http://voicethread.com/share/2081948/
This voicethread discusses online learning environments for the K-12 classroom. I have highlighted two websites that already have content specific learning modules created. These sites, WebLessons.com and CyberSmartCurriculum.org, are great ways to incorporate web-enhanced instruction, fill instructional gaps, and support meaningful, authentic student learning.
Monday, May 30, 2011
Sunday, April 24, 2011
Reaching and Engaging All Learners Through Technology Reflection
Over the last several weeks, we have explored Universal Design for Learning, Differentiated Instruction, and ways to use technology in order to reach and support every learner in the classroom. I have gathered a tremendous amount of resources to incorporate into lessons that will support students with different interests, affect, and levels of readiness. My goal is to integrate more differentiation in terms of content, process, and product as well.
During week 6 of this course, I constructed a math lesson differentiated by readiness. The lesson was an exploration of division with and without remainders. After leading a discussion reviewing how fact families are interrelated, I showed the concept of equal shares on the Smart Board using word problems and pictures that students could move around. Then we wrote the number sentences related to the story problem on the board and reviewed the vocabulary (factor, product, addend, sum, dividend, divisor, and quotient).
My intention was to practice several examples and then split the students into groups for differentiated practice over a two day lesson. The students enjoyed using the Smart Board and practicing whole group, so I introduced an equal shares problem a day as part of our math meeting/warm up time. We did this for several days before I introduced remainders to the whole class (rather than having grade level students explore that concept on their own). All groups understood the concept of remainders when using pictures but I was very surprised that the advanced learners were able to make the leap to number sentences so quickly. Basic division sentences with or without remainders were no problem. I was glad to have researched and found a couple of resources on long division to share with these advanced learners to extend their learning. They were very excited for the challenge and enjoyed creating problems to share with the class. Some of these learners were eager to teach their friends how to do long division and harder problems.
I strayed from the originally designed lesson which was intended to provide different levels of practice for three tiers of learners. However, the introductory lesson was so well received that there was not much difference between the basic and grade level learners in terms of understanding. I do wish I had given the grade level learners the opportunity to work with partners to explore division with remainders on their own just to see what they would do. I think it would have been powerful for the students to have figured out remainders and bring it to the whole group. In the end, all groups were successful and seemed to enjoy showcasing their new knowledge of division through designing their own problems to share with the class.
Over the course of this program I have been revamping units of study to add more technology, inquiry, and project-based learning. My next goal is to revisit those units to make sure the lessons are differentiated to provide multiple means of representation, engagement, and expression (Rose, 2009). I also plan to share the units, lessons, and resources with colleagues to support our professional learning community as well as our students.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Dr. David Rose.
During week 6 of this course, I constructed a math lesson differentiated by readiness. The lesson was an exploration of division with and without remainders. After leading a discussion reviewing how fact families are interrelated, I showed the concept of equal shares on the Smart Board using word problems and pictures that students could move around. Then we wrote the number sentences related to the story problem on the board and reviewed the vocabulary (factor, product, addend, sum, dividend, divisor, and quotient).
My intention was to practice several examples and then split the students into groups for differentiated practice over a two day lesson. The students enjoyed using the Smart Board and practicing whole group, so I introduced an equal shares problem a day as part of our math meeting/warm up time. We did this for several days before I introduced remainders to the whole class (rather than having grade level students explore that concept on their own). All groups understood the concept of remainders when using pictures but I was very surprised that the advanced learners were able to make the leap to number sentences so quickly. Basic division sentences with or without remainders were no problem. I was glad to have researched and found a couple of resources on long division to share with these advanced learners to extend their learning. They were very excited for the challenge and enjoyed creating problems to share with the class. Some of these learners were eager to teach their friends how to do long division and harder problems.
I strayed from the originally designed lesson which was intended to provide different levels of practice for three tiers of learners. However, the introductory lesson was so well received that there was not much difference between the basic and grade level learners in terms of understanding. I do wish I had given the grade level learners the opportunity to work with partners to explore division with remainders on their own just to see what they would do. I think it would have been powerful for the students to have figured out remainders and bring it to the whole group. In the end, all groups were successful and seemed to enjoy showcasing their new knowledge of division through designing their own problems to share with the class.
Over the course of this program I have been revamping units of study to add more technology, inquiry, and project-based learning. My next goal is to revisit those units to make sure the lessons are differentiated to provide multiple means of representation, engagement, and expression (Rose, 2009). I also plan to share the units, lessons, and resources with colleagues to support our professional learning community as well as our students.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Dr. David Rose.
Tuesday, February 22, 2011
Reflecting on Integrating Technology
Throughout this course, I have used the GAME plan process to stay focused during a journey of self-directed learning. Selecting two standards and creating an action plan were the first steps. The weekly monitoring and blogging on the GAME plan kept me on track to achieve greater proficiency in the two standards initially selected. Over the past eight weeks, I have discovered many great resources and ideas for engaging students in real-world, authentic problems using digital tools. Beginning with lessons I have already taught, I have been able to confidently add technology, collaboration, and excitement to existing units of study. It was not necessary to reinvent the wheel, just tweak it. Students have been very engaged with these updated lessons.
Looking ahead, I plan to continue working on my initial goals but set new goals as well. The new goals really extend or broaden the current ones to greater learning communities. I hope to connect with other school systems, not just other classrooms in my building and district, and to exhibit more leadership in the area of technology by showcasing the work being done in my room and elsewhere.
The immediate adjustments that I am making include adding more collaboration with digital tools such as wikis and Google Docs. Another immediate adjustment is to highlight the NETS-S standard(s) of focus in each new project or unit. Posting a standard as part of the essential question introduces the language to the students and keeps the class focused on both the process and the content. I am also incorporating digital storytelling throughout all content areas. There are so many tools to use and ways for students to demonstrate learning through digital storytelling.
Students love to use technology, and they are comfortable with it. Technology supports students' individual needs, facilitates creative problem solving, and enriches the learning experiences. Introducing tools that build powerful connections to information and to peers, we are preparing our students with 21st century skills.
Looking ahead, I plan to continue working on my initial goals but set new goals as well. The new goals really extend or broaden the current ones to greater learning communities. I hope to connect with other school systems, not just other classrooms in my building and district, and to exhibit more leadership in the area of technology by showcasing the work being done in my room and elsewhere.
The immediate adjustments that I am making include adding more collaboration with digital tools such as wikis and Google Docs. Another immediate adjustment is to highlight the NETS-S standard(s) of focus in each new project or unit. Posting a standard as part of the essential question introduces the language to the students and keeps the class focused on both the process and the content. I am also incorporating digital storytelling throughout all content areas. There are so many tools to use and ways for students to demonstrate learning through digital storytelling.
Students love to use technology, and they are comfortable with it. Technology supports students' individual needs, facilitates creative problem solving, and enriches the learning experiences. Introducing tools that build powerful connections to information and to peers, we are preparing our students with 21st century skills.
Wednesday, February 16, 2011
Using the GAME Plan Process with Students
For years I have helped students set goals and create plans to meet those goals. Working with colleagues in PLC (professional learning communities) meetings, we also create plans but generally to address areas of weakness in student performance.
When I review the NETS-S, I think using GAME plans with students will be very positive. Students already have aptitude and motivation using technology. They are working from a position of strength, not weakness. Setting goals will help them stay focused on the benefits and importance of using technology. To start the process with my students, I think I will select an area, such as research and information fluency, to work on as a whole class. When we begin a new unit, I will post the standard as part of the essential question. As we develop a rubric, we will include the standard as an area of evaluation. For example, focusing on standard 3c. (Research and Information Fluency, evaluate and select information sources and digital tools based on the appropriateness to specific tasks), the students and I will determine action steps needed to meet this goal.
I envision doing this with students in a whole group manner, touching on at least one standard from each of the six main categories (creativity & innovation, communication & collaboration, research & information fluency, critical thinking, problem solving & decision making, digital citizenship, and technology operations & concepts) before the end of the year. In the last couple of months of school, I hope to have students select one goal for themselves and work out a plan of action to meet that goal.
As I go through the GAME plan process, the regular monitoring and blogging with peers keeps me accountable. I think setting up a class blog for student reflection and peer feedback is a strategy I'd like to try. My class has the laptop cart two periods a week. Setting aside fifteen minutes at the beginning of our Wednesday computer block will keep the GAME plan in the forefront. I look forward to implementing this process with students.
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
When I review the NETS-S, I think using GAME plans with students will be very positive. Students already have aptitude and motivation using technology. They are working from a position of strength, not weakness. Setting goals will help them stay focused on the benefits and importance of using technology. To start the process with my students, I think I will select an area, such as research and information fluency, to work on as a whole class. When we begin a new unit, I will post the standard as part of the essential question. As we develop a rubric, we will include the standard as an area of evaluation. For example, focusing on standard 3c. (Research and Information Fluency, evaluate and select information sources and digital tools based on the appropriateness to specific tasks), the students and I will determine action steps needed to meet this goal.
I envision doing this with students in a whole group manner, touching on at least one standard from each of the six main categories (creativity & innovation, communication & collaboration, research & information fluency, critical thinking, problem solving & decision making, digital citizenship, and technology operations & concepts) before the end of the year. In the last couple of months of school, I hope to have students select one goal for themselves and work out a plan of action to meet that goal.
