Final Reflection

          In the beginning of this course, seven weeks ago, I started learning about technology and teaching strategies.  I thought that I was pretty technologically savy, but come to find, there are some great tools out there that I didn’t know existed.  This course has helped me find and learn how to use some new technology in my classroom and also how to group and teach students even better than before.

          Looking back at my personal theory of learning, I stated that “in short, my learning theory boils down to the need for patients, understanding, believing in them, getting to know them as individuals and as learners and finally using the best strategies available and keeping up to date with current research.”  When I was addressing my theory I wrote that I was a young teacher just in my beginning years and that I expect my theory to change as I grow and learn in this profession.  Thinking about all the learning that I have done through this course I still stand by all my major points.  I still believe that our youth requires patients, understanding, and someone who truly believes them.  Through this course I can stand by my statement even more through learning more strategies to use with my students.

          In this course I have learned how to use several great tools with students.  Two examples that I hope to use in the future are SpiderScribe and VoiceThread.  SpiderScribe is great because it allows students to visually see what they are mapping and allows them to think deeper.  I really enjoyed using VoiceThread because you can make a presentation however you want.  If you want to share your thoughts on someone else’s you can do it by webcam, voice recording, or text.  It is also neat because if you were having students respond to a prompt, students can hear and see other students’ responses to help them form an opinion if they are not sure what to say.

          Immediate adjustments that I have already made as a result of this course would be with how I group my students.  I tend to put students who are near the same academic level together.  However, learning about cooperative grouping has opened my eyes to how I should group my students.  Since learning about cooperative grouping I have changed my grouping strategies and it has become less strategically grouped and more random (but never completely random).  I know that I will be using SpiderScribe later in this year.  Because students have already had some experience with it this year, it will only become easier and easier to use.  By the end of this year it will be a tool that they can use on their own, and they may even use it next year in 6^th grade.

          One long-term goal that I have in regards to technology and instructional practice would be to integrate more technology opportunities for students.  I want my students to leave me with a variety of technological experiences so that when they enter middle school they have experienced more than the usual PowerPoint and Microsoft Word use.  A second long-term goal I have is to expand my goodie bag of technological strategies for my students to use.  I hope that through my courses at Walden I will gain more and more strategies to keep in my back pocket.  As I’m acquiring books and strategies from Walden I am moving these books into my classroom with plenty of post-it notes and highlighted parts.  I’m hoping that this way, I will be able to access any strategies whenever I need them.

                   In conclusion, this course has helped me grow as a professional teacher.  This course has helped me gain some new insights and new strategies to use with my class of fifth graders.  I am excited to move on to our next course to see what more there is to learn.  I cannot wait to learn new strategies and new technology that I can implement them in my current and future classrooms. 
 

Connectivism and Social Learning in Practice

          This week I familiarized myself with social learning theories.  In the book Using Technology with Classroom Instruction that Works I read about cooperative learning.  Thorough reflection on both these topics I realized that they have similarities and work well together.

          Social Learning theories are based on students working with their peers.  In comparison, cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).  It is necessary for students to learn to work together.  Now, more than ever its important for students to learn to successfully work together because they “will inherit [… a] virtual workplace” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).

          Social networking tools allow you to group students however you feel.  The cooperative learning strategy suggests that grouping “based on ability levels should be don sparingly” and I can understand why this is done (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).  Students these days are very aware of their academic ability and will quickly figure out (or try to figure out) who is in the high group, who is in the average group, and what students are always in the low group.  This is not a good strategy to use for social networking because student can quickly see who is paired with who each time.  I believe that you need to mix the abilities up so that students are able to teach each other and learn from each other.

          “Cooperative learning groups should be rather small in size” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).  I love creating small groups for a couple reasons.  One reason is because they are much more manageable.  In addition, it is easier to group students together because you have fewer personalities to think about.  Lastly, the smaller groups allow me to choose which ability levels will work flawlessly together and gain the most knowledge from each other.  In this way, small groups allow you to group more students will different students.  Your students are not complaining about always having the same people in their group.  They are getting to know other students in their class who maybe they wouldn’t have decided they wanted to be friends with.

          When it comes to multimedia I believe that it is important to have “individual and group accountability” especially when students are creating a group project (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140).  I believe it is important for students to understand that they are working as part of a group and that they also get an individual grade also.  By providing a group and individual grade you can be sure that everyone is making an effort.  If a student isn’t participating it won’t necessarily affect a group grade, but their individual grade.  This way, students work together because their grade partly depends on it but also because they are part of a group.

