Tina's Blog

Constructivist Lesson Plan

2008-04-19T13:05:00.000-07:00

Constructivist Lesson Plan for Group 4

Constructivist Technology Lesson Plan: Group 4

Lesson Plan: What Is Your Culture?

Grade Level: Third Grade

Created by: Tina Roberts

ACOS Standard

Objective

Procedure

Materials

Assessment

3.14 - Develop and understanding of cultural similarities and differences noted through exposure of multicultural literature.

Students will be able to identify eight areas of cultural significance: food, clothing, shelter, transportation, environment, religious beliefs, art/music and games of a particular community.

Students will compare and contrast one other culture.

Students will research a community and identify the eight areas of the cultural.

Students will use a Venn diagram to compare and contrast two cultures.

Trade Books, Resource books, internet access, writing materials, markers, and Venn Diagram.

Students were able to identify at least 6 of the 8 areas of cultural significance.

Students compared and contrasted two cultures.

3.1 – Use computers for expression.

3.18 – Use appropriate reference sources with assistance for a variety of purposes.

Students will use computers to document information.

Students will create at least one visual product and one written product using the computer.

Students will use a chart or spreadsheet to record information used for report.

Computers

Search Engines

Web sites

Kidpix drawing

Spreadsheet or chart

3.20 – Use the writing process with guidance when composing different forms of written expression.

3.21 – Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.

Students will be able to write a report using writing process.

Students will write a report using correct grammar, and punctuation rules.

Computer, Microsoft word, paper, and/or pencils.

Report typed on word with 80% accuracy using grammar and punctuation correctly.

3.31 - Use computers for expression.

3.33 – Organize and present information in visual, oral, and print format.

Students will present information to class using at least one technology component in the presentation of specific culture.

(i.e. Drawing from Kid Pix, word document, chart, graph, table, and or a

Power Point Presentation.)

Students will present a written report using correct grammar, correct writing procedures and oral presentation.

Students will create a presentation sharing specific culture.

Students will complete a written report.

Computers

Materials for presentation

Products include drawing on Kid Pix, report on word document, spreadsheet or chart showing information gathered for report.

Lesson Plan Development: What Is Your Culture?

The concept I am teaching is for students to identify the similarities and differences between cultures.

The lesson is intended for third grade.

The Alabama curriculum standards are:

Develop and understanding of cultural similarities and differences noted through exposure of multicultural literature.
Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
Use computers for expression.
Organize and present information in visual, oral, and print format.

The learning objectives are as follows:

Students will be able to identify eight areas of cultural significance: food, clothing, shelter, transportation, environment, religious beliefs, art/music and games of a particular community.
Students will identify the physical characteristics, landforms, bodies of water, vegetation, present and/or historical landmarks of specific country or state of a culture.
Students will use computers to document information.
Students will present information to class using at least one technology component in the presentation of specific culture. (i.e. Drawing from Kid Pix, word document, chart, graph, table, and or a Power Point Presentation.)
Students will present a written report using correct grammar, correct writing procedures and oral presentation techniques in the form of a story, play, retold story, visual display, poster, cartoon format, or Power Point presentation.

The learning approach used in this lesson is the Constructivist Learning Theory and its justifications are as follows:

In the Constructivist Learning Theory Jean Piaget and Jerome Bruner both stressed that whatever gets into the mind has to be constructed by the individual through knowledge discovery. By allowing the students to explore different cultures they are able to construct their own questions and answers. Students are also able to explore the culture which interests them. Bruner states children will understand and remember concepts they discover during their interaction with the environment. Students will do this by researching and asking and answering questions they formulate.

Description of computer integration to support the learning approach and its justification:

Students use the internet to explore the subject of other cultures.
Students use Microsoft Word to type the report. This allows the student to manipulate the information and to make corrections easily.
Students use PowerPoint to share the project with other groups.
Students use spreadsheets and tables to organize the material. This may be easier for students to keep information organized.
Students use KidPix to create a picture.

Procedures

Teacher Activities

· The teacher serves as a guide and a facilitator.

· The teacher introduces the task.

· The teacher presents trade books which allow the students to explore other cultures of interest.

· The teacher guides and facilitates the students by asking questions and allowing students to ask questions about other cultures which will promote student thinking and learning.

· The teacher will identify websites: Possible web sites: Http://www.scils.rutgers.edu/~Kvander/Cultural... Rutland Free Library – History, Geography & Culture

· The teacher will model and guide as necessary using Microsoft Word, Kid Pix, PowerPoint, spreadsheet software, and or tables so students can document and present information for oral and written presentation.

· The teacher elicits daily questions to evaluate student’s thoughts and concerns.

Student Activities

· The students are constructing knowledge through discovery.

· The students are collecting information about different cultures to create concepts and develop principles about other cultures.

· The students are taking responsibility for their own learning.

· Students are developing their own questions about the culture and then seeking the information to solve the questions through investigations using resources, books, internet resources and other reference materials.

· The students are comparing and contrasting other cultures to identify similarities and differences of the cultures.

· The students will manipulate text by editing and revising as necessary.

· The students will use multimedia software to acquire information while researching different cultures. Students will utilize websites listed and find others which are important to answer questions posed.

· The students can collaborate with others in their group using information they found and while putting project together.

· The students can use virtual reality trips to investigate the culture. Students can research significant culture interest such as points of interest, historical sites, games, food, clothing, shelter, transportation, environment, religious beliefs, art/music and games of a particular community.

The efficiency of computer integration is used through many projects throughout this lesson plan.

Students’ research using the internet to explore different cultures. This allows the students to utilize many different types of information more easily than just books and reference material.
Students’ use the Microsoft Word to type report. This allows the students to type and manipulate the text instead of rewriting by hand. Microsoft Word also assists the students with grammar, punctuation, and writing elements of the project.
Students’ use PowerPoint, KidPix, spreadsheets and tables to document and share information. Students will use these methods to integrate technology into their project. This assists the students with organization of the research material and it also assist the students in the presentation of the materials in a neat and organized manner.

