I love Facebook, some (like my husband) might say I am addicted to it. Well, I might be, but I'm on a patch now, so it is getting better! Facebook, or FB, is great because I have met people from around the globe playing dumb, time-wasting farming games. The farming has lapsed (I've found treasure hunting much more appealing,) but I remain FB friends with some of those I met early on; one of those people is my friend Jan who lives in South Africa. Now, I've never been to SA, but I would love to go for many reasons; I have many more reasons to go now that I know Jan, she has opened the country to my eyes. Without social interactions through programs like Facebook, I would never have met Jan, nor would I know so much about South Africa!
Most of my 8th grade students have Facebook and/or MySpace accounts. Be clear, I do NOT friend my students, but do have former students in my friend base on FB. I do not post strange or inappropriate items or videos, so I feel comfortable with the 2 still left in high school in my circle. I have learned so much about places around the world, not just South Africa, but everywhere. I have met people from places I've never heard of and had to find on a map with guidance! I have been socially learning from this style of technology for about a year now, and as my husband says, I'm addicted.
How does this all apply to the learning theories for social constructivism and connectivism? Easy, socially the people involved make connections to others and pieces of information available. I do NOT agree with George Siemens (Laureate Education, Inc. 2009)is stating connectivism is the way for students to learn in the 21st century. I think he has made a case for himself by defining "Learning Theory" to match his own needs. I believe my students need interaction with something other than technology and computers; I believe in face-to-face instruction. I do not think all learning will go to the way of the computer, and if it does "connectivism" would surely DIS-connect the person from the Social Learning theory it is tied to in Siemen's eyes. To learn socially, one must interact with others, not just on Facebook or Second Life interactives, but real human interaction.
I think of the Disney/Pixar movie Wall-e. If you have seen it, the people become complete connectivists and speak to one another through holographic tv screens, even though they are sitting right next to one another. If you haven't seen the film, check it out. Lots of lessons to learn from a little robot!! If you have, meet me on the Lido Deck, there's a pool!!
Wednesday, February 3, 2010
Voicethread link
I believe this to be one of the lamest uploads I have ever done, but when you see it, it will all make sense. Cannot wait to read or hear your comments!!
If you don't read the comments, this was the original which had some problems. Fixed and embedded now, so all can see and jump to the lame voice thread I created.
If you don't read the comments, this was the original which had some problems. Fixed and embedded now, so all can see and jump to the lame voice thread I created.
Wednesday, January 27, 2010
"If you build it, they will come!"
I love that quote from Field of Dreams with Kevin Costner. I think it is true of anything. Living outside of Detroit is not such a bad thing. Our sports teams are legendary, just not all in the right direction. So, the owners of the Lions (NFL for you non-football folks) thought they should build a new stadium, Ford Field. If we build it, they will come (to learn how to play?). That didn’t work, but the Field is beautiful, see for yourself here.
The same is true about teaching in a constructionist classroom! If THEY build it, “it” will come (to them.) It is a great theory because the kids are immersed in the artifact they are building; but we have to get them to build it! I teach science, so building things is an easy way for me to teach, if you can call it that. I give instructions, over and over and over, and hand out the instructions, with plenty of additional copies for those lost, and then I coach and cheer for my team to build. More times then not, I get a decent turnout of the project artifacts being created. The other great thing about science is the hypothesis! I do not teach my kids the scientific method; I completely submerse them in it. I teach around inquiry (Pitler & Hubbell, 2001) which is a founding component of the hypothesis.
Now that January is on it’s way out (yeah, can you believe it!!), my students have finally figured out I will not be solving their problems or giving direct answers to every question. They must search and test their own theory and get back to me with the result. It is a nice feeling to round that base! Using technology to gain insight, gather information, and work towards the creation of artifacts and knowledge are a dream. Some days, that is a pipe dream because of the lack of computers and internet for my students, both at school and home, but I keep trying to round the bases. Some days we hit singles, but others we get the homer! And so, they build those artifacts and keep learning and connecting the dendrites into permanent long-term memory. Guess I believe in constructionism, for “If they build it, they will come (to know it.)”
