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.
Sunday, October 6, 2013
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.
Sunday, September 29, 2013
Saturday, September 28, 2013
Blog Assignment #6
Education: A Process of Inquiry
The first educated men were the ones brave enough to ask questions. All scholars from the Greek Philosophers, to the Renaissance, to the Enlightenment, and beyond first began by asking questions.
As teachers, our core desire is to inspire ourselves and others to ask questions, but how do we do so? What questions do we ask, and how do we ask them? More so, teachers need to know effective and creative ways of asking students questions. In this way, asking questions can be used in conjunction with Project Based Learning.
High School Principal Ben Johnson inquired of the learning process: "What does a teacher asking questions of a class expect the class to learn from the questioning process?" (Source: Ben Johnson, edutopia.org: http://www.edutopia.org/blog/asking-better-questions-deeper-learning-ben-johnson)
The key phrase here is "...expect the class to learn...".
According to Ben Johnson's The Right Way to Ask Questions in the Classroom, students realize their "role" in the classroom very early on. Some students deem themselves intelligent, others un-intelligent, and some do not care.
The goal of a teacher is to engage all students in the learning process by going about asking questions in the right way. Merely asking questions and selecting only the "smart" students to answer only benefits the "smart" students because the other students in the class may or may not be paying
attention.
Mr. Johnson Proposes that the way to engage all students in the questioning process is an altered version of Mary Rowe's questioning method. Rowe's method includes asking a question, waiting three seconds, and selecting a student. Mr. Johnson proposes randomizing the students being selected engaging not only the students who do not feel they fit into the "smart" category, but also the students who have already answered questions because they may be called on again. This prevents students from day-dreaming during the questioning process.
One of the most important methods of effective questioning includes asking questions that will inspire more questions and invite thoughtful responses. This is accomplished by asking open ended questions.
The two main types of questions asked in an academic setting are closed-ended questions and open-ended questions. Closed Ended Questions are questions that can be answered merely by a "yes", "no" or a simple phrase. Open Ended Questions leave the response open to students, thereby challenging the student to think about the ideas, events, and concepts that make the question significant.
In my opinion, there are two dimensions to Open Ended questions. The first dimension is based on how the teacher phrases the question. Joanne Chesley's "Rosa Parks" example provides a great example of how phrasing can change a Closed-Ended question into an Open-Ended question. Take a look.
In addition to Phrasing, I believe another method of Open Ended Questioning includes Counter Factual Evidence. In the academic field of History, scholars use Counter Factual Evidence to discern significant events and gain a better knowledge of History in general. Counter Factual evidence is the process of saying "What if?" in a historical scenario.
For example: "Hitler was a message carrier in the German Army during World War 1, what if Hitler had been shot when delivering a message and never lived to become the leader of Nazi Germany? How would World War 2 have been different? Would it have happened? How would the world be different now?"
By asking "What if" we can use Counter Factual Evidence to inspire Open Ended questions that result in an engaging learning process of inquiry and discovery.
One must also be sure to ask comprehensive, specific questions that engage students in the learning process. Teachers must avoid leading questions. These leading questions are questions that are phrased in a way that insinuate what the answer is. The only time leading questions are appropriate is in a scenario where one is asking leading questions to prove a larger point or move on to another, more serious question.
As teachers, it is essential that we are interested in students questions. Questioning is an interactive and engaging process, so teachers need to be prepared for interactivity in the classroom.
I believe an extremely effective way of both questioning and engaging students is having students engage in Socratic Circles in the classroom.
Named after Greek Philosopher Socrates, Socratic Circles have students arrange in a circle to discuss a topic or idea. The leader of the group asks an Open Ended question and the students respond to the question one at a time with their interpretations, ideas, or more questions. The students listen to one another and discuss the topic in depth, thus gaining a more comprehensive understanding of the topic or idea.
It is essential for us to not only ask questions, but know how to ask questions. More so, it is our job to inspire students to ask questions themselves. Questioning was the first way the scholarly mind developed, and continues to be the most significant to this day.
"I cannot teach anybody anything. I can only make them think." - Socrates
The first educated men were the ones brave enough to ask questions. All scholars from the Greek Philosophers, to the Renaissance, to the Enlightenment, and beyond first began by asking questions.As teachers, our core desire is to inspire ourselves and others to ask questions, but how do we do so? What questions do we ask, and how do we ask them? More so, teachers need to know effective and creative ways of asking students questions. In this way, asking questions can be used in conjunction with Project Based Learning.