Wiki Assignment

2008-04-19T13:03:00.000-07:00

Wiki Assignment

When viewing an educational problem, it is always easy to assert that schools should do better. Ech individual teacher bears responsibility for this task within the subjects that they teach. Here are two additional approaches:

Starting in the earliest grades, help students learn to assess their own work, assess (and learn from) the work of others, to provide constructive feedback to themselves and others, and to take responsible actions based on the assessment information they get from themselves and others.

Provide students with private, confidential, self-administered, high quality, interactive self-assessment instruments. The Web is an excellent vehicle for this. Good quality self-assessment instruments also include good quality analysis of the results and information how to make effective use of the informative. Thus, for example, it is easy to determine one's reading speed and comprehension level through use of assessment instruments available on the Web. Some of these sites provide information about how to increase one's speed and comprehension. An alternative approach is to discuss the results with a teacher and get other types of professional advice on how to deal with performances that are not as good as one would like.

My response:

Teachers have the responsibility to assist students in learning how to self assess. Students can learn how to do this as soon as they start writing; this includes pre-writing skills. In kindergarten students draw pictures in response to questions or prompts. In first grade students can begin learning the writing process. Students learn to brainstorm for ideas. Next students state intentions of writing, focus on the subject, develop the idea, organize the information, and then check for the style and mechanics. Of course this sounds very technical for first graders however they can begin learning the process by just writing. Students can also be taught proof reader marks and how to use them. Finally, teachers need to be involved by modeling and conferencing with students. Computers have a great effect on this process. Students as early as first grade can learn to use a word processing format and proof and edit their work. Of course the teacher would need to model this activity. Word processing enables the student to manipulate the text and can they can also use the spelling and grammar checker to proof an edit material. This in itself is a powerful tool. The teacher is unable to get to each student and the computer is a great tool to assist the student in the writing process. The teacher and the student eventually proof an edit so the student can then write the final product. If students are taught to write and self assess their writing at an early age then students are learning to be critical of their own skills. This can only be beneficial for the student.

Learning Theories Group Discussions

2008-04-04T11:17:00.000-07:00

Ashley's Comments:

Hey Ladies! Thanks for meeting yesterday at Panera Bread to discuss our final group projects. We are a great team! Remember to have you draft posted by tonight at some point. Also, begin commenting. I will post the first draft Wednesday night! Good luck!

Ashley (Group Leader, Cognitivist)
Michelle (Behaviorism)
Valerie (Social Constructivism)
Tina (Constructivist)

Thanks Ashley.

Fabulous job, Tina! This will be easy for me to work with for our final draft. I modeled mine closely to yours to make it easier! Your the best!
Ashley

Rough Draft Responses:

Ashley you did a wonderful job. Yes, we have a fantastic group of girls in our group. I am very proud to be a part of this group. Everyone attacked their part and it helped all of us to really understand each part. Ashley you did a great job. It is not easy being the group leader. Look at the green underlined sentences and see if you can fix them. It says they are fragmented. Other than that I think it looks great. I believe the format helped each of us to see the similarities and differences better. Thanks for being the team leader. Tina

Hey Tina.... those are not fragments. At least I don't think, that is where I over-corrected the AUTOFORMAT on WORD and it does not LIKE that I did that! So, it is recognizing it as a mistake. Hope that makes sense???

Okay just checking.It makes sense. Thanks. Tina

Do I need to post this again as DRAFT, since I already did once??? I am unsure on how to do this. Our draft is due today!
Let me know what you think!
Ashley

I like Valerie's suggestions.I think our discussion are what she wants and then post the draft as our final if everyone has responded positively. I think it does compare and contrast each of the theories. I think it is organized and detailed. Tina

Post it under the Discussion Board under the Learning Theories Thread. Tina

I believe he believed children learn through constructing knowledge however it also depends on the stage of development they are in. Does that make sense. Tina

Ashley,
You did a great job. I think the rough draft is good. Are you going to put it in order from behavorism, cognitivism, constructivisim and social constructivism. I think that is a good progression. It shows how education has progressed for the better. Even though we use some of these, however I believe most of us in this group use constructivism and social constructivism. Thanks again for a job well done.
I too am going to start my lesson plan on Monday. My student teacher will take over on Monday so I am going to work on this project and three more assignments and I am done. Tina

Hey Ladies! This is going to be the final post if you all do not object. It seems as though you all like it.... this is the working draft that I first posted, then went back and put together another "working draft for April 2nd for "the official assignment"! Let me know if this ok. Also, I am not 100 % positive on what I am supposed to do on the Lesson Plan assignment if you all have an starter thoughts feel free to start posting. :)
Thanks for all your help. Couldn't have done it w/o you!

Ashley,
You did a great job. I like the way each theory follows the same format. I think each question was answered thoughtfully and thoroughly. I believe each theory is explained so we can understand it. Looks good. Tina

Michelle's Comments:

Tina:

Excellent Job! You did a wonderful job defining and then outlining the constructivist theory. I feel this information will be easy for Ashley to format into a final draft. I am going to go in and revise mine so my changes and revision are there for her.

Valerie's Comments:

I agree with Michelle, I'm going to format mine a little differently. I'm a little confused on the cons of constructivism. I didn't think there was that much lecture or one way communication involved. Are there rote learning styles used in constructivism as well?

No that was a con for using the computer for a one-way conversation tool instead of like e-mail or communicating back and forth instead of a lecture. Tina

Thanks! Valerie

Learning Theories - April 1, 2008

2008-04-01T19:29:00.000-07:00

I learned a lot from these different theories. The Behaviorist Theory is diffidently different from the rest. It is teacher driven and students learn passively. Cognitivist follow this format but at least it begins to identify the development and growth of a child and this begins to play a role in learning.
Constructivist believe children need to construct their own knowledge. I did not know the term Social Constructivist. However this theory is closer to my teaching style. Social Constructivist believe children construct their own knowledge while working in groups and the teacher serves as a facilitator and one who questions the students to assist them in their learning process. I know this is a brief synopsis of these theories. However I am able to distinguish these more easily.

April 1st Weekly Blog

2008-03-30T09:45:00.000-07:00

Principles of Constructivist Learning Theory

Constructivism is the process of constructing knowledge through discovery. Learners are able to comprehend a variety of interpretations and to use each in constructing personal knowledge. Children are able to collect unorganized information and create concepts and principles using the information collected.