          Communication software is awesome to have access to because it “allows student to collaborate on projects without the constraints of time or geography” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.153).  In my classroom currently, I have a blog.  I post the question every Friday, and the students have until the following Thursday at lunch to get in their answer.  I require a number of sentences because in fifth grade, if I didn’t they would answer in one word if they could.  Responding with the appropriate length is something we are working on as a class.  Students will need to be modeled how to appropriately respond and what a ‘meeting standard’ grade looks like. 

          In conclusion, social learning theories and cooperative learning are intertwined and work flawlessly together.  I believe that social theories and the cooperative strategy work remarkably well together and I think that I am using both together know in my classroom without realizing it.

Resources

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Be sure to check out the book: Using Technology with Classroom Instruction that Works

And the online book sections: Social Constructivism, Cooperative Learning and Connectivism.  

Be sure to check out my VoiceThread !

Constructivism in Practice

          I really enjoyed this week’s learning resources.  Mainly because I could identify with many of the example presented.  For one, the train problems only bring back bad memories from college math courses.  I still don’t understand why it matters when the two trains will collide, or what time they’ll arrive at the station.

          When reading Using Technology with Classroom Instruction that Works, they stated that six tasks that teachers can “use to help students generate and test hypotheses” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.203).  When describing system analysis they stated that students could explore a change if something were added or removed from an existing system.  The constructionist approach states that you need to have students create something.  This to me connects to the constructionist approach because I would want my students to show me how it would affect the system.  I wouldn’t want a student to simply write me a paper; I want them to show me that they understand what would happen.

          The book also goes on to explain that invention is also one of the six tasks that teachers can use.  They go on to say that “students involved in invention examine a need, then work to create a solution to the need” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.203).  To me, invention screams constructionism.  Students would need to create a solution for the problem.  Not only would I want my students to come up with an answer, I would want them to make it and show me how it would work.  I would even want to offer extra credit for those who went out and tested in and reported the results back to me and the class.

          “Technology […allows…] students to spend more time interpreting the data rather than gathering the data” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.203).  Gathering data is certainly an important aspect of learning, but the interpreting of data allows student to think more deeply and process what they may have collected. When students are able to interpret information without having to go through the time consuming process of collecting it, this will allow more time for creating.  When students have a problem to solve, they need to first figure out what the problem is and what a good way to solve it might be.  The students could create something to actually solve the problem, or could create a PowerPoint showing the class what they would want to create.

In conclusion, I really love the idea of being able to create genuine learning in the classroom and the constructivism theories really lend themselves to this process.  Constructivism can be interpreted in many different ways and that is what makes it so great.  Each teacher can create lessons that are different but are addressing the needs of their students.

Resources

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Be sure to check out the book: Using Technology with Classroom Instruction that Works

And: Constructionism, Learning by Design, and Project Based Learning

Cognitive Learning Theory and Instructional Strategies

          While I was reading the chapters cues, questions, and advance organizers and summarizing and note taking in Using Technology with Classroom Instruction that Works there were many connections that I made to the cognitive learning theories.  These chapters whet in detail describing what each one was and how to get the most bang for your buck.  The chapters had hints and tips about how to best use the strategy and get the most out of your instruction for each student.

          While reading about cues and questions I realized that these strategies had many connections to the cognitive learning theory.  The learning theory is rewarding correct responses, by cueing students you are helping them think in the correct direction.  “Cues are explicit reminders or hints about what students are about to experience” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73).  Often times in the classroom when you are cueing students towards the main idea, you reward them after they do the hard thinking and come up with a correct response.  Their reward might not be a prize, but may come in the form of a high-five, or some praise.  I believe that building up the student and rewarding them with a confidence boost so that next time they are unsure they can take the leap and try to think more deep.

          “Questions perform the fame functions cues by triggering students’ memories and helping them to access prior knowledge” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73).  By having the students make connections to past knowledge that they’ve learned you are using the cognitive learning theory because you are trying to access their long-term memory (Laureate Education, Inc., 2010).  Questioning will help me teach for understanding by allowing the students to form new connections in their brains.  These connections will not only be stronger than the ones before but they will also stay longer because they are meaningful to them.

          In addition to cues, questions, summarizing, and note taking strategies to support deeper understanding and higher-level thinking being direct with students and providing enough wait time are just as important.  When you are beginning a lesson it is important to “[…] tell students what content they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.77).  At the beginning of each day I go over my schedule with my students.  Telling them what we will learn in reading, writing, math and any other subject we will do that day.  Also, I remind them one more time right before we learn it.  This way they are prepared to learn and know what to expect.  Another strategy that I find to be extremely effective to get higher-level answer from students is to give them wait time.  I always wait just a little longer after they finish their answers to see if they will add to their answers.  “Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.74).

