I came into this class with very little knowledge in technology, and couldn't imagine how I could possibly use technology in my future classroom. In my mind, it was easier to just teach math the old school way. However, this has now changed upon completion of this course. I have come to the realization that technology isn't a burden after all, but is instead a useful tool. It is a way to incorporate different teaching techniques and to also get students involved more actively in the lesson.
I found that the voki was a fun tool, and very entertaining. However, I don't think that it was time well spent. Instead, I wish that we could have spent class time learning more about Internet Workshops or Smartboard applications. These last two tools I could definitely see myself using in the future, especially the Smartboard application. Because my classroom in the fall has a Smartboard, I thought that this was a very useful component for me in particular. Now that I am more comfortable with the program, I am very excited to use my newly acquired technological skills to utilize this classroom tool.
Due to the fact that we were given instructions and then left to our own devices for the assignments, I have learned to become less dependent on step by step instruction. I was forced to depend on myself to solve problems that I faced along the way, and this made me more tech savvy. I now feel as though I am ready to go forth and use these technologies to enhance my classroom.
Thursday, July 7, 2011
Wednesday, July 6, 2011
*** Google Reader= AWESOME***
Google Reader = Awesome : This sums up how useful google reader was for me. This is a great tool to use whether you are blogging for fun, or if you are using blogs for educational purposes. I hope to be able to get my future students to create their own blog, and if I do get this opportunity I will most definitely introduce google reader. This was the easiest way to view all my fellow peers' posts without going absolutely insane trying to find them. Instead of having to search for their blogs, I had them all on their own tab. Also, I love the fact that we can change the names of the tabs pertaining to the different blogs. This made it easier for me to know who's blog is who, since many of us didn't use our actual names for their blog.
As for the blogs of my peers, it is apparent that we all were similar in many of our blog responses. Yes, we were given the same questions, but this is also probably because of the education that TCPCG is instilling in us. It wasn't surprising that we would all try and incorporate these methods from our classes into our blog posts. One idea that I found interesting was Megan's early use of integrating videos and such into her future classroom. Being at the end of our first semester, I know that we all want to incorporate visual aids such as videos into our lessons. I just thought that it was very advance of her to mention this in her first blog post for the class. She wrote: A video such as this is something I could prepare ahead of time, with preparation, and showcase information in a new and exciting way. If I were doing a unit on To Kill A Mockingbird, I could construct a video like this to highlight characters, specific plot points, or provide examples of reading strategies for deeper understanding of the material. -Go Megan :)
As for the blogs of my peers, it is apparent that we all were similar in many of our blog responses. Yes, we were given the same questions, but this is also probably because of the education that TCPCG is instilling in us. It wasn't surprising that we would all try and incorporate these methods from our classes into our blog posts. One idea that I found interesting was Megan's early use of integrating videos and such into her future classroom. Being at the end of our first semester, I know that we all want to incorporate visual aids such as videos into our lessons. I just thought that it was very advance of her to mention this in her first blog post for the class. She wrote: A video such as this is something I could prepare ahead of time, with preparation, and showcase information in a new and exciting way. If I were doing a unit on To Kill A Mockingbird, I could construct a video like this to highlight characters, specific plot points, or provide examples of reading strategies for deeper understanding of the material. -Go Megan :)
Thursday, June 30, 2011
*Week 5 ~ Technology*
The two websites which I found to interesting, as well as very useful were the Math Forum, and National Library of Virtual Manipulatives. The first, provided many different online assignments which I found to be particularly useful for my Statistics and Probability class. Upon searching through the assignments, I found an internet workshop that I could utilize in my classroom as a project. In the project, students will be exploring and creating theories of their own in relation to the data (Mathforum, 2004). Then they will explore their theories to see if they can find any correlation between the data distribution and that of their theory. They will be given the chance to re-evaluate their theories and even create new ones, based on this exploration. Being a statistics class, this is a key skill that students should learn how to utilize.
The second website, the National Library of Virtual Manipulatives, was a website that I found to also have materials pertaining to my Statistics and Probability class. The assimilations I found here were geared more towards the Probability aspect of the class though. It it, I found one particular assimilation that goes along perfectly with my Unit Plan for Probability. I introduced the Monty Hall Problem as a thinking exercise to start off the unit, and on this website I found an assimilation of the same problem(National Library of Virtual Manipulatives, 2010). Thus, I would use this assimilation as a class experiment to test the theory. One half of the class would simply pick a door at random, while theother half would pick a door at random and then change their answer. As a class we would compare our results after 20 or so trials to see if putting theory to practice yielded higher probability chances in the Monty Hall Problem.
National Library of Virtual Manipulatives(2010). Lets make a deal: Stick or Switch. Retrieved on 6-29-11 from http://nlvm.usu.edu/en/nav/topic_t_5.html
Mathforum (2004). How to use Census data on E-STAT with Fathom for a data analysis project. Retrieved on 6-29-11 from http://www.keypress.com/documents/fathom/Activities/EducationalAttainmentAndIncome/IncomeEdStatCanada.pdf
The second website, the National Library of Virtual Manipulatives, was a website that I found to also have materials pertaining to my Statistics and Probability class. The assimilations I found here were geared more towards the Probability aspect of the class though. It it, I found one particular assimilation that goes along perfectly with my Unit Plan for Probability. I introduced the Monty Hall Problem as a thinking exercise to start off the unit, and on this website I found an assimilation of the same problem(National Library of Virtual Manipulatives, 2010). Thus, I would use this assimilation as a class experiment to test the theory. One half of the class would simply pick a door at random, while theother half would pick a door at random and then change their answer. As a class we would compare our results after 20 or so trials to see if putting theory to practice yielded higher probability chances in the Monty Hall Problem.
