EDUC 6712 Reflection of Course Assignment

The most striking revelation I have had about teaching new literacy skills to my students is that students need to be more involved in directing their own learning.  From choosing a question to guide their inquiry, to searching, evaluating, synthesizing, and communicating what they have learned, students are capable of much more than most teachers give them credit (Laureate Education, 2009b).  I agree, “the most important thing we can teach children is how to learn to accomplish goals” (Laureate Education, 2009c).  Inquiry learning is an excellent way to motivate, challenge and actively involve students in their own learning.  When students learn to make their own decisions about their learning they take more responsibility in and pride from their learning.  Also, they will be better prepared for their futures from Inquiry Learning experiences.

The knowledge and experience I have gained from this course will influence my current and upcoming teaching practices in a variety of ways.  I now believe it is very important for teachers to teach students how to use the resources available to them. Currently, desktop computers and a laptop cart are utilized daily, in my school, as a learning station.  Students may be taughthow to go to the specific sites their teachers want them to use in the station, but that is all that they are taught.  Each time I am using technology with students I will now use the think aloud approach to help students understand the how and why of what I am doing (Coiro, 2005).  Also, I will model and provide guided practice with how to use the desktop and laptop computers.  Although the oldest students in my school are in fourth grade, they are old enough to learn about ethics and safety using technology.  Technology will most likely play a large role in their futures’, so the earlier they learn how to use technology safely and ethically, the better.  
This course has changed how I think about daily lessons.  If I were in the classroom I would think and plan differently as a result of this course.  My new mindset would include step-by-step explicit instruction on using technology.  Lessons must be presented using the think aloud approach (Coiro, 2005).  After modeling, lessons should be scaffolded to assist in student comprehension of the material (Eagleton & Dobler, 2007).  Formative assessment should occur throughout the entire lesson to guide my instruction and my differentiation for particular students (Kuhlthau, Maniotes & Caspari, 2007b). Using rubrics will focus students on their topic and how they will be evaluated. They are used as a tool for self-assessment (Kuhlthau, et. al., 2007b).  I really like the idea of students using their literacy skills to present their learning.  What an excellent experience for them to express themselves through a variety of medias and oral presentation.  This skill of presenting will help students learn to share their views with confidence and experience.  It also enables them to use their higher level thinking skills rather than just skim the surface of learning (Jansen, 2005).
Also, I now realize how important it is to give individual feedback to students (Eagleton & Dobler, 2007).  Using formative assessment daily I will be able to gauge how my students are progressing and what they need to improve.  Using conferencing and reflective journals I can give specific constructive criticism and/or advice to improve student achievement and understanding. Formative assessment will also indicate areas in which I must differentiate my lessons in the classroom (Laureate Education, 2009a).
Finally, the concept of my own personal reflection has been revisited.  I did begin using a reflective journal at the beginning of the year, but eventually stopped due to an overwhelming workload.  I must begin self-reflection again to improve my own teaching practice (Eagleton & Dobler, 2007).  The reflective journal may also serve as a reference for myself for next year since it will assist me in keeping track of what went well and how I can improve other lesson components.  This will strengthen my teaching and, in turn, student achievement.
Due to this course I have set a new professional development goal for myself to increase my information literacy and technology skills.  I know that “the Unites States in particular is concerned about the general level of literacy among low-achieving students and the loss of human talent through the attrition of disadvantaged students in urban schools” (Kahlthau, Maniotes & Caspari, 2007a, p. 2).  My school is full of these disadvantaged students.  I have to take a leadership role to help change occur and to create more equity with my students in order for them to be successful in their futures. In order to encourage more information literacy and technology usage in my school, I have to practice and develop my own skills in these areas.  I have decided to really concentrate on creating at least one Guided Inquiry project for the fourth graders in my school next year. The fourth grade teachers are open and willing to try something new.  In fact, they requested to get together this summer to work on redoing the fourth grade math curriculum to make it more meaningful for the students and to incorporate more problem-solving based materials.  We will work together to create this unit using the materials from this course to guide us.  Eventually I would like to redo the entire curriculum rather than just one unit, but if we start with one unit we can reflect and collaborate to build new ones based on experience with this type of teaching and learning.  If teachers plan with me they will feel invested in the unit and will buy into using it in their classrooms.  If Guided Inquiry assists students to “develop research competency and subject knowledge as well as foster motivation, reading comprehension, language development, writing ability, cooperative learning, and social skills” (Kahlthau, et. al., 2007a, p. 2), then we are doing our students a disservice if we do not implement it in our classrooms.  Creating this unit with our 21st Century literacy and technology skills being utilized will strengthen my own familiarity and skills in this area.  In addition, I will take the finished unit plan to the head of the math department to show him the type of 21st learning that is possible utilizing available technology.  I know he will be thrilled to see this type of teaching and learning in our school.
Another goal I have will occur in the next month.  I am going to introduce the concept of epals to the third grade teachers at the next math data meeting.  Their students are researching different countries in the library and in the classroom.  It would add an entirely new perspective if they could epal with someone from the country they are learning about (Demski, 2008).  I am thrilled to be the conduit of change in my school.  I know the teachers and students will be really excited about this opportunity. As new ideas are introduced and grasped by teachers and students, new literacies will be learned. As an agent of change I am in a position to introduce new ideas and new technologies to the teachers and students in my school.
Students in my school are already disadvantaged.  If I can open the doors to the exciting and vast resources the Internet has to offer they will benefit by knowing how to use these resources in their futures (Eagleton & Dobler, 2007).  “Being a lifelong learner is about asking the questions burning in our hearts and minds and having the strategies needed to find the answers” (Eagleton & Dobler, 2007, p.281).  I am a lifelong learner, and in order to encourage my students to follow in this path they must be given the tools, the materials, the knowledge and the opportunity to succeed.  

