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.
Wednesday, March 19, 2008
Chapter Nine Response: Technology in English and Language Arts Instruction
At the beginning of the chapter, the author makes a valid point in stating that “the way we were taught and the way they learn have changed significantly during their school lives” (Roblyer 291). Today students engaged in reading and writing from electronic forms more than traditional forms. The majority of work completed for classes is done so using some form of technology.
I enjoyed learning about the writing process using word processing and various writing software. Teaching writing using the pen and paper format of my generation has emerged into a technological revolution. A friend of mines husband teaches Middle School Language Arts in Wisconsin and he has twenty-one computers in his classroom. All assignments are completed and saved into a student file for him to access and review. The idea of mapping your writing on the computer is a great approach. Students can easily refer back to their work and not worry about losing their mapping plans. It seems that many of these programs aid the student in directing their overall writing process. Also the various ideas about publishing writing were extremely informative. Using blogs, emails, discussion boards, and word lend valuable support. This gives the writer various formats in which to publish their work. Many of these publications allow children to receive responses from various parties across our globe. As Best Practice states the best learning occurs when students attempt actual communication and see how real listeners/readers react (Zemelman and et al, 87). I believe that children love to share their work and are more open to listen to their peers with suggestions about their work.
The reading/phonetic activities available to lower elementary grades in remarkable. Taking this hands-on approach and formatting to the computer is a wonderful way to engaged children. This tends to make learning more enjoyable, especially for the struggling reader since most programs are designed to format to meet the needs of the child. I personally shared this information with our lower elementary teachers since they focus on reading development. The important fact is that teachers must always work to meet and challenge the needs of the child. By using technology, students are engaged in what they enjoy using and are learning at the same time.
I enjoyed learning about the writing process using word processing and various writing software. Teaching writing using the pen and paper format of my generation has emerged into a technological revolution. A friend of mines husband teaches Middle School Language Arts in Wisconsin and he has twenty-one computers in his classroom. All assignments are completed and saved into a student file for him to access and review. The idea of mapping your writing on the computer is a great approach. Students can easily refer back to their work and not worry about losing their mapping plans. It seems that many of these programs aid the student in directing their overall writing process. Also the various ideas about publishing writing were extremely informative. Using blogs, emails, discussion boards, and word lend valuable support. This gives the writer various formats in which to publish their work. Many of these publications allow children to receive responses from various parties across our globe. As Best Practice states the best learning occurs when students attempt actual communication and see how real listeners/readers react (Zemelman and et al, 87). I believe that children love to share their work and are more open to listen to their peers with suggestions about their work.
The reading/phonetic activities available to lower elementary grades in remarkable. Taking this hands-on approach and formatting to the computer is a wonderful way to engaged children. This tends to make learning more enjoyable, especially for the struggling reader since most programs are designed to format to meet the needs of the child. I personally shared this information with our lower elementary teachers since they focus on reading development. The important fact is that teachers must always work to meet and challenge the needs of the child. By using technology, students are engaged in what they enjoy using and are learning at the same time.
Monday, March 10, 2008
Definition of Learning
What is learning?
Learning is a multifaceted term that is used in education and throughout the workforce. As individuals we are always learning and growing in work and in life. I personally feel you never quit learning; and there is always something new and exciting to learn.
As Maria Montessori said “We do not believe in the in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.” It is up to us to nurture and guide the child to develop to his/her fullest potential.
Listed below is what I feel are the key points to learning:
Learning is exploration of the environment.
Learning incorporates concrete materials that allow a child explore skills/lessons without realizing the knowledge he is obtaining.
Learning allows the child to work independently or within groups to develop projects and/or complete lessons.
Learning allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.
Teachers act as a guide and impart concepts to the student and then allow him to move forward in his studies.
Learning allows for mistakes; since mistakes is what everyone learns from.
Students grow and develop into independent and responsible citizens within the school and society.
Response to Tina about learning: (Sun., 3/9/08)
Tina,
Hello! I responded to this last night but I see it didn’t post. Something happened and the wireless froze in the house as I was submitting.
I to believe that anyone learns from accomplishing a particular task or goal. I also believe that learning is being allowed to explore your environment and guiding children to be independent learners. It is up to the teacher to add that spark and find what motivates a student.
Do you feel this way? I love watching my students discover a concept that seemed so foreign not to long ago. I witnessed this just this past week when teaching binomials to the 6th graders. As approaching square roots and solving with materials; one of my students saw the correlation and went on to explain how solving square roots relates to division and by using the materials she was able to relate the algebraic formulas.
Response to Ashley about learning: (Mon., 3/10/08)
I know how you feel about recognizing mechanic skills but not applying them in writing. I go through the same situation with my students. I try to use those times as teachable moments when I meet with a student about their writing. I will even mention the lessons we have covered in language mechanics and then ask them to show me the correct way to apply it in their writing. It is frustrating when you know they know something. I feel it develops more as they mature. What my 4th graders do is vastly different from the 6th graders.
Response to Valerie about learning: (Sat., 3/8/08)
Valerie:
What a wonderful way to summarize learning. I too believe learning is an integrated experience that continues throughout our life. Working together or independently is an important part of the learning process. This process allows us to grow as individuals and form our opinions and beliefs to share with others. It is up to us to nurture and guide our students so they are able to educate others about their experiences.
I like that you mentioned that teachers are not knowledgeable about everything and that we should not be afraid to mention it. I too work to find the answers to questions that my students put forth. Sometimes I even encourage the student to help in finding the answer; then they are able to share their new found knowledge with others. I feel it is imperative that students realize we are teachers and part of being a teacher is that we are always learning too.
Response to Tina about Learning: (Mon., 3/10/08)
Tina!
I love the way you mentioned that the classroom is the community and not yours alone. We establish class rules and consequences at the beginning of the year ourselves. These are all student led, and it is amazing the consequences they come up with. Some are harsher than what we would establish. Eventually a medium is met.
I too work on meeting each child’s learning potential. It is powerful that you take the time and do so in your classroom. We must remember that the needs of the students must be met for success to occur.
Response to Ashley about learning: (Mon., 3/10/08)
Ashley!
Your definition of learning is so true. Students must realize that learning is ongoing and continues until we leave this earth. I agree that students must realize that teachers are learnrs too and that it is okay to make a mistake. If I don’t have the answer to something, I tell my students I will research and get back with them. Or I offer for them to help me find the answer. This makes learning something more engaging to me. I know that can be difficult with younger students; but it works well with 4th to 6th graders.
