Discussion Prompt: Module 4: Modalities of Learning
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Lucie deLaBruere
May 22, 2010, 7:43:05 PM5/22/10
to Teaching the Google Generation
Select one or two modalities of learning that you would like to
explore further to help your professional growth as a 21st century
teacher and learner. Describe how this modality of learning supports
21st century teaching and learning.
explore further to help your professional growth as a 21st century
teacher and learner. Describe how this modality of learning supports
21st century teaching and learning.
Maggie
Jun 16, 2010, 5:25:42 PM6/16/10
to Teaching the Google Generation
with students. The idea that constructivism is learning that expands
upon previously acquired knowledge ties into my plan to have students
use gaming to make a better world. McGonical expressed that students
develop trust with others and develop reasonable hope and a goal to
tackle obstacles through certain gaming sites and missions. She
reported that it is her goal to have gamers use the knowledge and
experience and confidence they have gained to feel empowered to go
from virtual helpers to solving problems in reality. The students
will need to identify their strengths and abilities as per their
successes and level completions (perhaps via blogs). The transition
would be to use the modality of constructivism to transfer these
characteristics and skills to a real life situation. The goal is to
build and expand upon the knowlege they gain through gaming/technology
and apply it to real life.
tteacher
Jun 17, 2010, 7:32:46 PM6/17/10
to Teaching the Google Generation
I found myself incredibly inspired by McGonical and I want to develop
this trust that students are finding on-line in my own classroom. If
gaming is the road that I use to get there then that is the road I
will take. I use a lot of simulations in my classes and I have found
that they are a great way to get my students invested in their
learning.
We also have spent hours playing Free Rice and I am hoping that they
can develop games to make a difference. I am a little worried about
their/my ability to create such games and set them up. I am not sure
my tech. savy is up to the task.
this trust that students are finding on-line in my own classroom. If
gaming is the road that I use to get there then that is the road I
will take. I use a lot of simulations in my classes and I have found
that they are a great way to get my students invested in their
learning.
We also have spent hours playing Free Rice and I am hoping that they
can develop games to make a difference. I am a little worried about
their/my ability to create such games and set them up. I am not sure
my tech. savy is up to the task.
HuckleberryFinn
Jun 18, 2010, 12:32:54 PM6/18/10
to Teaching the Google Generation
I can see how Differentiated Instruction supports 21st Century
learning in terms of providing strategies to individualize learning
for students (especially when it is taken beyond providing multiple
strands of instruction and assessment at varying levels within a
classroom to actually collaborating with individual students to
develop individual learning plans). Individualization really gets at
motivation, the zone of proximal development piece, and the ability to
pitch questions that appropriately ask students to analyze, compare,
contrast, and synthesize.
Pitching appropriate questions seems to be a key component, which
makes me curious about curriculum developed using the Understanding by
Design method. As described in the “Bringing It All Together Article”,
the process seems taken directly from an engineering design manual:
Identify the goal (set specifications for design and manufacture),
identify the measure of success (set QC test criteria), plan the
lessons (design and manufacture the part), Assess progress
(troubleshoot manufacturing problems), gather evidence of learning (QC
test the product and release for sale). It makes total sense to me. I
wonder, though, if the essential questions need to be considered
carefully. In the nutrition unit example in this same article, the
learning process seems very scripted, almost over designed, with not a
lot of room left for creativity or critical thinking. I wonder if
posing the question “What is good nutrition?” and leaving it at that
would open the door up a bit to debate over the word “good”, really a
value statement. Is good nutrition simply what we understand from
medical research and science, or does cultural value play into it? To
my Somali friends, good nutrition includes a lot of meat from a Halal
market, but to my vegetarian friends, good nutrition excludes meat. Is
what is considered good (or “healthful” as the example uses) static,
or has it changed even within our own culture over the last 20 years?
How should we look critically at the “recommended” nutritional
guidelines (e.g. is there bias and where does that come from)? I
wonder if the questions we pose are the key to whether students sort
of follow a script or whether they think about a topic in an
analytical, general, and abstract manner. The Universal Design for
Learning process seems more open ended to me, or at least in the
examples of the Life Cycle of Plants from the CAST article.
learning in terms of providing strategies to individualize learning
for students (especially when it is taken beyond providing multiple
strands of instruction and assessment at varying levels within a
classroom to actually collaborating with individual students to
develop individual learning plans). Individualization really gets at
motivation, the zone of proximal development piece, and the ability to
pitch questions that appropriately ask students to analyze, compare,
contrast, and synthesize.
Pitching appropriate questions seems to be a key component, which
makes me curious about curriculum developed using the Understanding by
Design method. As described in the “Bringing It All Together Article”,
the process seems taken directly from an engineering design manual:
Identify the goal (set specifications for design and manufacture),
identify the measure of success (set QC test criteria), plan the
lessons (design and manufacture the part), Assess progress
(troubleshoot manufacturing problems), gather evidence of learning (QC
test the product and release for sale). It makes total sense to me. I
wonder, though, if the essential questions need to be considered
carefully. In the nutrition unit example in this same article, the
learning process seems very scripted, almost over designed, with not a
lot of room left for creativity or critical thinking. I wonder if
posing the question “What is good nutrition?” and leaving it at that
would open the door up a bit to debate over the word “good”, really a
value statement. Is good nutrition simply what we understand from
medical research and science, or does cultural value play into it? To
my Somali friends, good nutrition includes a lot of meat from a Halal
market, but to my vegetarian friends, good nutrition excludes meat. Is
what is considered good (or “healthful” as the example uses) static,
or has it changed even within our own culture over the last 20 years?
How should we look critically at the “recommended” nutritional
guidelines (e.g. is there bias and where does that come from)? I
wonder if the questions we pose are the key to whether students sort
of follow a script or whether they think about a topic in an
analytical, general, and abstract manner. The Universal Design for
Learning process seems more open ended to me, or at least in the
examples of the Life Cycle of Plants from the CAST article.
HuckleberryFinn
Jun 18, 2010, 12:34:51 PM6/18/10
to Teaching the Google Generation
I am assuming it takes many very tech savvy people working fulltime to
develop a game on line... is this right? So, should we be looking for
games out there that are suitable for our needs? Where do we look...
any ideas anyone?
> > and apply it to real life.- Hide quoted text -
>
> - Show quoted text -
develop a game on line... is this right? So, should we be looking for
games out there that are suitable for our needs? Where do we look...
any ideas anyone?
>
> - Show quoted text -
jacqueline
Jun 18, 2010, 4:00:57 PM6/18/10
to Teaching the Google Generation
Like Maggie I am drawn to a constructivist approach, though I have
heard it described with another term, that being holistic. In this
definition, students and teachers form a circle around a great truth
that lives at the center of a science or math or humanities curriculum
rather than the traditional authoritative pyramid with the essential
knowledge existing high above the reach of the students and the
teacher acting as expert discriminator.
In the article What is Constructivism, the line," Constructivism
transforms the student from a passive recipient of information to an
active participant in the learning process." is most appealing.
In order to offer offer students this creative freedom the teacher
must, in the words of Parker Palmer, already recognize the genuine
authority that comes from understanding the inner motivation to teach
and does not rely so heavily on external sources of control like turf
or tenure or title. This teacher is not threatened by the insightful
observation of transcendentalist educator Ralph Waldo Emerson," Who
you are speaks so loudly I can’t hear what you’re saying.
heard it described with another term, that being holistic. In this
definition, students and teachers form a circle around a great truth
that lives at the center of a science or math or humanities curriculum
rather than the traditional authoritative pyramid with the essential
knowledge existing high above the reach of the students and the
teacher acting as expert discriminator.
