Assume Nothing

My first question about the course’s text, Reading the web, was how difficult is it to read web sources. Why devote an entire course to reading and interpreting the content of web pages? How does reading web sources differ from text-based materials? I quickly learned not to take anything for granted. This course introduced me to the new literacy skills; skills directly applied to web and digital resources. The new literacy skills, the 21st century fluency skills, teach students to apply speaking and listening skills, to evaluate the accuracy and usefulness of information, to draw from their prior knowledge, and to take organized clear complete notes. In addition, these fluencies help students to enhance their technical abilities, to become more fluent with digital tools and to collaborate with others by exchanging ideas and opinions in a social learning environment (Jukes & Mac Donald, 2007).

I found that an amazing, but disquieting discovery is the existence of hoax websites, in particular, “The Pacific Northwest Tree Octopus” site. I still haven’t determined the reasons for creating a hoax site; however, I’ve learned that the REAL procedure will help both my students and I evaluate a site’s validity and reliability. In addition, I learned how to use a screen cast. This is a great and convenient digital tool that I can incorporate into my instructional practice!

As a literacy teacher, I am always interested in incorporating new additional reading comprehension strategies into my classroom practice. Eagleton & Dobler (2007) offer excellent strategies and handout examples for students to use to summarize and to synthesize information. The CHoMP is an excellent strategy to help my students to determine the main idea, important details, and to develop summaries of reading passages.

I plan to continue to develop my scaffolding and questioning skills and techniques that will encourage students to think deeply and critically. I have found that essential questions help to focus and provide rigor to instructional objectives. I want to add more questioning approaches and strategies to my instructional “tool box”.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

Retrieved December 20, 2009, from http://web.mac.com/iajukes/thecommittedsardine/Handouts_files/twca.pdf

Reflection: Theory and Practice

I find cognitive learning theory fascinating, as I am always interested in how students think. At the beginning of this course, I defined my personal learning theory as a cognitive-constructionist. I believe that effective teachers investigate what their students are thinking and in turn, develop instructional activities that encourage students to create or build artifacts that have “real world” application and meaning. This course encouraged me to reexamine my beliefs and assumptions about how students learn and I realized that I have a cursory understanding of cognitive learning. Recently, I learned that students create a network of information stored in long-term memory that connects ideas and information to each other and when needed, the student is to be able to access this information. As a result, an instructional strategy or tool that incorporates images help students to create these connections or memory triggers. In addition, Paivio’s dual-coding hypothesis asserts that a learner best remembers information by using dual codes or senses to store information and creates memory connections in the long-term memory network. It is the teacher’s goal to help students to create these connections.

Therefore, my first adjustment to my instructional practice is to use more multi-sensory cognitive tools as concept maps and advanced organizers. For example, my students will use Inspiration software to create concept maps to help them organize new information. In addition, they can access the additional features, outlines, summary, and advanced organizer templates, and a variety of note-taking formats. My second adjustment is to actively engage my students more in their learning by using more social technology tools. In addition to Power Point presentations and pod casts, I plan to use voice threads. I had an enjoyable experience creating and participating in a voice thread. I feel it is both teacher and student-user-friendly and is another tool that allows students to collaborate, dialogue, and construct knowledge and meaning collectively.

My first long-term goal is to become more adept at using and managing technology tools, wikis, blog, voice threads, for the classroom. I plan to participate in professional development technology courses and to participate in educational blogs. In addition, I plan to create more student-centered activities that allow the students to use technology as a learning tool. My second long-term goal is to learn more about Vygotsky’s zone of proximal development and scaffolding instruction. I strongly feel that asking students thought provoking questions is a key element to student inquiry-learning. I plan to participate in professional development courses that will provide information about different questioning techniques and I plan to learn how I can implement features of the scaffolding process to create appropriate activities and assessments.

Voice Thread: Please, No cell phones

My school has a recurring problem with students using cell phones during school hours. I appreciate any ideas that you can offer.

http://voicethread.com/share/572310/

"Talk amongst yourselves"

“Can we work with other people?” is a question my students ask before they begin any class activity. I respond by asking, “Why?” and they always answer, “ So we can help each other”. This example of social learning follows the assertion that meaningful learning occurs when individuals work collaboratively to attain knowledge. Social theorists claim that students actively engage in learning when they dialogue and negotiate with group members and subsequently, develop external artifacts to demonstrate understanding. According to Dr. Orey (2009), social constructions include other people. The nature of collaborative groups encourage students to engage in conversation with group peers, which in turn, helps them reinforce and concretize meaning and ideas. Students validate answers, provide support, and teach each other.

