End of Summer Reflection

During this course, I developed a personal GAME plan, and created a rather intensive Unit Plan including problem-based learning, social (or rather, educational) networking, and digital storytelling in first grade mathematics lessons.  At this beginning of this course, I would have said it was impossible to engage first grade students in such activities.  However, now, I believe that with clear expectations, modeling, and scaffolding as needed, students are able to rise to and even exceed our expectations. 

 

Cennamo, Ross, and Ertmer (2009) state, “As in any self-directed learning activity, you need to set goals for your own professional growth, take action, then monitor and evaluate your progress toward obtaining your goals” (p. 11).  While I have never had a problem having goals, I struggle on the follow through.  I have a ton of ideas—so many that I frequently jump back and forth between ideas and never truly complete one to it’s full potential.   However, by creating my GAME plan, I was forced to create a plan of action, and was actually able to stick to it. I have now learned to prioritize and break larger goals down into more manageable steps.  I keep reminding myself that it is better to do one thing really well than three things mediocre.  As a result, I have actually completely re-vamped my teacher web-site and am excited to introduce it to parents and students this school year.  It even has a new URL—you can view it here: https://sites.google.com/a/parklandsd.net/geigerls/home.  It is still a work in progress as I plan to add resources as they become applicable throughout the year, but I think it will be a great way for me to communicate with parents and stress the importance of these new literacy skills.  (I’m still waiting on the finishing updates in my classroom before I update the video—that should be done by next Wednesday!)

 

I am excited for the upcoming school year as I feel like the information I have gleaned from this course (and the other technology course I have been taking, Supporting Information Literacy and Online Inquiry in the Classroom) have provided me with wonderful resources, and an attainable way to improve my teaching practice, one step at a time.  Most importantly, I think I have learned new ways of looking at technology, past all of the “fun stuff” and “pretty stuff” and truly into the 21^st century literacies students truly need to master in order to become productive members of society.  There are many lesson that I do throughout the year that I am excited to strengthen and scaffold with technology—most frequently in the area of writing, but in other areas as well.  In the end, Ertmer (Laureate Education, Inc., 2010) states that integrating technology effectively requires knowledge of technology, knowledge of pedagogy, confidence, beliefs about good teaching, and a supportive culture.  I have always had a supportive culture and beliefs about good teaching, but this course has given me the tools and training I needed to become knowledgeable about integrating the technology in with the standards, and the confidence to know it will succeed (and if not, to always have a back-up plan just in case!). 

 

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom

use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

Wadsworth, Cengage Learning. Video: Promoting creative thinking with technology

Laureate Education, Inc. (Producer). (2010). Enriching content area learning experiences with technology, part one [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset

                .jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3397615_1%26url%3D

Work in Progress

Now that I have a specific plan of action for my GAME plan, it is time to take action and get rolling.  In regards to my first goal, it is a little hard to take action until the school year gets rolling.  I am also anxiously anticipating a meeting in August where we will discuss the changes in our curriculum that has been mapped out by other teachers, so I cannot work too far ahead until these changes are rolled out.  I did however, join a learning community and read some articles on Edutopia to discuss with other teachers about the success (and challenges of implementing project-based learning) with young learners.  The article that I read included examples about building buildings, looking at the stock market, plants, etc. (Ravitz, 2013).  By reading these ideas, it is easier to foresee project-based learning come to life in my classroom.  However, I do see one difficulty in implementing PBL in my classroom.  Ellwood (2009) describes project-based learning as never having a hard start and beginning to subject areas, instead, hitting all content areas through the use of a project.  This becomes difficult for me because I have different groups of students for reading and mathematics, depending on their needs.

If you are interested in following the blog for project-based learning at Edutopia, the link is http://www.edutopia.org/blogs/beat/project-based-learning

 

For the second part of my GAME plan, I have begun major overhaul on my web-site and organized games and resources according to their objectives.  You can see my work in progress here:

https://sites.google.com/a/parklandsd.net/geigerk/

I am still in the process in uploading resources, and will continue to do so throughout the year as I engage in some other units of study.  While this has been time consuming, I am pleased with the look of it and think it will be a great resource for my students.  One of the major blocks I have faced in the past is that a lot of educational sites organize their resources by grade level.  Since many of my students are at least 2-3 years below grade level, they almost always end up in games that are too difficult for them. 

