Week 4

So this weeks resources talked about constructivist and constructionist ideas. Pretty much... that's engaging students by making artifacts. Dr. Orey (way to represent UGA!) says that using technology to make those artifacts helps students to see the difference between what they think and what is real. The book "Using Technology With Classroom Instruction that Works" recommends making something and using it to test a hypothesis. This matches constructivist-ness by making something, and the constructionist-ness by the students understanding what is going on around them by what was tested. I like the idea of using more technology to make things to help students remember information. Making things has always been a lot of fun for me and the students (exploding volcanoes, cells made of cake and candy, cardboard robot man, etc), and adding the awesome coolness of technology will make class even better and more fun and memorable.

-Mary Beth-

Cognitiveness

When I taught in elementary school, we used content maps all the time. Only now do I fully grasp how awesome these tools are for the students. The content maps are a great example of cognitive learning making visual representations of ideas. Dr. Orey suggests this visual to allow integration of several senses. Using the content maps along with power points with awesome pictures or the virtual field trip will help make those "episode" memories that Dr. Orey talked about. Similarly with note taking, summarizing, etc., providing students with several ways to remember things so to not "forget" the information makes it easier for them to make connections and store the information into long-term memory. After all, that is what cognitive learning focuses on: getting things into long-term memory.

Until next time...

Behaviorist-ness

"I'm so tired of homework!"

I hear my nieces say that when I visit them, and I hear students say it in my classroom on occasion. Personally, I rarely give homework, but when I do, it is very necessary. For example, when I taught fifth grade, it was nightly homework to work on multiplication facts. A five-minute quiz was given every Friday, and once students got all the answers right, they got a spacial prize and got to do an alternate activity during the quiz time the following week. In addition to that external reward, they also knew on the inside that they know all of their multiplication facts and no longer had to stress.

Dr. Pat Wolfe says that learning essentially by rote is the best way to learn what she calls "procedural" things. I learned my multiplication facts by rote, I learned the Pledge of Allegiance by rote, I learned how to bake brownies by rote, etc. A good example of how homework and practice are important in learning how to solve more complicated math problems. For example, we will solve the area of a compound figure composed of a rectangle, half of a circle, and a triangle. No matter what the shape of the figure, the students have to know that they break the figure into shapes that they already have an area formula for, find the area of each shape, then add them together. This takes a great deal of practice, repetition, and rote learning to get the hang of, so giving extra practice for homework is good for students to do.

Reinforcing effort gives students something to be proud of. My former fifth grade students would have a student-led conference with their parents once a year where they got to show off some of the work they had done and present goals that the parents can help them achieve at home. They get to keep record of the successes they have in class, and get a new sense of pride and accomplishment when they are able to show themselves off to their parents. Pitler, Hubbell, Kuhn, and Malenoski say that this reinforcing effort "enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (YEAR). I think having that student-led conference is a great way to keep students accountable for their grades, success, areas which need improvement, and their behavior. This conference gives them something to work toward and an incentive to do their best. No student wants to show a bunch of bad grades, write-up slips, and other negative things to their parents.

So in my humble opinion, giving appropriate homework and practice is good to help students learn procedural elements, and allowing students to keep track of their own success and reinforcing their efforts are great ways to incorporate behaviorist techniques in class.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASC

Class Reflection

This class helped me develop my technology skills as a teacher by just telling me what the technology is and how to use it. I had a random blog that I use to vent and journal with, but I never knew how to use it in a class until now. I understand better how teaching and learning go together and how to use technology to bridge the gap. It isn't all about me presenting information, it's about the students understanding and learning. I can present all I want, but if I don't taylor my presentation to suit my students needs, then neither of us are getting anywhere. If I continue to learn more about new and emerging technologies and how I can incorporate them into a lesson for the good of my students, then they will be better off for it. Staying on top of technology is so important in this day and age. I need to stay informed and keep my students informed so that they can grow to be the best they can possible be.

One goal for the next 2 years is to consistently use blogs in my classroom. At least once a week I want to have a blog assignment for my students and have them comment on the blogs of other students. Another goal is to use podcasting as a means of student showcase and getting parent and community involvement with the students and the school in general. These goals will not be easy to achieve due to limited computer/internet time allowed in school and the general negativity associated with blogging and podcasting with young people. However, I plan to plead my case with the administration giving detailed descriptions of the assignments and how to manage the entries so that nothing inappropriate will be allowed. The same for podcasting and how I will personally oversee each podcast in class.

I feel that I have grown through this course. I am more knowledgeable and more open-minded about using technologies and how to use them in the classroom. I look forward to learning more about new technologies and how I can use them to better reach a variety of students and learning styles.

-Mary Beth-

Podcast nightmare

Well ladies and gentlemen, after much wailing and gnashing of teeth, I think I finally got this podcast to work on a hosting site. It worked on my computer, the computer at the library, and on a friends computer, so if it decides to quit working... I think I may just give up. *sigh*

I hope it works for you. Take care friends!

-MB

Link:

http://halemary27.podbean.com/

21st Century, eh?

So I went to the Partnership for 21st Century Skills website and discovered that I am dumber than I thought. The website is awesome. It has videos and a subscription option so you can blog with other users and the site, links to lots of useful information on pretty much any subject, and lots more. My only issue with the site is that I had a hard time navigating it and knowing how to get to the information that I wanted. But there again, that is probably more of an "I'm an idiot" issue than anything else.

I know that it is a site that brings education, business, and government together, but I was still surprised to see big names like Apple, Dell, Verizon, and others listed as contributors. Those guys know the information age and are helping make it possible for teachers to learn more to help their students succeed in our technology-driven society.

My 11th grade English teacher used to say, "the more you know, the more you know" and in today's world that is true more than ever. The old SchoolHouse Rock slogan of "knowledge is power" and that is proven over and over to be true. I no longer think of information as being redundant, but as an opportunity to hear things that I may have missed the first time, or see something in a different light. Our world is ever-changing, and I do not want to be left behind, nor do I want my students to be. This website is a great tool to access information and be able to discuss that information with other professionals. We're not in competition; we're all working toward the same goal. For the sake of my students, I will keep learning (even if it shows me what an idiot I am). :-)

-Mary Beth-

Invention Convention

One of my favorite times of the school year is the week of CRCT (the end-of-the-year test). *You may now remove your jaw from the floor and return it to its normal position.* I know it is a crazy and stressful week, but I like to look on the brighter side of death... er... life. :-) During this week, we have to be really careful about what we say and do in the classroom so as not to have a conflict of interest or whatever they call it. So during CRCT week, I do something with my 5th graders that I like to call the "Invention Convention." Using inspiration from social studies inventors and science techniques we have studied throughout the year, the students are placed into groups and asked to come up with a new invention that will make life better.

The students have four things to accomplish during the week:
1. Tell me what the invention is
2. Explain how it will make life better
3. Explain how the invention would work if it were to be made reality
4. Make a model of the invention to present to the class

Blogging could be beneficial in my Invention Convention lesson by allowing each group to write about steps 1-3 and get feedback from other student groups, parents, teachers, etc. Typing instead of pencil writing the required responses for items 1-3 can also serve as a modification for students with special needs. Each member of the group can type out each part of the assignment in separate blog entries to get more specific feedback.

I will definitely put this idea to use when the opportunity comes up this next school year. As the story unfolds, I will be sure to keep my dear fans... er... captive audience readers for grad school updated. :-) Any feedback is appreciated. I am never offended by anyone who is trying to help me become a better teacher.

Blessings,
-Mary Beth-