Sunday, September 29, 2013
Blog Post # 6
What Do We Need to Know About Asking Questions to be an Effective Teacher?
Asking questions in the classroom plays a vital role in creating a learning process that is successful for our students. Why do teachers ask questions? Teachers ask questions to tell who is paying attention, and who has knowledge of understanding the particular lesson. Most importantly, teachers ask questions because learning extends outside the classroom. When a teacher ask questions in his/her classroom the teacher is modeling what students should be doing themselves. For example, asking questions in the classroom encourages students to ask questions outside the classroom. While it is important to ask questions in the classroom for many reasons, it is also vital to ask questions in the right way. Unfortunately, many times teachers tend to use this method incorrectly. I found some strategies that could be very beneficial resources to use in my own classroom at Asking Questions to Improve learning.
When asking questions it is important to keep in mind the course goals or objectives that you would like your students to accomplish in your own classroom. Whether these objectives are to understand the concepts of long division, or develop critical thinking skills. Avoid asking "leading questions". This regards to questions that have one direct answer. The reason a teacher should refrain from using leading questions is because it discourages students to think on their own. The other students do not participate in the questioning process and shut down knowing they are "off the hook". Follow a Yes or No question with an additional question. For example, encourage the student to ask why the student answered the way that he/she did. Asking the student why after answering a yes or no question also allows other students to be a part of the questioning process. Aim for direct, clear, specific questions. Instead of asking questions that are multilayered, ask questions that you can build on and that will create complexity. Use class time to help show students how to walk themselves through the multilayer questioning process. In class discussions, do not ask more than one question at once. This is because students will not actively participate because the students are unsure what question you want the students to answer. You will find in your own classroom that this tip is one that is hard to follow. When you are in the middle of a class discussion and everyone is participating at once it is very easily to jump ahead of yourselve and begin to ask all th questions that come to mind.
Include notes on your lesson plans of when you will pause to ask students questions. Actively planning questions outside of the classroom and knowing when you will provide a given time for questions will help create the questioning process to be successful. Do not be closed minded to only using one type of questioning method. For example, you should ask all types of question methods but remember when each question would be appropriate with what is being learned. For example, closed questions should be used to test student’s retention and comprehension of important information that they will need to remember. Closed questions are questions that can only have a certain number of answers. Managerial questions are used to make sure that each student understands the assignment and has the necessary utensils to complete the assignment. Open questions are used to encourage class participation with multiple answers and active learning. As Dr. Strange says himself, “questions are more important than answers!”
When asking questions it is important to keep in mind the course goals or objectives that you would like your students to accomplish in your own classroom. Whether these objectives are to understand the concepts of long division, or develop critical thinking skills. Avoid asking "leading questions". This regards to questions that have one direct answer. The reason a teacher should refrain from using leading questions is because it discourages students to think on their own. The other students do not participate in the questioning process and shut down knowing they are "off the hook". Follow a Yes or No question with an additional question. For example, encourage the student to ask why the student answered the way that he/she did. Asking the student why after answering a yes or no question also allows other students to be a part of the questioning process. Aim for direct, clear, specific questions. Instead of asking questions that are multilayered, ask questions that you can build on and that will create complexity. Use class time to help show students how to walk themselves through the multilayer questioning process. In class discussions, do not ask more than one question at once. This is because students will not actively participate because the students are unsure what question you want the students to answer. You will find in your own classroom that this tip is one that is hard to follow. When you are in the middle of a class discussion and everyone is participating at once it is very easily to jump ahead of yourselve and begin to ask all th questions that come to mind.
Include notes on your lesson plans of when you will pause to ask students questions. Actively planning questions outside of the classroom and knowing when you will provide a given time for questions will help create the questioning process to be successful. Do not be closed minded to only using one type of questioning method. For example, you should ask all types of question methods but remember when each question would be appropriate with what is being learned. For example, closed questions should be used to test student’s retention and comprehension of important information that they will need to remember. Closed questions are questions that can only have a certain number of answers. Managerial questions are used to make sure that each student understands the assignment and has the necessary utensils to complete the assignment. Open questions are used to encourage class participation with multiple answers and active learning. As Dr. Strange says himself, “questions are more important than answers!”
