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 When looking at the ebook I felt that is was an outdated program.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. 

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.

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 1^st 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

http://www.edutopia.org/high-tech-high-team-teaching-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.

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.

Chapter 1: Education in the Digital Age Reflection from week 2

A School District in Transition Hatching baby chicks is a regular part of the 2nd grade curriculum in the Concord, New Hampshire, public school system. But this year, instead of writing reports about the activity, 2nd graders are expressing what they are learning in many different media: creating clay sculptures, drawing and coloring pictures, recording the chicks' sounds, and writing text. Some students are using computers as they draw, record, or write; others use paper or conventional recording devices. At the end of the project, all work will be digitized and incorporated into the class "Chicks" Web page. 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  Knowledge & Skill Statement - 2.2: The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations.  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.

Teaching with Technology week 1

Constructivism- one of my favorite education topics

Teachers who believe that learning should be interesting and meaningful for students need to move past their concern that constructivist instruction is “not teaching.” They need to understand that their view of teaching is based on an educational model that has been around since the dawn of the industrial age

(Reigeluth, 1992).

When I wrote my philosophy of education in 2005 when I graduated with my bachelors degree I wrote it as a constructivism.  I found it very hard to implement my constructivism approach to teaching within my district. After seven years I am much more comfortable in my constructivism approach. However, I struggle with effective student documentation. I feel that my administration in completely on board with the constructivism philosophy and is looking for a classroom that is activity engaged in learning and understand that it comes with a higher noise level.  I read or heard this statement, " When a Alien looks into a classroom they see the teacher working really hard and the students watching her work." This    quote woke me up! I decided to go even more against the norm and back to my roots. My constructivist roots. Students should be the ones working really hard and the teacher should facility the learning and "sit back" and document the progress. Teachers should create lesson and an environment that fosters thinking and learning. Teachers should observe and guide students to meaningful learning experiences, helping them make connection to their learning.   Constructing learning has been an approach that isn't new, "its been around since the dawn of the industrial age." After reviewing many discussion post I feel that people think that all constructivism classroom have to be loud and controlled chaos. I don’t think that is true. Many time my classroom is very quiet. I think the big idea of a constructivist classroom is to allow students to construct learning. Not simply lecturing them on what they should learn and then having them regurgitate it. Providing an environment where it's ok to fail, ask questions and construct new learning. That all can be accomplished in a quiet "traditional" setting. 

Connectivism-

Its not what you know but who you know...............
 I feel that is what connectivism is kinda saying. Its not what information you have but having the knowledge to find any needed information. Being connect to the information that is out there.

Cyborg- words that went through my head during the video

• SCARY
• Mark of the beast
• AWESOME!!!! 
• AMAZING 
• What happen to his teeth? can electorates fix that? Did his implantation effect his teeth?
• SCARY
• Slippery Slope
• In the next 10 years? Will we really advance this far in the next 10 years. 
• If not "implanted" we will be like cows? REALLY!??!!
• Amazing........... Brilliant...... Scary