Cooperative learning is an excellent methodology that incorporates social learning concepts. In cooperative learning groups, students work together to accomplish a common goal; each member is responsible for learning, teaching, and assisting other members. I frequently use web quests as a framework for cooperative learning. These inquiry-based activities encourage students to solve an “authentic” problem as they collectively research information, synthesize ideas, and develop a solution.
In addition, my students work in cooperative learning groups to create pod casts, Power point presentations, and iMovies. Other constructs, blogs, wikis, social threads, and game simulations support social learning, as students are able to communicate ideas and interact with others in a virtual environment.

References

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Social Learning Theories”. (Laureate, CD-ROM 2009 release).

Learning By Design

To understand student’s ideas, interests, and misconceptions, I use a constructionist approach. I found that Learning by Design projects help students to construct external artifacts that they share with peers and experts. As students work individually or in collaborative groups, they create objects that have “real world” application and meaning.

According to Dr. Orey (2009), constructionist learning helps students to make sense of their world by achieving a balance. Students strive to be in a state of equilibration through assimilating or accommodating new information or experiences. As students construct or build artifacts, they constantly interpret new ideas and concepts and thus, create personal knowledge. Pitler, Hubbell, Kuhn & Malenoski (2007), suggests teacher implement six categories of tasks: problem solve, analyze systems, develop an invention, experimental inquiry and decision-making help students generate and test hypotheses through a learning design project. This student-centered learning activity provides objectives which encourage students to test hypotheses using word processing and spreadsheet software and additional web sources. The teacher facilitates instruction; guides students using scaffolding activities, assign challenging tasks, addresses learning preferences and provides feedback.

I was particularly interested in the primarysource website listed in Using technology with classroom instruction that works (Pitler, Hubbell, Kuhn & Malenoski, 2007). This web source combines language arts and social studies content as students create movies, storyboards, digital stories, and rebuses. Students can respond to, What-if scenarios, make a hypothesis about what happened, and develop hypothetical interviews, narratives and additional speculations. PowerPoint presentations, gaming software, simulations, wikis, and blogs are additional computer-based tools that help engage students in the learning process.

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

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. “Constructionist and Constructivist Learning Theories” featuring Dr. Michael Orey.

Mind's Eye

Cognitive learning theory is the central focus of my classroom practice. How a learner thinks and processes information fascinates me. Activating student prior knowledge is an integral part of cognitive theory therefore, I use a variety of brainstorming activities to motivate and engage student interest. However, I have learned from this week’s readings that activating students’ prior knowledge is an important elaboration strategy that helps a learner create additional connections and associations into their memory network. According to Dr. Orey, cognitive learning theory uses the informational processing 3-stage model of memory. A learner receives information through sensory input, stores it into short-term memory, rehearses this information and consequently, stores it into long-term memory. This network of information stored in long-term memory connects ideas and information to each other and when needed, the student is to be able to access memory. The elaboration strategy that incorporates information images help students to create these connections, memory triggers. Dr. Orey also suggests that teachers should use multi-sensory tools that address students’ multi intelligences. Concept mapping is such a tool.

I have used graphic organizers and outlines to assist student with writing assignments; however, concept mapping introduces versatility into the learning environment. Computer-based software programs as Inspiration offers diverse templates for students to create concept maps as well as follow a sequence of teacher-generated cues and questions that help them organize and summarize new information. I plan to integrate this software into my instructional plan. I can use the program concept mapping capability and its diverse note taking templates to help students to summarize and organize new ideas and concepts.


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Serendipity

I have always associated behaviorism with the renowned Pavlov’s dog experiment. The dog’s desirable behavior is rewarded with food and thus the dog repeats the behavior. After reading this week’s resources, I have realized I have implemented many behaviorism concepts in my classroom practice. I use a system of rewards and punishments to modify student behavior. Particularly, I use incentives and rewards to reinforce classroom management routines and procedures, as students will repeat certain behaviors in order to receive rewards. The hope is that the student will learn and elicit the desirable behavior.