National Library of Virtual Manipulatives(2010). Lets make a deal: Stick or Switch. Retrieved on 6-29-11 from http://nlvm.usu.edu/en/nav/topic_t_5.html
Mathforum (2004). How to use Census data on E-STAT with Fathom for a data analysis project. Retrieved on 6-29-11 from http://www.keypress.com/documents/fathom/Activities/EducationalAttainmentAndIncome/IncomeEdStatCanada.pdf
Tuesday, June 28, 2011
*Week 5 ~ T2P*
By looking at the inner workings of our brain's development throughout the course of our lives, we as teachers can better understand the intricacy of how our students think and act. If we factor in the ideas of synaptic density, it is apparent that many different factors affect the how, what, and whys of education. How our mind develops over the course of our lives is a process that never stops, and it continuously building upon itself. Our brain self-generates through the "pruning" of ideas, relationships, interests, experiences and many more aspects of life. Pruning is a way of maintaining the connections that our brain makes which we feel are important, or have a profound affect on us. Pruning also "weeds out" those which do not have a profound affect in our lives. This weeding out allows our brain to expand on our connections that do make the cut, so to speak.
Focusing on this aspect of pruning is one component of today's lesson that I found to be particularly interesting and applicable to teaching. I feel that it is my job as a future educator to provide the means for pruning to occur in my students. I can do this by providing many different components to my lessons which can include different theories and applications. These can help build networks of connections, and even provide "hot spots", i.e. profound experiences, that impact the inner workings of their brain. On the other hand, we must look at the other side of pruning. These experiences and ideas we bring to the mix as teachers may not have profound affects on our students. Rather, they may be what gets pruned out by their brain. This isn't always negative though, because this pruning out may help the student realize where their true academic interests lie. Thus upon looking at this scientific theory of brain development, we can better understand what inner processes may be occurring in the minds of our students.
Focusing on this aspect of pruning is one component of today's lesson that I found to be particularly interesting and applicable to teaching. I feel that it is my job as a future educator to provide the means for pruning to occur in my students. I can do this by providing many different components to my lessons which can include different theories and applications. These can help build networks of connections, and even provide "hot spots", i.e. profound experiences, that impact the inner workings of their brain. On the other hand, we must look at the other side of pruning. These experiences and ideas we bring to the mix as teachers may not have profound affects on our students. Rather, they may be what gets pruned out by their brain. This isn't always negative though, because this pruning out may help the student realize where their true academic interests lie. Thus upon looking at this scientific theory of brain development, we can better understand what inner processes may be occurring in the minds of our students.
~*A Good Teacher*~
When I think of a "good" teacher the first thing that comes to mind is the mixture of someone who is caring and has a nurturing nature, along with someone proficient in their field and the delivery of lessons with respect to their students. Showing students that you care about them, I feel, is essential because it gives them support and enables an open learning environment. Proficiency is also necessary because you want to be able to answer questions and dive deeper into the background of your subject area when necessary. However, a good teacher needs to delivery the course content in a way that appeals and reaches their students. When combined, these attributes make up my version of a "good teacher".
Look Back at....
If...Then...Because... post from week 3
If you use Bloom's taxonomy to formulate questions which you ask your students, then you are better able to model for them the different steps of comprehension with respect to the classroom lessons. This is because of the nature in which the questions progressively grow from factual answers into more depth analysis of the material.
Revised addition:
By asking students questions we give them the chance to come to their own conclusions, as well as instilling in them the notion that they are capable of completing any task at hand. This is a way of building them up to their conclusions, rather than requesting these conclusions right off the bat which may at times be intimidating to students. When intimidated, students may not be able to perform as well as they are capable of, due to a sense of fear. Instead, leading them to the final task through a process of questioning can make students feel less pressured. Also, this enables a sense of autonomy for students because they are able to draw their thoughts together from each step of questioning. Thus, this is a great tool for building self-confidence as well. Through this directional questioning, students get a sense of autonomy and self-esteem along the way.
Look Back at....
If...Then...Because... post from week 3
If you use Bloom's taxonomy to formulate questions which you ask your students, then you are better able to model for them the different steps of comprehension with respect to the classroom lessons. This is because of the nature in which the questions progressively grow from factual answers into more depth analysis of the material.
Revised addition:
By asking students questions we give them the chance to come to their own conclusions, as well as instilling in them the notion that they are capable of completing any task at hand. This is a way of building them up to their conclusions, rather than requesting these conclusions right off the bat which may at times be intimidating to students. When intimidated, students may not be able to perform as well as they are capable of, due to a sense of fear. Instead, leading them to the final task through a process of questioning can make students feel less pressured. Also, this enables a sense of autonomy for students because they are able to draw their thoughts together from each step of questioning. Thus, this is a great tool for building self-confidence as well. Through this directional questioning, students get a sense of autonomy and self-esteem along the way.
