tag:blogger.com,1999:blog-13507946153215336022024-02-08T09:11:06.878-08:00Tech Talk: Meeting the Needs of Special StudentsVickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-1350794615321533602.post-85179459935644762662011-10-17T23:03:00.000-07:002011-10-17T23:03:49.907-07:00A Look Back<div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"> Looking back on my GAME plan, I am I have begun to close the gap between my enthusiasm and my competence in promoting 21<sup>st</sup> century learning skills. <span style="mso-spacerun: yes;"> </span>As part of my Walden journey I had to evaluate and acknowledge my limited knowledge of 21<sup>st</sup> century technology tools (Cennamo, Ross, and Ertmer, 2009).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Next, as my plan indicates, I had to research and practice using technology tools that included wikis, blogs, concept maps and a myriad of other engaging web 2.0 online aids to assist me in <span style="mso-spacerun: yes;"> </span>learning the course content.<span style="mso-spacerun: yes;"> </span>Quite surprisingly, the ISTE NETS for Teachers (laws, n.d.) (2a) that calls for incorporating digital tool into standards based instruction wasn’t the gradual two to five year integration plan that I had anticipated.<span style="mso-spacerun: yes;"> </span>Our Walden coursework demanded that, as self directed learners, not only did we utilize these tools in our own professional development, but we had to instantly incorporate them into lessons we designed and implemented.<span style="mso-spacerun: yes;"> </span>In addition we effectively participated in online professional learning communities providing guidance in carrying out our GAME plans. </div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Upon reflection of this experience, the most astonishing revelation was how the integration of technology tools motivated my students to create, collaborate and communicate at a much higher level than they had ever demonstrated before (Stevens, 2011).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Providing the incentive to use the ubiquitous technology tools to learn grade level content released them from the mundane pencil paper tasks required in the past. <span style="mso-spacerun: yes;"> </span>Even pre, formative and summative assessments of learned content could be conducted using a wiki, blog, voice thread, or digital story (Cennamo, et al., 2009). </div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>While the technology tools actively engaged students in learning the content, teaching the GAME plan provided an organizational strategy for implementing their problem based learning activity.<span style="mso-spacerun: yes;"> </span>Making a plan to solve their problem gave them a structured format to help to ensure their success.<span style="mso-spacerun: yes;"> </span>Although a stretch for some of my more challenged learners, I think the repetitive use of it as an organizational strategy will help all students refine their critical thinking skills.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Through my online collaboration with my peers, I not only benefited from their feedback on my lessons, but saw how technology tools can truly be integrated “seamlessly” into every facet of our content areas.<span style="mso-spacerun: yes;"> </span>My new competencies gained through this course have also given me the confidence to expand my recent co-teaching experience to recruit other teachers willing to take a risk with the integration of 21<sup>st</sup> century learning skills (laws, n.d. 5d).<span style="mso-spacerun: yes;"> </span>Although my stagnate staff will be hard to infiltrate, positive feedback that I have already received has sparked interest among them.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> T</span>he enthusiasm and popularity among my students generated by using technology tools in my lessons were irrefutable.<span style="mso-spacerun: yes;"> </span>In order to “turn on the lights”(Prensky, 2011, p59) and keep them on for my students, <span style="mso-spacerun: yes;"> </span>I will make a conscious effort to ensure that technology tools are integrated into every facet of my lesson planning from assessment, to instruction, through <span style="mso-spacerun: yes;"> </span>the evaluation process.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Cennamo, K., Ross, J., & Ertmer, P. (2009).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Technology integration for meaningful classroom use:<span style="mso-spacerun: yes;"> </span>A standards-based approach:</i><span style="mso-spacerun: yes;"> </span>Mason, Ohio:<span style="mso-spacerun: yes;"> </span>Cengage Learning.</div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">ISTE | NETS for Teachers. (n.d.). ISTE | Membership, NETS Standards, Books, Journals and Professional Development for Teachers. Retrieved September 14, 2011, from </span></div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> <span style="mso-tab-count: 1;"> </span> <a href="http://www.iste.org/standards/nets-for-teachers.aspx"><span style="color: blue;">http://www.iste.org/standards/nets-for-teachers.aspx</span></a></span></div><div class="MsoNormal" style="background: #fafafa; margin: 0in 0in 0pt;"><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Prensky, M. "Turning on the lights." <i>Education Leadership</i> Mar. 2008: 40-45. </span></div><div class="MsoNormal" style="background: #fafafa; line-height: normal; margin: 0in 0in 0pt;"><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Stevens, M. “Create, communicate, collaborate.”<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">NEA Today, </i>summer 2011: <span style="mso-spacerun: yes;"> </span>59-62.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-45423804837571086872011-09-27T22:30:00.000-07:002011-09-27T22:32:06.640-07:00GAME Plan Update<div class="MsoNormal" style="margin: 0in 0in 0pt;"> Last year our fifth grade class adopted the program, “Alias”, to increase and refine vocabulary development and ignite deep level critical thinking skills.<span style="mso-spacerun: yes;"> </span>The program also included a writing component that required students to use text content to respond to related prompts.<span style="mso-spacerun: yes;"> </span>While reviewing its merits, my co-teacher and I decided that technology can effectively be integrated into these same lessons.<span style="mso-spacerun: yes;"> </span>Assessing progress toward my GAME plan, I have come to realize how complex the task is.<span style="mso-spacerun: yes;"> </span>During our first discussion my co-teacher and I agreed to review parent permission slips regarding the use of technology.<span style="mso-spacerun: yes;"> </span>For those students not able to participate, we will have to plan alternative activities that align with our instructional goals.<span style="mso-spacerun: yes;"> </span>Another important consideration is the availability of computers for student use. <span style="mso-spacerun: yes;"> </span>Prior to this meeting, I did not take into consideration how the sequence of the lesson would have to be planned to coordinate with computer lab time.<span style="mso-spacerun: yes;"> </span>We agreed to plan our instruction around our scheduled computer time so that the integration of the technology tools will seamlessly support our goals. </div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Collaborative learning communities have not been a part of my school’s landscape.<span style="mso-spacerun: yes;"> </span>My co-teacher partner and I were both surprised at how productive and beneficial a short lunchtime planning session could be.<span style="mso-spacerun: yes;"> </span>We both were able to contribute our knowledge and access to the resources necessary to ensure our lesson’s success. We also discussed two different back up plans in case of a technology glitch that interferes with our access to technology resources.<span style="mso-spacerun: yes;"> </span>Heterogeneous grouping for our problem based learning activity was also discussed.<span style="mso-spacerun: yes;"> </span>In addition we decided, as suggested by Dr.Ross (Laureate, 2010), that since written conventions were not a focus of this lesson, students would be encouraged to make use of word processors spell and grammar checkers.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> One question that was generated but not yet answered included, “how can we differentiate instruction to facilitate the different prior knowledge levels of content and technology. Another yet unanswered question is how much guidance and direction should we provide our collaborative learning communities in their follow-up problem based learning activity?<span style="mso-spacerun: yes;"> </span>These questions will be revisited at our next planning meeting where we will use formative assessment to adjust our teaching in accordance with student learning (Cennamo, Ross & Ertner, 2009).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> Independently toward my goals, I have engaged our resident “techies” to show me how to use available lab technology as well as to share their class blogs.<span style="mso-spacerun: yes;"> </span>Using the tutorials I procured from the internet on my chosen technology tools, I have begun to create examples of how students can demonstrate knowledge learned.<span style="mso-spacerun: yes;"> </span>Although the tutorials are not always complete and effective, as I practice on these tools I find increased confidence in my proficiencies</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> In addition to collaborating in a fifth grade class, I have connected with a former Walden graduate who feels that she has returned to her digital immigrant status she had prior to receiving her master’s degree.<span style="mso-spacerun: yes;"> </span>Although afraid to take a risk independently, she has welcomed me into her classroom to support her in setting up blogging to support her children in learning to write letters.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Cennamo, K., Ross, J., & Ertmer, P. (2009).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Technology integration for meaningful classroom use:<span style="mso-spacerun: yes;"> </span>A standards-based approach:</i><span style="mso-spacerun: yes;"> </span>Mason, Ohio:<span style="mso-spacerun: yes;"> </span>Cengage Learning.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Laureate Education, Inc. 2010 (Producer). <i style="mso-bidi-font-style: normal;">Assessing Student Learning with Technology</i> (DVD). <span style="mso-tab-count: 1;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Integrating Technology across the Content Areas.<span style="mso-spacerun: yes;"> </span>Baltimore, MD: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
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</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com3tag:blogger.com,1999:blog-1350794615321533602.post-3933838115074099352011-09-18T20:42:00.000-07:002011-09-18T20:42:25.000-07:00Following My Game Plan<div class="MsoNormal" style="margin: 0in 0in 0pt;"> My GAME plan to design and incorporate digital tools into my instructional lessons will require that I strategically decide on those that will most effectively motivate and engage my students.<span style="mso-spacerun: yes;"> </span>I will use assessment data collected and student surveys to identify learning tools that will most effectively match the interests, learning preferences, and intelligences of my students (Cennamo, Ross & Ertmer 2009).<span style="mso-spacerun: yes;"> </span>After selecting those tools, I will need to open accounts as well as to verify parent permission for students to use the internet for learning.<span style="mso-spacerun: yes;"> </span>I will also survey my students to determine which students have prior experiences using Google Reader, Digital Stories, or Voice Threads.<span style="mso-spacerun: yes;"> </span>Those students will serve as support for their peers that have had limited or no exposure.<span style="mso-spacerun: yes;"> </span>I have also determined that two of my staff members have just begun to use blogs.<span style="mso-spacerun: yes;"> </span>I will employ their expertise to devise a plan to give all students equal access to our available technology.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>This past week I downloaded tutorials for three tools I will be using with my students.<span style="mso-spacerun: yes;"> </span>I will practice using each of the tools to become familiar with the nuances of each program.<span style="mso-spacerun: yes;"> </span>This coming week, I will meet with my co-teacher to decide on when, where, and how we will implement the use of these tools into our instruction.<span style="mso-spacerun: yes;"> </span>It will be necessary to consider the availability of computer resources both in the lab and in the classroom, the instructional time to model the use of the technology, and the assignment of collaborative learning teams.<span style="mso-spacerun: yes;"> </span>Although we plan to utilize these tools in mathematics as well as language arts, we have chosen to focus on language arts first.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>In order to contribute to the effectiveness and self renewal of the teaching profession and my school community I will first need to recruit the support of my administrator to deviate from “business as usual” (Laureate, 2010).<span style="mso-spacerun: yes;"> </span>As my co-worker and I develop our instructional plan for our students, together we will formulate a plan for methodically helping our staff and community embrace teaching 21<sup>st</sup> century skills.<span style="mso-spacerun: yes;"> </span>We will informally survey our staff to find the teachers that are most comfortable using technology in the classroom and initiate conversations about the advantages of integrating technology into our instructional practice.<span style="mso-spacerun: yes;"> </span>It is my intent that we form a collaborative learning community among interested teachers to implement more lessons using 21<sup>st</sup> century technology tools in order to develop authentic learning experiences.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Cennamo, K., Ross, J., & Ertmer, P. (2009).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Technology integration for meaningful classroom use:<span style="mso-spacerun: yes;"> </span>A standards-based approach:</i><span style="mso-spacerun: yes;"> </span>Mason, Ohio:<span style="mso-spacerun: yes;"> </span>Cengage Learning.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Laureate Education, Inc. 2010 (Producer). <em>Promoting Self-Directed Learning</em> (DVD). Integrating Technology across the Content Areas.<span style="mso-spacerun: yes;"> </span>Baltimore, MD: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com5tag:blogger.com,1999:blog-1350794615321533602.post-38393015249673344212011-09-13T21:00:00.000-07:002011-09-16T22:51:03.163-07:00Technology: The Illuminator<div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">Technology:<span style="mso-spacerun: yes;"> </span>The Illuminator</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>If my enthusiasm for technology matched my proficiency level in all of the ISTE NETS performance indicators, I would be satisfied with my competency in effectively promoting 21<sup>st</sup> century learning skills. Understanding the power of technology to motivate and engage students, I must develop the competency to seamlessly integrate these tools into my daily lessons.