Blog Post #6

 

Being an effective teacher is a difficult task.  Every student is different, thus, making each “right” question and/or answer different.  Being able to ask an effective question in a way that pulls relevant information from every student, will allow us, as educators, to evaluate where our students stand in the learning process.  Our questions must be legitimate and relevant to the material, but should remain on a level that is understood by students. Specifically, we want to pose questions that challenge our students. We, as educators, want to determine what a student is capable of achieving. However, we must be careful not to pose such a challenging question that the student is intimidated and, in turn, shuts down from the learning process. Additionally, we should not complicate the information. Specifically, questions should be concise while allowing the student an opportunity to respond in a manner that allows the educator to assess their understanding and knowledge of the material.  

  

I don’t believe there is a book that an educator can read that will teach them how to ask the “right question” every time.  Furthermore, I believe the “wrong question” can carry just as much significance as the “right question.”  There are some students that need to hear the “wrong question” to understand why there is a “right question.”  This strategy can contribute to the student’s learning process. Every student is different, and an educator must find out how to relate to each child in his or her own unique style.  If the teacher cannot find a way to relate to each student, then the questions begin to mean nothing.  Constructing correct questions begins with knowing your student.  This concept reminds me of a mantra I learned while working in sales, “if you know your customer, you know your business.”  I believe this can translate to education: if you know your student, you know the “right” questions. Basically, if you have a student that is type A, then the ‘right’ question is, “What is the definition of tsunami? However, if you have a student that is unmotivated and distracted, then the ‘right’ question may be, “how long have you enjoyed  skateboarding?” Quickly followed by, “can you surf? And further followed by, “what kind of waves do you think a tsunami would produce?

I do believe it is important for educators to step outside of the traditional learning box in pursuit of answers to traditional questions like illustrated in Ms. Elizabeth Cornell's Blog. In this process, a volley of questions/answers between the teacher and student may arise. Thus, teachers should be honest in their responses, as students should be with their questions. However, if we, as educators want honest responses from our students, then there should be some honesty in our responses as teachers. If you cannot be honest with your students, we cannot expect our students to be honest in return.  Like adults, if no respect is gained, the questions presented will be less indicative of the learning process.

Project #8

A Sick Day for Amos McGee: Written by Philip Stead and Illustrated by Erin Stead

Blog Post #5

My Sentence Videos.

My Passion is...

My Sentence is...

 

Project #3 Presentation

C4T #1

 

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Honestly, I had some difficulty understanding the relevance of the proposed math curriculum on Jennifer Brokofsky’s blog. I believe my difficulty centered around who the video blogs were intended for…1) are these videos intended for teachers to learn how to execute learning strategies in the classroom?, 2) are the videos to provoke discussion amongst teachers?,  or 3) are the students supposed to watch these videos themselves? I commend her ability to relate difficult math concepts by using relevant child-oriented math problems a typical child would encounter, but was lost at who the audience for the videos was intended for on this particular blog. 

Jennifer Brokofsky is an Instruction Consultant with Saskatoon Public Schools.  Her blog  Three Act Math Movies: Candy Colours was an interesting view.  I like the way she has connected everyday life situations with the basic fundamentals of mathematics for all ages.  Jennifer’s hands-on methods of problem solving initiates educational concepts such as the differences of equality and inequality, basics of addition and subtraction, and the comparing of different sets.  Depending on the age, her videos of sharing skittles have possible connections with second graders thru fifth graders.  I believe her goal is to show students the relationship between mathematical education and everyday social situations so they will have a more intense desire to learn. 

Three Act Math Movies: Sharing Pizza ran parallel with the first view.  However, the three part skittles videos were more exciting to watch as the pizza videos lacked sound.  Both sets of videos used technology to demonstrate real life child scenarios that could illustrate math education.  Ms. Brokofsky’s ideas on “possible curriculum connections” made a lot of sense but may require clarity in how they should be executed by the educator.

Blog Post #4 Why Podcasts ??

Until enrolling in this class, I had never heard the term “podcast”. However, I realize that technology will be the driving force behind the future of our education system. While reading the Langwitches: Podcasting with First Graders, I could not help but to think back to my own personal elementary experiences. Specifically, I recall my elementary school “reading time”. During this time, all the students sat at a “reading” table taking turns reading different parts of the same story. After viewing what kids are doing now for “reading time” using podcasts as a learning tool, I quickly realized why I HATED my “reading time”. There was no creativity or variation. It was torture, as a young kid, to sit still while watching every student do the same thing over and over. Podcasting offers some variation to a very mundane task providing a sense of creativity that circle time couldn’t offer. I cannot remember hearing excitement in my classmates’ voices during reading circle yet the kids in the blog video using a podcast were eager to learn. I can appreciate the value of podcasting in this scenario and understand how it opens up a door for students to get excited about the world of reading.