References:

Coiro, J. (2005, October). Making Sense of Offline Text. Educational Leadership, 63 (2), 30-35.
Demski, J. (2008, November). E-palling Around. THE Journal, 35(11), 18-19.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jansen, B. (2005, October). Meaningful Products: Making the Whole Greater than the Sum of the Parts. Library Media Connection, 24(2), 27-28.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007a). Guided inquiry: Learning in the 21st century. Chapter 1: Introduction to Guided Inquiry (pp. 1-4). Westport: Libraries Unlimited.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007b). Guided inquiry: Learning in the 21st century. Chapter 8: Assessment in Guided Inquiry (pp. 111-131). Westport: Libraries Unlimited.
Laureate Education, Inc. (Producer). (2009a). Supporting Information Literacy and Online Inquiry in the Classroom [Motion Picture]. Developing Students’ Digital Literacy. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Supporting Information Literacy and Online Inquiry in the Classroom [Motion Picture]. New Literacies. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009c). Supporting Information Literacy and Online Inquiry in the Classroom [Motion Picture]. Skills for the Future. Baltimore: Author. 

Course Reflection

My Personal Theory of Learning

My personal theory of learning has changed due to learning about new technology tools that have great potential for use in the classroom. I still believe I have an eclectic personal learning theory. Much of what I do instructionally is a result of trial and error throughout the years. Each class, just like each student, is different (Laureate Education, 2009i). Teachers adapt to what works best for their current group of students. That is one reason why it is important to continue to learn about all of the different learning theories and strategies that emerge. As science and technology progress, more is uncovered about how the brain works and how our students learn. If we do not keep current on the research, our students will be at a disadvantage.

My personal theory of learning has not drastically changed. I still feel the same way about how students learn. I would add that students could make connections to their new learning through virtual fieldtrips, podcasts, and concept maps (Laureate Education, 2009a & 2009f). They can explain their connections to learning and thoughts about new concepts using VoiceThreads. I was unfamiliar with some of these technology instructional and learning tools prior to this course (Laureate Education, 2009h).

Another concept I still believe is that students have learning style preferences and that the more modalities that can be used to teach a lesson, the more learning will take place (Laureate Education, 2009a). Technology integration utilizes each and every learning style. Pictures and graphs on programs are visual; the sounds on the program and the lessons are auditory. Typing on the keyboard is a tactile/kinesthetic activity. I understand, now, that these are examples of nonlinguistic representations, which is one of nine effective strategies that help students learn (Laureate Education, 2009c). Also, varying learning activities in which students are actively engaged makes learning more concrete and fun for the students (Laureate Education, 2009i).

Finding students’ Zone of Proximal Development takes time and experience but is very important for students to learn at the right level of difficulty (Laureate Education, 2009e). Technology is an excellent tool where students can work on an activity that is just the right level for them. According to Dr. Michael Orey, all of the learning theories indicate that students should be an active part of the learning process (Laureate Education, 2009b). Engagement motivates students and increases both responsibility and buy-in on the students’ part. More learning will therefore occur.

Repetition is important for students to learn (Laureate Education, 2009i). Technology is an excellent tool where students can practice the same skill over and over without getting bored. Students enjoy working with technology so much that often their repetitive practice does not feel like work at all.