Based on behaviorism stimulus-response concepts, many drill and practice programs and tutorials help students learn and strengthen basic skills. The program presents a small amount of information, asks a question, the student makes a choice and receives immediate feedback. Positive reinforcement motivates the student to complete the lesson and to progress to the next level of difficulty. I have found that well-designed programs are multi-sensory and address various learning styles. Despite criticisms about the design and implementation of drill and kill programs, my objective is to select the most appropriate, well-structured software and tutorials. I have embedded online tutorials in many of my project-based units. The students enjoy the self-paced autonomous structure of the programs as well as the animated graphics and interactive games.

The effort/ reinforcement project described by Pitler, Hubbell, Kuhn & Malenoski (2007) is another example of how teachers integrate behaviorism into their classroom practice. The objective of the project is to have students recognize the direct correlation between the amount of effort one applies to a task and the amount of increase in test grades. Students enter data into the spreadsheet, Excel, (the amount of time spent preparing notes, reviewing homework and other factors) which influences their test grades and academic achievement. The data results and graphs provide immediate feedback to students and encourages them to make appropriate behavior changes. Behaviorism, applied appropriately, can help students strengthen and reinforce skills as well as motivate students to change behavior.

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

Reflection

“The first problem for all of us, men and women, is not to learn, but to unlearn.” Gloria Steinham

This course was a true revelation. I had to reexamine my instructional approach, my interpretation of accepted learning theories, and how I implement technology in my classroom practice. My students use word processing software to write journal entries and to complete written homework, and class assignments as well as use Powerpoint software to create class projects, but according to Dr. Thornburg, I was just using technology “to do things differently”. I replaced or “automated” my chalkboard with an interactive whiteboard; “automated” pen and paper with laptops and Dr. Thornburg questions this practice. Do these applications and activities significantly raise student achievement level or initiate deep thinking? Are the students truly engaged in learning a subject’s content? Do class tasks increase the students’ curiosity and their desire to improve their world (Laureate, 2009).
When I reexamined my classroom, I realized my teaching practice was more didactic than I previously thought. Even though my students use technology and Web 1.0 tools, I directed “the how” students would achieve mastery of a subject. I felt the students’ role is to complete assigned tasks, follow my directions and subsequently develop an assessment artifact. My instructional activities allowed little creativity or input by the students. Therefore, my high-achieving students cooperated, handed in exemplary work as my more apathetic students showed little interest and handed in mediocre assignments and were uncooperative in class.

In the DVD, “Millennial learning styles”, Dr. Dede discusses that students must learn and implement 21st century skills that include collaboration, technology expertise, thinking and problem-solving, and self-directional skills (Laureate, 2009). I ask myself if I implement these 21st century skills in my classroom practice. Yes, I frequently assign group work and group projects; however, my students continue to be disruptive, uncooperative, and indifferent in class. How do I gain their interest, motivate them to lead and direct their learning, and raise their skill and comprehension levels? Perhaps I need to change my perspective of the students themselves as students are not empty vessels, but do possess natural talents and abilities. According to Prensky, (2001) this student generation of digital natives are fluent in digital media and social networking that schools must recognize, implement, and expand their ability to learn and create using digital media and Web. 2.0 tools. I learned that a collaborative inquiry-driven learning environment is the best way to engage students and develop authentic learning experiences. I also learned that I must “do different things with technology”. I must become more proficient with Web 2.0 tools, weblogs, podcasts, and Wikis. In other words, “catch up” with my students; learn and collaborate with them how to integrate these tools and digital media into the learning environment.
My first instructional goal is to become more adept with these tools and collaborate with my students to integrate Web 2.0 tools and digital media into our learning environment. I plan to learn how to better integrate blogs and podcasts into next year’s curriculum as well as learn more about Wikis; how to design, set appropriate parameters, and maintain the Wiki properly.

I’ve always been interested in metacognition, cognitive research, and learning theory. Both Dr.Thornburg and Dr. Dede motivated me to reflect about I interact with students and how I understand how a student thinks and learns. I’m learning how to dialogue more with my students and allow them to create and initiate new activities for study. I am confident that I can redefine my role and be more of a facilitator/coach, a resource person to guide students.
My second instructional goal is to develop more expertise about technology integration, how to match technology tools with students’ learning styles. Which tool is the best choice to complete a particular task? This process will truly transform my classroom.


References

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5).