The one area I am still playing around with is the links to the other pages.  I don’t want a ton of information on my home page, but I would like the links to the other pages (LEAD 21 Reading, Mathematics, and Reading) at this point in time to be more prominent.  I am thinking about adding them underneath the video. 

I am also having difficulty with the video on the first page—it  use to be a picture tour of my room and when I started deleting and adding things it malfunctioned.  However, I will update it once I get my classroom in order this year, since it will look different from last. 

The final area I would love to add is a place to feature student work.  However, I’m unsure of my district’s policy on posting work (and/or pictures of students) online, so that is still on my to-do list for now. 

 

I would love it if you took the time to visit my site and provide feedback.  As I mentioned before, it is under construction so now is the best time for me to rearrange.  Thanks!

 

References:

Ellwood, H. (2009, November).  Project-based learning with early learners and SMART products.  EDCompass Newsletter, p. 1-4.

Ravitz, J. (2013, March 27).  Math, PBS and 21^st Century learning for all students.  [Blog message].  Retrieved from http://www.edutopia.org/blog/math-PBL-21st-century-learning-jason-ravitz

My GAME Plan- Starting to Take Action

Thank you to everyone who provided feedback to my personal GAME plan.  Now that I have set clear goals, it is time to begin to take Action.  My first goal was centered around ending each unit in mathematics with a problem-based learning activity that would be completed collaboratively and use technology.  Using technology in mathematics is a relatively new area I have been working on, and in order to integrate it effectively Ertmer (Laureate Education, Inc., 2010) states that I need to have knowledge of the technology, confidence, beliefs about good instruction, and a supportive culture.  I am beginning to learn more technologies, but would love to hear what others have used successfully, since I find myself going back to the same two sites. Similarly, I have confidence and believe that students thrive when given engaging opportunities that interest them.  Additionally, my school has a very supportive environment where we encourage each other to try new things, but it would be nice to have a team to work through difficulties with.

With the implementation of Common Core, my district has set aside a day for all elementary teachers to go over how our current curriculum aligns and how they expect things to change.  The bottom line is, our curriculum does not align, and until we get a new one, teachers are going to be piecing together what works to try and implement effective instruction.  Thus, I will need to pair up close with K-2 teachers to see what types of problem based activities they have done and their effectiveness in the past.  I know that I can get some from one of my previous courses textbooks, Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Van de Walle, 2013).  It would be great to hear what has worked for teachers who are already implementing this type of instruction.  Have you tried problem-based learning in mathematics with very young students? What worked well? What didn’t?

 

My second goal focuses on increasing my communication with students and parents using digital tools.  A very simple starting point for this goal is updating my web-site, and ensuring I continue to update it to make sure the resources are up to date.  Similarly, I need to show students how to access and use the information on my web-page so they are excited to explore the resources at home.  Too many times parents think that computers are for games and there is no learning involved.  I aim to provide resources in explicit portions that relate to what I am teaching.  What are your favorite web-sites to use with young learners (specifically in reading and mathematics)?   

 

Knowing where to start is a critical point to achieving your goals.  Since I set up my GAME plan, I have signed up for two professional development sessions in August- one on Common Core Mathematics, and another half-day session on advanced use of Google web-sites (my teacher site is set up using Google).  Secondly, I have started exploring other elementary learning support teacher web-sites to see how they are set up and the resources they provide. 

 

Reference:

Laureate Education, Inc. (Producer). (2010). Enriching content area learning experiences with technology, part one[Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1

            &url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3397615_1%26url%3D

My Personal GAME Plan

Cennamo (Laureate Education, Inc., 2010) emphasizes the importance of being a self-directed learner when it comes to technology, since everything changes so rapidly.  In order to be a self-directed learner (or teacher), there is a four-step process: (1) set Goals, (2) determine what Action you are going to take, (3) Monitor your progress, and (4) Evaluate what went well and what did not.  This results in having a GAME plan.  To this day, I can still hear my high school swim coach telling me, “It is easy to get lost if you don’t know where you’re going.”  Although at the time, it was applied in an athletic manner, it can easily be applied to many other facets of life, included self-directed learning.

