I have just started a unit with my sophomores themed around civic responsibilities. We read a short story based on a real natural disaster. It is about a village that was destroyed in an avalanche. One girl was found buried in mud up to her neck. The rescuers were unable to pull her out, and she died after 48 hours. In the fictional story, a reporter puts down his microphone and camera to try to save her. He spends 3 days with her, finally accepting that he can't save her but doesn't leave her side, so she doesn't die alone. This unit includes 2 persuasive articles advocating a need for protection of good Samaritan acts in our country.
This unit directly relates to my goal to engage students in exploring real-world issues. I would like any suggestions about how to make the issues as relevant as I can to my students. I did show some pictures of Haiti, Hurricane Katrina, and other recent natural disasters while we listened to part of the story as an introduction to the unit. Later, they will write persuasive letters on current topics important to them. Just brainstorming here: Would a threaded discussion on issues be a good way to help them see a variety of viewpoints? What web sites exist that have discussions on current controversial issues? Maybe I need to find blogs to access. I could group the students from all 5 of my classes into same topic groups and have them contribute to a wiki discussion with each other to help them develop arguments for their letters.
Saturday, January 30, 2010
Wednesday, January 20, 2010
How to Meet the Technology Standards
As I consider how to reach my technology goals, I need to make them more concrete and less abstract. The second step to do that is to figure out what resources and information I need. The first step is to identify what I already do, like using a KWL chart.
I already collaborate and communicate using digital tools. I email daily with colleagues, parents, and students to help my students with their learning needs. I also maintain a web page through my school's web site. My page has information on major projects and PDF files of class notes related to the projects, as well as a link to an online version of our textbook.
To further my development in this area, I need to add other educational blogs and sites to my RSS reader and keep up to date with reading them.
My second goal is to engage students in exploring real-world issues. A resource I can use for this is my school's librarian. She is very helpful and can guide me in finding other resources. I plan to have my students write persuasive essays on current issues. The essays will be sent, electronically or via post office, to real audiences. I will need to access local news to help students find topics.
I already collaborate and communicate using digital tools. I email daily with colleagues, parents, and students to help my students with their learning needs. I also maintain a web page through my school's web site. My page has information on major projects and PDF files of class notes related to the projects, as well as a link to an online version of our textbook.
To further my development in this area, I need to add other educational blogs and sites to my RSS reader and keep up to date with reading them.
My second goal is to engage students in exploring real-world issues. A resource I can use for this is my school's librarian. She is very helpful and can guide me in finding other resources. I plan to have my students write persuasive essays on current issues. The essays will be sent, electronically or via post office, to real audiences. I will need to access local news to help students find topics.
Thursday, January 14, 2010
Meeting Technology Standards
I have been using technology in my classroom for several years. It really does engage students more than "traditional" approaches, and considering the proliferation of technology in our world, it is a necessary tool.
The two technology standards for teachers I want to improve my proficiency in are to "Model Digital-Age Work and Learning" and "Facilitate and Inspire Student Learning and Creativity" (ISTE, 2010).
I am going to chart out my GAME plan for these goals:
I. Goals
A. To collaborate and communicate using digital tools
B. To engage students in exploring real-world issues
II. Actions
A. I will work with the technology specialists in my building to use my school's web page efficiently.
B. I will continue taking professional development classes beyond my master's degree.
C. I will collaborate with colleagues, at my school and abroad through the internet, to identify real-world issues that will lend themselves to English content standards.
1. One assignment I am looking at is a persuasive essay in which I will give the students freedom to chose a current issue in the school or community. They will research the issue and write a persuasive letter to a specific audience about the topic. The letters will actually be sent.
III. Monitoring
A. I will keep an archive of digital work I engage students in.
B. I will reach out to my professional learning community for feedback.
IV. Evaluate and Extend
A. I will apply what I learn now to new technologies as they arise.
I feel my plan for evaluating and extending is weak. If anyone reading this has ideas for how I can improve, please share.
