After looking through these websites the 2 that I would likely use in my classroom as a useful tool are the Real time voting site and poll daddy.
While in election season I am sure to bring focus to campaign and voting information so on the day or after the day it will be quite telling and informative for my students to be able to check on real time data(Regents of University of Michigan 2010). It provides excitement to the ever dramatic voting process. Being able to look at donations, previous election data and "hot house races" will only add to the mix.
The Poll daddy site will be an excellent tool when teaching how to collect data, research and test a theory with a sociological experiment. It also allows for me to use this for quizzes, poll questions and collecting general data.
Regents of University of Michigan. (2010) Research Guides. Michigan http://guides.lib.umich.edu/content.php?pid=55495&hs=w
Thursday, June 30, 2011
Tuesday, June 28, 2011
Week 5 T2P
After learning about Erikson's ideas of emotional development, children who are given the opportunity to make their own decisions acquire confidence and life skills with these experiences. A child who is allowed to take healthy risks during their adolescence and is positively reinforced for their choices have a tendency to be intrinsically motivated and also to continue to follow their own decision making process even if they have an identity crisis along the way because they are developing emotionally, as well socially, and are able and willing to make their own choices. By encouraging an adolescent who decides to try something new, like trying out for the soccer team when they've never kicked a ball in their life, will give them the opportunity to explore a new social setting where they will have to explore and navigate a new space allowing for them to develop new intimate relationships and networks. If they enjoy soccer they will be intrinsically motivated to practice and do everything it takes to improve their soccer game whereas if an adolescent is forced to play soccer they might rebel because they are at an age where their brain is changing and pruning away old experiences to make room for new ones and in this process there is more attention placed on their own decision making (eg risk-taking) than decisions made for them by people like their parents or teachers.
A GOOD TEACHER...
A good teacher is enthusiastic, caring, patient, witty, strict (without disciplining), tacitly teaches morals and decision making skills, cares a little beyond the norm, makes you feel special when you're feeling anything but that....a good teacher guides without dictating, listens when its time to, is organized without being OCD, helps just before it gets frustrating and understands when you're feeling misunderstood.
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel excluded from the overall learning experience because there is lack of clarity of the directions and expectations for the student. This can come from a simple misunderstanding of directions to a language or technological barrier which all lead to the same result-exclusion from the big picture. It is the responsibility of the teacher to recognize when a student is off track whether through body language, a sense of disconnect or lack of motivation, it is paramount for these indicators to not be overlooked. Without taking the time to connect with this learner the risk of developing a "defensive pessimism" in your student. Goodman defines defensive pessimism as defense mechanism which is developed over time from negative feedback. While this could have developed in their home environment if it is not addressed in the classroom a pattern of defeatism and negativism can lead them down a broken education path.
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel excluded from the overall learning experience because there is lack of clarity of the directions and expectations for the student. This can come from a simple misunderstanding of directions to a language or technological barrier which all lead to the same result-exclusion from the big picture. It is the responsibility of the teacher to recognize when a student is off track whether through body language, a sense of disconnect or lack of motivation, it is paramount for these indicators to not be overlooked. Without taking the time to connect with this learner the risk of developing a "defensive pessimism" in your student. Goodman defines defensive pessimism as defense mechanism which is developed over time from negative feedback. While this could have developed in their home environment if it is not addressed in the classroom a pattern of defeatism and negativism can lead them down a broken education path.
Wednesday, June 22, 2011
EDCI5825 Tech Tools for challenged individuals
The world of technology has made a concerted effort to include all into their world and this would include individuals who are hearing and vision impaired, special needs or someone with a temporary injury like a broken hand.
For someone who has a temporary issue, like a broken arm, their schoolwork can be greatly affected if accommodations are not made. It used to be the student would have to suffer and learn to write with their left hand but in today's advanced age there is technology to assist with this. I would recommend some sort of voice recognition software. Both Microsoft and Apple have such products and this would allow the student to dictate their homework into their computer where it can be stored or emailed to their teacher(2011a).