<span style="mso-spacerun: yes;"> </span>In order to refine my skills following the ISTE NETS for Teachers (ISTE NETS n.d.) (2a) in designing or adapting learning experiences that incorporate digital tools, I will follow the following G(oals), A(ction), M(onitor) and E(valuate) plan as recommended by Cennamo, Ross, and Ertmer (2009).<span style="mso-spacerun: yes;"> </span>Through my Walden journey, I have had the opportunity to preview a multitude of technology tools that are motivating, engaging and challenging.<span style="mso-spacerun: yes;"> </span>Digital storytelling, wikis, blogs, and voice threads are just a few of the versatile tools that would easily support the English language arts standards.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Acknowledging my lack of confidence in using these tools seamlessly, I will preview a tutorial on each tool, practice the process using a tutorial, and prepare to model the steps for my students in creating these products. (Cennamo et. al., 2009).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Before presenting the initial lesson, I will ask for a peer review to critique my lesson plan and provide guidance for improvement.<span style="mso-spacerun: yes;"> </span>After presenting my lesson, through journal writing, I will assess my own progress in using technology effectively to support student learning, I will reflect on the experience with each tool, identifying the highlights as well as the possible pitfalls that might be troublesome for my students and make adjustments along the way.<span style="mso-spacerun: yes;"> </span>Finally, at the conclusion of each lesson, I will evaluate my success using a self designed rubric.<span style="mso-spacerun: yes;"> </span>It will include an evaluation (1-4) of my proficiency with the studied tools, a short narrative on student engagement and work samples to demonstrate student performance.<span style="mso-spacerun: yes;"> </span>As a follow-up activity, I will ask the students to submit personal response to pre-designed questions to assist me in future planning.<span style="mso-spacerun: yes;"> </span>In addition, I plan to survey my staff to identify teachers using these tools and observe how they use these tools to teach the standards.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Marc Prensky (2009) explains that kids today already have reservoirs of knowledge from their numerous connections to the world.<span style="mso-spacerun: yes;"> </span>It is our job as educators to design lessons that use, build on, and strengthen that knowledge.<span style="mso-spacerun: yes;"> </span>At my school, our seasoned teachers are resistant to extend beyond their traditional instructional practice. ISTE NETS for teachers performance indicator 5d describes the importance of contributing to the vitality and self-renewal of the teaching profession (ISTE NETS, n.d.).<span style="mso-spacerun: yes;"> </span>This year I have developed a GAME plan to begin to methodically introduce 21<sup>st</sup> century skills and the integration of technology tools into our standards based instruction.<span style="mso-spacerun: yes;"> </span>I am fortunate that one of our teachers is willing to risk a co-teaching format in which we will collaboratively plan to use technology tools to acknowledge our students learning preferences and teach to their interest.<span style="mso-spacerun: yes;"> </span>We will plan our lessons and then release our roll as providers of information and take on the job as explainers, context providers and meaning makers of information (Prensky, 2009).<span style="mso-spacerun: yes;"> </span>Additionally, as part of this process, we will monitor the effectiveness of our teaching through formal and informal formative assessment.<span style="mso-spacerun: yes;"> </span>At the conclusion of each unit, we will reflect on the effectiveness of our lessons relying on student observation, reflective journal writing, (both our students and our own) surveys, and our students products.<span style="mso-spacerun: yes;"> </span>This will be my first attempt to infuse 21<sup>st</sup> century skills into a very professional, yet sedentary staff.<span style="mso-spacerun: yes;"> </span>Recognizing my own enthusiasm for this “not business as usual” plan for instruction, I can’t help but feel that using technology tools to foster critical thinking, problem solving, teamwork, and collaboration will be contagious and “turn the lights on” for both students and my staff (Prensky, 2009, p45).</div><div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><div class="MsoNormal" style="margin: 0in 0in 0pt;"><strong>References </strong></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
Cennamo, K., Ross, J., & Ertmer, P. (2009).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Technology integration for meaningful </i><br />
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<i style="mso-bidi-font-style: normal;"> classroom </i><i style="mso-bidi-font-style: normal;">use:<span style="mso-spacerun: yes;"> </span> A standards-based approach:</i><span style="mso-spacerun: yes;"> </span>Mason, Ohio:<span style="mso-spacerun: yes;"> </span>Cengage Learning.</div><div class="MsoNormal" style="background: #fafafa; line-height: normal; margin: 0in 0in 0pt;"><div class="MsoNormal" style="line-height: 200%;">ISTE | NETS for Teachers. (n.d.). ISTE | Membership, NETS Standards, Books, Journals and Professional Development for Teachers. Retrieved September 14, 2011, from </div><div class="MsoNormal" style="line-height: 200%;"> http://www.iste.org/standards/nets-for-teachers.aspx</div></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: -0.5in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Prensky, M. "Turning on the lights." <i>Education Leadership</i> Mar. 2008: 40-45. </span></div><div class="MsoNormal" style="background: #fafafa; line-height: normal; margin: 0in 0in 0pt;"><br />
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</div></div></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com6tag:blogger.com,1999:blog-1350794615321533602.post-3569144828982622482011-08-14T19:53:00.000-07:002011-08-14T19:53:23.099-07:00Online Inquiry: A New Plan<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">Online Inquiry:<span style="mso-spacerun: yes;"> </span>A New Plan</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Reflecting upon the last eight weeks has ignited my passion to better understand the complexities of using Web 2.0 technology.<span style="mso-spacerun: yes;"> </span>This journey has enhanced my understanding of the Internet and the empowering possibilities it has for my students.<span style="mso-spacerun: yes;"> </span>Prior to our investigation of information literacy and online inquiry, I understood online research skills to mirror those used in traditional textbook inquiry.<span style="mso-spacerun: yes;"> </span>As proposed by Eagleton and Dobler, (2007) researching on the web requires additional skills to navigate through the plethora of information available.<span style="mso-spacerun: yes;"> </span>To access and effectively use information from the Web, students must be taught to adapt to the faster pace of online research.<span style="mso-spacerun: yes;"> </span>They must be able to switch between the variations in the text features and structures of each website while concurrently analyzing it for reliability, truthfulness and suitability (Eagleton and Dobler, 2007).<span style="mso-spacerun: yes;"> </span>The innumerable resources available on the Web add another layer of complexity to online research.<span style="mso-spacerun: yes;"> </span>Until my investigation of the Martin Luther King <span style="mso-spacerun: yes;"> </span>(<a href="http://www.martinlutherking.org/"><span style="color: blue;">www.martinlutherking.org</span></a> ) website and <span style="mso-spacerun: yes;"> </span>the Pacific Northwest Tree Octopus (<a href="http://zapatopi.net/treeoctopus/sightings.html">http://zapatopi.net/treeoctopus/sightings.html</a> ), I never<span style="mso-spacerun: yes;"> </span>realized the importance of teaching our students to be critical consumers of information (Eagleton and Dobler, 2007).<span style="mso-spacerun: yes;"> </span>This includes teaching them to recognize bias, how to balance information with other sources to validate truthfulness, and<span style="mso-spacerun: yes;"> </span>most <span style="mso-spacerun: yes;"> </span>important, <span style="mso-spacerun: yes;"> </span>how the information<span style="mso-spacerun: yes;"> </span>learned<span style="mso-spacerun: yes;"> </span>relates to the world around them.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Toward this goal, the QUEST model will be an instrumental component in every curricular area of my future instruction.<span style="mso-spacerun: yes;"> </span>Acknowledging the importance of engaging my students in authentic learning experiences, I will actively pursue ways to transform my instruction into online inquiry.<span style="mso-spacerun: yes;"> </span>As most teachers recognize, presenting lessons that are organized, presented sequentially, and scaffolded (when needed) are essential to the success of any lesson.<span style="mso-spacerun: yes;"> </span>The QUEST model of internet inquiry provides a built in structure for students<span style="mso-spacerun: yes;"> </span>and teachers to follow.<span style="mso-spacerun: yes;"> </span>It dictates that students cycle through the steps to complete their inquiry, but encourages them to revisit any step when their findings are inconclusive or unsatisfactory (Eagleton and Dobler, 2007) Students learn to formulate “deep thinking” questions that they investigate and that often<span style="mso-spacerun: yes;"> </span>lead to additional questions that contribute to their learning.<span style="mso-spacerun: yes;"> </span>They are taught how to search for information and evaluate resources they find for suitability, reliability, and truthfulness.<span style="mso-spacerun: yes;"> </span>Next, they practice identifying important information and combining it with their own thinking relying on their prior knowledge and experience.<span style="mso-spacerun: yes;"> </span>In the transformation stage students learn to communicate what they have learned through a final product.<span style="mso-spacerun: yes;"> </span>Demonstrating and helping students to practice using this structured and well defined model will not be my biggest challenge.<span style="mso-spacerun: yes;"> </span>However, acting as a facilitator, rather than the deliverer of information ,will be an adjustment.<span style="mso-spacerun: yes;"> </span>I plan to conduct research along with my students modeling the steps and providing prompts to help them engage in their own self reflection as they proceed through their inquiry (Eagleton and Dobler, 2007 ).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>In order to enhance the online inquiry experience for my students and prepare them for their connected futures online (Richardson, 2009), <span style="mso-spacerun: yes;"> </span>I am going to implement at least one inquiry project in which my class collaborates with another classroom outside of my school<span style="mso-spacerun: yes;"> </span>(Richardson, 2009).<span style="mso-spacerun: yes;"> </span>We will begin by procuring pen pals through SchoolMail.<span style="mso-spacerun: yes;"> </span>The exchange will begin with a collaborative effort between the teachers to teach cyber etiquette, internet<span style="mso-spacerun: yes;"> </span>responsibility, <span style="mso-spacerun: yes;"> </span>and the various parts of an <span style="mso-spacerun: yes;"> </span>e-mail. <span style="mso-spacerun: yes;"> </span>Students will then be paired up between the two classes and begin introductory e-mail exchanges.<span style="mso-spacerun: yes;"> </span>As the year progresses, the teachers will collaborate to direct the conversations and use of internet tools to be more standards based and content oriented.<span style="mso-spacerun: yes;"> </span>. In the<span style="mso-spacerun: yes;"> </span>last third of the school year, the pen pal pairs will engage in an inquiry project that they have mutually agreed upon and that has been approved by the teachers.<span style="mso-spacerun: yes;"> </span>It will culminate in a selected product that will be presented to both classrooms at the end of the year (Demski, 2008).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>Students entering the 21<sup>st</sup> century workforce will need to be self-directed, self-motivated, lifelong learners (Richardson, 2009).<span style="mso-spacerun: yes;"> </span>My new and enhanced understanding of the potential for learning through online inquiry requires my immediate attention.<span style="mso-spacerun: yes;"> </span>As I await the beginning of the 2011-12 school year, I look forward to the opportunity and challenge of incorporating the new litereacies and online inquiry into my curriculum.<span style="mso-spacerun: yes;"> </span>This new plan will play a significant role in preparing students with the skills they need to be self-directed, self-motivated, lifelong learners (Richardson, 2007)</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.5in;">Eagleton, M. B., & Dobler, E. (2007). <i style="mso-bidi-font-style: normal;">Reading the web: Strategies for internet inquiry</i>. New York, NY: The Guilford Press.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.5in;">Demski, J. (2008, November). E-palling around. <em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">THE Journal</span></em>, <em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">35</span></em>(11), 18–19.<span style="line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Richardson, W. (2009, March). Becoming network-wise. <em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Educational Leadership</span></em>, <em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">66</span></em>(6), 26–31.</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-92119396591317761432011-06-12T22:10:00.000-07:002011-06-12T22:10:58.245-07:00Teacher Inquiry: What Does It Mean?<div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-align: center; text-indent: 0.5in;">Teacher Inquiry:<span style="mso-spacerun: yes;"> </span>What Does It Mean?</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;">Prompt #5</b>-Identify any trends and themes you find in the data.<span style="mso-spacerun: yes;"> </span>Look to find and share any triangulation processes in May’s data collection and analysis work.<span style="mso-spacerun: yes;"> </span>Evaluate the data and provide reasonable explanations for what you think might be happening over time that would explain the story that the data are revealing.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">The analysis of the student survey clearly indicates that 2/3 of the students wanted more consistency in class routine (Dana, n.d.).<span style="mso-spacerun: yes;"> </span>Taking into consideration Sienna’s comments, the first field note data report indicates that from the time students entered the classroom, through a forty minute period, redirections were required almost every minute with the exception of a time when students were engaged in reviewing their worksheets as a class (Dana, n.d.).