Carrying Out My Game Plan

To carry out my game plan I will need computers and the Internet to research WebQuests. Once I find the best Webquest I will then determine what the criteria will be and what exactly it is that I want them to be able to walk away with and learn. I will need to have an estimation of time needed for the task, and decide what should be done before, during , and after the instruction.Action: During this stage I will have to create student guidelines, including instructions, handouts, and rubrics.a. I will have to create instructional demonstrations and handouts.b. I will need to identify the WebQuest.c. I will need to be sure computers are working and available for the time that I need them.e. I will develop evaluation rubrics, and a checklist.Monitor: During this time will group students and let them know what they should do before, during, and after computer time. I will demonstrate the tasks that need to be done. Provide any and all handouts. I will let students know what they need to bring to the computer lab. They will be given a specific time to work in the lab and in the classroom. As students work I will facilitate and keep interruptions to a minimum so they can work independently with their partner. I will remind them of the time as it gets closer to the end. I will monitor student understanding: engage students in self-assessment. These are some of the steps I will need to take to be sure this assignment is successful.

GAME Plan: EDUC 6713

This GAME plan will be created for seventh grade language arts classes. My goals will be to design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community with the incorporation of technology. I will begin by using the ISTE standard 1:Facilitate and Inspire Student Learning and Creativity, I will also use standard 5: Engage in Professional Growth and Leadership.
Standard 1 will be used along with a novel unit that I teach every year. I would like to incorporate a WebQuest into my unit.
Goals: I will begin by researching and becoming familiar with WebQuests that have already been created for The Outsiders. I will evaluate which one works best for my purpose, which is to find a WebQuest that introduces and informs my students about the time era that the novel takes place. Once I find the best Webquest I will then determine what the criteria will be and what exactly it is that I want them to be able to walk away with and learn. I will need to have an estimation of time needed for the task, and decide what should be done before, during , and after the instruction.
Action: During this stage I will have to create student guidelines, including instructions, handouts, and rubrics.
a. I will have to create instructional demonstrations and handouts.
b. I will need to identify the WebQuest.
c. I will need to be sure computers are working and available for the time that I need them.
e. I will develop evaluation rubrics, and a checklist.
Monitor: During this time will group students and let them know what they should do before, during, and after computer time. I will demonstrate the tasks that need to be done. Provide any and all handouts. I will let students know what they need to bring to the computer lab. They will be given a specific time to work in the lab and in the classroom. As students work I will facilitate and keep interruptions to a minimum so they can work independently with their partner. I will remind them of the time as it gets closer to the end. I will monitor student understanding: engage students in self-assessment.
Evaluate: I will take notes during the lesson from beginning to end to remember what went well and what did not work or needs tweaking. I will also allow for my students to reflect and offer any suggestions for the lesson. I will analyze the data an d plan for reteaching and improving the WebQuest lesson by always searching for new and better WebQuests (standard 5). I must remember to record student progress from the following year. This will most likely occur during the Socratic Seminar, through their discussions.

Reference: Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Transitioning from Knowledge to Synthesis Reflection EDUC-6712

How we educate our students for the 21st century and meet and keep up with the high demands for technological practice is a question that may never be answered. However, we can teach our students strategies that can prepare them for this ever changing, fast paced world. One strategy that can contribute to preparing our students for the future is through inquiry learning.
With the vast amount of information that students are given access to, it is very clear that they need to be taught the ability to locate, evalute, and use appropriate information for learning, living, and working with new technologies. Inquiy learning allows for all of that while learning. I found it striking how this one project offers motivation, reading comprehension, language development, writing ability, cooperative learning, and social skills. All of which are skills that are essential for life long learning.
This class allowed me to realize the importance of inquiry learning. With careful planning, close supervision, and ongoing assessments I will continue to teach inquiry learning throughout my teaching career. My ulitmate goal will be to develop independent learners who know how to expand their knowledge and expertise through skilled use of a variety of information sources employed inside and outside of school.
One professional goal that I have is to continue to be a life long learner and research inquiry learning before I teach it. This will help refresh my memory and add any new ideas or strategies to the project. In order to prepare them and get them excited I must become an expert on inquiry learning so they are guided and coached more and lectured less. I really want my students to be motivated and want to learn more and create ways to share what they have learned. Therefore, if I dedicate myself to polishing up my inquiry learning projects both student and teacher will have a good experience and success.
Schools are faced with the challenge of preparing students to be successful, productive citizens in a fast changing world with huge amounts of information. Students need to be taught how to properly exercise the new literacy skills for future success. Inquiry learning will be a strategy that will prepare them to use the new literacy skills and become life long learners.

Course Reflection on Learning Theories and Strategies

When I went back and read my paper “Personal Theory of Learning” from the first week of this course, I noticed that I mentioned I tend to focus more on the cognitive-constructivist theory. As this still is true, I realize that I have touched upon many of the learning theories that were discussed in our readings and viewings throughout this course during my nine years of teaching. Throughout the course I felt that every time I learned about one learning theory I was nodding my head and agreeing to what it supports and connecting to how I have definitely incorporated each one into many my lessons. There is no doubt that humans learn in many different ways. “The world is different. Kids are different…learning is different…and teaching must be different too”(Lever-Duffy & McDonald, 2009, p.6). Therefore, teachers must become experts at understanding and knowing the different learning theories and be prepared to provide the supported learning opportunities for their students.