Reference
The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. (n.d.). International Society for Technology in Education | Home. Retrieved January 14, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
The two technology standards for teachers I want to improve my proficiency in are to "Model Digital-Age Work and Learning" and "Facilitate and Inspire Student Learning and Creativity" (ISTE, 2010).
I am going to chart out my GAME plan for these goals:
I. Goals
A. To collaborate and communicate using digital tools
B. To engage students in exploring real-world issues
II. Actions
A. I will work with the technology specialists in my building to use my school's web page efficiently.
B. I will continue taking professional development classes beyond my master's degree.
C. I will collaborate with colleagues, at my school and abroad through the internet, to identify real-world issues that will lend themselves to English content standards.
1. One assignment I am looking at is a persuasive essay in which I will give the students freedom to chose a current issue in the school or community. They will research the issue and write a persuasive letter to a specific audience about the topic. The letters will actually be sent.
III. Monitoring
A. I will keep an archive of digital work I engage students in.
B. I will reach out to my professional learning community for feedback.
IV. Evaluate and Extend
A. I will apply what I learn now to new technologies as they arise.
I feel my plan for evaluating and extending is weak. If anyone reading this has ideas for how I can improve, please share.
Reference
The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. (n.d.). International Society for Technology in Education | Home. Retrieved January 14, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Monday, December 28, 2009
A Reflection on Information Literacy
In the Walden course, Supporting Information Literacy and Online Inquiry, that I am finishing this week, I have learned a number of useful tips for using the internet more efficiently. The most striking thing I learned is that, although my high school students are well practiced in using the internet, several do not know how to sift through sites to find specific information effectively. They rush through the inquiry process. Many do not take the time to look at the excerpts that come up with search results. Instead, they click on the first result expecting it to give them everything they need. When they do find a site with promising information, they often do not realize it because they do not take the time to look through the site. I do not think my students lack the needed literacy skills; they lack desire to put forth effort into the work.
There are a few students who really do not know how to complete an effective search. The literacy I see as the most deficient is being able to come up with good research questions and key words to use. I used the category flowcharts in Eagleton and Dobler’s (2007) book Reading the Web with my students, and the charts really helped them.
This course has helped me become more aware of the exact literacy needs for doing research on the internet. In the past, I have not spent time teaching questioning and key word techniques. I have assumed that high school students already have these skills. They have been able to produce end products for research projects in the past. This year, as I went through the questioning process with the students, I realized that several of them were weak in this area. It is a literacy I need to reinforce, not ignore.
A goal I want to pursue is to teach my students more about how to evaluate the information they are deluged with everyday, so they do not just blindly accept everything they see. I will guide students through techniques such as “REAL” for evaluating information. I am going to keep up to date in my reading of current strategies for information literacy. Many of the resources from my Walden courses have proven enlightening. Referring back to them from time to time will also help me be a better teacher.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
There are a few students who really do not know how to complete an effective search. The literacy I see as the most deficient is being able to come up with good research questions and key words to use. I used the category flowcharts in Eagleton and Dobler’s (2007) book Reading the Web with my students, and the charts really helped them.
This course has helped me become more aware of the exact literacy needs for doing research on the internet. In the past, I have not spent time teaching questioning and key word techniques. I have assumed that high school students already have these skills. They have been able to produce end products for research projects in the past. This year, as I went through the questioning process with the students, I realized that several of them were weak in this area. It is a literacy I need to reinforce, not ignore.
A goal I want to pursue is to teach my students more about how to evaluate the information they are deluged with everyday, so they do not just blindly accept everything they see. I will guide students through techniques such as “REAL” for evaluating information. I am going to keep up to date in my reading of current strategies for information literacy. Many of the resources from my Walden courses have proven enlightening. Referring back to them from time to time will also help me be a better teacher.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Friday, August 21, 2009
Reflection on Learning Theories and Technology
Eight weeks ago, I started examining learning theories and synthesized my personal definition. At that time, I agreed most with the idea that learning is a communication process. The teacher and students take turns being senders and receivers of information. Each person has perceptual filters through which he/she interprets the information. The message travels through channels and internal as well as external interference must be dealt with. After exploring several other learning theories, I have decided that I still believe that learning fits into the pattern of the communication process, but there are broader contexts that must be addressed in learning. The three theories that I think are most important for me to apply in my classroom are the social, cognitive, and constructivist learning theories.