<span style="mso-spacerun: yes;"> </span>This suggests that when students have a clear understanding of what they are supposed to be doing, less off task behavior occurs.<span style="mso-spacerun: yes;"> </span>Transition times were also a time of increased redirection.<span style="mso-spacerun: yes;"> </span>Hence transitions from one activity to the next must be better defined and organized.<span style="mso-spacerun: yes;"> </span>In observation number two through four, redirection did not occur the first ten minutes of class.<span style="mso-spacerun: yes;"> </span>This data confirms that the five minute challenge agenda was actively involving students in learning reducing off task behavior.<span style="mso-spacerun: yes;"> </span>Siena included additional insights into classroom behavior.<span style="mso-spacerun: yes;"> </span>Lack of eye contact and targeted redirection (sometimes as “wait” time) to particular students also contributed to behavior management disarray.<span style="mso-spacerun: yes;"> </span>Improved eye contact with students and the ten minute challenge activity represent the triangulation process in which both observations by Sienna represent a reduction in the necessity for redirection.<span style="mso-spacerun: yes;"> </span>Implications from Sienna’s data include the need for May to make changes in her practice instead of trying to change her students’ behavior. Reviewing Sienna’s data, May acknowledged the benefit of the five minute challenge and planned to make changes that included changing her seating arrangement, improving eye contact and give more direct attention to students in need.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;">Prompt #6-</b>Describe May’s class graph.<span style="mso-spacerun: yes;"> </span>What happened over time and what are some reasons for the trends and patterns you notice?<span style="mso-spacerun: yes;"> </span>What new goals do you think May should set for the class as a whole based on her students response to the timed agenda challenge?<span style="mso-tab-count: 1;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;">Reviewing May’s class data chart there was a little less than double the number of students completing the agenda over the nine day periods that was charted.<span style="mso-spacerun: yes;"> </span>Although there was consistent growth from day one to nine, it is noteworthy that the most significant gain was from day one to day two (Dana, n.d.).<span style="mso-spacerun: yes;"> </span>This might indicate that a change in the challenge might be needed to maintain students’ engagement and enthusiasm.<span style="mso-spacerun: yes;"> </span>One suggestion I would have is to increase the stakes in the five minute challenge so that quality of work counts.<span style="mso-spacerun: yes;"> </span>Many students will rush through their work without regard to quality.<span style="mso-spacerun: yes;"> </span>The class as a whole could set up quality standards for the agenda parts.<span style="mso-spacerun: yes;"> </span>Those that fail to meet the criteria will not count as having the agenda completed.<span style="mso-spacerun: yes;"> </span>As quality increases, the time limit could decrease.<span style="mso-spacerun: yes;"> </span>I also think that May could incorporate concrete rewards for whole class success to maintain whole class enthusiasm and effort.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;">Prompt#7-</b>Describe Anthony’s and Leah’s data.<span style="mso-spacerun: yes;"> </span>What happened over time?<span style="mso-spacerun: yes;"> </span>What do you think May might do in the future to capitalize on Anthony’s and Leah’s success and Keep them on track during the entire class period?</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;">In reviewing both Anthony’s and Leah’s data there was a dramatic drop from day one to day two (Dana, n.d.).<span style="mso-spacerun: yes;"> </span>I was impressed by their immediate enthusiasm for challenging themselves and trying to meet the goal.<span style="mso-spacerun: yes;"> </span>At day six for Anthony and day seven for Leah there was a slight regression in time (Dana, n.d.). <span style="mso-spacerun: yes;"> </span>I was impressed by Anthony’s ability to take the responsibility for not meeting his goal on Tuesday, 5/11 due to a bathroom break.<span style="mso-spacerun: yes;"> </span>Both students continued to make significant gains by dropping from 30 seconds to one minute daily. <span style="mso-spacerun: yes;"> </span>Anthony and Leah are becoming role models for the class.<span style="mso-spacerun: yes;"> </span>It would be beneficial for Anthony and Leah to serve as research assistants and graph the whole class results.<span style="mso-spacerun: yes;"> </span>In addition they could share some tips on how they continue to improve their scores.<span style="mso-spacerun: yes;"> </span>They could also become judges of quality work making sure that classmates are following the rubric requirements.<span style="mso-spacerun: yes;"> </span>May’s initial wondering will naturally evolve into behavior management practices for the entire period.<span style="mso-spacerun: yes;"> </span>She can use Anthony and Leah to participate in a focus group to help her design and implement engaging inquiries to manage behavior throughout the instructional period.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;">Prompt #8-</b>Pretend you are May, and it is now the start of the next school year.<span style="mso-spacerun: yes;"> </span>Your assistant principal, Mr. Brown, asks you to talk about the inquiry journey at the first faculty meeting of the year.<span style="mso-spacerun: yes;"> </span>Discuss a plan for your presentation.<span style="mso-spacerun: yes;"> </span>What will you share and how will you share it?<span style="mso-spacerun: yes;"> </span>Refer to Chapters 6 and 8 of The Reflective Educator’s Guide to Classroom Research for support in responding to this prompt.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;">Dana (2009. p. 188) states “unless that inquiry is tossed into the professional conversation and dialog that contributes to the knowledge base for teaching, the inquiry has little chance of creating change.<span style="mso-spacerun: yes;"> </span>My biggest challenge in deciding how to prevent teacher “tune out” is how to share my enthusiasm, yet not overwhelm a staff that is often not receptive to anything new.<span style="mso-spacerun: yes;"> </span>I would request a small portion of time to introduce the inquiry using Leah, Anthony, and Sienna to introduce our inquiry and document how they participated in our wondering.<span style="mso-spacerun: yes;"> </span>Using these students will allow my peers to make a direct connection to similar challenges they face in their classrooms.<span style="mso-spacerun: yes;"> </span>Following this introduction at a follow up professional development, I would present a power point of my inquiry in abbreviated form.<span style="mso-spacerun: yes;"> </span>Its content would include: “(1) providing background information, (2) sharing the design of the inquiry (procedures, data collection, and data analysis), (3) stating the learning and supporting statements with data, and (4) providing concluding thoughts” (Dana, 2009, p188).<span style="mso-spacerun: yes;"> </span>I look forward to the opportunity to dialogue with my peers and generate conversations about the implications of this inquiry.</div><div class="MsoNormal" style="margin: 0in 0in 0pt; tab-stops: 420.0pt; text-indent: 0.5in;"></div><div class="MsoTitle" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoTitle" style="margin: 0in 0in 0pt;"><span style="font-weight: normal; mso-bidi-font-weight: bold;">References</span></div><div align="left" class="MsoTitle" style="margin: 0in 0in 0pt; text-align: left;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Trebuchet MS", "sans-serif";">Dana, N. (n.d.). <em><span style="font-family: "Trebuchet MS", "sans-serif";">Creating a positive behavior support system in a seventh-grade science classroom</span></em> [case study]. Retrieved June 2, 2011 from: </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Trebuchet MS", "sans-serif";"><span style="mso-tab-count: 1;"> </span></span><a href="http://sylvan.live.ecollege.com/ec/courses/59896/CRS-WUPSYC6205-5104436/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf" target="_blank"><span style="font-family: "Trebuchet MS", "sans-serif";">http://sylvan.live.ecollege.com/ec/courses/59896/CRS-WUPSYC6205-5104436/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf</span></a><span style="color: #003366; font-family: "Trebuchet MS", "sans-serif";">.</span><span style="font-family: "Trebuchet MS", "sans-serif";"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; tab-stops: 420.0pt; text-indent: -0.5in;">Dana, N. F., & Yendol-Hoppey, D. (2009). <em>The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry</em> (2nd ed.).</div><div align="left" class="MsoTitle" style="margin: 0in 0in 0pt; text-align: left;"><br />
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</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-8281672501658998642011-06-07T21:06:00.000-07:002011-06-07T21:09:06.483-07:00Teacher Inquriy: A Shared Experience<div align="left" class="CenteredTextSingleSpace" style="layout-grid-mode: both; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: auto; text-align: left; text-autospace: ideograph-numeric;"> </div><div align="left" class="CenteredTextSingleSpace" style="layout-grid-mode: both; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: auto; text-align: left; text-autospace: ideograph-numeric;"><span style="mso-spacerun: yes;"> </span>I have the opportunity to share in the action inquiry with a researcher named May.<span style="mso-spacerun: yes;"> </span>As I follow the process from her wondering to the findings and the subsequent questions that evolve with the research, I will answer questions to clarify and reflect on the experience.<span style="mso-spacerun: yes;"> </span></div><div align="left" class="CenteredTextSingleSpace" style="layout-grid-mode: both; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: auto; text-align: left; text-autospace: ideograph-numeric;"><br />
</div><div class="CenteredTextSingleSpace" style="layout-grid-mode: both; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: auto; text-autospace: ideograph-numeric;"><b style="mso-bidi-font-weight: normal;">Setting the Context, Studying the Literature, and Developing the Wondering</b></div><div align="left" class="CenteredTextSingleSpace" style="layout-grid-mode: both; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: auto; text-align: left; text-autospace: ideograph-numeric;"><b style="mso-bidi-font-weight: normal;">Prompt # 1</b>-Why is it important for May to look at literature as a part of her inquiry journey?<span style="mso-spacerun: yes;"> </span>What insights did may gain about her inquiry topic through her readings?<span style="mso-spacerun: yes;"> </span>In what ways might May’s readings inform how she will collect data for her study?<i></i></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Literature is an essential component to May’s action inquiry as well as for all inquiry researchers. <span style="mso-spacerun: yes;"> </span>May used the Pre-Referral Intervention Resource Manual (as cited in Dana, n.d) to help her clarify what the behaviors interfering with instruction are and what strategies could be used to measure improvement (Dana, n.d). <span style="mso-spacerun: yes;"> </span>The literature not only prompted her to reword her wondering to better define her inquiry, but to consider the behaviors her students were exhibiting in a positive rather than negative way.<span style="mso-spacerun: yes;"> </span>Furthermore, May learned from the article “Classroom Management Strategies for Difficult Students:<span style="mso-spacerun: yes;"> </span>Promoting Change through Relationships” (as cited in Dana, n.d.) about Seligman’s theory to appreciate students negative behavior as a strategy they have had to use to survive.<span style="mso-spacerun: yes;"> </span>Looking at the behaviors from a different perspective helped May to better understand her students and want to provide them with alternative strategies for getting what they want (Dana, n.d.).<span style="mso-spacerun: yes;"> </span>A third review of literature provided May with the idea to directly involve her students in the action research by having them participate in the data collection as well as the decision making process.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>With this in mind, May changed her inquiry empowering her students to become active participants in improving classroom climate. </div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Having identified the problem as one reflected in behaviors and attitudes, student surveys would be an important part of May’s data collection. In addition field notes to capture action in the classroom; taken during collaborative science experiments, class discussions, or learning community/research team meetings, would serve as another important data source. <span style="mso-spacerun: yes;"> </span>Through her literature review, May had a better understanding for the possible causes of the disruptive behaviors. <span style="mso-spacerun: yes;"> </span>Focus groups could serve as an additional platform for the student/teacher research teams to participate in conversations that could divulge differing perspectives and lead to positive change in classroom management (Dana & Yendol-Hoppey, 2009). </div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-align: center;"><b style="mso-bidi-font-weight: normal;">Designing the Inquiry through Collaboration with Colleagues</b></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Prompt #2-</b>What specific benefits did May receive as a result of collaborating with her colleagues?<span style="mso-spacerun: yes;"> </span>Why is collaboration an important component of the action research project?</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>A collaboration team is an essential part of teacher inquiry. They help provide a source of energy to support the teacher researcher through the discovery process.<span style="mso-spacerun: yes;"> </span>Their collective expertise, generated through discussions, allows inquirers to build upon one another’s knowledge. In addition, teacher talk provides a platform in which teachers can question present practices looking at them from different perspectives as they progress through their inquiry (Dana & Yendol-Hoppey, 2009)<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>In May’s professional learning community (PLC) her team helped her think of better learning conditions for her students.<span style="mso-spacerun: yes;"> </span>As a goal, her team sought to help change her classroom management to allow her to return to investigation-based teaching of science. To ensure that data collection was both manageable and controllable, they recommended and helped select her fourth period class to use as her inquiry research subjects.<span style="mso-spacerun: yes;"> </span>The research findings could then be applied to her other classes and be used by the other teachers who have similar behavior management struggles with the same students.<span style="mso-spacerun: yes;"> </span>Sharing information from “Classroom Management Strategies for Difficult Students:<span style="mso-spacerun: yes;"> </span>Promoting Change through Relationships” (as cited in Dana, n.d.), May presented her understanding of the challenging behaviors exhibited by her students Sienna and Leah.<span style="mso-spacerun: yes;"> </span>Referring back to this literature and sharing it with her colleagues helped May to reframe her wondering from the original, “How can I get my students excited about science again?” to “How can I create the classroom conditions needed so that my students can be successful in supporting my instruction” (Dana, n.d. p. 5)?<span style="mso-spacerun: yes;"> </span>May also used her team as a sounding board to consider a positive behavior support model that she learned about from attending a recent conference.<span style="mso-spacerun: yes;"> </span>Although it was designed as a school wide program, she felt that the team could learn a great deal from using the strategies from this program in her inquiry as tier one interventions.<span style="mso-spacerun: yes;"> </span>The knowledge gained from this inquiry could then be used in the team members’ classrooms as well as school-wide.<span style="mso-spacerun: yes;"> </span>The PLC elected to engage in further research to understand strategies, share data collection ideas, and determine how positive behavior support can be used in Mays inquiry.<span style="mso-spacerun: yes;"> </span>The conversations about May’s newly formed wondering transformed her professional learning community to the Positive Behavior Support (PBS)/Response to Intervention (RtI) team.<span style="mso-spacerun: yes;"> </span>Their support was instrumental in allowing May to identify desired outcomes, develop an action plan that included instructional strategies, measure student progress, and analyze data to make changes in interventions (Dana, n.d.)</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><br />
