Response to Valerie on Social Constructivist Lesson Plan:
Great job Valerie. I love the landforms website. You were very detailed in the lesson plan and answered all of the questions. It really helped me see the steps I need to go back and correct.
Have you ever built your own webquest. I have used some out there, but have never built my own. Would love to learn how to do that.
Response to Tina on Constructivist Lesson Plan
Well done Tina. I liked the way you formatted the lesson plan and then answered the questions underneath. That was a smart idea. You are ready to post.
Comments to Michelle on Behaviorist Lesson Plan:
I think your lesson plan format and activities look great. I could not tell that you hadn't written a lesson in years.
I think you may need to add your learning approach to your justification. I can't really tell from looking at the lesson what type of approach is behind it. Didn't she want us to specify which approach we were using? (i.e. behaviorist, contsructivist, etc.) What specific learning activities are included in your lesson that support that approach?
Otherwise, great job on writing the lesson!!! (from Valerie)
Your lesson looks super! I hope this gives you confidence with writing lesson plans now! I agree with Valerie... be sure to add which theory this plan supports. Also, be sure to add which learning activities justifies that theory! (from Ashley)
Your lesson looks super! I hope this gives you confidence with writing lesson plans now! I agree with Valerie... be sure to add which theory this plan supports. Also, be sure to add which learning activities justifies that theory! Ashley
Sorry I am late responding. I had class Monday and PTA at school last night. This is a great lesson. You did a great job creating it. I agree with Valerie, you need to respond more to the description of the learning approach and its justification. Also you need to identify your procedures . What are you as the teacher going to do? What activities are you going to do? Are you going to teach a lesson on how to do the activity card and how you are going to drop it into the program? Give details.Remember to look at the behaviorist approach and implement lessons that a behaviorist teacher would do. The word cards are great because that can lead to drill and practice. A format that is appropriate for this model.I hope this helps. Tina
Thursday, May 1, 2008
Learning Theories Comments
Behaviorism: Responses to Michelle on Behaviorism
You showed good comparison of the two. What are some activities you would do if you were using the behavorism approach versus the higher level types of activities you would do using the cognitivism approach? I presume it would be teacher driven. Tina
It sounds like behaviorism is sort of the opposite of the constructivist approach. Our technology book emphasizes that there must be a balance between the two. So, while I really don't agree with behaviorism, there seems to be a need for it when integrating technology. Way to get on the ball, first one to post! Valerie
Michelle, thanks for organizing our meeting.... I must point out that I do not agree with behaviorism in the grand scheme of things however I do see its positives with drill and practice when it comes to learning facts such as multiplication. For me, that is one way students will learn their facts. I get very frustrated when they come to me in fourth grade and do not know their facts and we are not able to move on to division. Ashley
As a whole, I do not agree with the behaviorist approach yet some things are best learned through drill and practice. I too become frustrated when students do not know their basic facts in the Upper grades. I enjoy teaching in a more open and free learning environment that allows students to develop and learn at will. (Michelle responding back)
I agree with both of you. Behaviorism does has its place, especially drill and practice. I explain to my parents again and again about math facts and drill & practice. There is no other way to obtain math facts. Tina
Response to Valerie on Social Constructivism:
Valerie:
I liked the way you broke down and answered the question. Social constructivism parallels beliefs of the Montessori classroom. I conduct many group based activities with various assessment variables. I will also measures children independently depending upon their strengths and weakness nesses.
What other activities would you include within this approach?
I do feel this approach to learning allows the child to feel more involved in their learning. Explorers of learning tend to retain more information and find learning more enjoyable on a daily basis.
Response to Tina on Constructivist Theory:
Tina:
Excellent Job! You did a wonderful job defining and then outlining the constructivist theory. I feel this information will be easy for Ashley to format into a final draft. I am going to go i and revise mine so my changes and revision are there for her.
Response to Ashley on Cognitive Theory
Nice job! Behaviorist and Cogniist are similar in their beliefs. Nice job in summarizing the cognitivist theory and including the theorist involved in their research.
