As a requirement of Walden University course 6715, I was asked to create a presentation using a digital tool. This specific presentation was to illustrate how online learning can fill instructional gaps and support meaningful, authentic student learning.
http://sstambek.edu.glogster.com/online-learning-in-k-12-schools/
Enjoy!
Sunday, November 28, 2010
Sunday, October 31, 2010
EDUC 6714 Reflection
We are all different! Each student within my class has different wants and needs. They possess various ability levels, learning preferences, and interests. “Like snowflakes, no two human beings (students) are exactly alike” (Bray, Brown & Green, 2004, p. 1). As a teacher, it is how I recognize and accommodate my student’s differences that will ultimately lead them to achieve great things during their lifetime. For this reason, I do not take my job lightly, nor should I assume that others will provide my students with what they need. Some differences may be small. Others may require enormous amounts of time, patience, and teaching strategies.
While reflecting on this course, EDUC 6714, I am able to see what an important role Universal Design for Learning (UDL) and differentiated instruction plays in my daily teaching. Participating in our Differentiation Station social network has allowed me to be introduced to several websites that include lesson plans, ideas, activities, and additional resources for me to further explore. I have also been introduced to technology tools that I was not aware of and that will allow me to differentiate instruction on numerous levels, such as ability and learning style. Once I have identified strengths and weaknesses, using learning style inventories and assessments, I can refer to the list of resources I have collected and created while interacting with my Walden cohorts.
During the past eight weeks, I was excited to discover that I already provide a large amount of differentiated instruction and several opportunities for my students to obtain information, express their understanding of a topic, and collaborate. I am now making slight adjustments to integrate more technology, on a daily basis, in order to individually customize instruction for each of my fifth grade students. I have been creating “I can…” statements and/or learning objectives and use common “technology-based” assessments to better understand what issues need to be addressed. After analyzing data, I can then incorporate technology and provide opportunities for each student to reinforce concepts, challenge themselves, and receive additional practice on specific skills. I am also providing more frequent opportunities for students to collaborate with peers. Currently, my class is participating in online discussions through ePals (http://www.epals.com/) and classroom blogs. Communicating with peers from other areas within Michigan and the United States has allowed my students to become more engaged in the learning process. Within my classroom website, I have also created a Web Links page to provide easy access to important and frequently visited websites by my students.
As I complete my Masters degree, at Walden University, I will continue to be a lifelong learner. I plan to explore various resources and participate in discussions with colleagues who will share ideas and assist me in meeting the diverse needs of each student I have the opportunity to teach.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.
While reflecting on this course, EDUC 6714, I am able to see what an important role Universal Design for Learning (UDL) and differentiated instruction plays in my daily teaching. Participating in our Differentiation Station social network has allowed me to be introduced to several websites that include lesson plans, ideas, activities, and additional resources for me to further explore. I have also been introduced to technology tools that I was not aware of and that will allow me to differentiate instruction on numerous levels, such as ability and learning style. Once I have identified strengths and weaknesses, using learning style inventories and assessments, I can refer to the list of resources I have collected and created while interacting with my Walden cohorts.
During the past eight weeks, I was excited to discover that I already provide a large amount of differentiated instruction and several opportunities for my students to obtain information, express their understanding of a topic, and collaborate. I am now making slight adjustments to integrate more technology, on a daily basis, in order to individually customize instruction for each of my fifth grade students. I have been creating “I can…” statements and/or learning objectives and use common “technology-based” assessments to better understand what issues need to be addressed. After analyzing data, I can then incorporate technology and provide opportunities for each student to reinforce concepts, challenge themselves, and receive additional practice on specific skills. I am also providing more frequent opportunities for students to collaborate with peers. Currently, my class is participating in online discussions through ePals (http://www.epals.com/) and classroom blogs. Communicating with peers from other areas within Michigan and the United States has allowed my students to become more engaged in the learning process. Within my classroom website, I have also created a Web Links page to provide easy access to important and frequently visited websites by my students.
As I complete my Masters degree, at Walden University, I will continue to be a lifelong learner. I plan to explore various resources and participate in discussions with colleagues who will share ideas and assist me in meeting the diverse needs of each student I have the opportunity to teach.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Monday, October 4, 2010
Universal Design for Learning Digital Story
Learn more about Universal Design for Learning (UDL) by watching my digital story. Enjoy!
Sunday, August 22, 2010
GAME Plan Reflection
As I sit and reflect over the past eight weeks, I realize that this course has given me a “tool” for setting goals and accomplishing great things for myself and my students. As teachers, we are always exploring new ideas to promote learning within our classroom. We set goals, research materials, make lists…, but many times we do not follow through. Instead we set it aside for another day, month, or year. A GAME plan, the “tool” introduced to us, provides us with a step-by-step process to set goals and then continuously revisit those goals as we take action, monitor our actions, evaluate our progress, and constantly readjust the plan to allow it to be successful for everyone involved. While following this process, I became more aware of the various standards (Michigan Grade Level Content Expectations, NETS-S, and NETS-T) and the importance of integrating technology to engage and motivate students. Using digital storytelling software, problem-based lessons, and creating wikis and blogs give students the opportunity to become creative self-directed learners through authentic learning experiences. Students are given choices in their learning, along with the responsibility of managing and assessing themselves (Cennamo, Ross & Ertmer, 2009). Regardless of my students learning style, ability to use technology tools, language, and/or academic strengths/weaknesses, I discovered numerous ways to customize and personalize activities to satisfy everyone’s diverse needs.