Constructivist Learning Theories were developed through Jean Piaget and Jerome Bruner’s learning theories. They both stressed that whatever gets into the mind has to be constructed by the individual through knowledge discovery. Piaget believed children go through stages of development by interacting with their environment. When children confront unknowns, it causes disequilibrium then they respond and fit it into their own view and accommodate as necessary. Bruner believed children learn through interaction with the environment. Children will understand and remember concepts they discover during their interaction with the environment.

Roles of Constructivist Learning Theory

Student Learning:

· Students are actively engaged in constructing knowledge individually or socially. Students also take responsibility of their own learning and are motivated to solve authentic real-world problems. Students use the computer to gather the information, test hypothesis, reorganize the information and create a presentation utilizing higher order thinking skill to the new information acquired. Students are using the new information to build on previous knowledge and to apply new information to concepts and principles.

· Students can use Informative Tools to gather information from encyclopedias and other resources on the internet. Students can gather weather information to identify the characteristics of particular weather events. Students can utilize airline schedules to create a virtual field trip. Students can view latest news and compare and contrast news events from the past and present. Students can research a favorite sport and distinguish the importance of sports in other countries and cultures. Students can also describe other cultures of countries. Students can also research other information of interest and gather information to create a product which relays information learned. Students can then use the information to test hypothesis.

Teachers’ responsibilities:

· They serve as a guide, a facilitator and a coach to assist students in learning. They model various strategies to inspire students to utilize these strategies while gathering and manipulating the information gathered.

Pros and Cons of Constructivist Theory

Pros	Cons
Use to create spreadsheets to keep track of data from an experiment.	Use for one–way delivery of information. (Lectures without interaction)
Use word processors “outline” function to create outlines.	Use to just copy information.
Use to edit and revise text.
Use Synchronous and Asynchronous Communicative Tools.	Use for one way lecture.
Use internet and e-mail.	Use without a purpose.
Use multimedia software to share information acquired while researching a topic or solving a problem.	Use in an instructive manner.
Use for collaborative activities.	Use to study content or memorize.
Use for virtual reality trips. (i.e. zoo)	Use instead of real-life experiences.

Computer Uses of Constructivist Learning Theory

Computers are used to support or facilitate a variety of instructional activities.

1. Students discover the relationship between addition and subtraction concepts.

2. Students use a spreadsheet to keep data from an experiment and manipulate data.

3. Students can edit and revise text. Students are able to move blocks of information around.

4. Students can use Synchronous Communicative tools such as chat rooms, electronic whiteboards, or video-conferencing to communicate with others.

5. Students can use Asynchronous Communicative tools such as e-mail and electronic bulletin boards. (An example of this is how we use our group space on blackboard to interact and comment on each others’ work.)

6. Students can use PowerPoint, Hyperstudio or KidPix Studio to share information gathered and learned by creating a document containing text, sound, picture, or video.

7. Students can manipulate the environment. Students can experience the culture of a remote country by taking a trip a zoo in Africa or a Virtual Reality trip of the Solar System.

8. Students can also use as a tutor to support different instructional strategies.

March 25: Weekly Post

2008-03-26T19:05:00.000-07:00

I really enjoyed reading Chapter 10 because it is so pertinent with the ELL student population growth we are experiencing in our schools. I agree strongly with the statement in our text which states "Teachers often feel ill equipped to teach students who do not have a command of the English language." I know I have had several ELL students in the past that spoke no English and were just thrust into the world of English. I used the computer to assist these students with phonics and with vocabulary. Thankfully I had other students who spoke the language and they were able to assist me in communicating with these students. However the computer and its multiple programs and links were so valuable to me in assisting these students. I also had software with my textbooks that read the material to these students in Spanish. This was a link which helped the student to continue learning in their language while learning English.
The Technology Integration Strategies was very informative and the Top Ten list on page 314 gives good explanations of the strategies. Our school lends out the hand held Leapfrog computers to our ESL students.
I believe technology has really aided the ELL population and it has certainly been a beneficial component in my classroom.

Picture Perfect Easter

2008-03-23T16:53:00.001-07:00

This is a picture of my husband and I after our lovely family Easter dinner. This year I have allowed my children to help cook some of the traditional holidays foods. It has been nice to have them each bring a dish so that I don't have to spend the entire day in the kitchen.

Here is a picture of all of my children. From left Sara (my son's girlfriend), my son John, my daughter Cassie her husband Eric and my grandpuppy Luke.

Weekly Post March 18, 2008

2008-03-18T12:35:00.000-07:00

My Personal Comments About the Testing Process

As with many teachers in Alabama we are getting ready to delve into state wide testing. In the education programs at this university and others we learn about what is developmentally appropriate and to teach using the constructivist model. These are two very important parts of my philosophy. However in the real world of public education there are state wide testing with tremendous accountability and high stake results. In the university world we are taught to assess students in a variety of ways and that our assessment drives instruction. These two can and do overlap in the classroom, but the only type of testing the state does is a more formal type of assessment.

I believe these two points are very controversial. At some point I feel I am teaching the test. I have to give test using the testing format three times a year and then I also have to give Thinklink test in reading and math bi-monthly. This is to prepare the students for the state wide testing. These state wide tests are a one time snapshot of the students ability. The way we are taught in the university setting is to observe and assess constantly. We are taught to assess using the summative approach.

I just feel my educational philosophy is being torn into pieces. I believe one thing and try to teach this way and then I have to teach to the test to some degree and this goes against my believes.

Group 4's Definition of Learning

2008-03-12T17:03:00.000-07:00

March 12, 2008

Group 4: Definition of Learning

As Maria Montessori said “We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child’s knowing it, to guide his natural activity.”

Our group had a common element throughout each person’s explanations of learning. We all agree learning is not just acquiring skills; it is gaining something from the activity or experience.

The following definition from Wikipedia fits with our definitions of learning. “Learning is acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the goal of education and the product of experience.” en.wikipedia.org/wiki/Learning

What is learning?

Learning:

· Is the way one acquires knowledge.

· Is an exploration of the environment.

· Incorporates concrete materials that allow a child to explore skills/lessons without realizing the knowledge he is obtaining.