Fortunately, the last couple years have really taken off for software for visually impaired individuals. Initially there were readers with audio functions but the menus did not have this making it impossible to navigate without help from a sighted person(of which I can still not confirm whether or not they do now have audible menus) but they do have text-to-speech reading functions(2011). There were complaints from the American Council for the Blind in regards to this lack of consideration with this oversight. I did find a site where you can download audible functions. Also as mentioned above there is the speech recognition software which would also serve useful for the visually impaired. This gives them much easier access to the internet than other software such as large print software which some impaired can utilize.
As far as hearing impaired students in my class go I would have to be exceptionally sensitive to the types of audio I use, such as videos, but hopefully with my big voice and certain things like having a power point available for lessons would aid in their full understanding of the class. As far as technology it seems like there is still room for advancement.
I was glad to find so much information on assistance for special needs children. Because I have no experience with or knowledge about the sensitivity towards this particular aspect of education. Speech generating devices(SGD) and a spectrum of Alternative and Augmentative Communication(AAC). One of the most basic examples of AAC, and widely used, is the picture board. It is a simple velcro system(low priced) that is useful for non-communicative students. I am not too sure how useful these are at high school level though and in a Social Studies classroom perhaps a map is the best example I can think of with this product. But there is also software technology for this concept and, of course, the Smartboard which sound very similar. (2011 b)
All and all there is a breadth of technological resources to aid many people who are challenged it is just being aware, and aiding in this awareness, of whats out there.
Wikibooks (2011) Assistive Technology in Education/ebook. Retrieved from
http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/ebook
Wikibooks. (2011a). Assistive Technology in Education/Speech Recognition Software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.
For someone who has a temporary issue, like a broken arm, their schoolwork can be greatly affected if accommodations are not made. It used to be the student would have to suffer and learn to write with their left hand but in today's advanced age there is technology to assist with this. I would recommend some sort of voice recognition software. Both Microsoft and Apple have such products and this would allow the student to dictate their homework into their computer where it can be stored or emailed to their teacher(2011a).
Fortunately, the last couple years have really taken off for software for visually impaired individuals. Initially there were readers with audio functions but the menus did not have this making it impossible to navigate without help from a sighted person(of which I can still not confirm whether or not they do now have audible menus) but they do have text-to-speech reading functions(2011). There were complaints from the American Council for the Blind in regards to this lack of consideration with this oversight. I did find a site where you can download audible functions. Also as mentioned above there is the speech recognition software which would also serve useful for the visually impaired. This gives them much easier access to the internet than other software such as large print software which some impaired can utilize.
As far as hearing impaired students in my class go I would have to be exceptionally sensitive to the types of audio I use, such as videos, but hopefully with my big voice and certain things like having a power point available for lessons would aid in their full understanding of the class. As far as technology it seems like there is still room for advancement.
I was glad to find so much information on assistance for special needs children. Because I have no experience with or knowledge about the sensitivity towards this particular aspect of education. Speech generating devices(SGD) and a spectrum of Alternative and Augmentative Communication(AAC). One of the most basic examples of AAC, and widely used, is the picture board. It is a simple velcro system(low priced) that is useful for non-communicative students. I am not too sure how useful these are at high school level though and in a Social Studies classroom perhaps a map is the best example I can think of with this product. But there is also software technology for this concept and, of course, the Smartboard which sound very similar. (2011 b)
All and all there is a breadth of technological resources to aid many people who are challenged it is just being aware, and aiding in this awareness, of whats out there.
Wikibooks (2011) Assistive Technology in Education/ebook. Retrieved from
http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/ebook
Wikibooks. (2011a). Assistive Technology in Education/Speech Recognition Software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.