You showed good comparison of the two. What are some activities you would do if you were using the behavorism approach versus the higher level types of activities you would do using the cognitivism approach? I presume it would be teacher driven. Tina
It sounds like behaviorism is sort of the opposite of the constructivist approach. Our technology book emphasizes that there must be a balance between the two. So, while I really don't agree with behaviorism, there seems to be a need for it when integrating technology. Way to get on the ball, first one to post! Valerie
Michelle, thanks for organizing our meeting.... I must point out that I do not agree with behaviorism in the grand scheme of things however I do see its positives with drill and practice when it comes to learning facts such as multiplication. For me, that is one way students will learn their facts. I get very frustrated when they come to me in fourth grade and do not know their facts and we are not able to move on to division. Ashley
As a whole, I do not agree with the behaviorist approach yet some things are best learned through drill and practice. I too become frustrated when students do not know their basic facts in the Upper grades. I enjoy teaching in a more open and free learning environment that allows students to develop and learn at will. (Michelle responding back)
I agree with both of you. Behaviorism does has its place, especially drill and practice. I explain to my parents again and again about math facts and drill & practice. There is no other way to obtain math facts. Tina
Response to Valerie on Social Constructivism:
Valerie:
I liked the way you broke down and answered the question. Social constructivism parallels beliefs of the Montessori classroom. I conduct many group based activities with various assessment variables. I will also measures children independently depending upon their strengths and weakness nesses.
What other activities would you include within this approach?
I do feel this approach to learning allows the child to feel more involved in their learning. Explorers of learning tend to retain more information and find learning more enjoyable on a daily basis.
Response to Tina on Constructivist Theory:
Tina:
Excellent Job! You did a wonderful job defining and then outlining the constructivist theory. I feel this information will be easy for Ashley to format into a final draft. I am going to go i and revise mine so my changes and revision are there for her.
Response to Ashley on Cognitive Theory
Nice job! Behaviorist and Cogniist are similar in their beliefs. Nice job in summarizing the cognitivist theory and including the theorist involved in their research.
Tuesday, April 29, 2008
WIKI Assignment
Project Based Learning Response M.Paradiso, UAB RE: http://iae-pedia.org/Project-Based_Learning
As a Montessori teacher, project based learning (PBL) is a continuing theme within our 4th-6th grade classroom; especially in the cultural subjects (geography, history, science). Our premise as educators is for the children to become explorers of their environment and dive further into subjects that interest them. Many topics are covered throughout the year and the students work independently and in small groups on projects to present to the class or school community. All projects are assessed using a rubric system we develop to for that particular project. So on reality, no two assessments are alike.
I agree with the author that many parts of formal education are the building blocks to PBL activities. If children do not have the foundations of math, reading, and writing then they are unable to move forward and develop their higher level thinking skills in collaborative situations. These basic skills are the stepping stones to our future.
As technology continues to progress, I have seen PBL learning activities move towards this trend. Students are drawn to researching on the internet, developing PowerPoint presentation, and developing written reports with graphics and other various images inserted. These make for powerful presentations that engage the audience and make a lasting impact on the group. Some of my students have even developed timelines of ancient civilizations and insert clip art along with information. These printed documents are later lamented and displayed within the classroom as reference materials. Other activities include PowerPoint presentations on Ancient Egypt life and making Ancient Roman god and goddess information cards. These cards are now used as information materials within the classroom.
I to believe that PBL learning develop students to be higher level thinkers and problem solvers. They learn to work in cooperative learning situations and to assess each others work within the group with positive reinforcement. In our class, negative criticism is not allowed. All criticism is taught to be given positively so the child feels proud of their work instead of defeated. As their higher level skills develop with maturity, the task they are given become more complex. We tend to follow Bloom’s Taxonomy and model all research to include some types of questions from each category. The complexity of the questions/research increases as the children develop emotionally and academically.
I personally feel if all school could allow more PBL learning, our children would be better rounded academically. They would know how to think outside –the-box and understand how to handle many life skills that will eventually come their way. It is a shame that public education is not fully recognizing this and is only allowing this to happen sporadically within the school system. It seems to happen only as an enrichment program for those they deem up to the challenge; instead of teaching everyone to think and learn in a bright and creative way.