· Allows the child to work independently or within groups to develop projects and /or complete lessons.

· Allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.

· Allows for mistakes; since mistakes is what everyone learns from.

· Is the ability to communicate to others and to teach it to someone else.

· Is acknowledging misconceptions and then gaining truth.

· Is having (guided or unguided) experiences and then mentally processing those experiences in the form of reflection or application or a new thought or idea.

· Is constructing knowledge through active processes.

· Is applying knowledge and skills through a variety of forms.

According to “Best Practice” Students need to experience these kinds of thinking for themselves with appropriate modeling and facilitation from their teacher and others. When they do, language, thinking, and conceptual understanding are intertwined as students construct ideas, systems, and processes for themselves.

Resources

http://en.wikipedia.org/wiki/Learning

Zemelman, Daniels, and Hyde (2005). Best practice. Portsmouth, NH: Heinemann.

Group Members: Valerie, Michelle, Ashley & Tina

Comments: Definition of Learning

2008-03-12T16:29:00.000-07:00

Listed below are the comments from our conversations about the definition of "learning".

My definition:
When I think of the definition of learning I think of how one acquires knowledge. Learning is when one develops the skills acquired from a goal, task or experience.

Example: Students acquire the skill of learning how to multiply a three digit number by a one digit number. Students use the memory from how to multiply and then acquire new skills to multiply using three digits. Students need to do explore and experience this many times before it becomes a part of their memory. This is learning. Tina

Learning has many different definitions. There are many facets to learning. Learning is acquiring knowledge. It is the process that one goes through to acquire knowledge. However the way one acquires knowledge is different with every person. I believe a better definition is one where one is constructing knowledge through active processes. According to "Best Practice" constructivist students need to recreate and reinvent every cognitive system they encounter.I have told my students often that I can not open up your head and pour in the information. I tell them they need to internalize it and make it their own. A child does not do this by sitting and listening to a teacher. They need to experience it, use it, and explain it many times before it becomes a part of them and then they have learned it. So to me learning is very personal and very different with every person. However, as a teacher it is my responsibility to find out how each student acquires knowledge and to assist them in acquiring the knowledge.
I am a true believer in Mazlows' Hierarchy of Needs. If a student is not comfortable in the learning environment then they will not be able to learn. At the beginning of the year I tell the students this is not my class, it is our class. We make the rules together and decide on consequences that fit the crime when they occur. I have at least 14 jobs and they differ each year. It depends on the needs and the expectations of the class. Every child is different and I treat each child this way. I present material in many different ways as to reach each student. The basic definition that I came up with is it is the way one acquires knowledge.

Maslow's.... just caught that when reading over it. :) (from Ashley)

Thanks Ashley! Tina

Tina!

I love the way you mentioned that the classroom is the community and not yours alone. We establish class rules and consequences at the beginning of the year ourselves. These are all student led, and it is amazing the consequences they come up with. Some are more harsh than what we would establish. Eventually a medium is met.

I too work on meeting each chil's learning potential. It is powerful that you take the time and do so in your classroom. We must remembert that the needs of the students must be met for success to occur.

Tina,

Hello! I responded to this last night but I see it didnt post. Something happened and the wireless froze in the house as I was submitting.

I to believe that anyone learns from accomplishing a particular task or goal. I also believe that learning is being allowed to explore your environment and guiding children to be independent learners. It is up to the teacher to add that spark and find what motivates a student. (from Michelle)

Yes, I truly believe this. Our class is our community while we are at school. We spend more time with their child than the parents do during the week, so it is our responsibility to utilize the time spent with them well. I glad you feel that way also.(Tina)

From Michelle:

Do you feel this way? I love watching my students discover a concept that seemed so foreign not to long ago. I witnessed this just this past week when teaching binomials to the 6th graders. As approaching square roots and solving with materials; one of my students saw the correlation and went on to explain how solving square roots relates to division and by using the materials she was able to relate the algebriac formulas.

I love watching children learn. I introduce a subject and I do not plan a lot. I watch the students and am aware of their questions and comments and then we take the steps and plan. Every year if I introduce the same topic the outcome is different. However, I know my students have learned but it was what they needed to learn and how they needed to learn it that makes a difference. Tina

Learning is a multifaceted term that is used in education and throughout the workforce. As individuals we are always learning and growing in work and in life. I personally feel you never quit learning; and there is always something new and exciting to learn.

As Maria Montessori said “We do not believe in the in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.” It is up to us to nurture and guide the child to develop to his/her fullest potential.

Listed below is what I feel are the key points to learning:

Learning is exploration of the environment.
Learning incorporates concrete materials that allow a child explore skills/lessons without realizing the knowledge he is obtaining.
Learning allows the child to work independently or within groups to develop projects and/or complete lessons.
Learning allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.
Teachers act as a guide and impart concepts to the student and then allow him to move forward in his studies.
Learning allows for mistakes; since mistakes is what everyone learns from.
Students grow and develop into independent and responsible citizens within the school and society.

I do not think our title as teacher is as appropriate as a facilitator. We are here to listen and guide students so they can acquire the knowledge they need in their own way.
Your definition is very powerful. Learning can not be explained with a simple definition. It is not easily explained either. Each of your bullets give a different aspect of learning. Learning is the way one obtains knowledge. It is our responsibility as teachers to facilitate, nurture and guide our students in the learning process. The quote from Maria Montessori is very enlightening. Tina

From Ashley:

Hey girls! I most certainly agree that learning occurs when one acquires new knowledge? However, you mentioned exploration, here. Students must use this new knowledge to explore new concepts, right? Is that the same as application? Applying this new knowledge to another concept. For instance, in my classroom my students have trouble applying language mechanics in their own writing but have no trouble recognizing it in isolation in the Language textbook. Here, I don't acknowledge this as NEW LEARNING? Would you?

Don't students need to be exposed to something new at least 7 to 9 times before they acquire it or learn it. According to Best Practice students need to reinvent it. So the answer to your question is it new learning. Well to the student it is new learning. It just takes them a while to make it their own. I don't think they truly learn it until they do apply it, use it. I would acknowledge it as new learning. Tina

Since this assignment was posted, I have labored over a strict definition to give learning. However, what I have found is there is not one specific definition for this powerful word.
First, learning is a process. I completely agree it is the process in which one acquires new knowledge through a variety of tasks. Secondly, learning occurs after communication and application of new knowledge. Learning is not merely learning a new task. Students must be required to take the new knowledge and communicate and apply it in a given situation. For instance, in my classroom students struggle applying language mechanics rules in their own writing but can apply them in isolation in the language textbook. Strange, but it’s true. Finally, I believe teachers must be able to facilitate learning in the classroom. Teachers must make it clear to students that learning is an on-going and life-long process. Teachers must also make it understood that teachers are learners too!

You are so right. There is no way to define it easily.It is a very powerful word. Learning is not merely learning something new, they do need to use it, and apply it to really say they have learned it. Take multiplication facts for instance.Students memorize them but do they really understand them. I work on the process of multiplication until my students are ready to memorize them. I have two students in my class this year that still do not understand what multiplication is and why we need it. So I continue to work on the process with them. Once they understand the purpose then they will be able to memorize them. Tina

From Valerie:

I think this is an excellent question that every educator should ask him/herself. I've been battling with this question for a few days. My initial thoughts were if a student gains something from an activity or experience, they are learning. Then I decided to sit down and take it a step further. I can’t reduce learning to the usual acquiring skills or knowledge. I believe that this is part of what it means to learn, but there is so much more to it. Students must be able to apply their knowledge and skills through a variety of forms. For example, if students’ goal is to learn how to appropriately use commas in a sentence, they need to be able to do so in their writing and understand it in their reading. Students need to be able to communicate their understandings of the world to other students. I believe this is a crucial part of learning. When my students ask me something that I don’t have an answer to, I usual try to figure it out and then communicate it to them. A vast percentage of learning takes place when you teach something to someone else. Learning is collaboration and research. Learning is acknowledging misconceptions and then gaining truth. Learning is immersion in all aspects of the curriculum. Learning is having (guided or unguided) experiences and then mentally processing those experiences in the form of reflection or application of a new thought or idea.

I think we should definitely use this in our definition of learning. It is amazing that students have to use it that many times just to have it embedded in their existing schemes. You know this really reminds me of assimilation and accommodation. You really have to have the experiences in order to adapt or adjust your existing schemes. So does that mean that we are born with schemes or natural ways of dealing with things? What do you girls think?

Good statement assimilation and accommodation. I believe you do need to experience it to adjust or adapt your existing schemes. Some of must be nature. You must be born with some initiative to some learning. Tina

Definition of Learning

2008-03-12T16:15:00.000-07:00

You would think that a definition of learning would be easy for a teacher to define. However, our assignment this past week asked us to do just that. Our group really pondered the definition with great thought. As teachers we think learning is what students are suppose to be doing readily. However it is not that easy. Learning takes action and the action a teacher takes to facilitate this process is crucial for a student. I talk to my students daily about this issue. It is my responsibility as the teacher to facilitate the learning but ultimately it is the students who do the learning. (I also am learning daily). I try to get my students to identify how they are learning. I facilitate this through writing journals, learning logs and lots of discussion. As I said at the beginning I thought the assignment was easy but once I thought about it a definition for learning is not easy. This assignment made me think and evaluate my thoughts on this subject.

Chapter 7 & 8 Summary: March 3, 2008

2008-03-01T07:13:00.000-08:00

Chapter 7: Introducing the Internet and Other Distance Learning Tools

A quote from the report Fool's Gold: A Critical Look at Computers and Childhood by the Alliance for Childhood states "The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities." Cordes & Miller state that "Technology integration requires commitment to developmentally appropriate education and attention to the full range of children's real low-tech needs- physical, emotional, and social, as well as cognitive" (Cordes & Miller, 2000, p.4). This integrates well with Maslow’s Hierarchy of Needs. This state’s children's needs need to be met on a personal level before learning can take place. Children need to feel safe and secure in the learning environment before learning can take place and they also need to have developmentally appropriate activities for learning to take place. It also means teachers need to use technology that is appropriate for the development of each student.

The definition of distance learning is the “acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance." There are many varieties of distance learning techniques. Many of these techniques have been around for a long time. The integrations of technology through distance learning have made significant changes in the world of delivering instruction. However, I think it is very important for teachers to remember the development of the student before using distance learning techniques. These techniques range from abstract to the least abstract in activities.

I teach third grade and some of these tools such as videos and television broadcast are ideal for this age group. Other activities such as student research, online classroom materials and web-based lessons can be used effectively with plenty of student and teacher interaction. I also believe in the constructivist model that students need to construct their own knowledge. So throughout the learning activities the teacher needs to use caution while planning and implementing the activity. The teacher needs to facilitate and observe students and anticipate their needs as the learning activity continues.

Distance learning is a wonderful component if it is used appropriately and wisely while meeting the needs of individual students.

Chapter 8: Integrating the Internet into the Curriculum

The assignment Dr. Wang gave us about technology affordances really made me think about using technology that is beneficial for my students. So when I start a project now I ask myself can this be done just as effectively without technology or is technology a must in this project?

The technology available is phenomenal. The teacher needs to research and plan while this can be time consuming it is essential to create a positive impact on students’ learning. As a third grade teacher many of these activities need to be modeled and practiced before the student can effectively utilize these independently. However I believe some of these methods can be used in very concrete ways for my students. I have used Electronic field trips often as a part of exploring places students have never been. Students can visually see using electronic field trips. One I have used in the past is to take a tour of the White House. The tour was very student friendly and engaging. Electronic pen pals are also another activity I have incorporated into a variety of lessons. There are many new ones that interest me and I will explore them in more depth to be able to utilize them into future projects.

One component I am very interested in is using Webquests. We have a few teachers that use these. I would like to learn how to implement these into lessons. The information in this chapter is very practical and informative. I really like the rubric. I am a whole to part learner and it helps me to see the end product or the whole and then I am able to break it apart to understand. The rubric is the whole broken into parts.

This chapter has been very informative. It is also one that I will use in the future. It has so much information and activities and assessments that are very appropriate. As I incorporate more technology into my lessons I will continue to remember if they are appropriate and beneficial for my students.

