Sunday, October 27, 2013
Project #14 PBL Plan #2
Degas Project #14
The passage of Bills in the U.S. is an extremely complex system. In this project students will be divided into two groups, imitating the two Chambers of Congress. One group will be the House of Representatives and the other will be the Senate. Both groups will elect a leader (Speaker of the House - House of Representatives, and Vice President - Senate) to share the opinion of the group. A controversial "Bill" will be introduced, such as gun laws, gay marriage, ect. The groups will then be given time to discuss amongst themselves their position on the Bill. The House group will then present their opinion to the Senate, and if approval is unanimous the "Bill" is passed. If not, we have a Filibuster. The goal is to show students how Congress works, how Bills are passed, and the complexity of the American Legislative system.
Google Site - Degas Project #14: https://sites.google.com/site/degasproject14/home
Project Overview: https://drive.google.com/file/d/0B1-bRRBYiSrSVVMzN3B5MnN5MHc/edit?usp=sharing
Project Calendar: https://drive.google.com/file/d/0B1-bRRBYiSrSdWRLQ05ySGY3b0U/edit?usp=sharing
Blog Assignment #10
"Enabling the Dreams of Others"
"We cannot change the cards we are dealt, just how we play the hand." - Randy Pausch
Educator and innovator Randy Pausch was all about enabling the dreams of others. As teachers, this should be our goal as well. In his "Last Lecture" Pausch not only covers enabling the dreams of others, but of enabling and accomplishing your own dreams as well. Pausch contends that this is accomplished by having specific dreams. As teachers, we should challenge students to help find and accomplish their dreams so that they may lived more fulfilling lives. The teacher as a guide could serve no better purpose.
Pausch contends that "it's all about the fundamentals". He goes on to say in reference to his time playing football: "When you do something young enough and you train for it, it becomes a part of you". This is the attitude not just students, but teachers as well should take on for learning. By actively engaging students in learning throughout school, it will become a part of them that they will hopefully carry with them for the rest of their lives.
In his Building Virtual Worlds class, Pausch "put engineers and artists together". This shows the future of the Educational system. By showing both the value of the Empirical Sciences and Humanities and applying them together, everyone can engage in a meaningful Project-Based Learning environment. The writer may not be interested in the workings of a computer and vice versa, but when the two work together on different parts of the same project, masterful things can occur.
More so, Pausch elaborates that a "phenomenon swept across campus" engaging all kinds of students and parents. This not only taught the students subject matter, but drew them closer together as people, proving the value of cooperative learning.
Pausch himself was an inspiration. One quote that stuck with me was: "Brick walls are there for a reason. Brick walls are there to show us how badly we want something."
As teachers, our goal is not to be a brick wall, but to prepare students for how to deal with brick walls in life. Teachers are there to enable, prepare, and inspire. To quote Pausch: "The inspiration and permission to dream are huge."
"We cannot change the cards we are dealt, just how we play the hand." - Randy Pausch
Educator and innovator Randy Pausch was all about enabling the dreams of others. As teachers, this should be our goal as well. In his "Last Lecture" Pausch not only covers enabling the dreams of others, but of enabling and accomplishing your own dreams as well. Pausch contends that this is accomplished by having specific dreams. As teachers, we should challenge students to help find and accomplish their dreams so that they may lived more fulfilling lives. The teacher as a guide could serve no better purpose.
Pausch contends that "it's all about the fundamentals". He goes on to say in reference to his time playing football: "When you do something young enough and you train for it, it becomes a part of you". This is the attitude not just students, but teachers as well should take on for learning. By actively engaging students in learning throughout school, it will become a part of them that they will hopefully carry with them for the rest of their lives.
In his Building Virtual Worlds class, Pausch "put engineers and artists together". This shows the future of the Educational system. By showing both the value of the Empirical Sciences and Humanities and applying them together, everyone can engage in a meaningful Project-Based Learning environment. The writer may not be interested in the workings of a computer and vice versa, but when the two work together on different parts of the same project, masterful things can occur.
More so, Pausch elaborates that a "phenomenon swept across campus" engaging all kinds of students and parents. This not only taught the students subject matter, but drew them closer together as people, proving the value of cooperative learning.