Sunday, September 22, 2013
Sunday, September 15, 2013
C4T Assignment
Teaching Matters Blog
After reading the blog found on the Teaching Matters Blog. I became very interested on how to teach our students to be "relevant in society". This particular teacher’s way of expanding his student's knowledge is to help them create opportunities to participate in political and social events to voice the student's opinions on current issues within our society. Many Social Studies teachers embark on a journey known as "Teaching Matters - Voices and Choices program.” This particular program teaches the students to become involved with movements in society such as the Civil Rights issues. This is a fabulous program for students as it expands educational growth and gives students knowledge to shed light on current events in our global world. This philosophy from which I gathered was a hands-on experience for students to learn by a project-based environment. This program also uses the Common Core Standards, and has recently been found to be a successful resource. The program even had the opportunity in launching personal careers for student's future. This six week movement in which social studies students take part in, provides students with the ability to view past historical evidence, and vital historical legislation pieces. I believe this particular outlet for students is a wonderful way to encourage our students to be more aware of not only the importance of the past but also to prepare our students voices to be heard on current issues of today.
I later went back onto the teaching matters blog site and read a more recent article that perked my interest, which can be viewed at the Teachers Matters Blog. This post regards to the new assessments that have been set into place in New York schools. These "new assessments" have disputed a lot of insecurity, because while the testing has been changed, the curriculum in which teachers are currently using has not. These changes have scared educators in fear that they may not be able to reach the new adaptations and/or requirements in which these tests evaluate. There are several tips in which the author suggest will help create a recipe for success. One of the tips provided by the author is to use informational data to assess and/or identify learning challenges. I agree, this is a major importance in the classroom to know which students may face learning issues which could present stumbling blocks in teaching the lesson. Fortunately, addressing the situation before hand will help the teacher create lessons to help meet all the needs of his/her students. In order to achieve success as a school, it is important that all faculty and staff can manage to support each other and work as a team. This provides an open line of communication for teacher’s to work together in efforts to serve students in a successful way. Rather than merely applying pressure to the teacher's, the principal and school boards should provide their educators with resources to provide students with the capability of learning. Our education system is lacking a stimulating curriculum for students. I would love our students to have more engaging activities, and project-based learning for the strings to success. Every teacher must have a vision for each child to be given an equal opportunity of success and the privilege of learning.
After reading the blog found on the Teaching Matters Blog. I became very interested on how to teach our students to be "relevant in society". This particular teacher’s way of expanding his student's knowledge is to help them create opportunities to participate in political and social events to voice the student's opinions on current issues within our society. Many Social Studies teachers embark on a journey known as "Teaching Matters - Voices and Choices program.” This particular program teaches the students to become involved with movements in society such as the Civil Rights issues. This is a fabulous program for students as it expands educational growth and gives students knowledge to shed light on current events in our global world. This philosophy from which I gathered was a hands-on experience for students to learn by a project-based environment. This program also uses the Common Core Standards, and has recently been found to be a successful resource. The program even had the opportunity in launching personal careers for student's future. This six week movement in which social studies students take part in, provides students with the ability to view past historical evidence, and vital historical legislation pieces. I believe this particular outlet for students is a wonderful way to encourage our students to be more aware of not only the importance of the past but also to prepare our students voices to be heard on current issues of today.
I later went back onto the teaching matters blog site and read a more recent article that perked my interest, which can be viewed at the Teachers Matters Blog. This post regards to the new assessments that have been set into place in New York schools. These "new assessments" have disputed a lot of insecurity, because while the testing has been changed, the curriculum in which teachers are currently using has not. These changes have scared educators in fear that they may not be able to reach the new adaptations and/or requirements in which these tests evaluate. There are several tips in which the author suggest will help create a recipe for success. One of the tips provided by the author is to use informational data to assess and/or identify learning challenges. I agree, this is a major importance in the classroom to know which students may face learning issues which could present stumbling blocks in teaching the lesson. Fortunately, addressing the situation before hand will help the teacher create lessons to help meet all the needs of his/her students. In order to achieve success as a school, it is important that all faculty and staff can manage to support each other and work as a team. This provides an open line of communication for teacher’s to work together in efforts to serve students in a successful way. Rather than merely applying pressure to the teacher's, the principal and school boards should provide their educators with resources to provide students with the capability of learning. Our education system is lacking a stimulating curriculum for students. I would love our students to have more engaging activities, and project-based learning for the strings to success. Every teacher must have a vision for each child to be given an equal opportunity of success and the privilege of learning.