Lesson Plan Critique Comments:

2008-03-01T06:48:00.000-08:00

Comments to Valerie:
Valerie,
Your critique was very good. Aesthetically it looked great. I really liked the way you used the color font when answering the questions. I liked your question and answer technique. I could read the question and then understand the answer.
The body of the paper was also very good. Your references were very appropriate. You supported your convictions about the teacher not using technology effectively by referring to the ISTE table identified essential conditions and using it to its full potential.
Here are a few suggestions. How could you use differentiated instruction in the lesson? How would you accommodate other students, such as the ones who could not navigate the internet them self? Maybe you could find some activities on the internet using the weather theme. When you referred to page numbers are you referring to our textbook?
Make sure you add you references and put them in APA style. Tina

Thank you so much for your comments and suggestions. I will update and let you know!

Comments to and from Michelle:
Thank you so much for your comments and suggestions. I will update and let you know!

Hi everyone. Would you please proof mine. I am having trouble with the reference page. Am I suppose to single space the reference when it takes up two lines? I am unable to do this. Help. I took into considerations your comments and used them. Thanks for your assistance. It is greatly appreciated. Tina

Tina,

IN my notes it said we are to have 3 references. I have left my paper in written format instead of Q and A format. I will look at your paper in a little while. I just copied and pasted my lesson plan at the end of my paper. I hope this is correct.

Good luck with comps. My prayers are with you this week.

Chelle

Tina,

Sorry it took so long, but your attachment did not want to open on my computer at home. The others did and I finall got yours to open. Nice lesson overall. The use of Smartborrds is sound for introducing the lesson. Allowing the students to explore various points of interest from an aerial view on the computer is a great way to evaluate. The idea of collecting map from city hall is wonderful because it gives students two views of the maps. They can also compare the differences between the maps and the technology of today. Especially if som e of the maps are older and of the same building.

The evaluation process seems good but vague on the rubric aspect. Would this evaluation be conducted as the students are using the internet and by the amount of questions they ask the teacher for and/assistance. Will you print the stories and how will they be graded?

Overall a wonderful lesson. Dont forget your quotes and references.

Are you still leaving yours in a Q & A format. I am a little confused and thought a critique was a written paper.

I think I am going to because Dr. Wang said we could do it either way. I think it is easier to follow this way. Thanks for the critique. I know it was not very good towards the end. I have been bogged down with lots to do and trying to study for comps. next Friday. Tina

Thanks for the comments. The assessment in this lesson plan was very weak. There were no assessments for the technology. The only assessment this plan had was to assess the writing aspect of the lesson. I added that the students could write it in Microsoft word. I also stated I would add a rubric to assess it. I would also create a rubric to assess how they accessed the web site and found other famous places to look at. I would use a checklist while they were accessing the web site and how they used e-mail to send it to other classes/ or people.
The answer to your other question about if I would run of the copies of the stories is a good question. I did not think of that. I would run them and students could illustrate them and then we could create a class book. Tina

Comments to and from Ashley:

Tina,
This lesson is really neat! Our REACH teacher(gifted program) at our school uses aerial maps in her accelerated classroom. She teaches with Google Earth alot. These gifted students love it. I know she lets the students search for their homes, places of interest, etc. These students are third-fifth grade. I noticed you said you would use it in your third grade classroom? However, at the top of the plan, it said it could be adapted for K-5. I am a little uncertain how this lesson, using Microsoft word, aerial maps, and e-mail could be adapted for K-1.

Most lessons can be adapted to any age level. The teacher would definitely need to use the whole group approach. She could use the smart board. Students can still use the wand and view close ups or drag items. I do not know what it is called but we have the capability in the computer lab to control the other computers from one computer. The teacher could pull up the link and guide students through the process using her computer. Good questions and thoughts. Thanks.Tina

Comments to and from Ashley:
Hey guys! I am sorry. I got my days confused, but here is my lesson plan critique! I got this lesson from ALEX. It is a Social Studies lesson. It integrates the internet and powerpoint!

Good review. I am not sure what and how she wants it either. She wants a reference page in APA format so it seems like she wants it more formal but who knows.

This is a good lesson. You did a great job presenting the information. Good questions and answering format. At first I thought the objective was very broad , but after reading it again it is doable. There are a lot of standards. These could lead into mini lessons. How would you do this project in your class? How would you make it more appropriate for individuals and how would you use differentiated instruction for those individuals besides just working with others? What types of things would you do to check on progress or lack of progress of the project. What other subjects could you integrate into the lesson? (ie. language arts)Don't forget to use three references and incorporate them into you critique. Very good!!! Tina

February 26, 2008 Chapter 6: Teaching with Multimedia and Hypermedia Tools

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Hypermedia is a link to a multimedia product. There are many varieties of products within the Hypermedia Systems. The reason I chose this topic is because if I were to do technology projects many of these components could be implemented using differentiated instruction practices in my class utilizing multiple learning styles.

In our text the author Roblyer states, " Hypermedias benefits seem to center on its ability to offer students multiple channels through which to process information." The evidence gathered by Mayer and Moreno (2002) support how students use of Howard Gardner's Multiple Intelligence Theories are integrated into many of the Hypermedias systems. Mayer and Moreno state when pictures are present with the written word students comprehension is better, which generates more creative solutions in problem-solving activities.

Howard Gardner's intelligences can be integrated successfully with all types of learners. The learner who is Linguistic, Spatial, Logical Mathematical, Intrapersonal, Interpersonal, and the Naturalist can utilize the hypermedia products to accentuate their learning style. Authoring tools are available for students who would like to produce professional products. The Linguistic and Logical, Mathematical, Intrapersonal learners would benefit from these tools tremendously. Authoring tools that assist students in video production and editing would benefit the Spatial learner in producing videos using video clips. The student could also incorporate some of their own videos they starred in. The Naturalist could use Virtual reality systems which simulate real environments. This type of learner could immerse them self in "real" situations and create wonderful presentations for several purposes.

Our text also states IntelliPics Studio offers innovative tools for special needs students. It can also be used for everyone. It is really important all students can participate in learning activities.