Wikibooks. (2011b). Assistive Technology in Educartion/Autism. Retrieved fromhttp://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Autistic
Tuesday, June 21, 2011
WEEK 4 Learning how to "speak theory"
Morning shift...Take 1
T2P
If a student experiences excessive cognitive dissonance(if statement) while participating in a learning activity then he/she might feel excluded from the class experience(then) because their views either aren't addressed, taken into consideration or made to feel valuable(because). When a discourse is exclusive, too developmentally advanced for a particular student, or doesn't value someone's beliefs and or opinions, it is the teacher's responsibility to address how this particular student learns in order to best meet their needs. If a teacher spends a little extra time, either in a group or individual setting,then the student may begin to feel "a part of" and therefore engage in their own learning. Jerrid Kruse(theorist) argues that students make meanings of new information through connections to their own frameworks therefore being able to draw connections between new information and the learner's own conceptions can aid them in not only feeling included in the classroom but also engage them in their learning process by.......? (event). When a student feels included they are more apt to add to the discourse as well as expand upon their conceptual framework(pedagogical term).
***************
Morning shift ...take 2....
T2P
If a teacher allows for students to collaborate and navigate new technology together then they are able to become autonomous learners who can motivate each other through the process of learning new concepts.
After watching Self-Determination Theory and Learning
Coolcat teaches from a truly student-centered place where students can teach her just as much as she teaches them. It reminded me of the hole in the wall experiment. That because of this experiment we now have concrete evidence that children can learn by themselves, they can teach one another, which is evidenced in this classroom scene as well. This classroom also examples that with scaffolding and an expert architect it can grow exponentially.
TAKE 3!
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel left behind or shut out from the overall learning experience because there is lack of clarity of the expectations for the student. Students perform when they are prepared mentally and physically; a good breakfast and proper instruments/tools are essential for this to occur. But what happens when a student is prepared mentally and physically but still struggle with the intricacies of the classroom experience? Perhaps new technology is introduced, new strategies for taking notes or directions to a project is given but all along this student is caught up on a nuance they can not get past. It becomes important for the student to be asking enough questions to get past this barrier. The first way would be to meet with the teacher or email your concerns, if thats not possible it might be helpful to ask other students. More often than not, there will be someone else with a similar concern. Once this happens a collaborative learning experience can happen. When there is a sense of relatedness a connection happens which ties students in an indescribable way. They are vested in supporting one another and helping one another to succeed. From one persons problems comes a collaborative solution increasing the groups members confidence and competence.
Today was full of "glows and grows". What glows for me is what is also helping me to grow the most and I know will transfer in my classroom. Often students lose their voices, becoming disconnected, in their classrooms because they lack understanding or misunderstand directions in class. But by simply opening up they minds just long enough to ask for help(or by having a slight breakdown) students can allow for amazing things to happen. Maybe they connect with classmates they have never thought they had anything in common with, perhaps there is just one missing detail that makes everything click, maybe they just click with that one person that speaks their language. In any case, there is value in asking for help or simply pausing and admitting you simply do not understand. This is certainly part of the learning curve....of life!
I would say after all this and applying what I learned today, in fact, I can speak theory a little bit better. I would say that Jean Nave best exemplified what I experienced in class today. The idea that someone that new more than me could pass along their information(as well as confirm their information with the group) to someone that doesn't know as much in a group setting clearly defines what happened in real time today. It happened quite organically and led to group discussion, mentoring and clarity for the learner. This was a definite grow day!!
Theorist spreadsheet
T2P
If a student experiences excessive cognitive dissonance(if statement) while participating in a learning activity then he/she might feel excluded from the class experience(then) because their views either aren't addressed, taken into consideration or made to feel valuable(because). When a discourse is exclusive, too developmentally advanced for a particular student, or doesn't value someone's beliefs and or opinions, it is the teacher's responsibility to address how this particular student learns in order to best meet their needs. If a teacher spends a little extra time, either in a group or individual setting,then the student may begin to feel "a part of" and therefore engage in their own learning. Jerrid Kruse(theorist) argues that students make meanings of new information through connections to their own frameworks therefore being able to draw connections between new information and the learner's own conceptions can aid them in not only feeling included in the classroom but also engage them in their learning process by.......? (event). When a student feels included they are more apt to add to the discourse as well as expand upon their conceptual framework(pedagogical term).
