My view and understanding of the tools available has increased dramatically. The Wiki - although I am far from proficient, can be a great in class tool as well as a place for internet workshops and a good classroom project tool.
The smart board is great. Generally, this was a very important class for me as I was not aware of a great deal of the tools. Some tools I don't see as applicable for special education Response to intervention. However, we have not yet had instruction on lesson planning and have not yet worked with students in the classroom. Our internship starts Monday.
Quality and appropriate material. I think we have had blog chats about the frustration most of us experienced as this class is like trying to take a sip of water out of a firehose.
I offer the following suggestion female to female. One of the things that would really decrease frustration would be for you to consider the Gradual Release Method of student learning
Process You do, We watch, You do-we help- we do it you help then we do it.
What seemed to be happening was the first part and limited use of the second phase.
For must of us practice is helpful in terms of learning and retention. One suggestion would be to have you demonstrate the tool and then have two assignments to do in class. This would help the student and you evaluate the state of knowledge acquired.
3. Moving Forward. The last three projects were helpful from a trial and error perspective. I will really need to spend a great deal of time with smartboard and wiki spaces. At least I know now what is still really difficult for me. My goal is to get proficient so that my classroom will have a teacher that teaches in a meaningful way which engages them to learn.
Wednesday, July 6, 2011
Tuesday, June 28, 2011
Week 5 Technology
The smartboard project took a great deal of time. I believe that it should become easier as I have real objectives and classroom. Further comments can be found on my rubric.
The list of websites devoted to teaching and learning through technology is very helpful and thought provoking.
There were some sites that I felt were potentially dangerous such as livemocha.com. Asking children to hook up with strangers on line raises big red flags.
The 2 websites that appeal to my desire to more actively engaging students are Journey North ( http://www.learner.org/jnorth)and safesharetv (http://www.safesharetv.tv)
As I expect to be teaching general science Journey North is "a robust, interactive tool that tracks student progress towards specific goals, uses self selected content" and it is live (Annenberg, 2010). The migration of any species is always unique one season to the next.
This is a very focused activity that requires the same academic output yet input is unique. This also creates a platform for students to present and teach other children in the class which supports self esteem and confidence. I also like the fact that the class can also compare the results of the prior year migration and then draw comparisons and analyze how this impacts their prediction of future results.
Lastly, the process by which students acquire necessary data is safe and also purged for authenticity.
The second site, sharesav.tv is a resource that I believe will support the ability to use Internet project as a teaching tool. This resource allows me to pre-screen the data that is in the student's projects and eliminate any inappropriate content.
I also have the chance to understand the validity of the information and research sites listed as useful to gain further information. The ability to have a wide variety of websites in one location will allow for consistent access to data and questions, inquiries from the class are contained in the website content. It appears one needs to set up an account so I have not yet been able to source or find information for further research.
If I were to use either of these tools in the class room, I would insist that everyone go to the website, www.Albion.com and reference the book Netiquette (Shea, 1994) so there is an understanding of what is appropriate when interacting on line. She is known as the Emily Post for the digital age. The full text is available on the Albion website.
References:
Shea, V. (1994). Netiquette Albion Books.
Retrieved June 27, 2011 from http://www.albion.com/netiquette/book/0963702513p4.html
Annenberg (2010). Journey North: A global study of wildlife migration and seasonal change. Annenberg Learner. Retrieved June 26, 2011, from
http://www..learner.org/jnorth/Annenberg Learner
The list of websites devoted to teaching and learning through technology is very helpful and thought provoking.
There were some sites that I felt were potentially dangerous such as livemocha.com. Asking children to hook up with strangers on line raises big red flags.
The 2 websites that appeal to my desire to more actively engaging students are Journey North ( http://www.learner.org/jnorth)and safesharetv (http://www.safesharetv.tv)
As I expect to be teaching general science Journey North is "a robust, interactive tool that tracks student progress towards specific goals, uses self selected content" and it is live (Annenberg, 2010). The migration of any species is always unique one season to the next.
This is a very focused activity that requires the same academic output yet input is unique. This also creates a platform for students to present and teach other children in the class which supports self esteem and confidence. I also like the fact that the class can also compare the results of the prior year migration and then draw comparisons and analyze how this impacts their prediction of future results.