I continue to think that when we model ways we learn we are teaching students strategies they may use for themselves (Orey, 2001). For example, when I am solving a math problem on a whiteboard or a Smartboard, I will think out loud. I will explain when I am confused or when I have different choices on how to solve the problem. I will literally share every thought so that students can experience my thinking and I am serving as a model for problem solving. My thinking should not be a secret, especially if it will help students to think and learn. Technology can also serve the role of explaining step-by-step how to solve a math problem. There are many programs that serve as tutorials for students who need extra practice with a skill (Laureate Education, 2009). Additionally, a concept map can assist in this process (Laureate Education, 2009b). They help students organize their thoughts and understand how to think about and arrive at solutions to problems (Novak & Cañas, 2008).

Goals and objectives need to be very clear in order for students to learn (Orey, 2001). Students should also have a clear idea of how they are going to be assessed on the information. This course indicated that students should be given rubrics so they can evaluate themselves on how well they are hitting the learning objectives. A good example from this course is that when students are working on a finished product to demonstrate their learning, they can use Power Point or Word to work on the project, save their work, and edit it based on their self or peer evaluations or feedback (Orey, 2001). There are many collaborative sites shared in this course that students can use to work cooperatively on a group project (Orey, 2001).

Furthermore, students learn best when teachers provide them with specific and timely feedback. If we want students to improve we need to show them how. Teachers have to tell students what they did well and what to improve. Rather than do this all through writing or one-on-one conferences, this course taught me that feedback could be in the form of an email, a wiki or blog post, or a VoiceThread (Laureate Education, 2009g). Also, if using technology to give feedback, specific podcasts, virtual fieldtrips or lesson demonstrations/reviews could be posted as a link for students to improve their work.

It has been written that the greatest influence on student learning is the teacher. My updated learning theory would include teacher traits such as perseverance, the desire and ability to try new things, and to continue my own learning. These traits have a huge impact on our students (Lever-Duffy & McDonald, 2008).

In all of my years of teaching I have never found one best method to reach all of my students. Each year, each student, in each class, brings a new set of challenges for the teacher. It is exciting to discover which learning theories, instructional theories, and strategies will be the best fit to encourage the optimum amount of learning. Educational technology is an excellent tool that can enhance, enrich, and differentiate what the teacher is teaching. It can incorporate learning styles and multiple intelligences (Orey, 2001). Now that I know about the nine most effective teaching strategies, these will be integrated in my daily interactions with my students and teachers.

I have already indicated some of the immediate adjustments I will make to my instructional practice regarding technology integration. The two technology tools I believe I will use the most are VoiceThreads and concept maps. Often the most difficult concept in mathematics is problem solving. VoiceThreads would allow students to share their thoughts and ideas on problem solving to benefit everyone (Laureate Education, 2009g). Students can post a problem and can share their thoughts about how to solve the problem (Orey, 2001). They can receive feedback and different opinions through others visiting the VoiceThread. I can see many uses of VoiceThreads in education. I have already sent a link to the head of the math department and have begun showing VoiceThread technology to the teachers in my school. The other technology tool I want to use right away is the concept map (Laureate Education, 2009b). The more I think about it, the more useful this tool can be. For example, students can use concept maps to list the order of operations with examples. Or, concept maps can list key vocabulary from word problems and examples of what operations those key words indicate to use. There are a multitude of technology uses in mathematics for both VoiceThreads and concept maps that would both increase and support student learning in the classroom.

Technology integration, though extremely beneficial, will take time in my school. Teachers will need to spend more time observing and practicing the tools. They will need time to explore how to use them and apply them to their curriculum. Time is something there never seems to be enough of in the classroom. I will guide and support teachers through their explorations. I plan to begin formally introducing concept maps to each teacher, by grade level, in next month’s math meetings. I will borrow the school’s portable laptop cart and have each teacher set up an account on http://www.bubbl.us with me guiding them. Then we will brainstorm ways they can use this tool in mathematics. I will take notes on their suggestions and will type up a formal list to email them. I will have some examples for each grade level. For example, in kindergarten I will post pictures of objects and have a blank bubble next to the picture for students to write the corresponding number. Also, on the same concept map, I will have numbers in nodes with blank nodes attached to them for students to draw corresponding pictures. Teachers will then be able to see how the concept maps help students summarize and take notes on mathematical skills in each different grade level. My work with teachers will springboard them to use a concept map to teach a lesson. I will explain that by next month’s math meeting I would like them to share one way they used the concept map tool. This will allow teachers time to collaborate and bounce ideas off of one another. I will recommend they try other lessons using concept maps. I plan to introduce all of the teachers to VoiceThreads in this manner as well.

