The most striking revelation I have had about the teaching of new literacy skills to my students as a result of this course is that even in kindergarten, students need to learn the importance of citing their resources. I have never thought to employ this concept to my students. However, now we authenticate our drawings/writings, and I reiterate the sources we use in our classroom. I think it is vitally important to teach them now the importance of 'giving credit where credit is due' because it gives them a sound grasp on the concept as they become more and more advanced in thier writings and readings.
The knowledge and experience gained in this course will influence my teaching practices in that I am aware that the term "literacies" encompasses so much more than it did when I was in school. Dr. Douglas Hartman introduced the term 'new literacies' as the way we as educators need to support and prepare our students for THEIR future. Although their future will utilize books to a degree, their future is online. I am responsible for teaching my kids the new literacies: to question, how to search for reliable information, how to evaluate that information, to synthensize, and to communicate that information (Laureate, 2009).
One professional development goal I would like to persue is relating to my students how to determine relevant and nonrevelant information. This concept goes along with teaching students the difference in fact and fiction which is one of Georgia's kindergarten standards. During the development of my unit for this course, I was able to focus on developments I learned during this course. I will read fiction and non fiction books to my students then lead my students into asking questions about both books. I will also model relevant and non relevant websites explaining that some websites post opinions.
Monday, December 28, 2009
Sunday, August 2, 2009
Constructivist/Constructionist
I see Jean Piaget's learning theory as a "lone investigator", one who if left on their own, would still grow and learn on their own. Active learning plays a vital role in the learning process, and I believe it is the responsibility to engage and enhance student learning and empower curiosity.
Dr. Micheal Orey explained constructiVism as what is unique to you as constructing ones own meaning, and constructioNism as using first hand experiences to understand things - getting involved - building. Orey also discussed the differences between assimilation and accomodation. Learning can be enhanced by discovering what the student already knows - assimilation, and applying new concepts to their own prior knowledge - accomodation.
In our text, one teacher has her students create a spreadsheet to demonstrate the importance of being a good money manager. This strategy correlates with constructionism because the students are building something. They will assimilate their prior knowledge of money and investing, and accomodate what they learn about saving accounts and the stock market.
Another teacher used constuctionism by having her students build a chart to explore the acid in rainfall.
I am comfortable with the definition that constructionism is building where constructivism is no "absolutes" and constructing ones own meaning.
I am a believer in Piaget’s constructivist view that the role of the teacher is to facilitate and guide students’ ideas and conceptions after giving them the opportunity to formulate their own resolutions. It is the teacher’s responsibility to engage students to a higher level of thinking thus empowering their curiosity and intellect.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Dr. Micheal Orey explained constructiVism as what is unique to you as constructing ones own meaning, and constructioNism as using first hand experiences to understand things - getting involved - building. Orey also discussed the differences between assimilation and accomodation. Learning can be enhanced by discovering what the student already knows - assimilation, and applying new concepts to their own prior knowledge - accomodation.
In our text, one teacher has her students create a spreadsheet to demonstrate the importance of being a good money manager. This strategy correlates with constructionism because the students are building something. They will assimilate their prior knowledge of money and investing, and accomodate what they learn about saving accounts and the stock market.
Another teacher used constuctionism by having her students build a chart to explore the acid in rainfall.
I am comfortable with the definition that constructionism is building where constructivism is no "absolutes" and constructing ones own meaning.
I am a believer in Piaget’s constructivist view that the role of the teacher is to facilitate and guide students’ ideas and conceptions after giving them the opportunity to formulate their own resolutions. It is the teacher’s responsibility to engage students to a higher level of thinking thus empowering their curiosity and intellect.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Here is my voice thread. I hope the pictures change with the poem. If not, you will have to click each picture.
https://voicethread.com/#e573632
https://voicethread.com/#e573632
Thursday, July 16, 2009
Cognitivism
After diving into cognitivism, I have found it will be difficult to stay on topic with this assignment. I have found many ways to apply cognivitism into my lesson planning, and cannot wait to implement them.