In the article What is Constructivism, the line," Constructivism
transforms the student from a passive recipient of information to an
active participant in the learning process." is most appealing.
In order to offer offer students this creative freedom the teacher
must, in the words of Parker Palmer, already recognize the genuine
authority that comes from understanding the inner motivation to teach
and does not rely so heavily on external sources of control like turf
or tenure or title. This teacher is not threatened by the insightful
observation of transcendentalist educator Ralph Waldo Emerson," Who
you are speaks so loudly I can’t hear what you’re saying.
kelly
Jun 18, 2010, 5:51:41 PM6/18/10
to Teaching the Google Generation
The videos on Project Based Learning were inspiring. They made me want
to
do more of it in my own classroom. Kids are definately more enthused
and
motivated when they get to do hands on activities. Creating, building,
and
testing their own ideas helps them to understand and retain
information better.
If Project Based Learning is increasing academic achievement, and
helping
kids develop a deeper understanding of the topics in which they study,
then I'm
going to try to incorporate more of it into my year.
to
do more of it in my own classroom. Kids are definately more enthused
and
motivated when they get to do hands on activities. Creating, building,
and
testing their own ideas helps them to understand and retain
information better.
If Project Based Learning is increasing academic achievement, and
helping
kids develop a deeper understanding of the topics in which they study,
then I'm
going to try to incorporate more of it into my year.
kelly
Jun 18, 2010, 6:04:55 PM6/18/10
to Teaching the Google Generation
I'd like to hear back from you as your year progresses, because it
sounds like you and your students are going to have a lot of fun. I
think that ALL kids are gamers today, and I'm sure they will be more
attentive and motivated in your classroom. Good luck. I wouldn't know
where to
begin if I were to develop, create, and set up a game for my students.
As I
listened to McGonical I felt that she was too far out of my reach. I'm
not
a gamer. Kids on the other hand will thrive on it.
sounds like you and your students are going to have a lot of fun. I
think that ALL kids are gamers today, and I'm sure they will be more
attentive and motivated in your classroom. Good luck. I wouldn't know
where to
begin if I were to develop, create, and set up a game for my students.
As I
listened to McGonical I felt that she was too far out of my reach. I'm
not
a gamer. Kids on the other hand will thrive on it.
Gary
Jun 19, 2010, 11:28:42 AM6/19/10
to Teaching the Google Generation
Two of the learning modalities I chose were: Differentiation and
Project Based Learning.
I viewed "School Of One". I appreciated that this talked about
differing ways to assess students based upon thier own needs, leaning
styles and available resources. In our school, we use student
information (profile) to help us plan for interventions and enrichment
classes - analysis of previous student work and state assessments
helps us in thier placement - which was the first tier of developing
an Individualized Learning Platform. The second step - developing a
Lesson Bank - is currently employed by individual teachers, not
necessarilyt shared by larger groups - although we have Common Local
Assessments (CLA) to help us in collection and analysis of student
assessment data. The development of a high quality lesson banks is in
our future. The third - Learning alogrithim is, I think, way beyond
the current structure of our school. Matching skills with lesson
plans and resources, customizing student and teacher's schedules seems
like a great idea that might be pulled off in a small school with
abundant resources - I would be curious to see how a large school with
over 125 staff could accomlish this. Presently, we have some of these
in place. I would like to see how we could improve/expland on this.
The other modality, which I embrace, is Project Based Learning, which
I reviewed with information from Edutopia. The interest - topic -
design - research - sharing is a great model. Unfortunately, in my
current curriculum - the topics have already been determined. To
begin a Project, I come up with a scenario, give students what
outcomes I expect, and it is up to the student to "fill in the blanks"
with research, examples and information. The final product is
dependent upon the student's or groups skills - which may include:
powerpoint, poster, models. We have yet to create any way to share
this with a larger group - other than have a shared folder on the
network - students have a variety of ways to show what they have
learned. Project based learning is highly effective and engaging -
students love to share what they have done!
Project Based Learning.
I viewed "School Of One". I appreciated that this talked about
differing ways to assess students based upon thier own needs, leaning
styles and available resources. In our school, we use student
information (profile) to help us plan for interventions and enrichment
classes - analysis of previous student work and state assessments
helps us in thier placement - which was the first tier of developing
an Individualized Learning Platform. The second step - developing a
Lesson Bank - is currently employed by individual teachers, not
necessarilyt shared by larger groups - although we have Common Local
Assessments (CLA) to help us in collection and analysis of student
assessment data. The development of a high quality lesson banks is in
our future. The third - Learning alogrithim is, I think, way beyond
the current structure of our school. Matching skills with lesson
plans and resources, customizing student and teacher's schedules seems
like a great idea that might be pulled off in a small school with
abundant resources - I would be curious to see how a large school with
over 125 staff could accomlish this. Presently, we have some of these
in place. I would like to see how we could improve/expland on this.
The other modality, which I embrace, is Project Based Learning, which
I reviewed with information from Edutopia. The interest - topic -
design - research - sharing is a great model. Unfortunately, in my
current curriculum - the topics have already been determined. To
begin a Project, I come up with a scenario, give students what
outcomes I expect, and it is up to the student to "fill in the blanks"
with research, examples and information. The final product is
dependent upon the student's or groups skills - which may include:
powerpoint, poster, models. We have yet to create any way to share
this with a larger group - other than have a shared folder on the
network - students have a variety of ways to show what they have
learned. Project based learning is highly effective and engaging -
students love to share what they have done!
hazy_vermonter
Jun 19, 2010, 5:19:09 PM6/19/10
to Teaching the Google Generation
I struggle with understanding pedagogy. I do not consider myself a
scholar of education. (I'm a student of literature and history and
attempt to stretch my understanding of psychology, mathematics and the
sciences.)
Project-based learning
Problem-based learning
Passion-based learning
Inquiry
Constructivism
Differentiated Learning
Understanding by Design
Backward design
How do all of these modalities fit together? It seems to me that these
modalities are interwoven and at the core of all these modalities of
pedagogy is the core concept of finding meaning. Right? Education
scholars develop these modalities to find a better way to teach
children. However, it seems as if the modalities swing back and forth
like a giant pendulum.
Last summer I spent some time exploring Understanding by Design. I
still have a lot to learn; so I decided to focus on this modality. I
found Joe Harvey's Slideshare's Slide 4 helpful because it clearly
defines the stages of Understanding by Design and Slide 9 because it
illustrated for me how I might approach creating a unit using this Ubd
modality. When I finished the presentation, however, I realized the
slideshow had generated more questions than clarity for me.
I had a lot of questions about Slide 2 and wondered if I missed
something:
* What are the common practices that interfere with understanding?
* What are the common problems to avoid? I assume that the common
practices that interfere with understanding and the common problems to
avoid are one in the same -- but are they? I'm confused.
* The statement -- "Proposes an approach to curriculum designed to
engage students in inquiry & "uncovering" ideas -- made me think my
idea that all these modalities are interwoven might not be off the
mark. Isn't "uncovering" ideas the same as constructing understanding
-- or constructivism?
Slide 10 suggests there are 6 facets for understanding:
* Can Explain
* Can Interpret
* Can Apply
* Has Perspective
* Can Empathsize
* Has Self-Knowledge
Below is Bloom's new model for intellectual behavior important in
learning.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
How does Bloom's relate to the "Six Facets of Understanding" presented
in Slide 10? Understanding seems to be low on Bloom's pyramid, with
higher order thinking involving analyzing, evaluating and creating.