Podcasting could have a big effect on all levels of education. From kindergarten to college, podcasting could be very beneficial if used properly. One podcast benefit that stood out to me was its ability to involve the parents in the active education of their children. By parents and students having access to information via podcast, anytime and anywhere, educators no longer have the responsibility to provide constant access to information themselves. Additionally, with a podcast, parents have the capability to participate in their child’s learning experience. Along these same lines of benefit, children who are unable to attend class due to failing health or residence will now have access to an educator’s lecture without physically being present. Thus, the podcast offers opportunities to students that may not have had access to quality information presentation without its existence.

Langwitches: Listening - Comprehension is another example demonstrating how a podcast offers additional benefits to the learning process. This blog focuses on the teaching of foreign languages. Without a podcast, learning a foreign language can seem daunting to a student. However, after reviewing the short film of students speaking in Hebrew after using various podcasts, the idea of learning languages no longer appeared difficult. These kids clearly understood and were enjoying speaking a different language. Immersion in a foreign language appears to be more feasible with the use of podcasts. Students are continuously listening to the spoken word without being in front of a teacher. The constant access to the words allowed for the foreign language to become routine. Podcasting is offering access to worldwide interactions that are unavailable without them. In summary, “circle time” is out; “project-based learning” is in. Podcasting is a tool that will allow this type of learning to become both accessible and tangible. Students will have the ability to learn hands-on at every stage of his or her educational path.

Blog Post #3

What I have learned….

A “peer” has nothing to do with age. Over and over, I listened to the definition of a peer. The responsibility of a peer is to offer constructive assessments. However, I believe, the method used in assessing a peer has everything to do with the age or level of accomplishment of who is being assessed. The assigned slides showed the accepted method to assess elementary students. With regards to those methods, staying positive to offer constructive criticism is absolutely necessary for younger students.  However, when students reach a certain accomplishment level or age, we must shift how our assessments are presented to these individuals.  

Compliments, suggestions, and corrections? Sure, these methods are important for a young developing student.  Although, depending on the age/accomplishment levels, we must be able to choose a method, as an educator, that is applicable to the student at hand.  I relate these assessment techniques to a new reoccurring mentality in children’s’ sports: winning no longer matters, play for fun. I agree, depending on age/accomplishment level. At some point, in any student’s development, an educator must present honesty within his or her critique. Not all kids can grow up to be professional athletes but in order to maintain the necessary competition to develop a professional athlete, “losers” have to be weeded out. However, as an educator, I can guide them to find a different strength they may excel in if given ample opportunity.

Specifically, assessing a college student should not be approached in the same manner as an elementary student.  There is an age, where honesty simply matters. As educators, we cannot be afraid to present the hard truth to a student struggling to achieve a goal that may not be their calling. Sugar coating wastes both the educator’s and the student’s time and money. A glimpse of reality has to be implemented through our constructive techniques. “Mean Margaret” may have a place in critiquing accomplished students attempting to achieve the “wrong” goals.

Remember, ages/accomplishment levels are the key. There is a time and place for positive criticism. There is also a time and place for honesty. Life is not always easy. If we set our students up to believe, “they can do anything”, then we are setting them up for failure. I believe we should not cushion our assessments of a student’s abilities, even though the truth may go down hard. Our role, as an educator, becomes redefined as a guide to find their true strengths.

Blog Post #2

Dr. Dancealot

Hands-on learning is the key to success. Dr. Dancealot’s strategy for teaching dance was lecture- and textbook-based alone. In order for a student to learn the skills needed to become a better dancer, he or she must dance.  Without hands-on learning, students will never achieve perfection in his or her subject. It occurs to me that dance uses muscle memory for repeated steps or moves. No instruction that exclusively uses words can communicate balance or rhythm. A student needs to attempt these steps to train their muscles for learning to be achieved. We must make mistakes in order to gain knowledge in the classroom. Dr. Dancealot needs to regroup and attack his dance sessions from a different angle. By using modern day technology, these students could research different dance styles and then put their findings to work on the actual dance floor.