Thursday, June 23, 2011
*Technology Accommodations*
As teachers, it is our job to reach every single child in our classroom. Using technology as an aid is one way that we can more readily do so, however we must take into account which technologies are most appropriate for our classroom situation. When planning our lessons, we must take into consideration the different impairments that our students have, and how these can hinder their learning experience if no accommodations are made to assist them. For instance, if there were a student with low-vision in my classroom, it'd be crucial for me to utilize technology as a means to allow them to participate and continue their work accordingly. As a math teacher, I plan on integrating the use of computers into my class for projects. One project I had in mind was a statistics-based assignment requiring students to gather data and then share amongst each others via google spreadsheets. Then, once data is gathered the students would use computers to graph distributions and draw conclusions. For a student who has low-vision, the use of a standard computer wouldn't be a sufficient means to complete this project. Instead, I'd integrate DAISY as an option for this student to remain independent in their studies. DAISY consortium is a program which combined with Microsoft Office to assist the hearing impaired. In using DAISY consortium students can save any Microsoft Office document or spreadsheet as a DAISY file. Windows speech recognition is what makes this possible; it is a verbal command based program which allows the visually impaired to use computers independently (Wikibooks, 2009). This ability for students to verbally use computer programs doesn't just apply to the visually impaired though. It also is relevant for students with physical handicaps which hinder their ability to use a computer. For instance, if a student had a broken arm and wasn't able to use the mouse of a computer as a result, this verbal command system would accommodate to their needs as well.
Likewise, if a student is hearing impaired similar accommodations need to be made. For example, when teaching in front of my class, those students who are hearing impaired are at a disadvantage if they have no means to "view" my explanations. This is where programs like Windows speech recognition are helpful (Wikibooks, 2011). By implementing this into my classroom, my voice is recognized by the technology and then put into a verbal display. This is a great breakthrough in educational technology because of the mass appeal that it has in the classroom setting. For students who are non-communicative, this same program could help them as well. It can be used as a visual aid for students who aren't able to maintain focus at all times. Instead of leaving them in the dust, whatever was said in the classroom in documented for them and the teacher can refer back to those notes when helping them remain on track. Also, sometimes seeing a physical representation of what is said can help the student learn the material by presenting it in different forms. Thus, by integrating these technologies into our classrooms, we can close the gap that sometimes forms with respect to students that have different impairments.
References:
Wikibooks (2009). Assistive Technology in Education/DAISY. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY on 6/22/11
Wikibooks (2011). Assistive Technology in Education/Speech Recognition Software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software on 6/22/11
Likewise, if a student is hearing impaired similar accommodations need to be made. For example, when teaching in front of my class, those students who are hearing impaired are at a disadvantage if they have no means to "view" my explanations. This is where programs like Windows speech recognition are helpful (Wikibooks, 2011). By implementing this into my classroom, my voice is recognized by the technology and then put into a verbal display. This is a great breakthrough in educational technology because of the mass appeal that it has in the classroom setting. For students who are non-communicative, this same program could help them as well. It can be used as a visual aid for students who aren't able to maintain focus at all times. Instead of leaving them in the dust, whatever was said in the classroom in documented for them and the teacher can refer back to those notes when helping them remain on track. Also, sometimes seeing a physical representation of what is said can help the student learn the material by presenting it in different forms. Thus, by integrating these technologies into our classrooms, we can close the gap that sometimes forms with respect to students that have different impairments.
References:
Wikibooks (2009). Assistive Technology in Education/DAISY. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY on 6/22/11
Wikibooks (2011). Assistive Technology in Education/Speech Recognition Software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software on 6/22/11
Tuesday, June 21, 2011
**Week 4- Class Reflective T2P**
If we incorporate the many diverse learning theories of influence, into our personal pedagogy of education, we can better reach our students. This is because no one theory is flawless; they all have points of debate and even some that we may flat out disagree with. Therefore I suggest taking pieces from different learning theorists' methodology and creating an integrated idea of what learning is, the roles of students and teacher, content, and context. This allows us as educators to incorporate the ideas of great theorists into our own theory. Then, we are able to apply our borrowed ideas with our own personal ideas to our classroom.
For instance, an aspect of Piaget's stages of learning that I would take with me, is the idea of not teaching content that is beyond the years of my students. This refers to content of my class curriculum being age-appropriate. I also like Vygotsky's main focus on the social aspects of learning which I could apply to my classroom by having my class work in group, and do group projects. By focusing only on the ideas I completely agree with, I am able to pick and choose what I think is important for me to bring to the mix instead of bringing an overload of theories with me, many of which contradict each other.
Week 4- Learning Theorists
For instance, an aspect of Piaget's stages of learning that I would take with me, is the idea of not teaching content that is beyond the years of my students. This refers to content of my class curriculum being age-appropriate. I also like Vygotsky's main focus on the social aspects of learning which I could apply to my classroom by having my class work in group, and do group projects. By focusing only on the ideas I completely agree with, I am able to pick and choose what I think is important for me to bring to the mix instead of bringing an overload of theories with me, many of which contradict each other.
Week 4- Learning Theorists
Week 4 -(2) T2P
If a teacher focuses on enabling the creative processes of their students’ inner workings , then the students are more apt to form ideas and thoughts on their own. This is because they are letting their creative juices flow, and are embracing their ideas and questions rather than stifling them. Through examples and activities that require speculations and evaluations from our students, they are guided to the path of tapping into their inner thoughts. Also, via examples and applications, we see the subject area in a new light that makes it more tangible and real. Logic, problem solving, and integration of different lessons and knowledge are all becoming enhanced within the student. Building connections, as well as spotting differences between thoughts and examples, promotes analysis. Through self analysis via application we can re-evaluate why we thought, or didn't think, a certain way. In these analyses, answers to these questions are rarely simple. Thus, more questions often arise in order reach a deeper understanding of the concepts present.