Blog Post #4
Why Podcast? How do we podcast?
When I first began to research what "podcasting" actually was, I started by viewing Langwitches Blog . This blog was an excellent resource for teaching me what podcasting was all about in the classroom. In this blog, Ms. Tolisano taught her students how to make an audio book by creating a podcast. This project was collaborative and allowed the students to have a hands-on experience. Allowing the students to make an audio book through using podcasts also created a project-based learning style. This learning style is one I will use in my own future classroom. The students brought the characters to life by working as a class to project perfect pitch and correct pronunciations. Many students repeated the characters they were portraying into the recording numerous times. Ms. Tolisano’s first graders finished their audio book. I had the privilege of listening to the audio book, which was an absolute thrill! When listening to the story displayed by the first graders and the music Ms. Tolisano placed in the background, it honestly was like magic. You could hear the excitement in every student's voice as the story revealed the characters and immediately the children brought the story to life. I was so excited at the outcome of the first grader's audio book that I commented on Ms. Tolisano’s Blog myself!
I then decided to read another post on Ms. Tolisano’s blog, which can be found by viewing Langwitche's Blog "Listening and Comprehension". In this post, the teacher chose to teach a foreign language to the students. The students began to read a book known as the story of "Purim.” I later discovered while listening to the audio book the children put together, that the story was from the Bible. It was the story of Esther. The children learned vocabulary words in Hebrew by listening to the sound of their own voice. Hearing their own pronunciation of these foreign words, and knowing how the language should be spoken, gave the students a guidance to use to correct their own selves. Students recorded themselves numerous times, to ensure a quality of the recording of the book. When I listened to the story, I literally could not believe how well the students pronounced sentences in another language other than their own. Learning a foreign language using a podcast teaches listening, collaboration, comprehension, and speaking skills. Children are much like sponges and absorb what is around them. Listening to a foreign word repeatedly allows the child to learn the word, and figure out how to pronounce the word correctly. If I had the opportunity of learning by making an audio book using podcasts as a child, then I most likely would have enjoyed reading more!
I also viewed The benefits of podcasting in the classroom by Joe Dale. While watching this video I took several mental notes in how a podcast could be beneficial in my own classroom. Ms. Tolisano chose to use the podcast in her classroom for her students to record and create their own audio book. What else could I use podcasts for in my own classroom? In this video, I learned that podcasting could easily be designed for teachers to record the lectures that take place in the classroom on a daily basis. Granted, I will use a project-based approach as much as possible if not all the time. However, this tool could help students accomplish the work missed when the student is unable to come to school. For example, if a student is sick he or she can pull up the podcast of the class lectures that day and begin completing their work. This gives the student a beautiful resource to provide the review they could possibly need for a test coming up. Even if a teacher does not necessarily lecture, the teacher is still likely to be giving important instructions that will guide the student in what he/she should be working on. I believe podcasting is very effective in the classroom. This decision has been reached because podcasting is a form of learning that most children are familiar with considering that technology is part of everyday life. Podcast's also open doors for student's creativity and innovation.
When I first began to research what "podcasting" actually was, I started by viewing Langwitches Blog . This blog was an excellent resource for teaching me what podcasting was all about in the classroom. In this blog, Ms. Tolisano taught her students how to make an audio book by creating a podcast. This project was collaborative and allowed the students to have a hands-on experience. Allowing the students to make an audio book through using podcasts also created a project-based learning style. This learning style is one I will use in my own future classroom. The students brought the characters to life by working as a class to project perfect pitch and correct pronunciations. Many students repeated the characters they were portraying into the recording numerous times. Ms. Tolisano’s first graders finished their audio book. I had the privilege of listening to the audio book, which was an absolute thrill! When listening to the story displayed by the first graders and the music Ms. Tolisano placed in the background, it honestly was like magic. You could hear the excitement in every student's voice as the story revealed the characters and immediately the children brought the story to life. I was so excited at the outcome of the first grader's audio book that I commented on Ms. Tolisano’s Blog myself!