I believe hands-on learning is the best way for two reasons: students gain both experience and focus.  First, students get experience doing a task that reinforces a lesson taught. If you were trying to teach someone how to ride a bike, you would not lecture, but place him or her on a bike to learn.  Second, by doing a task, a student’s full attention is required. Many students that only listen and/or watch a task have wandering minds that hinder the learning process. When someone’s full attention is focused on a task, they will get more from the lesson.

What Does it Mean to Teach in the 21st Century? by B. Spillman
 

Imagine Stars Wars. Imagine words and thoughts approaching you from the screen.  This was my impression of K. Roberts’ video.  His opinion of information: “virtually limitless information.” His opinion of teachers: “not the main source of knowledge.” His new role for a teacher: “validate information, synthesize information, leverage information, communicate information, collaborate information with others.”

Roberts’ idea of teaching in the 21st century puts a new emphasis on the teacher’s role in the classroom. Teachers will no longer be the only source of knowledge for his or her students. However, teachers will remain necessary in the classroom. Teachers, in the past, have lectured and had reading assignments for students to memorize in order to recite back on a test. Alternatively, teaching in the 21st century will evolve into a structure in which students have tools to gather information on their own by doing research. (e.g. google, blogs, and podcasting).The teacher will now serve as a guide to interpret and apply this newly found information.

 I responded very strongly to the positions expressed in this video. Many educators have feared technology and all the internet has to offer. Their fear is that a “teacher” will become obsolete if information is freely available on the Internet for a student to gather himself or herself. However, I feel it is time for our educational programs to accept the new tools technology has to offer and redefine our role as an educator. I look forward to embracing all new methods of teaching. Nothing lasts forever, our old school techniques are outdated and it is now time for change.    

The Networked Student by H. Smith

After watching the video, I realized how important technology has become in the school system. Many schools incorporate connectivism concepts without realizing it. Connectivism is going to resources other than a textbook to find information. Learning occurs as a part of social networking using many diverse connections. Understanding these resources is a vital part of being in a classroom, because it gives more information than a textbook or teacher. An illustration of connectivism is the recent commercial showing a child who has to give a speech and asks Siri on his cell phone, “What is glossophobia?” Siri then demonstrates the multiple resources on the Internet for speeches. The student is able to deliver his speech without fear.

The Networked Student goes through many different resources that can be used for many purposes. The Personal Learning Network gives students a place to put valid websites to use while doing research. Google Scholar provides accurate journal entries. The school resource library is a great source for entries such as those provided by Google Scholar. Whereas, social media offers resources such as Skype, blogs, and various types of wikis. Students can now connect to people worldwide! Two other types of resources that were mentioned in this video were mP3 and iTunes downloads for lectures from students and/or professors around the world. Additionally, these sources offer documentaries on many topics. All of these resources for connectivism are great tools. I really enjoyed the statement it “never hurts to ask.” With all of these resources, help is at your fingertips. You just have to look for it.

The final question posed by this video was, “if a student has all of these resources, why is a teacher needed?” The answer is a very important part of connectivism. In the different examples below is an explanation of why a teacher is important in the idea of connectivism. The Networked Student details the role of a teacher. First, he or she teaches the student how to build a network to find different opportunities. Second, teachers are used as a guide when a student requires help. Third, teachers instruct students on how to communicate properly.  Without teachers, students would be lost. It would be difficult for a student to learn if there was no guidance, dedication, or organization of ideas that a teacher provides.The Networked Student

Harness Your Student’s Digital Smarts by H. Thames

I think that it is wonderful that Mrs. Davis is teaching her students ways to maneuver through the technology of today!  By allowing her students to learn how to use wikis, blogs, podcasts, and virtual worlds, she is teaching them things that will help in succeeding in the real world. In today’s times, also known as the information age, everything revolves around technology. We, as a generation, desire instant access to limitless information such as GPS, internet, apps, and social networking . From something as simple as applying for a job, to the more extreme mapping the entire world by satellites in outer space, we find ourselves faced with it.

There is no way around it.  Everything that is happening today, has something to do with technology. I mean, the cell phones we carry around with us daily provides us with access to anything we want within a split second. If our students are not being taught technology somehow in the classrooms, they are going to be so far behind when they graduate and begin searching for careers. Mrs. Davis is providing  her students with numerous ways to expand their potential for success.  No one can begin to manage in the career world, in whatever field they are in, without having basic knowledge of technology.  I also agree with the approach she takes with teaching the class. You won’t find her in the front of the classroom lecturing to her students on how to post a blog or how to access wikis. Instead, she allows her students to work and practice on their own. This allows the students to become familiar with what they are working on. Students are encountering problems and figuring  out solutions themselves.