Sorry, forgot the ending...
These concepts can be used to improve your instruction by making their learning authentic. If the teacher can give them the best environment to learn the most stuff, they are benefiting their students. Then by utilizing all of these concepts in activities that will promote their learning and understanding to greater levels, the teacher has improved their instruction. It also incorporates so many more skills for the students to practice or enhance that they are getting not only the curriculum instruction, but also developing other skills that will help them in life (21st century skils).
Tuesday, July 14, 2009
Talk the talk: Learner-generated poscasts.....
While reading this article, the one thing I noticed right away that was interesting was when they mentioned how podcasting can enhance classroom learning in material that is different than what they are used to. It was also mentioned that the use of audio education has been around, but it is resurfacing due to all of the advances and popularity of personal audio devices. Basically I think they are saying that it takes general sort of unattractive things (letters and original recordings) and makes them into more exciting and user friendly learning opportunities.
The authors mentioned how creating podcasts can contribute to greater understanding than just researching or listening to them. This may be due to the increase attention to their own planning and problem solving to understand and relay the information in the most desirable way. The article also mentions how the focus on the project is a process of learning how to learn, and not so much the outcome. They need to understand the material first so then they can come up with the best ideas and ways to distribute that information. The article also touches on the cultural or group aspect of learning which can be tied to the Dewey concept of the "elders" teaching the "young". By incorporating many minds and experiences, the individuals can relay their knowledge and experiences that may benefit the group and make them better.
A final thought on the article deals with the 12 knowledge building principles (by Scardamalia) in the effectiveness of creating podcasts. When these principles can be incorporated into a lesson or creation of media, it details all of the benefits and learning that will take place for the students/individuals. I found these benefits almost just as important as the material they are supposed to be covering, if not more. This also is helping them utilize many 21st century skills by incorporating these 12 principles (team-work, self determination, being creative and innovative...).
The authors mentioned how creating podcasts can contribute to greater understanding than just researching or listening to them. This may be due to the increase attention to their own planning and problem solving to understand and relay the information in the most desirable way. The article also mentions how the focus on the project is a process of learning how to learn, and not so much the outcome. They need to understand the material first so then they can come up with the best ideas and ways to distribute that information. The article also touches on the cultural or group aspect of learning which can be tied to the Dewey concept of the "elders" teaching the "young". By incorporating many minds and experiences, the individuals can relay their knowledge and experiences that may benefit the group and make them better.
A final thought on the article deals with the 12 knowledge building principles (by Scardamalia) in the effectiveness of creating podcasts. When these principles can be incorporated into a lesson or creation of media, it details all of the benefits and learning that will take place for the students/individuals. I found these benefits almost just as important as the material they are supposed to be covering, if not more. This also is helping them utilize many 21st century skills by incorporating these 12 principles (team-work, self determination, being creative and innovative...).
Sunday, July 12, 2009
Hmmmm.......Vodcast Ideas
Here are some of the ideas I came up with for my vodcast:
1. From the webquest the students learned about the civil war, they would have to take the statistical information they found on a battle and further that learning by researching the battle more in depth, then create a vodcast about the important informaion.
2. Favorite board game vodcast. They need to choose a game they like to play and feel they know well, and create a vodcast explaining the rules and/or information needed to play the game.
3. In wood shop class, the students would have to each research a piece of machinery, identify the parts, safety rules, and operating procedure of the machine in a vodcast.
1. From the webquest the students learned about the civil war, they would have to take the statistical information they found on a battle and further that learning by researching the battle more in depth, then create a vodcast about the important informaion.
2. Favorite board game vodcast. They need to choose a game they like to play and feel they know well, and create a vodcast explaining the rules and/or information needed to play the game.
3. In wood shop class, the students would have to each research a piece of machinery, identify the parts, safety rules, and operating procedure of the machine in a vodcast.
Tuesday, July 7, 2009
My thoughts on 21st Century Skill Prep.....
21st Century skills are becoming increasingly important to the success of todays students. The world and future are everychanging in a way that we are hustling to keep up with ways to prepare kids for success in that world. Todays society is focused on speed, effectiveness, and the ability to multitask. I feel that students need to be required to show that they can work using 21st century skill due to the fact that in the world of business, the people who can do great work quickly and effectively will go far.