I then decided to read another post on Ms. Tolisano’s blog, which can be found by viewing Langwitche's Blog "Listening and Comprehension". In this post, the teacher chose to teach a foreign language to the students. The students began to read a book known as the story of "Purim.” I later discovered while listening to the audio book the children put together, that the story was from the Bible. It was the story of Esther. The children learned vocabulary words in Hebrew by listening to the sound of their own voice. Hearing their own pronunciation of these foreign words, and knowing how the language should be spoken, gave the students a guidance to use to correct their own selves. Students recorded themselves numerous times, to ensure a quality of the recording of the book. When I listened to the story, I literally could not believe how well the students pronounced sentences in another language other than their own. Learning a foreign language using a podcast teaches listening, collaboration, comprehension, and speaking skills. Children are much like sponges and absorb what is around them. Listening to a foreign word repeatedly allows the child to learn the word, and figure out how to pronounce the word correctly. If I had the opportunity of learning by making an audio book using podcasts as a child, then I most likely would have enjoyed reading more!
I also viewed The benefits of podcasting in the classroom by Joe Dale. While watching this video I took several mental notes in how a podcast could be beneficial in my own classroom. Ms. Tolisano chose to use the podcast in her classroom for her students to record and create their own audio book. What else could I use podcasts for in my own classroom? In this video, I learned that podcasting could easily be designed for teachers to record the lectures that take place in the classroom on a daily basis. Granted, I will use a project-based approach as much as possible if not all the time. However, this tool could help students accomplish the work missed when the student is unable to come to school. For example, if a student is sick he or she can pull up the podcast of the class lectures that day and begin completing their work. This gives the student a beautiful resource to provide the review they could possibly need for a test coming up. Even if a teacher does not necessarily lecture, the teacher is still likely to be giving important instructions that will guide the student in what he/she should be working on. I believe podcasting is very effective in the classroom. This decision has been reached because podcasting is a form of learning that most children are familiar with considering that technology is part of everyday life. Podcast's also open doors for student's creativity and innovation.
Sunday, September 8, 2013
Blog Post #3
Peer Editing
Peer editing can be very beneficial in a classroom, as well as helping others guarantee their assignment is superlative. I first watched What is Peer Editing? "Peer" is described as someone your own age, while "editing" is making suggestions, comments, or corrections in writing. There are several tips when peer editing to ensure the writer whom you are editing can improve their writing capability. One important tip is to stay positive. Remember to start your peer editing with compliments. Telling the writer what he or she did well, will provide encouragement to the writer, and will in return give the writer more enthusiasm to revisit his or her mistakes. The second step to peer editing is to make suggestions. This gives the writer an idea of what he or she can fix or make better in their writing. When making suggestions I ask myself the following questions: Is the topic interesting? Did the writer use proper word choice? Does the paper seem to flow throughout? These are all great questions to ask when you are implementing suggestions into peer editing. The third step in peer editing is to make corrections. When making corrections it is important to look for mistakes such as, grammar, spelling, sentences, and punctuation. When peer editing remember to stay positive, be specific, and complete all three steps (compliments, suggestions, and corrections.
I then watched a brief Slide show called Peer Edit with Perfection Tutorial. Peer editing can be difficult sometimes because it is hard to correct or provide criticism for someone else’s work, without hurting the individual’s feelings. It is important to provide feedback in a way that will encourage the writer as well as accurately correct the writing. I have found that when you point out what the writer does well throughout their writing, they are more willing to accept the criticism chosen. When peer editing fellow classmates I chose to write directly on their blog by comment. If it appears that, the individual might have several mistakes including, grammar or poor word usage I would send an email. This way the individual cannot become embarrassed or disappointed to have their mistakes published to their blog. Constructive criticism, and staying positive are two tools that I use effectively when peer editing.