Lastly, the process by which students acquire necessary data is safe and also purged for authenticity.
The second site, sharesav.tv is a resource that I believe will support the ability to use Internet project as a teaching tool. This resource allows me to pre-screen the data that is in the student's projects and eliminate any inappropriate content.
I also have the chance to understand the validity of the information and research sites listed as useful to gain further information. The ability to have a wide variety of websites in one location will allow for consistent access to data and questions, inquiries from the class are contained in the website content. It appears one needs to set up an account so I have not yet been able to source or find information for further research.
If I were to use either of these tools in the class room, I would insist that everyone go to the website, www.Albion.com and reference the book Netiquette (Shea, 1994) so there is an understanding of what is appropriate when interacting on line. She is known as the Emily Post for the digital age. The full text is available on the Albion website.
References:
Shea, V. (1994). Netiquette Albion Books.
Retrieved June 27, 2011 from http://www.albion.com/netiquette/book/0963702513p4.html
Annenberg (2010). Journey North: A global study of wildlife migration and seasonal change. Annenberg Learner. Retrieved June 26, 2011, from
http://www..learner.org/jnorth/Annenberg Learner
Week 6 Video editing projectg
It feels great to be coming down the home stretch in this class. Last project to tackle is the wiki.
The video project was fun, frustrating and ultimately good experience. I must say, however, that as with many of our course projects, the lack of time available to get hands on experience with the software made the project painfully long.
The number of requirements necessary to meet minimum standards for the video was really, really aggressive given we had a 1 hour demo as the whole of our instruction.
As I reflect on this class, I can't help but feel that either the syllabus is way too broad and the deliverables are not consistent with the brief instruction we have received don't correspond with our experience. Or the deliverables are right and the syllabus is way too aggressive.
I am left feeling like I have a lot of morsels but no solid food.
I have learned very little about a lot of platforms. I am disappointed because as pre service teachers we need to know this technology.
The video project was fun, frustrating and ultimately good experience. I must say, however, that as with many of our course projects, the lack of time available to get hands on experience with the software made the project painfully long.
The number of requirements necessary to meet minimum standards for the video was really, really aggressive given we had a 1 hour demo as the whole of our instruction.
As I reflect on this class, I can't help but feel that either the syllabus is way too broad and the deliverables are not consistent with the brief instruction we have received don't correspond with our experience. Or the deliverables are right and the syllabus is way too aggressive.
I am left feeling like I have a lot of morsels but no solid food.
I have learned very little about a lot of platforms. I am disappointed because as pre service teachers we need to know this technology.
Monday, June 27, 2011
End of Day T2P week 5
I loved the fact that we had the chance to think toward the student as a whole. The Motivation, The Emotional impact on learning, the brain and how we contribute towards shaping our own learning style and intrinsic rewards, the social aspects of learning and the importance of bringing the authentic self to every event.
I spent a great deal of time yesterday putting together what I believe to be a pretty tight T2P. This is posted under week 5.
Interestingly, I am surprised or have dissonance regarding the final assignment. Not the work or the thought process. Rather I think it may be the deliverable and how it is coming together for me.
As usual, I need time to sit with the information presented today and see how it might alter or refine my thinking on the nuances of ethics and values and how it impacts the classroom.
T2P Week 5
If the teacher actively models and encourages trust and empathy, provides meaningful content and attends to the emotional and intellectual need of the students nestled in an inquiry based, knowledge seeking environment
I spent a great deal of time yesterday putting together what I believe to be a pretty tight T2P. This is posted under week 5.
Interestingly, I am surprised or have dissonance regarding the final assignment. Not the work or the thought process. Rather I think it may be the deliverable and how it is coming together for me.
As usual, I need time to sit with the information presented today and see how it might alter or refine my thinking on the nuances of ethics and values and how it impacts the classroom.
T2P Week 5
If the teacher actively models and encourages trust and empathy, provides meaningful content and attends to the emotional and intellectual need of the students nestled in an inquiry based, knowledge seeking environment
then students will have the opportunity to be an active participant selecting
meaningful content aligned with an important goal that motivates and engages them academically and emotionally allowing them to construct meaningful knowledge by critically analyzing, assimilating or accommodating newly acquired information that erects a framework which is flexible yet strong enough to endlessly support new information as it becomes available
because he/she created knowledge in a way that is transformative and unique, enhancing self confidence, evolving emotional literacy and infinitely expands the possibilities of future learning such that motivation and curiosity sustain the desire to learn and learning provides motion and curiosity.