DVD: “Debate: digital natives vs. digital immigrants?”
In this program, Dr. Thornburg and Hall Davidon debate the validity of Marc Prensky’s digital native, digital immigrant theory

DVD: “Millennial learning styles” (Laureate, 2009)
Dr. Chris Dede discusses the learning styles of the millennial and neo-millennial generations

Tech Survey

I invite you to listen to the podcast of four of my student's  responses to an informal survey concerning technology. The four students discuss their experiences and the amount of time they spend with digital media. 

http://karlaspeaks.podomatic.com

The Debate Continues...

Many high schools in my school district participate in the Partnership for 21st Century Skills initiative. I was somewhat familiar with the organization, but not with their website. The website defines the organization’s vision and mission of the educational needs of the 21st century and showed how participating schools apply this vision and goals into their classroom practice. The site shows examples of schools, teachers, students, and communities nationwide involved in fascinating project-based learning environments as well as provide teachers with strategies and activities on student collaboration and teaching critical thinking and problem solving skills.

What I found intriguing is the ongoing content vs. skill debate between Ken Kay, president and co-founder of P21, and other educational leaders, E.D Hirsch and Daniel T. Willingham. Willingham criticizes P21’s assumptions about learning and debates critical thinking and problem solving skills are interrelated with content. To think critically, students require a deep understanding of the subject. Kay disagrees. He feels students need to learn how to think critically in different settings including the workplace and technology helps this process.
I’m sure there is a balance, a middle ground between the two schools of thought. Can we use technological tools to teach a student to think deeply, to think critically? Is it all or nothing?

References

VonZastrow, C. (2009, March 2). Do we have to choose? Partnership for 21st Century Skills<>. Retrieved March 24, 2009, from http://www.21stcenturyskills.org

Toppo, G. (2009, March 4). What to learn:'core knowledge'or 21st century skills'? Partnership for 21st Century Skills<>. Retrieved March 24, 2009, from http://www.21stcenturyskills.org

Willingham, D.T. (2009, March 2). Flawed assumptions undergird the program at the partnership for 21st century skills. Britannica Blog. Retrieved March 22, 2009, from http://www.britannica.com/blogs/2009/03/
flawed-assumptions-undergird-the-partnership-for-21st-century-skills-movement
-in-education/

"The Plot Thickens..."

I’m excited about creating a blog site for my students and integrating blog assignments and activities into the sixth grade literacy curriculum. Currently, the students use laptops to respond to literature prompts, develop personal reflections, design vocabulary e-books, and create Power point presentations; however, a blog will allow them to write publicly and will provide another communication tool for class use. Initially, the students will respond to prompts that I provide and as we progress and become more comfortable with the technology, each student will develop their own prompt for the class.

On their blog,students will use the story starter prompt to write an original short story, develop the conflict, introduce suspense, and continue their classmates' story plot. After the student introduces characters, setting and a conflict, he/she will end at a suspensful part. Another student will visit the blog, continue the story and stop at another suspenseful part. This interactive storytelling activity will help students reinforce their creative writing skills, identify and apply literary elements, and practice technical skills. I hope this assignment will help students to be imaginative and enjoy their blogging experience.

"Hey kids, help me out "

Whenever I think of technology, computer programming comes to mind. I still remember my programming courses as I spent endless hours in the computer lab writing code. Now, I am definitely out of my comfort zone working with SMART boards, podcasts, Wikis, online chats, blogs, etc. What is amazing is how tech saavy my students are and I don't hesistate for a moment to ask for their assistance. (They're always asking me about something!).

I want to continue to balance all the elements involved in creating a inquiry-based learning environment and I welcome dialogue and suggestions from students, parents, colleagues, and admininstrators (sometimes). "Teachers need to be able to articulate standards of quality and provide feedback that students can use to meet those standards.They need to be the guide on the side rather than the technician magician" (Ohler, 2009, p. 13).

I'm starting to relax and maybe I'll enjoy this journey.


Reference
Ohler, J. (2009). Orchestrating the media collage. Educational Leadership, 66(6), 9-13.

Community resources

A goal I must address to be a more effective culturally responsive teacher is to develop activites and lessons that ELLs find relevant to their community and family life. I try to integrate a community service component into my instructional units; however, I have not provided enough opportunities for parents or members of the community to participate. My students and I are currently reading multicultural stories, and I ask, what local resources, authors, family members with rich oral histories, can I invite to class to make this unit more authentic and relevant to the studenst? Dr. Garcia's 5R's, resourcefulness, explains "diversity should be perceived as a resource, not a problem". He advises teachers to reach out and to seek available community resources to assist in classroom practice, which in turn will affirm students'cultural identity.
Maybe the counselor can help.