High School Principal Ben Johnson inquired of the learning process: "What does a teacher asking questions of a class expect the class to learn from the questioning process?" (Source: Ben Johnson, edutopia.org: http://www.edutopia.org/blog/asking-better-questions-deeper-learning-ben-johnson)
The key phrase here is "...expect the class to learn...".
According to Ben Johnson's The Right Way to Ask Questions in the Classroom, students realize their "role" in the classroom very early on. Some students deem themselves intelligent, others un-intelligent, and some do not care.
attention.
Mr. Johnson Proposes that the way to engage all students in the questioning process is an altered version of Mary Rowe's questioning method. Rowe's method includes asking a question, waiting three seconds, and selecting a student. Mr. Johnson proposes randomizing the students being selected engaging not only the students who do not feel they fit into the "smart" category, but also the students who have already answered questions because they may be called on again. This prevents students from day-dreaming during the questioning process.
One of the most important methods of effective questioning includes asking questions that will inspire more questions and invite thoughtful responses. This is accomplished by asking open ended questions.
The two main types of questions asked in an academic setting are closed-ended questions and open-ended questions. Closed Ended Questions are questions that can be answered merely by a "yes", "no" or a simple phrase. Open Ended Questions leave the response open to students, thereby challenging the student to think about the ideas, events, and concepts that make the question significant.
In my opinion, there are two dimensions to Open Ended questions. The first dimension is based on how the teacher phrases the question. Joanne Chesley's "Rosa Parks" example provides a great example of how phrasing can change a Closed-Ended question into an Open-Ended question. Take a look.
In addition to Phrasing, I believe another method of Open Ended Questioning includes Counter Factual Evidence. In the academic field of History, scholars use Counter Factual Evidence to discern significant events and gain a better knowledge of History in general. Counter Factual evidence is the process of saying "What if?" in a historical scenario.
For example: "Hitler was a message carrier in the German Army during World War 1, what if Hitler had been shot when delivering a message and never lived to become the leader of Nazi Germany? How would World War 2 have been different? Would it have happened? How would the world be different now?"
By asking "What if" we can use Counter Factual Evidence to inspire Open Ended questions that result in an engaging learning process of inquiry and discovery.
One must also be sure to ask comprehensive, specific questions that engage students in the learning process. Teachers must avoid leading questions. These leading questions are questions that are phrased in a way that insinuate what the answer is. The only time leading questions are appropriate is in a scenario where one is asking leading questions to prove a larger point or move on to another, more serious question.
As teachers, it is essential that we are interested in students questions. Questioning is an interactive and engaging process, so teachers need to be prepared for interactivity in the classroom.
I believe an extremely effective way of both questioning and engaging students is having students engage in Socratic Circles in the classroom. Named after Greek Philosopher Socrates, Socratic Circles have students arrange in a circle to discuss a topic or idea. The leader of the group asks an Open Ended question and the students respond to the question one at a time with their interpretations, ideas, or more questions. The students listen to one another and discuss the topic in depth, thus gaining a more comprehensive understanding of the topic or idea.
It is essential for us to not only ask questions, but know how to ask questions. More so, it is our job to inspire students to ask questions themselves. Questioning was the first way the scholarly mind developed, and continues to be the most significant to this day.
"I cannot teach anybody anything. I can only make them think." - Socrates
Sunday, September 22, 2013
Sunday, September 15, 2013
C4T Assignment #1
Lisa Thumann's blog Thumann Resources details Ms. Thumann's views on Education.
In her Blog Post "Let's Talk About Attrition Rates at Unconferences", Ms. Thumann evaluates the problem of wasted resources as attrition rates rise at Unconferences. An Unconference is a less-formal version of a conference, that is usually free and laid-back in nature. Attrition rates refer to the amount of people who did not show up for the Unconference, despite the preparation for a larger group of people than how many actually showed up.
Ms. Thumann's primary concern is that resources such as food and money are being wasted on preparation for people who didn't show up.
A solution to the problem would be to charge a small admission fee, but many feel this takes away from the nature of an Unconference.
In my response to Ms. Thumann I suggested that donating left-overs would be ideal if the food being served could be opened gradually as people show up, rather than all-at-once. This obviously couldn't be done with such food items as Pizza, but maybe stored food items could be donated.