Sugata Mitra recognizes that in nature, all systems self organize to support the group. His research demonstrates that our children self organize in order to learn (mitra, 2009). They teach themselves, then they teach others and others learn by watching. I support the notion that the desire to learn is natural and we instinctively support each other to learn. This is also supportive of the role motivation and empathy play in the learning process. Nel Noddings’ theory on the ethics and necessity of caring and how caring transforms the learning process into a meaningful, sustainable experience is supportive of Mitra’s theory.
References
Smith, M.K. 2004) Nel Noddings, the ethics of care and education, the encyclopedia of informal education, http://www.infed.org/thinkers/noddings.htm
Goodman, G.S. (2008)Educational psychology An application of Critical Constructivism, New York, Lang.
A good teacher is
A good teacher
understands that there are 2 agendas in each day.
One is to share knowledge in a way that is meaningful and can be constructed so as to assimilate assimilated new information
One is to expose the students to ethics
A good teacher can sense the energy in the room and adapt on the fly
A good teacher models truth and walks the walk
A good teach engages her students in learning activities - allows creativity
A good teacher provides opportunities for students to build self esteem and confidence
A good teacher for her students and shows it in ways they can recognize
A good teacher graciously accepts feedback and gives it authentic consideration
A good teacher knows when a student is struggling and has created an environment in which it is safe for the student to ask for help
A good teacher starts with the big picture and challenges the students to analyze and give thought as to what it means to them
A good teacher can laugh at herself
A good teacher embraces group learning
A good teacher provides varied activities to capture imagination
A good teacher lays the platform for alife long desire to learn
If the teacher models and encourages trust in a safe inquiry based, knowledge seeking environment
If the teacher models and encourages trust in a safe inquiry based, knowledge seeking environment
then students will have the opportunity to critically analyze, assimilate or accommodate newly acquired information such that the knowledge authentically challenges their values beliefs and construct of the environment.
because he/she created knowledge in a way that is relevant and meaningful, it expands the possibilities of future learning and fosters self confidence, collaboration and the ability to have strong convictions about the end result.
*** I would add Nel Noddings and Daniel Goldman
Paulo Friere and Lev Vgotsky would contend that this learning could not have been created without the (MKO) more knowledgeable other trading roles between teaching and learning with his/her student. Friere believed that the ability to question and create dialectic information between people yields the most robust results. As Vogetsky believes, each learner comes to this place with a unique set of experiences and is thus able to synthesize the learning such that it enables each student to create his/her truth and have the convictions to carry this knowledge forward.
TCPCG Week 5 Motivation
Ola Sra. Mondragon,
Esperando que te encuentres que se encuentre bien.
(*I hope that this message finds you well. English translation only added for assignment purposes)
Thank you for asking Dr. Garcia for input regarding Ronnie, your struggling student.
I sympathize with your concern for Ronnie and also with the frustration he is experiencing. Serendipitously, My focus is on learning and teaching children with special needs. The class is now studying learning theories that might be of help.
Exchange students can easily be overwhelmed as they try to assimilate to a new environment. This is common and may be enhanced if the following issues are present: the content is above the student’s ability, the student feels that they will not succeed in the new environment, the content and context don’t fit with prior understanding or the information is not supporting the student’s goals.
Unfortunately, the reality of Ronnie’s situation created anxiety and confusion which quickly squelched Ronnie’s motivation because his situation did not contain the 3 important elements effecting learning: the content was not tied to his self chosen objective of becoming a teacher, the context and social reward system inherently excluded Ronnie, the work was not commensurate with his ability (Goodman, 2008)
The result is that Ronnie has completely disengaged from the experience.
With greatest respect, I believe you are unknowingly contributing to the situation. You articulated that you are frustrated and don’t have positive feelings about Ronnie. This is impactful as Ronnie is now struggling with his self esteem as he falls further behind, the shift to teaching for a test inherently segregated Ronnie which makes him feel isolated and lastly he now feels the (real or perceived) withdrawal of your support and attention reinforcing his belief that he has already failed.