These products enhance the learning in the classroom tremendously. They promote motivation, flexible learning activities, activities which promote creative and critical thinking skills and they certainly will improve written and process skills. I believe the integration of Hypermedia Systems in classroom instruction will benefit the teacher and the students greatly.

Chapter 5: Teaching with Software Tools: Beyond The Basic Programs

2008-02-18T04:12:00.000-08:00

This chapter is filled with software tools which assist teachers and students in many ways. I have used many of these and believe they are valuable. Many of my students also benefit from the affordances of technology tools. There is a question in the our textbook which states, "Some educators object to the use of tools such as test generators and worksheet generators, saying that they encourage teachers to use technology to maintain current methods, rather than using technology in more innovative ways." I believe as with any new tool, new curriculum or new program it needs to be used cautiously and wisely.
Presently I am reading a book called Fair Isn't Always Equal by Rick Wormeli. He reiterates constantly about fairness in testing. These are some of the important aspects I gleaned from the book. First, one needs to create good test questions using a variety of types of questions such as true and false, multiple choice, essay and short answer. Second, make sure questions assess what you want to assess. Third, make sure questions are authentic to the instruction. Fourth, make sure you are testing what you taught. Fifth, make sure questions are developmentally appropriate. Lastly, make sure you are able to differentiate test questions for those students with IEP's and modified instruction. If you keep these types of things in mind while creating a test, I believe the test generators are tremendous teaching tools.
I used a test generator software with a science text book when I taught sixth grade. As stated in our book the test generator programs offer many features. The teacher is able to create a test using a variety of types of questions. She/he is able to select test questions from a test bank and is also able to create own questions and import them form a word processor. I was able to create test which reflected what was taught and how I wanted to assess the objectives. This tool made creating test easier and more proficient because the stated objectives and standards were addressed in the test bank. I was also able to delete any questions I felt were not appropriate. I was also able to differentiate the test for particular students. I was able to altere the original test by eliminating answers choices or creating other types of questions which were more appropriate for such students. I could make modifications to test and the other students in the class were unaware of such changes. Making these test by hand or using a word processor would take more time. As stated in the beginning I believe if these new and innovative tools are used judicially and wisely then they could be a valuable tool for educators.

Technology Affordances Comments

2008-02-12T19:20:00.000-08:00

My comments to Valerie:

Valerie, I reread the assignment and I decided to do it for both. Here is the sentence from the assignment; Secondly, list learning activities each tool affords.I take that as each tool in our chosen tool. I am not sure but I did. I basically had to make them up though.

You are suppose to compare word processing versus paper and pencil.I am doing computer tutorial versus human tutor. I created a chart like you did but compared the two. I think that is what we are suppose to do. The word part looks great. Tina

I like the way you compared the two to each other through each point you made about power point. You also created a list of good activities. I think it is good. tina
My comments about Valerie's affordances:

Attached is my chart on the affordances of word processing with activities. Was I suppose to mention the disadvantages to word processing? I am a little confused. Let me know any changes I can make to make my final draft better. WE are new in our school to using technology in the classroom.

You are suppose to compare word processing versus paper and pencil.I am doing computer tutorial versus human tutor. I created a chart like you did but compared the two. I think that is what we are suppose to do. The word part looks great. Tina

I like the way you set it up. I think you have great information. I will look in the book to see about any additional information. Good job. Tina
Comments from Valerie:
Tina, I like the way you have the affordances and then you explained them underneath each bolded phrase. I think if you just added some examples under those, you would have the activities part finished as well.

Do I need to add the more activities underneath or make a new part?

I think I would make another section underneath your table of activities. It might be impossible to try to list examples under each of your affordances. Maybe I am confused. Are the activities specific examples of each affordance?
Did I do it right?!

Comments from Michelle:

Tina,

Yours looks nice. I feel the teachable moment is one of those times when you are working with a child or children and you come across something that they don't know and you have that impromptu lesson. That is something that a computer can not do. It might just be clarification that a child needs on a concept that they needed to grasp the entire lesson.

Thanks. I guess I do not need an explanation or activity because the word itself is self explanatory.

I think your list is good. I can not think of others. Your list of activities is thorough.
Comments about Ashley's affordances:

I like the way you compared the two to each other through each point you made about power point. You also created a list of good activities. I think it is good. tina

4th assignment: Chapter 4

2008-02-06T15:43:00.000-08:00

This was an easy chapter to read. It had familiar information and great ideas. However it did have a few points to ponder. One of the points had to do with word processing and that educators believe word processing is a valuable application but they state some of the uses in education can be controversial. In some classrooms students are allowed to use word processing on writing assignments and these students tend to get lower scores than their peers who hand wrote their assignments. I am not really sure why this occurs. If the assignment was being graded on grammar and the writing process then maybe the word processing should have not been an option. However I do not understand why they would be graded more harshly than others.
I teach third grade and my students use word processing software to write stories. They are starting to understand that the red underlined words mean they are misspelled and the green means grammar. I am teaching them to check the spelling and grammar. When they use the tool on the computer it reviews their mistakes and it offers them alternatives. I think this is a valuable mini language lesson. It is making them think about their writing, what is wrong with it, and how can it be improved.
The other point was about keyboarding skills. Their is a discussion over whether we should teach keyboarding skills or let them learn on their own. Some individuals state that extensive key boarding skills take up valuable time. In the school I teach at we have a computers in each class, a rolling cart with 10 laptops and a computer lab. We do not have a computer teacher however I take my students on our given day. I have had them type stories before. I have not taught them formal keyboarding skills. I have taught them how to sit properly and place their hands on the keyboard correctly. The students abilities are as diverse as their other skills. Some type with good ability and others peck. At this time I do not think it is a big issue. I believe they will develop the skill themselves due to the amount of time they will spend using a keyboard and text messaging.