Attrition rates are a huge concern due to the wasting of resources. Additional efforts have been taken to reduce attrition rates by informing people of the events on social media sites such as Facebook and Twitter.
In her blog post "Common Core Communities of Practice", Ms. Thumann illustrates the idea of collaboration between teachers to put the Common Core Standards into better effect. Ms. Thumann states these communities of practice "will focus on grassroots improvement of practice and provide a collaborative onsite/virtual workspace for teachers to connect instructional practices and inspire creative implementation, gain in-depth knowledge and take immediate action steps to enhance learning and teaching." (Thumann, Lisa).
Ms. Thumann stated: "...we view learning and teaching as a process of collaboration, creativity and sharing...".
I could not agree more with this statement. In my comment to Ms. Thumann I detailed my support for her educational philosophy, as well as shared my support for the idea of Common Core Communities. Common Core Communities not only encourage networking between teachers, but allow for new educational methods to take hold, furthering Education as a whole.
Ms. Thumann's Blog: www.thumannresources.com
In her Blog Post "Let's Talk About Attrition Rates at Unconferences", Ms. Thumann evaluates the problem of wasted resources as attrition rates rise at Unconferences. An Unconference is a less-formal version of a conference, that is usually free and laid-back in nature. Attrition rates refer to the amount of people who did not show up for the Unconference, despite the preparation for a larger group of people than how many actually showed up.
Ms. Thumann's primary concern is that resources such as food and money are being wasted on preparation for people who didn't show up.
A solution to the problem would be to charge a small admission fee, but many feel this takes away from the nature of an Unconference.
In my response to Ms. Thumann I suggested that donating left-overs would be ideal if the food being served could be opened gradually as people show up, rather than all-at-once. This obviously couldn't be done with such food items as Pizza, but maybe stored food items could be donated.
Attrition rates are a huge concern due to the wasting of resources. Additional efforts have been taken to reduce attrition rates by informing people of the events on social media sites such as Facebook and Twitter.
In her blog post "Common Core Communities of Practice", Ms. Thumann illustrates the idea of collaboration between teachers to put the Common Core Standards into better effect. Ms. Thumann states these communities of practice "will focus on grassroots improvement of practice and provide a collaborative onsite/virtual workspace for teachers to connect instructional practices and inspire creative implementation, gain in-depth knowledge and take immediate action steps to enhance learning and teaching." (Thumann, Lisa).
Ms. Thumann stated: "...we view learning and teaching as a process of collaboration, creativity and sharing...".
I could not agree more with this statement. In my comment to Ms. Thumann I detailed my support for her educational philosophy, as well as shared my support for the idea of Common Core Communities. Common Core Communities not only encourage networking between teachers, but allow for new educational methods to take hold, furthering Education as a whole.
Ms. Thumann's Blog: www.thumannresources.com
Saturday, September 14, 2013
Blog Assignment #4
Podcasting in the Post-Modern Age
I can't think of anything more innovative to come into play in the field of Education in recent years than the application of Podcasts.
In our day and age, most people are well-versed in the application of technology to their daily lives. Digital Immigrants and Natives pour into the streets of cities all over the world; updating their social media, taking photographs, capturing videos, sharing art and ideas. Capturing life.
A panorama of creativity exists in this, our Post-Modern age.
The same creativity and vivacity that exists in our modern world should (and is!) being applied to our Modern classrooms. I cannot think of a better medium to use for creative and interactive educational purposes than Podcasts.
Podcasts act as an amazing educational tool for a number of reasons! Podcasts are RELEVANT to students of the Digital Age. While I still view books as being a primary resource for Humanities subjects, Podcasts access areas of learning that books cannot. Students can collaboratively learn with Podcasts and create their own to exhibit what they've learned. In addition, students can subscribe to Podcasts for their area of interest whether it be Music, History, Theatre, Biology.
Moreover, most students seem to enjoy doing Podcasts. I feel this is not only because it is relevant to their daily lives, but because Podcasts engage students instead of merely lecturing and giving a test.
Podcasts are an amazing resource for people of all ages! Everyone from the young to old should find a Podcast that suits their area of interest. This is why Podcasts are a great educational medium for both Elementary and Secondary Education!