As I see it lessons need to connect to the students’ lives, and an explanation of the connection needs to happen at the beginning of the lesson. Lessons also need to be framed around all the different learning styles that our classrooms consist of. It is our job to prepare our students for the future and the REAL world that they are going to have to face. Furthermore, because of the fast growing pace of technology I feel that it is imperative that I make many adjustments in my career. I feel that because of what I have learned about learning theories and teaching strategies, I must incorporate technology into my lessons at school and also in my personal life. Lever-Duffy and McDonald say it best in their text, 2008.
“Understanding learning is even more critical when a teacher
integrates technology into an instructional event. Technology
is best viewed as a robust set of instructional tools that help you
accomplish the objectives of the teaching-learning process. Tech-
nology is a means to an instructional end, not an end itself. To
use technology effectively, the teacher must have a clear under-
standing of learning and the teaching strategies that will result in
the intended knowledge transfer"( p.11).
Knowing what I know now about learning theories and teaching strategies I will definitely incorporate Weblogs and VoiceThread tools into my teachings. Both of these technology tools, on many accounts, will enhance and engage in students’ learning. I chose the technology tools of blogging and VoiceThread because I feel comfortable and confident enough to teach my students how to use them, “when a teacher believes in what she’s doing and is confident in her tools, well, it rubs off on even the most resistant of students”(Richardson, 2009). I also realize that blogging and VoiceThread have a lot to offer to students such as discussions, writing, cooperative and collabortative learning, and also images to create artifacts that they can share. All of these support constructionism learning theory, a theory of learning that states people learn best when they build something they can share with others (Laureate, Inc., 2008).

Being that technology has been invisible in my classroom; I have two long term goals to make sure it will be existent in my classroom from here on out. I plan to become an expert on one or two technology tools a quarter by experimenting with them on my own and then bringing them slowly into my classroom. The second long term goal is to incorporate these technologies into my lesson that focus on learning strategies that work best for students. I will keep similarities and differences along with non-linguistic representations learning strategies in mind when designing lesson plans. I will also focus on the learning theory that works best for my students right now, and being that I am bringing technology into the classroom, that would be the constructionism learning theory.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms ( 2nd ed.) Corwin Press

VoiceThread

Here is my voicethread with my concern in our school building.
Enjoy!

http://www.voicethread.com/share/660039

Cooperative and Social Learning Strategies Through Technology

The instructional strategies described in the resources I explored this week correlate with the principles of social learning theories in many ways. To begin, let's take a glance at what social learning theories consist of. Dr. Orey in his video Social Learning Theories describes it as collaborative and cooperative learning, in which children work together to build something. It is a work in progress where children are actively engaged in learning and able to discuss, bounce ideas off of each other, question, and come to conclusions (Laureate Inc, 2008). Next let's look at what cooperative learning consist of and how some of the social networking and collaboration tools mentioned in Using Technology with Classroom Instruction that Work support the two. "The instructional strategy cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others"(Pitler, 2007, pg. 139). After defining the two it is very obvious that social and cooperative learning correlate. Therefore, when exploring the networking and collaboration tools in our assigned readings for this week it is easy to recognize the impact these types of resources can have on learning.

We cannot escape the fact that we must prepare our children for the fast paced, virtual workplace that they will inherit, today's students need to learn and produce cooperatively (Pitler, 2007). Luckily technology has provided us with the means for students to learn collaboratively and cooperatively through social networking tools. I was inundated with the many resources that are available and so easily accessible for teaching and learning such as multimedia, web resources, and keypals to name a few. I found each and everyone of these tools to support cooperative and social learning theories, because they support the ideas of working in groups to create an artifact based on all students being actively engaged. By using these resources individuals can create meaning through their interactions with each other and with the environment they live in and as we know meaningful learning occurs when individuals are engaged.

References: Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with classroom instruction that works. Alexandria, VA

Generating and Testing Hypothesis with Technology

Constructivist based on Lev Vygotsy believes that learning occurs when a meditating influence provides the “spark” to push the learner to the next level of knowledge. Constructionism defined by Seymor Paper believes that learning occurs as a result of building artifacts that can be evaluated by others. An artifact that allows for collaboration and problem solving for critical thinking. When understanding constructivist/constructionism based on the work of Piaget learning comes with active construction of knowledge. Fortunately for educators technology has made it possible for constructivist/constructionism learning to be made possible in the classroom (Laureate Inc., 2008).

There are numerous programs available that allow for constructivist/constructionist learning such as PowerPoint, wikis, blogs, webquests, and virtual tours. Two other programs mentioned in this weeks reading that can be incorporated to support constructivist/constructionism learning theories in the classroom are spreadsheet software and data collecting tools. Spreadsheet software can be used interactively by students for generating and testing hypothesis by creating graphs and charts for collected data or research. With this program students can make informed predictions, collect data, analyze the data, revise, and receive quick feedback on multiple scenarios (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The scenarios being used with this program allows for choice and generating their own thoughts and ideas with real life or made-up scenarios. When students are able to use real life scenarios they tend to become more involved and dig deeper into the research. An entire class can be involved in creating these spreadsheets which also enhances learning and engage students.

Furthermore, once all the research is complete and data is collected students can then use data collection tools to confirm, deny, or revise their last hypothesis. By using data collection tools students can see the bigger picture and recognize patterns (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Based on the facts researched they can compare the data to their predictions. Students can also compare and share their data online through collaborative project Web sites. Sharing and comparing data from other localities gives students enough information to generate and test hypothesis concerning the nation and other parts of the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Because these applications allow for creating, generating, problem- solving, images, critical-thinking, and collaboration, both spreadsheet software and data collecting tools perfectly illustrate how technology correlates with constructivist/constructionism learning theories. These applications aforementioned help teachers combine the instructional strategies that affect student achievemen, perhaps gain higher tests scores, but more important, students will be enthusiastic while learning the material.


References:Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD