ED476-guest speaker

You can clearly see the connection that Dr. Andrews has to Alex, her student and future dentist. Dr. Andrews and Alex is exactly what this class and 475 have been about, creating connections to our students so that they are intimately aware that we are their biggest advocates. We need to find ways to challenge students beyond memorizing answers for a test. We need to engage them, make them critical thinkers, pose questions to them that stir something in them! My biggest takeaway was not entirely what the guest speaker said, but seeing that connection between the two.

Our discussion on Pomona High School, however, did weigh on me as well. Coming from Baldwin Park High School, I know what it’s like to belong to the school that isn’t expected to produce much. When thinking about how to fix that, it has to start from the top! If students see that their teachers/administration does not care, that becomes culture of the school! If students see a lack of interest on the staff/faculties part, there sentiment is reciprocated to the students. We need to be excited to be there, we need to model for our students a hunger for learning and being part of a culture that embraces education! 

Is teaching an art or a science?

I found the debate in class on whether teaching was an art or a science very interesting. Initially,  for simplicity’s sake, I had said science is what happens behind the scenes, and art is what happens as the class is progressing. After thinking about what Dr. Perry said, I can see that my explanation was a little too simple and short sighted. In actuality, teaching is

by Cooperative Catalyst

more of a web between science and art. You begin with science in which you gauge your students and study their learning personalities. You then incorporate some artistic elements while figuring out how to get to those students and light a passion. Once teaching, you share your passion for the subject and try to pull on student’s minds and hearts. As the lesson is progressing, you take a step back and analyze the progress either by formative of summative methods. Once you’ve assessed progress, you continue. So, I believe that there is a balance between art and science, to be effective, a teacher must know how to balance both.

Classroom Flipping

I’m finding our class discussions to be very interesting because every one in class seems to have significant more “in class” experience than I do.  I’m about to start my second semester; thus I have only done one semester of in class fieldwork.  That being said, I found Joshua’s insight on “flipped classroom” very intriguing. I had heard about it on a superficial level, never gave it much thought beyond that. I love the idea of creating screencast of a lesson and having students watch videos. Not only does that foster a good learning environment, but as Matt says, it serves as a study guide for preparing for an assessment. My only discretion, as I mentioned in class, was the heavy reliance on technology.  There are ways to circumvent the heavy reliance on technology, as Dr. Perry indicated, but it does seem that in order for the flipped classroom to be very effective, there is a heavy reliance on technology.

Flipped classrooms are good for a variety of reasons. In thinking about it, I would like to use them in order to build background for a lesson we will be talking about in class. For example, in my fieldwork, my master teacher had students go home and read an excerpt on Imperialism in Africa. The next day, the teacher had students form into groups and told them they would be rearranging the classroom in groups, the best selection would win. He had them make ID flags, and told students they’d only be able to move whatever they had claimed. In his lesson, one group had a clear advantage, this was on purpose. I feel this class exercise was a good way to see how Imperialism worked. Building knowledge at home was  good way to allow for more practice time in class. My point to all this, is that that lesson seemed to be a quasi-flipped classroom.

The idea of flipped classroom leads to a productive teacher-student relationship. With this model, the teacher is not standing at the front of the class lecturing, rather is facilitating the transgression of the classroom as our readings have suggested is a proven method of learning. This not only helps the student understand content more effectively, but provides an outlet in which students work in groups and collaborate on a “solution.” This proves to me much more “real world simulation” as opposed to sitting at a desk for 6 hours taking different notes on different subjects.

I really found yesterday’s discussion very informative. Listening to my colleagues share their insight, as they are currently  “on the front lines,” is truly beneficial for someone as new in the field as myself.

Reflection ED 475

I had never considered the point Joshua made about students cursing (lightly) in the classroom. I appreciate the insight because I feel that I would probably be a teacher to really crack down on students using that vocab because that’s the way I was brought up.  After Joshua gave his rationale, and I thought about it on the way home, I laughed at myself because I was doing what we’ve talked about NOT doing: not considering where students come from and their background.