As a Montessori teacher, project based learning (PBL) is a continuing theme within our 4th-6th grade classroom; especially in the cultural subjects (geography, history, science). Our premise as educators is for the children to become explorers of their environment and dive further into subjects that interest them. Many topics are covered throughout the year and the students work independently and in small groups on projects to present to the class or school community. All projects are assessed using a rubric system we develop to for that particular project. So on reality, no two assessments are alike.
I agree with the author that many parts of formal education are the building blocks to PBL activities. If children do not have the foundations of math, reading, and writing then they are unable to move forward and develop their higher level thinking skills in collaborative situations. These basic skills are the stepping stones to our future.
As technology continues to progress, I have seen PBL learning activities move towards this trend. Students are drawn to researching on the internet, developing PowerPoint presentation, and developing written reports with graphics and other various images inserted. These make for powerful presentations that engage the audience and make a lasting impact on the group. Some of my students have even developed timelines of ancient civilizations and insert clip art along with information. These printed documents are later lamented and displayed within the classroom as reference materials. Other activities include PowerPoint presentations on Ancient Egypt life and making Ancient Roman god and goddess information cards. These cards are now used as information materials within the classroom.
I to believe that PBL learning develop students to be higher level thinkers and problem solvers. They learn to work in cooperative learning situations and to assess each others work within the group with positive reinforcement. In our class, negative criticism is not allowed. All criticism is taught to be given positively so the child feels proud of their work instead of defeated. As their higher level skills develop with maturity, the task they are given become more complex. We tend to follow Bloom’s Taxonomy and model all research to include some types of questions from each category. The complexity of the questions/research increases as the children develop emotionally and academically.
I personally feel if all school could allow more PBL learning, our children would be better rounded academically. They would know how to think outside –the-box and understand how to handle many life skills that will eventually come their way. It is a shame that public education is not fully recognizing this and is only allowing this to happen sporadically within the school system. It seems to happen only as an enrichment program for those they deem up to the challenge; instead of teaching everyone to think and learn in a bright and creative way.
Tuesday, April 15, 2008
Using Technology within our Ecological Festival at Creative Montessori School
Since the beginning of March, the entire Creative Montessori community has been working on putting together an environmental fair as an annual community service project. The EcoFest will be held on May 9, 2008, on the CMS grounds. This incorporates the toddlers all the way to the 6th grade. There will be singing, dancing, a production of The Lorax, and informational booths throughout the grounds. Our mission is to educate the families about environmental issues facing our nation and what we can do as a society to correct the problems for the future generations to have a place to live and prosper.
The Upper Elementary (my class) has been extremely busy researching and gathering information on various environmental issues. This has included using the Internet to locate information/resources and find valuable contacts to answer pertinent questions. The students have learned proper E-Mail etiquette on how to write and present questions to individuals; and then send appropriate thank you’s in return. One group is even developing a PowerPoint presentation to accompany their trifold board on green buildings. This PowerPoint will feature various Green Building throughout Alabama and the United States. We were lucky enough to visit one green building in Homewood and have the owner speak to the children about the time and labor that goes into making a building green. The students are having a wonderful time researching and typing their information. The wonderful part is that they are learning so much and enjoy sharing their wealth of knowledge with others within the building.
I feel this project has really opened the eyes of our children and is making them (and me) more environmentally conscious. If each individual would tackle at least one eco friendly concept every couple a months, we could help make the world a better place for the generations to come.
Remember that it takes 100 years for a plastic bag to decompose into the earth. So make the switch to paper or splurge and spend the .99 on the recycled bag. I now have fifteen and keep them in my car at all times and use them everywhere I go. I thought it would be hard but it was so easy!