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</div><div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; text-align: center;"><b style="mso-bidi-font-weight: normal;">The Intervention and Data Collection Plan</b></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Prompt #3<span style="mso-spacerun: yes;"> </span></b>What part of May’s data collection plan do you feel will be most meaningful?<span style="mso-spacerun: yes;"> </span>Why?<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b>What parts of May’s data collection plan do you believe to be the most practical?<span style="mso-spacerun: yes;"> </span>Why?<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;">What parts of May’s data collection plan do you believe to be impractical?<span style="mso-spacerun: yes;"> </span>Why?</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;">Pretend you are one of May’s colleagues.<span style="mso-spacerun: yes;"> </span>Suggest one additional form of data you think May might collect that could inform her research.<span style="mso-spacerun: yes;"> </span>Be sure you provide an explanation that describes why you think May should consider collecting this form of data.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>May’s intervention and data collection plan has many strategic and meaningful components that I fully intend to include in my own teaching practice. Directly engaging Sienna (a tier three student) in the research process analyzing student achievement toward goals will have a profound effect on behavior management in May’s class.<span style="mso-spacerun: yes;"> </span>As the research suggests, if Sienna develops a sense of importance as a contributing member to the research team, it is likely to have a profound effect on the choices she makes in her own behavior.<span style="mso-spacerun: yes;"> </span>May’s behavior intervention plan also uses an interdisciplinary approach to integrate standards into her inquiry.<span style="mso-spacerun: yes;"> </span>Teaching her students graphing skills, while simultaneously working toward attainment of inquiry goals, reduces the frustration teachers feel when behavior management continually interferes with valuable instruction time. <span style="mso-spacerun: yes;"> </span>May’s reflection on her fourth-period class revealed that the critical first three minutes “coming in procedure” was no longer working.<span style="mso-spacerun: yes;"> </span>Teachers understand this to be a critical time to set a tone for the working environment necessary for optimum learning.<span style="mso-spacerun: yes;"> </span>Limiting the interventions to the first three minutes is an excellent test to see how effective they can be at a crucial part of the instructional period.<span style="mso-spacerun: yes;"> </span>Graphing the results of each day and setting a new goal for the next is a powerful visual representation to remind the students of the challenge ahead.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>There are certain facets of the plans that could be possibly problematic.<span style="mso-spacerun: yes;"> </span>Students that struggle with visual integration problems (copying from the board) could really struggle with completing the agenda, especially under time constraints.<span style="mso-spacerun: yes;"> </span>I also have concerns that relying on additional personnel, the RtI coach for the Tier 2 intervention might be unrealistic. In addition it is also essential that Tier 2 students have several modeling and practice sessions to ensure they understand the meaning of the personal graphs that they will be complete.<span style="mso-spacerun: yes;"> </span>Furthermore, concrete rewards for Tier 1, 2, and 3 groups could be available to provide additional incentives for students to actively work toward their goals.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>As a member of May’s PLC team, I would recommend that video could be a very revealing source of data collection to evaluate and inform instruction as well as to measure growth.<span style="mso-spacerun: yes;"> </span>Since her inquiry has been limited to the three minute entrance to class time, it would be easy to video students three times as a pre-assessment, formative, and summative assessment of student behavior.<span style="mso-spacerun: yes;"> </span>Review of the video with the PLC team will allow all members to constructively comment on the changes over time with the implementation of the three tier intervention strategy.</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt; text-align: center; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;">Coding May’s first Data-The Wish List for Great Classroom Learning Condition</b></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt; tab-stops: 420.0pt;"><b style="mso-bidi-font-weight: normal;">Prompt #4-</b>Share the categories you named, as well as examples of responses that were included in each category.<span style="mso-spacerun: yes;"> </span>If you were May, what do you think analysis of this initial data is telling you?</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>The data May collected from the student wish list would prove to be invaluable in the design of intervention strategies to improve classroom climate and behavior.<span style="mso-spacerun: yes;"> </span>The categories that I named to describe her findings include:<span style="mso-spacerun: yes;"> </span>Showing respect for all teachers and classmates, reduction in homework and increase in real life experiences such as field trips, and more structured class organization.<span style="mso-spacerun: yes;"> </span>Inclusive in the showing respect category I included: <span style="mso-spacerun: yes;"> </span>students’ requests for respect to teacher and classmates, reduction in drama to allow for more instructional time, and a decrease in the classroom noise level.<span style="mso-spacerun: yes;"> </span>In the reduced homework and life experiences category I included: everyone gets an A, more field trips, parties and fun.<span style="mso-spacerun: yes;"> </span>Finally, in my class organization category I included: <span style="mso-spacerun: yes;"> </span>requests for daily completion of agendas, beginning the period work in a timely manner, students coming to class on time and for the design of daily routines so that students know what to do.<span style="mso-spacerun: yes;"> </span>Analysis of this initial data suggests that May needs to establish with the class some guidelines for showing respect for peers and teachers.<span style="mso-spacerun: yes;"> </span>She also needs to re-evaluate homework to determine what can be changed to make it a more positive and engaging experience for students.<span style="mso-spacerun: yes;"> </span>Furthermore, classroom structure and organization needs to be revamped.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>It is evident that the “coming in” activities are presently not clear, thus causing students to lose the settling in time that prepares them for the student-centered science lessons May prefers.</div><div class="MsoTitle" style="margin: 0in 0in 0pt;"><span style="font-weight: normal; mso-bidi-font-weight: bold;">References</span></div><div align="left" class="MsoTitle" style="margin: 0in 0in 0pt; text-align: left;"><br />
</div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Trebuchet MS", "sans-serif";">Dana, N. (n.d.). <em><span style="font-family: "Trebuchet MS", "sans-serif";">Creating a positive behavior support system in a seventh-grade science classroom</span></em> [case study]. Retrieved June 2, 2011 from: </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Trebuchet MS", "sans-serif";"><span style="mso-tab-count: 1;"> </span></span><a href="http://sylvan.live.ecollege.com/ec/courses/59896/CRS-WUPSYC6205-5104436/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf" target="_blank"><span style="font-family: "Trebuchet MS", "sans-serif";">http://sylvan.live.ecollege.com/ec/courses/59896/CRS-WUPSYC6205-5104436/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf</span></a><span style="color: #003366; font-family: "Trebuchet MS", "sans-serif";">.</span><span style="font-family: "Trebuchet MS", "sans-serif";"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt 0.5in; tab-stops: 420.0pt; text-indent: -0.5in;">Dana, N. F., & Yendol-Hoppey, D. (2009). <em>The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry</em> (2nd ed.).</div><div align="left" class="MsoTitle" style="margin: 0in 0in 0pt; text-align: left;"><br />
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</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-14036825696395963632011-04-14T21:43:00.000-07:002011-04-14T21:45:15.516-07:00Technology: A Learning Tool<div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left;"> Reflecting on my learning experience from Education 6711, I recognize the importance of having a deep understanding of the learning process.<span style="mso-spacerun: yes;"> </span>Our studies encompassed not only the “how” learning takes place but what teaching strategies and technology tools help to ensure student success.<span style="mso-spacerun: yes;"> </span>At the onset of this class, I described my personal learning theory as closely aligned with the constructivists’ beliefs.<span style="mso-spacerun: yes;"> </span>What I did not understand is how all of the theories are intertwined and must be considered concurrently to create the best learning environment to meet the diverse learning styles and preferences of today’s classrooms.<span style="mso-spacerun: yes;"> </span>A common thread that links the behaviorist, cognitivits, constructivisits, and social learning theories, is that when students are actively engaged in meaningful learning they think deeply about it (Laureate Education Inc., 2010c).<span style="mso-spacerun: yes;"> </span>Toward this goal, I will select from the nine learning strategies to support the instructional objective and carefully integrate selected technology tools to create a rich and engaging learning environment.<span style="mso-spacerun: yes;"> </span>When students use technology as a learning tool, learning preferences and styles are addressed through visual, auditory and kinesthetic senses. (Laureate Education Inc., 2010a).<span style="mso-spacerun: yes;"> </span>Furthermore, technology tools, used correctly, change the classroom landscape to student centered where they feel empowered to take control of their learning (Pitler et al., 2007).<span style="mso-spacerun: yes;"> </span>Additionally, technology can play a significant role in facilitating cooperative learning.<span style="mso-spacerun: yes;"> </span>Students, experts and community leaders can participate collaboratively in building on their present knowledge through their group interactions, conversations and research.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> To improve my pedagogy I must design lessons that are more personalized, hands-on, and creative (Han, S., & Bhattacharya, K., <span style="mso-bidi-font-style: italic;">2010). </span><span style="mso-spacerun: yes;"> </span>Additionally, I need to implement cooperative learning activities on a regular basis to prepare my students for the 21<sup>st</sup> century workplace. Technology can play a significant part in my endeavor to improve my teaching practices.<span style="mso-spacerun: yes;"> </span>I have already begun using concept maps and blogs in my classroom to enhance organizational skills and students’ writing.<span style="mso-spacerun: yes;"> </span>Students delight in the ability to construct an artifact for the world to see and comment on.<span style="mso-spacerun: yes;"> </span>I look forward to introducing a multitude of technology tools as my proficiency in integrating them improves.<span style="mso-spacerun: yes;"> </span>Prior to this course I considered myself computer literate; able to construct e-mails, write reports, and post pictures. Little did I know how limited my skills were.<span style="mso-spacerun: yes;"> </span>My new understanding of the power of technology and its universal appeal will be invaluable in trying to meet my students’ needs.<span style="mso-spacerun: yes;"> </span>Technology tools that actively engage students, stimulate conversations and collaboration, and require feedback provide a wider variety of avenues within which students of different readiness levels and interests can learn (Pitler et al.).<span style="mso-spacerun: yes;"> </span>I intend to use them extensively to enhance my students learning experiences.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> My two long term goals for technology integration are the following:</div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 74.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span>Utilize technology to enhance grade level vocabulary development </div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 74.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span>Develop cooperative learning activities around grade level standards using technology</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> My plan for implementing goal one, is rather than have students draw pictures of target vocabulary words found in their text, I will invite them to use Microsoft Word, Glogster, Kidspiration, and students’ choice of visual images available from the interne, to present nonlinguistic representations of unfamiliar vocabulary.<span style="mso-spacerun: yes;"> </span>Students will work in pairs or cooperative learning groups with explicit directions in the beginning. As they acquire proficiency skills, they will be invited to cooperatively create different ways to represent word meanings using technology.