While following my GAME plan, I suddenly became aware that my lessons included collaboration within the classroom, but my students had not experienced collaboration on a global level. I was not aware of ePals (online communication tool), nor had I thought about collaborating with classrooms outside of our district’s building walls. The knowledge I have acquired from this course will lead me to find opportunities for my students to communicate with other individuals from around the world while using technology. I will implement activities that promote creativity, the use of problem solving and critical thinking skills, and prepare each child for a world where technology is constantly changing and becoming more and more prevalent. I will need to adopt a new role as teacher and look for guidance from fellow colleagues, while I “facilitate student inquiry, provide constructive feedback, and apply new types of classroom management strategies (Ertmer & Simons, 2006, p. 41). For this reason, technology will definitely impact my instructional strategies.
An immediate adjustment that I plan to make within my classroom is to immediately assign email accounts to each student at the beginning of the school year. In the past, I have had difficulty monitoring these accounts for appropriate content. I currently feel more comfortable teaching digital citizenship and informing students how to create ePal accounts, blogs, wikis, and VoiceThreads using their email accounts to establish memberships. Another adjustment I hope to make is to use several of the technology tools I have recently been introduced to. My goal is to introduce a new tool weekly and provide many opportunities for each student to express their understanding of the material being presented to them. I am looking forward to a great year of implementing multiple forms of technology into my Language Arts and Science instruction and getting students excited about learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
While following my GAME plan, I suddenly became aware that my lessons included collaboration within the classroom, but my students had not experienced collaboration on a global level. I was not aware of ePals (online communication tool), nor had I thought about collaborating with classrooms outside of our district’s building walls. The knowledge I have acquired from this course will lead me to find opportunities for my students to communicate with other individuals from around the world while using technology. I will implement activities that promote creativity, the use of problem solving and critical thinking skills, and prepare each child for a world where technology is constantly changing and becoming more and more prevalent. I will need to adopt a new role as teacher and look for guidance from fellow colleagues, while I “facilitate student inquiry, provide constructive feedback, and apply new types of classroom management strategies (Ertmer & Simons, 2006, p. 41). For this reason, technology will definitely impact my instructional strategies.
An immediate adjustment that I plan to make within my classroom is to immediately assign email accounts to each student at the beginning of the school year. In the past, I have had difficulty monitoring these accounts for appropriate content. I currently feel more comfortable teaching digital citizenship and informing students how to create ePal accounts, blogs, wikis, and VoiceThreads using their email accounts to establish memberships. Another adjustment I hope to make is to use several of the technology tools I have recently been introduced to. My goal is to introduce a new tool weekly and provide many opportunities for each student to express their understanding of the material being presented to them. I am looking forward to a great year of implementing multiple forms of technology into my Language Arts and Science instruction and getting students excited about learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Wednesday, August 11, 2010
Using the GAME Plan Process with My Students
Throughout our lives we set goals (that we hope) to accomplish, but during this course I have learned how to create a GAME plan to make sure that I am on the right track and always moving forward to succeed. Creating a GAME plan, as discussed in our course textbook, is a successful way for me to create goals for learning, take action, monitor my actions, and then evaluate whether I have met my goals. The goals I set pertained to the use of technology and resources within my classroom, but I was not able to fully accomplish them due to summer vacation. I was lacking a classroom of students that I need to build relationships with and assess learning styles. Since I did not meet my goals, I needed to reanalyze my GAME plan and make adjustments to my strategies (Cennamo, Ross & Ertmer, 2009). Thankfully, I was atleast able to move a step closer and find the resources I will need to feel more comfortable incorporating technology into my daily routine beginning this fall.
A goal of mine now is to share this same strategy with my fifth grade students. I want to assist them in meeting the National Educations Standards for Students (NETS-S) and other goals they wish to achieve in the future. In order to begin the process of setting goals, I will first show my students the NETS-S and explain to them what each of the skills are: Creativity/Innovation, Communication, Collaboration, Research, Critical Thinking, Problem Solving, Digital Citizenship…(to name a few). The students need to understand what is expected. We will then brainstorm, as a whole class, the various technology tools that may be used to practice these skills (blogs, wikis, digital storytelling software, VoiceThread, powerpoint…). Students will already be somewhat familiar with the various tools and have the opportunity to use these tools on various occasions.