Pausch himself was an inspiration. One quote that stuck with me was: "Brick walls are there for a reason. Brick walls are there to show us how badly we want something." As teachers, our goal is not to be a brick wall, but to prepare students for how to deal with brick walls in life. Teachers are there to enable, prepare, and inspire. To quote Pausch: "The inspiration and permission to dream are huge."
Sunday, October 20, 2013
Blog Assignment #9
Education in a "Meaningful and Motivational Context"
Written By: Degas
Erin Crane, Wesley Etheridge, and Lance Wilkinson
In his TED talks presentation, Brian Crosby expressed the idea that an education in a "meaningful and motivational context" was the right of every student in the educational system; to which he got a round of applause from the audience. As educators, this should be our goal; however, how do we achieve a "meaningful" and "motivational" context. What questions do we ask students? What projects do we engage students in? How do inspire students to carry what they've learned throughout their lives?
AP Biology teacher Paul Anderson poses the power of the question. He implores the "Blended Learning Cycle" in his classroom. The Blended Learning Cycle is a combination of Blended Learning (incorporating elements of online, mobile, and classroom learning) and the Learning Cycle. The Learning Cycle is a process composed of the steps of engaging, exploring, explain, expanding, and evaluating. By applying the Blended Learning Cycle students are engaged in a meaningful and motivational context. Mr. Anderson uses the Blended Learning Cycle in his own classroom using a process he named "Quivers". The steps for "Quivers" include: "Ask a question", "Investigation, Inquiry", "Video", "Elaboration", "Review", "Summary". These steps engage students, applying a meaningful and motivational context to the classroom.
Check out Mr. Anderson's Video on Blended Learning:
In a TED Talks Presentation, Brian Crosby gave a presentation entitled "Back to the Future" in which Mr. Crosby details his experiences working with at risk children. Mr. Crosby poses that striking a passion in students will remove the "disconnect" from education. Project Based Learning, Blogging, and Skype are all used by the students to further immerse them in learning. By doing so, the students are not only engaged in learning, but learn to collaborate and detail their findings in a meaningful context. By applying a meaningful context, students are further immersed in learning and thus, become much more passionate.
Mr. Crosby's Blog: http://learningismessy.com/blog/?p=854
Mark Church, author of "Making Thinking Visible", shows that critical thinking can be applied, thus making it seem relevant in a meaningful context. Mr. Church had students make a "Headline" for "what the puzzle and challenge for search for human origins is all about". This may seem like a simple assignment, but as one student remarked: "That's a big topic to put in such a small amount of words." Students worked in groups, so all the students in the group had to agree on the Headline. This teaches students collaboration and critical thinking, inspiring discussions between students that are much more effective than lecture alone.
Above all, these teachers show us that providing education in as Brian Crosby says, a "meaningful and motivational context" is most important. This context can be achieved through interactive learning, engaging projects, critical thinking, and discussions. This leaves us to conclude, in modern society, questioning might just be more important than answering.
Written By: Degas
Erin Crane, Wesley Etheridge, and Lance Wilkinson
In his TED talks presentation, Brian Crosby expressed the idea that an education in a "meaningful and motivational context" was the right of every student in the educational system; to which he got a round of applause from the audience. As educators, this should be our goal; however, how do we achieve a "meaningful" and "motivational" context. What questions do we ask students? What projects do we engage students in? How do inspire students to carry what they've learned throughout their lives?
AP Biology teacher Paul Anderson poses the power of the question. He implores the "Blended Learning Cycle" in his classroom. The Blended Learning Cycle is a combination of Blended Learning (incorporating elements of online, mobile, and classroom learning) and the Learning Cycle. The Learning Cycle is a process composed of the steps of engaging, exploring, explain, expanding, and evaluating. By applying the Blended Learning Cycle students are engaged in a meaningful and motivational context. Mr. Anderson uses the Blended Learning Cycle in his own classroom using a process he named "Quivers". The steps for "Quivers" include: "Ask a question", "Investigation, Inquiry", "Video", "Elaboration", "Review", "Summary". These steps engage students, applying a meaningful and motivational context to the classroom.
Check out Mr. Anderson's Video on Blended Learning:
In a TED Talks Presentation, Brian Crosby gave a presentation entitled "Back to the Future" in which Mr. Crosby details his experiences working with at risk children. Mr. Crosby poses that striking a passion in students will remove the "disconnect" from education. Project Based Learning, Blogging, and Skype are all used by the students to further immerse them in learning. By doing so, the students are not only engaged in learning, but learn to collaborate and detail their findings in a meaningful context. By applying a meaningful context, students are further immersed in learning and thus, become much more passionate.