<span style="mso-spacerun: yes;"> </span>Synonyms, antonyms, analogies, and word parts will be addressed (Laureate Education Inc., 2010a)/</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> I look forward to using the strategy of cooperative learning as a necessary tool from my newly acquired tool kit of instructional strategies.<span style="mso-spacerun: yes;"> </span>The integration of technology will allow learning to occur anytime and anywhere and facilitate the growth of lifelong learners (Pitler et al., 2007). <span style="mso-spacerun: yes;"> </span>At the outset of this undertaking, students will focus on learning how to collaborate successfully to complete a group project.<span style="mso-spacerun: yes;"> </span>Next, grade level content projects will be assigned as students take control and I step back in the role as facilitator. <span style="mso-spacerun: yes;"> </span>As students become proficient at working collaboratively on wikis, concept maps, and voice threads, they will soon be offered choices to determine how they will present a given assignment.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Although I realize that my goals to integrate technology into instruction will be a challenge for both my students and I, their energy and enthusiasm for learning in this way cannot be understated.<span style="mso-spacerun: yes;"> </span>Using explicit modeled guidance in the beginning, teaching the steps, and providing independent practice, my students will become active participants in their own learning (Laureate Education, Inc. 2010a).</div><div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Han, S., & Bhattacharya, K. <span style="mso-bidi-font-style: italic;">(2010). <i>Emerging perspectives on learning, <span style="mso-tab-count: 1;"> </span>teaching, and technology</i></span>.<span style="mso-spacerun: yes;"> </span>Retrieved <span style="mso-tab-count: 1;"> </span>http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%<span style="mso-tab-count: 1;"> </span>20Perspes%20on%20Learning,%20Teaching,%20and%20Technology.pdf</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010a). Program eleven. Instructional strategies, Part one [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010b). Program five. Cognitive learning theory [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <state w:st="on"><state w:st="on">Baltimore</state>, <state w:st="on">MD</state></state>: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010c). Program seven. Constructionist and constructivist learning theories [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="color: #363636;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with <span style="mso-tab-count: 1;"></span>classroom instruction that works.</i> <state w:st="on"><state w:st="on">Alexandria</state>, <state w:st="on">VA</state></state>: ASCD. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
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</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-80005088886586513012011-03-28T23:50:00.000-07:002011-03-29T00:10:10.628-07:00Conversations in Learning<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>Social learning theories propose that learning takes place when students are actively engaged in constructing artifacts and in conversation about what they are building (Laureate Education, 2010a ). By engaging in conversations with their peers, students socialize, validate thoughts and answers, and provide encouragement to foster additional risk taking.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>Cooperative learning is a strategy that fully embraces the social learning doctrine. Students work in teams to investigate a significant question or create a meaningful project.<span style="mso-spacerun: yes;"> </span>While in the process of constructing artifacts together, students acquire valuable skills that include leadership, decision-making, trust building, and conflict management, needed to function in society and the workplace. A support system that includes the instructor administrators, community experts, and peers naturally evolve <span style="mso-spacerun: yes;"> </span>Communication skills are developed and refined when students explain their reasoning and receive constructive feedback <span style="mso-spacerun: yes;"> </span>resulting in heightened student satisfaction and self esteem (Palmer, Peters, & Streetman, 2007).</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>Technology tools such as Voice Thread, closely aligns with the social learning theories that support student learning.<span style="mso-spacerun: yes;"> </span>It can be used as an independent activity or an engaging cooperative learning opportunity for students to construct meaning.<span style="mso-spacerun: yes;"> </span>Suited to all learning styles, students actively engage in creating visual artifacts that are explained through print or audio files. In accordance with the social learning theories, group conversations are collected and shared from anywhere in the world. Files can be publicly shared or limited to invited guests only.<span style="mso-spacerun: yes;"> </span>Learning takes place through the collaborative efforts of the group members to complete a standards based product and the extensive feedback received from conversations from around the world (Laureate Education, 2010b).</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>Another technology tool that supports social learning theories is WebQuests.<span style="mso-spacerun: yes;"> </span>This is an inquiry based tool in which participants from a class or different locations actively engage in critical thinking skills to solve a problem or work on a project (Pittler, Hubbell, Kuhn, & Malenoski, 2007).<span style="mso-spacerun: yes;"> </span>When working cooperatively on a Web Quest, group members must come to a consensus on decisions to be made based on a variety of perspectives.</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>Creating online communities by sharing calendars, Web links, and bookmarks is another example of the social learning theories at work.<span style="mso-spacerun: yes;"> </span>These Web 2.0 resources provide teachers and students alike the opportunity to create a conversation about how to use technology tools to help organize and share information that will contribute to student success.<span style="mso-spacerun: yes;"> </span>For example, in my school. special education personnel<span style="mso-spacerun: yes;"> </span>presently use Google Calendar to coordinate all special education meetings with the remainder of school events ( Pittler, et al., (2007). </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>When reviewing all of the learning theories that we have studied, the importance of social learning theories and strategies to support them must be implemented into our 21<sup>st</sup> century classroom.<span style="mso-spacerun: yes;"> </span>Students who build something together, and engage in conversations to support their learning will be prepared to enter the tomorrow’s workforce.<span style="mso-spacerun: yes;"> </span>It is up to us, as teachers, to provide opportunities that engage students and fuel their imagination to cooperatively build something. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Web 2.0 technology can help us toward that endeavor.</div><div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left; text-indent: 0in;"><span style="mso-tab-count: 1;">References </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left; text-indent: 0in;"></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Palmer, G., <span style="mso-spacerun: yes;"> </span>Peters, R., & Streetman, R. (2010).<span style="mso-bidi-font-style: italic;"> Cooperative Learning.<span style="mso-spacerun: yes;"> </span><i>Emerging perspectives <span style="mso-tab-count: 1;"> </span>on learning, teaching, and technology</i></span>.<span style="mso-spacerun: yes;"> </span>Retrieved <span style="mso-tab-count: 1;"> </span>http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging% <span style="mso-tab-count: 1;"> </span>20Perspes%20on%20Learning,%20Teaching,%20and%20Technology.pdf</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Social learning theories [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010b). Program ten. Spotlight on technology: VoiceThread [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="color: #363636;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with <span style="mso-tab-count: 1;"></span>classroom</i></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;"><span style="color: #363636;"><span style="mso-tab-count: 1;"> </span><i>instruction that works.</i> Alexandria, VA: ASCD. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div align="left" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left; text-indent: 0in;"></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com4tag:blogger.com,1999:blog-1350794615321533602.post-43886543066280588402011-03-26T16:35:00.000-07:002011-03-26T16:38:50.574-07:00A Teacher's Challenge VoiceThreadHere is my VoiceThread depicting a universal challenge that teacher's face in today's classroom.<br />
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Click on the title to access the VoiceThread.Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-81338989880752622082011-03-24T00:30:00.000-07:002011-03-24T20:31:57.804-07:00Kids in Control<div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"> The constructivist /constructionist theory asserts that kids in control of their learning, who create an artifact and can share it with others, will develop a deeper understanding of what they need to know Knowledge and understanding is constructed in the individual’s mind and is related to one’s own unique experiences.<span style="mso-spacerun: yes;"> </span>It takes place when people make accommodations and assimilations to return to a state of equilibrium while in the process of constructing things. (Laureate Education, Inc., 2010). The question before us is how to create this environment where our students will flourish. <span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>Learning by design (LBD) and project based learning (PBD) are strategies that adhere to the constructivist theory.<span style="mso-spacerun: yes;"> </span>In order to make learning meaningful, creative, personalized and effective for students, the roles of the participants in the traditional instructional model must change.<span style="mso-spacerun: yes;"> </span>In the learning by design and project based environments the teacher sets clear expectations and then relinquishes her role as the deliverer of instruction to become a <span style="mso-spacerun: yes;"> </span>facilitator and guide to learners along the way (Han<span style="mso-spacerun: yes;"> </span>& Bhattacharya, 2007).<span style="mso-spacerun: yes;"> </span>Students take on the role of director of their own learning..<span style="mso-spacerun: yes;"> </span>.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>Although learning by design and project based learning both are embedded in the beliefs of constructionism, they have some similarities and differences.<span style="mso-spacerun: yes;"> </span>Both uphold that the environment is student centered where the participants take the responsibility for their own learning.<span style="mso-spacerun: yes;"> </span>Furthermore, students have choices in achieving the assigned goals and participate in real world tasks.<span style="mso-spacerun: yes;"> </span>True to the constructivist doctrine, the learner’s role becomes that of a researcher, investigator and artist in designing a learning environment for their audience (Han & Bhattacharya, 2007). The enhancement of learning takes place within the confines of constructionism where ideas are not acquired, but created when learners are actively engaged in building an artifact that they can reflect on and share with others</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>When identifying differences in the aforementioned models, learning by design strategies may be individual or in a group where as project based learning can involve a long term project or working with other people.<span style="mso-spacerun: yes;"> </span>In the learning by design, constructionism is reflected by clearly articulating expectations, objectives, and how they will be evaluated. <span style="mso-spacerun: yes;"> </span>The teacher acts as a facilitator scaffolding and challenging learners while reinforcing concepts and addressing misconceptions.<span style="mso-spacerun: yes;"> </span>In addition, receiving feedback through peer evaluation, piloting to a target audience, and portfolio assessment requires the students’ active participation throughout the lesson.<span style="mso-spacerun: yes;"> </span>Project based learning focuses on the planning, creating and implementing, and processing of an artifact.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Learners are called upon to choose their activities, conduct research and synthesize information. Components of project based learning include practicing collaboration skills, projects based on standards, and authentic tasks that connect students to sources outside the classroom.<span style="mso-spacerun: yes;"> </span>In addition, integration of technology with the curriculum and the opportunities to learn necessary time management skills are built into these learning experiences. Finally’ frequent and varied assessment that includes teacher assessment, peer assessment, self assessment and reflection will ensure that learning for understanding takes place (Han & Bhattacharya, 2007).</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>Students that engage in generating and testing hypotheses are participating in another strategy that follows the guidelines of constructivism.<span style="mso-spacerun: yes;"> </span>Using technology such as spreadsheets to streamline time consuming calculation, students use critical thinking skills to make predictions, manipulate data and instantly compare results (Pittler, Hubbell, Kuhn, & Malenoski, 2007).<span style="mso-spacerun: yes;"> </span>They generate and test hypotheses in system analysis, problem solve, conduct historical investigation, create inventions to solve a problem, engage in experimental inquiry, and make decisions.<span style="mso-spacerun: yes;"> </span>As consistent with constructivist theory, technology tools such as simulation experiences provide engaging and motivating opportunities by requiring students to use background knowledge, make decisions and see the outcomes of their hypotheses in a virtual situation. <span style="mso-spacerun: yes;"> </span>Collaborative project Web sites such as Collaboratory Project (http://collaboratory nunet.net) afford students the opportunity to share and compare their data outside of classroom walls.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>A fourth strategy that embraces the theories of constructivism and constructionism is problem based instruction/learning.<span style="mso-spacerun: yes;"> </span>Similar to the previous strategies discussed, learning is student centered with the individual directing his or her own learning. A focus question grounds the activity about a problem that has multiple possible answers and methods of answering the question.<span style="mso-spacerun: yes;"> </span>Students are empowered to become critical consumers of information and are limited by an established curriculum.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>The teacher serves as a facilitator, providing feedback with which collaborative teams use to devise methods to answer questions (Glazer, 2007).<span style="mso-spacerun: yes;"> </span>Teams build skills for consensual decision making, become interdependent, and are challenged to work together to address and resolve real-world problems. Problem based learning encompasses a situated learning perspective where learning by practical application-participation is crucial.<span style="mso-spacerun: yes;"> </span>Ideas are generated within the community and based on social interactions. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span>Engaging students in constructivists/constructionist strategies to stimulate higher order thinking skills is the right thing to do. If our goal is prepare them for active citizenship, then we need to restructure our instructional practice to include opportunities for learning by design, project based learning, generating and testing hypothesis and problem based learning.<span style="mso-spacerun: yes;"> </span>When participating in activities related to these strategies, kids are in control, actively participating in the construction of their own unique body of knowledge.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