Please watch this humorous video on peer editing Writing Peer Review Top 10 Mistakes
Also view Paige Ellis's Blog on Peer Editing. I found Paige's Blog to be extremely resourceful!
Peer editing can be very beneficial in a classroom, as well as helping others guarantee their assignment is superlative. I first watched What is Peer Editing? "Peer" is described as someone your own age, while "editing" is making suggestions, comments, or corrections in writing. There are several tips when peer editing to ensure the writer whom you are editing can improve their writing capability. One important tip is to stay positive. Remember to start your peer editing with compliments. Telling the writer what he or she did well, will provide encouragement to the writer, and will in return give the writer more enthusiasm to revisit his or her mistakes. The second step to peer editing is to make suggestions. This gives the writer an idea of what he or she can fix or make better in their writing. When making suggestions I ask myself the following questions: Is the topic interesting? Did the writer use proper word choice? Does the paper seem to flow throughout? These are all great questions to ask when you are implementing suggestions into peer editing. The third step in peer editing is to make corrections. When making corrections it is important to look for mistakes such as, grammar, spelling, sentences, and punctuation. When peer editing remember to stay positive, be specific, and complete all three steps (compliments, suggestions, and corrections.
I then watched a brief Slide show called Peer Edit with Perfection Tutorial. Peer editing can be difficult sometimes because it is hard to correct or provide criticism for someone else’s work, without hurting the individual’s feelings. It is important to provide feedback in a way that will encourage the writer as well as accurately correct the writing. I have found that when you point out what the writer does well throughout their writing, they are more willing to accept the criticism chosen. When peer editing fellow classmates I chose to write directly on their blog by comment. If it appears that, the individual might have several mistakes including, grammar or poor word usage I would send an email. This way the individual cannot become embarrassed or disappointed to have their mistakes published to their blog. Constructive criticism, and staying positive are two tools that I use effectively when peer editing.
Please watch this humorous video on peer editing Writing Peer Review Top 10 Mistakes
Also view Paige Ellis's Blog on Peer Editing. I found Paige's Blog to be extremely resourceful!
Sunday, September 1, 2013
Blog Post #2
What Will Teaching in the 21st Century be Like?
Author: Victoria E. Williams
After watching the YouTube, video "Mr.Dancealot" I quickly began to ponder on what teaching would be like in the 21st century. Throughout the video, it showed the perception of what most educators consider as the "burp back method.” This method is currently how the majority of our schools are teaching our fellow students. The "burp back method" can easily be described as memorizing something for a test, taking the test, and quickly forgetting it. In the 21st century, educators should be choosing to perform a different teaching method. Many educators are working towards making learning more project - based in order to end the burp back method. "Mr.Dancealot" painted a perfect picture of how most classrooms are ran. This is by not providing the students with a hand- on -experience but rather forcing the students to memorize the necessities for the test and getting the grade to push the student through the course. I have all intensions of ending this method of teaching for my students, and plan to help create ways for other educators to end the boring “burp back method” as well.
Flipping the Classroom- 4th Grade STEM:
Author: Victoria E. Williams
While watching a video on You Tube called "Flipping the Classroom- 4th Grade STEM", I started to take mental notes on what a great tool this could be in my own classroom. "Flipping" the classroom is an innovative approach to classroom instructions. This program is a new tool which some schools have begun to use in mathematics. It also allows students to use technology both at school and at home. Students begin the new math lesson at home, by watching a video of the lesson and attempting a few practice problems. This method gives students the time to come up with questions and concerns regarding the lesson for the next day. This process in return, saves the teacher time and presents the students with a facilitator to help the students understand the lesson more. This is due to the fact that the teacher is now able to help the students more versus spending time in front of the classroom with instructions. This program allows students to expand their knowledge more and it creates a higher level of thinking. I believe this tool is an excellent way to give students an advantage of learning, and also help teachers to have better time management to insure each child's future in learning. I will use this tool in my own classroom. I hope to have the opportunity to engage in this program in not only mathematics but other subjects as well.