Mr. Crosby's Blog: http://learningismessy.com/blog/?p=854
Mark Church, author of "Making Thinking Visible", shows that critical thinking can be applied, thus making it seem relevant in a meaningful context. Mr. Church had students make a "Headline" for "what the puzzle and challenge for search for human origins is all about". This may seem like a simple assignment, but as one student remarked: "That's a big topic to put in such a small amount of words." Students worked in groups, so all the students in the group had to agree on the Headline. This teaches students collaboration and critical thinking, inspiring discussions between students that are much more effective than lecture alone. Above all, these teachers show us that providing education in as Brian Crosby says, a "meaningful and motivational context" is most important. This context can be achieved through interactive learning, engaging projects, critical thinking, and discussions. This leaves us to conclude, in modern society, questioning might just be more important than answering.
Sunday, October 13, 2013
C4T Assignment #2
Tina Barseghian discusses in her blog "Can Music Help Low-Income Students Close the Academic Gap" the positive aspects a musical education can have on students' lives and academic development. According to Ms. Barseghian, research indicates students' brains develop faster when musically trained. In addition, adults who started a musical education in childhood had more enhancement in brain structure than non-musicians.
Programs are now available to at-risk students in Los Angeles to learn instruments including the violin, cello, and bass. In addition, students can participate in Saturday Ensemble Programs where they can play with a full band or orchestra.
Take a look at Ms. Barseghian's Blog detailing these findings:
http://blogs.kqed.org/mindshift/2013/10/can-music-help-low-income-students-close-the-academic-gap/
In my comment I expressed my excitement upon hearing further research promoting a musical education and my excitement upon hearing that the Los Angeles school system was reaching out to at-risk students. Funding for Fine Arts programs are often in danger of being cut; therefore to hear of research encouraging a musical education is amazing to say the least.
In her blog "The Importance of Fostering Kids' Creative Confidence" Ms. Barseghian presents David Kelley's views on creative potential. According to Kelley, everyone has creative potential. Individuals can master creative applications if they just "stick with it long enough". In addition, professionals and educators of all kinds should practice "Guided Mastery", a system of encouraging creative potential in their students.
Check out Mr. Kelley's TED Talks presentation:
In my comment I expressed my sharing of Kelley's views. As a musician, many people tell me "I could never be creative" or "I could never play an instrument". Everyone has creative potential; they just have to be guided into unlocking that potential in the right way.
Programs are now available to at-risk students in Los Angeles to learn instruments including the violin, cello, and bass. In addition, students can participate in Saturday Ensemble Programs where they can play with a full band or orchestra.
Take a look at Ms. Barseghian's Blog detailing these findings:
http://blogs.kqed.org/mindshift/2013/10/can-music-help-low-income-students-close-the-academic-gap/
In my comment I expressed my excitement upon hearing further research promoting a musical education and my excitement upon hearing that the Los Angeles school system was reaching out to at-risk students. Funding for Fine Arts programs are often in danger of being cut; therefore to hear of research encouraging a musical education is amazing to say the least.
In her blog "The Importance of Fostering Kids' Creative Confidence" Ms. Barseghian presents David Kelley's views on creative potential. According to Kelley, everyone has creative potential. Individuals can master creative applications if they just "stick with it long enough". In addition, professionals and educators of all kinds should practice "Guided Mastery", a system of encouraging creative potential in their students.
Check out Mr. Kelley's TED Talks presentation:
In my comment I expressed my sharing of Kelley's views. As a musician, many people tell me "I could never be creative" or "I could never play an instrument". Everyone has creative potential; they just have to be guided into unlocking that potential in the right way.
Blog Assignment #8
Flipping the Classroom
1) Written by: Lance Wilkinson - Degas
As technology is further immersed in students' lives it is necessary to accommodate the learning process with relevant technological applications. This method has been proven to engage a larger percentage of students in the classroom. Check out Katie Gimbar's video on how effective technological implementation in her curriculum drastically changed her classroom's learning process.
3 Sources I have found to apply this method are:
1) ITunes U
2) Online Websites: Roy Rosenzweig Center for History and New Media, Fordham University's Internet History Sourcebook, and BBC History.