If... Then... Because...
Theory
Terms
Events
Ethics/Morals
**Vicki Davis**
If you give students the resources and time to work with different technological programs, these students can thrive on their own by becoming self-taught, as well as self-relient in the learning process.This notion of self teaching is one shared by Sugata Mitra. In his many studies that he conducted in Africa, and India, Mitra came to conclude that students in a group of their peers can learn to use technology without instruction. Thus, students should be given the chance to work in groups settings, as well as individually, so as to enhance their collaborative skills. This changes the class dynamic in that the teacher isn't the main focus. Instead the teacher is there to help direct them in their path of exploration, the learning environment is one that promotes autonomy and relatedness. In this class setting the students are given the chance to take leadership and teaching roles. This change in roles helps the students see themselves in a whole new light and in doing so, the students show competence in the subject matter through demonstration. This competency, as well as the dual role of the student as the teacher, promotes self-esteem and self-determination. This is because the students feel as though they are contributors to the learning environment, as opposed to observers. As contributors, they have the inner drive to go out into the world and learn for themselves and to then apply their findings and learnings to what they chose to teach the class. A key point that Davis made was that teachers do not need to know everything about the subject matter they teach, rather they are students themselves. By allowing students to teach you something, you can open new doors into a more hands-on learning environment that enhances the self-worth of your students.
If... Then... Because...
Theory
Terms
Events
Ethics/Morals
**Vicki Davis**
If you give students the resources and time to work with different technological programs, these students can thrive on their own by becoming self-taught, as well as self-relient in the learning process.This notion of self teaching is one shared by Sugata Mitra. In his many studies that he conducted in Africa, and India, Mitra came to conclude that students in a group of their peers can learn to use technology without instruction. Thus, students should be given the chance to work in groups settings, as well as individually, so as to enhance their collaborative skills. This changes the class dynamic in that the teacher isn't the main focus. Instead the teacher is there to help direct them in their path of exploration, the learning environment is one that promotes autonomy and relatedness. In this class setting the students are given the chance to take leadership and teaching roles. This change in roles helps the students see themselves in a whole new light and in doing so, the students show competence in the subject matter through demonstration. This competency, as well as the dual role of the student as the teacher, promotes self-esteem and self-determination. This is because the students feel as though they are contributors to the learning environment, as opposed to observers. As contributors, they have the inner drive to go out into the world and learn for themselves and to then apply their findings and learnings to what they chose to teach the class. A key point that Davis made was that teachers do not need to know everything about the subject matter they teach, rather they are students themselves. By allowing students to teach you something, you can open new doors into a more hands-on learning environment that enhances the self-worth of your students.
Thursday, June 16, 2011
*EDCI 5825 - Week 3 Readings*
In my future classes I would love to utilize the use of a class wiki. One this wiki I would put a daily extra credit challenge problem related to the mathematical concepts being studied at the time. This is a way to involve my students in a more difficult, college prep type of environment. Also, by adding a difficulty factor that is perhaps a bit more than what my curriculum normally consists of, I can implement and extended learning for those students who are more advanced.
On the class wiki, I can add class notes or overviews for students who were absent from class. Also, there can be a class discussion forum where students can communicate between each other, and myself, on questions or concerns that arise. Another component to the class wiki which I would add is as a means for students to work on homework assignments, and even schedule meetings with me or in study groups. (Wikispaces, 2011). By giving students the means to communicate openly with each other on questions and problems they may be facing we can promote a healthy learning environment that is supportive.One project
I was thinking of implementing is Statistics based WebProject via wikispaces.com as a means to share data. What I could have my students do is collect experimental data on the school and it's students. For example, class sizes, success rates, standardized tests, etc. The class would be broken up into different trials, and then work together to create a grand overview of what their findings were. Then we could collaborate with other schools and see how we compare with them.
Support is a key component to success, whether it be in everyday life or in education/work. Using the internet as a means of creating a system of support among peers can help to create relationships among classmates. By creating a base for healthy communication between classmates to build relationships, we can eliminate bullying in our classroom. Requiring each student to be an active participant in the wiki and establishing rules of conduct can increase the chances of avoiding a bully situation like what we read in "What Kids Say About Bullying" (KidsHealth, Nemours 2011).
References:
Wikispaces (2011). Wiki, Wiki, Wiki. Retrieved from http://wikipd.wikispaces.com/ on 6/16/11
Nemours (2011). What kids say about bullying. KidsHealth. Retrieved from http://kidshealth.org/kid/feeling/school/poll_bullying.html on 6/16/11
On the class wiki, I can add class notes or overviews for students who were absent from class. Also, there can be a class discussion forum where students can communicate between each other, and myself, on questions or concerns that arise. Another component to the class wiki which I would add is as a means for students to work on homework assignments, and even schedule meetings with me or in study groups. (Wikispaces, 2011). By giving students the means to communicate openly with each other on questions and problems they may be facing we can promote a healthy learning environment that is supportive.One project
I was thinking of implementing is Statistics based WebProject via wikispaces.com as a means to share data. What I could have my students do is collect experimental data on the school and it's students. For example, class sizes, success rates, standardized tests, etc. The class would be broken up into different trials, and then work together to create a grand overview of what their findings were. Then we could collaborate with other schools and see how we compare with them.