Silvia Rosenthal Tolisano's Blog "Langwitches" chronicled her experience with familiarizing 1st Graders with Podcasts by having them write a script for the book "Vacation Under the Volcano". This not only helped students foster reading and writing skills, but how to APPLY those skills and what they've learned to a medium where they can SHARE it! The students not only learned practical reading and writing skills, but the skill of applying technology, which they will need to know in our day and age.
Another 1st grade class in Ms. Tolisano's school used Podcasts in their Flat Stanley projects. If you're not familiar with the Flat Stanley project, students usually send a paper-cut out girl or boy to a location and have someone they know there take Flat Stanley around the city and take photos or videos of the locations with Flat Stanley. The goal is to learn more about other areas of the world!
However, the students in this 1st grade class were so inspired by Podcasts, they took it upon their selves to personify their own cut outs and mail "themselves" around the world. The students wrote a script detailing where they went, how they got there, and what they did when they got to their destination. The students then collaborated the script and developed a Podcast.
This once again shows that interactive learning by Podcasting not only engages students, but helps them learn along the way.
Teacher Joe Dale also supports the argument that Podcasts are an important educational medium. An important point Mr. Dale makes is that Podcasts are an effective way for students to learn outside the classroom. This is especially effective for absent students who are sick! It also functions as a great review tool in preparation for tests and learning in general. Podcasts also encourage project and cooperative based learning.
Mr. Dale's Blog: http://joedale.typepad.com/integrating_ict_into_the_/2009/04/the-benefits-of-podcasting-in-the-classroom.html
Ultimately, Podcasts are an effective way to engage students in learning. Podcasts are one of the most important ways in which we can use technology to teach students necessary skills and material. I couldn't imagine a more engaging and effective learning medium!
I can't think of anything more innovative to come into play in the field of Education in recent years than the application of Podcasts.
In our day and age, most people are well-versed in the application of technology to their daily lives. Digital Immigrants and Natives pour into the streets of cities all over the world; updating their social media, taking photographs, capturing videos, sharing art and ideas. Capturing life.
A panorama of creativity exists in this, our Post-Modern age. The same creativity and vivacity that exists in our modern world should (and is!) being applied to our Modern classrooms. I cannot think of a better medium to use for creative and interactive educational purposes than Podcasts.
Podcasts act as an amazing educational tool for a number of reasons! Podcasts are RELEVANT to students of the Digital Age. While I still view books as being a primary resource for Humanities subjects, Podcasts access areas of learning that books cannot. Students can collaboratively learn with Podcasts and create their own to exhibit what they've learned. In addition, students can subscribe to Podcasts for their area of interest whether it be Music, History, Theatre, Biology.
Moreover, most students seem to enjoy doing Podcasts. I feel this is not only because it is relevant to their daily lives, but because Podcasts engage students instead of merely lecturing and giving a test.
Podcasts are an amazing resource for people of all ages! Everyone from the young to old should find a Podcast that suits their area of interest. This is why Podcasts are a great educational medium for both Elementary and Secondary Education! Silvia Rosenthal Tolisano's Blog "Langwitches" chronicled her experience with familiarizing 1st Graders with Podcasts by having them write a script for the book "Vacation Under the Volcano". This not only helped students foster reading and writing skills, but how to APPLY those skills and what they've learned to a medium where they can SHARE it! The students not only learned practical reading and writing skills, but the skill of applying technology, which they will need to know in our day and age.
Another 1st grade class in Ms. Tolisano's school used Podcasts in their Flat Stanley projects. If you're not familiar with the Flat Stanley project, students usually send a paper-cut out girl or boy to a location and have someone they know there take Flat Stanley around the city and take photos or videos of the locations with Flat Stanley. The goal is to learn more about other areas of the world!
However, the students in this 1st grade class were so inspired by Podcasts, they took it upon their selves to personify their own cut outs and mail "themselves" around the world. The students wrote a script detailing where they went, how they got there, and what they did when they got to their destination. The students then collaborated the script and developed a Podcast.
This once again shows that interactive learning by Podcasting not only engages students, but helps them learn along the way.
Teacher Joe Dale also supports the argument that Podcasts are an important educational medium. An important point Mr. Dale makes is that Podcasts are an effective way for students to learn outside the classroom. This is especially effective for absent students who are sick! It also functions as a great review tool in preparation for tests and learning in general. Podcasts also encourage project and cooperative based learning.