<span style="font-family: "Times New Roman", "serif";"><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";">References </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";">Glazer, Evan. <span style="mso-bidi-font-style: italic;">(2010). </span>Problem-based instruction<span style="mso-bidi-font-style: italic;"> <i>Emerging perspectives on <span style="mso-tab-count: 1;"> </span>learning, teaching, and technology</i></span>.<span style="mso-spacerun: yes;"> </span>Retrieved <span style="mso-tab-count: 1;"> </span><a href="http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Persp"><span style="color: blue;">http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Persp</span></a><span style="mso-tab-count: 1;"> </span>es%20on%20Learning,%20Teaching,%20and%20Technology.pdf</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";"><span style="mso-tab-count: 1;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";">Han, Seungyeon., & Bhattacharya, K. <span style="mso-bidi-font-style: italic;">(2010). <i>Emerging perspectives on learning, <span style="mso-tab-count: 1;"></span>teaching, and technology</i></span>.<span style="mso-spacerun: yes;"> </span>Retrieved <span style="mso-tab-count: 1;"> </span><a href="http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Persp"><span style="color: blue;">http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Persp</span></a><span style="mso-tab-count: 1;"> </span>es%20on%20Learning,%20Teaching,%20and%20Technology.pdf</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";">Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist <span style="mso-tab-count: 1;"> </span>and constructivist learning theories [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, <span style="mso-tab-count: 1;"> </span>instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif";"><span style="color: #363636; font-family: "Times New Roman", "serif"; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with <span style="mso-tab-count: 1;"></span>classroom instruction that works.</i> Alexandria, </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
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</div></span></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com4tag:blogger.com,1999:blog-1350794615321533602.post-56635780232974776222011-03-14T23:58:00.000-07:002011-03-15T00:09:44.610-07:00Cognitivism: What Does it Look Like?<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-size: 12.0pt;"> Exemplary teachers incorporate strategies that encompass the theories of behaviorism, cognitivism and constructivism to teach the diverse landscape of today’s classroom.<span style="mso-spacerun: yes;"> </span>This week’s resources focus on the benefits of the cognitive learning theories and how that translates into classroom practice. <span style="mso-spacerun: yes;"> </span>Taking into account what we know about how information is processed, using a variety of cognitive tools, teachers can provide meaningful experiences that require students to think critically about their learning.<span style="color: red;"> </span>Students are challenged to acquire, synthesize, create and share new knowledge (Robertson, Elliot, & Washington, 2010).<span style="mso-spacerun: yes;"> </span>They take control of their learning by analyzing and filtering the information they encounter. <span style="mso-spacerun: yes;"> </span>Newly acquired knowledge is connected to prior knowledge while students revise their schema to match their understanding (Robertson, Elliot, & Washington, 2010). <span style="mso-spacerun: yes;"> </span>Furthermore, cognitive tools are used to retrieve and identify information, present information in a meaningful way and establish relationships among information. <span style="mso-spacerun: yes;"> </span>Cognitive tools such as cues, question, advance organizers, summarizing, and note taking are examples of strategies teachers use to help students focus their learning.<span style="mso-spacerun: yes;"> </span>These tools improve students’ ability to retrieve, use and organize information (<span style="color: #363636;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).<span style="mso-spacerun: yes;"> </span></span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Technology can easily be integrated into instruction to support the cognitive learning theory. <span style="mso-spacerun: yes;"> </span>In accordance with this belief, students must learn with computers not from them. </span><span style="mso-bidi-font-size: 12.0pt;">(Robertson, Elliot, & Washington, 2010). <span style="mso-spacerun: yes;"> </span><span style="color: #363636;"><span style="mso-spacerun: yes;"> </span>The computer’s role is not to serve as a teacher expert but that of a mind-extension. <span style="mso-spacerun: yes;"> </span></span>According to the information processing theory, the acquisition of knowledge passes through three sequential stages:<span style="mso-spacerun: yes;"> </span>sensory input of information, short term memory, and after rehearsed, into long term memory (Laureate, 2010a).<span style="mso-spacerun: yes;"> </span>According to Dr. Michael Orey (2010), the brain is only capable of processing seven, plus or minus 2 pieces of information at once.<span style="mso-spacerun: yes;"> </span>Incorporating cognitive tools such as concept maps, word processing note taking templates, and Excel spreadsheets help students to retain, focus, and organize their learning<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Furthermore, all of these tools invite their users to expand, revise, and edit their newly acquired knowledge independently or collaboratively.<span style="mso-spacerun: yes;"> </span>They can also be used effectively as advanced organizers in which the teacher provides key terms or data (cues) to trigger higher order questions and discussion.<span style="mso-spacerun: yes;"> </span>PowerPoint can also be used as advanced organizers to facilitate sensory experiences that motivate students to be active participants in their learning (<span style="color: #363636;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).<span style="mso-spacerun: yes;"> </span>Dr. Orey (Laureate, 2010a), also proposes elaboration as a primary mechanism for storing information in long term memory. <span style="mso-spacerun: yes;"> </span>Using a Microsoft Word template, students can expand upon their knowledge from a state or country report and create a research based travel brochure with learned content, images, and data.<span style="mso-spacerun: yes;"> </span>This activity also aligns with Paivio’s (in Laureate, 2010a) dual coding hypothesis that states that individuals remember information when words and images are presented simultaneously. Multimedia is among the most all inclusive of the technology tools.<span style="mso-spacerun: yes;"> </span>Virtual field trips are example of multimedia at its best.<span style="mso-spacerun: yes;"> </span>Of course, a real trip is ideal; however through virtual field trips students can experience episodic experiences that otherwise could not be accessed without the use of technology. Students are able to witness history, compare information with other primary sources, and engage in critical thinking that allows them to make important connections (Laureate, 2010b).<span style="mso-spacerun: yes;"> </span>Examples of these include The Underground Railroad and the Great China Wall.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Cognitive tools stimulate critical thinking, help students make important connections, and organize information to make it meaningful.<span style="mso-spacerun: yes;"> </span>Research has shown that implementing these strategies into classroom instruction help students to develop higher level thinking skills that enable them to problem solve<span style="mso-spacerun: yes;"> <span style="mso-bidi-font-size: 12.0pt;"><span style="color: black;">(Robertson, Elliot, & Washington, 2010). <span style="mso-spacerun: yes;"> </span></span><span style="color: #363636;"><span style="mso-spacerun: yes;"> </span></span></span> </span>Through the use of technology, teachers have access to a myriad of engaging tools that can support all students in their learning. </span><span style="mso-bidi-font-size: 12.0pt;"></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">References </div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive learning theory</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 22.5pt; text-indent: -22.5pt;">[Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author.</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">Laureate Education, Inc. (Executive Producer). (2010b). Program six. Spotlight on technology: Virtual field trips [Webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> <place w:st="on"><city w:st="on">Baltimore</city>, <state w:st="on">MD</state></place>: Author</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-size: 12.0pt;">Robertson, B.,<span style="mso-spacerun: yes;"> </span>Elliot, L., &<span style="mso-spacerun: yes;"> </span>Washinton, D.<span style="mso-bidi-font-style: italic;">, (2010). <i>Emerging perspectives on learning, teaching, and technology</i></span>.<span style="mso-spacerun: yes;"> </span>Retrieved </span><a href="http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20T/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20Technology.pdf" target="_blank"><span style="color: windowtext; mso-bidi-font-size: 12.0pt;">http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20T/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20Technology.pdf</span></a><span style="mso-bidi-font-size: 12.0pt;"></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with classroom instruction that works.</i> Alexandria, VA: ASCD. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;"></span><span style="color: #363636; mso-bidi-font-size: 12.0pt;">The China retrieved (n.d.). <span style="mso-spacerun: yes;"> </span>Retrieved March 14, 2011 from </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;"><a href="http://www.valleystream13.com/web/502/virtualtour/start.html">http://www.valleystream13.com/web/502/virtualtour/start.html</a></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;">The underground railroad (1966).<span style="mso-spacerun: yes;"> </span>National geographic. Retrieved <span style="mso-spacerun: yes;"> </span>March 14, 2011 from</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: #363636; mso-bidi-font-size: 12.0pt;"><a href="http://www.nationalgeographic.com/railroad/">http://www.nationalgeographic.com/railroad/</a></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
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</div></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com5tag:blogger.com,1999:blog-1350794615321533602.post-48297692015236295292011-03-06T16:20:00.001-08:002011-03-09T21:10:39.693-08:00The Behaviorist Theory: A Place in the Classroom<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">The Behaviorist Theory:<span style="mso-spacerun: yes;"> </span>A Place in the Classroom</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">The behaviorist theory, according to John Watson (in Smith, 1999), proposes the stimulus-response model as the way to study the effects of the environment on an individual’s responses.<span style="mso-spacerun: yes;"> </span>Contrary to the psychologists view, behaviorists are concerned with observable and measureable aspects of human behavior (Orey, M., 2010).<span style="mso-spacerun: yes;"> </span>According to their conjecture, human behavior is learned and can also be unlearned and replaced by new behaviors.<span style="mso-spacerun: yes;"> </span>This is good news for me as a teacher.<span style="mso-spacerun: yes;"> </span>Prior to my recent research, I understood the behaviorist view to be the environment, as it is, acting upon the learner. I now understand that the manipulation of the environment is what will trigger the desired response as in a rewards and punishment scenario.</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">This week’s resources provide many examples of ways behaviorism can positively affect learning in the classroom.<span style="mso-spacerun: yes;"> </span>I now recognize that I use many of these practices regularly in my classroom to motivate and engage my students.<span style="mso-spacerun: yes;"> </span>The website, Education Resources for<span style="mso-spacerun: yes;"> </span>K-8 Students follows James Hartley’s (in Smith, 1999) four principals essential for learning:<span style="mso-spacerun: yes;"> </span>activity, repetition, reinforcement and clear objectives.<span style="mso-spacerun: yes;"> </span>Students type the answer to a clearly stated question, receive instant feedback, and monitor their progress through a graphic tally.<span style="mso-spacerun: yes;"> </span>After using this website and another website, Brain Pop, to support grade level skills, my students confirmed Hartley’s theory.<span style="mso-spacerun: yes;"> </span>When asked why they were engaged, their response was that they liked the challenge of a time limit to respond to the content and the repetitive practice inherent in the game content.<span style="mso-spacerun: yes;"> </span>Furthermore, they enjoyed being able to monitor their progress as they answered questions and the immediate feedback and support they received after answering a question. </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">In addition to student engagement, Pitler, Hubbell, and Kuhn (2007) assert that the degree of effort a student puts forth has a direct correlation to that individual’s success. As a teacher, it is my job to help my students understand this principal and provide motivation to increase their effort.<span style="mso-spacerun: yes;"> </span>I can use an Excel worksheet to support this endeavor.<span style="mso-spacerun: yes;"> </span>As recommended by Pitler, Hubbell, and Kuhn (2007), students record their effort grade and correlating achievement grade using a point scale on an Excel spreadsheet.