Learning is a multifaceted term that is used in education and throughout the workforce. As individuals we are always learning and growing in work and in life. I personally feel you never quit learning; and there is always something new and exciting to learn.
As Maria Montessori said “We do not believe in the in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.” It is up to us to nurture and guide the child to develop to his/her fullest potential.
Listed below is what I feel are the key points to learning:
Learning is exploration of the environment.
Learning incorporates concrete materials that allow a child explore skills/lessons without realizing the knowledge he is obtaining.
Learning allows the child to work independently or within groups to develop projects and/or complete lessons.
Learning allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.
Teachers act as a guide and impart concepts to the student and then allow him to move forward in his studies.
Learning allows for mistakes; since mistakes is what everyone learns from.
Students grow and develop into independent and responsible citizens within the school and society.
Response to Tina about learning: (Sun., 3/9/08)
Tina,
Hello! I responded to this last night but I see it didn’t post. Something happened and the wireless froze in the house as I was submitting.
I to believe that anyone learns from accomplishing a particular task or goal. I also believe that learning is being allowed to explore your environment and guiding children to be independent learners. It is up to the teacher to add that spark and find what motivates a student.
Do you feel this way? I love watching my students discover a concept that seemed so foreign not to long ago. I witnessed this just this past week when teaching binomials to the 6th graders. As approaching square roots and solving with materials; one of my students saw the correlation and went on to explain how solving square roots relates to division and by using the materials she was able to relate the algebraic formulas.
Response to Ashley about learning: (Mon., 3/10/08)
I know how you feel about recognizing mechanic skills but not applying them in writing. I go through the same situation with my students. I try to use those times as teachable moments when I meet with a student about their writing. I will even mention the lessons we have covered in language mechanics and then ask them to show me the correct way to apply it in their writing. It is frustrating when you know they know something. I feel it develops more as they mature. What my 4th graders do is vastly different from the 6th graders.
Response to Valerie about learning: (Sat., 3/8/08)
Valerie:
What a wonderful way to summarize learning. I too believe learning is an integrated experience that continues throughout our life. Working together or independently is an important part of the learning process. This process allows us to grow as individuals and form our opinions and beliefs to share with others. It is up to us to nurture and guide our students so they are able to educate others about their experiences.
I like that you mentioned that teachers are not knowledgeable about everything and that we should not be afraid to mention it. I too work to find the answers to questions that my students put forth. Sometimes I even encourage the student to help in finding the answer; then they are able to share their new found knowledge with others. I feel it is imperative that students realize we are teachers and part of being a teacher is that we are always learning too.
Response to Tina about Learning: (Mon., 3/10/08)
Tina!
I love the way you mentioned that the classroom is the community and not yours alone. We establish class rules and consequences at the beginning of the year ourselves. These are all student led, and it is amazing the consequences they come up with. Some are harsher than what we would establish. Eventually a medium is met.
I too work on meeting each child’s learning potential. It is powerful that you take the time and do so in your classroom. We must remember that the needs of the students must be met for success to occur.
Response to Ashley about learning: (Mon., 3/10/08)
Ashley!
Your definition of learning is so true. Students must realize that learning is ongoing and continues until we leave this earth. I agree that students must realize that teachers are learnrs too and that it is okay to make a mistake. If I don’t have the answer to something, I tell my students I will research and get back with them. Or I offer for them to help me find the answer. This makes learning something more engaging to me. I know that can be difficult with younger students; but it works well with 4th to 6th graders.
Tuesday, March 4, 2008
Chapter Eight Response
When I read the title of chapter eight, I assumed it was going to explore the research options available on the Internet. Little did I know the Internet had so much to offer as far as learning activities? I was familiar with basic researching and using web quest as part of learning. It never occurred to me to use email as a form of writing; or that there were ways to explore cultures and publish works. The last section of the chapter was extremely overwhelming to me since actually building a web page seems daunting. Even after reading on how to create one, I am still confused.
The use of the electronic “keypals” is an option I am looking forward to exploring with a good friend and teacher of mine in Wisconsin. I feel this could be valuable tool in writing skills and increase interactions and awareness among a different region within the United States. Many students are unaware that people in various regions of our country go about their lives like they do. I am hoping to discuss this at length with Anneke; and for us to develop a time frame in which students can communicate next year.
Virtual field trips were also interesting and will be a valuable resource to explore topics not easily understood. I plan to explore this option more over the summer and try to implement it into my cultural studies next year.
I do agree with the author that majority of Internet activities can create collaborative learning experiences. This is the main reason as a Montessori teacher; I incorporate them into our curriculum when beneficial. As Roblyer stated in the chapter “web based projects focus on broadening students’ perspectives on their own and other cultures and providing insights into how their culture relates to others…(256). It is up to the teacher to strengthen a child’s understanding and help them develop into well rounded individuals.
I feel the above mentioned key topics will enable me to transform my Montessori classroom into the 21st century. I plan to explore the various collections of Web Based Learning activities listed on page 257. My goal is to find projects that raise a student’s higher level thinking skills and force them to become teachers of their world.
The use of the electronic “keypals” is an option I am looking forward to exploring with a good friend and teacher of mine in Wisconsin. I feel this could be valuable tool in writing skills and increase interactions and awareness among a different region within the United States. Many students are unaware that people in various regions of our country go about their lives like they do. I am hoping to discuss this at length with Anneke; and for us to develop a time frame in which students can communicate next year.
Virtual field trips were also interesting and will be a valuable resource to explore topics not easily understood. I plan to explore this option more over the summer and try to implement it into my cultural studies next year.
I do agree with the author that majority of Internet activities can create collaborative learning experiences. This is the main reason as a Montessori teacher; I incorporate them into our curriculum when beneficial. As Roblyer stated in the chapter “web based projects focus on broadening students’ perspectives on their own and other cultures and providing insights into how their culture relates to others…(256). It is up to the teacher to strengthen a child’s understanding and help them develop into well rounded individuals.
I feel the above mentioned key topics will enable me to transform my Montessori classroom into the 21st century. I plan to explore the various collections of Web Based Learning activities listed on page 257. My goal is to find projects that raise a student’s higher level thinking skills and force them to become teachers of their world.
Chapter Seven Response
This chapter was very informative on the beginnings of the Internet and its evolution into the 21st century. Since its humble beginnings, the Internet has provided information to governments and businesses; with it evolvement into the World Wide Web for consumer use.