3) Databases (Such as the Alabama Virtual Library - AVL)
ITunes U provides an immense resource for students of any academic discipline. ITunes U allows students to subscribe to Podcasts of areas of study as well as provides Primary and Secondary Sources for humanities subjects. Since most students own an iDevice of some sort, most students could take their classroom material with them to access at any time. ITunes U is full of material that can be incorporated into any curriculum.
Fordham University in New York also provides an "Internet Sourcebook" for History Students. Primary Sources from all of History are provided online for research and study. These primary sources will be assigned in class in context of the curriculum and Common Core Standards. In addition, the Primary Sources Fordham University's website provides can be used for Research Papers and Presentations. Fordham University Link: http://www.fordham.edu/Halsall/mod/modsbook.asp
BBC History Online also provides has a less-detailed source catalogue, as well as Historical games and quizzes for areas of interest. BBC History: http://www.bbc.co.uk/history/interactive/games/
Students can also access source material online at The Alabama Virtual Library, or AVL. The AVL provides a secure, academic data base for students to use for research.
The internet is an excellent tool for preserving the past, but looking toward the future. Using technology students learn not only to gather information, but to filter information as well. By applying 21st century skills to the classroom, students can engage in research like never before. Having sources directly available via the internet connects students to a world of knowledge no one before our time could imagine.
2) Written by: Wesley Etheridge - Degas
21st Century Learning and Communicating Tools
I've learned about so many new tools in this class that I thought it would be impossible for me to find something new to add to my class, but I was wrong. I will be teaching Social Studies on the high school level so it's very important that the tools I utilize are age appropriate and engaging. After a lot of thinking and research, I've come across numerous technological tools that would be great for a history class. However, there are three that I want to discuss today that really stood out to me:
2) Google Maps
The first tool is probably my favorite tool. In some of my previous blog posts I've discussed how I believe some video games to be a tool that history teachers can use to their advantage. Sid Meier's Civilization video games specialize in historical content. These games are available on the iPad, Computers, and gaming consoles. In my classroom I plan to use the iPad version of this game. The game is a turn-based strategy game series in which you attempt to build an empire to stand the test of time. Students will have the opportunity to become ruler of the world by establishing and leading a civilization from the dawn of man into the space age. They will be able to wage war against other civilizations on the game, conduct diplomacy, discover new technologies for their civilization, go head-to-head with some of history's greatest leaders, and build the most powerful empire the world has ever known. The game's instructions are very clear, and allow anyone over the age of 10 great gameplay. This game would be great to utilize when teaching World History because it allows you the opportunity to play as any of the early world empires. It would give students a better understanding of these early civilizations and would even allow them to see how technological advancements have taken place over time. The game could be a great tool if used properly.
The second tool is one that I never thought about using in my class until I was assigned to Eric Langhorst's blog for C4T's. Eric is a social studies teacher and he has used Google Maps to aid in teaching his 8th graders about geography. Google Maps allows you to learn about the geography of every where in the world. It's truly amazing. I can remember the first time I ever found out about google maps. I would get lost looking at various places all over the world zooming in as close as I could to see what it was like there. Eric Langhorst allowed his 8th grade class to create their own progressive Google Map in his class and I would love to do something like this myself. Each unit the students add locations to their map that are significant to the content they are currently studying.
The final tool I want to share is a website that provides numerous resources for history teachers. History Matters provides teachers with various links, but the thing I like about this website the most is it connects history teachers with other history teachers. This is a great way for me to shape my teaching strategies with other history teacher’s strategies. Also, this tool provides over 1000 links to historical documents, images, and audio interviews that would be beneficial to every history teacher.
Written By: Erin Crane - Degas
21st Century Learning and Communicating Tool In this class we tend to talk about things that relate more to Elementary Education. Don't get me wrong, I still find new things to incorporate in my classroom. For this blog assignment I wanted to get outside of the things we have learned and find something that would interest my high school students, particular in my history classes. Usually any tool you find for history of that age involved a lot of reading simply because of the content. I visited some of my favorite historical landmarks' websites to see if they had anything interesting. Here's what I found.
Mount Vernon is one of my favorite historical places i've visited. The grounds are gorgeous and there is so much history there with the birth of our nation. I would love to be able to take my students there, but it's just not always financial feasible. I started looking at their website and noticed this page.