Thus, I have decided to develop my own GAME plan to improve my teaching by selecting two indicators from the National Education Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE).  First off, I am going to work in standard 1b, “Engage students in exploring real-world issues and solving authentic problems using digital tools and resources” (International Society for Technology in Education, 2008, p. 1).  Secondly, I would like to improve on standard 3b, “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation” (International Society for Technology in Education, 2008, p. 1). 

In order to achieve these goals, I plan to take action.  In order to make standard 1b attainable, I am going to focus on the area of mathematics in begin.  Next school year, in each unit of study, I am going to embed at least one authentic problem-solving task using digital tools for my students.  Even though all of my students have an identified disability, King-Sears and Evmenova (2007) state that, “technology must be part of students’ instructional programs because the students’ futures will require proficiency in technological skills” (p. 7).  In order to meet standard 3b, I am going to update my web-site at least once per week to post information, resources, and open communication with students, parents, and community members.  By adding these resources at least once a week, I eventually strive to have my own database of resources that students and parents can use for additional practice outside of school. 

The next step of my GAME plan is to monitor progress.  I do not feel that simply giving students a problem to solve will serve justice to ensure that the standard is being met, so I am going to use two forms of assessment.  In order to monitor progress of myself (and my students), I will use a rubric to track student progress on authentic learning tasks as they become more acclimated to digital tools.  In meeting standard 3b, I simply will track the number of posts/resources I post, along with the number of connections with students, peers, parents, and community members using digital tools.

Finally, I need to evaluate my progress.  I will track the progress of my authentic learning tasks through the rubrics and a reflective journal.   Additionally, I will look at the posts on my web-page and evaluate how many students I have reached outside of school through informal student and parent interviews.  As a result, I will adjust accordingly, most likely leading me to my next goal and GAME plan!

 

 

References:

International Society for Technology in Education. (2008). National education standards

for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-

teachers

King-Sears, M., & Evmenova, A. S. (2007). Premises, principles, and processes for integrating technology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Laureate Education, Inc. (Producer). (2010). Promoting self-directed learning with technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3397615_1%26url%3D

Final Reflection

Looking back upon my personal theory of learning that I wrote seven weeks ago, I realize that the foundations that I believe upon have not changed significantly.  However, throughout the resources, discussions, and applications I have been a part of the past two months, the way I am going about my personal theory is a little bit different.  It is easy to get caught up in doing things the same way, especially with the pressures of limited time and needing to get everything covered.  As a result of this course though, I have accepted the mantra that if it’s worth teaching, it’s worth teaching well.  Instead of getting caught up on getting everything covered, I am slowing down, involving students more, and making sure they get a deep understanding of the concepts being taught. 

 

Additionally, as a result of this course, I am slowly learning to let go of the responsibility in terms of technology and allow students to use the technology as a learning tool (rather than an instructional tool).  As Dr. Orey (Laureate Education, Inc., 2011b) states, all the learning theories covered in this course encourage integrating technology as a learning tool and emphasize what students do with technology.  This is hard to do, but every time I am daring enough to try, my students meet and most of the times even exceed my expectations.  There are tons of great technology tools students can use to deepen their understanding, but I would like to focus on two of them:  Prezi and VoiceThread.  Prezi is very easy to use both in presenting information to students, but then it also provides the opportunity to build graphic representations with students, and then eventually allow them to create a graphic representation on their own (http://prezi.com/).  If this process is started at the beginning of the year, I believe even my young 1^st-3^rd graders would be able to create a graphic representation. 

Pitler, Hubbell, Kuhn, and Malenoski (2007) emphasize the value of using multimedia as an advance organizer for students.  They state, “For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (p. 82). Additonally, VoiceThread also provides a great collaborative tool where students can make an initial post, and students, teachers, parents, and other members of the community can comment back either in text, voice, or video (http://voicethread.com/).  Mr. Jarrett (Laureate Education, Inc., 2007a) explains all the benefits of using VoiceThread and in the end, the options help you meet all the needs of very diverse learners.