Again, confusion: I inferred from the slideshow that Ubd's goal was
deep and thorough understanding. Would Bloom find this modality
sufficient?
Slide 13 -- Assessor vs. Designer -- I found this confusing, too:
Wouldn't Understanding by Design incorporate both?
Slide 17 states that Ubd takes place over time -- suggesting 3 to 5
years. What does this mean in terms of public school? This statement
had me thinking in terms of 21st century education and Scott McLeod
who again and again argues for the United States to move away from
curricula that is a mile wide and an inch thick. True understanding
takes time to develop. How can public school encourage and embrace
this concept?
For me, the heart of all learning is understanding. I embrace McLeod's
call for a move away from so many standards so that students can learn
how to learn and have time for deep learning. However, I would not
presume to have the expertise to decide which standards our state
should scrap. It's difficult for me to wrap my mind around what a
three- to five-year study would look like -- apart from a
dissertation. Would teachers as facilitators of this type of learning
be able to generate and sustain energy for this type of study with
K-12 students?
For me Ubd best supports four of the six NETS for students:
* Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or
processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
* Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance,
to support individual learning and contribute to the learning of
others. Students:
a. interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging
with learners of other cultures.
d. contribute to project teams to produce original works or solve
problems.
* Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on
the appropriateness to specific tasks.
d. process data and report results.
* Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions
for investigation.
b. plan and manage activities to develop a solution or complete a
project.
c. collect and analyze data to identify solutions and/or make informed
decisions.
d. use multiple processes and diverse perspectives to explore
alternative solutions.
hazy_vermonter
Jun 19, 2010, 5:55:02 PM6/19/10
to Teaching the Google Generation
Huckleberry,
A lot of tech savvy kids are creating amazing games -- curricula
related or ... not -- using Scratch and Game Maker. I think Evoke
would be a great choice for us at Folsom -- especially with our
yearlong Sustainability project. Check out this link from Ruben
Puentedura: http://hippasus.com/rrpweblog/archives/000039.html
More reading:
Scott McLeod: http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-suck.html
Alan November: http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
Lucie: http://techsavvygirls.wikispaces.com/search/view/gaming
Games for Change: http://gamesforchange.org/
Gaming on CNet -- http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype=news
David Warlick: http://davidwarlick.com/2cents/?s=gaming
A lot of tech savvy kids are creating amazing games -- curricula
related or ... not -- using Scratch and Game Maker. I think Evoke
would be a great choice for us at Folsom -- especially with our
yearlong Sustainability project. Check out this link from Ruben
Puentedura: http://hippasus.com/rrpweblog/archives/000039.html
More reading:
Scott McLeod: http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-suck.html
Alan November: http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
Lucie: http://techsavvygirls.wikispaces.com/search/view/gaming
Games for Change: http://gamesforchange.org/
Gaming on CNet -- http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype=news
David Warlick: http://davidwarlick.com/2cents/?s=gaming
hazy_vermonter
Jun 19, 2010, 6:16:56 PM6/19/10
to Teaching the Google Generation
Huckleberry,
Because I know you love to delve, here's another link:
http://www.edutopia.org/search/apachesolr_search/gaming?id=Art_887&key=037
Eager to hear your thoughts!!!!
On Jun 19, 5:55 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> > > - Show quoted text -- Hide quoted text -
Because I know you love to delve, here's another link:
http://www.edutopia.org/search/apachesolr_search/gaming?id=Art_887&key=037
Eager to hear your thoughts!!!!
On Jun 19, 5:55 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> Huckleberry,
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
> Scott McLeod:http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-su...
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
>
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
> Gaming on CNet --http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype...
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
hazy_vermonter
Jun 19, 2010, 7:16:09 PM6/19/10
to Teaching the Google Generation
TTeacher -- You must have loved Mr. S -- http://bobsprankle.com/podcasts/0506/rm208vodcast.mov
! Project based learning with our one on one computers -- your
thoughts? Huckleberry?
! Project based learning with our one on one computers -- your
thoughts? Huckleberry?
tteacher
Jun 20, 2010, 9:42:08 AM6/20/10
to Teaching the Google Generation
Good Morning,
Jack (my seven year old) & I have spent an hour, so far, playing Third
World and balance of power. He much prefers balance of power, Third
World I thought taught a lesson but he got mad when our chickens got a
disease and a military base got a family member shot. There is a huge
amount of background info that needs to be set down before that one! I
am not so sure about balance of power... these games however, are
incredible to contemplate...
> > > - Show quoted text -- Hide quoted text -
Jack (my seven year old) & I have spent an hour, so far, playing Third
World and balance of power. He much prefers balance of power, Third
World I thought taught a lesson but he got mad when our chickens got a
disease and a military base got a family member shot. There is a huge
amount of background info that needs to be set down before that one! I
am not so sure about balance of power... these games however, are
incredible to contemplate...
> Huckleberry,
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
> Scott McLeod:http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-su...
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
>
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
> Gaming on CNet --http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype...
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
HuckleberryFinn
Jun 20, 2010, 9:45:02 AM6/20/10
to Teaching the Google Generation
Great resources - THANKS!! I found a promising article connecting
games to STEM education on Puentedura's site... but alas I have to pay
to view. Maybe you (or Folsom) are already a subscriber (it's a
Science mag article)? We can check it out tomorrow. Neat games on the
games for change site too.... So, ok, I'm getting over my initial
skepticism... and the following overload once I started checking this
out... and am now moving into, hmm, this could be both fun,
educational, and a platform for action for all of us. One game,
Balance of the Planet, seems aligned well with our sustainability
theme and our study of ecosystems...
:)
> > > - Show quoted text -- Hide quoted text -
games to STEM education on Puentedura's site... but alas I have to pay
to view. Maybe you (or Folsom) are already a subscriber (it's a
Science mag article)? We can check it out tomorrow. Neat games on the
games for change site too.... So, ok, I'm getting over my initial
skepticism... and the following overload once I started checking this
out... and am now moving into, hmm, this could be both fun,
educational, and a platform for action for all of us. One game,
Balance of the Planet, seems aligned well with our sustainability
theme and our study of ecosystems...
:)
> Huckleberry,
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
> Scott McLeod:http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-su...
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
>
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
> Gaming on CNet --http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype...
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
Patrick Hayes
Jun 20, 2010, 10:02:46 AM6/20/10
to Teaching the Google Generation
> Select one or two modalities of learning that you would like to
> explore further to help your professional growth as a 21st century
> teacher and learner.
I would like to do some further exploration into constructivism
> explore further to help your professional growth as a 21st century
> teacher and learner.
modality of learning. I feel I already teach this way in some of my
units/activities, but upon reflection of the past year I feel rote
memmorization has raised its ugly head more than a few times. I guess
I can attempt to place blame this on because of NCLB and how, as an
English teacher,we are expected to reach the lofty goals similar to
Lake Wobegon's society. A great deal of each years work with students
revolves around showing students what the expectations or results need
to be, and guiding them through the process to attain these goals. So
in a way, I already adopted the constructivist mode of exploration and
learning. But I feel I need to do some more research to figure out how
I can change/ adapt my curriculum to adapte to the constructivist
modality. I need to take those"boring" parts of English, and make the
researh more student based.
> Describe how this modality of learning supports 21st century teaching and learning.
regarding intrinsic and extrinsic motivators. I feel students (middle
school at least) will be more involved with their assignments/
projects if they are given some lattitude, guidance, and trust of how
they reach the desired goals.
dana dezotell
Jun 20, 2010, 10:38:48 AM6/20/10
to Teaching the Google Generation
Hello!