Ultimately Ronnie has lost motivation and his interest in learning such that it now affects his quality of life and his self esteem. This adds an additional complication as Ronnie now has emotional barriers to learning that will need to be addressed. A school of theorists suggest that emotional intelligence is more closely linked to success than IQ and is closely entwined with motivation. Neither EI or IQ alone is a recipe for failure in every situation(Goodman, 2008).
When reinforced and supported, motivation drives a person to procrastinate less, persevere longer and actively engage in the task at hand which results in improved performance. We need to recognize that in this instance Ronnie is a student with special needs as his fluency skills make it difficult for him to succeed in the general education classroom.
As the standard curriculum is currently focused on things that don’t effect Ronnie, this time could be productively used to instruct Ronnie at the appropriate level so that his growth will be measured from the appropriate benchmark.
There is scientific research that focuses on what is motivating to learners. The findings support that individuals allowed to choose the learning content which enables them to drive for mastery in an area which holds great meaning produce the most robust and innovative results (Pink, ).
In order to distill down the quantity of information so that it is actionable is a complex project. I have found the website Priceless-Teaching-Strategies.com to be most helpful. It has resources that address the many ways that teachers can facilitate and create the best environment in which learning can occur. The link follows.
http://priceless-teaching-strategies.com.
I look forward to the day when Ronnie teaches me conversational Spanish.
Lori Klimach -
Theory to Practice (volume 4, edition 82).
If the teacher actively models and encourages trust and empathy, provides meaningful content and attends to the emotional and intellectual need of the students nestled in an inquiry based, knowledge seeking environment
then students will have the opportunity to be an active participant selecting
meaningful content aligned with an important goal that motivates and engages them academically and emotionally allowing them to construct meaningful knowledge by critically analyzing, assimilating or accommodating newly acquired information that erects a framework which is flexible yet strong enough to endlessly support new information as it becomes available
because he/she created knowledge in a way that is transformative and unique, enhancing self confidence, evolving emotional literacy and infinitely expands the possibilities of future learning such that motivation and curiosity sustain the desire to learn and learning provides motion and curiosity.
Sugata Mitra recognizes that in nature, all systems self organize to support the group. His research demonstrates that our children self organize in order to learn (mitra, 2009). They teach themselves, then they teach others and others learn by watching. I support the notion that the desire to learn is natural and we instinctively support each other to learn. This is also supportive of the role motivation and empathy play in the learning process. Nel Noddings’ theory on the ethics and necessity of caring and how caring transforms the learning process into a meaningful, sustainable experience is supportive of Mitra’s theory.
References
Smith, M.K. 2004) Nel Noddings, the ethics of care and education, the encyclopedia of informal education, http://www.infed.org/thinkers/noddings.htm
Goodman, G.S. (2008)Educational psychology An application of Critical Constructivism, New York, Lang.
Pink, D., Need info
Esperando que te encuentres que se encuentre bien.
(*I hope that this message finds you well. English translation only added for assignment purposes)
Thank you for asking Dr. Garcia for input regarding Ronnie, your struggling student.
I sympathize with your concern for Ronnie and also with the frustration he is experiencing. Serendipitously, My focus is on learning and teaching children with special needs. The class is now studying learning theories that might be of help.
Exchange students can easily be overwhelmed as they try to assimilate to a new environment. This is common and may be enhanced if the following issues are present: the content is above the student’s ability, the student feels that they will not succeed in the new environment, the content and context don’t fit with prior understanding or the information is not supporting the student’s goals.
Unfortunately, the reality of Ronnie’s situation created anxiety and confusion which quickly squelched Ronnie’s motivation because his situation did not contain the 3 important elements effecting learning: the content was not tied to his self chosen objective of becoming a teacher, the context and social reward system inherently excluded Ronnie, the work was not commensurate with his ability (Goodman, 2008)
The result is that Ronnie has completely disengaged from the experience.
With greatest respect, I believe you are unknowingly contributing to the situation. You articulated that you are frustrated and don’t have positive feelings about Ronnie. This is impactful as Ronnie is now struggling with his self esteem as he falls further behind, the shift to teaching for a test inherently segregated Ronnie which makes him feel isolated and lastly he now feels the (real or perceived) withdrawal of your support and attention reinforcing his belief that he has already failed.