Support is a key component to success, whether it be in everyday life or in education/work. Using the internet as a means of creating a system of support among peers can help to create relationships among classmates. By creating a base for healthy communication between classmates to build relationships, we can eliminate bullying in our classroom. Requiring each student to be an active participant in the wiki and establishing rules of conduct can increase the chances of avoiding a bully situation like what we read in "What Kids Say About Bullying" (KidsHealth, Nemours 2011).
References:
Wikispaces (2011). Wiki, Wiki, Wiki. Retrieved from http://wikipd.wikispaces.com/ on 6/16/11
Nemours (2011). What kids say about bullying. KidsHealth. Retrieved from http://kidshealth.org/kid/feeling/school/poll_bullying.html on 6/16/11
Tuesday, June 14, 2011
~T2P Week 3~
*If...Then...Because...
If you use Bloom's taxonomy to formulate questions which you ask your students, then you are better able to model for them the different steps of comprehension with respect to the classroom lessons. This is because of the nature in which the questions progressively grow from factual answers into more depth analysis of the material.
*Theory to Practice*
In the beginning of class we were prompted to complete the "R2SQC2" exercise based on the readings for the week. The exercise was a great way to get students to remember and reflect, not only on what the reading was on but also on what it's purpose was. The breaking up of the material into:
-Recall
-Rank
-Summarize
-Question
-Connect
-Comment
was a great warm-up to exercise our brains. Because the steps progressively required more and more in depth thought, rather than just jumping right to the point, I think that it facilitated better results. Personally, I don't know if I would have been able to simply comment on what I thought to be most applicable to my future classroom from the week's reading. However, by slowing setting me up for this last step, I was much more confident in my response.
This was a very useful exercise in my opinion, and I would love to utilize it in my future classrooms. In particular, I would use this to see where my students are in comprehension of the mathematical unit being covered in class. I'd conduct this activity several times throughout the unit so as to evaluate the extent to which the material is reaching my students. Then, I'd be better informed on what I need to revisit content-wise as well as conceptually. In particular, the Question portion of the R2SQC2 i feel would be especially helpful in establishing where my students are having the most trouble in respect to content being taught.
If you use Bloom's taxonomy to formulate questions which you ask your students, then you are better able to model for them the different steps of comprehension with respect to the classroom lessons. This is because of the nature in which the questions progressively grow from factual answers into more depth analysis of the material.
*Theory to Practice*
In the beginning of class we were prompted to complete the "R2SQC2" exercise based on the readings for the week. The exercise was a great way to get students to remember and reflect, not only on what the reading was on but also on what it's purpose was. The breaking up of the material into:
-Recall
-Rank
-Summarize
-Question
-Connect
-Comment
was a great warm-up to exercise our brains. Because the steps progressively required more and more in depth thought, rather than just jumping right to the point, I think that it facilitated better results. Personally, I don't know if I would have been able to simply comment on what I thought to be most applicable to my future classroom from the week's reading. However, by slowing setting me up for this last step, I was much more confident in my response.
This was a very useful exercise in my opinion, and I would love to utilize it in my future classrooms. In particular, I would use this to see where my students are in comprehension of the mathematical unit being covered in class. I'd conduct this activity several times throughout the unit so as to evaluate the extent to which the material is reaching my students. Then, I'd be better informed on what I need to revisit content-wise as well as conceptually. In particular, the Question portion of the R2SQC2 i feel would be especially helpful in establishing where my students are having the most trouble in respect to content being taught.
*Piaget/Vygotsky/Skinner Remix*
While the theories of Piaget, Vygotsky, and Skinner are all very different they are also related through their differences. Vygotsky based his theories of students' learning on social interactions, while Piaget completely dismissed this aspect of learning. Instead, Piaget focused on the observation of learning being the teacher's role, and the developmental stages which constrain everyone's abilities to learn. In contrast to Piaget, Skinner thought that teachers play a proactive role in the learning process through behavioral training of their students, and thus weren't just observers.
Q1: Compare Vygotskys' theory of sociocultural learning and development to the contemporary theories we have learned in class. How are they the same? Different?
-This sociocultural learning theory of Vygotsky encompasses the other contemporary theories of constructivist learning theory and developmental learning theory. Vygotsky differs from them in that he builds upon the two theories by adding the idea that knowledge is added via social interaction. This theory states that social interaction helps students form their conceptual frameworks, and in so, focuses on the effects which others have on our conceptual framework.
Labeled as a level 3 in Bloom's Taxonomy, but because of the compare and contrast formate of the question I believe that it fits more into level 4: Analysis
Q2: What are some problems with using a "skinner box" for conditioning?
-The main problem that I see arising in the skinner box is the notion of control over students who react without comprehension. In my understanding, the rats in the skinner box don't always know how the food dispensing works, rather they repeat the behavior continuously in hope that the act will lead them to a reward. This blind repetition is exactly what we don't want to put on our students, rather we want them to understand why their actions are being positively or negatively reinforced.
-Labeled level 4 in Bloom's Taxonomy and I agree. I think this is great question to promote the analysis of the knowledge we acquired in our "jigsaw" and to look at it critically.
Q3: Debate whether it is better for a student to learn a concept individually.
-On one hand, students learning individually helps promote their independence and ability to problem solve on their own. In having students work individually they learn to trust themselves and realize what they are capable of accomplishing, without needing of help. On the other side of the spectrum however is the consideration of the negative effects that may arise if the student become frustrated in the task, or even feels as though they "failed" at it. If this does happen, it can have detrimental results. Thus, one can argue that group work may be a better environment to promote learning. In a group, students are able to bounce ideas and concepts off each other, as well as help each other when someone gets "stuck". However, this environment may lead students to become dependent on an individual for help rather than building their own personal strengths and thoughts. Thus, the argument has come full circle. It is apparent that there is no set answer in whether individual learning or group learning is better. Rather, they both have strengths and weaknesses.