***************
Morning shift ...take 2....
T2P
If a teacher allows for students to collaborate and navigate new technology together then they are able to become autonomous learners who can motivate each other through the process of learning new concepts.
After watching Self-Determination Theory and Learning
View more presentations from GNA Garcia, University of Connecticut
">Vicki Davis aka Coolcat demonstrate how her classroom runs there was ample evidence that a great deal of collaboration engages the students to become self determined learners. B.F. Skinner believes that through both negative and positive enforcement students can be guided through their learning experience. Whether its the sign "No Whining" on the wall of this contagious positive atmosphere of the classroom environment, it is apparent this approach of learning is taking place. Skinner also believes in a teacher provides the scaffolding that fosters the learning environment in turn autonomy can happen. The students were leading lessons, collaborating and were engaged in their work therefore demonstrating a great deal of relatedness as well.Coolcat teaches from a truly student-centered place where students can teach her just as much as she teaches them. It reminded me of the hole in the wall experiment. That because of this experiment we now have concrete evidence that children can learn by themselves, they can teach one another, which is evidenced in this classroom scene as well. This classroom also examples that with scaffolding and an expert architect it can grow exponentially.
TAKE 3!
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel left behind or shut out from the overall learning experience because there is lack of clarity of the expectations for the student. Students perform when they are prepared mentally and physically; a good breakfast and proper instruments/tools are essential for this to occur. But what happens when a student is prepared mentally and physically but still struggle with the intricacies of the classroom experience? Perhaps new technology is introduced, new strategies for taking notes or directions to a project is given but all along this student is caught up on a nuance they can not get past. It becomes important for the student to be asking enough questions to get past this barrier. The first way would be to meet with the teacher or email your concerns, if thats not possible it might be helpful to ask other students. More often than not, there will be someone else with a similar concern. Once this happens a collaborative learning experience can happen. When there is a sense of relatedness a connection happens which ties students in an indescribable way. They are vested in supporting one another and helping one another to succeed. From one persons problems comes a collaborative solution increasing the groups members confidence and competence.
Today was full of "glows and grows". What glows for me is what is also helping me to grow the most and I know will transfer in my classroom. Often students lose their voices, becoming disconnected, in their classrooms because they lack understanding or misunderstand directions in class. But by simply opening up they minds just long enough to ask for help(or by having a slight breakdown) students can allow for amazing things to happen. Maybe they connect with classmates they have never thought they had anything in common with, perhaps there is just one missing detail that makes everything click, maybe they just click with that one person that speaks their language. In any case, there is value in asking for help or simply pausing and admitting you simply do not understand. This is certainly part of the learning curve....of life!
I would say after all this and applying what I learned today, in fact, I can speak theory a little bit better. I would say that Jean Nave best exemplified what I experienced in class today. The idea that someone that new more than me could pass along their information(as well as confirm their information with the group) to someone that doesn't know as much in a group setting clearly defines what happened in real time today. It happened quite organically and led to group discussion, mentoring and clarity for the learner. This was a definite grow day!!
Theorist spreadsheet
Thursday, June 16, 2011
Wednesday, June 15, 2011
EDCI5825 Week 3 Social networking dangerzone, collaborative projects
After viewing the videos for class this week it definitely began a brainstorm for collaborative activities I could do in my future classroom. Because social studies is society, culture and norms at its foundation it seems it will be easy to incorporate similar videos into classroom projects. After watching bullying and online dangers it was just another reminder of the environment our young people face on a daily basis which is largely free for them to roam around in(National Center for Missing & Exploited Children 2001-2010). But by using the internet and technology in a positive classroom environment it can reinforce creativity in students or perhaps provide an outlet for students who are forced to spend a great deal of time inside. Reinterpretations of battles using Facebook as a communication device for mobilization , Google docs for amendments and House bills, class collaborative activities to present a sequence of historical events, Garage band to create a Podcast to inform slaves of the safest underground routes...are just the beginning of social studies projects that could be created.