"Start with Respect"

I took some time today to self-monitor and self-reflect. I've noticed I make a special effort to make students feel comfortable with themselves, with each other, and with the classroom environment. This practice, to respect students and families, exemplifies one of Dr. Garcia's 5 R's. In the dvd, Dr. Garcia discusses how each one us, especially culturally diverse students, search for self-identity and "the outside world mirrors how we each see ourselves".
I set aside time to dialogue with each student, to learn more about them, and to show how I respect who they are and who they want to be. I encourage them to feel confident to face academic and social challenges and help them find solutions.

There's never enough time. How can I work smarter?

Please stay on task

Today was an especially frustrating day. The students that need more attention and assistance have difficulty working in cooperative groups. I've varied the group projects, but these students still have difficulty staying on task. Dr. Tharpe discusses mature classes, students that need less assistance and direction from the teacher; however, this class has very few mature highly skilled students to help direct the cooperative groups. How can I create appropriate academic group activities, move or "stretch students to the next instructional level, and keep all students on task?

Student talk

I always try to refine my program, to self-monitor my classroom practice. In the dvd, "CREDE Standards", Dr. Tharp discusses what makes an effective learning environment. I find the standard, Developing literary and language skills across the curriculum, most compelling. Dr. Tharpe's discussion advises teachers to create activities for students to use more language, esp. in the content areas. He explains teachers "usually speak 90% of instructional time and teachers must find opportunities for students to use expressive language". In other words, increase student talk.

I will try to talk less in class, have the students talk more; explain, ask questions, and direct the class.

A Tale of Two "Cities"

My first student teaching assignment was in Boston's South End. It seemed that every student in my class spoke a second language, except for me. I specifically remember when a new student recently arrived from Hong Kong and another student in the class translated everything for him. This was ESL on-the job-training. All of the students supported each other and would translate words and ideas to each other aloud right in the middle of class. The language could be Chinese, Spanish or French. I decided then I needed to become fluent in another language.

My harshest experience involving racial conflict was during Boston's school desegregation nightmare. Teachers, White students from South Boston, and Black students from Roxbury were forced to racially balance Boston's schools. The residents of South Boston rebelled and boycotted. I still remember riding a school bus through South Boston, escorted by police for protection, as residents lined the street jeering racial epithets. I don't remember too much about that desegration period. I think I've blocked most of it out. I didn't feel angry, I felt more of a sadness that biases and fear drove people to act so extremely. (Also, any neighborhood that creates a Matt Damon can't be all bad). It was also a socieconomic class issue that the South Boston and Roxbury neighborhoods were affected and not the more affluent Brookline or Beacon Hill. I also realized there were 2 Bostons, the "college town" and "the town" with residential neighborhoods full of families who had strong concerns and beliefs.

After two weeks, I decided sunny Callifornia would be more to my liking.

coalitions and collaborations

How do I feel about people from other racial groups? Do I have close friends and neighbors in other racial groups?

My first interaction and lasting friendships developed during my college undergraduate years in Boston. The sixties was an exciting stimulating time as college students challenged the social and political status quo of the country. We attempted to blur racial and social class distinctions. We developed coalitions that shared common political agendas and action plans. Living, eating, dialoguing, debating, with White and Latino classmates helped change my perspective and my words. I discovered White colleagues were also passionate about eliminating racism, sexism, and other inequities. Schools also changed curriculum, classroom structure, and teaching methodologies. Open classrooms and community-run elementary schools became commonplace as my first teaching assignment was in a community controlled elementary school. In our awkward attempt to develop more inclusive coalitions and to develop a broader interpretation of race and gender, "people of color" became "third world" and I adopted the term, Black. I also believe" the term Black is more comprehensive because it includes people of African descent from all around the world" (Nieto, 2008, p.31) .

However, the world continues to change and racial and ethnic groups redefine their identities and political agendas. I've become more aware and more sensitive to diverse ethnic identities. My Jamaican friend reminds me that yes, she is Black, but she is also Jamaican. How do my Jamaican and Trinidadian students feel?