Sunday, October 25, 2009
Week 10 Technology Flood
My technology flood for the week is not being able to write enough. I feel like I am writing all that I can to fully answer this week's questions, but that the responses are inadequate. I have struggled with this week's questions. After reading other blogs, I understand more of what the questions were asking. It is helpful to read and reflect upon other views.
Ch. 9 Kearsley
Policies, require a lot of maintenance from many individuals to make a course successful. The part of this chapter that I connected with and related to the policies I encounter at work was the user policy agreement form that you must have to use a computer. The school system in which I work, requires that all users accessing technology, must have a policy agreement form on file before they can use the computers. I have to check and make sure that all my students have turned in a form before they can use computers in class or in the computer lab. Having the forms on file, are a way for the schools to ensure that content is acceptable and legitimate.
Week 10 Blog and Gator
Clarence Fisher writes about how his students demonstrate learning. Find one of his stories and write about it.
I read an article written by Fisher, "Units as Mash- Ups" and thought wow. I really liked the point that he was trying to convey about units of study being woven together with many layers of learning. The content of a unit does not have to be taught in a chronological order, because not all learners comprehend the content in the same way. The idea of throwing in multiple ways to learn content, is very appealing. Offering students the opportunity to voice their thoughts and learn from one another through technological tools such as blogs, wiki, and podcasts is such a great way to build up students' interest in learning. Giving students the chance for individual reflections, creates another avenue of learning the content ( in a much more appealing way for most learners).
How are other teachers writing about what's happening in their classrooms?
Teachers are writing about what's happening in their classrooms through websites, chat rooms, scholarly articles, newsletters, wiki, blogs, podcasts, and many more sources. I think one of the popular sources for teachers to reflect about their classrooms is through personal web pages. At my school, we have personal web pages that are a way to post learning successes and keep parents informed about important news. I think that we can learn from others' web pages and adapt new ideas to try in our own classrooms.
There's a lot of buzz about "portfolio" out there. What's the big deal?
Portfolios have negative and positive connotations. To me, portfolios have a positive impact on students. Yes, standardized portfolios are frowned upon by classroom teachers and students that have to complete them. Luckily, less emphasis is put upon the scoring of portfolios this year, although students are required to have a working portfolio. Students need be aware of the different forms and purposes of writing. Requiring students to include different types of writing pieces in their portfolio (personal narrative, transactive piece, etc.), builds their writing skills and assists them in becoming better writers. Putting together a portfolio, helps students have more tools to use as they write.
I read an article written by Fisher, "Units as Mash- Ups" and thought wow. I really liked the point that he was trying to convey about units of study being woven together with many layers of learning. The content of a unit does not have to be taught in a chronological order, because not all learners comprehend the content in the same way. The idea of throwing in multiple ways to learn content, is very appealing. Offering students the opportunity to voice their thoughts and learn from one another through technological tools such as blogs, wiki, and podcasts is such a great way to build up students' interest in learning. Giving students the chance for individual reflections, creates another avenue of learning the content ( in a much more appealing way for most learners).
How are other teachers writing about what's happening in their classrooms?
Teachers are writing about what's happening in their classrooms through websites, chat rooms, scholarly articles, newsletters, wiki, blogs, podcasts, and many more sources. I think one of the popular sources for teachers to reflect about their classrooms is through personal web pages. At my school, we have personal web pages that are a way to post learning successes and keep parents informed about important news. I think that we can learn from others' web pages and adapt new ideas to try in our own classrooms.
There's a lot of buzz about "portfolio" out there. What's the big deal?
Portfolios have negative and positive connotations. To me, portfolios have a positive impact on students. Yes, standardized portfolios are frowned upon by classroom teachers and students that have to complete them. Luckily, less emphasis is put upon the scoring of portfolios this year, although students are required to have a working portfolio. Students need be aware of the different forms and purposes of writing. Requiring students to include different types of writing pieces in their portfolio (personal narrative, transactive piece, etc.), builds their writing skills and assists them in becoming better writers. Putting together a portfolio, helps students have more tools to use as they write.
Week 10 Things to Write
1. How you might assess learning of a student who's "thinking like a learner?"
To assess a student that is "thinking like a learner", they need to be challenged. If one task is completed successfully and the learner has exceeded their expectations. Then more tasks should be given to challenge the learner about the information that is being studied. To assess, the learner has to have understood and accomplished assignments with a full understanding of the content. Then assessments include many forms. The assessment depends upon what type of assignments there are, ranging from writing tasks to projects. I think the learner will apply themselves as much as possible, if given reasonable tasks to complete. The learner must feel like the tasks are attainable and reachable, before they can be "thinking like a learner." If the tasks are not clear and the learner feels like the tasks are not attainable, the the learner will not be "thinking like a learner."
2. How do you know if students are learning anyway? Is it different if you're teaching in the classroom?
It is obvious to the teacher, whether or not the student is learning. It is the role of the teacher to know if the student is ascertaining the material. The teacher is not only the facilitator, but the manager of what is learned. If a student is receiving poor grades, then that student needs assistance or tips on how to bring their grades up. If a student is doing well, then the learner does not require assistance or tips on how to bring up their grades. Whether learning is taking place in a classroom or online, all of these suggestions apply to both types of learning environments. There is no difference of learning material in the classroom or online, the teacher will be able to determine if students are learning.
To assess a student that is "thinking like a learner", they need to be challenged. If one task is completed successfully and the learner has exceeded their expectations. Then more tasks should be given to challenge the learner about the information that is being studied. To assess, the learner has to have understood and accomplished assignments with a full understanding of the content. Then assessments include many forms. The assessment depends upon what type of assignments there are, ranging from writing tasks to projects. I think the learner will apply themselves as much as possible, if given reasonable tasks to complete. The learner must feel like the tasks are attainable and reachable, before they can be "thinking like a learner." If the tasks are not clear and the learner feels like the tasks are not attainable, the the learner will not be "thinking like a learner."