<span style="mso-spacerun: yes;"> </span>Next they plot their results on a comparison bar graph.<span style="mso-spacerun: yes;"> </span>As the proponents of behaviorism suggest, by providing this visual stimulus, students are then motivated to increase their effort to improve their grade.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">Repetitive practice is an integral component of behaviorism.<span style="mso-spacerun: yes;"> </span>Hubbel, Huhn & Malenoski (2007), report in order for students to reach proficiency, they need 24 practice sessions with a skill in order to achieve 80 percent competency.<span style="mso-spacerun: yes;"> </span>Student engagement is often lost through boring, laborious repetitive paper/pencil practice. Well planned student or teacher created Power Point games that include hyperlinks and action buttons ascribe to the behaviorist theory of how students learn best.<span style="mso-spacerun: yes;"> </span>One example of this is the BattleGraph PowerPoint Game created by Sarah Grabowski Lodick in which students identify and graph x- and y-coordinates to find enemy ships and defeat the opponents.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>The Starfall website is another excellent example of how drill and practice can be engaging for students while targeting specific phonics skills.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">My new understanding of the behaviorist theory supports my present practices of providing incentives for my students to become active participants in their learning.<span style="mso-spacerun: yes;"> </span>Through my research, I have acquired a new arsenal of strategies and technology based tools to ensure best effort, engagement, and positive attitudes toward learning. </div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">References</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">Brain Pop (1999-2011).<span style="mso-spacerun: yes;"> </span>Brain <i style="mso-bidi-font-style: normal;">Pop - Animated Educational Site for Kids. </i>Retrieved March 9, 2011 from <a href="http://www.brainpop.com/">http://www.brainpop.com/</a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">Grabowski, L. (n.d.).<span style="mso-spacerun: yes;"> </span>Battlegraph PowerPoint Game.<span style="mso-spacerun: yes;"> </span>Retrieved from <a href="http://sara.lodic.com/edit/powerpoint_game/battlegraph/battlegraph.ppt"><span style="color: blue;">http://sara.lodic.com/edit/powerpoint_game/battlegraph/battlegraph.ppt</span></a>.</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-size: 12.0pt;">Online Basic Skill Games. (n.d.). <i>Jefferson County Schools, TN</i>. Retrieved March 6, 2011, from</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><a href="http://classroom.jc-schools.net/basic/math.html"><span style="mso-bidi-font-size: 12.0pt;">http://classroom.jc-schools.net/basic/math.html</span></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";">Orey, M.<span style="mso-spacerun: yes;"> </span>(2010). <i>Emerging perspectives on learning, teaching, and technology</i></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">.<span style="mso-spacerun: yes;"> </span>Retrieved </span><a href="http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20T/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20Technology.pdf" target="_blank"><span style="mso-bidi-font-size: 12.0pt;">http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20T/Emerging%20Perspectives%20on%20Learning,%20Teaching,%20and%20Technology.pdf</span></a><span style="mso-bidi-font-size: 12.0pt;"></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-size: 12.0pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with classroom instruction that works.</i> Alexandria, VA: ASCD. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Smith, K. (1999). The behaviorist orientation to learning. In <i>The encyclopedia of informal education</i>. Retrieved from </span><a href="http://www.infed.org/biblio/learning-behavourist.htm"><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="color: blue;">http://www.infed.org/biblio/learning-behavourist.htm</span></span></a><u><span style="color: blue; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> </span></u></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-bidi-font-size: 12.0pt;">Starfall's Learn to Read with phonics. (n.d.). <i>Starfall's Learn to Read with phonics</i>. Retrieved March 6, 2011, from </span><a href="http://www.starfall.com/"><span style="mso-bidi-font-size: 12.0pt;">http://www.starfall.com</span></a><span style="mso-bidi-font-size: 12.0pt;"></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
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</div></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com3tag:blogger.com,1999:blog-1350794615321533602.post-65869779478954446092011-02-16T23:02:00.000-08:002011-02-16T23:02:31.625-08:00A Leap Out of My Comfort Zone<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">A Leap Out of my Comfort Zone</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> What does it mean to be an effective teacher in today’s digital classrooms?<span style="mso-spacerun: yes;"> </span>I thought I knew.<span style="mso-spacerun: yes;"> </span>Yet as I reflect on what I have learned over the past eight weeks, I realize what limited knowledge I actually had.<span style="mso-spacerun: yes;"> </span>Microsoft Word and Power Point certainly help us to do the same things more efficiently, but these tools don’t truly reflect what 21<sup>st</sup> century learning skills encompass.<span style="mso-spacerun: yes;"> </span>Classrooms are a very different place than 20 years ago (Thornburg, 2004). The right time, right now 2.0 Web provides anytime, anywhere instant information that students are already proficient at using.<span style="mso-spacerun: yes;"> </span>Research has shown that in both the general education population and among students with learning disabilities, when engaged in a technology rich environment, there is a positive correlation to student achievement (Keengwe, J., & Onchwari, G., 2008).<span style="mso-spacerun: yes;"> </span>Acknowledging this changing landscape in my classroom, I must transform my educational practices to prepare my students for the workforce of tomorrow.<span style="mso-spacerun: yes;"> </span>This means to take a giant leap out of my comfort zone and reface my instructional practices to enhance student learning (Premsky 2005).<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> Toward this endeavor and resulting from my recent research, I have come to better understand the nuances of the 21<sup>st</sup> century digital native as well as my own digital immigrant status. (Premsky, 2005).<span style="mso-spacerun: yes;"> </span>I recognize the importance of maintaining high expectations and goals that cover the required standards while simultaneously using my students ‘most preferred learning tools, those of technology,<span style="mso-spacerun: yes;"> </span>to motivate and engage them. Students are no longer the people our educational system was designed to teach.<span style="mso-spacerun: yes;"> </span>They have spent their entire lives using digital tools.<span style="mso-spacerun: yes;"> </span>They like to multi-takes and parallel process and do so much differently than their predecessors (Premsky, 2001).<span style="mso-spacerun: yes;"> </span>Getting to know my students better will be instrumental in the refacing of my instructional practices.<span style="mso-spacerun: yes;"> </span>Through surveys, student profiles, and class discussions I can tap into their learning preferences, styles and knowledge to plan meaningful and motivational lessons. Additionally, collaboration will be a key element to my new approach to delivering 21<sup>st</sup> century skills.<span style="mso-spacerun: yes;"> </span>No longer will instruction be from a hierarchal model, but rather a collaborative one in which teachers are facilitators and decisions are made with students about curriculum development , teaching methods, school organization, discipline and assignments (Premsky, 2005). Writing projects must become a conversation beyond classroom walls, rather than a finite process submitted to one person for a grade.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> My participation in Technology 6710 has provided me with a model to emulate when integrating digital learning tools into my teaching.<span style="mso-spacerun: yes;"> </span>The research I have done supports the urgency of making this transition to 21<sup>st</sup> century learning.<span style="mso-spacerun: yes;"> </span>However, as a digital immigrant, relinquishing control from a teacher centered to a learner centered classroom will continue to be a struggle.<span style="mso-spacerun: yes;"> </span>I experienced this anxiety first hand during our Wiki assignment.<span style="mso-spacerun: yes;"> </span>I was concerned over sharing the responsibility of a group assignment and the possible outcome.<span style="mso-spacerun: yes;"> </span>This fear was not alleviated until the activity was graded and completed.<span style="mso-spacerun: yes;"> </span>Additionally, I was astonished at how my inexperience in creating a Wiki forced me to act as digital natives do.<span style="mso-spacerun: yes;"> </span>They rely on their interconnectedness with their peers for support and their ability to instantly access information through the World Wide Web to ensure their success.<span style="mso-spacerun: yes;"> </span>We were required to take a risk, use the technology tools available to us, and come to a consensus to the satisfaction of our group members; and it worked.<span style="mso-spacerun: yes;"> </span>My blog and podcast experiences were similar eye openers.<span style="mso-spacerun: yes;"> </span>I kept wondering where the manual is.<span style="mso-spacerun: yes;"> </span>To my surprise it was more exciting, more engaging, and empowering to discover the power of these Web 2.0 Read/Write tools through research and investigation.<span style="mso-spacerun: yes;"> </span>The most important component of these learning tools is that they are constructivist in nature; a part of a much larger body of knowledge that is represented by the internet. The potential for collaborative, relevant, meaningful projects integrating these tools into the curriculum is unbounded (Richardson, 2010).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Although I have not yet developed the experience and competence in using the blog, wiki, and podcast that I desire, I recognize the empowerment generated by using them regularly in my professional practice.<span style="mso-spacerun: yes;"> </span>Toward this goal, my students have already begun to contribute to their own blog that they have just started posting to called, “See It My Way” <a href="http://seeitmyway1.blogspot.com/">http://seeitmyway1.blogspot.com/</a><span style="mso-spacerun: yes;"> </span>As the students complete their postings, we will set up a conversation with another classroom across country to engage in our discussions.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> In order to fully integrate technology into my curriculum, I have to maintain my willingness to take a risk, to learn from my students and alongside them.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I have to do what I will ask my students to do; commit to a lifetime of learning.<span style="mso-spacerun: yes;"> </span>The best possible way to do so is to actively participate in collaborative technology groups at my school, in my district and through online educational organizations such as the International Society for Technology in Education.<span style="mso-spacerun: yes;"> </span>Following educational journals, wikis, blogs, and podcasts, will also be instrumental in my quest to become proficient in providing my students with 21<sup>st</sup> century skills that will be required by tomorrows workforce.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> When considering long term goals for my own classroom, I will establish a collaborative plan with another teacher to team “facilitate” the initiation of a school wiki.<span style="mso-spacerun: yes;"> </span>Interviews, podcasts, reviews and blogs, will be strategically planned and integrated into the course curriculum and created by collaborative student groups.<span style="mso-spacerun: yes;"> </span>My second goal will be to investigate and follow through with a way to provide regular better computer/web access to my special education students.<span style="mso-spacerun: yes;"> </span>I plan to research other district special education classes, identify the resources they have available, and engage my PTA, community advisory board, and administration to assist me in obtaining the resources I need to provide 21<sup>st</sup> century skills to my students.<span style="mso-spacerun: yes;"> </span>I will also investigate grant money to fill this void.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> Reflecting back onto the checklist for technology integration practices, my pedagogy has already dramatically changed.<span style="mso-spacerun: yes;"> </span>There isn’t a lesson that I create without considering whether a collaborative product with real world significance could be developed to meet the goal.<span style="mso-spacerun: yes;"> </span>Due to my students’ limited access to technology (we have one computer) progress is slow.<span style="mso-spacerun: yes;"> </span>However, my first endeavor to create our persuasive blogs is already generating an engagement level not present in my classroom before.<span style="mso-spacerun: yes;"> </span>Prior to this class, I delivered content to my students.<span style="mso-spacerun: yes;"> </span>I now share in their research and investigative practice to find truth on the Read Write Web. Together we evaluate the credibility of the evidence we find by using a variety of resources and comparing the evidence.<span style="mso-spacerun: yes;"> </span>Additionally, my students are now encouraged to display their learning in a variety of ways utilizing a variety of technology tools to demonstrate their understanding.<span style="mso-spacerun: yes;"> </span>My most valuable learning from this class is that technology doesn’t mean just doing old things differently but doing new things.<span style="mso-spacerun: yes;"> </span>My leap out of my comfort zone and into using 21<sup>st</sup> century learning tools will be not only the beginning of a technology rich environment for my students, but a model for the rest of my staff in how to use these tools effectively.</div><div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from <a href="http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192eferences"><span style="color: blue;">http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192eferences</span></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Richardson, W. (2010). <i style="mso-bidi-font-style: normal;">Blogs, wikis, podcasts, and other powerful web tools for classrooms</i> (3rd ed.). Thousand Oaks, CA: Corwin.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"> <span style="mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Thornburg, D. (2004). <i>Technology and education: Expectations, not options</i>. (Executive Briefing No. 401). Retrieved from <u><span style="color: blue;">http://www.tcpdpodcast.org/briefings/expectations.pdf</span></u></span><br />