Harness Your Students' Digital Smarts
Author: Phillip Hall
This video is about two teachers, Vicki Davis & Julie Lindsey, who incorporate innovative techniques such as wikis, blogs, pod-casts, and virtual worlds to connect their students in rural Georgia to the world. Mrs Davis starts out by saying a very catching statement,"You don't have to know everything before you can teach it." At first, I didn't quite agree with her theory; as the video played out, her statement made more sense to me. Davis and Lindsey founded the Global Collaborative Digi Teen. Digi Teen is a wiki that connects students from around the world. Students study digital citizenship by researching, writing, and posting their work through two digital portals. Digi Teen allows students to collaborate on assigned projects and figure things out on their own, with little help from their teachers. The students basically teach themselves with help from other students around the world; while the teacher is the facilitator.
While working in the digital world, the students learn how to change avatars and terraforms. It took the students three days to change avatars and terraforms. The students did this without being instructed on how to do so. Terraforming is something I've never heard of until I watched the video. The meaning of terraform is to transform a planet to resemble Earth. Without instruction from their teacher, the students taught Mrs Davis to terraform!
Davis and Lindsey also founded the Flat Classroom Conference. The Flat Classroom encourages students to study and experience trends in information technology, by collaboratively writing reports with other students and creating videos. The video and website in this assignment was very insightful. It was also full of modern techniques to help students collaborate and learn without having to burp back the assigned material. This type of learning would definitely be considered meaningful learning.
Teaching in the 21st Century
Author: Duane Nelson
After watching the film by Kevin Roberts shows many different opportunities and possibilities of using tools of the internet for future teachers to use for a more productive and educational classroom. To teach in the 21st century Roberts thinks we should use more media devices such as cell phones, IPods, and laptops instead of just lecturing and taking notes. In this style of teaching Roberts believes a student is capable of learning anything, at any time, or anywhere. I agree completely with Roberts position that he expressed in the video of using the countless tools that are available on the internet to better the education in the classroom. By incorporating Roberts’ ideas into my future classroom it would open the door for endless opportunities and for all students to have a better learning experience. These countless tools that I could use my class would be Twitter, Blogs, Facebook, Skype, YouTube, Google, and many more. The only thing that concerns me is that a student could possibly abuse the tools in a negative behavior but the video addressed this concern by stating “Tools provide temptation but are not a source of negative behavior”. Overall I feel like this is a great idea by Roberts and should be incorporated in all future classrooms.
The Networked Student
Author: Krista Rodden
After watching The Networked Student (5:10) by Wendy Drexler, I found many connection to the current EDM 310 class. Drexier presented the material in an abstract skit manner. The skit was about a student who aided his learning while using social media and internet sites. He had weekly classes but also had class on the computer each week. He used many different social media site to connect to other students and scholars in the field of study. The student also used sites to connect to the best known professors. Skype was used to have a professional on the subject to enter the class and speak on the topic. Drexier used this small video to introduce the viewers to all the different methods a student can gear up his own learning.
I believe this is a fantastic way of teaching and learning. It teaches the students to become independent learners and to find the material for their selves. It also allows the students to connect with their peers to see what problems they may have encountered in the past that can possibly be avoided by talking and learning from them. Drexier’s video is definitely the future to our learning and teaching styles.
This video is a great learning tool for new and old teachers. This can be a building block for teachers to learn from and add to as they become independent learners in the field of teaching. It gives teachers tools they can use for their selves as well as pass down to their students. I absolutely loved this video. I will definitely be revisiting this once i begin my teaching career to share with my students and fellow teachers.