While I agree with Jenna’s concern, at what point do we draw the line to help students be successful in every day society, I also understand Joshua’s point that, “you gotta pick your battle.”

This discussion seemed a prime example of getting to know the culture and society in the community. As the readings indicate, it is imperative that we go out and learn about where these students come from in order to be able to understand and be able to relate to them on some level.  This is important, I believe, because if we understand where they come from, a teacher is able to engage them on common ground to move toward an academic goal. In terms of allowing curse words in the classroom, I think it might prove beneficial to the student to have a candid discussion when going over classroom norms, that we ought to try and curb foul language, especially in a professional setting. Maybe, by having a discussion on professional versus private settings will prove a valuable lesson for students when they enter the real world.  Joshua, I believe, is correct in indicating we need be cognitive of the overall bigger picture.  How much time would he lose as an educator if he was overly concerned with a student using a curse word in his general vocab? But I think having a “life” lesson on the different settings we will be apart of, and the need to regulate and monitor our language in those different settings, might prove beneficial for students in the long term.

Now I’ve made it, just barely, but I’ve made it!

I think, like Jodi pointed out, our WQ are going to be ongoing projects. They’re a very fluid lesson in which we can easily put something else in, or take things out. I’ve been “polishing” it for four days now. I’l come on, change a few terms, add something else. Then I’ll come back an hour later and take out what I had just put in, etc etc. So finally I had to stop myself and ask, “Ok, is this something you would use in your class tomorrow?” If my answer was NO, I knew I wasn’t done. My answer was YES. I’m at a point where I’m comfortable enough with my WQ that I would proudly present it to a group of students as a project for them.  Below is a short YouTube going over key elements of this project. Thanks again to all of your for your input!

 

I THINK I made it……

PHEW….

4. Develop several projects integrating a variety of new technologies

This learning outcome hit home the most; developing several projects using the technology we’d be learning along the way. Like Jenna said, I’m glad to have taken this class at this younger stage in my life, cause I cannot imagine my parents going through a course like this. Every time I’d open up the corresponding week’s module, my stomach would begin to churn, “I’m supposed to do what now??” Then sure enough, I’d email poor Nori a few times and I’d get it. I especially had a hard time getting sound on my Prezi commercial for copyright. I had never used Prezi, and I had never used a sound in-bedding application. Now I can do both!

1. Analyze, learn & use current technology related to learning & education

This would have to go to the Cool Duel Tool. Everyone had awesome tools that I may have otherwise not thought of. Thanks to Janice for the presentation on toondoo, I used that the following week for my commercial! I would have never thought to use a tool, nor what I have even looked for it since I didn’t know it existed, for myself or for my future classroom.  Now I have those resources available and know where to go for ideas!

2. Resourcefully, consistently, & actively participate in various individual, small group and large group assignments AND 3. Practice thoughtful, cognitive reflection about the application and impact of technology in education and culture using a course blog, course textbook topics and project development

I made it a point when I entered the Credentialing program that if I were going to be paying all sorts of money to be at this school, then I would not procrastinate and I would always get my work done. period. I accomplished that goal in ALL three classes this semester. It relieved my of a lot of last minute stress. How’d I do this? I bought myself a 15 white board and put it next to my door. I’d write all my assignments down and cross them off as I did them. Kept my on track!

5. Research, design, construct, and demonstrate a personally and professionally meaningful educational WebQuest

I love my WebQuest. I learned to use all these tools, and I’ve made sure they’re displayed throughout the WebQuest. I’ve done a few screencasts of instructions students might otherwise not be clear on. I’ve included hyperlinks and videos. It is top notch! Things are color coated for easier understanding.