The point I want to reflect upon is the pitfalls of Internet use. This captured my attention not only as a teacher, but also as a mother of two girls who use the internet as correspondence with peers. The book made a valid point in mentioning the inappropriate material that is easily accessible to young people. As adults and teachers we need to work diligently at monitoring all kid’s use of the Internet. I personally have firewalls activated that work at keeping inappropriate material down to a minimal. Another valid point made was the fraud on the Internet today. Since children use the Internet as their primary resource tool; it is up to educators to teach children to verify the validity of the information they are researching. Numerous sites post inaccuracies in their work which leads to inappropriate knowledge for young and older minds alike. The last point I take to heart is that of plagiarism. As teachers, we must work diligently to educate children on proper research and writing methods. This needs to begin at an early age to insure children learn proper etiquette. I am a firm believer in checking for plagiarism in my classroom. I usually type what they have written in Google and it will pull up any copied information. I am excited to know about www.turnitin.com and www.mydropbox.com. I feel these tools will be valuable resources in the classroom.
The point I want to reflect upon is the pitfalls of Internet use. This captured my attention not only as a teacher, but also as a mother of two girls who use the internet as correspondence with peers. The book made a valid point in mentioning the inappropriate material that is easily accessible to young people. As adults and teachers we need to work diligently at monitoring all kid’s use of the Internet. I personally have firewalls activated that work at keeping inappropriate material down to a minimal. Another valid point made was the fraud on the Internet today. Since children use the Internet as their primary resource tool; it is up to educators to teach children to verify the validity of the information they are researching. Numerous sites post inaccuracies in their work which leads to inappropriate knowledge for young and older minds alike. The last point I take to heart is that of plagiarism. As teachers, we must work diligently to educate children on proper research and writing methods. This needs to begin at an early age to insure children learn proper etiquette. I am a firm believer in checking for plagiarism in my classroom. I usually type what they have written in Google and it will pull up any copied information. I am excited to know about www.turnitin.com and www.mydropbox.com. I feel these tools will be valuable resources in the classroom.
Tuesday, February 26, 2008
Chapter Six Response
This chapter seemed to be a system overload of information that is still confusing to me. I can personally see why people confuse the terms multimedia and hypermedia today. After reading this chapter, I am still trying to sort out all of the information. In reading I found I am most familiar with two types of multimedia: presentation software and video software. In my classroom, my students enjoy developing PowerPoint presentations to display research and other projects they have been working on. This is either individualized or sometimes group oriented. We have also held various performances within the school community and video the shows. These videos are then edited and distributed to parents who wish to purchase them as a fundraiser. Students have been involved in the editing and marketing process of the videos with the teachers at school.
The most impressive part of technology education today is the amount of technology used at such a young age to educate our children. As Roblyer found “hypermedia’s benefits seem to center on its ability to offer students multiple channels through which to process information” (p.188). I believe that all children have various learning styles and all forms of learning tools need to be integrated into the curriculum. I believe students need to be proactive in their learning and if hypermedia will enhance their drive to learn, then a teacher should use this approach to help the students succeed. I agree with the author when he included that flexible learning modes needs to be included in the classroom. It is up to the teacher to meet the needs of all learning styles and to make accommodations for those with needs.
I believe that older elementary children and up greatly benefit from the resources available to them. The wealth of information available to them allows them to explore and become their own teachers in an essence. The software packages available to them immerse them in the world they choose to explore. We personally use Encarta and access the world atlases and maps online. I am very interested in learning more about E-books and how to incorporate them into our Montessori curriculum.
The most impressive part of technology education today is the amount of technology used at such a young age to educate our children. As Roblyer found “hypermedia’s benefits seem to center on its ability to offer students multiple channels through which to process information” (p.188). I believe that all children have various learning styles and all forms of learning tools need to be integrated into the curriculum. I believe students need to be proactive in their learning and if hypermedia will enhance their drive to learn, then a teacher should use this approach to help the students succeed. I agree with the author when he included that flexible learning modes needs to be included in the classroom. It is up to the teacher to meet the needs of all learning styles and to make accommodations for those with needs.
I believe that older elementary children and up greatly benefit from the resources available to them. The wealth of information available to them allows them to explore and become their own teachers in an essence. The software packages available to them immerse them in the world they choose to explore. We personally use Encarta and access the world atlases and maps online. I am very interested in learning more about E-books and how to incorporate them into our Montessori curriculum.
Monday, February 25, 2008
Critique of Technology Based Lesson Plan
A Critique of a Technology Based Lesson Plan in Social Studies
Rhonda Hattaway’s lesson “Where am I,” incorporates the use of several technologies in the fifth grade Social Studies curriculum. The lesson’s approach is to explore the fifty states through the Internet. By doing so the students discover important facts and information about the states they are researching through the World Wide Web. The key standards integrated into the curriculum include keyboarding and basic word processing skills. Ms. Hattaway also focuses on student’s knowledge of surfing the internet for information while using appropriate keywords in various search engines. Lastly, the students learn to use PowerPoint to create a presentation the class may visit later in the classroom.
Integrating technology into the Social Studies curriculum allows students to become explorers of their universe. Ms. Hattaway does so through incorporating technology and allowing the students to become their own teachers. In chapter one of the text, Dewey believed “learning should be hands-on and experience based, and that the meaningful learning resulted from students working together on tasks related to their interest” (Roblyer, 42). The computer serves as the educational tool allowing small groups to work together to locate information pertaining to the five states they are researching. During lab time, students learn to use keywords as a basis of locating information through various search engines. Ms. Hattaway approaches this by reviewing how to appropriately use the Internet in direct instruction. The second phase of the project requires the students to type their information into PowerPoint and insert a picture of each state from clip art within the presentation. The PowerPoint template is already formatted; and the students work on inserting their information and clip art.
Overall, the technology affordances within this lesson are easily justified. “The Internet and other information and communication technologies (ITC’s) have the potential to revolutionize teaching and learning through purposeful integration of technology for thoughtful and critical thinking” (Boyd & Ikpeze, 644). This is evident in numerous aspects of the research and writing process. The internet allows for faster research in a shorter time frame. The word-processing program allows the students to view their text and cut, paste, copy, and delete with the stroke of a key. The ease with which revisions are made fosters continuous movement between writing and editing, which benefits the overall writing process. Word processing affords each group one copy of typed information stored instead of various copies floating around the classroom. Students also take turns in the typing and editing process. Lastly, students locate realistic pictures using clip art when formatting their states into the PowerPoint presentation. The text states “students who use visuals learn some valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus on their presentation” (Roblyer, 316).
