The GAME Plan format is an ideal method for helping students learn new skills because it provides an outlined format with specific steps. When students follow the format they have a systematic, organized approach that can be repeated over and over without confusion.
As a result of following the GAME Plan format I have learned the value of beginning with a broader approach when doing research online. This method will enable me to waste less time and be more productive initially.
I plan to start using concept maps more extensively in my instructional practice. Concept maps are excellent Mind Tools that help students make connections that broaden their understanding of material.
Monday, December 20, 2010
Tuesday, December 14, 2010
Developing Proficiency in NETS - S, Using the GAME Plan Process
The GAME Plan Process requires one to think about and use specific, organized steps to master or learn a new skill. The ISTE NETS and Performance Indicators for Students (NETS-S) are intended to help students prepare to work, live and contribute to their communities in general and society as a whole. The skills involved in the NETS for Students include the ability to: demonstrate creativity and innovation, communicate and collaborate, conduct research and use information, use critical thinking skills to solve problems and make decisions and use technology effectively and productively. I will utilize the GAME Plan Process with my students to give them a method for becoming proficient at the skills outlined in the NETS for Students by seeing to it that they use a systematic, organized approach to guide their efforts in obtaining the outlined skills.
Tuesday, December 7, 2010
GAME Plan Revisions?
I have found several sites with good simulation programs that will be valuable in my instructional practice. I have also developed an even greater appreciation for "Concept Maps" as Mind Tools and how they can helps students create connections with material.
I am satisfied with the initial learning goals that I set and do not feel like it is necessary to set any new goals. My goals evolve around creating learning activities and experiences that address diverse learning styles using digital tools and resources. I plan to extend my use of concept maps and continue searching for computer tutorial programs to assist in physical science.
To improve my learning next time I will begin with a broader approach and attempt to work toward refining it as I go. This time I believe my initial approach was to specific and it made it difficult to find material I was interested in.
I am satisfied with the initial learning goals that I set and do not feel like it is necessary to set any new goals. My goals evolve around creating learning activities and experiences that address diverse learning styles using digital tools and resources. I plan to extend my use of concept maps and continue searching for computer tutorial programs to assist in physical science.
To improve my learning next time I will begin with a broader approach and attempt to work toward refining it as I go. This time I believe my initial approach was to specific and it made it difficult to find material I was interested in.
Wednesday, December 1, 2010
GAME Plan Progress
Since I adapted my GAME Plan to include Mind Tools and/or Computer Tutorials I have had some success in finding material. Concept mapping is an excellent cognitive tool to help students make connections with material they are studying. Each student will have different ideas and needs when it comes to organizing material and concept maps are a great tool for addressing this diversity. I have not given up on Computer Tutorial for physical science and will continue to look for and explore whats available. I have found a number of good simulation programs (www.phet.colorado.edu/) that I plan to use. I do not think any further adjustments in My GAME Plan are necessary at this point.
Wednesday, November 24, 2010
GAME Plan Progress
I am not having the success I had hoped for in finding tutorial software for assistance in high school physical science. I have decided to modify my plan as such, G) Learn more about using digital tools and resources such as computer tutorials and/or mind tools to personalize learning activities and address diverse learning styles. The next phase A) will be to look for and hopefully find information on using tutorials and/or mind tools in biology and/or physical science to address diverse learning styles by personalizing activities. To do this I will use a search engine online. The third and fouth phase M and E will remain virtually the same.
So far I have learned that free software for physical science tutorials does not exist and that I have to find an alternative solution to helping students with diverse learning styles.
So far I have learned that free software for physical science tutorials does not exist and that I have to find an alternative solution to helping students with diverse learning styles.
Wednesday, November 17, 2010
Carrying Out My GAME Plan
My GAME Plan is to find suitable computer tutorial programs or software for high school physical science. These programs will include interactive instruction in topics such as metric conversions, speed, force, energy, power, acceleration, waves, etc. The learning strategy that will be utilized is using critical thinking skills (analyzing, synthesizing and evaluating) for problem solving.
I have spent the last few days Googling the topics plus the word "interactive" and at this point I have not found anything that appears to be worth serious evaluation. I have found several simulation programs that are suitable for using in physical science. One site I did locate with guidance from Dr. Krauss' is "Adaptive Curriculum". This site has some programs/tutorials that may prove usable ....but they are not free. I am still looking and trying new search ideas and would welcome any suggestions that anyone may have.
I have spent the last few days Googling the topics plus the word "interactive" and at this point I have not found anything that appears to be worth serious evaluation. I have found several simulation programs that are suitable for using in physical science. One site I did locate with guidance from Dr. Krauss' is "Adaptive Curriculum". This site has some programs/tutorials that may prove usable ....but they are not free. I am still looking and trying new search ideas and would welcome any suggestions that anyone may have.
Wednesday, November 10, 2010
My Personal GAME Plan/Application Wk. #2, EDUC 6713
I have selected two indicators from the International Society for Technology in Education (ISTE) web site to increase my competence and proficiency in. The two indicators I have selected are 2 - A, design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity and 2-C, customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
To accomplish these task I have developed a GAME Plan. The first phase of my plan (G/Goal) is to learn more about adapting computer tutorials to promote student learning by customizing the tutorial to address students' diverse learning styles. The second phase (A/Action) is to look for and find a computer tutorial program that is designed for high school physical science. To do this I will use a search engine to look online. The third phase (M/Monitor) involves creating a check list inline with the characteristics in figure 4.2, page 54 in our text to use when reviewing software. The forth and final phase (E/Evaluate and Extend) includes utilizing the software with my students to develop their skills in problem solving, finding creative solutions and higher-order thinking that is associated with solving math word problems.
Digital learning tools like computer tutorials will enable students' to work at their own pace, create cooperative learning opportunities, allow me the opportunity to work with those students that need more direct instruction without hampering the progress of those capable of moving at a faster pace and enable me to do a better job of addressing the individual learning styles of my students.
To accomplish these task I have developed a GAME Plan. The first phase of my plan (G/Goal) is to learn more about adapting computer tutorials to promote student learning by customizing the tutorial to address students' diverse learning styles. The second phase (A/Action) is to look for and find a computer tutorial program that is designed for high school physical science. To do this I will use a search engine to look online. The third phase (M/Monitor) involves creating a check list inline with the characteristics in figure 4.2, page 54 in our text to use when reviewing software. The forth and final phase (E/Evaluate and Extend) includes utilizing the software with my students to develop their skills in problem solving, finding creative solutions and higher-order thinking that is associated with solving math word problems.
Digital learning tools like computer tutorials will enable students' to work at their own pace, create cooperative learning opportunities, allow me the opportunity to work with those students that need more direct instruction without hampering the progress of those capable of moving at a faster pace and enable me to do a better job of addressing the individual learning styles of my students.
Wednesday, June 23, 2010
Effective Bridging of Technology and Instruction - Reflection
During the first week of this course (EDUC 6711) I noted that my "personal learning theory" tends to follow the constructionist point of view that learning is something that is constructed. After eight weeks of examining how to effectively and appropriately integrate technology in instruction by looking at the brain's role in learning and differences in learning I still lean toward the constructionist over-all view.
As a result of this course I now fully understand the difference between instructional tools (tools used to impart or share information) and learning tools (what student actually does with technology). Armed with this, and more, information I will make a conscious effort to do more with learning tools in my classroom. One tool I plan to start having my students use in class is Inspiration to construct concept maps. Concept maps are a cognitive tool that will help them organize and make sense of material. The second tool I plan to start using with my students is PowerPoint to create and share advance organizers. Advance organizers are also cognitive tools that can be used "to form compelling introductory materials that will help students focus on the essential concepts and themes that will prepare them to learn" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 75).
Two long-term goal changes I would like to make to my instructional practice regarding technology integration are compacting curriculum for those students that demonstrate they do not need instruction by passing pretest with sufficient scores and using more project based learning in my instructional practice. In compacting curriculum I want to develop learning centers that consist of topic related task of varying complexity. These tasks will be broken into units or modules similar to what is currently used in technology instructional labs in Georgia schools. The technology involved will be word processing applications, spreadsheet software, organizing and brainstorming software, multimedia, data collection tools, web resources and communication software. To successfully implement project-based learning in my instructional practice I will develop 4 - 6 projects for students to choose from and design each to have approximately the same time duration (around 8 - 10 weeks). One class-day out of every two weeks will be dedicated to in-class project work and when students finish their daily class assignments and have a few extra minutes they can spend that time on their projects also. The technology involved in project-based learning will be similar to that used in the learning centers.