They have a Teacher Resources section of their website that included Lesson Plans you can use as well as videos you can incorporate into your teaching. They also have a photo/video gallery of things around the estate that I could show the class as I am teaching. They also have a Student Resources section.
I can send my students here for research when they are completing their "This Person In History" project (see lesson plans). This section holds more videos, an interactive "Meet people from the past", and a digital encyclopedia.
After finding these new tools I could use successfully I decided to go look at some of my other favorite historical places' websites. Ford's Theatre has a Virtual Tour that I could pull up to use as a point-of-view when talking about President Lincoln's assassination. The U.S Capitol also has Teacher and Student Resources that I could turn to when discussing the more political aspects of history.
I feel like students would have more fun navigating the sites themselves, and it even may spark an interest for them to go search out more historical websites. The virtual tours would help them visualize things more clearly, as well as the videos. Overall, I think using this tool and technology might help high school students become more interesting in the history of their country.
Sunday, October 6, 2013
Project #13 PBL Plan #1
Lesson Plan #1 WWII Overview
This lesson plan details the events that caused and transpired during WWII. Students are divided into groups of four and draw at random to study WWII from a particular Nation's point of view. Students analyze Primary Sources to develop an argument centered around why each Nation entered the war and their corresponding Nation's impact on the war. Students use Icurio, as well as other mediums of technology for research and presentation. Students present their Thesis to the class in a presentation or video. The objective of the Project is for students to gain a broad understanding of WWII and its global implications.
This lesson plan details the events that caused and transpired during WWII. Students are divided into groups of four and draw at random to study WWII from a particular Nation's point of view. Students analyze Primary Sources to develop an argument centered around why each Nation entered the war and their corresponding Nation's impact on the war. Students use Icurio, as well as other mediums of technology for research and presentation. Students present their Thesis to the class in a presentation or video. The objective of the Project is for students to gain a broad understanding of WWII and its global implications.
C4K Summary for September
C4K Summary
The students I were assigned did not use their real names, but instead went by names they created for their blogs. It seems most of the teachers' goals for the students blogs were to familiarize students with blogging and keep them connected to a class blog. Most students just blogged about who they were and what they liked to do. Two of the students I was assigned went by BangChester22 and Toto.
These two students did not blog about much more than who they were or what they liked to do. However, the students had very good grammar for their age. I made sure to commend the students for their proper use of grammar. It seems the goal for the students' blogs is to familiarize students with blogging. By having College students comment on their blogs, C4K assignments can show younger students how powerful blogging can be. In this way, C4K assignments accomplish the purpose of blogging.
A key focus of EDM 310 is technological application. One of the students whose blog I posted on had a video he made of himself and another student re-enacting a Muhammed Ali fight on his blog. It was very well done. The student used a green screen to show a boxing ring behind the two students. This shows that having students engage in a project can familiarize students with technology faster than merely teaching them about technology.
Overall C4K assignments show students of all ages how effective blogging can be and connects the learning network more every day.
The students I were assigned did not use their real names, but instead went by names they created for their blogs. It seems most of the teachers' goals for the students blogs were to familiarize students with blogging and keep them connected to a class blog. Most students just blogged about who they were and what they liked to do. Two of the students I was assigned went by BangChester22 and Toto.
These two students did not blog about much more than who they were or what they liked to do. However, the students had very good grammar for their age. I made sure to commend the students for their proper use of grammar. It seems the goal for the students' blogs is to familiarize students with blogging. By having College students comment on their blogs, C4K assignments can show younger students how powerful blogging can be. In this way, C4K assignments accomplish the purpose of blogging.
A key focus of EDM 310 is technological application. One of the students whose blog I posted on had a video he made of himself and another student re-enacting a Muhammed Ali fight on his blog. It was very well done. The student used a green screen to show a boxing ring behind the two students. This shows that having students engage in a project can familiarize students with technology faster than merely teaching them about technology.
Overall C4K assignments show students of all ages how effective blogging can be and connects the learning network more every day.
PLN Post #1 - PLN Progress Report
The Personal Learning Network
Professionals of every kind have a Professional Learning Network. Whether they be Writers, Musicians, Engineers, Actors, or of any profession, most professionals have a Personal Learning Network. Teachers are no different.