 

Not As Tech Savvy as Thought…

I have to say, before this class, I assumed I was pretty tech savvy. I mean, I had a smart phone and I could check the weather of Bishop before we left! Then, Fall Semester at La Verne commenced and I was enrolled in ED407. Oh My Goodness. Google Docs, Google Sites, Avatars, Blogs, screencasting, etc etc. I can honestly say, just about every technology we did in class every week was new to me, with the exception of using Power Point. I had been graduated since 2009 and the landscape had dramatically changed since then! I can honestly say, and I’m not saying this to vie for leniency from Nori when she’s grading my WQ, but this class has helped me discover a whole new set of tools I’ll be able to use in my classes!

So, yes, I was not as tech Savvy as I thought I was, but now I think I’m a little more proficient than in August. Not only that, but I’ve gathered different ideas and perspectives from all my peers in terms of how I’ll eventually be able to use these technologies. For example, I think Socrative will be a good friend to me in my classes. Assessment while you teach, how cool is that? Blogs, I am a BLOGGER!! It’s nice having a professional journal to document ones progression. I liked the idea of blogging in a classroom so much, I’m going to have my students blog about their progression as they develop the end result in the WQ I’ve created.

Anyway, thank you all for the ideas; you guys all put things out there that I might have not otherwise thought of. You guys are all awesome.

So much for tech savvy Steven

ps. I was writing my thoughts out I looked down to gather my thoughts and saw my calender. I started laughing and thought, “How could I have thought to be soo tech savvy, yet still write out all my due dates and etc on a calender instead of using an app on my phone or something.” LOL. I’m in a work in progress.

Quantitative vs Qualitative….

I pretty much have a clear indication as to how I want me Web Quest to roll out. Not to toot my own horn, but I really like the idea of having students think like Americans (our policies, what we consider priorities) and have them offer a SUGGESTION for a Constitution to another country. I especially like it because a requirement is that they KEEP in mind, and work with their anthropologist, the needs and special requirements for another people. I think my project would help students realize that while our model may work for us, it is NOT a cookie cutter approach around the world. As Joe suggested in his comments, I need to figure out the diction so that it doesn’t sound like American Imposition, “Our way is right, you must follow.”

by: Darren Kuroptawa

In terms of grading, I think my project will lean more toward qualitative in scope. There really is no “right” Constitution. Students, instead will be asked to defend why they have decided to include, or not include, something in their Constitution. Students having to defend their position will show me that they scratched beyond the surface and understood their roles. Moreover, asking them to blog along the way will show me whether or not they are taking this project seriously and have gone through and critically thought and justified their answers.

In terms of quantitative, “the devil is in the details.” Did students include they key points I’ve asked them to address. Did students use one or more technological tools in creating their presentation. Was the use of the skill considered masterful, proficient, adequate, lacking? (ie: creating a video with no sound, or screencasting out of format, etc). Did students blog about their progress and have meaningful discussions?

So, in terms of preparing the project, that will definitely be where the quantitative aspect comes in. Students will have certain requirements they need to meet before they show me the end result. It’s kind of like when you first learn to do long division, in order for you to get full credit, you have to have shown ALL the work, even if you could have gotten to the answer by skipping a step. Doing that, I think will really get students to think this project out clearly, versus them seeing this as simply “an assignment to complete.” But the result, their masterpiece, will definitely be more qualitative in scope because you really can’t judge which is better than the other because people have different priorities; and what may be a focal point of one, may not be that important to an individual. I think having students defend their position will be fun to watch!

“Does History Repeat Itself” project

The project I decided to review, as the title to this blog suggests, is a Social Studies project that asks students to analyze the Holocaust and relate/compare it to another historical time (click here for link).  The teacher gives examples, ie: Palestinian-Israel conflict, Rwanda, Armenian Genocide and so forth as reference points for the students to go based off of. Essentially, each student is to become a columnist and give their commentary on the similarities, or differences, between the two historical time periods.  Students will than share their information through an audio commentary that will be played for the rest of the class as a “radio broadcast commentary.” Along with that, students will create a visual art piece using quotes from their commentary (king of an “advertisement” for their commentary.)  In class, students were then placed into groups of 4-5 students, and each student was given the opportunity to play their recording for the group, time would be given for a Q & A.