Ms Hattaway’s use of technology is impressive, but it would have been beneficial to introduce other resources from the library; such as books and atlases. Students need to learn there is a wealth of information in the printed form available to them. This also allows students to compare information located from various tools to check for accuracy. The freedom of presentation would be nice as well. Allow a group to develop a poster board or tri fold presentation to place in the classroom if so desired. This incorporates the use of art by students decorating their boards with drawn pictures and graphics. Another art activity is to have the students sew a state quilt to display all the information they learned about each of their states. The quilt may be hung somewhere within the school so students and parents may see the wealth of knowledge the class has gathered.
The use of math can easily be incorporated into the project. Let each group keep track of the date their states entered the union; and then develop a bar graph to display the information. These graphs can be developed on the computer or compiled the traditionally in the classroom.
The objectives stated by Ms. Hattaway at the beginning of the lesson are met and measured within the lesson. The Internet continues developing research and keyboarding skills; while word processing develops writing and editing skills. Lastly, students continue learning to use various presentation media in the lab. The only way students develop technologically is through continued practice. Ms. Hattaway realizes this and made a point being on hand to guide and direct her students. The project allows for spelling errors which releases the pressures for speed and accuracy.
The pedagogical approaches of direct instruction and collaborative learning are used within the project. All key points are addressed through direct instruction at the beginning of the project. The lessons are kept simple and to the point so not to overwhelm the students with too much information. Ms. Hattaway’s use of peer groups supports the collaborative learning philosophy. Students brainstorm together and exchange their knowledge with each other. Ms. Hattaway notes to pair students at different levels together. This allows a stronger student member to help guide the group and make sure all parts of the project are being accomplished. This way every member feels they are a valued part of the project.
The evaluation process is a little vague in Ms. Hattaway’s lesson. She mentions her evaluation is to print the PowerPoint presentation with clues and blanks and for the students to identify the states. There is no mention of a technological evaluation. I would develop a rubric which to evaluate the students as they are working on the computers. This would be a group evaluation based on their teamwork and understanding of computer knowledge. Since the PowerPoint presentation was a formatted template developed by the teacher, I would evaluate the group’s ability of inserting the information adequately. In chapter six of the text, it mentions that the University of Wisconsin has designed a rubric for the process. One can refer to www.uwstout.edu/soe/profdev/pptrubric.html (Roblyer, 203). Lastly, I would evaluate their facts for accuracy and check for sentence structure (fragments) and mechanics. As mentioned I would not count off on spelling, because the goal is to learn new information and develop their computer literacy.
Overall, Ms. Hattaway does an excellent job approaching social studies in a fresh and creative format. By introducing the states in a mini lesson and then dividing the class into small groups to research states, the lesson becomes educational and fun. The students become the teacher and are able to share all their new found information with their peers. This lesson easily fits into a Montessori environment. The learning goals of the lesson resemble the goals set in my classroom. Since Montessori children are allowed independence in their learning, the children would be the facilitators of their lesson. Mr. Poole states “The computer-based learning system gives the child complete control over the pace of learning. That echoes the aspiration of the philosopher George Bernard Shaw who said, "What we want is to see the child in pursuit of knowledge, not knowledge in pursuit of the child” (Poole, internet). So this is a great way to engage the child’s mind and make a lasting impact on learning about their homeland.
Reference Page
Boyd, Fenice B. & Ikpeze, Chinwe H. (2007).Web-based inquiry learning: Facilitating
thoughtful literacy with webquest. The Reading Teacher, Volume 60 (7), April, 644-654.
Retrieved February 21, 2008, from Academic Search Premier.
Poole, Bernie (2006).Computer based learning and Montessori manipulatives. Education World,
November. Retrieved February 22, 2008, from the internet.
Roblyer, M.D. (2006). Integrating educational technology into education. Ohio. Pearson Merrill
Prentice Hall.
This lesson provided by:
Author:
Rhonda Hattaway
System:
COVINGTON COUNTY
School:
STRAUGHN ELEMENTARY SCHOOL
Title:
Where Am I?
Overview/Annotation:
During this lesson students explore the 50 states through the Internet. Students discover important facts and information by navigating the World Wide Web.
Content Standard(s):
TC(3-5)
4. Use developmentally appropriate keyboard techniques.
TC(3-5)
10. Demonstrate basic operations of a word processor.
TC(3-5)
12. Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.
TC(3-5)
14. Use the Internet to locate information.
TC(3-5)
15. Determine appropriate keywords for finding information using a web search.
SS(3) People, Places, and Regions: Geographic Studies
2. Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
SS(5) United States Studies: Beginnings to 1877
1. Locate physical features that impacted the exploration and settlement of the Americas.
SS(5) United States Studies: Beginnings to 1877
3. Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Local/National Standards:
Primary Learning Objective(s):
Students will gather important facts about the 50 states. Students will identify the states by their facts.
Additional Learning Objective(s):
Approximate Duration of the Lesson:
Greater than 120 Minutes
Materials and Equipment:
Technology Resources Needed:
Computers with Internet access, printers, presentation software
Background/Preparation:
Students should be familiar with navigating the Internet. Students should be able to insert a picture from clip art.
Procedures/Activities:
1.)To begin the lesson, inform students that they are going to be learning facts about all of the states. Then give students the handout with the names of the 50 states (see attached). Instruct students to write down any facts they already know about the states. Ask students to keep these papers handy, so they can check their facts later.
2.)Divide students into 10 groups. Assign each group 5 states. Give them the 50 States handout (see attached). Instruct the groups to use the websites below to learn facts about their 5 states. Have them record their findings on the handout.(50 States)This site has links to information on all 50 states.
3.)Website:(Fast Facts)This site has many facts about the states.
4.)Website:(All About the United States)This site has many links with information about the United States. There are also many games students can play to help them identify the states on a map.
5.)After students have completed gathering their facts, make copies of the completed handouts for each group. Allow groups to work together to learn the information about the states.
6.)Let groups add the information gathered about assigned states to the attached templete.
7.)When all the states have been added to the presentation, play the game "Where Am I?". (The presentation is set up where the state name will be the last thing to appear on each slide.) Show the presentation and have students take turns identifying the states according to the facts they know.
8.)After playing the game several times, print off the presentation in outline view after removing the state names. Have students fill in the state names to identify each state by their facts and picture.
9.)Make the "Where Am I" quiz available on the computer as a learning station for students to continue to practice learning about the states.
Attachments:**Some files will display in a new window. Others will prompt you to download.