Author: Victoria E. Williams
Flipping the Classroom- 4th Grade STEM:
Author: Victoria E. Williams
While watching a video on You Tube called "Flipping the Classroom- 4th Grade STEM", I started to take mental notes on what a great tool this could be in my own classroom. "Flipping" the classroom is an innovative approach to classroom instructions. This program is a new tool which some schools have begun to use in mathematics. It also allows students to use technology both at school and at home. Students begin the new math lesson at home, by watching a video of the lesson and attempting a few practice problems. This method gives students the time to come up with questions and concerns regarding the lesson for the next day. This process in return, saves the teacher time and presents the students with a facilitator to help the students understand the lesson more. This is due to the fact that the teacher is now able to help the students more versus spending time in front of the classroom with instructions. This program allows students to expand their knowledge more and it creates a higher level of thinking. I believe this tool is an excellent way to give students an advantage of learning, and also help teachers to have better time management to insure each child's future in learning. I will use this tool in my own classroom. I hope to have the opportunity to engage in this program in not only mathematics but other subjects as well.
Harness Your Students' Digital Smarts
Author: Phillip Hall
This video is about two teachers, Vicki Davis & Julie Lindsey, who incorporate innovative techniques such as wikis, blogs, pod-casts, and virtual worlds to connect their students in rural Georgia to the world. Mrs Davis starts out by saying a very catching statement,"You don't have to know everything before you can teach it." At first, I didn't quite agree with her theory; as the video played out, her statement made more sense to me. Davis and Lindsey founded the Global Collaborative Digi Teen. Digi Teen is a wiki that connects students from around the world. Students study digital citizenship by researching, writing, and posting their work through two digital portals. Digi Teen allows students to collaborate on assigned projects and figure things out on their own, with little help from their teachers. The students basically teach themselves with help from other students around the world; while the teacher is the facilitator.
While working in the digital world, the students learn how to change avatars and terraforms. It took the students three days to change avatars and terraforms. The students did this without being instructed on how to do so. Terraforming is something I've never heard of until I watched the video. The meaning of terraform is to transform a planet to resemble Earth. Without instruction from their teacher, the students taught Mrs Davis to terraform!
Davis and Lindsey also founded the Flat Classroom Conference. The Flat Classroom encourages students to study and experience trends in information technology, by collaboratively writing reports with other students and creating videos. The video and website in this assignment was very insightful. It was also full of modern techniques to help students collaborate and learn without having to burp back the assigned material. This type of learning would definitely be considered meaningful learning.
Teaching in the 21st Century
Author: Duane Nelson
After watching the film by Kevin Roberts shows many different opportunities and possibilities of using tools of the internet for future teachers to use for a more productive and educational classroom. To teach in the 21st century Roberts thinks we should use more media devices such as cell phones, IPods, and laptops instead of just lecturing and taking notes. In this style of teaching Roberts believes a student is capable of learning anything, at any time, or anywhere. I agree completely with Roberts position that he expressed in the video of using the countless tools that are available on the internet to better the education in the classroom. By incorporating Roberts’ ideas into my future classroom it would open the door for endless opportunities and for all students to have a better learning experience. These countless tools that I could use my class would be Twitter, Blogs, Facebook, Skype, YouTube, Google, and many more. The only thing that concerns me is that a student could possibly abuse the tools in a negative behavior but the video addressed this concern by stating “Tools provide temptation but are not a source of negative behavior”. Overall I feel like this is a great idea by Roberts and should be incorporated in all future classrooms.
The Networked Student
Author: Krista Rodden
After watching The Networked Student (5:10) by Wendy Drexler, I found many connection to the current EDM 310 class. Drexier presented the material in an abstract skit manner. The skit was about a student who aided his learning while using social media and internet sites. He had weekly classes but also had class on the computer each week. He used many different social media site to connect to other students and scholars in the field of study. The student also used sites to connect to the best known professors. Skype was used to have a professional on the subject to enter the class and speak on the topic. Drexier used this small video to introduce the viewers to all the different methods a student can gear up his own learning.
I believe this is a fantastic way of teaching and learning. It teaches the students to become independent learners and to find the material for their selves. It also allows the students to connect with their peers to see what problems they may have encountered in the past that can possibly be avoided by talking and learning from them. Drexier’s video is definitely the future to our learning and teaching styles.
This video is a great learning tool for new and old teachers. This can be a building block for teachers to learn from and add to as they become independent learners in the field of teaching. It gives teachers tools they can use for their selves as well as pass down to their students. I absolutely loved this video. I will definitely be revisiting this once i begin my teaching career to share with my students and fellow teachers.
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