 

In order to increase the use of technology integration into my classroom I have two goals:

(1) Teach students some of the technology tools from the beginning of the year (as a part of routines)

(2) Involve parents more and share with them ways they can be using technology to help their students at home

 

In order to achieve my first goal, I am going to focus on the two technology tools outlined above (Prezi and VoiceThread).  During the reading block, students have some time to work independently (or collaboratively in groups) and I would like to allow them to use some of the time to create nonlinguistic representations of the vocabulary words and concepts that we are reading about.  By making this part of the routine, it would be neat to see how students evolve and grow as they create different products throughout the year.  If students use VoiceThread, I will be sure to leave feedback for them to reinforce their efforts.  Pitler, et al. state, “Audio messages can be an unexpected and exciting way for students to receive recognition.  Hearing the congratulatory tone and enthusiasm in a teacher’s voice often leaves a lasting impression” (p. 66). 

My second goal has been inspired by discussions with a few parents who have shared that they have internet access at home but that they do not allow their child to use it.  I want to share with them some of the great resources that they can use to help them with homework, to review on tests, and even share with them the VoiceThread presentations and Prezi presentations that are being created.  In order to do this, I am going to add a “Student Work” part to my web-page and make sure parents are aware to keep checking this to see if their child’s work is being featured.  Additionally, with each new unit, I am going to send home recommended resources for practice at home.  I started doing this with a few parents to help with mathematics homework (i.e. virtual manipulatives  from http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html since most students do not have access to things like base-10 blocks or pattern blocks at home). 

References:

Laureate Education, Inc. (Producer). (2011a). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Link to VoiceThread

Happy April!  I don’t know about you, but April means standardized testing for the state of Pennsylvania.  Below is a voicethread that I created to get your input with the use of standardized assessments.  Please visit and leave your input-- I'd love to hear thoughts from others on how to solve this dilemma.

http://voicethread.com/share/4374430/

Cooperative Learning and Social Learning Theories

Cooperative learning and social learning intertwine perfectly and both are critical for student success in the 21^st century.  Pitler, Hubbell, Kuhn, and Malenoski (2007) stress that we are living during a time where learning and innovation are becoming increasingly global; thus, students must be able to work cooperatively in order for them to be prepared for the workforce they will inherit. Similarly, Dr. Orey (Laureate Education, Inc., 2011) defines situated cognition as the need to be able to apply learned information into new constructs.  Students need to be able to apply their learning to unique situations, which has led to the implementation of project/problem-based learning (along with cooperative learning and social learning). 

 

Social learning theory relies on two different understandings: the zone of proximal development and the more knowledgeable other.  The Zone of Proximal Development (ZPD) was developed by Vygotsky and is based upon what a child is able to learn at a given time.  Below the zone is information the child already knows, and above the zone are concepts that the child is not ready to learn yet, even with significant support.  Social learning should target knowledge that is in the ZPD.  Children are able to learn and master information that is in the ZPD by interacting with a more knowledgeable other, which can be a parent, teacher, or a computer.  Through interacting and applying knowledge, what a student can do with support today, they will be able to do on their own tomorrow (or within a given time period).   Below is a image depicting the zone of proximal development.  Ironically, as I was looking for an illustration, I found that 90% of them rely on the teacher to bridge the gap created by the ZPD.  However, cooperative learning theory lies on the foundation that the teacher is a facilitator and while the teacher plays a role, the peers also play an important role in learning. 

 

Through the use of cooperative learning, students are able to interact with others to gain knowledge.   There are many unique ways of using cooperative learning groups and include (but are not limited to): pair-share, jigsaw, split-class discussion, random groups of 3, ability/interest groups, diversity groups, and multi-aged groups (Palmer, Peters, & Streetman, 2003).  Cooperative groups increase student engagement, and motivate students to achieve high standards. 

 

The use of social media, word processing devices, web resources, communication software, and multimedia can help increase the ability of groups to work together and enhance the products they are able to create.  Pitler et al. state, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (p. 140). 

 

Technology even plays an important role in social learning among adults.  Frequently, I find myself discussing something that I saw on Facebook with others, or sharing a lesson idea I found on Pinterest with a colleague.  Blogs have become a great resource for educators to share resources and things that have worked and have not worked in the classroom.

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Palmer, G., Peters, R., & Streetman, R. (2003).  Cooperative learning.  In M. Orey (Ed.).,

Emerging perspectives on learning, teaching, and technology.  Retrieved 18

March 2013 from http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.