In kindergarten I introduce a unit/lesson many times by using KWL charts. I like them because they activate prior knowledge and force the students to ask questions; therefore, forcing thinking skills and interest. Students/teachers can use inspiration to create templates for students to fill in. Using graphic organizers gives students a visual representation that allows them to organize and process information. The visual representation is a strategy relative to cognitivism because it involves the senses. Integrating the senses enhances long term memory and brought about a process called “dual coding”. Dual coding states that the brain recalls images, smells, etc. more than text because it stimulates prior knowledge and experiences (Orey, 2001).
Power points are a technology tool that connects cognitivism by also using visual cues. As Dr. Orey said in his video – make sure to make the connection between what is being taught and the images.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In kindergarten I introduce a unit/lesson many times by using KWL charts. I like them because they activate prior knowledge and force the students to ask questions; therefore, forcing thinking skills and interest. Students/teachers can use inspiration to create templates for students to fill in. Using graphic organizers gives students a visual representation that allows them to organize and process information. The visual representation is a strategy relative to cognitivism because it involves the senses. Integrating the senses enhances long term memory and brought about a process called “dual coding”. Dual coding states that the brain recalls images, smells, etc. more than text because it stimulates prior knowledge and experiences (Orey, 2001).
Power points are a technology tool that connects cognitivism by also using visual cues. As Dr. Orey said in his video – make sure to make the connection between what is being taught and the images.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, July 11, 2009
Behaviorism in Practice
It is my belief that classroom instruction must include aspects of behaviorism to be successful. On page 188 of the text "Using Technology with Classroom Instruction that Works", it talks about the importance of practice, exposure, and immediate feedback. All of these recommendations are consistent with behaviorism.
Incorporating technology enhances student learning through behaviorism. There are many computer software programs that allow drill and practice and offer immediate feedback. Some of them progress at the individual students' pace which is a great tool for drill and practice. As stated in the text, web resources allow students to practice at home. Some of my homework assignments are websites students can work on at home.
As a behaviorist I believe that drill and practice are important, – the more we perform a task, the better we get! Dr. Wolfe reiterates this idea in the video presentation when she states that the more our brains are activated, the more learning is increased (Laurete, Wolfe).
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Wolfe.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Incorporating technology enhances student learning through behaviorism. There are many computer software programs that allow drill and practice and offer immediate feedback. Some of them progress at the individual students' pace which is a great tool for drill and practice. As stated in the text, web resources allow students to practice at home. Some of my homework assignments are websites students can work on at home.
As a behaviorist I believe that drill and practice are important, – the more we perform a task, the better we get! Dr. Wolfe reiterates this idea in the video presentation when she states that the more our brains are activated, the more learning is increased (Laurete, Wolfe).
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Wolfe.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, April 26, 2009
Reflection
This class has helped me develop my own technology skills in many ways. I was very nervous when I began this course because of my lack of technological prowess; however, I soon realized that with a lot of work I could incorporate many interesting and exciting lessons in my classroom. The most important thing this class gave me was confidence. The confidence to accomplish my desire to build a technology friendly classroom. It deepened my sense of the teaching and learning process by proving how important and relative technology is to learning and future success in any field my students or I may persue. My perspective of a learner-centered classroom was confirmed during this class. I have always felt learning is heightened when students are involved. Some ways I accomplish a learner-centered classroom are debating, making posters, and by using my active board. One plan to expand student achievement using technology is by incorporating more lessons using my active board. I plan to create some of my own flipcharts my students can participate in and experiment with.
One goal I visualize in my future classroom environment is adding two more computers in my room which I will use to incorporate more group activities, for individual assessing, and to enhance my students' creativity. I plan to write a grant in order to overcome the cost of adding these computers.
This class has enhanced a lure of technology for me, and proven its vital impact to society and learning.
One goal I visualize in my future classroom environment is adding two more computers in my room which I will use to incorporate more group activities, for individual assessing, and to enhance my students' creativity. I plan to write a grant in order to overcome the cost of adding these computers.
This class has enhanced a lure of technology for me, and proven its vital impact to society and learning.
Monday, April 6, 2009
Podcast interview with k and 5th grade students regarding technology
This podcast was created to see how familiar students are with technology. I interviewed three kindergarten students and four fifth grade students and asked questions ranging from how often they watch television to active board use in their classrooms.