Mr. Dale's Blog: http://joedale.typepad.com/integrating_ict_into_the_/2009/04/the-benefits-of-podcasting-in-the-classroom.html
Ultimately, Podcasts are an effective way to engage students in learning. Podcasts are one of the most important ways in which we can use technology to teach students necessary skills and material. I couldn't imagine a more engaging and effective learning medium!
Sunday, September 8, 2013
Blog Assignment #3
The Art of Editing
“You write to communicate to the hearts and minds of others what’s burning inside you,
and we edit to let the fire show through the smoke." - Arthur Plotnik
Peer editing is a crucial part of the learning process, especially when it comes to writing based subjects such as English and History. Peer editing is a practical exercise that engages students to learn interactively, rather than merely "burping back" facts. Peer editing does more than just help students edit their work before presenting it for a grade. It engages students; teaching them social skills and how to work in pairs or in a group, while practicing practical grammatical skills and language use in their writing.
There are effective steps students need to engage in when peer editing. These include: staying positive, be specific, and give compliments, suggestions (language, word usage, and paragraph structure), and corrections (grammatical errors). (Zardina, Adriana. http://www.slideshare.net/aszardini/tutorial-peer-editing-113187)
There are also ways one should NOT make suggestions during peer editing. Every now and then you're sure to run into a "Picky Patty" or "Mean Margaret", but students should be taught from the start that these are not effective ways to correct someone's mistakes.
Tim Bedley's video illustrating how one should NOT engage in peer editing illustrated this point very well. Its humorous nature illustrates a very true point that effective peer editing requires effective engagement. By this I mean that students should be taught the proper way to engage in peer editing, rather than adhering to one of the stereotypes performed in the video done by Mr. Bedley's class.
Mr. Bedley's Class Video: http://www.youtube.com/watch?v=iBuq4qgRhCc&feature=player_detailpage
Peer editing is an engaging and practical educational application that teaches students social skills and how to interact in groups and pairs.
In peer editing others' blog posts I prefer to leave a comment instead of sending an e-mail. This is because people usually respond more quickly to a comment being directly left on their page, rather than being mixed in with numerous e-mails. In addition, the recipient receives an e-mail letting them know someone has left a comment on their blog. Therefore by commenting, you get the best of both worlds!
In addition, blogger is an interactive network. Everyone can see the comments left (given the blogger's page is public). Therefore, leaving comments can start discussions and debates with other individuals increasing the learning network.
“You write to communicate to the hearts and minds of others what’s burning inside you,
and we edit to let the fire show through the smoke." - Arthur Plotnik
Peer editing is a crucial part of the learning process, especially when it comes to writing based subjects such as English and History. Peer editing is a practical exercise that engages students to learn interactively, rather than merely "burping back" facts. Peer editing does more than just help students edit their work before presenting it for a grade. It engages students; teaching them social skills and how to work in pairs or in a group, while practicing practical grammatical skills and language use in their writing.
There are effective steps students need to engage in when peer editing. These include: staying positive, be specific, and give compliments, suggestions (language, word usage, and paragraph structure), and corrections (grammatical errors). (Zardina, Adriana. http://www.slideshare.net/aszardini/tutorial-peer-editing-113187)
There are also ways one should NOT make suggestions during peer editing. Every now and then you're sure to run into a "Picky Patty" or "Mean Margaret", but students should be taught from the start that these are not effective ways to correct someone's mistakes.
Tim Bedley's video illustrating how one should NOT engage in peer editing illustrated this point very well. Its humorous nature illustrates a very true point that effective peer editing requires effective engagement. By this I mean that students should be taught the proper way to engage in peer editing, rather than adhering to one of the stereotypes performed in the video done by Mr. Bedley's class.
Mr. Bedley's Class Video: http://www.youtube.com/watch?v=iBuq4qgRhCc&feature=player_detailpagePeer editing is an engaging and practical educational application that teaches students social skills and how to interact in groups and pairs.
In peer editing others' blog posts I prefer to leave a comment instead of sending an e-mail. This is because people usually respond more quickly to a comment being directly left on their page, rather than being mixed in with numerous e-mails. In addition, the recipient receives an e-mail letting them know someone has left a comment on their blog. Therefore by commenting, you get the best of both worlds!
In addition, blogger is an interactive network. Everyone can see the comments left (given the blogger's page is public). Therefore, leaving comments can start discussions and debates with other individuals increasing the learning network.