This project required the student to both understand the Holocaust, it’s actors, it’s outcomes and it’s reasoning, and compare it to that of another time period. Students had to utilize the internet and gain understanding of both historical time frames using raw data, statistics, international historical perspective and so forth to fully gain an understanding of the material they were studying.

by: Kim Cofino

In terms of resources, students were asked to use few technological components to accomplish their task. Probably the most prominent one being that students would have to use an editing tool to record themselves giving their commentary for the class to listen to. Students would also be asked to create a visual art piece, be it a prezi, or a more traditional board, to advertise their commentary.

While the project itself was not collaborative at all, it did require the student to, at least by themselves, to critically think about the differences between two major events. Because they had the option to choose any other event, it engaged students because they were able to select from something recent they had heard in the news.

Our text offers some bullet points that explain what a good project is: lets students take different paths, has students construct meaning, realistic, etc. I believe this project hits on those key points. My main issue is that this was essentially an assignment to be done by each student, there was no collaboration on the project. Granted, there was interaction, but only at the very end, once the finished product is being displayed. Overall, though, I don’t see this project addressing NETS-S digital literacies.

I like this idea for a project, though. I think if students were in pairs, and they were asked to both reseach an event and then create a wiki showing similarities and differences, would be more effective. Then as a pair, they’d give their commentary on a recording tool to showcase their findings. This would touch more on helping students develop digital literacies, as our text indicates is important.

Digital Citizenship

I had never heard of, or thought of the idea of teaching “Digital Citizenship” until Jenna brought it up in her Cool Tool presentation. Since then, I’ve thought about how, as an Educator, are we to effectively teach it to students. My article deals, at least at a superficial level, with how a teacher should at least begin to introduce the idea of digital Citizenship in the classroom.

The article I decided to read was “Do the Right Thing: Managing the Digital Lives of Teens.” Click the title to be directed to the website!

by: Steve Ramson

One of the points the author notes, is “that the school needs to create a culture of conversation and partnership with students to figure out how to live with and work through the opportunities and challenges that accompany instituting one-to-one programs.” I think this is crucial, creating a school wide culture of accepting the technology and positively integrating it into our lives. I think Jenna had a good point, have teachers set assigned time to teach students how they are to assert themselves in a digital environment. The “windshield effect” is definitely an idea that we can apply to digital interactions. The windshield effect essentially claims that people are more prone to road rage because they sit behind their windshield, and subconsciously their brain relates driving to playing a video game in front of a screen, hence you’re more likely to go out on a limb and otherwise do things you wouldn’t do face-to-face.

Another point that the author cleverly makes is the idea that, “schools need to partner with parents to help continue the conversation at home.” I think it is very critical that students, parents and teachers be on the same page in terms of what the goals are for each group.  Once the goals are established, the three parties involved can more easily work toward their set goals.

The last takeaway I got from the article was the idea that mistakes will be made, probably by all parties; the eventual difference will be the result of how we react to those mistakes. The author and I both agree that having an open line of communication, one where there is trust on all ends, is probably a fruitful way to continue a positive environment among all involved. At the beginning of the article, the author discusses a student who was able to hack through the perimeters set on his Ipad and download games. After thanking him for his honesty, the teacher and student worked in conjunction with the IT team to correct the issue. Since the teacher demonstrated thoughtfulness toward the students, the lines of communication remained opened so that the student would be able to come to the teacher if there was ever an issue, related or not, to him.

by: Kim Cofino

As new teacher candidates, we’re definitely stepping into un-chartered waters in terms of how we are going to incorporate technology in the class. The examples of how to effectively integrate technology are few. It’ll definitely be a learning process for all involved, but there is no stopping it: if we want our students to be effective in the real world, we need to use technology to educate our future.