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</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"></div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-83305496914294464802011-02-03T14:51:00.000-08:002011-02-03T21:45:46.833-08:00Student Technology Survey-Demographic Profile<div class="MsoNormal" style="margin: 0in 0in 0pt;">The purpose of this podcast is to report the findings of a student survey I conducted January 31, 201.<span style="mso-spacerun: yes;"> </span>I sought to determine the digital learning styles and digital abilities of my students and the implications it has on my instructional practice. Those that participated in my survey had very diverse technology backgrounds and preferences. Although Marc Prensky’s (2001) theory of digital natives and their affinity for learning through technology pertains too many of my students, the digital immigrant profile also is present among them.<span style="mso-spacerun: yes;"> </span>The results of this survey have specific implications for my instructional practice. It is my responsibility to fully engage my students in this new digital language while still supporting those students that have not yet acquired those skills.<span style="mso-spacerun: yes;"> </span>Using my technology savvy students as guides, I must find ways to infuse technology into the curriculum in order to prepare my students for the global economy within which they will have to compete.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">Reference<br />
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192eferences</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-76706313753310875082011-01-25T23:56:00.000-08:002011-01-25T23:56:00.370-08:00Partnership for 21st Centruy Skills Website Review<div class="MsoNormal" style="margin: 0in 0in 0pt;"> My initial reaction to the Partnership for 21<sup>st</sup> Century Skills was one of relief that there really was a written comprehensive plan to address the essential skills students will have to be able to understand do for the 21<sup>st</sup> century. <span style="mso-spacerun: yes;"> </span>In a collaborative effort, this partnership of educators, business, community, and government leaders proactively seek to close the gap between what students learn at school and what they need to know to meet the needs of the globally competitive workforce.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"> </span>The organization of this website was comprehensive but sometimes difficult to navigate.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>The tabs were explicit and content specific.<span style="mso-spacerun: yes;"> </span>The route 21 page provided resources related to 21<sup>st</sup> century skills.<span style="mso-spacerun: yes;"> </span>The reader is able to browse by support system, by skill or by knowledge.<span style="mso-spacerun: yes;"> </span>Detailed information relating to standards, assessment, professional development, curriculum and instruction is easily accessible.<span style="mso-spacerun: yes;"> </span>Links were available in all areas on all pages.<span style="mso-spacerun: yes;"> </span>The website was comprehensive including a mission statement and explanation, desired learning outcomes, assessment tools, individual state reports on progress toward their goals, and professional development <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Navigating from one page to another was challenging at times.<span style="mso-spacerun: yes;"> </span>I was also disappointed that when trying to access the videos some did not work.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The symbolic rainbow framework on the overview tab appropriately interconnects all of the outcomes and support systems necessary to ensure 21century readiness for today’s students.<span style="mso-spacerun: yes;"> </span>Required outcomes include the core subjects of 21<sup>st</sup> century themes, learning and innovation skills, information, media and technology skills and life and career skills.<span style="mso-spacerun: yes;"> </span>In the article Learning for the 21<sup>st</sup> Century <sup>(</sup>nd., p4), essential learning skills were similarly listed, but on this website under the overview tab I was able to gain a better understanding of the meaning of Life and Career Skills</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">(<a href="http://www.p21.org/index.php?option=com_content&task=view&id=266&Itemid=120">http://www.p21.org/index.php?option=com_content&task=view&id=266&Itemid=120</a>). </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">According to the website, the essential interpersonal attributes required by today’s work and life environments include adaptability and flexibility, initiative and self-direction, social and cross-cultural skills, productivity and accountability and leadership and responsibility.<span style="mso-spacerun: yes;"> </span>These skills represent the personal attributes that allow individuals to navigate the life and work environments in the competitive information age.<span style="mso-spacerun: yes;"> </span>Reflecting on my teaching practices, I now recognize the necessity to directly teach life and career skills.<span style="mso-spacerun: yes;"> </span>It will be up to me to research and create lessons that will foster this learning. </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="mso-tab-count: 1;"> </span>When investigating the state initiatives, on the website, I noticed the absence of California.<span style="mso-spacerun: yes;"> </span>My biggest disappointment is that the site does not address states that ignore the need to teach 21<sup>st</sup> century skills.<span style="mso-spacerun: yes;"> </span>In my district, although we have recently received some smart boards, there is no initiative to revamp our teaching.<span style="mso-spacerun: yes;"> </span>Teachers have received minimal instruction on how to use the new equipment, and as a result do not use it to develop 21<sup>st</sup> century learning skills.<span style="mso-spacerun: yes;"> </span>Professional development to teach the new literacies, as described by Miners and Pacopella (2007), does not appear to be on the horizon at my school.<span style="mso-spacerun: yes;"> </span>Instead foundational literacy continues to be the standard.<span style="mso-spacerun: yes;"> </span>As a result of my districts failure to embrace 21<sup>st</sup> century learning skills, it is my responsibility to independently make the transition.<span style="mso-spacerun: yes;"> </span>I will self-initiate changes in my assessment practices, instructional delivery, and my use of technology to foster 21<sup>st</sup> century learning (Partnership for 21<sup>st</sup> Century Skills, n.d., p4).<span style="mso-spacerun: yes;"> </span>Utilizing real world contexts and infusing them into classroom learning will demonstrate respect for students’ intellect as well as prepare them to be successful contributors to the workplace of tomorrow. </div><div class="MsoNormal" style="margin: 0in 0in 0pt; 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References</div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: black; font-family: "Calibri", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Miners, Z., & Pascopella, A. (2007). The new literacies. <i>District Administration</i>, <i>43</i>(10), 26–34</span><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: black; font-family: "Calibri", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Partnership for 21st Century Skills. (n.d.). <i>A report and mile guide for 21st century skills</i>. Washington DC: Author. Retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119</span><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: black; font-family: "Calibri", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Partnership for 21st Century Skills. (n.d.). <i>A report and mile guide for 21st century skills</i>. Washington DC: Author. Retrieved from </span><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"><a href="http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf" target="_blank"><span style="color: #2244bb; font-family: "Calibri", "sans-serif";">http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf</span></a></span></div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: black; font-family: "Calibri", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Partnership for 21st Century Skills. (2007). <i>21st century curriculum and instruction</i>. Washington DC: Author. Retrieved from </span><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"><a href="http://www.p21.org/route21/index.php?option=com_content&view=category&layout=blog&id=13&Itemid=228&limitstart=1" target="_blank"><span style="color: #2244bb; font-family: "Calibri", "sans-serif";">http://www.p21.org/route21/index.php?option=com_content&view=category&layout=blog&id=13&Itemid=228&limitstart=1</span></a></span></div><div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;"><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman"; mso-no-proof: yes;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape alt="https://blogger.googleusercontent.com/tracker/4084156612240444976-4462520685646522938?l=dandoysdiscussions.blogspot.com" id="Picture_x0020_1" o:spid="_x0000_i1025" style="height: 0.75pt; mso-wrap-style: square; visibility: visible; width: 0.75pt;" type="#_x0000_t75"><imagedata o:title="4084156612240444976-4462520685646522938?l=dandoysdiscussions.blogspot" src="file:///C:\Users\Vicki\AppData\Local\Temp\msohtmlclip1\01\clip_image001.gif"></imagedata></shape></span><span style="color: black; font-family: "Arial", "sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com3tag:blogger.com,1999:blog-1350794615321533602.post-83939589979254092822011-01-11T23:09:00.000-08:002011-01-11T23:12:36.829-08:00Blogging to Persuade<div class="MsoNormal" style="margin: 0in 0in 0pt;"> California State writing standard 2.3 requires sixth grade students to write a persuasive composition.<span style="mso-spacerun: yes;"> </span>They are to support their position with organized and relevant evidence, and anticipate and address reader concerns and counterarguments (California State Teaching Standards).<span style="mso-spacerun: yes;"> </span>Having struggled to teach this standard to my special education students in the past, I am excited about the prospect of using a Weblog to teach this standard and simultaneously practice my own blogging skills.<span style="mso-spacerun: yes;"> </span>In my recent research about blogs, I learned that that the best way to understand the impact of the Read/Write web and become proficient at using it, is to become a blogger and blog consistently (Richardson, 2010).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> Students with learning disabilities have processing challenges that impede their ability to make sense of what they learn. <span style="mso-spacerun: yes;"> </span>Whether it is visual, auditory, or the integration and organization of information, their road blocks often contribute to their inattentiveness, poor self image and frustration.<span style="mso-spacerun: yes;"> </span>Special education teachers are constantly looking for ways to keep them engaged with learning despite their struggles.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"> I would use a class blog, “See It My Way”, to have students demonstrate their understanding of how to write a persuasive essay.<span style="mso-spacerun: yes;"> </span>While introducing the blog and teaching content appropriateness, students will respond to self generated prompts of personal interest.<span style="mso-spacerun: yes;"> </span>As they refine their skills, prompts will be grade level cross curricular topics and students will be required to use the websites and blogs to provide research based content.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-spacerun: yes;"> </span>The purpose of this blog is dual fold:<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>to showcase their understanding of persuasive writing and to allow them to mirror the business model in which construction of content and collaboration are the norm.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In addition, having students write to an audience much larger than their classroom enhances the relevance of what they write.<span style="mso-spacerun: yes;"> </span>The knowledge that a worldwide audience will read and respond to what they write provides them the motivation to put forth their best efforts (Richardson, 2010).<span style="mso-spacerun: yes;"> </span>Furthermore, special education students are notorious for having preferred learning styles, that when used, contribute to their success. <span style="mso-spacerun: yes;"> </span>Students reticent to make oral presentations, blossom in the blog environment where everyone shares their ideas in writing.<span style="mso-spacerun: yes;"> </span>Inherent in authoring and posting to blogs is the requirement to think deeply and critically about what is written. <span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-spacerun: yes;"> </span>Although my students struggle to write a persuasive essay through the traditional reading/writing programs, research has shown that students who engage in Weblogs show more interest in the work and their ability to locate and reflect on their work.<span style="mso-spacerun: yes;"> </span>This new understanding serves as a catalyst for me along with my students to step into the blogging world to prepare for the literacies required to be successful in the information society of tomorrow (Richardson, 2010).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">References</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;">Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0in;"><br />
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</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0tag:blogger.com,1999:blog-1350794615321533602.post-24918834760648293682011-01-04T15:39:00.000-08:002011-01-04T20:54:28.392-08:00Technology: Teaching unique learners to learn differently<div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times, "Times New Roman", serif;">Welcome to tech talk, a place where we can engage in conversation about how to best serve our special education students using technology.<span style="mso-spacerun: yes;"> </span>As special educators we know our students don’t learn in the c</span><span style="font-family: Times, "Times New Roman", serif;">onventional way.<span style="mso-spacerun: yes;"> </span>We are forever looking for ways to do different things and to do things differently to inspire our students and make them want to learn. I am excited about having the opportunity to share ideas on how to use technology to reach those students who have processing, attention, and behavior issues that impede their learning.<span style="mso-spacerun: yes;"> </span>My experience (albeit limited) in using technology with my students has been one of wonderment.<span style="mso-spacerun: yes;"> </span>The interactive programs that incorporate a multi-modality approach engage even the most distractible and oppositional learners.<span style="mso-spacerun: yes;"> </span>I look forward to sharing ideas with my readers on how to use all forms of technology to help us in our quest to meet grade level standards and prepare our students for the 21<sup>st</sup> century.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div>Vickihttp://www.blogger.com/profile/18039818359324409386noreply@blogger.com0