The most popular collaborative project might just be something involving Facebook. Since students can't just get on FB when they're in class maybe allowing them to set up a bunch of fake accounts for historical figures and connect them through different classrooms. Each student would be assigned a historical character and they would be responsible for developing an accurate profile and correspond with other era-appropriate characters.
Smartbook/powerpoint/prezi presentations for history and social studies projects are always a great way to get out alot of information with organization and style to an audience in a set timeframe. There are so many options out there but exposing them to everything is yet another task altogether.
Reference
National Center for Missing & Exploited Children. (2001-2010). NetSmartz Workshop.
Retrieved June 15 2011 from
http://www.netsmartz.org/RealLifeStories
The most popular collaborative project might just be something involving Facebook. Since students can't just get on FB when they're in class maybe allowing them to set up a bunch of fake accounts for historical figures and connect them through different classrooms. Each student would be assigned a historical character and they would be responsible for developing an accurate profile and correspond with other era-appropriate characters.
Smartbook/powerpoint/prezi presentations for history and social studies projects are always a great way to get out alot of information with organization and style to an audience in a set timeframe. There are so many options out there but exposing them to everything is yet another task altogether.
Reference
National Center for Missing & Exploited Children. (2001-2010). NetSmartz Workshop.
Retrieved June 15 2011 from
http://www.netsmartz.org/RealLifeStories
Tuesday, June 14, 2011
Week 3 T2P....IF you agree with your theorist's principles then it makes the research much more enjoyable because you are personally connected.
As the intensity increases so does my coffee intake. I felt like today was the 1st day that the looming promise of intensity that every professor in TCPCG has been saying was delivered. It was the first day I found myself taking several meditation breaks(although you would never know it because I never left my seat) in order to refocus my thoughts. I was sidetracked by background noise, technology barriers and personalities. All of these will come at my triple time in the classroom setting. I am spring training for my fall debut.
PIAGET PLAYGROUP
I was the natural cheerleader in our group, not due to my enthusiasm, because I always carry a guilt with me if all members of a group don't equally participate. Because the "roles" were suggested I found myself trying to pull information out of group members, as well as asking if I heard people's ideas correctly, repeating certain ideas and listening with an openminded ear. Again,triple-time come fall and I will need these skills to continue to develop quickly-er! I noticed that a couple members were eager to take responsibility for big chunks of material and I again I tried to make sure we all were equally doing our share. It went from one secretary to most of the group participating in the google document. We quickly meshed, except for one that did not seem to make her way in. This always seems to be a aspect of group work. My speculation is that sometimes personalities in groups might not mesh leading to this. But again, I am truly guessing from this personal experience today. Possibly from encouraging this person to contribute they felt a certain way from this, not sure.
FREIRE ROCKS!
Come afternoon, it was a totally different dynamic with a smaller group. We worked diligently to finish a task which took much longer than the allotted time and pressed on as hard as we could. We seemed to organically find our best place in the group. We offered information equally to cover questions even expressing a real connection to our theorist which made the work much more enjoyable, something that both Piaget and Freire actually believed was necessary for ultimate learning to take place. It is interesting how much smoother our afternoon went especially considering the pressure we were under.