I feel that the 21st century skills being taught in our schools are very limited and dependent on the teacher. There are a lot of teachers that once they have their curriculum set and they feel it works, they are going to stick to their ways for the next however many years until they retire. Also the focus on these skills are fairly new and veteran teachers may not be as aware of their utilization as other rookie teachers. The skills are also not as easily taught as basic skills and lecturing. Teachers have to be open to change and trying new things.
Another big thing effecting the teaching of 21st century skills are the need for teachers to give standardized tests. These tests to me are the opposite of 21st century skills and only require students to go through the testing process of memorizing things.
Antother reason the skills are lacking is that 21st century skills require a lot of variety and innovative ideas. This can lead to much time being spent getting things planned in order for the students to be creative and self-directing, but also keep them focused and working in a structured environment. The teachers must use 21st century skills themselves in order to plan and teach the skills to their students.
I feel that one way for improvement with incorporating these skills into the education program is for those teachers who do utilize them to explain the way they work and the successes they have had. Demonstrate to supevisors the great activities or projects that the students have done using the skills. Also, teachers and schools need to start simple and make improvements and advances as things go. Like a lot of things, it will take a gradual move and acceptance towards implementing 21st century skills for all teachers and students to benefit from them.
I feel that the 21st century skills being taught in our schools are very limited and dependent on the teacher. There are a lot of teachers that once they have their curriculum set and they feel it works, they are going to stick to their ways for the next however many years until they retire. Also the focus on these skills are fairly new and veteran teachers may not be as aware of their utilization as other rookie teachers. The skills are also not as easily taught as basic skills and lecturing. Teachers have to be open to change and trying new things.
Another big thing effecting the teaching of 21st century skills are the need for teachers to give standardized tests. These tests to me are the opposite of 21st century skills and only require students to go through the testing process of memorizing things.
Antother reason the skills are lacking is that 21st century skills require a lot of variety and innovative ideas. This can lead to much time being spent getting things planned in order for the students to be creative and self-directing, but also keep them focused and working in a structured environment. The teachers must use 21st century skills themselves in order to plan and teach the skills to their students.
I feel that one way for improvement with incorporating these skills into the education program is for those teachers who do utilize them to explain the way they work and the successes they have had. Demonstrate to supevisors the great activities or projects that the students have done using the skills. Also, teachers and schools need to start simple and make improvements and advances as things go. Like a lot of things, it will take a gradual move and acceptance towards implementing 21st century skills for all teachers and students to benefit from them.
Wednesday, July 1, 2009
How Interactive is your Whiteboard?
The first key point I took from the article was about the interactions that take place in our classrooms. The authors listed eight questions to ask yourself about how interactive your classroom is and the amount of thinking the students actually have to do. After I read this, I realized that about 80% of the classes I am involved in could do a much better job at requiring more in depth thought from the students. As the article mentioned, most of our classes involved little though, just memorization. The article stated that most student responses are less than 5 seconds and use less than three words.
The second key point I found was when the authors talked about the learning being meaningful to the students. The students must be engaged and be required to exchange their knowledge and thinking in order to benefit in deeper learning. The students as well as the teacher must realize they have control of their learning and be motivated to strive for what is best for themselves. Basically they need to put the effort into their own learning.
Thirdly, using the IWBs (as mentioned in the second point) is only as beneficial as how they are utilized. Teachers can use them to make fancy and colorful activities, but is that what is best for the students learning. The use of the IWB needs to captivate and facilitate in depth thinking of students. As the authors stated "Learning to use the tool effectively requires far more than mere technical training." Students must take what was taught or gained by use of the WB and make that learning permanent.
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Interactive tools do not always lead to interactive learning. As I mentioned above, I feel that it depends on the lesson and how the interactive tool is utilized to facilitate in depth thinking. The students need to be brought into the lesson and made to think more than just the obvious thoughts. The tool is only as good as the person using it, and the lessons need to be created to utilize the tool in the most effective manner.
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Interactive tools can be used to their best potential by the educators putting in the time to uderstand them and their abilities. If the teacher can learn how to use them inside and out, then the focus can be turned to using those features to the best of their ability for the lessons.
One way for teachers to utilize the tool would be to take a lesson or activity they already know is successful and enhance it by using the tool. This will hopefully make it even more interactive and benefit students' learning.
A second way would be to have students use the tool and experiment with what they like or the way they feel they learn best. As in the article, have the students incorporate their ideas or strategies and then review and respond to see which works best.
Lastly the tool needs to be utilized in ways that keep the students actively participating and engaged. As long as the student is paying attention and involved, they will take something away from the lesson. And as long as students are taking new information away from lessons, then I would say the tool is being effective. Also, by showing them you care and are trying to utilize things that will help them, I think they will respond and appreciate it even more.