I did a course on Backward Design. The main point here is that
designing your way of teaching by looking at the final product-what is
the outcome of the topic, i.e, project, letter to the editor, video,
etc would give you a better vision about your goal and how to reach
the final product. What students already know, should know, and how
you reach out to them to understand the key concepts you wnat them to
know. It is like building a block: first, you need a construction a
solid foundation, and then gatter the materials needed to start the
construction. However, not everything would go as planned: this is
when Sp.Ed comes in. You need to know how to prepare every step of the
way, and most importantly, what to expect: misconceptions, more time,
simplified versions.
The article about Integrating Differentiated Instruction by Carol Ann
Tomlinson explains in details all these steps.
Also, it provides a deeper looking into the strategies in reaching
every point of instruction, including differentiation and
accomodation. The way you plan every lesson depends upon your
students' learning style, and the type of class you have. If you have
students that struggles reading, you might want to adapt the lesson to
accomodate the student's style. Multiple Intelligences strategies help
solving some of those aspects.
Every teacher knows that students learn at different levels, and
Multiple Intelligences could enhance students’ interest, their sense
of relevance, knowledge and retention, and their critical inquiry
skills. One of the assumptions I have is that knowing the students and
their interests, a teacher could provide instruction on differentiated
levels. Howard Gardner’s theory helps in indentifying students’
strengths, and thus, it would help teachers understand and apply what
it takes to deliver the instruction. How well the instruction is
delivered depends upon key factors, such as the best ways to modify
instructions, and by creating engaging hands-on activities, where
every student is part of the learning process in an inclusive setting.
Well-delivered lessons are the ones that students remember, and once a
teacher starts applying unconventional methods of teaching, then
students would expect the same high level of instruction throughout
the year. I expect that this course would help me be more technology-
friendly next year.
On Jun 19, 5:19 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> > 21st century teaching and learning.- Hide quoted text -
I did a course on Backward Design. The main point here is that
designing your way of teaching by looking at the final product-what is
the outcome of the topic, i.e, project, letter to the editor, video,
etc would give you a better vision about your goal and how to reach
the final product. What students already know, should know, and how
you reach out to them to understand the key concepts you wnat them to
know. It is like building a block: first, you need a construction a
solid foundation, and then gatter the materials needed to start the
construction. However, not everything would go as planned: this is
when Sp.Ed comes in. You need to know how to prepare every step of the
way, and most importantly, what to expect: misconceptions, more time,
simplified versions.
The article about Integrating Differentiated Instruction by Carol Ann
Tomlinson explains in details all these steps.
Also, it provides a deeper looking into the strategies in reaching
every point of instruction, including differentiation and
accomodation. The way you plan every lesson depends upon your
students' learning style, and the type of class you have. If you have
students that struggles reading, you might want to adapt the lesson to
accomodate the student's style. Multiple Intelligences strategies help
solving some of those aspects.
Every teacher knows that students learn at different levels, and
Multiple Intelligences could enhance students’ interest, their sense
of relevance, knowledge and retention, and their critical inquiry
skills. One of the assumptions I have is that knowing the students and
their interests, a teacher could provide instruction on differentiated
levels. Howard Gardner’s theory helps in indentifying students’
strengths, and thus, it would help teachers understand and apply what
it takes to deliver the instruction. How well the instruction is
delivered depends upon key factors, such as the best ways to modify
instructions, and by creating engaging hands-on activities, where
every student is part of the learning process in an inclusive setting.
Well-delivered lessons are the ones that students remember, and once a
teacher starts applying unconventional methods of teaching, then
students would expect the same high level of instruction throughout
the year. I expect that this course would help me be more technology-
friendly next year.
On Jun 19, 5:19 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
ace
Jun 20, 2010, 3:20:57 PM6/20/10
to Teaching the Google Generation
I feel your pain.
For me, Bloom's taxonomy, either the old or the one revised by one his
former students, provides a better, or clearer, hierarchical framework
for me to refer to. I'm not sure that the Ubd model was meant to
fully describe the thinking process.
You might find this interesting - a description on how to apply the
taxonomy-digitally
For me, Bloom's taxonomy, either the old or the one revised by one his
former students, provides a better, or clearer, hierarchical framework
for me to refer to. I'm not sure that the Ubd model was meant to
fully describe the thinking process.
You might find this interesting - a description on how to apply the
taxonomy-digitally
ace
Jun 20, 2010, 4:11:36 PM6/20/10
to Teaching the Google Generation
I can see applying Ubd in a more consistent and useful way. The Big
Idea is a way for students to buy into the content and the
instruction. I would always tell my students what the purpose of my
instruction would be, either for that session, or longer “units”, but
now after reading about Ubd, I could see how to make it much more
interesting way, and one that involves more self-discovery and less
constant direction from me. Instead of “You will be able to say “r”
in single words”, the Big Idea could be “How Strong is my tongue-
really?”. Or instead of “You will be able to learn how present in
front of a class”, it might be, “What do I have in common with a
sports announcer”. Still have to work on this a bit.
School of One video seemed on one hand, very futuristic, but very
close to what I do right now, day to day. Individual learning
platforms are very much like designing IEP’s or 504 plans. Create
student profiles that include test results, student, teacher, and
parent input, design individual goals and strategies based on a
student’s need and learning styles, and without the use of a digital
algorithm, analyze a student’s skills and apply available school
resources and services. Much of the difference is whether or not
online resources are part of the larger school culture.
What I liked about this was how it made me think that the structure of
an ILP makes differentiation more accessible for the classroom
teacher. I see 21st century learning through a lesson bank, by giving
teachers a variety of digital options for instructional content, not
just for IEP students. I'm still a little vary of too much virtual
learning (uh oh) as 1;1 tutor for some students, so I still have to
see how to this develops for me. But with and ILP, and full tech
support, resources and services, along with personal learning
preferences would be constantly developing and tailored to match a
student’s profile, which would also be evolving. Meaty stuff.
Idea is a way for students to buy into the content and the
instruction. I would always tell my students what the purpose of my
instruction would be, either for that session, or longer “units”, but
now after reading about Ubd, I could see how to make it much more
interesting way, and one that involves more self-discovery and less
constant direction from me. Instead of “You will be able to say “r”
in single words”, the Big Idea could be “How Strong is my tongue-
really?”. Or instead of “You will be able to learn how present in
front of a class”, it might be, “What do I have in common with a
sports announcer”. Still have to work on this a bit.
School of One video seemed on one hand, very futuristic, but very
close to what I do right now, day to day. Individual learning
platforms are very much like designing IEP’s or 504 plans. Create
student profiles that include test results, student, teacher, and
parent input, design individual goals and strategies based on a
student’s need and learning styles, and without the use of a digital
algorithm, analyze a student’s skills and apply available school
resources and services. Much of the difference is whether or not
online resources are part of the larger school culture.
What I liked about this was how it made me think that the structure of
an ILP makes differentiation more accessible for the classroom
teacher. I see 21st century learning through a lesson bank, by giving
teachers a variety of digital options for instructional content, not
just for IEP students. I'm still a little vary of too much virtual
learning (uh oh) as 1;1 tutor for some students, so I still have to
see how to this develops for me. But with and ILP, and full tech
support, resources and services, along with personal learning
preferences would be constantly developing and tailored to match a
student’s profile, which would also be evolving. Meaty stuff.
Stacey Tully
Jun 20, 2010, 4:15:20 PM6/20/10
to Teaching the Google Generation
All of these modalities overlap one another, and yes the pendulum in
education swings back and forth. That is why I have never said I was
exactly doing this or that. If one were to spend time in my room they
would see project based, inquiry, constructivism, etc. Are all of my
units written UbD? No. I do feel I work backwards though by
developing the essential question and big ideas. If I were to make
sure I was doing everything I would go nuts. It's hard enough to
remember all the terminology!
education swings back and forth. That is why I have never said I was
exactly doing this or that. If one were to spend time in my room they
would see project based, inquiry, constructivism, etc. Are all of my
units written UbD? No. I do feel I work backwards though by
developing the essential question and big ideas. If I were to make
sure I was doing everything I would go nuts. It's hard enough to
remember all the terminology!
Stacey Tully
Jun 20, 2010, 4:21:19 PM6/20/10
to Teaching the Google Generation
I am most interested in constructivism and project based learning.
Mostly because they help me to remember how to teach, for example, a
straight graded classroom as a multiage classroom, which is how all
classes should be taught. I love the quote from the constructivism
video, that "you take the child from where they are now and expand
what they already have". It's very easy to do this when using project
based learning. In PBL they are doing real tasks, showing
performance, and acting in a way with which they need to be
functioning adults. You learn what you need once you need it. That's
not to say you don't teach them the basics, you do. But the days of
students mastering content before you let them move on are over.
Mostly because they help me to remember how to teach, for example, a
straight graded classroom as a multiage classroom, which is how all
classes should be taught. I love the quote from the constructivism
video, that "you take the child from where they are now and expand
what they already have". It's very easy to do this when using project
based learning. In PBL they are doing real tasks, showing
performance, and acting in a way with which they need to be
functioning adults. You learn what you need once you need it. That's
not to say you don't teach them the basics, you do. But the days of
students mastering content before you let them move on are over.
ace
Jun 20, 2010, 4:21:30 PM6/20/10
to Teaching the Google Generation
What a great metaphor!--"students and teachers form a circle around a
great truth.." I can't help but thinking that these models are more
alike than not, especially when given that metaphor.
great truth.." I can't help but thinking that these models are more
alike than not, especially when given that metaphor.
Stacey Tully
Jun 20, 2010, 4:25:51 PM6/20/10
to Teaching the Google Generation
I feel all the modalities support 21st teaching and learning. All
core subjects are better taught using any of these modalities. Project
based learning definitely supports Learning and Innovation Skills.
Information, Media, and Technology Skills make project based learning/
inquiry learning so much easier. By having students learn through
doing and asking questions they are getting ready for the Life and
Career Skills they need more than ever in this global economy.
core subjects are better taught using any of these modalities. Project
based learning definitely supports Learning and Innovation Skills.
Information, Media, and Technology Skills make project based learning/
inquiry learning so much easier. By having students learn through
doing and asking questions they are getting ready for the Life and
Career Skills they need more than ever in this global economy.
Stacey Tully
Jun 20, 2010, 4:29:33 PM6/20/10
to Teaching the Google Generation
I agree. I took a course this year in place based learning and kids
finding projects in their own communities excites me. We looked at
the essential question last year, "What is the significance of
sugaring to the town of Fairfield?" By the students going out and
interviewing sugarers they found out so much more than researching
sugaring on the internet or in books. They each created a display
that was shown at a community celebration in the town clerk's office.
This year I would like to encorporate all we learned into a sugaring
website that features Fairfield School's very own sugarhouse.
finding projects in their own communities excites me. We looked at
the essential question last year, "What is the significance of
sugaring to the town of Fairfield?" By the students going out and
interviewing sugarers they found out so much more than researching
sugaring on the internet or in books. They each created a display
that was shown at a community celebration in the town clerk's office.
This year I would like to encorporate all we learned into a sugaring
website that features Fairfield School's very own sugarhouse.
Tim
Jun 20, 2010, 7:30:26 PM6/20/10
to Teaching the Google Generation
I would like to further explore ‘Understanding By Design’ and
‘Inquiry, Project and Problem-based Learning.’ I feel that both
modalities will develop problem solving skills and unitize technology/
media skills in a way that will benefit the musical development of
21century learners. I see that I can ‘step-up’ how I teach to be more
relevant and better meet the needs of my students through both
modalities.
The essence of 21st century learning seems to be problem solving,
creativity, communication, research and technology. All the
modalities about which I read, watched or listened support 21 century
learning.
‘Inquiry, Project and Problem-based Learning.’ I feel that both
modalities will develop problem solving skills and unitize technology/
media skills in a way that will benefit the musical development of
21century learners. I see that I can ‘step-up’ how I teach to be more
relevant and better meet the needs of my students through both
modalities.
The essence of 21st century learning seems to be problem solving,
creativity, communication, research and technology. All the
modalities about which I read, watched or listened support 21 century
learning.
Sue W.
Jun 20, 2010, 9:55:01 PM6/20/10
to Teaching the Google Generation
These all look very interesting! thanks for all the links!
> > > - Show quoted text -- Hide quoted text -
> Huckleberry,
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
> Scott McLeod:http://dangerouslyirrelevant.org/2009/07/do-most-educational-games-su...
>
> A lot of tech savvy kids are creating amazing games -- curricula
> related or ... not -- using Scratch and Game Maker. I think Evoke
> would be a great choice for us at Folsom -- especially with our
> yearlong Sustainability project. Check out this link from Ruben
> Puentedura:http://hippasus.com/rrpweblog/archives/000039.html
>
> More reading:
>
>
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
> Gaming on CNet --http://news.cnet.com/1770-5_3-0.html?query=gaming&tag=srch&searchtype...
> Alan November:http://novemberlearning.com/blc/main-sessions/peggy-sheehy/
>
> Lucie:http://techsavvygirls.wikispaces.com/search/view/gaming
>
> Games for Change:http://gamesforchange.org/
>
Sue W.
Jun 20, 2010, 9:56:06 PM6/20/10
to Teaching the Google Generation
Yipe! the hits just keep coming!
On Jun 19, 6:16 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> Huckleberry,
>
On Jun 19, 6:16 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> Huckleberry,
>
> Because I know you love to delve, here's another link:
>
> http://www.edutopia.org/search/apachesolr_search/gaming?id=Art_887&ke...
>
Sue W.
Jun 20, 2010, 10:00:29 PM6/20/10
to Teaching the Google Generation
Maybe you could contact Champlain College to see what they are working
on right now. I know that the seniors in game design have to produce a
game. Perhaps there is someone who would like to work with you. If you
are interested, I can give you some contacts.
> > - Show quoted text -- Hide quoted text -
on right now. I know that the seniors in game design have to produce a
game. Perhaps there is someone who would like to work with you. If you
are interested, I can give you some contacts.
Sue W.
Jun 20, 2010, 10:08:36 PM6/20/10
to Teaching the Google Generation
I think that I would like explore UbD and Constructivism. Since our
school is committed to the idea of the essential question, this
modality would fit perfectly. The idea of building backwards is very
appealing as it makes you organize not only your planning, but your
outcomes as well.
And Constructivism? I love students being in charge of and
responsible for their own learning. Both of these modalities encourage
different areas of the standards, from creativity to digital
citizenship to critical thinking, decison making and planning.
school is committed to the idea of the essential question, this
modality would fit perfectly. The idea of building backwards is very
appealing as it makes you organize not only your planning, but your
outcomes as well.
And Constructivism? I love students being in charge of and
responsible for their own learning. Both of these modalities encourage
different areas of the standards, from creativity to digital
citizenship to critical thinking, decison making and planning.
Katie
Jun 20, 2010, 10:19:05 PM6/20/10
to Teaching the Google Generation
The two modalities of learning that I would like to explore further
are project based learning and UbD.
I watched the video on project based learning and was moved by the
enthusiasm of the kids. It made me realize that I too, learn best by
doing. How can we expect kids to regurgitate information and
different processes, when they have never been exposed to it or had
any experience with it? Our world is so used to instant
gratification. We are moving at an incredible speed. With project
based learning, I feel that kids are learning more at a faster pace.
Furthermore, I was moved by this video because these kids were excited
about what they were doing and were meeting the standards. I would
love to design units like this in my classroom.
The other modality that I would like to explore further is UbD. As Sue
said, our school places a significant focus on the essential
questions. We then have to design the curriculum so that in the end,
the kids can answer these questions. I would love to explore
different ways to do this.
are project based learning and UbD.
I watched the video on project based learning and was moved by the
enthusiasm of the kids. It made me realize that I too, learn best by
doing. How can we expect kids to regurgitate information and
different processes, when they have never been exposed to it or had
any experience with it? Our world is so used to instant
gratification. We are moving at an incredible speed. With project
based learning, I feel that kids are learning more at a faster pace.
Furthermore, I was moved by this video because these kids were excited
about what they were doing and were meeting the standards. I would
love to design units like this in my classroom.
The other modality that I would like to explore further is UbD. As Sue
said, our school places a significant focus on the essential
questions. We then have to design the curriculum so that in the end,
the kids can answer these questions. I would love to explore
different ways to do this.
Bella
Jun 20, 2010, 10:25:27 PM6/20/10
to Teaching the Google Generation
I would like to explore "differentiation" further to help me in my
professional growth. This is a modality that our school will be
focused on next year so I thought I would look into it furthermore
this summer. This I believe supports 21st century learning and
teaching since it's trying to get rid of the traditional classroom
setting where we have one teacher for a class of 30 kids who are all
asked to learn the same way to trying to get each students to
participate in many different activities in order to achieve the same
goal. These activities could be teacher led, one on one tutoring,
independant learning and even work with a virtual tutor. Technology in
the classroom leads itself to achieving all that. There are so many
ways we can have a student learn in a class setting and the 21st
century teaching and learning leads itself into the differentiation
modality. Any given student could choose to learn about the specific
topic by researching and reading information online, by watching
videos on the topic or by listening to some podcast, just like what we
are doing right now. When it's time to present what they have
learned, they have multiple ways of doing this depending on their
interests and their strenghts. They can present through an online
book, a student made movie, using a voice recorder to present it or
making a multi-media poster through an online site, etc.
professional growth. This is a modality that our school will be
focused on next year so I thought I would look into it furthermore
this summer. This I believe supports 21st century learning and
teaching since it's trying to get rid of the traditional classroom
setting where we have one teacher for a class of 30 kids who are all
asked to learn the same way to trying to get each students to
participate in many different activities in order to achieve the same
goal. These activities could be teacher led, one on one tutoring,
independant learning and even work with a virtual tutor. Technology in
the classroom leads itself to achieving all that. There are so many
ways we can have a student learn in a class setting and the 21st
century teaching and learning leads itself into the differentiation
modality. Any given student could choose to learn about the specific
topic by researching and reading information online, by watching
videos on the topic or by listening to some podcast, just like what we
are doing right now. When it's time to present what they have
learned, they have multiple ways of doing this depending on their
interests and their strenghts. They can present through an online
book, a student made movie, using a voice recorder to present it or
making a multi-media poster through an online site, etc.
Kirsten
Jun 20, 2010, 10:33:24 PM6/20/10
to Teaching the Google Generation
On May 22, 7:43 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> Select one or two modalities of learning that you would like to
> explore further to help your professional growth as a 21st century
> teacher and learner. Describe how this modality of learning supports
> 21st century teaching and learning.
for a while now, but as I continue to learn as an educator, I realize
that I need to better understand how to create units or project based
studies that are more "constructivist" in nature. Questioning will be
key. I have had a few years of working with UbD, and find that
looking at "Essential Questions" is becoming easier and allows me to
create studies that are more open ended. I still need to work myself
away from "controlling" the release of knowledge. I also need to
become more intentional in my planning so that I know that the
learning taking place is truly differentiated for students readiness
levels, learning styles and interests. This will be a big focus for my
school this next year. I worry that the term "differentiation" is
thrown about without a consistent or accurate understanding amongst
educators. I don't think that anyone would argue that it isn't
critical, but the "how" is still overwhelming for most. Working with
colleagues, hopefully in a "peer coaching" relationship will help
me. Constructing knowledge, differentiation, and project based
learning are all related, and you can't have one without the other.
I am hoping that this year I can find a colleague to work with in this
manner.
Kirsten
Jun 20, 2010, 10:42:57 PM6/20/10
to Teaching the Google Generation
I agree that Project Based Learning is inspiring just by the
excitement of the kids. The pressure lately of trying to improve
student performance has lead to a "coverage" focus with the creation
of pacing guides...and projects have gone by the way side. I have
heard many of my colleagues complain that teaching is not fun anymore,
and they miss the projects they used to do with their students. As we
have revised our curriculum, and move forward with our power
standards, now is the time to create connected units that are project
based learning where students use the process of inquiry to construct
their own meaning. Not only will our students become much more
engaged and motivated, but so will we as their teachers.
On Jun 18, 5:51 pm, kelly <kellyheinlei...@gmail.com> wrote:
> The videos on Project Based Learning were inspiring. They made me want
> to
> do more of it in my own classroom. Kids are definately more enthused
> and
> motivated when they get to do hands on activities. Creating, building,
> and
> testing their own ideas helps them to understand and retain
> information better.
> If Project Based Learning is increasing academic achievement, and
> helping
> kids develop a deeper understanding of the topics in which they study,
> then I'm
> going to try to incorporate more of it into my year.
>
excitement of the kids. The pressure lately of trying to improve
student performance has lead to a "coverage" focus with the creation
of pacing guides...and projects have gone by the way side. I have
heard many of my colleagues complain that teaching is not fun anymore,
and they miss the projects they used to do with their students. As we
have revised our curriculum, and move forward with our power
standards, now is the time to create connected units that are project
based learning where students use the process of inquiry to construct
their own meaning. Not only will our students become much more
engaged and motivated, but so will we as their teachers.
On Jun 18, 5:51 pm, kelly <kellyheinlei...@gmail.com> wrote:
> The videos on Project Based Learning were inspiring. They made me want
> to
> do more of it in my own classroom. Kids are definately more enthused
> and
> motivated when they get to do hands on activities. Creating, building,
> and
> testing their own ideas helps them to understand and retain
> information better.
> If Project Based Learning is increasing academic achievement, and
> helping
> kids develop a deeper understanding of the topics in which they study,
> then I'm
> going to try to incorporate more of it into my year.
>
Bella
Jun 20, 2010, 10:48:23 PM6/20/10
to Teaching the Google Generation
I agree that all modalities supports 21st century learning and
teaching. It all depends on how the teacher approaches each standards
and finds the best method to teach and guide the students toward that
goal. As I concentrate on differentiation, I like the idea of online
lessons available to students who want to advance at their own pace,
want extra practice or want to get ahead of the class. But I need to
look into project based learning as well. I don't do a lot of those.
teaching. It all depends on how the teacher approaches each standards
and finds the best method to teach and guide the students toward that
goal. As I concentrate on differentiation, I like the idea of online
lessons available to students who want to advance at their own pace,
want extra practice or want to get ahead of the class. But I need to
look into project based learning as well. I don't do a lot of those.