Concept maps and advance organizers will be immediate, productive additions that will assist student learning (making connections and strengthening them) according to Dr. Wolfe (Laureate Education, Inc., 2008). Learning centers and project-based learning can easily be used in lessons with multiple intelligences according to Dr. Orey (Orey, 2001). Each of these will contribute to teaching content and 21st Century skills that students need for success in a competitive world.
Resources
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
During the first week of this course (EDUC 6711) I noted that my "personal learning theory" tends to follow the constructionist point of view that learning is something that is constructed. After eight weeks of examining how to effectively and appropriately integrate technology in instruction by looking at the brain's role in learning and differences in learning I still lean toward the constructionist over-all view.
As a result of this course I now fully understand the difference between instructional tools (tools used to impart or share information) and learning tools (what student actually does with technology). Armed with this, and more, information I will make a conscious effort to do more with learning tools in my classroom. One tool I plan to start having my students use in class is Inspiration to construct concept maps. Concept maps are a cognitive tool that will help them organize and make sense of material. The second tool I plan to start using with my students is PowerPoint to create and share advance organizers. Advance organizers are also cognitive tools that can be used "to form compelling introductory materials that will help students focus on the essential concepts and themes that will prepare them to learn" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 75).
Two long-term goal changes I would like to make to my instructional practice regarding technology integration are compacting curriculum for those students that demonstrate they do not need instruction by passing pretest with sufficient scores and using more project based learning in my instructional practice. In compacting curriculum I want to develop learning centers that consist of topic related task of varying complexity. These tasks will be broken into units or modules similar to what is currently used in technology instructional labs in Georgia schools. The technology involved will be word processing applications, spreadsheet software, organizing and brainstorming software, multimedia, data collection tools, web resources and communication software. To successfully implement project-based learning in my instructional practice I will develop 4 - 6 projects for students to choose from and design each to have approximately the same time duration (around 8 - 10 weeks). One class-day out of every two weeks will be dedicated to in-class project work and when students finish their daily class assignments and have a few extra minutes they can spend that time on their projects also. The technology involved in project-based learning will be similar to that used in the learning centers.
Concept maps and advance organizers will be immediate, productive additions that will assist student learning (making connections and strengthening them) according to Dr. Wolfe (Laureate Education, Inc., 2008). Learning centers and project-based learning can easily be used in lessons with multiple intelligences according to Dr. Orey (Orey, 2001). Each of these will contribute to teaching content and 21st Century skills that students need for success in a competitive world.
Resources
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 3, 2010
Connectivism and Social Learning in Practice
APP5 - EDUC 6711
Voicethread: http://voicethread.com/share/1194097/
Cooperative learning is an instructional strategy that "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139). This strategy relates to social learning theory because both require interaction. When students combine teamwork and accountability they "work toward acquiring both knowledge and social skills" (Orey, 2001).
Social networking and collaboration tools made possible by 21st Century Technology "play a unique and vital roll in cooperative learning by facilitating group collaboration, providing structure for group task, and allowing members of groups to communicate even if they are not working face to face" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140). Social learning theory involves constructing knowledge as a result of interactions, not just between people, but also between people and the objects in their environment (Orey, 2001). Technology helps make all of this possible.
Voicethread: http://voicethread.com/share/1194097/
Cooperative learning is an instructional strategy that "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139). This strategy relates to social learning theory because both require interaction. When students combine teamwork and accountability they "work toward acquiring both knowledge and social skills" (Orey, 2001).
Social networking and collaboration tools made possible by 21st Century Technology "play a unique and vital roll in cooperative learning by facilitating group collaboration, providing structure for group task, and allowing members of groups to communicate even if they are not working face to face" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140). Social learning theory involves constructing knowledge as a result of interactions, not just between people, but also between people and the objects in their environment (Orey, 2001). Technology helps make all of this possible.
Wednesday, May 26, 2010
Constructivism in Practice
APP4 - EDUC 6711
This week we explored the instructional strategy "Generating and Testing Hypothesis" and how it correlates to constructivist/constructionist learning theories. This strategy is ideal for utilizing technology in student-centered instruction that taps into multiple intelligences.
Constructivist believe that knowledge is built by the learner and constructionism theory expands the constructivist perspective further with emphasis on the learner actually building an external artifact that can be shared with others (Orey, 2001). "Generating and Testing Hypothesis" is an instructional strategy that engages students "in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Educational technology can make a significant contribution to the success of students working to "Generate and Test Hypothesis" that will result in, or involve, the production of an external artifact that can be shared with others.
"Generating and Testing Hypothesis" involves task such as system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Each of these task can be time consuming, labor intensive and subject to mistakes. Tools such as spreadsheet software, data collection and Web resources can minimize the above mentioned problems when executing these task.
The use of educational technology to "Generate and Test Hypothesis" is an excellent catalyst for incorporating mutiple intelligence theory in a classroom that is student-centered and focused on learning. According to Dr. Wolfe brain research has shifted the focus from teaching to learning (Laureate Education, Inc., 2008) and the constructionist point of view is that learning is best achieved when students produce external artifacts that can be shared.
References
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
This week we explored the instructional strategy "Generating and Testing Hypothesis" and how it correlates to constructivist/constructionist learning theories. This strategy is ideal for utilizing technology in student-centered instruction that taps into multiple intelligences.
Constructivist believe that knowledge is built by the learner and constructionism theory expands the constructivist perspective further with emphasis on the learner actually building an external artifact that can be shared with others (Orey, 2001). "Generating and Testing Hypothesis" is an instructional strategy that engages students "in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Educational technology can make a significant contribution to the success of students working to "Generate and Test Hypothesis" that will result in, or involve, the production of an external artifact that can be shared with others.
"Generating and Testing Hypothesis" involves task such as system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Each of these task can be time consuming, labor intensive and subject to mistakes. Tools such as spreadsheet software, data collection and Web resources can minimize the above mentioned problems when executing these task.
The use of educational technology to "Generate and Test Hypothesis" is an excellent catalyst for incorporating mutiple intelligence theory in a classroom that is student-centered and focused on learning. According to Dr. Wolfe brain research has shifted the focus from teaching to learning (Laureate Education, Inc., 2008) and the constructionist point of view is that learning is best achieved when students produce external artifacts that can be shared.
References
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Wednesday, May 19, 2010
Cognitivism in Practice
Cognitivism in Practice
APP3 - EDUC 6711
This week we studied "Cues, Questions, and Advance Organizers" and "Summarizing and Note Taking", instructional strategies that embed technology and their correlation to cognitive learning theory. We also worked with Virtual Field Trip and Concept Mapping tools and looked at how they relate to cognitive learning theories and the above mentioned instructional strategies.
Cognitive learning theory revolves around information processing. Dr. Michael Orey said the primary mechanism for storing processed information in long-term memory is elaboration (Laureate Education, Inc., 2008). Elaboration builds numerous connections to stored information according to Dr. Orey. He also notes that the effective use of images and episodic experiences, memories of life experiences, are also cognitive learning tools that contribute to building lasting connections.
It stands to reason that if cognitive learning theory revolves around information processing then information processing tools, made available by technology, can significantly contribute to learning. Tools such as word processing applications, spreadsheet software, inspiration softeware and multimedia applications such as PowerPoint can be used to create rubrics, articles, tables, charts or artisitic works that help students concentrate on essential concepts and themes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 75).
Summarizing and note taking are instructional strategies that help students to organize information into a meaningful format that they can use to build connections to stored information (elaboration theory). Pitler, Hubbell, Kuhn and Malenoski said, "graphic representation has been shown to produce a percentile gain of 39 points in student achievement" as sited in Marzano, 2008.
Virtual field trips can be used to create rich, episodic experiences that students will be able to retrieve later (Laureate Education, Inc., 2008). Concept maps serve "as a kind of template or scaffold to help organize knowledge and to structure it" (Novak & Canas, 2008). Each of these are examples of cognitive learning theories (elaboration, effective use of images or episodic experiences) at work.
In short, long-term memory can be categorized as one of three types of memory: declarative (facts and information), procedural (how to do things) or episodic (memory for events in life). "The first two account for most of what is learned in work and school" (Orey, 2001). Modern technology promotes the development of long-term memory by providing tools that facilitate information processing which is at the core of Cognitive Learning Theory.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual
Field Trips [Motion picture]. Bridging learning theory, instruction and technology.
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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrievedfrom http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroominstruction that works. Alexandria, VA: ASCD.
APP3 - EDUC 6711
This week we studied "Cues, Questions, and Advance Organizers" and "Summarizing and Note Taking", instructional strategies that embed technology and their correlation to cognitive learning theory. We also worked with Virtual Field Trip and Concept Mapping tools and looked at how they relate to cognitive learning theories and the above mentioned instructional strategies.
Cognitive learning theory revolves around information processing. Dr. Michael Orey said the primary mechanism for storing processed information in long-term memory is elaboration (Laureate Education, Inc., 2008). Elaboration builds numerous connections to stored information according to Dr. Orey. He also notes that the effective use of images and episodic experiences, memories of life experiences, are also cognitive learning tools that contribute to building lasting connections.
It stands to reason that if cognitive learning theory revolves around information processing then information processing tools, made available by technology, can significantly contribute to learning. Tools such as word processing applications, spreadsheet software, inspiration softeware and multimedia applications such as PowerPoint can be used to create rubrics, articles, tables, charts or artisitic works that help students concentrate on essential concepts and themes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 75).
Summarizing and note taking are instructional strategies that help students to organize information into a meaningful format that they can use to build connections to stored information (elaboration theory). Pitler, Hubbell, Kuhn and Malenoski said, "graphic representation has been shown to produce a percentile gain of 39 points in student achievement" as sited in Marzano, 2008.
Virtual field trips can be used to create rich, episodic experiences that students will be able to retrieve later (Laureate Education, Inc., 2008). Concept maps serve "as a kind of template or scaffold to help organize knowledge and to structure it" (Novak & Canas, 2008). Each of these are examples of cognitive learning theories (elaboration, effective use of images or episodic experiences) at work.
In short, long-term memory can be categorized as one of three types of memory: declarative (facts and information), procedural (how to do things) or episodic (memory for events in life). "The first two account for most of what is learned in work and school" (Orey, 2001). Modern technology promotes the development of long-term memory by providing tools that facilitate information processing which is at the core of Cognitive Learning Theory.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual
Field Trips [Motion picture]. Bridging learning theory, instruction and technology.
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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrievedfrom http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroominstruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorism in Practice
APP2 - EDUC 6711
"Reinforcing Effort" and "Homework and Practice" are two instructional strategies that can be enhanced significantly with the aid of technology. They are also compatible with behaviorist theory.
Behaviorism principles suggest that all behavior is a result of learned habits and if this is correct then it stands to reason that all behaviors can be unlearned (Orey, 2001). Just as every student can not be the tallest in the class or the best looking ....neither can every student be the smartest in the class. Each of these attributes are out of their control. What is in their control though is the ability to get in the habit of giving a great effort. "Reinforcing effort enhances students' understanding of the relationship bewteen effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 135).
Failure to realize the importance of effort can often be a large part of the problem for students according to Pitler, Hubbell, Kuhn and Malenoski. Some tools that can be useful in helping them see the importance of giving a good effort are an effort rubric, charts that compare effort to scores and effort surveys. Each of these can be easily incorporated into lessons with the assistance of educational technology.
All students can achieve academic success with a combination of effort, encouragement, teacher support and technology. They want all become "A" students but they can all learn how to become the best student they are capable of being.
One of the concepts of behaviorism is that students will "work for things that bring them positive feelings, and for approval from people they admire" (Orey, 2001). Unfortunately there is not enough time in the typical school day to accomplish all that is required. This necessitates the use of homework assignments and additional practice and technology facilitates them "by providing a wealth of resources for learning outside of the classroom" ( Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p. 189). With the aid of technology students can make the, often unenjoyable, task of homework more palatable and as a result be positively motivated to put forth the necessary effort. The end result of all this additional effort being academic success that brings them the positive feelings and approval that they enjoy.
"Reinforcing Effort" and "Homework and Practice" are more than instructional strategies. "Reinforcing Effort" is also a means of expressing high expectations by illustrating to students that you care about them and their success as students and as human beings. The same can also be said for "Homework and Practice". Assigning students addtional work, that is going to take substantial time to do, is not a great way to make lifelong friends ....but it is necessary to help mold them into the very best students and eventual contributing members of society that they are capable of becoming.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
"Reinforcing Effort" and "Homework and Practice" are two instructional strategies that can be enhanced significantly with the aid of technology. They are also compatible with behaviorist theory.
