can be accessed by other teachers, coaches, parents and even student,
all can access an up to the date GPA. Also, teachers take roll on line. Attendance
workers can track and view students attendance and set the system to call
parents or an attendance officer can contact parents much more quickly than without
the use of the online system.
Mrs. P was very gracious to let me interview
her. She loves teaching and integrating technology into her lessons.
Sunday, September 29, 2013
Teaching with technology final thoughts
When my teacher friend
first introduced UDL to me, I thought that it was just another catch
phrase. I asked her how it was different from differentiated instruction.
She was unfamiliar with the
word differentiated instruction. Through the progression of the course
we studied both my original thought is true. They are both catch
phrases to good student centered teaching. In both UDL
and differentiated learning you don't accept one style of
learning. You accept all styles and plan for all styles and needs of a learner.
You allow students to express learning in many different forms and push each
and every student to their max. when planning the CAST UDL lesson plan
builder was a great tool. Very time consuming as is most lesson planning,
but essential until differentiation and UDL becomes a natural way to teach.
When looking at the ebook I felt that is was an outdated program. I feel that I
have better resources and would not waste time trying to get the CAST ebook to
work. However, the idea of students creating an ebook is great. As of now I think
I would have the students use photo story.
Thursday, September 26, 2013
Teaching with TECH week 5! Its been real. its been fun, but not real fun....................
Dr. Howard Gardner is ALIVE!
Where did I miss the memo that he is a 21 century theorist?
He has always been one of my absolute favorite
theorist, and after watching this video, and realizing that he is a living man
of the 21 century, makes me love him even more. In his video he discusses
teaching students how to be good digital citizens. I think this is so
important, and something I rarely discuss with my students. However, I preach
it to my nieces and nephew when they post ridiculous stuff on Facebook and
Instagram. Also, he states that, “he see teacher more and more as coaches and
as role models….” That information that
once was processed by one expert is not the case anymore. Information is available
in many forms, it is our job to coach and motive students to go get it and use
it.
This week when reading Using Technology with Classroom
Instruction that works, page 161 figure 8.5 has a great example of students
comparing their efforts to weekly test scores. I have students track the
objective we cover and determine if they understand and are meeting the
objectives, but this concept ties in a new piece that I have search for and did
know how to motivate the students. I am starting these past two week s getting
my students set up in Google Applications. Our district has already set them up
students just need to access it for the first time. Once we get this Going I think
the Google doc will be a great place to have
students graph efforts put forth in class and compare them to test scores, or
daily work scores.
When reading Web 2.0 new tools, new schools, this quote hit home, “ Performance
assessments call upon the examiner to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered.” (Solomon
2007 pg 168)
The way we think about assessment
will have to change. I feel that when you allow students to learn and be
assessed at the same time you will have a much higher percentage of
students succeeding with an A. This is a huge change. Teachers, myself
included, feel that if everyone is making an A then the curriculum is not
hard enough. I first thought that about Lamar. I have a 4.0 right now. I
thought that it’s too easy, but I LOVE every class, can fit it into my life and
more importantly take what I am learning and apply it the next day. Lamar
has set very clear expectations each week, aligned readings and media to
help us meet the expectations. I meet them and do it very well. I love that
Lamar isn't teaching in a 20th century approach about how to teach
to the 21 century students, but rather they model great teaching strategies
that can be applied to my classroom. I am constantly demonstrating what I
am learning through group discussion, updating my blog and implementing it into
my classroom.
I need to
take this piece of assessment and formulate it so that my student can learn in
a practical way and meet expectations on state assessments. I do formal
evaluation all the time. However, I have experienced that my students to well
with hands on interactive approaches and deeply understand the content but bomb
the state assessments. But again like this book talks about these cookie cutter
assessments don’t fit everyone and do not count for every students abilities
and disabilities.
Edutopia.org
(nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video
Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum
Development, 155-164
Solomon, G., & Schrum, L. (2007). Web
2.0: New tools, new schools. Eugene,
OR: International Society for Technology in Education, 168-176.
Sunday, September 22, 2013
Week 4 Teaching With Tech
Using Technology with Classroom Instruction
that Works page 139-140 give Generalizations and Recommendations of how to
do cooperative learning in the classroom, I loved this. Many times we hear
great theory of how things should work but those of us in the real world and in
the classroom need MORE than theory. I need a game plan. I real one that is do
able with all the 459 other real important this we as teachers do.