-Labeled a level 5 question in Bloom's Taxonomy, but I think it is better suited as a level 6: Evaluation. This is because we are asked to look at the idea and see the positive and negative aspects of it which I think is more evaluation than synthesis.
Q1: Compare Vygotskys' theory of sociocultural learning and development to the contemporary theories we have learned in class. How are they the same? Different?
-This sociocultural learning theory of Vygotsky encompasses the other contemporary theories of constructivist learning theory and developmental learning theory. Vygotsky differs from them in that he builds upon the two theories by adding the idea that knowledge is added via social interaction. This theory states that social interaction helps students form their conceptual frameworks, and in so, focuses on the effects which others have on our conceptual framework.
Labeled as a level 3 in Bloom's Taxonomy, but because of the compare and contrast formate of the question I believe that it fits more into level 4: Analysis
Q2: What are some problems with using a "skinner box" for conditioning?
-The main problem that I see arising in the skinner box is the notion of control over students who react without comprehension. In my understanding, the rats in the skinner box don't always know how the food dispensing works, rather they repeat the behavior continuously in hope that the act will lead them to a reward. This blind repetition is exactly what we don't want to put on our students, rather we want them to understand why their actions are being positively or negatively reinforced.
-Labeled level 4 in Bloom's Taxonomy and I agree. I think this is great question to promote the analysis of the knowledge we acquired in our "jigsaw" and to look at it critically.
Q3: Debate whether it is better for a student to learn a concept individually.
-On one hand, students learning individually helps promote their independence and ability to problem solve on their own. In having students work individually they learn to trust themselves and realize what they are capable of accomplishing, without needing of help. On the other side of the spectrum however is the consideration of the negative effects that may arise if the student become frustrated in the task, or even feels as though they "failed" at it. If this does happen, it can have detrimental results. Thus, one can argue that group work may be a better environment to promote learning. In a group, students are able to bounce ideas and concepts off each other, as well as help each other when someone gets "stuck". However, this environment may lead students to become dependent on an individual for help rather than building their own personal strengths and thoughts. Thus, the argument has come full circle. It is apparent that there is no set answer in whether individual learning or group learning is better. Rather, they both have strengths and weaknesses.
-Labeled a level 5 question in Bloom's Taxonomy, but I think it is better suited as a level 6: Evaluation. This is because we are asked to look at the idea and see the positive and negative aspects of it which I think is more evaluation than synthesis.
Wednesday, June 8, 2011
*Reading Questions/Student Teaching Technologies*
The first difference that is evident is the fact that the Internet Project is the only instructional model that has different types; Web-based and Spontaneous. Another key difference I found was the fact that Internet Inquiry is the only instructional model with different phases. Similarities include the fact that Internet Workshop, Internet Project, and Internet Inquiry all have set steps attached to them. Also, Web-based Internet Projects and WebQuest both have clearcut directions attached to the Project.
Upon discussion with my cooperating teacher, I began thinking of how I could tie these knew ideas of technology into my future classroom. The main technological component of my cooperating teacher's current classroom is the integration of a SmartBoard into her curriculum. Computers and internet are also used in her classroom, mainly in her Calculus classes. So, seeing her openness to technology, and the fact that I'll be teaching these same Calculus classes in the Fall, I assume that I will be able to utilize these same technologies to supplement my unit plans. Besides Calculus, I'll also be teaching Statistics. So, I think that some of these Instructional Models, which I discussed above, could be useful classroom activities in this subject matter. Also, I must say that I feel very lucky, as well as excited, to have a cooperating teacher whose classroom is so technologically advanced. This gives me an added push to enhance my technological skills so as to meet her expectations, as well as my own personal expectations of myself.
Upon discussion with my cooperating teacher, I began thinking of how I could tie these knew ideas of technology into my future classroom. The main technological component of my cooperating teacher's current classroom is the integration of a SmartBoard into her curriculum. Computers and internet are also used in her classroom, mainly in her Calculus classes. So, seeing her openness to technology, and the fact that I'll be teaching these same Calculus classes in the Fall, I assume that I will be able to utilize these same technologies to supplement my unit plans. Besides Calculus, I'll also be teaching Statistics. So, I think that some of these Instructional Models, which I discussed above, could be useful classroom activities in this subject matter. Also, I must say that I feel very lucky, as well as excited, to have a cooperating teacher whose classroom is so technologically advanced. This gives me an added push to enhance my technological skills so as to meet her expectations, as well as my own personal expectations of myself.
Tuesday, June 7, 2011
*Learning Theories* - T2P Week 2
If a teacher focuses on enabling the creative processes of their students’ inner workings , then the students are more apt to form ideas and thoughts on their own. This is because they are letting their creative juices flow, and are embracing their ideas and questions rather than stifling them.