As I go through the GAME plan process, the regular monitoring and blogging with peers keeps me accountable. I think setting up a class blog for student reflection and peer feedback is a strategy I'd like to try. My class has the laptop cart two periods a week. Setting aside fifteen minutes at the beginning of our Wednesday computer block will keep the GAME plan in the forefront. I look forward to implementing this process with students.
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Wednesday, February 9, 2011
Reflection and revision..
My original GAME plan goals:
Standard 1b-"engage students in exploring real-world issues and solving authentic problems using digital tools and resources."
Standard 4a-"advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources."
What have you learned so far that you can apply in your instructional practice?
So far I have learned a great deal that can be applied in my instructional practice. Throughout the last few courses I have been tweaking existing units of study in order to integrate more technology and collaboration. I have applied many of the tools we have used in this program.
What goals are you still working toward?
I am still working on my current goals. They are ongoing and intended to become a natural course of business.
Based on the NETS-T, what new learning goals will you set for yourself?
I do have new goals for myself. I would love to work on:
standard 1.d.-"model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments."
standard 4.d.-"develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools."
standard 5.b.-"exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
If you are not ready to set new learning goals, how will you extend what you have learned so far?
I still plan to extend my current goals by broadening the scope of real-world issues. I started small by addressing issues within our building and now feel ready to address larger issues. I also plan to work on developing a school-wide approach to digital learning skills and issues over the summer. In the beginning of the next school year, I'd like to lead the way in implementing a CyberSmartCurriculum. This would extend my current goal and encompass my new goal of exhibiting leadership (std 5b).
What learning approaches will you try next time to improve your learning?
The next time I try to improve my learning, I hope to bring some building colleagues on the journey of exploration. It is fun to work with others who are excited and motivated to try new things. I recently started a wiki at work and invited some teachers to participate in showcasing student work and encouraging response to the projects. I also posted a glog on my page to showcase that tool. Modeling "collaborative knowledge construction" is very important. As Vicki Davis pointed out in this week's resources, teaching students to write collaboratively is a challenge but that is how new knowledge is created quickly (Laureate, 2009). My colleagues and I are looking forward to sharing our experiences and knowledge with others.
References:
CyberSmartCurriculum.org
International Society for Technology in Education. (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009). 6713: Integrating Technology Across the Content Areas [DVD]. Spotlight on technology: Social networking and online collaboration, part 1. Baltimore, MD: Vicki Davis.
Standard 1b-"engage students in exploring real-world issues and solving authentic problems using digital tools and resources."
Standard 4a-"advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources."
What have you learned so far that you can apply in your instructional practice?
So far I have learned a great deal that can be applied in my instructional practice. Throughout the last few courses I have been tweaking existing units of study in order to integrate more technology and collaboration. I have applied many of the tools we have used in this program.
What goals are you still working toward?
I am still working on my current goals. They are ongoing and intended to become a natural course of business.
Based on the NETS-T, what new learning goals will you set for yourself?
I do have new goals for myself. I would love to work on:
standard 1.d.-"model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments."
standard 4.d.-"develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools."
standard 5.b.-"exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
If you are not ready to set new learning goals, how will you extend what you have learned so far?
I still plan to extend my current goals by broadening the scope of real-world issues. I started small by addressing issues within our building and now feel ready to address larger issues. I also plan to work on developing a school-wide approach to digital learning skills and issues over the summer. In the beginning of the next school year, I'd like to lead the way in implementing a CyberSmartCurriculum. This would extend my current goal and encompass my new goal of exhibiting leadership (std 5b).
What learning approaches will you try next time to improve your learning?
The next time I try to improve my learning, I hope to bring some building colleagues on the journey of exploration. It is fun to work with others who are excited and motivated to try new things. I recently started a wiki at work and invited some teachers to participate in showcasing student work and encouraging response to the projects. I also posted a glog on my page to showcase that tool. Modeling "collaborative knowledge construction" is very important. As Vicki Davis pointed out in this week's resources, teaching students to write collaboratively is a challenge but that is how new knowledge is created quickly (Laureate, 2009). My colleagues and I are looking forward to sharing our experiences and knowledge with others.
References:
CyberSmartCurriculum.org
International Society for Technology in Education. (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009). 6713: Integrating Technology Across the Content Areas [DVD]. Spotlight on technology: Social networking and online collaboration, part 1. Baltimore, MD: Vicki Davis.
Wednesday, February 2, 2011
Evaluating My GAME Plan Progress
I would like to be more proficient in the following areas:
standard 1b-"engage students in exploring real-world issues and solving authentic problems using digital tools and resources."
standard 4a-"advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources."
So, how am I doing? I have made great progress in both of these areas. The hardest part of addressing the first goal was coming up with real-world, authentic problems because I was over-thinking this. Much of the work we do in school can be tweaked to be more student directed and meaningful to the students. There are many issues in our classroom and school community that students can address in collaborative ways. As Dr. Ertmer pointed out in this week's resources, a good source for selecting a problem-based learning unit is previous lessons. She suggests taking something with which you are familiar and adding something new to it (Laureate Education Inc., 2009).
The second goal was easier to jump into because I had created some forms and lessons to use with students as part of the last course. My students are currently using two-column web journals in new social studies and science units, and they are also familiar with the "Get REAL" acronym for evaluating websites. I have also begun discussions with several staff members about teaching a broader tech curriculum that encompasses safe and ethical use of digital sources.
These goals are ongoing but I do feel more confident in both of these areas. As more classroom projects become problem-based and more tools of technology are introduced, I will continue to develop competency in both standards.
Laureate Education, Inc. (Producer). (2009a). 6713: Integrating Technology Across the Content Areas [DVD]. Spotlight on technology: Problem-based learning, part 1. Baltimore, MD: Peggy Ertmer.
standard 1b-"engage students in exploring real-world issues and solving authentic problems using digital tools and resources."
standard 4a-"advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources."
So, how am I doing? I have made great progress in both of these areas. The hardest part of addressing the first goal was coming up with real-world, authentic problems because I was over-thinking this. Much of the work we do in school can be tweaked to be more student directed and meaningful to the students. There are many issues in our classroom and school community that students can address in collaborative ways. As Dr. Ertmer pointed out in this week's resources, a good source for selecting a problem-based learning unit is previous lessons. She suggests taking something with which you are familiar and adding something new to it (Laureate Education Inc., 2009).
The second goal was easier to jump into because I had created some forms and lessons to use with students as part of the last course. My students are currently using two-column web journals in new social studies and science units, and they are also familiar with the "Get REAL" acronym for evaluating websites. I have also begun discussions with several staff members about teaching a broader tech curriculum that encompasses safe and ethical use of digital sources.
These goals are ongoing but I do feel more confident in both of these areas. As more classroom projects become problem-based and more tools of technology are introduced, I will continue to develop competency in both standards.
Laureate Education, Inc. (Producer). (2009a). 6713: Integrating Technology Across the Content Areas [DVD]. Spotlight on technology: Problem-based learning, part 1. Baltimore, MD: Peggy Ertmer.
Thursday, January 27, 2011
Progressing...
In reviewing my GAME plan, some progress has been made. My first goal is to engage students in real world issues. My plan is to find an on line collaborative project for my students. This week I settled on digital storytelling as part of our folklore unit. I found a great site to get me started (http://digitalstorytelling.coe.uh.edu/index.html) but would still like to find another class that might be interested in participating in a project with us. In the meantime, my class just completed a project based on a real issue in our school. Our school counselor teaches classes and works with individual students on problems such as work habits and friendship issues. Recently there has been a spike in the number of guidance requests due to problems between friends. Third graders recently completed a language arts unit on friendship, so students broke into groups to review the books we read and identify the theme of each. We created a jigsaw lesson on the SMART board to share and record all of the themes. Then students typed letters to the guidance counselor sharing what they learned about making/keeping friends and the books that support their ideas. The counselor has access to each student’s hard drive so she can read the letters in digital form and respond to them in their digital folder. This isn’t exactly the collaborative project I was hoping to start, but it did address a real issue in the life of a third grader and provide students with an authentic audience.
For my second goal, advocating, modeling, and teaching the safe and ethical use of digital information, I have not worked on the actions laid out last week. However, I am meeting with four teachers on Friday who recently had SMART boards installed in their rooms. They have asked me to show them some ways I use that technology with my students. I plan to walk them through my day and share the recent lessons I did with my class on note-taking, evaluating web sites, and concept mapping. Hopefully this discussion will lead to a “technology support group” of sorts.
The plan has had to be revised a little but by reviewing it each week, I stay focused on my goals. I can definitely see the benefit of creating written GAME plans with students but the key is to regularly monitor the plans.
For my second goal, advocating, modeling, and teaching the safe and ethical use of digital information, I have not worked on the actions laid out last week. However, I am meeting with four teachers on Friday who recently had SMART boards installed in their rooms. They have asked me to show them some ways I use that technology with my students. I plan to walk them through my day and share the recent lessons I did with my class on note-taking, evaluating web sites, and concept mapping. Hopefully this discussion will lead to a “technology support group” of sorts.
The plan has had to be revised a little but by reviewing it each week, I stay focused on my goals. I can definitely see the benefit of creating written GAME plans with students but the key is to regularly monitor the plans.
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