Sunday, September 1, 2013
Blog Assignment #2
Connectivism in Education
Professor Dance-a-lot
The video on Professor Dance-a-lot reflects the sentiment of “burp-back education”. Professor Dance-a-lot merely showed the students how to do something by lecture, when it would have been much more effective to have them engage themselves. The students didn’t really learn how to dance, because they never had to try. The point of the video is that in the future of the education we want to engage the students, not merely lecture at them. In this way teachers and students will both become more effective learners and leaders.
Lance’s Video: The Networked Student
The educational theory and practice known as Connectivism puts emphasis on networking and interactive learning rather than on traditional educational mediums , lecture and readings. The Networked Student video (created by Wendy Drexler) also puts emphasis on the role of technology in the future of the educational field. The Thesis of the video claims that Connectivism is the way of the future for education. Furthermore, the video reassesses the role of the teacher as a guide for the learning process.
The example student in the video was shown to have taken very well to Connectivism. The student networked with other students studying his subject of interest, subscribed to Podcasts to watch classes around the world, and started blogging to discuss subjectively his area of interests with other students, as well as muse on his subject in his personal blog. It is argued in the video that this is the way of the future for education. The student only went to class three days a week and didn’t even have a book!
Connectivism will definitely be a major aspect of the educational field in the future. What a wonderful resource the internet and technology are! However, putting too much emphasis on networking can either take away or dramatically add to the academic discipline being studied. The video assumes every student will do what is necessary to be a self-learner and take the time and effort to network. In the school system today, some students refuse to even do short reading assignments. Therefore it is impossible to assume every student will actively participate in Connectivism. However, this should not dissuade anyone from the value of Connectivism. I believe the ideal is to continue our push towards Connectivism without completely throwing off lecture and readings. In this way students will both learn from valuable resources (books, academic articles, journals), and network what they’ve learned online; making Connectivism even more valuable. Students could refer each other to academic sources and books that they’ve read and discuss themes or ideas from these reading assignments.
The video asked: “In the future, why even have a teacher?”. The video argues that the teachers role is to be a guide for networking. This is a crucial element of our educational system because networking is such a major part of our modern society. I believe the teachers role is to actively participate in the learning process by lecturing and assigning relevant readings, but also to encourage networking and Connectivism. In this way our future students will be competent, educated, networking individuals.
Erin’s Crane's Video:
Edutopia, an educational sources website, has a video detailing Vickie Davis’ unique way of using media tools to connect her students to learning. Vickie is an innovative teacher in Camilla, Georgia that has taken it upon herself to use games, blogs, wikis, and virtual worlds to ignite a want in her students. Mrs. Davis herself has won an award for best teacher blog in the world. She has traveled around the country talking about the techniques she is using but her passion remains in the classroom with her students. As a “teacherpreneur” she has taught her students new software, to learn how to learn, how to use the Wiki, and how to collaborate with other students more effectively.
Mrs. Davis has collaborated with Julie Lindsey, a teacher in Qatar, to form a global collaborative project they named Digi Teen. Students all over the globe have come together studying digital citizenship by researching and posting their finding through two digital portals! Along with Digi Teen the two teachers have also founded another project. Flat Classroom Project is a project that lets students experience trends in information technology by writing reports with other students and creating videos. She has even with some of her students to the Middle East for a conference for the Flat Classroom Project. Vickie Davis made a statement at the end of the video that stuck with me. She said, “I believe this whole idea of turning school upside down and empowering students to share with one another. If you can empower them you are just going to have a better classroom.”
Wesley Etheridge: Teaching in the 21st Century
Kevin Roberts made it clear that teachers in the 21st century will have to stop simply providing content, dates, facts, and formula’s. Teachers are no longer the source of information; instead we are the filter between the students and information they have access to learn on their own. Roberts nailed this point by listing all the things students can use to learn on their own. Resources such as blogs, Google, cell phones, Twitter, Wikipedia, and YouTube are available to the majority of students in America.
What does it mean to be a filter? Kevin Roberts asks the question, “How do we teach students to handle their resources?”
Being a filter means that we show our students how to use the resources made available to them. Teachers in the 21st century must show students how to validate, synthesize, leverage, communicate, and collaborate information. Roberts poses another important question, with all of this information available should our curriculum be focused on facts and content, or skills? If students can learn facts on their own, it’s clear we should focus on the skills needed.