This is my "if... then... because..." statement which I created about halfway through Week 2's class. My theory was created after watching several short clips, and then I was able to put my newly created theory to practice through the re-creation of a mapping exercise we had done in our last class. With the use of our newly acquired knowledge from a week's worth of classes we had to construct a mapping of "what learning is", without looking back to our previous work. One would think that this is something simple since we had already completed the activity once, but in reality it was much harder the second time around. As a group, we struggled to put our ideas to paper and convey the proper terminology. Once completed, we were given the original mapping to compare our new one to. From this we could clearly see the differences one week of education really made. In the new mapping, our ideas were more concise and logical, rather than our previous one which consisted of displaced thoughts thrown on a poster. Overall there was much more thought and theory behind our new map.
This exercise placed us in a creative environment which really made us think. Through the process of critiquing our previous work, and also creating dialogue centered on how we grew over the period of one week, we were able to stimulate the creation of personal thoughts and ideas. Thus, in it's completion, I now have a better grasp on the material, as well as how my own mind works. Also, I was able to put my "if... then... because..." statement to practice, and I feel that it applied well.
Response
If students feel comfortable and emotionally safe in the learning environment, then they are more likely to excel in the classroom because they less likely to shut down and put walls up. Feeling safe makes a student more inclined to add their input into a classroom discussion or activity because they don't feel judged or inadequate. Also, without input a student can't receive much feedback.
This is my "if... then... because..." statement which I created about halfway through Week 2's class. My theory was created after watching several short clips, and then I was able to put my newly created theory to practice through the re-creation of a mapping exercise we had done in our last class. With the use of our newly acquired knowledge from a week's worth of classes we had to construct a mapping of "what learning is", without looking back to our previous work. One would think that this is something simple since we had already completed the activity once, but in reality it was much harder the second time around. As a group, we struggled to put our ideas to paper and convey the proper terminology. Once completed, we were given the original mapping to compare our new one to. From this we could clearly see the differences one week of education really made. In the new mapping, our ideas were more concise and logical, rather than our previous one which consisted of displaced thoughts thrown on a poster. Overall there was much more thought and theory behind our new map.
This exercise placed us in a creative environment which really made us think. Through the process of critiquing our previous work, and also creating dialogue centered on how we grew over the period of one week, we were able to stimulate the creation of personal thoughts and ideas. Thus, in it's completion, I now have a better grasp on the material, as well as how my own mind works. Also, I was able to put my "if... then... because..." statement to practice, and I feel that it applied well.
Response
If students feel comfortable and emotionally safe in the learning environment, then they are more likely to excel in the classroom because they less likely to shut down and put walls up. Feeling safe makes a student more inclined to add their input into a classroom discussion or activity because they don't feel judged or inadequate. Also, without input a student can't receive much feedback.
*Learning Theories* - T2P Week 1
Reflections on the Day
The assessment quiz we took towards the beginning of class was something I thought was particularly interesting. I always thought that because my concentration is in mathematics that I MUST be a "visual" learner, however the quiz labeled me as a "social" learner instead, (logical coming in a close second place). At first I thought that maybe the quiz was flawed, but now, at the end of our first class, I'd have to agree with my results.
It seems as though this class was a social experiment in a way. Everything said and done was with purpose, and we were constantly completing one task to then immediately moving onto another. Looking back I see how much we really accomplished but at the time the tasks all flowed together naturally, and thus didn't intimidate me. Also, because all our tasks were done socially, for the most part, I think it is safe to say that I may be a social learner after all. So, besides the new ideas, theories, and methods we learned about in today's class, I also learned something new about myself.
The assessment quiz we took towards the beginning of class was something I thought was particularly interesting. I always thought that because my concentration is in mathematics that I MUST be a "visual" learner, however the quiz labeled me as a "social" learner instead, (logical coming in a close second place). At first I thought that maybe the quiz was flawed, but now, at the end of our first class, I'd have to agree with my results.
It seems as though this class was a social experiment in a way. Everything said and done was with purpose, and we were constantly completing one task to then immediately moving onto another. Looking back I see how much we really accomplished but at the time the tasks all flowed together naturally, and thus didn't intimidate me. Also, because all our tasks were done socially, for the most part, I think it is safe to say that I may be a social learner after all. So, besides the new ideas, theories, and methods we learned about in today's class, I also learned something new about myself.
Science Is Messy
Beliefs about how people learn:
It seems to me, that this particular’s teaching belief is centered on the idea of an open discussion forum. He ties dialogue together with visual display, so as to appeal to the needs of the different learners. It also seems as though he believes that students learn best in an open class questioning and answering atmosphere. From this they learn to develop opinions of their own, then vocalize them and build upon their thoughts by feeding off of their classmates’ responses. The teacher’s role in this was to keep the discussion on track, and ask questions so as to get to the results wanted.
Develop Competency:
By having the class speak their opinions, the class is practicing speech and helping to convey their thoughts. Also, the students are progressing in their ability to form and make ideas on their own. Then, they can build on these ideas by collaborating with their classmates. This helps prepare them for real world experiences, such as workplace discussions and collaborations. Mainly, this dialogue is a way to get the creative juices flowing.
If... Then... Because...
If a teacher focuses on enabling the creative processes of their students’ inner workings , then the students are more apt to form ideas and thoughts on their own. This is because they are letting their creative juices flow, and are embracing their ideas and questions rather than stifling them.
It seems to me, that this particular’s teaching belief is centered on the idea of an open discussion forum. He ties dialogue together with visual display, so as to appeal to the needs of the different learners. It also seems as though he believes that students learn best in an open class questioning and answering atmosphere. From this they learn to develop opinions of their own, then vocalize them and build upon their thoughts by feeding off of their classmates’ responses. The teacher’s role in this was to keep the discussion on track, and ask questions so as to get to the results wanted.