Ultimately Ronnie has lost motivation and his interest in learning such that it now affects his quality of life and his self esteem. This adds an additional complication as Ronnie now has emotional barriers to learning that will need to be addressed. A school of theorists suggest that emotional intelligence is more closely linked to success than IQ and is closely entwined with motivation. Neither EI or IQ alone is a recipe for failure in every situation(Goodman, 2008).
When reinforced and supported, motivation drives a person to procrastinate less, persevere longer and actively engage in the task at hand which results in improved performance. We need to recognize that in this instance Ronnie is a student with special needs as his fluency skills make it difficult for him to succeed in the general education classroom.
As the standard curriculum is currently focused on things that don’t effect Ronnie, this time could be productively used to instruct Ronnie at the appropriate level so that his growth will be measured from the appropriate benchmark.
There is scientific research that focuses on what is motivating to learners. The findings support that individuals allowed to choose the learning content which enables them to drive for mastery in an area which holds great meaning produce the most robust and innovative results (Pink, ).
In order to distill down the quantity of information so that it is actionable is a complex project. I have found the website Priceless-Teaching-Strategies.com to be most helpful. It has resources that address the many ways that teachers can facilitate and create the best environment in which learning can occur. The link follows.
http://priceless-teaching-strategies.com.
I look forward to the day when Ronnie teaches me conversational Spanish.
Lori Klimach -
Theory to Practice (volume 4, edition 82).
If the teacher actively models and encourages trust and empathy, provides meaningful content and attends to the emotional and intellectual need of the students nestled in an inquiry based, knowledge seeking environment
then students will have the opportunity to be an active participant selecting
meaningful content aligned with an important goal that motivates and engages them academically and emotionally allowing them to construct meaningful knowledge by critically analyzing, assimilating or accommodating newly acquired information that erects a framework which is flexible yet strong enough to endlessly support new information as it becomes available
because he/she created knowledge in a way that is transformative and unique, enhancing self confidence, evolving emotional literacy and infinitely expands the possibilities of future learning such that motivation and curiosity sustain the desire to learn and learning provides motion and curiosity.
Sugata Mitra recognizes that in nature, all systems self organize to support the group. His research demonstrates that our children self organize in order to learn (mitra, 2009). They teach themselves, then they teach others and others learn by watching. I support the notion that the desire to learn is natural and we instinctively support each other to learn. This is also supportive of the role motivation and empathy play in the learning process. Nel Noddings’ theory on the ethics and necessity of caring and how caring transforms the learning process into a meaningful, sustainable experience is supportive of Mitra’s theory.
References
Smith, M.K. 2004) Nel Noddings, the ethics of care and education, the encyclopedia of informal education, http://www.infed.org/thinkers/noddings.htm
Goodman, G.S. (2008)Educational psychology An application of Critical Constructivism, New York, Lang.
Pink, D., Need info
Tuesday, June 21, 2011
Week 4 T2P
If the teacher models and encourages trust in an inquiry based, knowledge seeking environment and presents challenges at the student's instructional level
then students will have the opportunity to achieve optimal learning in ways that are relevant to them and allows them to demonstrates cognitive understanding and mastery which builds self esteem and confidence in their ability to assimilate new information because
because they have actively participated in the process, have assimilated this knowledge into their existing cognitive framework and can freely and creatively express themselves
Not in context not in context....
Friere theorizes that group, social, critical thinking = knowledge and growth. Piaget would say appropriate cognitive level
that will influence their critical thinking, enhance their self esteem and stimulate their natural predisposition to learn and consequently desire to express themselves in meaningful dialog that may spur individual and social discourse. many situations that will increase their self confidence in ways that are personally valued by the student.
then students will have the opportunity to achieve optimal learning in ways that are relevant to them and allows them to demonstrates cognitive understanding and mastery which builds self esteem and confidence in their ability to assimilate new information because
because they have actively participated in the process, have assimilated this knowledge into their existing cognitive framework and can freely and creatively express themselves
Not in context not in context....
Friere theorizes that group, social, critical thinking = knowledge and growth. Piaget would say appropriate cognitive level
that will influence their critical thinking, enhance their self esteem and stimulate their natural predisposition to learn and consequently desire to express themselves in meaningful dialog that may spur individual and social discourse. many situations that will increase their self confidence in ways that are personally valued by the student.
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