2. How do you know if students are learning anyway? Is it different if you're teaching in the classroom?
It is obvious to the teacher, whether or not the student is learning. It is the role of the teacher to know if the student is ascertaining the material. The teacher is not only the facilitator, but the manager of what is learned. If a student is receiving poor grades, then that student needs assistance or tips on how to bring their grades up. If a student is doing well, then the learner does not require assistance or tips on how to bring up their grades. Whether learning is taking place in a classroom or online, all of these suggestions apply to both types of learning environments. There is no difference of learning material in the classroom or online, the teacher will be able to determine if students are learning.
Sunday, October 18, 2009
Technology Trouble
I could not open this site George Siemens' blog on Connectivism. I did find articles related to this theory at OLDaily and was able to read about this theory there. I have blogged my thoughts on this new theory under things to do.
Wednesday, October 14, 2009
Week 9 Things to Write
Week 9 Things to Write
Citation (http://en.wikipedia.org/wiki/Constructivism_(learning_theory))
1. It has been awhile since I’ve researched and studied learning theories. I had to familiarize and refresh my knowledge of what Construcitivism views are. Piaget’s theory of constructivist learning has had a huge impact on learning theories and teaching methods. According to Piaget, play is important for cognitive deveolpment. I agree, students need hands-on approaches to learning. The constuctivist view believes that students learn through experience. I believe this too, partially. Students are always accumulating new information to add to their experiences. Some of the ways they learn are through the things they have had experiences with, such as field trips, projects, investigations and so on. Every learner is unique and learns in many different ways. “Social constructivism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture, or embedded worldview.” I do think that the learner has the responsibility to apply and collect information. Having the learner be in control of learning content, advocates them to take ownvership of learning.
2. Is Constructivism a theory or religion, why?
This is a tough question for me to answer. I feel that it is a theory and a religion at times. The learner is motivated from within to apply themselves. According to Vygotsky, sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. The theory holds true that, learning is an active experience and we should be challenged continually to reach our optimal development of growth. We are inspired from our religious stance, which drives the way we perform. The constructivism theory is just a theory, but it does correlate with one’s religion.
3. What do we KNOW about teaching and learning theories? How do we know?
We know about teaching and learning theories through our experiences. I have accumulated my knowledge of teaching and learning theories through research, discussion with other educators, and applications of lesson plans/other activities. We know as much information about learning, as we choose to know. I feel that if you want to be informed and aware of teaching strategies and learning theories you must be a lifelong learner. If you are not, you will not grow as an educator. You have to put forth the time and energy to study and research new ideas in education to modify ways that you teach.
Citation (http://en.wikipedia.org/wiki/Constructivism_(learning_theory))
1. It has been awhile since I’ve researched and studied learning theories. I had to familiarize and refresh my knowledge of what Construcitivism views are. Piaget’s theory of constructivist learning has had a huge impact on learning theories and teaching methods. According to Piaget, play is important for cognitive deveolpment. I agree, students need hands-on approaches to learning. The constuctivist view believes that students learn through experience. I believe this too, partially. Students are always accumulating new information to add to their experiences. Some of the ways they learn are through the things they have had experiences with, such as field trips, projects, investigations and so on. Every learner is unique and learns in many different ways. “Social constructivism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture, or embedded worldview.” I do think that the learner has the responsibility to apply and collect information. Having the learner be in control of learning content, advocates them to take ownvership of learning.
2. Is Constructivism a theory or religion, why?
This is a tough question for me to answer. I feel that it is a theory and a religion at times. The learner is motivated from within to apply themselves. According to Vygotsky, sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. The theory holds true that, learning is an active experience and we should be challenged continually to reach our optimal development of growth. We are inspired from our religious stance, which drives the way we perform. The constructivism theory is just a theory, but it does correlate with one’s religion.
3. What do we KNOW about teaching and learning theories? How do we know?
We know about teaching and learning theories through our experiences. I have accumulated my knowledge of teaching and learning theories through research, discussion with other educators, and applications of lesson plans/other activities. We know as much information about learning, as we choose to know. I feel that if you want to be informed and aware of teaching strategies and learning theories you must be a lifelong learner. If you are not, you will not grow as an educator. You have to put forth the time and energy to study and research new ideas in education to modify ways that you teach.
Tuesday, October 13, 2009
Ch. 10 Kearsley
This chapter focus on learning in the informative age. There are many points that this chapter dwells on including:
1. The gap between those with and those without computers.
2. The focus on technology, to some it is good and to others it is evil.
3. The individual's privacy is not protected in an online environment.
4. The quality of the information on the web may limited.
5. The cost of online education may not be possible for all.
6. There is resistance from individuals and organizations from fear to change.
Online education challenges learners and is different from learning that takes place in a traditional classroom. Which is better? I feel that the focus in the 21st century is on distance education. Learning in a traditional classroom setting is losing and learning through technology is winning. I think that everyone is responsibible to educate themselves and practice using technology in order to effectively be informed of issues in the world.
1. The gap between those with and those without computers.
2. The focus on technology, to some it is good and to others it is evil.
3. The individual's privacy is not protected in an online environment.
4. The quality of the information on the web may limited.
5. The cost of online education may not be possible for all.
6. There is resistance from individuals and organizations from fear to change.
Online education challenges learners and is different from learning that takes place in a traditional classroom. Which is better? I feel that the focus in the 21st century is on distance education. Learning in a traditional classroom setting is losing and learning through technology is winning. I think that everyone is responsibible to educate themselves and practice using technology in order to effectively be informed of issues in the world.
Subscribe to:
Posts (Atom)