The Upper Elementary (my class) has been extremely busy researching and gathering information on various environmental issues. This has included using the Internet to locate information/resources and find valuable contacts to answer pertinent questions. The students have learned proper E-Mail etiquette on how to write and present questions to individuals; and then send appropriate thank you’s in return. One group is even developing a PowerPoint presentation to accompany their trifold board on green buildings. This PowerPoint will feature various Green Building throughout Alabama and the United States. We were lucky enough to visit one green building in Homewood and have the owner speak to the children about the time and labor that goes into making a building green. The students are having a wonderful time researching and typing their information. The wonderful part is that they are learning so much and enjoy sharing their wealth of knowledge with others within the building.
I feel this project has really opened the eyes of our children and is making them (and me) more environmentally conscious. If each individual would tackle at least one eco friendly concept every couple a months, we could help make the world a better place for the generations to come.
Remember that it takes 100 years for a plastic bag to decompose into the earth. So make the switch to paper or splurge and spend the .99 on the recycled bag. I now have fifteen and keep them in my car at all times and use them everywhere I go. I thought it would be hard but it was so easy!
Tuesday, April 8, 2008
Chapter Eleven: Technology in Math and Science Instruction
It is amazing how far education has come in the past twenty plus years. No longer are children dependent upon learnig from a textbook math skills once required to be memorized and taken at face value. Today children have access to programs that allow them to manipulate and explore concepts so the true meaning of the skill being taught has value. This is imperative for many children who are mathematically deficient; especially girls when they become older. This has even been documented that their math skills begin to lag behind those of their male counterparts as they advance in grade.
Maria Montessori basically invented the hands-on approach to math with the various manipulatives she developed to teach concepts such as basic operations, fractions, decimals, squaring, cubing, and geometry. As time progressed, some schools saw some of these materials appear in traditional classrooms with different names; but they were used as a visual aid and for introductory lesson purposes only. It was a shame that chilren were not allowed to work and manipulate the materials and internalizes the skills.
Today technology is replacing the materials and it is amazing. Students are able to sit down and do basic drill and practice to to interactive software applications. These programs allow the children to visualize the concept and at times see the 3 -D respresentation. What a wonderful way to enhance understanding of concepts and build upon problem solving skills.\
I believe an equal balance of technology intergration in the classroom with collabrative group work allows children to develop into higher level problem solving thinkers that are more motivated to move forward independently and learn and work in their environment. Again, I personally feel if Maria Montessori were alive today she would embrace the use of technology in a Montessori environment.
Maria Montessori basically invented the hands-on approach to math with the various manipulatives she developed to teach concepts such as basic operations, fractions, decimals, squaring, cubing, and geometry. As time progressed, some schools saw some of these materials appear in traditional classrooms with different names; but they were used as a visual aid and for introductory lesson purposes only. It was a shame that chilren were not allowed to work and manipulate the materials and internalizes the skills.
Today technology is replacing the materials and it is amazing. Students are able to sit down and do basic drill and practice to to interactive software applications. These programs allow the children to visualize the concept and at times see the 3 -D respresentation. What a wonderful way to enhance understanding of concepts and build upon problem solving skills.\
I believe an equal balance of technology intergration in the classroom with collabrative group work allows children to develop into higher level problem solving thinkers that are more motivated to move forward independently and learn and work in their environment. Again, I personally feel if Maria Montessori were alive today she would embrace the use of technology in a Montessori environment.
Monday, March 31, 2008
Learning Theories: Behaviorism
In reading the article, Behaviorism and Cognitivism are closely related yet separate. I do agree with the authors that it is important to know that is important to distinguish between two theories. In my overview, I am going to focus on the theory of Behaviorism. Behaviorism is rooted in theories of B.F. Skinner, which the learner responds to stimulus by continuous reinforcement. It is believed humans have mental control over their responses and that the consequences of their past actions shape the stimuli for future behaviors.
What is the Teacher’s Role?
Teacher approaches teaching through the drill and practice approach.
It is believed that a learner responds to stimulus through continueous reinforcement of material and that the student is controlled d through the factors of the outside environment. To facilitate ate learning objectives to the child
· To observe the students response and make sure they respond accordingly to the outcomes.
· Teacher provides feedback to the student on their overall performance.