          In conclusion, it is important to wait long enough after the students answer a question to see if they will add more information and possibly make more connections or bring their answers to a higher level.  I believe that if you have high expectations and expect the best from your students they will feel that and try to meet those expectations.

Referneces:

Laureate Education, Inc. (Producer). (2010). Cognitive Learning Theories. [Motion picture]. United States: Laureate Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Be sure to check out the book: Using Technology with Classroom Instruction that Works

Behaviorism in Practice

          When I was reading “Reinforcing Effort” and “Homework and Practice” from the book Using Technology with Classroom Instruction that Works I was amazed with how many examples the book provided and how great that was.  After I read the chapters I went back and looked up some of how they worked.
          The first strategy that I connected with was the spreadsheet rubric.  The purpose of creating a rubric is to “give students a clear idea of what effort looks like” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This chapter stressed the importance of effort, “not all students realize the importance of effort” and to some students effort must be explicitly taught to them.  For these students a rubric is exponentially helpful.  A strategy that I may try later on in the year to help stress the importance of effort is to collect their own data.  I believe that this will help show them how important it is but it can also teach graphing, data collection, and recording.  In addition, later in their schooling collecting data or creating a survey will be important in their education.  Introducing them to the technology of how to create and send out a survey in 5^th grade will only help them next year in 6^th grade and on to high school.
          These first two strategies correlate to behaviorism by trying to get the students to perform in a specific way.  The specific skill that these strategies are striving for are success.  Of course all teachers want their students to succeed, so why not use the behaviorist theory to try to get them there?  I think that by using these strategies you would be pushing the students to see that effort relates to their scores, that the harder they try, the better they get.
          In the chapter “Homework and Practice” the information that stuck out to me most was the list of recommended websites for homework.  I think this will be very helpful because when we send homework home, we really don’t know who is doing the work.  We can only rely on work that was done in the classroom under our supervision.  For this reason, when we get work back we provide feedback but cannot use it as an actual grade.  “McREL’s research on homework [does] support [that] parent involvement […] should be kept to a minimum” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Another strategy in this chapter I found useful was the Research tool in Microsoft Word.  I knew that it existed but have never really found a need for it.  I can see, however, how it would be better for elementary, and even older, students to not have to get on the internet and find information.  For students to be able to search for information that they know will be reliable right from their word processing document will make the process much easier.  I know that students do need to know how to do research but for smaller projects it may be easier for students to just use the research feature instead of trying to sift through all of the World Wide Web’s information available.  I believe that this feature relates to behaviorism by trying to help guide the students to correct information.  If we only allow them to use one source, and encyclopedia, then we are only allowing them to use that one site.  That way we are causing students’ research to go one way, the way we want it.  This may not be our first purpose but this is one way in how this strategy relates to behaviorism.
          In conclusion, you can find behaviorism in many teaching strategies and many of these strategies are beneficial for students and teachers.  I believe that many of the strategies in Using Technology with Classroom Instruction that Works will be helpful in my teaching career.  I find them to be particularly applicable with my grade level of 5^th graders.         

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

For more information see:

• Behaviorism
• The Behaviorism Orientation
• Using Technology with Classroom Instruction that Works by Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn & Kim Malenoski 

Reflection

            This course has helped me develop my own technology skills as a professional teacher in many ways.  I had started a blog for my class last year as our District is on a plan to have every single teacher have a classroom blog up and running by next school year.  I would say I think of myself as already tech-savy but in no way am I a tech-expert.  This class has helped me decide what I need to put on my blog and what is unnecessary.  This class also helped me hone in on what skills I need to work more on and what skills I am pretty good at.  I found that I really need to work on Podcasting.  Podcasts were very hard for me to figure out but I do see the benefit in podcasting.

            I have deepened my knowledge of the teaching and learning process by really understanding that you need to plan with your end result in mind.  You need to think about what you want your students to learn and how you can best teach that using as much technology as necessary.  I also think that you need to try to put technology into projects even if you aren’t 100% comfortable with that technology yet.  You need to be open with your students and let them know that you will work with them and that you don’t know everything also.  I would want to say that we are learning together.

            I think that I have changed my perspective from being less teacher-centered to more learner-centered by wanting to create more projects and assignments for self-discovery.  I want the students to have more genuine learning experiences facilitated by me.  I don’t want to just tell them what is supposed to happen or what is going to happen, I want them to try it themselves.  I want them to make their own mistakes and try again.