Behaviorism principles suggest that all behavior is a result of learned habits and if this is correct then it stands to reason that all behaviors can be unlearned (Orey, 2001). Just as every student can not be the tallest in the class or the best looking ....neither can every student be the smartest in the class. Each of these attributes are out of their control. What is in their control though is the ability to get in the habit of giving a great effort. "Reinforcing effort enhances students' understanding of the relationship bewteen effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 135).
Failure to realize the importance of effort can often be a large part of the problem for students according to Pitler, Hubbell, Kuhn and Malenoski. Some tools that can be useful in helping them see the importance of giving a good effort are an effort rubric, charts that compare effort to scores and effort surveys. Each of these can be easily incorporated into lessons with the assistance of educational technology.
All students can achieve academic success with a combination of effort, encouragement, teacher support and technology. They want all become "A" students but they can all learn how to become the best student they are capable of being.
One of the concepts of behaviorism is that students will "work for things that bring them positive feelings, and for approval from people they admire" (Orey, 2001). Unfortunately there is not enough time in the typical school day to accomplish all that is required. This necessitates the use of homework assignments and additional practice and technology facilitates them "by providing a wealth of resources for learning outside of the classroom" ( Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p. 189). With the aid of technology students can make the, often unenjoyable, task of homework more palatable and as a result be positively motivated to put forth the necessary effort. The end result of all this additional effort being academic success that brings them the positive feelings and approval that they enjoy.
"Reinforcing Effort" and "Homework and Practice" are more than instructional strategies. "Reinforcing Effort" is also a means of expressing high expectations by illustrating to students that you care about them and their success as students and as human beings. The same can also be said for "Homework and Practice". Assigning students addtional work, that is going to take substantial time to do, is not a great way to make lifelong friends ....but it is necessary to help mold them into the very best students and eventual contributing members of society that they are capable of becoming.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Sunday, February 21, 2010
Reflection: EDUC-6710
Walden University's EDUC-6710 "Understanding the Impact of Technology on Education, Work and Society" has introduced me to the concept of "Web 2.0" or the "read and write" Web. I now know how to: create my own blog as well as participate in others, use Real Simple Syndication (RSS) to collect information, setup and participate in wikis and develop and utilize my own podcast. These 21st Century Tools will enable me to transform my classroom from a "teacher centered" setting to a "student centered" learning environment.
I hope to continue to expand my knowledge of technology integration by doing more exploration into the use of Web 2.0 Tools and learning more about the abundant resources available on the web site "The Partnership for 21st Century Skills" (www.21stcenturyskills.org). The information available on this site combined with the new found tools and skills for collaboration I now have will provide me with an endless array of possibilities that I can use to increase student achievement in my classes.
Within the next two years I will integrate technology into my daily classroom environment by creating a work station of three-to-five computers that my students will have daily access to. With these computers my class will be able to use blogs and podcast to share and publish their ideas and thoughts on the learning activities we are covering in class. They will also start a class wiki for the purpose of establishing a collaborative relationship with similiar classes across the state, around the country and throughout the world. We will work with the Walton Foundation through our local Wal-Mart to raise the funds to purchase and setup the work stations.
Walden University's EDUC-6710 "Understanding the Impact of Technology on Education, Work and Society" has introduced me to the concept of "Web 2.0" or the "read and write" Web. I now know how to: create my own blog as well as participate in others, use Real Simple Syndication (RSS) to collect information, setup and participate in wikis and develop and utilize my own podcast. These 21st Century Tools will enable me to transform my classroom from a "teacher centered" setting to a "student centered" learning environment.
I hope to continue to expand my knowledge of technology integration by doing more exploration into the use of Web 2.0 Tools and learning more about the abundant resources available on the web site "The Partnership for 21st Century Skills" (www.21stcenturyskills.org). The information available on this site combined with the new found tools and skills for collaboration I now have will provide me with an endless array of possibilities that I can use to increase student achievement in my classes.
Within the next two years I will integrate technology into my daily classroom environment by creating a work station of three-to-five computers that my students will have daily access to. With these computers my class will be able to use blogs and podcast to share and publish their ideas and thoughts on the learning activities we are covering in class. They will also start a class wiki for the purpose of establishing a collaborative relationship with similiar classes across the state, around the country and throughout the world. We will work with the Walton Foundation through our local Wal-Mart to raise the funds to purchase and setup the work stations.