Communication is, by nature, social, so these two concepts complement each other well. Dr. Orey described social learning theory as having two necessary components: learners interact with others and their environment and need a more knowledgeable other to help acquire new concepts (Laureate, 2009). All parties involved must communicate clearly for this learning to be effective.
As part of the communication process, the teacher and peers help the learners to process new information. The information must go through the senses and be “practiced” in such a way that it can transfer from short term to long term memory. This is the cognitive learning theory (Laureate, 2009).
The last theory, constructivism, states that true learning has happened when students can make something that shows their understanding of the lessons and share it with others (Laureate, 2009). The lessons and sharing occur within the context of the communication process.
With these theories in mind, I will be using cooperative learning groups more. The technologies I will have the groups use most are wikis and concept maps. The wikis offer an opportunity for students to learn socially in ways that are not possible otherwise. I teach high school English and have five classes. With wikis, students from the different classes will be able to communicate with each other and share information and ideas. Students will also be more engaged in the lessons since they will be able to help each other and will be using a technology that is more interesting than a traditional handout. I will also have student groups create and fill in my pre-made skeleton concept maps. This will aid in cognitive processing of information. Applying technologies in context of learning theories has great potential to increase student engagement and overall learning.
As I make changes to the way I teach based on my understanding of learning theories, my goal is to use technologies to facilitate learning in a way that is seamless. I want each new technology to become part of the lesson, not to stand out as an attention grabber that distracts from the lesson. To achieve this, I need to be clear about the learning objectives for each lesson, how the technology will enhance the learning, and how to use the technology myself. I will start each lesson plan with identifying the standards that will be covered and periodically review texts from my master’s classes to refresh my understanding of learning and the use of technologies. Finally, I will maintain my professional learning community by communicating with the technology specialists and other colleagues in my building as well as colleagues through the internet.
References
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore:Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and constructivist learning theories. Baltimore: Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Social learning theories.Baltimore: Orey, M.
Communication is, by nature, social, so these two concepts complement each other well. Dr. Orey described social learning theory as having two necessary components: learners interact with others and their environment and need a more knowledgeable other to help acquire new concepts (Laureate, 2009). All parties involved must communicate clearly for this learning to be effective.
As part of the communication process, the teacher and peers help the learners to process new information. The information must go through the senses and be “practiced” in such a way that it can transfer from short term to long term memory. This is the cognitive learning theory (Laureate, 2009).
The last theory, constructivism, states that true learning has happened when students can make something that shows their understanding of the lessons and share it with others (Laureate, 2009). The lessons and sharing occur within the context of the communication process.
With these theories in mind, I will be using cooperative learning groups more. The technologies I will have the groups use most are wikis and concept maps. The wikis offer an opportunity for students to learn socially in ways that are not possible otherwise. I teach high school English and have five classes. With wikis, students from the different classes will be able to communicate with each other and share information and ideas. Students will also be more engaged in the lessons since they will be able to help each other and will be using a technology that is more interesting than a traditional handout. I will also have student groups create and fill in my pre-made skeleton concept maps. This will aid in cognitive processing of information. Applying technologies in context of learning theories has great potential to increase student engagement and overall learning.
As I make changes to the way I teach based on my understanding of learning theories, my goal is to use technologies to facilitate learning in a way that is seamless. I want each new technology to become part of the lesson, not to stand out as an attention grabber that distracts from the lesson. To achieve this, I need to be clear about the learning objectives for each lesson, how the technology will enhance the learning, and how to use the technology myself. I will start each lesson plan with identifying the standards that will be covered and periodically review texts from my master’s classes to refresh my understanding of learning and the use of technologies. Finally, I will maintain my professional learning community by communicating with the technology specialists and other colleagues in my building as well as colleagues through the internet.