50 state names.docThe 50 States.docwhere am i.ppt
Assessment Strategies:
The teacher will assess how well students identify the states by their facts and pictures.
Extension:
Remediation:
Accommodation:
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Modification:
Variations Submitted by ALEX Users:
Rhonda Hattaway’s lesson “Where am I,” incorporates the use of several technologies in the fifth grade Social Studies curriculum. The lesson’s approach is to explore the fifty states through the Internet. By doing so the students discover important facts and information about the states they are researching through the World Wide Web. The key standards integrated into the curriculum include keyboarding and basic word processing skills. Ms. Hattaway also focuses on student’s knowledge of surfing the internet for information while using appropriate keywords in various search engines. Lastly, the students learn to use PowerPoint to create a presentation the class may visit later in the classroom.
Integrating technology into the Social Studies curriculum allows students to become explorers of their universe. Ms. Hattaway does so through incorporating technology and allowing the students to become their own teachers. In chapter one of the text, Dewey believed “learning should be hands-on and experience based, and that the meaningful learning resulted from students working together on tasks related to their interest” (Roblyer, 42). The computer serves as the educational tool allowing small groups to work together to locate information pertaining to the five states they are researching. During lab time, students learn to use keywords as a basis of locating information through various search engines. Ms. Hattaway approaches this by reviewing how to appropriately use the Internet in direct instruction. The second phase of the project requires the students to type their information into PowerPoint and insert a picture of each state from clip art within the presentation. The PowerPoint template is already formatted; and the students work on inserting their information and clip art.
Overall, the technology affordances within this lesson are easily justified. “The Internet and other information and communication technologies (ITC’s) have the potential to revolutionize teaching and learning through purposeful integration of technology for thoughtful and critical thinking” (Boyd & Ikpeze, 644). This is evident in numerous aspects of the research and writing process. The internet allows for faster research in a shorter time frame. The word-processing program allows the students to view their text and cut, paste, copy, and delete with the stroke of a key. The ease with which revisions are made fosters continuous movement between writing and editing, which benefits the overall writing process. Word processing affords each group one copy of typed information stored instead of various copies floating around the classroom. Students also take turns in the typing and editing process. Lastly, students locate realistic pictures using clip art when formatting their states into the PowerPoint presentation. The text states “students who use visuals learn some valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus on their presentation” (Roblyer, 316).
Ms Hattaway’s use of technology is impressive, but it would have been beneficial to introduce other resources from the library; such as books and atlases. Students need to learn there is a wealth of information in the printed form available to them. This also allows students to compare information located from various tools to check for accuracy. The freedom of presentation would be nice as well. Allow a group to develop a poster board or tri fold presentation to place in the classroom if so desired. This incorporates the use of art by students decorating their boards with drawn pictures and graphics. Another art activity is to have the students sew a state quilt to display all the information they learned about each of their states. The quilt may be hung somewhere within the school so students and parents may see the wealth of knowledge the class has gathered.
The use of math can easily be incorporated into the project. Let each group keep track of the date their states entered the union; and then develop a bar graph to display the information. These graphs can be developed on the computer or compiled the traditionally in the classroom.
The objectives stated by Ms. Hattaway at the beginning of the lesson are met and measured within the lesson. The Internet continues developing research and keyboarding skills; while word processing develops writing and editing skills. Lastly, students continue learning to use various presentation media in the lab. The only way students develop technologically is through continued practice. Ms. Hattaway realizes this and made a point being on hand to guide and direct her students. The project allows for spelling errors which releases the pressures for speed and accuracy.
The pedagogical approaches of direct instruction and collaborative learning are used within the project. All key points are addressed through direct instruction at the beginning of the project. The lessons are kept simple and to the point so not to overwhelm the students with too much information. Ms. Hattaway’s use of peer groups supports the collaborative learning philosophy. Students brainstorm together and exchange their knowledge with each other. Ms. Hattaway notes to pair students at different levels together. This allows a stronger student member to help guide the group and make sure all parts of the project are being accomplished. This way every member feels they are a valued part of the project.
The evaluation process is a little vague in Ms. Hattaway’s lesson. She mentions her evaluation is to print the PowerPoint presentation with clues and blanks and for the students to identify the states. There is no mention of a technological evaluation. I would develop a rubric which to evaluate the students as they are working on the computers. This would be a group evaluation based on their teamwork and understanding of computer knowledge. Since the PowerPoint presentation was a formatted template developed by the teacher, I would evaluate the group’s ability of inserting the information adequately. In chapter six of the text, it mentions that the University of Wisconsin has designed a rubric for the process. One can refer to www.uwstout.edu/soe/profdev/pptrubric.html (Roblyer, 203). Lastly, I would evaluate their facts for accuracy and check for sentence structure (fragments) and mechanics. As mentioned I would not count off on spelling, because the goal is to learn new information and develop their computer literacy.
Overall, Ms. Hattaway does an excellent job approaching social studies in a fresh and creative format. By introducing the states in a mini lesson and then dividing the class into small groups to research states, the lesson becomes educational and fun. The students become the teacher and are able to share all their new found information with their peers. This lesson easily fits into a Montessori environment. The learning goals of the lesson resemble the goals set in my classroom. Since Montessori children are allowed independence in their learning, the children would be the facilitators of their lesson. Mr. Poole states “The computer-based learning system gives the child complete control over the pace of learning. That echoes the aspiration of the philosopher George Bernard Shaw who said, "What we want is to see the child in pursuit of knowledge, not knowledge in pursuit of the child” (Poole, internet). So this is a great way to engage the child’s mind and make a lasting impact on learning about their homeland.
Reference Page
Boyd, Fenice B. & Ikpeze, Chinwe H. (2007).Web-based inquiry learning: Facilitating
thoughtful literacy with webquest. The Reading Teacher, Volume 60 (7), April, 644-654.
Retrieved February 21, 2008, from Academic Search Premier.
Poole, Bernie (2006).Computer based learning and Montessori manipulatives. Education World,
November. Retrieved February 22, 2008, from the internet.
Roblyer, M.D. (2006). Integrating educational technology into education. Ohio. Pearson Merrill
Prentice Hall.
This lesson provided by:
Author:
Rhonda Hattaway
System:
COVINGTON COUNTY
School:
STRAUGHN ELEMENTARY SCHOOL
Title:
Where Am I?
Overview/Annotation:
During this lesson students explore the 50 states through the Internet. Students discover important facts and information by navigating the World Wide Web.