3rd assignment: Chapter 3

2008-02-02T10:34:00.000-08:00

This week's reading helped me make a connection with the use of constructivist strategies used in the classroom in traditional ways versus the way it can be incorporated while using the computer. The definition of constructivism from Wikipedia states,"Cconstructivism is a philosophical framework or theory stated by Jean Piaget, 1967. This theory argues humans construct meaning form current knowledge structures. Constructivism values developmentally-appropriate activities facilitated and supported learning that is initiated and directed by the learner."
When I think of this definition I did not think of the computer being used as a tool for constructivism. However, I know I use it as a tool for my students to problem-solve, to explore and interact, and to promote a reflective learning environment. The statement, "The fact that individuals bind themselves with strong emotional ties to machines ought not to be surprising. the instruments (we) use become...extensions of (our) bodies" by Joseph Weizenbuan, in Computer Power and Human Reason (1996, p. 9) reiterates my use of computers. I am using them in a constructivist manner and did not even realize it. The technology that the computer offers me is truly an extension of me. I have become so accustomed to using it; I do not realize how much I depend on its uses in the classroom for learning. I do not just use it for management opportunities or drill and practice activities but for and enriching way to incorporate higher order thinking skills and to facilitate my students to be productive learners.
The list of guidelines for using constructivist strategies in the classroom on page 99 reiterate the constructivist approach but how to use it when involving the computer. I believe the computer is a wonderful tool to integrate technology and higher order thinking skills into the classroom. This technology component also aids in differentiated instruction. Students can work in groups or independently which will allow for students to work on their ability level and or to build on their knowledge through a supportive environment.
I also realize technology needs to support the curriculum and aid in a way which is better or easier than the traditional ways. I am referring to the slide in the Power Point Presentation on Affordances of Technology, which states the technology needs to be used in a responsible way which is better than the original way.

2nd Assignment:: Chapter 2

2008-01-27T08:54:00.000-08:00

This was an interesting chapter because it integrated two vastly different philosophies together to utilize technology. Learning is categorized into two different strategies. The Objectivist and The Contructivist Learning Theories. I truly believe that we construct our own knowledge through our experiences. I know I figured out ways to understand information on my own and in my own way as I was growing up. I was frustrated by teachers who kept preaching the information and using drill and practice. I obtained the information when I was ready and in my way. However I do believe teachers need to present information to students and to allow them to assimilate the information by making it their own. As we know through Howard Gardner's work of multiple intelligences children learn in vastly different ways. It is the teacher's role to present information in a variety of ways and allow children to acquire the information through their individual learning style.
This chapter helped me to understand the objectivist and contructivist learning theories play an important role in the integration of technology. The Technology Integration Planning (TIP) Model integrates these two philosophies together to create a logical way of using technology in the classroom. The diagram on page 48 figure 2.9 illustrates how the two come together to utilize both models using technology instruction in the classroom. Another element in this chapter I will use is the technology integration planning checklist on page 63. I believe this is a valuable tool and it combines the objectivist and contructivist models well. These tools in this chapter will help me to better plan and implement the use of technology in my classroom.
I have a Promethean Board (smart board) in my classroom. I just acquired internet capability at the first of the year. The capabilities and information I have access to are endless. However I need to take the time to plan and implement lessons which will benefit the students the most. This board allows me to make flipcharts or I can access already made ones on line at Prometheanplanet.com. These flipcharts allow me to introduce a skill, allows students to practice the skill and then assess. This tool is engaging and allows all students to participate. It can be used whole group, or small group and it utilizes many learning styles. I will use the checklist to help implement this tool in my classroom and to benefit all my students.

1st Week: Assignment

2008-01-20T10:24:00.000-08:00

As I was reading Chapter 1 in the textbook, (Integrating Educational Technology Into Teaching), one point jumped out at me. What is "Educational Technology"? Well I thought educational technology is how we use technology in education. I really did not break it down into two categories like the book. I like the definition on page 6. "Technology must focus on the process of applying tools for educational purposes as well as the tools and materials used. " A quote from Muffoletto (1994) states "Technology...is not a collection of machines and devices, but a way of acting" (p.25). I think this is a very poignant statement. I believe technology is a great tool to use for technology but I also believe the way the teacher uses it is as important.
I will explain this using two examples. My first one is Accelerated Reader. Accelerator Reader is a good program. But I do not think it should be the only way a teacher checks to see if a child reads a book and understands it. I do not think a child should read a book just for the points. The program system is used in various ways. In one school system my children went to they were given prizes for the most books read and accumulation of points. Some kids would read lots of little books to get points, or read some of the book and take the test guessing on some of the answers. Some teachers state children need to accumulate so many points a grading period. I do not think that is fair due to the vast differences in reading abilities of students in each classroom. This is where the teacher can use a tool and design it to fit individuals. The teacher could set a point value for each individual. The teacher could also use the book as a read aloud and then have students take the test for a comprehension activity. Students could also read a book in small groups,(literature circles), discuss and then take the test for one evaluation. Teachers can also use other assessments with the computer assessment.
My second example is Thinklink. We have used this program at our school for two years. Our school takes three Thinklink test a year. These test are indicators on how well they may do on ARMT and SAT-10 test. As teachers we have the capability to create test on individual skills. I believe this is a valuable tool. At first I thought another test, but once I explored it and began to use it I really believe it is a valuable program. It is great for differentiated instruction. I can create a test for the whole class or I can create a test for one individual. I can also isolate the skills and test on one skill if need be.
I believe these are examples of applying a tool for an educational process as well as the materials.
I am going to end this entry with another quote from our text, the author Naisbitt's (1994) Mega Trends: ...whenever new technology is introduced into society, there must be a counterbalancing human response... the more high tech (it is), the more high touch (is needed)" (p.35). It is up to the teacher to utilize the technology in a responsible manner.

Hi Tina!

2008-01-20T06:31:00.001-08:00

I look forward to working with you to figure everything out! Talk to you soon!

Hey Tina

2008-01-19T18:41:00.001-08:00

Thanks for helping me out tonight. I was able to submit my survey on time.

Snowy Day

2008-01-19T12:22:00.000-08:00

This is my house on Alabama's snowy day.

update

2008-01-19T08:02:00.000-08:00

I have been exploring the blog site. I changed the color. I have been on blackboard and looking at all the different things available and the assignments.

My First Blog

2008-01-08T16:00:00.000-08:00

This is actually my second blog I have created. I created one at school but have not used it. Creating this blog was pretty easy. The blog site was user friendly. I hope I will learn more in this class and become more comfortable using the blog.