More specifically I like the
example of,” Base Groups long-term groups, created to provide students with
support throughout a semester or school year.” (Pitler, 2007, p. 140) This type of group
is to help build support and trust. I plan to incorporate this type of group. I
teach special ed. During 1st period I am to teach 20 students. Of
these 20 students 3 have one on one aide, 10 are algebra 1 students, and 5 are
Geometry students and 5 math model students. I am utilizing technology programs
to help me teach the entire subjects in the first 50 minutest of the day, but
to say the least it is HARD! I think if I implemented base groups and discussed
with the students the objective of the group, to work together and help each other
learn, would help keep everyone on task and more accountable to each other. I also I want to create it so that they have
the sink or swim mentality. If everyone doesn't understand then your group is
not successful. I want the students to depend on each other and themselves to
construct learning. Not just always sitting and waiting for the teacher to deliver
the information.
Each video this week was neat and inspiration to watch. I like to see others at work doing it. The lady form way out in the country America was especially aspiring. She used the resources that are out their. She accepted the fact that her kids will teach her something. Her message that we as teachers must get over the fact that we don't know everything about technology and the kids will be able to teach us something. http://www.edutopia.org/digital-generation-teachers-vicki-davis-video
The above video is super cool. High tech Thematic teaching! SO AMAZING
Pitler, H. (2007). Using Technology with classroom
Instruction that works. Denver: McRel.
Thursday, September 12, 2013
Differentiate instruction
" Teachers differentiate instruction by modifying the
depth or complexity of content, the processes by which students learn, the
content itself, and the products students are expected to create, based on
considerations of learning styles, interests and skill levels" (Howard
Pitler, 2007, p. 219)
As a special education teacher this quote comes natural to
me. You push each student as far as each student can go. For some that is much
further than others. It doesn't have to mean that the lower students should be
completely separated. In a whole group grade level lesson you can present the
lesson with the same objective for everyone, but the way in which student will
show their learning will differ. Some will be able to write a logical response
or some will be able to respond in a traditional test type approach. Other may demonstrate
their learning by simply pointing to the correct picture out of one or two choices. I also like the first part of this quote modifying
the depth of the content. You look at the essence of the TEK and present it. Allowing
time for students to understand the basics of the TEK before you dive deeper.
This is natural for me. However, it becomes quiet changing
when you have to meet state standards and district bench marks. You feel
rushed. It is a very hard balance knowing when to slow down or to speed up lessons. I
always feel stressed to make sure that students will meet standards and truly learn
the information.
When my teacher friend first introduce UDL to me, I thought that it was just another catch phrase. I asked her how it was different from differentiated instruction? She was unfamiliar with the word differentiated instruction. This week as we studied both my original thought is true. They are both catch phrases to good student centered teaching. In both UDL and differentiated learning you don't accept one style of learning. you accept all styles of learning and allow students to express learning in many different forms and push each and every student to their max.
Bibliography
Howard Pitler, E. R. (2007). Using Technology with
classroom instruction that works. Denvor: Mid-Continent Research for
Educaion and Learning.
Sunday, September 8, 2013
Chapter 1: Education in the Digital Age Reflection from week 2
A School District in Transition
This weeks readings where very interesting. I am going to reflect on the above. This school has taken a hands on activity and normal I would assume that the end result was a conventional paper pencil report. Everyone looked the same and was grade the same. Each students observed and perceived the information differently but had to record, "reflect" on the information the same way and the students where grade and compared against each other.
I am assuming that this year the teacher identified the TEKS, the curriculum
The student is expected to:Student Expectation 2.2A: Ask questions about organisms, objects, and events during observations and investigations. 2.2B: Plan and conduct descriptive investigations such as how organisms grow. 2.2C: Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools. 2.2D: Record and organize data using pictures, numbers, and words. 2.2E: Communicate observations and justify explanations using student-generated data from simple descriptive investigations. 2.2F: Compare results of investigations with what students and determined the objective of the lesson. The WHY do we do this project. When looking at the above TEKS you can see that most of these as met the traditional way. However, if you want each and every student to dig as deep as their brains will let them you have to offer different ways in which they can show you what they learned. As a teacher we have to always keep the objective at the center. What do we want the students to learn. Push each and every student to their max. Each students max is different than the next. My student with low IQ might take pictures through out the experiment and then place the pictures in order and form complete sentences with correct capitalization and punctuation or might color pictures to show what he learned and orally present the information to the class. However, my GT student could do the same, take pictures and order them. However, I would expect the sentence to be more in depth with more vocabulary. Also I might open power point and show the student how to insert pictures to create a digital presentation. The bottom line is that you push each student to their highest ability and give each student the chance to construct their own learning. "Chapter 1: Teaching Every Student TOC: Information & Ideas." Chapter 1: Teaching Every Student TOC: Information & Ideas. N.p., n.d. Web. 08 Sept. 2013. |
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