Develop Competency:
By having the class speak their opinions, the class is practicing speech and helping to convey their thoughts. Also, the students are progressing in their ability to form and make ideas on their own. Then, they can build on these ideas by collaborating with their classmates. This helps prepare them for real world experiences, such as workplace discussions and collaborations. Mainly, this dialogue is a way to get the creative juices flowing.
If... Then... Because...
If a teacher focuses on enabling the creative processes of their students’ inner workings , then the students are more apt to form ideas and thoughts on their own. This is because they are letting their creative juices flow, and are embracing their ideas and questions rather than stifling them.
Monday, June 6, 2011
Welcome to MATHLAND :)
Word Problem Phobia
http://www.pleacher.com/mp/mhumor/sguide.html
I found this "Guide to Problem Solving" to be the perfect depiction of a student's attempt to avoid reading math at all costs. Although humorous, this sort of approach happens all too often. So, I think that sharing this site to my class would be a great way to open a lesson plan (particularly in an algebra class). By showing the humor in avoiding word problems, I feel as though I will be able to get my students to realize the error of their ways, and thus shy away from this misconception of word problems being "evil". Which would then make them more apt to excel when faced with these types of problems.
Extra Credit/Fun Day
http://www.websudoku.com/
Everybody needs a break every now and then, but what if we as teachers can still teach even during these rest periods? Our brains never turn off, and that's why I love the idea of exercising the brains of my students, even during what seems to be a rest period. By introducing Sudoku as a low key activity, perhaps even extra credit, I can give my students a fun break while still building their logic and problem solving skills.
Real Life Application
http://www.world-mysteries.com/sci_17.htm
I think it is important to go beyond the standard spectrum of learning and dive into the more theoretical as well. This activity is mostly geared towards those students who are in geometry, because of it's relevance in the course content. Rather than just telling my class what the golden ratio is and watching a room full of blank stares look back at me, I thought that showing them applications of this concept would be better. This website is a fun and educational way to show my students how the "beauty" of math exists throughout nature, and is everywhere in our day to day lives.
http://www.pleacher.com/mp/mhumor/sguide.html
I found this "Guide to Problem Solving" to be the perfect depiction of a student's attempt to avoid reading math at all costs. Although humorous, this sort of approach happens all too often. So, I think that sharing this site to my class would be a great way to open a lesson plan (particularly in an algebra class). By showing the humor in avoiding word problems, I feel as though I will be able to get my students to realize the error of their ways, and thus shy away from this misconception of word problems being "evil". Which would then make them more apt to excel when faced with these types of problems.
Extra Credit/Fun Day
http://www.websudoku.com/
Everybody needs a break every now and then, but what if we as teachers can still teach even during these rest periods? Our brains never turn off, and that's why I love the idea of exercising the brains of my students, even during what seems to be a rest period. By introducing Sudoku as a low key activity, perhaps even extra credit, I can give my students a fun break while still building their logic and problem solving skills.
Real Life Application
http://www.world-mysteries.com/sci_17.htm
I think it is important to go beyond the standard spectrum of learning and dive into the more theoretical as well. This activity is mostly geared towards those students who are in geometry, because of it's relevance in the course content. Rather than just telling my class what the golden ratio is and watching a room full of blank stares look back at me, I thought that showing them applications of this concept would be better. This website is a fun and educational way to show my students how the "beauty" of math exists throughout nature, and is everywhere in our day to day lives.
Thursday, June 2, 2011
Saturday, May 28, 2011
Introduction
Hello everyone!
My name is Christina and I recently graduated from UConn with a Bachelor of Science degree in Mathematics. I am currently pursuing a Masters of Education in Secondary Mathematics Education. I substitute taught for about 2 years, and have been tutoring since high school. I'll be the first to admit that I'm technologically challenged, so please forgive me for any glitches I make along the way! I also never really fit the norm... While most kids growing up were placed on a soccer team, or in some other sporting environment, I was the odd man out. Instead of participating in sports, I grew up dancing at the studio next door to my family's restaurant. This began simply because of the convenience factor, but then turned into a real passion of mine. As a part of my dance studio, I performed in Disney World, Sea World, and Universal Studios at the ages of 14 and 16. I also was a member of my high school's dance team and took almost every dance class under the moon over the course of 15 years; tumbling, ballet, tap, jazz, pointe, hip hop, and lyrical. Although I am currently too old to dance at my studio, I still try and stay active in the "sport" by performing as alumni. And that's pretty much me in a nutshell :)
My name is Christina and I recently graduated from UConn with a Bachelor of Science degree in Mathematics. I am currently pursuing a Masters of Education in Secondary Mathematics Education. I substitute taught for about 2 years, and have been tutoring since high school. I'll be the first to admit that I'm technologically challenged, so please forgive me for any glitches I make along the way! I also never really fit the norm... While most kids growing up were placed on a soccer team, or in some other sporting environment, I was the odd man out. Instead of participating in sports, I grew up dancing at the studio next door to my family's restaurant. This began simply because of the convenience factor, but then turned into a real passion of mine. As a part of my dance studio, I performed in Disney World, Sea World, and Universal Studios at the ages of 14 and 16. I also was a member of my high school's dance team and took almost every dance class under the moon over the course of 15 years; tumbling, ballet, tap, jazz, pointe, hip hop, and lyrical. Although I am currently too old to dance at my studio, I still try and stay active in the "sport" by performing as alumni. And that's pretty much me in a nutshell :)
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