I honestly don’t disagree with anything Kevin Roberts stated. I think he’s correct, and I think it means we need to focus on engaging students rather than entertaining students. Engaging students begins with the teacher. As teachers we need make sure we’re doing anything it takes to keep our students engaged at all times. Rather it be through collaborating with fellow students or utilizing questions that challenge students to solve problems online, the focus needs to be on engaging students. If Roberts is correct the challenge for me will be to take risks. Instead of making assumptions that my students won’t be successful learning facts on their own, I want to try different methods and see what happens.
Being a filter means that we show our students how to use the resources made available to them. Teachers in the 21st century must show students how to validate, synthesize, leverage, communicate, and collaborate information. Roberts poses another important question, with all of this information available should our curriculum be focused on facts and content, or skills? If students can learn facts on their own, it’s clear we should focus on the skills needed.
I honestly don’t disagree with anything Kevin Roberts stated. I think he’s correct, and I think it means we need to focus on engaging students rather than entertaining students. Engaging students begins with the teacher. As teachers we need make sure we’re doing anything it takes to keep our students engaged at all times. Rather it be through collaborating with fellow students or utilizing questions that challenge students to solve problems online, the focus needs to be on engaging students. If Roberts is correct the challenge for me will be to take risks. Instead of making assumptions that my students won’t be successful learning facts on their own, I want to try different methods and see what happens.
Sunday, August 25, 2013
Blog Assignment #1
The Future of Learning
What a modern world we live in. The field of education, like most other occupational fields, is pioneering in the application of technology; but should technology be the focus? I feel that independent and competent thinking are among the most necessary skills for students to learn before they progress into higher education or their career field. If I were the director of building a new school and organizing its educational ideals and focuses, the focus would rest on teaching students critical thinking skills. Critical thinking is an invaluable skill in our modern world. Throughout history, when a populous lost its ability to think critically or refused to do so, chaos ensued. So can we combine modern technological tools with a curriculum based on critical thinking and learning? Yes, and I believe the result would be the educational ideal. As I am preparing to teach History to High School students, I believe independent and critical thinking are more applicable to the area of Secondary Education, rather than elementary. Here's why: In elementary school children want to explore, learn, and engage together. This sense of togetherness brings about a positive learning environment. In middle school and high school, however, students begin searching for a sense of self. It is in Secondary Education that students begin to discover who they are in a whole new way. Focusing on critical thinking (History, English) and critical application (Math, Science) would not only prepare students for our crazy, modern world, but help them establish a sense of what they believe in. Ms. Venosdale's and Mr. Mitra's methods are immensely fascinating, but the focus is on children. What about older students? Should the focus be on cooperative learning between students or individual efforts when dealing with a higher education level? The answer is a balance between both using modern technology, cooperative learning, and individual critical thinking skills.
A. As a future History teacher I believe it is imperative for students to KNOW. Sugatra Mitra posed the question in his 2013 TED presentation "is knowing obsolete"? Knowing is not obsolete. The internet gives history students more access to KNOWLEDGE than any amount of textbooks in the world. Therefore I believe it is imperative for students to use modern technology to their advantage. Technology is a TOOL for learning. In my school students would have ample access to internet sources (computers, Ipads) and teachers would be encouraged to engage in discussions with their students. Debates would be organized. Students could learn and discuss together, using a blend of critical thinking skills and technology. Information is useless unless processed and applied and only the human brain can achieve this process in the field of Humanities. The focus would not be on "burp back education", but on free and critical thinking using technology as a tool. In this way secondary education would encourage competent, free-thinking individuals.
B. I would like students to be able to organize debates amongst each other and debate with teachers themselves. I would also promote a "Technological Resources" class, which would teach students to use technology to their educational and functional advantages which is such an important skill in our modern world. Once critical thinking is promoted and encouraged students will START THINKING OUTSIDE THE BOX. Students may start asking: "Hey, why don't we organize a committee to improve our school's grounds" or "What's going on with congress right now, how can we help/change things?". This is much like the emphasis Sugatra Mitra put on teachers "stepping back and watching in awe".
C. The way teachers would go about teaching students what they need to know and do would be interactive learning. I would encourage students to engage with their teachers in discussions, debates, and writing assignments. In addition, I would encourage students to engage with each other in these same ways. A balance of cooperative and interactive learning is sure to satisfy students intellectually and continue them on their journey of free-thinking.