Saturday, February 6, 2010
Hello....this afternoon I want to share the link to my new Podcast (Mr. Redding's Classroom Digital Abilities and Learning Styles) with you. I hope you enjoy it!
http://podcastmachine.com/podcasts/3675.
http://podcastmachine.com/podcasts/3675.
Wednesday, January 27, 2010
Hello again ....this evening I would like to share with you my thoughts and impressions on a new site that my classmates (Walden University) and I have been introduced to. The name of the site is The Partnership for 21st Century Skills (www.21stcenturyskills.org). It was established in 2002. Its purpose is to introduce 21st Century Skills to K-12 Education in the United States. It will serve as the "Guiding Light" for establishing and building the awareness necessary to develop collaborative partnerships between the key stake holders in our society: education, business, community and government leaders.
My initial response after spending one hour exploring the site is "it's going to be an exceptional resource"! One glance at the site's partnership list provides plenty of insight as to how serious an effort is behind this initiative with names like Microsoft, Dell, National Education Association and Cisco to name a few. In short the Partnership advocates for 21st Century readiness by combining the 3-R's with critical thinking and problem solving, communication, collaboration and creativity/innovation.
Some of the resources available on the site are individual state implementation guides, a network of professional development experts referred to as "PDAP", the "Mile Guide" (Milestones for Innovative Learning and Education) and my favorite "Route 21" a (one-stop-shop for 21st Century-skill related information. The real surprise for me is that not only do they tell what needs to be done ....but they also provide the resources needed to achieve the outcomes. All you have to do is "work at it"!
The implications for my students and for me as a contemporary educator are the 21st Century is well underway and its time for everyone, myself included, in (K-12) education across the United States to get on board. This resource leaves no excuses not to!
My initial response after spending one hour exploring the site is "it's going to be an exceptional resource"! One glance at the site's partnership list provides plenty of insight as to how serious an effort is behind this initiative with names like Microsoft, Dell, National Education Association and Cisco to name a few. In short the Partnership advocates for 21st Century readiness by combining the 3-R's with critical thinking and problem solving, communication, collaboration and creativity/innovation.
Some of the resources available on the site are individual state implementation guides, a network of professional development experts referred to as "PDAP", the "Mile Guide" (Milestones for Innovative Learning and Education) and my favorite "Route 21" a (one-stop-shop for 21st Century-skill related information. The real surprise for me is that not only do they tell what needs to be done ....but they also provide the resources needed to achieve the outcomes. All you have to do is "work at it"!
The implications for my students and for me as a contemporary educator are the 21st Century is well underway and its time for everyone, myself included, in (K-12) education across the United States to get on board. This resource leaves no excuses not to!
Friday, January 15, 2010
It is my hope that seeing their work on exhibit and getting to view the work and ideas of others from around the world who visit this site will inspire my students to reach new heights. Hopefully those that visit will provide thought provoking insights that will enhance the instruction and make the educational experience an even better one for my students. As we move toward the second semester at Johnson High and eventually start our health segment I hope you will visit and contribute to the learning process. Thanks!
Wednesday, January 13, 2010
I have decided to use this site as a bulletin board for my students work. My hope is that by exhibiting my students work it will motivate them to do better job knowing that it will be on display worldwide. To be specific I will use this site for my 9th grade Health Class and I think that my students will enjoy posting their ideas/projects on the harmful effects of smoking, the dangers of driving under the influence of alcohol, the risk associated with unprotected sex, the benefits of healthy eating and staying physically fit.
Tuesday, January 12, 2010
Hello and welcome to my blog! My name is Richard and I teach at Sol C. Johnson High School, Savannah, Georgia. Our first semester ends in two weeks and my current classes/students will change. This semester I have taught two blocks of Health and Personal Fitness and one block of Weight Lifting. My schedule for next semester has not been finalized yet.
Thanks for visiting my blog and I look forward to future opportunites to utilize this technology for the benefit of improving the job I do in the classroom.
Thanks for visiting my blog and I look forward to future opportunites to utilize this technology for the benefit of improving the job I do in the classroom.
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