The demographics in my kindergarten classroom include sixteen students of whom ten are caucasian, five are Hispanic, and one is from China. Three are upper middle class, four are in the lower socio-economic status, with the remainder being middle class. All but one of my students have a computer at home - which surprised me. They all have a television, and all of my students' parents have a cell phone. Some use a cell phone instead of a home phone, which I beleive will be the status quo in the near future.
It is difficult to hear clearly, but I hope you can distinguish our voices!
http://amorea.podbean.com/
The demographics in my kindergarten classroom include sixteen students of whom ten are caucasian, five are Hispanic, and one is from China. Three are upper middle class, four are in the lower socio-economic status, with the remainder being middle class. All but one of my students have a computer at home - which surprised me. They all have a television, and all of my students' parents have a cell phone. Some use a cell phone instead of a home phone, which I beleive will be the status quo in the near future.
It is difficult to hear clearly, but I hope you can distinguish our voices!
http://amorea.podbean.com/
Sunday, April 5, 2009
Saturday, March 28, 2009
An interesting site to review and monitor is http://www.21stcenturyskills.org/.The site is easily navigated and offers some interesting articles on preparing ourselves and our students for the 21st century.
One of the links provided on the site is a discussion by Ken Kay entitled: "Every Student Deserves World Class Knowledge and World Class Skills". What I found to be so true is the importance of teaching not only core curriculum, but also incorporating citizenship skills. Skills that do not just "prepare students for the work force, but also the 21st century citizen". These skills work together. One area that I found to be very important is how the state of Iowa is teaching classes such as financial advisement. I do not think it is ever too early to teach these skills. Many students will never learn how to manage thier finances if not taught in school.
In the article "What to learn: 'core knowledge' or '21st-century skills'?" I think it is a shame that E.D. Hirsch Jr., said that it is "an ineffectual use of school time." I think we teach to tests to much. We do not even allow students time to absorb and master a standard before exposing them to something new. I think this teaches defeat and lowers self esteem.
I also think we can find ways to incorporate both skills in the same amount of time. I am learning to incorporate math and LA standards together into one lesson and etc.
I would like to see my state incorporate a full core curriculum.
One of the links provided on the site is a discussion by Ken Kay entitled: "Every Student Deserves World Class Knowledge and World Class Skills". What I found to be so true is the importance of teaching not only core curriculum, but also incorporating citizenship skills. Skills that do not just "prepare students for the work force, but also the 21st century citizen". These skills work together. One area that I found to be very important is how the state of Iowa is teaching classes such as financial advisement. I do not think it is ever too early to teach these skills. Many students will never learn how to manage thier finances if not taught in school.
In the article "What to learn: 'core knowledge' or '21st-century skills'?" I think it is a shame that E.D. Hirsch Jr., said that it is "an ineffectual use of school time." I think we teach to tests to much. We do not even allow students time to absorb and master a standard before exposing them to something new. I think this teaches defeat and lowers self esteem.
I also think we can find ways to incorporate both skills in the same amount of time. I am learning to incorporate math and LA standards together into one lesson and etc.
I would like to see my state incorporate a full core curriculum.
Friday, March 20, 2009
Thursday, March 12, 2009
I teach kindergarten at Varnell elementary in Dalton, Georgia. I have been in kindergarten for four years as a parapro and now as the classroom teacher. I love kindergarten, but want to teach American History in high school one day.
One way I think I may utilize blogging in my classroom would be with my parents. After making sure my parents had my blog site, I would post homework, our daily routines and activities, lunch menus, and upcoming events.
For example, for homework, I would post that parents allow their child to help them sort laundry and silverware for sorting practice.
I would post the lunch menu weekly so that parents could plan their child's lunch.
I would also post our activities weekly so that parents could better understand what the studnets are responsible for learning.
One way I think I may utilize blogging in my classroom would be with my parents. After making sure my parents had my blog site, I would post homework, our daily routines and activities, lunch menus, and upcoming events.
For example, for homework, I would post that parents allow their child to help them sort laundry and silverware for sorting practice.
I would post the lunch menu weekly so that parents could plan their child's lunch.
I would also post our activities weekly so that parents could better understand what the studnets are responsible for learning.
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