D. Modern technology is an amazing resource. In the past students were limited to a few textbooks. Now students have a world of knowledge right at their fingertips with laptops and ipads. This is immensely valuable to the field of history and world affairs. Imagine a classroom discussion where as students are making points, other students can search online for information and use it to either support or dissent each others arguments. World affairs and history at your fingertips. That's innovation.
E. The students' role in the learning process is the most important part. Classroom discussions, interaction with each other and their teachers, and technological resources will help students learn and become competent individuals. The goal is to raise students up, rather than beat them down. I believe the more students are encouraged to formulate their own ideas, and a classroom based on cooperative and interactive learning is the educational ideal for a humanities subject.
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What a modern world we live in. The field of education, like most other occupational fields, is pioneering in the application of technology; but should technology be the focus? I feel that independent and competent thinking are among the most necessary skills for students to learn before they progress into higher education or their career field. If I were the director of building a new school and organizing its educational ideals and focuses, the focus would rest on teaching students critical thinking skills. Critical thinking is an invaluable skill in our modern world. Throughout history, when a populous lost its ability to think critically or refused to do so, chaos ensued. So can we combine modern technological tools with a curriculum based on critical thinking and learning? Yes, and I believe the result would be the educational ideal. As I am preparing to teach History to High School students, I believe independent and critical thinking are more applicable to the area of Secondary Education, rather than elementary. Here's why: In elementary school children want to explore, learn, and engage together. This sense of togetherness brings about a positive learning environment. In middle school and high school, however, students begin searching for a sense of self. It is in Secondary Education that students begin to discover who they are in a whole new way. Focusing on critical thinking (History, English) and critical application (Math, Science) would not only prepare students for our crazy, modern world, but help them establish a sense of what they believe in. Ms. Venosdale's and Mr. Mitra's methods are immensely fascinating, but the focus is on children. What about older students? Should the focus be on cooperative learning between students or individual efforts when dealing with a higher education level? The answer is a balance between both using modern technology, cooperative learning, and individual critical thinking skills.
A. As a future History teacher I believe it is imperative for students to KNOW. Sugatra Mitra posed the question in his 2013 TED presentation "is knowing obsolete"? Knowing is not obsolete. The internet gives history students more access to KNOWLEDGE than any amount of textbooks in the world. Therefore I believe it is imperative for students to use modern technology to their advantage. Technology is a TOOL for learning. In my school students would have ample access to internet sources (computers, Ipads) and teachers would be encouraged to engage in discussions with their students. Debates would be organized. Students could learn and discuss together, using a blend of critical thinking skills and technology. Information is useless unless processed and applied and only the human brain can achieve this process in the field of Humanities. The focus would not be on "burp back education", but on free and critical thinking using technology as a tool. In this way secondary education would encourage competent, free-thinking individuals.
B. I would like students to be able to organize debates amongst each other and debate with teachers themselves. I would also promote a "Technological Resources" class, which would teach students to use technology to their educational and functional advantages which is such an important skill in our modern world. Once critical thinking is promoted and encouraged students will START THINKING OUTSIDE THE BOX. Students may start asking: "Hey, why don't we organize a committee to improve our school's grounds" or "What's going on with congress right now, how can we help/change things?". This is much like the emphasis Sugatra Mitra put on teachers "stepping back and watching in awe".
C. The way teachers would go about teaching students what they need to know and do would be interactive learning. I would encourage students to engage with their teachers in discussions, debates, and writing assignments. In addition, I would encourage students to engage with each other in these same ways. A balance of cooperative and interactive learning is sure to satisfy students intellectually and continue them on their journey of free-thinking.
D. Modern technology is an amazing resource. In the past students were limited to a few textbooks. Now students have a world of knowledge right at their fingertips with laptops and ipads. This is immensely valuable to the field of history and world affairs. Imagine a classroom discussion where as students are making points, other students can search online for information and use it to either support or dissent each others arguments. World affairs and history at your fingertips. That's innovation.
E. The students' role in the learning process is the most important part. Classroom discussions, interaction with each other and their teachers, and technological resources will help students learn and become competent individuals. The goal is to raise students up, rather than beat them down. I believe the more students are encouraged to formulate their own ideas, and a classroom based on cooperative and interactive learning is the educational ideal for a humanities subject.
Tuesday, August 20, 2013
My Test Post Title
This is my first post. I made sure to click the HTML link, which I should always do when blogging in EDM 310. I am now blogging and ready to continue my path to a career as an educator!
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