· Skinner believed in positive (rewards)/negative (bad marking) reinforcements, which are somewhat used today in classrooms.
· Plan assessments with specified outcomes to evaluate students development.
What is the Student’s Role?
The student is the information receiver of the knowledge being taught by the teacher.
Students respond to questions being posed by the teacher after continuous practice.
Students apply rules to show knowledge is transmitted successfully through assessments.
Role of the Computer:
Used to supplement of replace worksheets
Help students prepare for test
Give students self paced reviews
Give instruction when teacher is not available
Helps students who need remediation
Promotes fluency/autonomy
Types of Software
Earobics (phonetics)
Organic Nomenclature
MacGAMUT (music)
Fact Monster
Math Blaster
What is the Teacher’s Role?
Teacher approaches teaching through the drill and practice approach.
It is believed that a learner responds to stimulus through continueous reinforcement of material and that the student is controlled d through the factors of the outside environment. To facilitate ate learning objectives to the child
· To observe the students response and make sure they respond accordingly to the outcomes.
· Teacher provides feedback to the student on their overall performance.
· Skinner believed in positive (rewards)/negative (bad marking) reinforcements, which are somewhat used today in classrooms.
· Plan assessments with specified outcomes to evaluate students development.
What is the Student’s Role?
The student is the information receiver of the knowledge being taught by the teacher.
Students respond to questions being posed by the teacher after continuous practice.
Students apply rules to show knowledge is transmitted successfully through assessments.
Role of the Computer:
Used to supplement of replace worksheets
Help students prepare for test
Give students self paced reviews
Give instruction when teacher is not available
Helps students who need remediation
Promotes fluency/autonomy
Types of Software
Earobics (phonetics)
Organic Nomenclature
MacGAMUT (music)
Fact Monster
Math Blaster
Tuesday, March 25, 2008
Chapter Ten Response: Technology in English Language Learning and Foreign Language Instruction
I found this chapter very informative for me due to the fact that I have taught three students from other countries that lacked English proficiency. One student was from the Ukraine, one from a Russian orphanage, and the other from Venezuela. While teaching each student was a challenge, it was a rewarding experience at the same time. The wonderful thing was this did not happen all at the same time. So each experience was a learning experience.
I feel that the students being in a Montessori environment helped them feel more relaxed in their learning. Each student was able to move at their own pace and receive one-on- one assistance the majority of the time. Violeta, my Ukrainian student, even carried a hand held translator to help in real confusing times. After about three months she became more comfortable and started leaving her translator at home. Alex, my Russian boy, came lacking in language skills and spent extra time learning phonetics using Montessori materials. Today he is a fluent reader and an avid history/geography buff. Out of all the students, Ana had the easiest transition. Being from Venezuela, she easily adjusted to the English language. If she ever became confused, she would communicate with our Spanish teacher and she would help her understand better.
Even though each child flourished in the Montessori environment, I feel many of the software programs would have benefited my English Language Learners. I feel these programs would have made their learning more meaningful and concepts clearer faster. When the students did go to the library, the librarian did incorporate listening skill activities for them. These activities helped in their communication with their peers and made them become more comfortable in communicating with others.
I feel that the students being in a Montessori environment helped them feel more relaxed in their learning. Each student was able to move at their own pace and receive one-on- one assistance the majority of the time. Violeta, my Ukrainian student, even carried a hand held translator to help in real confusing times. After about three months she became more comfortable and started leaving her translator at home. Alex, my Russian boy, came lacking in language skills and spent extra time learning phonetics using Montessori materials. Today he is a fluent reader and an avid history/geography buff. Out of all the students, Ana had the easiest transition. Being from Venezuela, she easily adjusted to the English language. If she ever became confused, she would communicate with our Spanish teacher and she would help her understand better.
Even though each child flourished in the Montessori environment, I feel many of the software programs would have benefited my English Language Learners. I feel these programs would have made their learning more meaningful and concepts clearer faster. When the students did go to the library, the librarian did incorporate listening skill activities for them. These activities helped in their communication with their peers and made them become more comfortable in communicating with others.
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