Bella
Jun 20, 2010, 11:01:54 PM6/20/10
to Teaching the Google Generation
I agree about the article of Carol Ann Tomlinson. It's like backward
design and differentiated instrucitons were made for each other. In
her article, she is very detailed in how to use them both together to
achieve the same goal. She is very detailed in her examples and I
will certainly be going back to this article when I start planning my
lessons for next year.
design and differentiated instrucitons were made for each other. In
her article, she is very detailed in how to use them both together to
achieve the same goal. She is very detailed in her examples and I
will certainly be going back to this article when I start planning my
lessons for next year.
cla...@sacsvt.org
Jun 21, 2010, 9:51:25 AM6/21/10
to Teaching the Google Generation
One of my goals is to use googledocs more effectively as a 21st
century teacher. I used it this year and had great success, however,
I really want to make more than just docs. I have seen students
creating their own websites and posting their homework or writing
pieces there. It seems to be a great succuss. To sum up, the entire
google tools options are what I need and want for my students. It
will make my life and the students' lives easier.
This modality will support learning with 21st century tools because
students can share their work together and have live feedback from
their peers. It is also teaching students how to use these type of
tools and then can apply them in their real life. Students have
facebook and email and dont necassarily know how to use properly.
That will be my goal.
century teacher. I used it this year and had great success, however,
I really want to make more than just docs. I have seen students
creating their own websites and posting their homework or writing
pieces there. It seems to be a great succuss. To sum up, the entire
google tools options are what I need and want for my students. It
will make my life and the students' lives easier.
This modality will support learning with 21st century tools because
students can share their work together and have live feedback from
their peers. It is also teaching students how to use these type of
tools and then can apply them in their real life. Students have
facebook and email and dont necassarily know how to use properly.
That will be my goal.
cla...@sacsvt.org
Jun 21, 2010, 9:53:41 AM6/21/10
to Teaching the Google Generation
I have found that games are a powerful source to learning.
koolmathforkids.com is also a wonderful site that allows kids to learn
through grades. However, making a difference through a game is a
wonderful idea. I had kids this year who truly have a heart and want
to help those in need. A game could be a great idea to do that,
instead of the traditional bake sale.
On Jun 17, 7:32 pm, tteacher <terandt...@gmail.com> wrote:
> I found myself incredibly inspired by McGonical and I want to develop
> this trust that students are finding on-line in my own classroom. If
> gaming is the road that I use to get there then that is the road I
> will take. I use a lot of simulations in my classes and I have found
> that they are a great way to get my students invested in their
> learning.
> We also have spent hours playing Free Rice and I am hoping that they
> can develop games to make a difference. I am a little worried about
> their/my ability to create such games and set them up. I am not sure
> my tech. savy is up to the task.
>
> On Jun 16, 5:25 pm, Maggie <maggie...@gmail.com> wrote:
>
>
>
koolmathforkids.com is also a wonderful site that allows kids to learn
through grades. However, making a difference through a game is a
wonderful idea. I had kids this year who truly have a heart and want
to help those in need. A game could be a great idea to do that,
instead of the traditional bake sale.
On Jun 17, 7:32 pm, tteacher <terandt...@gmail.com> wrote:
> I found myself incredibly inspired by McGonical and I want to develop
> this trust that students are finding on-line in my own classroom. If
> gaming is the road that I use to get there then that is the road I
> will take. I use a lot of simulations in my classes and I have found
> that they are a great way to get my students invested in their
> learning.
> We also have spent hours playing Free Rice and I am hoping that they
> can develop games to make a difference. I am a little worried about
> their/my ability to create such games and set them up. I am not sure
> my tech. savy is up to the task.
>
> On Jun 16, 5:25 pm, Maggie <maggie...@gmail.com> wrote:
>
>
>
> > On May 22, 7:43 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > > Select one or two modalities of learning that you would like to
> > > explore further to help your professional growth as a 21st century
> > > teacher and learner. Describe how this modality of learning supports
> > > 21st century teaching and learning.
>
>
> > > Select one or two modalities of learning that you would like to
> > > explore further to help your professional growth as a 21st century
> > > teacher and learner. Describe how this modality of learning supports
> > > 21st century teaching and learning.
>
> > I would like to explore constructivism as an educator in my practice
> > with students. The idea that constructivism is learning that expands
> > upon previously acquired knowledge ties into my plan to have students
> > use gaming to make a better world. McGonical expressed that students
> > develop trust with others and develop reasonable hope and a goal to
> > tackle obstacles through certain gaming sites and missions. She
> > reported that it is her goal to have gamers use the knowledge and
> > experience and confidence they have gained to feel empowered to go
> > from virtual helpers to solving problems in reality. The students
> > will need to identify their strengths and abilities as per their
> > successes and level completions (perhaps via blogs). The transition
> > would be to use the modality of constructivism to transfer these
> > characteristics and skills to a real life situation. The goal is to
> > build and expand upon the knowlege they gain through gaming/technology
> > and apply it to real life.- Hide quoted text -
> > with students. The idea that constructivism is learning that expands
> > upon previously acquired knowledge ties into my plan to have students
> > use gaming to make a better world. McGonical expressed that students
> > develop trust with others and develop reasonable hope and a goal to
> > tackle obstacles through certain gaming sites and missions. She
> > reported that it is her goal to have gamers use the knowledge and
> > experience and confidence they have gained to feel empowered to go
> > from virtual helpers to solving problems in reality. The students
> > will need to identify their strengths and abilities as per their
> > successes and level completions (perhaps via blogs). The transition
> > would be to use the modality of constructivism to transfer these
> > characteristics and skills to a real life situation. The goal is to
> > build and expand upon the knowlege they gain through gaming/technology
tteacher
Jun 21, 2010, 10:30:11 AM6/21/10
to Teaching the Google Generation
Hi Ace!
Nice navigation of confusing elements!
Hope the weekend sunshine makes this easier.
> > - Show quoted text -- Hide quoted text -
Nice navigation of confusing elements!
Hope the weekend sunshine makes this easier.
Val
Jun 21, 2010, 3:53:47 PM6/21/10
to Teaching the Google Generation
The modality of learning that I would like to explore further is
project based learning. Part of being a 21st century teacher is being
able to teach through these big projects that are used for the
culminating events. I also think that if I am going to make learning
authentic, it does need to be done through projects. Project based
learning would naturally lend itself to differentiation. I have also
learned form the very limited experience that I have with it is that
to do this well, backward design has to be used. It seems that
authentic projects would be the way to go to ensure that big ideas to
have that enduring value beyond the classroom.
I would really like to check out Project Foundry which is an online
tool for managing projects. After really stumbling through some small
projects this year, I imagine that a tool like this could be very
valuable.
Another component of project based learning that I would like to
explore is how to guide students in becoming more self directed and
able to manage themselves or effectively work on a project with a
group.
Val
Jun 21, 2010, 3:59:27 PM6/21/10
to Teaching the Google Generation
We used UbD to a limited extent in trying to plan curriculum around
the essential questions. I also would like to explore it further to
become better at using it. We found that planning for our project/
culminating event got in the way of our essential question for somw of
our units. It worked really well when the essential question dealt
directly with our project.
the essential questions. I also would like to explore it further to
become better at using it. We found that planning for our project/
culminating event got in the way of our essential question for somw of
our units. It worked really well when the essential question dealt
directly with our project.