Modern technology allows professionals to be connected and share ideas in ways like never before. Blogging, Social Media, and Web/Podcasting, among others, allow for people to develop a learning network like never was possible in the past. In the past, a Professional's learning network might be limited to colleagues, professors, and peers; but with the advantages the internet provides professionals can connect with each other all over the world via social media and blogging.
My Personal Learning Network mostly includes Twitter, the Department of History, and various websites that allow for Historical study. I follow most of the College of Education professors on Twitter including Dr. Vitoulli and Dr. Strange. I have found that following Professors and people associated with the College of Education provides me with many links to interesting articles, as well as keeps me up to date with College of Education dates and events. In addition, there are many retweets among staff members about other University related events that I find very informative and useful.
The Department of History has allowed me to develop an amazing Personal Learning Network among staff and peers. I've learned an immense amount of knowledge from my professors and the History Department staff has been of amazing help in finding materials for research, primary sources, ect. In addition, JSTOR on the Library website provides an amazing academic resource for research.
You can follow me on Twitter@lwilkinson_edu
Professionals of every kind have a Professional Learning Network. Whether they be Writers, Musicians, Engineers, Actors, or of any profession, most professionals have a Personal Learning Network. Teachers are no different.
Modern technology allows professionals to be connected and share ideas in ways like never before. Blogging, Social Media, and Web/Podcasting, among others, allow for people to develop a learning network like never was possible in the past. In the past, a Professional's learning network might be limited to colleagues, professors, and peers; but with the advantages the internet provides professionals can connect with each other all over the world via social media and blogging.
The Department of History has allowed me to develop an amazing Personal Learning Network among staff and peers. I've learned an immense amount of knowledge from my professors and the History Department staff has been of amazing help in finding materials for research, primary sources, ect. In addition, JSTOR on the Library website provides an amazing academic resource for research.You can follow me on Twitter
Blog Assignment #7
What Can You Learn From These Conversations With Anthony Capps?
Degas Response
Degas Response
In the 21st century, more professionals in the field of education are seeing the impact Project Based Learning can have on the educational process. According to Anthony Capps in his discussions with Dr. Strange, Project Based Learning can reach its apex when the students authentically receive the project. This authenticity can be achieved by capturing student interest.
In the video discussion, Mr. Capps encouraged Project Based Learning through an assignment for his 3rd Grade students to write a letter to Congressman Joe Bonner. What is most interesting, as well as unconventional, is that Mr. Capps encouraged the students to peer edit each others’ writing and then choose themselves which eight were the best. This is collaboration at its finest because it was the students selecting which letters were the best and not the teacher. There seems to be something very Democratic about Project Based Learning.
Project Based Learning also exercises practical ACCRS and Common Core standards. In their letters to Joe Bonner, Mr. Capps’ students were actually practicing extremely relevant reading and writing skills.
Mr. Capps also encouraged the use of Icurio due to its mass amount of content. In addition, Icurio is a search engine for a mass amount of Filtered Media. This makes Icurio an ideal safe engine for students to use. Icurio is perfect to be in used in conjunction with Project Based Learning because it provides a safe place for students to research and gather material for their projects. Discover Education works very much in the same way, but focuses on digital mediums of learning rather than research.
Overall, the video discussions between Mr. Capps and Dr. Strange prove that students desire an interactive learning environment. More so, when teachers give students an interactive environment, the students become more involved than ever. An interactive and engaging learning environment starts with interactivity, Project Based Learning, and an availability of the tools necessary to achieve these new methods of Education such as Icurio and Discovery Ed.
Lance Wilkinson: "Don't Teach Technology, Use It"
The video conversation between Anthony Capps and Dr. Strange “Don’t Teach Technology, Use It” focuses on the opinion that students should be familiarized and learn to apply technology through Project Based Learning. This belief is founded on the fact that technology will become immensely more prevalent during our future students’ lives, therefore technology should be a medium of the learning process.
According to Mr. Capps, technology is advantageous to learning because it is clean and sharable. A huge part of education, as well as technology is sharing. Therefore it would make sense that the two be combined. Technology also excites students and makes educational material seem more relevant to their daily lives.
By applying technology to Project Based Learning, students not only learn the material, but also become more familiar with technology through the project. Implementing technology into the classroom through Project Based Learning also teaches students problem solving skills. In addition, technology should be implemented gradually to familiarize students with technological mediums in order to build week by week on technological familiarity.