References
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore:Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and constructivist learning theories. Baltimore: Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Social learning theories.Baltimore: Orey, M.
Friday, July 31, 2009
Voice Thread
I had much trouble getting the voice thread to work. I think the problem was with my internet connection. I think I produced one correctly. I tried to embed it in my blog. There was an embed button, and I checked to make it a side bar in my blog, but I do not see anything here. Does anyone know how to make it work? I did succeed in making the title of this post a direct link to the voice thread.
Wednesday, July 29, 2009
Social Learning Theories
Is all learning social? According to social constructivist learning theory, people create meaning through interactions with others and their environment. In an instructional video, Dr. Orey explained two main concepts that are important to social learning theory: the zone of proximal development and a more knowledgeable other. The zone of proximal development is the point where a student is ready to learn. They have the basic concepts needed to build new knowledge on, and with help, are ready to expand their knowledge. The more knowledgeable other is someone who understands the next level of knowledge and can help a student learn the concept. That person can be a teacher, a peer, a parent, or, as Dr. Orey suggests, possibly a computer. It seems that it would be very difficult to assimilate new knowledge without help of some sort. I would argue that using technology as an individual, some can learn new knowledge without others, but that technology becomes the "more knowledgeable other", according to the definition of social learning theory as elaborated by Dr. Orey.
Cooperative learning is a teaching technique that utilizes social learning theory. When students are placed into small groups and given a "significant question or meaningful project" to contend with and then assessed as a group as well as individuals, that is cooperative learning as defined in the online book Emerging Perspectives on Learning, Teaching, and Technology ( http://projects.coe.uga.edu/epltt/). In Using Technology with Classroom Instruction that Works, the authors recommend using informal, formal, and base groups. These structures directly use the social learning theory. Using an informal group for something like Think-Pair-Share requires students to talk out and discuss what they have learned from a lesson with a partner. They can give each other immediate feedback, creating a social interactive environment. The more knowledgeable other would be one of the pair or the teacher as he/she listens in to discussions.
More formal groupings where students are tackling a problem or project is also a situation where they interact to learn. This needs much planning to be an effective social learning experience. I have used cooperative learning many times, but struggle with getting all students to participate fully. There have been times that some groups will look to me as the more knowledgeable other instead of learning from each other. I need to reorganize how I run those lessons. Chapter seven of Using Technology with Classroom Instruction that Works gives a short description of components need to make cooperative learning groups successful, but the online book Emerging Perspectives on Learning, Teaching, and Technology describes what is need much more in depth and I think will help me more in implementing effective cooperative learning experiences. The Cooperative Learning section, pages 5-8 is a very valuable resource.
Cooperative learning is a teaching technique that utilizes social learning theory. When students are placed into small groups and given a "significant question or meaningful project" to contend with and then assessed as a group as well as individuals, that is cooperative learning as defined in the online book Emerging Perspectives on Learning, Teaching, and Technology ( http://projects.coe.uga.edu/epltt/). In Using Technology with Classroom Instruction that Works, the authors recommend using informal, formal, and base groups. These structures directly use the social learning theory. Using an informal group for something like Think-Pair-Share requires students to talk out and discuss what they have learned from a lesson with a partner. They can give each other immediate feedback, creating a social interactive environment. The more knowledgeable other would be one of the pair or the teacher as he/she listens in to discussions.
More formal groupings where students are tackling a problem or project is also a situation where they interact to learn. This needs much planning to be an effective social learning experience. I have used cooperative learning many times, but struggle with getting all students to participate fully. There have been times that some groups will look to me as the more knowledgeable other instead of learning from each other. I need to reorganize how I run those lessons. Chapter seven of Using Technology with Classroom Instruction that Works gives a short description of components need to make cooperative learning groups successful, but the online book Emerging Perspectives on Learning, Teaching, and Technology describes what is need much more in depth and I think will help me more in implementing effective cooperative learning experiences. The Cooperative Learning section, pages 5-8 is a very valuable resource.
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