Content Standard(s):
TC(3-5)
4. Use developmentally appropriate keyboard techniques.
TC(3-5)
10. Demonstrate basic operations of a word processor.
TC(3-5)
12. Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.
TC(3-5)
14. Use the Internet to locate information.
TC(3-5)
15. Determine appropriate keywords for finding information using a web search.
SS(3) People, Places, and Regions: Geographic Studies
2. Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
SS(5) United States Studies: Beginnings to 1877
1. Locate physical features that impacted the exploration and settlement of the Americas.
SS(5) United States Studies: Beginnings to 1877
3. Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Local/National Standards:
Primary Learning Objective(s):
Students will gather important facts about the 50 states. Students will identify the states by their facts.
Additional Learning Objective(s):
Approximate Duration of the Lesson:
Greater than 120 Minutes
Materials and Equipment:
Technology Resources Needed:
Computers with Internet access, printers, presentation software
Background/Preparation:
Students should be familiar with navigating the Internet. Students should be able to insert a picture from clip art.
Procedures/Activities:
1.)To begin the lesson, inform students that they are going to be learning facts about all of the states. Then give students the handout with the names of the 50 states (see attached). Instruct students to write down any facts they already know about the states. Ask students to keep these papers handy, so they can check their facts later.
2.)Divide students into 10 groups. Assign each group 5 states. Give them the 50 States handout (see attached). Instruct the groups to use the websites below to learn facts about their 5 states. Have them record their findings on the handout.(50 States)This site has links to information on all 50 states.
3.)Website:(Fast Facts)This site has many facts about the states.
4.)Website:(All About the United States)This site has many links with information about the United States. There are also many games students can play to help them identify the states on a map.
5.)After students have completed gathering their facts, make copies of the completed handouts for each group. Allow groups to work together to learn the information about the states.
6.)Let groups add the information gathered about assigned states to the attached templete.
7.)When all the states have been added to the presentation, play the game "Where Am I?". (The presentation is set up where the state name will be the last thing to appear on each slide.) Show the presentation and have students take turns identifying the states according to the facts they know.
8.)After playing the game several times, print off the presentation in outline view after removing the state names. Have students fill in the state names to identify each state by their facts and picture.
9.)Make the "Where Am I" quiz available on the computer as a learning station for students to continue to practice learning about the states.
Attachments:**Some files will display in a new window. Others will prompt you to download.
50 state names.docThe 50 States.docwhere am i.ppt
Assessment Strategies:
The teacher will assess how well students identify the states by their facts and pictures.
Extension:
Remediation:
Accommodation:
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Modification:
Variations Submitted by ALEX Users:
Tuesday, February 19, 2008
Chapter Five Response
Chapter Five Response:
I found this chapter to be informative and educational to me since I teach in a Montessori environment. Due to the environment I teach in many of the software tools I do not use. It is amazing that programs exist to help with IEP, test making and lesson planning.
The software programs I am most familiar with are Print Shop and reference and research tools. I personally use Print Shop to publish our CMS yearbook. All pages are formatted and saved in a PDF format and then taken to the printer to be printed. All CMS yearbook includes student volunteers from the 3rd thru 6th grade. They work with me learning how to layout and design pages. This includes inserting text and clip art. Our last years’ yearbook sold 90 copies and was a success. This year we have added the sale of ads to the parents. These ads can advertise businesses or salute a Kindergartner or graduating 6th grader. We hope this will generate more income for the yearbook.
Our class also uses Encarta as a research reference tool. We regularly refer students to dictionary.com/thesaurus.com to find the meanings and etymology of various words. This has greatly enhanced many of our students writing skills.
One direction I would love to see my school go is towards on line registration. This would decrease the amount of paper copied and used; and also allow all information to be stored in on location with all teachers having access. I personally feel more parents would be on time in filling out the information and all changes could be made with a click of the button.
Lastly, I am interested in obtaining samples of many of the software programs to see if they could be adapted to the Montessori Method. These include the graphing software and the Inspiration software. I personally feel these programs would help both our accelerated and remedial learners in math and language skills.
I found this chapter to be informative and educational to me since I teach in a Montessori environment. Due to the environment I teach in many of the software tools I do not use. It is amazing that programs exist to help with IEP, test making and lesson planning.
The software programs I am most familiar with are Print Shop and reference and research tools. I personally use Print Shop to publish our CMS yearbook. All pages are formatted and saved in a PDF format and then taken to the printer to be printed. All CMS yearbook includes student volunteers from the 3rd thru 6th grade. They work with me learning how to layout and design pages. This includes inserting text and clip art. Our last years’ yearbook sold 90 copies and was a success. This year we have added the sale of ads to the parents. These ads can advertise businesses or salute a Kindergartner or graduating 6th grader. We hope this will generate more income for the yearbook.
Our class also uses Encarta as a research reference tool. We regularly refer students to dictionary.com/thesaurus.com to find the meanings and etymology of various words. This has greatly enhanced many of our students writing skills.
One direction I would love to see my school go is towards on line registration. This would decrease the amount of paper copied and used; and also allow all information to be stored in on location with all teachers having access. I personally feel more parents would be on time in filling out the information and all changes could be made with a click of the button.
Lastly, I am interested in obtaining samples of many of the software programs to see if they could be adapted to the Montessori Method. These include the graphing software and the Inspiration software. I personally feel these programs would help both our accelerated and remedial learners in math and language skills.
Tuesday, February 12, 2008
Chapter 4 Response
The information I gathered from reading this chapter was informative and educational at the same time. This was an easy chapter to read because many of the programs I am already familiar with. Yet, many acronyms and their uses were explained that I never knew the meaning of before. RTF and HTML are two names I had always heard but was too embarrassed to ask their significance in technology. I actually thought it was more complicated than what it really turned out to be.
The main benefit I derived from reading is the detailed explanations of the three basic software programs and the impact they are having on education today. Even though educators differ on their opinions of technology in the classroom, many do realize the impact it is having on our society.
Word processing is the program I am most familiar with and one I use regularly in the classroom. I require all my 6th year students to type all their writing assignments and book reports in MLA format in preparation for Middle School. Also, our Upper Elementary class types any research projects they might be working on in the classroom. I use the time they are at the computer to answer any questions and give mini lessons on formatting and editing. Many are beginning to internalize how Word works and how to use all the manipulative within program to make their projects look better. I know from personal classroom experience that some students are able to express their thought easier typing than writing. I believe if this benefits a child’s educational development, a teacher should allow a student to write the way it comes naturally.