Together, we will develop a plan that will be outlined, written, and posted within the classroom for everyone to refer back to it. While some students may need more assistance/practice using specific skills, I believe it will be most beneficial to work as a whole group while we begin to learn the process. I will be able to model and demonstrate the proper way to create a plan and move forward with it. Students will have the opportunity to observe as we set goals, take action, monitor our actions, and then evaluate and re-evaluate the GAME plan steps. Are we making progress? Are we meeting expectations set forth by NETS-S? These are questions that will constantly be asked over and over again.
Using the GAME plan method, will allow for my students to take small steps as self-directed learners and work towards achieving BIG goals. My students will take control of their own learning process and gain the ability to quickly react as changes take place in our fast-paced world of technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
A goal of mine now is to share this same strategy with my fifth grade students. I want to assist them in meeting the National Educations Standards for Students (NETS-S) and other goals they wish to achieve in the future. In order to begin the process of setting goals, I will first show my students the NETS-S and explain to them what each of the skills are: Creativity/Innovation, Communication, Collaboration, Research, Critical Thinking, Problem Solving, Digital Citizenship…(to name a few). The students need to understand what is expected. We will then brainstorm, as a whole class, the various technology tools that may be used to practice these skills (blogs, wikis, digital storytelling software, VoiceThread, powerpoint…). Students will already be somewhat familiar with the various tools and have the opportunity to use these tools on various occasions.
Together, we will develop a plan that will be outlined, written, and posted within the classroom for everyone to refer back to it. While some students may need more assistance/practice using specific skills, I believe it will be most beneficial to work as a whole group while we begin to learn the process. I will be able to model and demonstrate the proper way to create a plan and move forward with it. Students will have the opportunity to observe as we set goals, take action, monitor our actions, and then evaluate and re-evaluate the GAME plan steps. Are we making progress? Are we meeting expectations set forth by NETS-S? These are questions that will constantly be asked over and over again.
Using the GAME plan method, will allow for my students to take small steps as self-directed learners and work towards achieving BIG goals. My students will take control of their own learning process and gain the ability to quickly react as changes take place in our fast-paced world of technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, August 4, 2010
Revising My GAME Plan
I have recently reviewed the NETS-T and feel that I am gradually making progress towards meeting my goals. I established a GAME plan and continue to educate myself on various technology tools, resources, and teaching strategies. I have obtained a greater understanding of how I can use problem-based lessons to incorporate technology and take a differentiated approach to instruction in order to meet the needs of ALL my students. “Taking a differentiated approach to instruction means accommodating these differences by tailoring teaching to students’ strengths and knowledge” (Wahl & Duffielld, 2005, p. 2). Problem-based lessons will allow for this to occur. Students collaborate with peers and solve problems using problem-solving and critical thinking skills in an authentic manner. As the teacher, I am able to provide my classroom with “different avenues for students to acquire content, process ideas, and demonstrate their understanding” (Wahl & Duffielld, 2005, p. 2). I believe that this approach to learning will assist me in meeting my goal of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
A new goal of mine will be to work on developing questions for problem-based lessons. I want my students to become curious about the topic at hand and keep them engaged in the learning process. I also plan to extend my knowledge by further researching collaborative communication opportunities for my students to participate in and acquire global awareness. One idea that I plan to pursue, while collaborating with our Kindergarten Reading Buddies, is the “Flat Stanley Project”. I have shared some ideas, with my colleague (Erin Tregloan), on how we may be able to expose our entire elementary school to diversity, various cultures, and global issues. As a life long learner, I will continue to blog with other educators and collect additional resources that may be able to assist me with this project and others in the future.
I will keep working towards reaching my goals, but until I have a classroom of fifth grade students, in the fall, I feel that I am unable to fully put my GAME plan into action and observe its results. Counting down the days!
References
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
A new goal of mine will be to work on developing questions for problem-based lessons. I want my students to become curious about the topic at hand and keep them engaged in the learning process. I also plan to extend my knowledge by further researching collaborative communication opportunities for my students to participate in and acquire global awareness. One idea that I plan to pursue, while collaborating with our Kindergarten Reading Buddies, is the “Flat Stanley Project”. I have shared some ideas, with my colleague (Erin Tregloan), on how we may be able to expose our entire elementary school to diversity, various cultures, and global issues. As a life long learner, I will continue to blog with other educators and collect additional resources that may be able to assist me with this project and others in the future.
I will keep working towards reaching my goals, but until I have a classroom of fifth grade students, in the fall, I feel that I am unable to fully put my GAME plan into action and observe its results. Counting down the days!
References
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
Wednesday, July 28, 2010
Evaluating My GAME Plan
While evaluating my GAME plan, I ask myself if I have been successful in meeting my goals or if I must modify them to meet the needs of my students. I have already taken several small steps towards finding ways to incorporate technology and meet the diverse learning styles within my classroom. Taking part in various online discussion groups has proven to be beneficial. I have created a graphic organizer to collect names of websites, including a short description, for future reference. As a self-directed lifelong learner, I must be able to respond to the rapid and continuous technological changes that will inevitably occur during my career as a teacher (Cennamo, Ross & Ertmer, 2009). I also understand that I can never have enough resources to meet ALL my needs. My list (graphic organizer) must continue to grow!
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
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