The main thesis of the video rests on having students engage in Project Based Learning by applying technology, rather than merely teaching technological applications to students. In this way students can apply what they’ve learned in the project’s subject and familiarize themselves with technology in an interactive and engaging learning process.
Erin Crane: "The Anthony-Strange List of Tips for Teachers Part 1"
In the video, The Anthony-Strange Tips for Teachers, Anthony Capps and Dr. John Strange gave tips for beginning teachers to remember. Anthony, a former EDM 310 student and well respected third grade teacher, and Dr. Strange imparted six “tips of wisdom” (as I like to call it) upon those who watched the video. The list consisted of:
- Be interested in learning.
- Be ready to put in the hard work.
- Be flexible with the way you teach.
- Always start with a goal.
- Engage your students 100% of the time.
- Reflect,revise, share, and work with an audience.
A couple of these seemed like common sense advice, but it hit me that I hadn’t really thought of it. I have always been a believer in the “you get as much effort as you put in” method so I understood the hard work tip. The first piece of advice given, be interested in learning, put me at ease. I’ve always had a fear of not remembering or knowing enough information to teach my students, but I realize I will have to teach myself new curriculum every day. History is something that doesn’t change, but at the same time is constantly changing. Everyday a new event will happen that I can compare to a past event in history, hence, “history repeats itself”. As I get older I also realize my students may also start teaching me things, which is fine, it means they’re learning! Another tip I liked was to be flexible with the way you teach. I realize every class is different from the next, and some things I use in one I won’t be able to use in the others. Having a plan set out is great, but I need to learn to be flexible to roll with whatever happens. We may get on a topic the kids have a lot of questions about, and I won’t cover the rest of my lesson plans for the day. I’ll have to make that up at some point in the week. Flexibility is a great word for teachers to remember, as well as the tips given to us in this video.
In the video, Additional Thoughts About Lesson, Anthony Capps explains that a lesson is 4 layers thick. The first "layer" of developing a lesson is thinking about how the lesson fits into your plan in terms of the entire year. This requires deciding if you are going to cover all of your content standards, and then writing out a curriculum map that ensures all of the standards are covered during the course of the year. The next layer is the unit. According to Anthony Capps it is vital that the unit is planned in a cohesive manor that ensures each unit sets up the next. This assures that you don't force students to learn everything about one particular unit in one day. Rather than forcing students to learn everything in a short amount of time, you plan a certain point in time where the students should be able to master the outcome. The third layer, so to speak, is planning your week. This entails having a goal for each week, and asking yourself what will you do each day to achieve that goal at weeks end. The fourth and final layer is the daily plan. The daily plan is how you engage students on a daily basis. Anthony says you start with a hook that gets the students engaged and then by the end of the day you use something to actually measure what they have discovered. You then take those measurements to plan your next day. Anthony Capps is clear to point out that it doesn't matter which layer you start with, but all four layers are equally important in having a successful lesson.
Wesley’s Etheridge : “Additional Thought About Lessons”
In the video, Additional Thoughts About Lesson, Anthony Capps explains that a lesson is 4 layers thick. The first "layer" of developing a lesson is thinking about how the lesson fits into your plan in terms of the entire year. This requires deciding if you are going to cover all of your content standards, and then writing out a curriculum map that ensures all of the standards are covered during the course of the year. The next layer is the unit. According to Anthony Capps it is vital that the unit is planned in a cohesive manor that ensures each unit sets up the next. This assures that you don't force students to learn everything about one particular unit in one day. Rather than forcing students to learn everything in a short amount of time, you plan a certain point in time where the students should be able to master the outcome. The third layer, so to speak, is planning your week. This entails having a goal for each week, and asking yourself what will you do each day to achieve that goal at weeks end. The fourth and final layer is the daily plan. The daily plan is how you engage students on a daily basis. Anthony says you start with a hook that gets the students engaged and then by the end of the day you use something to actually measure what they have discovered. You then take those measurements to plan your next day. Anthony Capps is clear to point out that it doesn't matter which layer you start with, but all four layers are equally important in having a successful lesson.
In this short video I learned a lot about a lesson. I agree with Anthony that all four layers are important, but the part that grabbed my attention the most was his comment on the importance of having a hook that engages students on the daily level. I would love to hear him discuss examples of hooks in the future with Dr. Strange.
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