The second key point I found was when the authors talked about the learning being meaningful to the students. The students must be engaged and be required to exchange their knowledge and thinking in order to benefit in deeper learning. The students as well as the teacher must realize they have control of their learning and be motivated to strive for what is best for themselves. Basically they need to put the effort into their own learning.
Thirdly, using the IWBs (as mentioned in the second point) is only as beneficial as how they are utilized. Teachers can use them to make fancy and colorful activities, but is that what is best for the students learning. The use of the IWB needs to captivate and facilitate in depth thinking of students. As the authors stated "Learning to use the tool effectively requires far more than mere technical training." Students must take what was taught or gained by use of the WB and make that learning permanent.
------------------------------------------------------------------------------------------------
Interactive tools do not always lead to interactive learning. As I mentioned above, I feel that it depends on the lesson and how the interactive tool is utilized to facilitate in depth thinking. The students need to be brought into the lesson and made to think more than just the obvious thoughts. The tool is only as good as the person using it, and the lessons need to be created to utilize the tool in the most effective manner.
-------------------------------------------------------------------------------------------------
Interactive tools can be used to their best potential by the educators putting in the time to uderstand them and their abilities. If the teacher can learn how to use them inside and out, then the focus can be turned to using those features to the best of their ability for the lessons.
One way for teachers to utilize the tool would be to take a lesson or activity they already know is successful and enhance it by using the tool. This will hopefully make it even more interactive and benefit students' learning.
A second way would be to have students use the tool and experiment with what they like or the way they feel they learn best. As in the article, have the students incorporate their ideas or strategies and then review and respond to see which works best.
Lastly the tool needs to be utilized in ways that keep the students actively participating and engaged. As long as the student is paying attention and involved, they will take something away from the lesson. And as long as students are taking new information away from lessons, then I would say the tool is being effective. Also, by showing them you care and are trying to utilize things that will help them, I think they will respond and appreciate it even more.
Dewey's Democracy in Ed...
The three important ideas that I took from the chapter are as follows:
1. Education is a life process. The way Dewey put it is similar to the idea of Darwin's survival of the fittest. As living things we continue to increase as complex forms and adapt to new things. We do not only keep the same ideas and information passed on forever, but adapt and readapt to new surroundings. I feel this is important because it is obvious that life adapts in numerous ways. If something doesn't work anymore, we find better ways to get things done. Life is always looking for the better, faster, or easier way to do things (adapting).
2. The need for mature, experienced member of the group. These members are required to lead and teach the newborns to become bigger and better members of the group. This occurs by learning through watching, doing, and socializing with the mature leaders. This is also something that Dewey points out cannot be passed physically, but only by communication and learning. Therefore there is a need for close interaction and understanding. This is also apparent because there has to be a desire to learn and become better people. This is key to me because Dewey mentions that without these things, groups that do not progress, cease to exist.
3. Lastly I learned that in civilization, the capacity of the young eventually overcomes the concerns of adults. This leads to schools being set up and a select few people becoming the teachers. Society keeps advancing with both instruction and life experiences. I feel this is neat because there is definitely a huge link to both. You can have one without the other, but when combined, instruction and experience proves to be best.
1. Education is a life process. The way Dewey put it is similar to the idea of Darwin's survival of the fittest. As living things we continue to increase as complex forms and adapt to new things. We do not only keep the same ideas and information passed on forever, but adapt and readapt to new surroundings. I feel this is important because it is obvious that life adapts in numerous ways. If something doesn't work anymore, we find better ways to get things done. Life is always looking for the better, faster, or easier way to do things (adapting).
2. The need for mature, experienced member of the group. These members are required to lead and teach the newborns to become bigger and better members of the group. This occurs by learning through watching, doing, and socializing with the mature leaders. This is also something that Dewey points out cannot be passed physically, but only by communication and learning. Therefore there is a need for close interaction and understanding. This is also apparent because there has to be a desire to learn and become better people. This is key to me because Dewey mentions that without these things, groups that do not progress, cease to exist.
3. Lastly I learned that in civilization, the capacity of the young eventually overcomes the concerns of adults. This leads to schools being set up and a select few people becoming the teachers. Society keeps advancing with both instruction and life experiences. I feel this is neat because there is definitely a huge link to both. You can have one without the other, but when combined, instruction and experience proves to be best.
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