Even though I am a proponent for technology, I believe word processing should not be introduced until students have a firm foundation in their personal writing skills with pen and paper. Younger students need time to develop fine motor skills and dexterity needed in daily skills such as writing and later keyboarding. It is imperative as educators that we make sure students develop these skills to their fullest potential. Students make a lasting connection when actually writing a story on paper instead of typing it in. Not only is the student connecting with the story; they are also internalizing the sounds and words they are actually writing. If keyboarding, younger students are more focused on the typing skills than the writing skill. It is not until later after reading for revisions that a connection might be made. Our lower elementary students do type papers occasionally, but it is only after being written and revisions are made. This way the teachers feel that the students have made that connection with their work.
The main benefit I derived from reading is the detailed explanations of the three basic software programs and the impact they are having on education today. Even though educators differ on their opinions of technology in the classroom, many do realize the impact it is having on our society.
Word processing is the program I am most familiar with and one I use regularly in the classroom. I require all my 6th year students to type all their writing assignments and book reports in MLA format in preparation for Middle School. Also, our Upper Elementary class types any research projects they might be working on in the classroom. I use the time they are at the computer to answer any questions and give mini lessons on formatting and editing. Many are beginning to internalize how Word works and how to use all the manipulative within program to make their projects look better. I know from personal classroom experience that some students are able to express their thought easier typing than writing. I believe if this benefits a child’s educational development, a teacher should allow a student to write the way it comes naturally.
Even though I am a proponent for technology, I believe word processing should not be introduced until students have a firm foundation in their personal writing skills with pen and paper. Younger students need time to develop fine motor skills and dexterity needed in daily skills such as writing and later keyboarding. It is imperative as educators that we make sure students develop these skills to their fullest potential. Students make a lasting connection when actually writing a story on paper instead of typing it in. Not only is the student connecting with the story; they are also internalizing the sounds and words they are actually writing. If keyboarding, younger students are more focused on the typing skills than the writing skill. It is not until later after reading for revisions that a connection might be made. Our lower elementary students do type papers occasionally, but it is only after being written and revisions are made. This way the teachers feel that the students have made that connection with their work.
Tuesday, February 5, 2008
Chapter 3 Response
After being a Montessori educator for the past 14 years, I am astounded at all the computer software available for classroom use. My only link to public education has been through my two stepdaughters, with one living with us through her high school years. Yet her high school years were spent at ASFA, so they were not a traditional experience either. I am now learning about this technology through my younger daughter, who is a sophomore at Pelham.
I personally feel that computer software programs, if used for the intended purpose within the classroom will definitely benefit a child. I do not believe a computer program will ever replace a teacher in the classroom, no matter how advanced or interactive a program becomes. A computer can not assess and internalize a child’s immediate needs; or infer any frustration and success on their part. A teacher is there to help guide and nurture a child’s learning to make sure they succeed and grow to their fullest potential.
I support the constructivist viewpoint on using software programs that allow interactions amongst the students using the programs. These include simulations, instructional games, and problem solving software. Upon reading, I am impressed with the way simulations allow children to interact with activities a variety of times and each time change the outcome based upon the criteria they set up. What amazed me was that SimCity was a simulation that my oldest daughter used to love to play when she was younger. She would spend hours on the computer building her city and setting up situations within her created environment. When I asked her about it, she mentioned that she liked the way the programs matured as she got older.
The problem solving software impressed me because it helps develop a student’s higher level thinking skills. The software programs I read about seemed interesting and would keep the students intrigued in the subject matter through interaction and exploration.
After reading about these software programs, I surfed the internet for Montessori software programs. Believe it or not, there is a software company dedicated to the Montessori Method (www.mecssoftware.com). The programs are reading and language centered for the preschool and elementary level. The other programs are centered on the cultural areas of geography and science. They even made software focusing on math facts and time. The website offers free download demos for Montessorians to try. I plan on trying some of these and seeing if this is something worthwhile for our upper elementary classroom. I find this amazing and it supports what have I always thought; that if Maria Montessori was alive today she would embrace the technological age.
I personally feel that computer software programs, if used for the intended purpose within the classroom will definitely benefit a child. I do not believe a computer program will ever replace a teacher in the classroom, no matter how advanced or interactive a program becomes. A computer can not assess and internalize a child’s immediate needs; or infer any frustration and success on their part. A teacher is there to help guide and nurture a child’s learning to make sure they succeed and grow to their fullest potential.
I support the constructivist viewpoint on using software programs that allow interactions amongst the students using the programs. These include simulations, instructional games, and problem solving software. Upon reading, I am impressed with the way simulations allow children to interact with activities a variety of times and each time change the outcome based upon the criteria they set up. What amazed me was that SimCity was a simulation that my oldest daughter used to love to play when she was younger. She would spend hours on the computer building her city and setting up situations within her created environment. When I asked her about it, she mentioned that she liked the way the programs matured as she got older.
The problem solving software impressed me because it helps develop a student’s higher level thinking skills. The software programs I read about seemed interesting and would keep the students intrigued in the subject matter through interaction and exploration.
After reading about these software programs, I surfed the internet for Montessori software programs. Believe it or not, there is a software company dedicated to the Montessori Method (www.mecssoftware.com). The programs are reading and language centered for the preschool and elementary level. The other programs are centered on the cultural areas of geography and science. They even made software focusing on math facts and time. The website offers free download demos for Montessorians to try. I plan on trying some of these and seeing if this is something worthwhile for our upper elementary classroom. I find this amazing and it supports what have I always thought; that if Maria Montessori was alive today she would embrace the technological age.
Monday, January 28, 2008
Chapter 2 Response
This chapter gave me an opportunity to revisit many educational theorists I had not thought about in nearly twenty years. It was interesting and refreshing to read and form opinions on where my educational beliefs lie today. As a Montessori educator for the past fourteen years, I believe my roots are more in line with those of the Constructivist Learning Theories. I especially support the beliefs of John Dewey and Jean Piaget. I agree with Dewey that learning should arise from the students’ interest and that curriculum topics need to be integrated to grasp the whole concept. He supported that all learning should be hands on and experienced based by either working independently or in groups. This is the way I approach learning in my classroom. My co teacher and I work diligently to integrate our subjects. While discussing Ancient Roman history, my co teacher is working with geography concepts on that time period. We are also working and researching the contributions of math, language, and government to our modern society. All students are treated as individuals and their strengths and weaknesses are assessed continuously. While one student is working on basic operations another student may be forging ahead with fraction and decimal work. By allowing the child to move forward at their functioning work level; they develop a sense of pride and accomplishment in what they are learning. Once skills are internalized, the student develops confidence and is able to move forward without frustration on their part. Teachers need to be aware of their students’ sensitive periods of development so all children are learning and absorbing knowledge. As students mature their higher level thinking skills develop as well. Montessori and Piaget are both supporters of the phases of cognitive development and I see it in action everyday within my classroom.