            I can continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by continuing to stay on top of current technology.  I want to make sure that I have that connection with my students where they feel that they can talk to me and correct me and inform me of new things.  I want to make sure that students feel comfortable talking to me about their lives and their world.

            One goal that I would like to achieve would be to use my ActiveExpression every day in several different subjects. Now I do use the Expressions every day.  I use it at least one time in the morning to check in and often I use it in math at least 2-3 times a week.  I would really like to use the Expressions in every subject.  I will need to get creative in how I use them.  I think that this will really expand their engagement as they love using the Expressions.  The whole 5^th grade has ActivExpressions and we just got them about 3 months before school ended last year so we are still learning how to use them.

            Another goal that I would like to achieve is to get the kids on the computers at least once a week by the end of this year and at least 2-3 times a week by the following year.  I plan to do this by setting aside time for the computer.  I only have five computers in my room so I will need to rotate the kids.  I will do this by creating another activity for the kids to do.  I may even create ‘stations’ for the kids to rotate through.  This will take some more thinking and asking around and searching the web for answers.

          Referring back to the checklist from Week 1, my answers have not really changed too drastically.  I think once school goes back in session I will really know.  I do think that as I start this new year, lessons learned from this class will change my teaching style and lessons.

Podcasting

Please click this link to my Podcasts.

Evaluating 21st-Century Skills

My reaction to the site:

I thought that the site seemed helpful.  It aimed to educate about the cause.  Overall I think that the site is helpful and could be beneficial.  I have never heard about this specific cause until now.  The site provides lots of information regarding how wonderful their cause it but I would have liked to see what some of the other positions are that are not favoring it.  However, I can totally see why they didn’t put those on the site (or somewhere easily accessible – because I didn’t find them anywhere)

Information that surprised and/or helped develop new understandings:

Learning that 16 states are already on board, I am kind of surprised that Washington is not on the list.  I feel like Washington State is pretty on top of it when it comes to technology.  Thinking about it, I feel that our administrators and investigating it fully to be sure of the possible repercussions.

Information I disagree with:

I will admit that I am not one to be super critical of something that I am not very familiar with.  That being said the only things that I disagree with are some of the suggestions that the site says that you should do.  It isn’t that I disagree with them as much as I’m not sure how much people could actually do these things.  For example the site says that if you are a “business leader or community leader” you can “provide students with authentic learning opportunities”.  I’m not sure that business leaders or community leaders with no education on educational wording they won’t necessarily know what authentic learning opportunities are.  I am sure that if they really wanted to find out it really wouldn’t be that hard.

Implication for students and myself as a contemporary educator:

I believe that this would be extremely beneficial for students.  I think that the district that I am in would have no problem complying with what the site is trying to orchestrate.  I know that Washington State is moving towards the common core standards.

Some things that I worry about would be how much time it would take out of our already tightly packed day.  Obviously, I would want to incorporate technology into each subject but some of the 21^st century skills could prove challenging to work into each grade level.

Don't be too harsh on the comments, but they are appreciated - thanks!  :)

Blogging in the Classroom

I might use a blog in my classroom to post homework or newsletters for my students and parents.  I think that having an area for students (and parents) to find homework would be beneficial.  I know that in my classroom I require the kids to copy down homework in their planners.  Many times students won't write down an assignment because they already did it.  If parents could see all the homework (even the work their child has completed), they could double check to be sure that they did complete it.  This is something that I may try to tackle this year.
Another reason for a blog in the classroom could be to help students develop their writing.  I know that I post prompts for my students to answer and this allows them to go as deep as they want into the prompt and to backup their reasons.
I started a blog at the end of this year for my class and only got to do some quick prompts.  I think that a blog could be a place to reflect and interact about content.  I will need to further deepen my expectations for my blog before I decide how I want my students to use it.  I also think that at 5th grade they may not be ready to reply to others responses.  I first want to develop their understanding of how to respond with quality thoughts.  I think that a blog could be a place for the students to showcase their work, most defiantly.  I don't think that at 5th grade, this will be something I will tackle (at least not yet).  I do, however, see how this could be beneficial.  Students get to show off something great that they can do, or show something they worked really hard on, and they can get feedback from their peers.
I think that a blog could enhance a lesson by further extending the students thinking.  I think that they could access a website to do some deeper thinking or respond to classmates thinking and questions.  
If you haven't caught it yet, I am a 5th grade elementary teacher.  I believe that a blog will unite the class together as a whole and will deepen the child's respect for each other and for the internet and the power that it can have - and will have - on their education.

Testing my RSS feed.