Another long-term technology integration goal I have is to use technology to collaborate mathematically with another school (Laureate Education, 2009e). I have already begun brainstorming with one of the colleagues in this class about how this could work. I have begun researching different mathematical contests, which we can use to collaborate. We will most likely use a blog or wiki format so each class can contribute and respond to whatever we decide to post. I may find a WebQuest that may work, but that will take some more research. The other teacher and I have been brainstorming ideas for this through Skype. We will continue to work together to create a usable idea. The mathematical communication will be motivating and fun to work on. We both feel it would be a good experience for all of the students. Eventually we can have our students meet in a videoconference forum. Then both the students and the teachers will be stretching and growing by trying new things. I cannot wait to work this out!

I will also present teachers with a list of the nine instructional strategies to use to see improved student learning that Dr. Pickering discussed (Laureate Education, 2009c). For example, teachers can match concept maps with the instructional strategies they will use with them. In the above concept map activity, teachers will be using nonlinguistic representations, identifying similarities and differences, summarizing and note taking and possibly using cues and advanced organizers (Laureate Education, 2009c & 2009d). I will enjoy integrating what I learned this course into my daily interactions with teachers and students in my school.

References:

http://www.bubbl.us

http://www.voicethread.com

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist Learning Theory. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009a). Brain Research and Learning. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Cognitive Learning Theories. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009c). Instructional Strategies, Part One. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009d). Instructional Strategies, Part Two. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009e). Social Learning Theories. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009f). Spotlight on Technology: Virtual fieldtrips. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009g). Spotlight on technology: VoiceThreads. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009h). Technology: Instructional Tool vs. Learning Tool. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009i). Understanding The Brain. Baltimore: Author.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf on January 15, 2010.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Multiple Intelligences and Learning Styles. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on December 31, 2009.

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

Voicethread links

Hi colleagues,

I have been unable to figure out how to connect my two voicethreads to make them like a slideshow, so I am attaching two separate links that go together. Kindly view both and let me know what you think. You can enlarge the graph by using the magnifying glass and clicking on top of it. Enjoy!

http://voicethread.com/#u730383.b891905

http://voicethread.com/#u730383.b893025

Thanks so much,

Lynne

Connectivism and Social Learning in Practice

Social learning theory is about students working together in a social context to learn new information. In this theory students need to be actively engaged with others to learn. This fosters a personal responsibility for their learning and for the learning of others with whom they work. This responsibility motivates them to learn more deeply and apply their knowledge in meaningful ways.

Connectivism is when new information is learned it is analyzed and determined as either important or unimportant. Since connectivism is a social learning concept, the new information is discovered, researched, explored, or utilized with peers. Peer pressure has a huge impact on students. If new learning is not important to the group of students they are working with, chances are the learning may be deemed less important to each student. This reinforces that teachers should begin each lesson with describing the relevance of the new learning and how it connects to their lives. That may convince students that new information is important enough to learn. Students working with others is the main thrust of social learning theory.

Social Constructivism is learning while recognizing the value of culture and how it effects what happens in the world around them. Believers in this theory propose that learning is constructed by participating in social learning experiences. This coordinates nicely with the social learning theory approach because social constructivism agrees that experiences with others build learning.

Cooperative learning exemplifies social learning theory. By definition cooperative learning is students working together to accomplish a task or learn what they would be unable to accomplish by themselves. Learning is conducted through collaborating and cooperating to accomplish a shared goal. That is what social learning theory prescribes. Just like social learning theory believes, students working together motivate them to learn more deeply. They collaborate which helps increase understanding and assists them in applying their knowledge to solve problems or create a project together. Discussing and explaining their new knowledge with others in their group clarifies misconceptions and gives them a deeper understanding of the content. All of the types of cooperative groupings listed in the resources involve students working together to learn. I believe students working in cooperative groups may be a powerful tool for learning.

The social network sights that are so popular in today’s society are social learning theory based. People are connecting with others to share ideas and to chat. They are forming networks and connections to others that help them add to what they already know. Voicethreads are an exciting new tool that I believe will have a huge impact on education. I do not believe that many educators know they exist. Voicethreads are social learning since others can view and comment upon what you choose to publish to share. I enjoyed watching and listening to the samples and look forward to introducing colleagues to Voicethreads.