Even though I am a constructivist at heart, I do rely on some directed instruction in working with my students. This is seen through individualized lessons with them to gain knowledge of certain skills. After the lesson is presented I look for various ways to assess their knowledge. My co teacher and I use a combination of assessment formats including projects, portfolios, written reports, and traditional mini assessments. We use the occasional mini assessment to help our student’s transition into a more traditional environment when they leave Montessori.
I believe that technology can be taught with both philosophies as well. Teachers will need to give direction on proper use of the technology and then allow the students to explore and develop their skills. The goal of the integration of both philosophies is the Technology Integration Plan discussed at the end of the chapter. This plan guides the teacher in how to successfully use technology to the benefit of the class. My goal as a Montessori teacher is to learn to integrate more technology within the curriculum without loosing the hands on approach we honor so much. I hope this guide can be a springboard for my co teacher and I in our beginning phase of implementing more technology. I feel that if Maria Montessori were alive today, she would embrace the technological world and encourage Montessori educators to use it within the classroom.
Even though I am a constructivist at heart, I do rely on some directed instruction in working with my students. This is seen through individualized lessons with them to gain knowledge of certain skills. After the lesson is presented I look for various ways to assess their knowledge. My co teacher and I use a combination of assessment formats including projects, portfolios, written reports, and traditional mini assessments. We use the occasional mini assessment to help our student’s transition into a more traditional environment when they leave Montessori.
I believe that technology can be taught with both philosophies as well. Teachers will need to give direction on proper use of the technology and then allow the students to explore and develop their skills. The goal of the integration of both philosophies is the Technology Integration Plan discussed at the end of the chapter. This plan guides the teacher in how to successfully use technology to the benefit of the class. My goal as a Montessori teacher is to learn to integrate more technology within the curriculum without loosing the hands on approach we honor so much. I hope this guide can be a springboard for my co teacher and I in our beginning phase of implementing more technology. I feel that if Maria Montessori were alive today, she would embrace the technological world and encourage Montessori educators to use it within the classroom.
Tuesday, January 22, 2008
Cultrual Gap in Technology
After reading and absorbing a tremendous amount of information in Chapter One, the one point that struck home to me is the cultural/socioeconomic barrier in technology within the schools. It is true even in Birmingham, Alabama, that many inner city schools do not have the same technology as other affluent schools. For many students, the only opportunity afforded to them to work on computers is at school. Many depend upon the library for outside computer use. It would be wonderful to see more educational dollars dispersed evenly among all school systems; so every child has the opportunity to learn and use the technological resources available today. Not just computers, but all the various forms of technology used in various learning environments. Whether this be in school radio/television production, school newspaper or even the school annual. If given this opportunity, many children would feel a sense of worth and accomplishment in their studies. Secondly, this technology would allow many students to see outside the world they live in; and encourage them to move forward in their studies. This might be the springboard to encourage a student to work hard and pursue that college dream. So it is up to the educators of today to work hard to push for funding at all levels and in all districts so every child is given the opportunity to grow and learn.
Also, it is astounding to believe we live in the 21st Century and girls/women are still considered a minority in technology. As a 40 year old, I see many of my students (boys and girls) embrace technology. Why then do girls grow up and not enter the mathematical/technology field. Is it discrimination? Or is it a lack of interest? I truly hope that it is not discrimination but lack of interest on their part. If so, schools need to find creative ways to engage girls in technology all through school so their interest in entering a technological field is sparked. It would be wonderful if one day a woman was the one pioneering the newest computer, phone, or musical device wanted by the rest of the world.
Hopefully as educators we can work hard to eventually erase these discrimination barriers.
Also, it is astounding to believe we live in the 21st Century and girls/women are still considered a minority in technology. As a 40 year old, I see many of my students (boys and girls) embrace technology. Why then do girls grow up and not enter the mathematical/technology field. Is it discrimination? Or is it a lack of interest? I truly hope that it is not discrimination but lack of interest on their part. If so, schools need to find creative ways to engage girls in technology all through school so their interest in entering a technological field is sparked. It would be wonderful if one day a woman was the one pioneering the newest computer, phone, or musical device wanted by the rest of the world.
Hopefully as educators we can work hard to eventually erase these discrimination barriers.
Friday, January 18, 2008
A Stressful Week
This is my second blog entry and I have changed it a little. I chose this color scheme for two reason. First, my youngest daughter loved all shades of pink as a little girl, so it brings back fond memories of her sense of style back then. She is now 16 and would not wear all pink to anything. Secondly, it reflects my days of being an active Delta GAmma at UAB. Hard to believe the years fly by. My 16 year old is now looking at colleges and wanting to be a DG.
This week has been stressful trying to link my blog. I finally succeeded yesterday evening with some guidance. It would post then disappear. I look forward to learning more about blogging and computers this semester.
My students in our classroom have even created a class blog page. How wonderful! They are having fun and did it a lot faster than I did. I guess they will answer questions for me if I need guidance.
This week has been stressful trying to link my blog. I finally succeeded yesterday evening with some guidance. It would post then disappear. I look forward to learning more about blogging and computers this semester.
My students in our classroom have even created a class blog page. How wonderful! They are having fun and did it a lot faster than I did. I guess they will answer questions for me if I need guidance.
Tuesday, January 8, 2008
Blogging Experience
Tonight was very eye-opening and educational for me. I have finally learned how to create a blog page. This is something both of my daughters do regularly on My Space and Facebook, I think. I found this to be easier than I thought it would be. Yet, I don't know how easy it would have been if I had not had guidance.
Also, setting up my webpage was easier than I thought it would be. The most knowledgeable concept I learned tonight was editing pictures through Desktop by using the paint button. I did not know you could edit pictures this way.
My main concern is that everything saves and that all my names and passwords work on my laptop later this week.
Also, setting up my webpage was easier than I thought it would be. The most knowledgeable concept I learned tonight was editing pictures through Desktop by using the paint button. I did not know you could edit pictures this way.
My main concern is that everything saves and that all my names and passwords work on my laptop later this week.
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