Val
Jun 21, 2010, 4:03:17 PM6/21/10
to Teaching the Google Generation
We seem to have almost the opposite problem where our project was
taking up time that we wanted to spend on content. I need to learn how
to guide students to becoming more self directed learners so that
ideally the they are learig the content as part of doing their
project.
taking up time that we wanted to spend on content. I need to learn how
to guide students to becoming more self directed learners so that
ideally the they are learig the content as part of doing their
project.
gayle
Jun 23, 2010, 2:54:26 PM6/23/10
to Teaching the Google Generation
Project based leaning and backward design will be my area to explore
more fully too. Also I would like to be able to let others know what
my instructional goals for students are and assessment results are. as
a reading intervention teacher, I have 12 busy teachers to met with so
I'm looking for ways to cut down on the need for face to face
meetings. Any suggestions?
more fully too. Also I would like to be able to let others know what
my instructional goals for students are and assessment results are. as
a reading intervention teacher, I have 12 busy teachers to met with so
I'm looking for ways to cut down on the need for face to face
meetings. Any suggestions?
Meghan
Jun 28, 2010, 7:50:57 PM6/28/10
to Teaching the Google Generation
I think it is difficult to pick just one or two of the modalitites. To
me, they seem to be connected to one another and all somehow support
21st Century teaching and learning. Differentiated Instruction,
inquiry based project/problem learning, and constructivism essentially
go hand in hand. I am open to all modalities, as these types of
teaching and learning were the focus of education as I was going
through school to become an educator. They all just fit and make
perfect sense. Our main goal as educators should be to inspire and
engage children and because every child learns differently these three
modalities would create more flexible, creative teaching and
learning.
If we look at Howard Gardner's Multiple Intelligences-- spatial,
linguistic, logical-mathematical, kinesthetic, musical, interpersonal,
intrapersonal, and naturalistic--- it is suggested that everybody
learns differently. Differentiated instruction and inquiry based
learning is of key relevance, while constructivism builds upon prior
knowledge. I think the challenge within education today is the focus
on standard-based testing. These innovative, 21st century teaching and
learning modalities seem to take the back seat on educational needs,
due to the fact that so many schools have to teach to the test. With
budgets and a struggling economy, the hands-on prejects tend to be
difficult to fund. Furthermore, because of these standard based tests,
so much emphasis (in some schools) gets placed on math and literacy
leaving very little room for exploration and creativity.
me, they seem to be connected to one another and all somehow support
21st Century teaching and learning. Differentiated Instruction,
inquiry based project/problem learning, and constructivism essentially
go hand in hand. I am open to all modalities, as these types of
teaching and learning were the focus of education as I was going
through school to become an educator. They all just fit and make
perfect sense. Our main goal as educators should be to inspire and
engage children and because every child learns differently these three
modalities would create more flexible, creative teaching and
learning.
If we look at Howard Gardner's Multiple Intelligences-- spatial,
linguistic, logical-mathematical, kinesthetic, musical, interpersonal,
intrapersonal, and naturalistic--- it is suggested that everybody
learns differently. Differentiated instruction and inquiry based
learning is of key relevance, while constructivism builds upon prior
knowledge. I think the challenge within education today is the focus
on standard-based testing. These innovative, 21st century teaching and
learning modalities seem to take the back seat on educational needs,
due to the fact that so many schools have to teach to the test. With
budgets and a struggling economy, the hands-on prejects tend to be
difficult to fund. Furthermore, because of these standard based tests,
so much emphasis (in some schools) gets placed on math and literacy
leaving very little room for exploration and creativity.
Shelly
Jun 30, 2010, 12:39:21 PM6/30/10
to Teaching the Google Generation
I really like using project based learining with every unit I teach.
One essential question I ask when looking at planning a lesson is how
will I engage all learners. My experience is that if kids are engaged
in hands on and meaningful work, the rest can be easy. This takes
alot of planning and preparation, but when students meet expected
outcomes with a cool piece of student generated work (evidence) that
demonstrates just how far they've come, is well worth the work and
very gratifying.
On Jun 18, 5:51 pm, kelly <kellyheinlei...@gmail.com> wrote:
> The videos on Project Based Learning were inspiring. They made me want
> to
> do more of it in my own classroom. Kids are definately more enthused
> and
> motivated when they get to do hands on activities. Creating, building,
> and
> testing their own ideas helps them to understand and retain
> information better.
> If Project Based Learning is increasing academic achievement, and
> helping
> kids develop a deeper understanding of the topics in which they study,
> then I'm
> going to try to incorporate more of it into my year.
>
One essential question I ask when looking at planning a lesson is how
will I engage all learners. My experience is that if kids are engaged
in hands on and meaningful work, the rest can be easy. This takes
alot of planning and preparation, but when students meet expected
outcomes with a cool piece of student generated work (evidence) that
demonstrates just how far they've come, is well worth the work and
very gratifying.
On Jun 18, 5:51 pm, kelly <kellyheinlei...@gmail.com> wrote:
> The videos on Project Based Learning were inspiring. They made me want
> to
> do more of it in my own classroom. Kids are definately more enthused
> and
> motivated when they get to do hands on activities. Creating, building,
> and
> testing their own ideas helps them to understand and retain
> information better.
> If Project Based Learning is increasing academic achievement, and
> helping
> kids develop a deeper understanding of the topics in which they study,
> then I'm
> going to try to incorporate more of it into my year.
>
> On May 22, 4:43 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > Select one or two modalities of learning that you would like to
> > explore further to help your professional growth as a 21st century
> > teacher and learner. Describe how this modality of learning supports
>
>
>
> > Select one or two modalities of learning that you would like to
> > explore further to help your professional growth as a 21st century
> > teacher and learner. Describe how this modality of learning supports
Shelly
Jun 30, 2010, 1:17:53 PM6/30/10
to Teaching the Google Generation
As I learn more about constructivism, the more I like the idea of
helping students to build upon what it is they already know by asking
the right questions and making their search for learning and
understanding more meaningful and fun. Health education is the
perfect place to create an evironment where kids can explore "need to
know situations," determined by them, that apply problem solving
skills to both school and personal life. In addition to skill
appilication, I try to build in many opportunites for self-assessment
and personal relfection, and truly understand more now than ever, that
this process is one that demonstrates growth as students construct
their own learning. One great tool that I have used before is
KWL....asking students to demonstrate prior knowledge, determining
what they want to know (they can figure out how to get there) and
finally, assessing what they learned. By using KWL, I'm not wasting
precious class time teaching things that are not relevant or
meaningful. Other modalities I am attracted to is inquiry and project
based learning. I like the motto...tell me, I forget...show me, I'll
remember... and involve me, I understand. I wonder...if students
aren't engaged, then what are they? Real life, hands on, inquiry and
performance based assessments show me what kids know and are able to
do....and encourages right brain, creative and conceptual thinking
that Daniel Pink speaks to. I will continue to explore and
incorporate these modalities into my curriculum.
helping students to build upon what it is they already know by asking
the right questions and making their search for learning and
understanding more meaningful and fun. Health education is the
perfect place to create an evironment where kids can explore "need to
know situations," determined by them, that apply problem solving
skills to both school and personal life. In addition to skill
appilication, I try to build in many opportunites for self-assessment
and personal relfection, and truly understand more now than ever, that
this process is one that demonstrates growth as students construct
their own learning. One great tool that I have used before is
KWL....asking students to demonstrate prior knowledge, determining
what they want to know (they can figure out how to get there) and
finally, assessing what they learned. By using KWL, I'm not wasting
precious class time teaching things that are not relevant or
meaningful. Other modalities I am attracted to is inquiry and project
based learning. I like the motto...tell me, I forget...show me, I'll
remember... and involve me, I understand. I wonder...if students
aren't engaged, then what are they? Real life, hands on, inquiry and
performance based assessments show me what kids know and are able to
do....and encourages right brain, creative and conceptual thinking
that Daniel Pink speaks to. I will continue to explore and
incorporate these modalities into my curriculum.
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