PIAGET PLAYGROUP
I was the natural cheerleader in our group, not due to my enthusiasm, because I always carry a guilt with me if all members of a group don't equally participate. Because the "roles" were suggested I found myself trying to pull information out of group members, as well as asking if I heard people's ideas correctly, repeating certain ideas and listening with an openminded ear. Again,triple-time come fall and I will need these skills to continue to develop quickly-er! I noticed that a couple members were eager to take responsibility for big chunks of material and I again I tried to make sure we all were equally doing our share. It went from one secretary to most of the group participating in the google document. We quickly meshed, except for one that did not seem to make her way in. This always seems to be a aspect of group work. My speculation is that sometimes personalities in groups might not mesh leading to this. But again, I am truly guessing from this personal experience today. Possibly from encouraging this person to contribute they felt a certain way from this, not sure.
FREIRE ROCKS!
Come afternoon, it was a totally different dynamic with a smaller group. We worked diligently to finish a task which took much longer than the allotted time and pressed on as hard as we could. We seemed to organically find our best place in the group. We offered information equally to cover questions even expressing a real connection to our theorist which made the work much more enjoyable, something that both Piaget and Freire actually believed was necessary for ultimate learning to take place. It is interesting how much smoother our afternoon went especially considering the pressure we were under.
LT week 3 post 1...REMIX
Can you distinguish between social learning theory and the cultural-historical theory?-level 2
They seem to be very similar in that people learn by observing the behavior/culture of others as well as by observing the outcomes of these behaviors. I might just speculate that if you are making these observations in a cultural situation that might bring more revelance to the experience.
What is operant learning?-level 1
The method of learning where there is a system of rewards and punishments for behavior.
Can you examine your experience as a learner in TCPCG and identify ways in which you have experienced Social Learning Theory?-level 5
In group projects there is a constant exchange of ideas, theories and skills. There is also after class "chatter" about different things ie.blogs, reflections, that worked well or not as per the response from the teacher. We can then incorporate their consequences and experiences moving forward in our work.
As far as observation of individual experiences, we can learn through observations of what certain people do well and excel at in class and where others might need improvement and implement these practices in our teaching. This goes for our experiences with colleagues as well as teachers.
They seem to be very similar in that people learn by observing the behavior/culture of others as well as by observing the outcomes of these behaviors. I might just speculate that if you are making these observations in a cultural situation that might bring more revelance to the experience.
What is operant learning?-level 1
The method of learning where there is a system of rewards and punishments for behavior.
Can you examine your experience as a learner in TCPCG and identify ways in which you have experienced Social Learning Theory?-level 5
In group projects there is a constant exchange of ideas, theories and skills. There is also after class "chatter" about different things ie.blogs, reflections, that worked well or not as per the response from the teacher. We can then incorporate their consequences and experiences moving forward in our work.
As far as observation of individual experiences, we can learn through observations of what certain people do well and excel at in class and where others might need improvement and implement these practices in our teaching. This goes for our experiences with colleagues as well as teachers.
Thursday, June 9, 2011
Wednesday, June 8, 2011
Week 2 5825
After observing the all 3 of Dr. Leu's videos I found a couple ideas in common. All these workshops are collaborative amongst other classrooms to solve problems and are "easy to use" and all seem to help students navigate and learn more about the internet and all seem to build upon one another. They can supplement curriculum but also a student's future with the internet.
Leu, Donald J. (2000). Instructional Workshop and Webquests: Two Instructional Models. Retrieved from http://www.sp.uconn.edu/~djleu/cue/thu_handout2.pdf.
In my cooperating classroom he does have a Smartboard and he uses a PC. When I mentioned that I would have an Apple it didn't sound like he was very impressed or if it would work in his class. I guess I'll have to wait and see.
Leu, Donald J. (2000). Instructional Workshop and Webquests: Two Instructional Models. Retrieved from http://www.sp.uconn.edu/~djleu/cue/thu_handout2.pdf.
In my cooperating classroom he does have a Smartboard and he uses a PC. When I mentioned that I would have an Apple it didn't sound like he was very impressed or if it would work in his class. I guess I'll have to wait and see.
Tuesday, June 7, 2011
Week 2 T2P
I think one of my greatest lessons that I have learned was also quite humbling. As new students to TCPCG we were all bombarded with alot of information on a daily basis. Very quickly I knew that if I did not get myself organized the information overload would overwhelm me and have me missing important iformation. And although I began organizing, planning and communicating with Monica any(and all) questions I had, I missed an important nugget of information in an email for week 1. This information was the actual, physical homework for week 1 of this class. This triggered 2 things for me. 1.That I always have been taught to read through directions(or in this case an email) completely before beginning a task. 2.That I am always reiterating this direction to my daughter. I found myself embarrassed and disappointed in myself the very 1st day of class which were the best lessons for me to quickly learn. I am infallible and have the ability to admit when I am wrong(without an excuse). I simply did not heed my only simple advice. I also know that when I am deluged with information that I need to take time to organize and dissect each piece and unfortunately at the time of everything going on I didn't see to have this precious commodity.
From this humbling event I hope that I have learned to be able to react to my students in the same way as Dr. Garcia did which was an understanding tone rather than one of authority or disciplinarian. I also hope to be less judgmental when students, or my daughter, make mistakes similar to this. A simple acknowledgement of the mistake and reinforcement that the task needs to be done in a timely fashion. To highlight this approach I also loved the added, "I am sure you have already beaten yourself up enough"(not verbatim what was said but how I translated it). These little nuances in how I can teach my students could make or break our relationship. I believe there is an inherent role of mistakes in the curve of learning. Some make more than others, I am a self proclaimed "some". So it makes perfect sense that I am a highly experiential learner because unfortunately I make mistakes on a pretty much daily basis but I tend to make the most of them in order to learn or re-learn a lesson. In this case I hope that I have learned not to be quick to judge someone for their mistakes but to help them grow from them.
*********************************************************************************
If a student experiences excessive cognitive dissonance while participating in a learning activity then he/she might feel excluded from the class experience because their views either aren't addressed, taken into consideration or made to feel valuable.
If a teacher employs authentic assessments throughout the lesson, then a student has a better understanding of where they stand and what needs to be improved/addressed because the integrity of the assessment is an integral piece of learning. Nobody is doing anybody any favors with, "Thats great" or "Sounds good".
If a teacher employs a wide variety of learning activities throughout the lesson then students remain engaged and intrigued because they need to be constantly stimulated.
From this humbling event I hope that I have learned to be able to react to my students in the same way as Dr. Garcia did which was an understanding tone rather than one of authority or disciplinarian. I also hope to be less judgmental when students, or my daughter, make mistakes similar to this. A simple acknowledgement of the mistake and reinforcement that the task needs to be done in a timely fashion. To highlight this approach I also loved the added, "I am sure you have already beaten yourself up enough"(not verbatim what was said but how I translated it). These little nuances in how I can teach my students could make or break our relationship. I believe there is an inherent role of mistakes in the curve of learning. Some make more than others, I am a self proclaimed "some". So it makes perfect sense that I am a highly experiential learner because unfortunately I make mistakes on a pretty much daily basis but I tend to make the most of them in order to learn or re-learn a lesson. In this case I hope that I have learned not to be quick to judge someone for their mistakes but to help them grow from them.
*********************************************************************************
If a student experiences excessive cognitive dissonance while participating in a learning activity then he/she might feel excluded from the class experience because their views either aren't addressed, taken into consideration or made to feel valuable.
If a teacher employs authentic assessments throughout the lesson, then a student has a better understanding of where they stand and what needs to be improved/addressed because the integrity of the assessment is an integral piece of learning. Nobody is doing anybody any favors with, "Thats great" or "Sounds good".
If a teacher employs a wide variety of learning activities throughout the lesson then students remain engaged and intrigued because they need to be constantly stimulated.
Week 1 T2P
My expectations have been blown away. As excited as I was for my 1st day of class, my excitement was was not only matched but surpassed by Dr. Garcia. The mix & flow of individual versus group work felt organic and forthcoming. The atmosphere is contagious and allowed for me to express some areas in which I was able to catch up(ie. if...then...because) during group work. I was intrigued by the overt and covert assessment maintained throughout the class and look forward to being able to pattern my assessments in my classrooms from this.
This 1st class just abundantly confirmed my decision to "drop everything" and join this TCPCG team. I am thoroughly looking forward to being transformed into the teacher that resides inside of me.
This 1st class just abundantly confirmed my decision to "drop everything" and join this TCPCG team. I am thoroughly looking forward to being transformed into the teacher that resides inside of me.
Monday, June 6, 2011
Week 2- How I learn/would like to share with my students
This is an interesting idea because I am not sure if some of the pages I visit are age appropriate to high school. I firmly believe that exposing youth to "out of the box" sources is important and yet just as quick as I am to explore my appropriateness then it dawns on me that they can google just as easy as I can. With this said I am including sites that I think have educational content, current relevant content and overall relevance to my subject matter as well what shapes me as a what I would like to think as a global citizen.
1. I believe that a huge part of what has made a good teacher in my experience has been relating information to me that opens up my mind. I have learned the most by having a hands on approach to learning and experiential in nature as well.
Relating sources to me whether on the internet,usually, or primary sources has always opened my eyes and I love surfing links and finding new interesting sites. (It is amazing to read what some people post also.) We are trained to watch mainstream media for current news sources but I prefer to look at a variety of news sources. Salon, Al Jazeera , New York Times to name a few. It is a very expansive world out there and the internet can take us places we would not normally travel to.
2. I also would like to inspire my students to blog and voice their own opinions. Learning to find your voice is an important piece of developing your identity. Often you can find different viewpoints and ideas that you would on a strictly factually based site. With that said how do you check facts on the web?
3. This is why I have included a fact checking website. Since I believe strongly in questioning everything in the media, I also would advise just fact checking every once in awhile. But then again where do they get their facts?
I would say that the above suggestions begins to gain ground in the highly comprehensive field of social studies(I haven't even touched on any history sites). It is most important to stay informed in a global sense in order to shape your views without cultural bias.
1. I believe that a huge part of what has made a good teacher in my experience has been relating information to me that opens up my mind. I have learned the most by having a hands on approach to learning and experiential in nature as well.
Relating sources to me whether on the internet,usually, or primary sources has always opened my eyes and I love surfing links and finding new interesting sites. (It is amazing to read what some people post also.) We are trained to watch mainstream media for current news sources but I prefer to look at a variety of news sources. Salon, Al Jazeera , New York Times to name a few. It is a very expansive world out there and the internet can take us places we would not normally travel to.
2. I also would like to inspire my students to blog and voice their own opinions. Learning to find your voice is an important piece of developing your identity. Often you can find different viewpoints and ideas that you would on a strictly factually based site. With that said how do you check facts on the web?
3. This is why I have included a fact checking website. Since I believe strongly in questioning everything in the media, I also would advise just fact checking every once in awhile. But then again where do they get their facts?
I would say that the above suggestions begins to gain ground in the highly comprehensive field of social studies(I haven't even touched on any history sites). It is most important to stay informed in a global sense in order to shape your views without cultural bias.
Thursday, June 2, 2011
INTRO TO ME!
I am a recent grad of Trinity College where I attended part time while working full time and raising my beautiful daughter who is about to turn 14. I love school, gardening, walks/runs with my daughter, traveling and the beach. I am thrilled to be in the TCPCG program and extremely motivated for this next chapter in my life.
I am a Social Studies major with an emphasis on race studies. I love US History and just found out that is exactly what I will be teaching this fall. I couldn't be happier....
I am a Social Studies major with an emphasis on race studies. I love US History and just found out that is exactly what I will be teaching this fall. I couldn't be happier....
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