The same is true about teaching in a constructionist classroom! If THEY build it, “it” will come (to them.) It is a great theory because the kids are immersed in the artifact they are building; but we have to get them to build it! I teach science, so building things is an easy way for me to teach, if you can call it that. I give instructions, over and over and over, and hand out the instructions, with plenty of additional copies for those lost, and then I coach and cheer for my team to build. More times then not, I get a decent turnout of the project artifacts being created. The other great thing about science is the hypothesis! I do not teach my kids the scientific method; I completely submerse them in it. I teach around inquiry (Pitler & Hubbell, 2001) which is a founding component of the hypothesis.
Now that January is on it’s way out (yeah, can you believe it!!), my students have finally figured out I will not be solving their problems or giving direct answers to every question. They must search and test their own theory and get back to me with the result. It is a nice feeling to round that base! Using technology to gain insight, gather information, and work towards the creation of artifacts and knowledge are a dream. Some days, that is a pipe dream because of the lack of computers and internet for my students, both at school and home, but I keep trying to round the bases. Some days we hit singles, but others we get the homer! And so, they build those artifacts and keep learning and connecting the dendrites into permanent long-term memory. Guess I believe in constructionism, for “If they build it, they will come (to know it.)”
Wednesday, January 20, 2010
Creative Cognitive Tools
Cognitive learning incorporates the short-term and long-term memory. Dr. Michael Orey (Laureate Education, Inc., 2009) discussed the “7 +/- 2” theory for short-term memory storage. This means at any given time, the short-term memory can hold only minimal bits of information; this is why further connections must be made and transfers of the information from short- to long-term memory. The best way to create long-term memory is to allow the brain to create more connections of neurons at the dendrite tips, as we learned from Dr. Pat Wolfe in week 1 of our course studies (Laureate Education, Inc., 2009). Creating images of words and pictures related to one another is a strong way to create memory. When the visual aide ties the information together, the brain will create more connections and begin to make trigger marks, or tags, to recall the information.
Using cues, questions, and advanced organizers is a wonderful way to create the links and tags of memory; this is essential to the cognitive learning theory (Pitler & Hubbell, 2007) (Marzano, 2001). Cues and questions can be crossed referenced and used of advanced graphic organizers will give visual tags to the written or oral information. Students using technology programs, such as Inspiration (or Webspiration online) are able to manipulate and create an image rich concept maps for linking the new information. I have used the program for many classroom assignments and always have great success with the student output and outcomes. Kids love visuals, especially those they can create with instant feedback.
Summarizing and note taking is a whole other ballpark for me. I have spent countless class periods creating, leading, teaching, and handing out notes. I show various techniques and hand out my own set for the students to use as models. I walk systematically through the process of note taking and still, I cannot seem to get the concept across to my 8th graders. Sometimes I think the whole idea is too far above their heads for it to sink in, and other days I see lights shining from in front of me, and it is not the overhead! I instruct using Microsoft Word. I show the students how to easily fix the “squiggly lines” into correct grammar and spelling, but I still receive hard copies and final submissions with errors everywhere. I purposely spell incorrectly so they can see the problems and how to correct them, but still…what to do? Well, Pitler & Hubbell (p. 125) would suggest using non-linguistic notes, with written cues on the left margin and pictures on the right. I highly encourage doodles and drawings to help stimulate the information to long-term memory storage, but too often the drawings do not connect to the information and no memory of any kind are created. I am hoping for suggestions and assistance in this area. My district Assistant Superintendant of Curriculum is a Marzano Superfan, so this would be a great help for me!!
Using cues, questions, and advanced organizers is a wonderful way to create the links and tags of memory; this is essential to the cognitive learning theory (Pitler & Hubbell, 2007) (Marzano, 2001). Cues and questions can be crossed referenced and used of advanced graphic organizers will give visual tags to the written or oral information. Students using technology programs, such as Inspiration (or Webspiration online) are able to manipulate and create an image rich concept maps for linking the new information. I have used the program for many classroom assignments and always have great success with the student output and outcomes. Kids love visuals, especially those they can create with instant feedback.
Summarizing and note taking is a whole other ballpark for me. I have spent countless class periods creating, leading, teaching, and handing out notes. I show various techniques and hand out my own set for the students to use as models. I walk systematically through the process of note taking and still, I cannot seem to get the concept across to my 8th graders. Sometimes I think the whole idea is too far above their heads for it to sink in, and other days I see lights shining from in front of me, and it is not the overhead! I instruct using Microsoft Word. I show the students how to easily fix the “squiggly lines” into correct grammar and spelling, but I still receive hard copies and final submissions with errors everywhere. I purposely spell incorrectly so they can see the problems and how to correct them, but still…what to do? Well, Pitler & Hubbell (p. 125) would suggest using non-linguistic notes, with written cues on the left margin and pictures on the right. I highly encourage doodles and drawings to help stimulate the information to long-term memory storage, but too often the drawings do not connect to the information and no memory of any kind are created. I am hoping for suggestions and assistance in this area. My district Assistant Superintendant of Curriculum is a Marzano Superfan, so this would be a great help for me!!
Wednesday, January 13, 2010
Reinforcing Effort towards Homework & Practice
The idea of Reinforcing Effort is an easy one for me to follow. I have conformed my teaching praise style the intrinsic style proposed by Carol Dweck (2007). Pitler & Hubbell (2007) reinforce this exact theory when stating the effort will reflect the attitudes and beliefs a student carries about his or her learning. I found the use of technology to introduce and use spreadsheets to collect, monitor, and graph student progress towards goals of effort to be enlightening; I will look into this further and try one myself. As for tying this idea of intrinsic praise of effort to a behaviorist theory, I can see some links. The entire idea of both is to praise and reinforce positive behavior; effort reinforcement does not give way to punishment or consequences, unless the individual chooses to change for their own personal satisfaction. I will have no problem adapting the technology ideas for reinforcing effort into my own classroom.
As for the Homework and Practice section of the Pitler & Hubbell text, I will most use some of the new websites I found listed in their publication. I will not mind subscribing to a site when I know it is kid/user friendly and allows for the instant feedback from quizzes. I already use computer-based homework, including online textbook assignments and computer generated projects, so this is the logical next step for me. I believe most homework is reinforcing the behaviorist theory, although only in the routine of the work. Teaching science leaves a multitude of various interpretations to completing an assignment to the rubric details; I prefer this to “robot” methods, as students tend not to retain the information.
As for the Homework and Practice section of the Pitler & Hubbell text, I will most use some of the new websites I found listed in their publication. I will not mind subscribing to a site when I know it is kid/user friendly and allows for the instant feedback from quizzes. I already use computer-based homework, including online textbook assignments and computer generated projects, so this is the logical next step for me. I believe most homework is reinforcing the behaviorist theory, although only in the routine of the work. Teaching science leaves a multitude of various interpretations to completing an assignment to the rubric details; I prefer this to “robot” methods, as students tend not to retain the information.
Sunday, January 10, 2010
Welcome, and welcome back!
To those of you new to my blog, welcome! To those of you already following, welcome back. That means we started the school year together with Judy Trask, who taught us all so much! I love posting our assignment information in this style because of the instant feedback, so I look forward to your comments. Read the side post "About me" for any additional info!
Happy blogging!
Happy blogging!
Sunday, November 1, 2009
Reflection
I have learned so much from this course! I had never created my own blog page before, although I had been heard saying (more than once) how I should figure that out and get posting. Well, here it finally has been done. Now that I know how to use the blog, I have created my classroom blog & will QUICKLY create a personal blog for updating my family and friends on all things Olsen related. Besides, now that I am capable of creating podcasts and videos, I have been uploading files of my kids like a crazy woman. (By the way, you can now listen to my podcast here from my last post!) I am already using a wiki in my classroom discussions and they will be continuing throughout the year as a meeting place. The current project assignment my students are working towards finishing involves using reliable Internet resources to create a power point with voice overlay (podcast). Once the individual work is done, they must upload their file to the group wiki board for collaboration on the final presented work. THEY are excited! I am excited they are excited! This is the first year I have used complete digital assignments and I could not be happier. I have taken away so much from this course, including the use of the web 2.0 tools, the 21st Century skills, learning the NETS, and incorporating them together!
My students have joined in my quest to learn in different ways. Ever since I told them they are referred to as Digital Natives (Prensky, 2001) as a generation and borrow Prensky's term of "twitch speed" to explain their uncanny ability to multitask, I've had their attention. My students believe I will let them learn in their forms and use their media to do it. They should, I told them this was the case. For the first time, I have students excited to do HOMEWORK! This led me back to the proverbial drawing board in order to incorporate my new learned skills into their world of learning. The are very excited to train me how to use my iPhone! They think it is great to play the teacher to me because I am willing to let them. We have to learn together, there are too many kinks in the knowledge tree; if we don't proceed as a team, we could all get lost!
Through the use of the web 2.0 tools and the 21st century skills, I have found myself stepping away from the leadership role of the academics. The current project mentioned above is completely student-driven. I have given the guidelines and "diving board". Each student is responsible for 1 of 5 HSCEs, which is the current curriculum. I have put multitudes of websites on delicious.com for them to access (and printed a hard copy for those...) and given a rubric for the assignment, but otherwise it is all them. The final is a collaborative group presentation for the class. That gives 5 presentations of greatness rather than 30 of mediocrity. I have never felt so happy to step away from the podium!
I will carry on with the path of technology in my classroom learning. I have to make extra time available after school, but it is worth the effort to see the kids working and learning. I am also going to actively work on my grants to get the laptop cart and other tools, like my own projector (not the 1 for the whole school) and wireless connections instead of the dying lines we have around the building, which go offline at least twice a week! I think it would be great to get a SMARTboard installed in my classroom, or at least to me, since the classroom assignment could change. I know by continuing to use digital formats for my students to learn and teach one another, I will increase their knowledge of the curriculum material and thereby increase their State of Michigan testing scores. Probably wouldn't hurt on the ACT and SAT either!
My long term goals are many. I will focus on a couple of the most important for the technology in my classroom. First, I want to win a grant for a laptop cart. I am sure I will have to share with the entire school, but at least I will have gained access. I will continue grant writing and revising to get those computers! Secondly, I will have unrestricted access to much needed web 2.0 tools because my students use them responsibly. I am continually fighting a losing battle for continual, uninterrupted use of a classroom blog (through educational sites!!!!!) and will continue to fight for the access. Thirdly, I am working towards the educational use of cell phones in a secondary classroom. I understand the possibility for wrong-doing here, but when given the opportunity to use the phones for "good and not evil" I have had great success. I will continue this long process of "students can be responsible if you just let them" campaign.
Let me know how you can help me out in any of my situations and/or goals!! (BTW, most of my answers have changed drastically from the week 1 questionnaire.)
My students have joined in my quest to learn in different ways. Ever since I told them they are referred to as Digital Natives (Prensky, 2001) as a generation and borrow Prensky's term of "twitch speed" to explain their uncanny ability to multitask, I've had their attention. My students believe I will let them learn in their forms and use their media to do it. They should, I told them this was the case. For the first time, I have students excited to do HOMEWORK! This led me back to the proverbial drawing board in order to incorporate my new learned skills into their world of learning. The are very excited to train me how to use my iPhone! They think it is great to play the teacher to me because I am willing to let them. We have to learn together, there are too many kinks in the knowledge tree; if we don't proceed as a team, we could all get lost!
Through the use of the web 2.0 tools and the 21st century skills, I have found myself stepping away from the leadership role of the academics. The current project mentioned above is completely student-driven. I have given the guidelines and "diving board". Each student is responsible for 1 of 5 HSCEs, which is the current curriculum. I have put multitudes of websites on delicious.com for them to access (and printed a hard copy for those...) and given a rubric for the assignment, but otherwise it is all them. The final is a collaborative group presentation for the class. That gives 5 presentations of greatness rather than 30 of mediocrity. I have never felt so happy to step away from the podium!
I will carry on with the path of technology in my classroom learning. I have to make extra time available after school, but it is worth the effort to see the kids working and learning. I am also going to actively work on my grants to get the laptop cart and other tools, like my own projector (not the 1 for the whole school) and wireless connections instead of the dying lines we have around the building, which go offline at least twice a week! I think it would be great to get a SMARTboard installed in my classroom, or at least to me, since the classroom assignment could change. I know by continuing to use digital formats for my students to learn and teach one another, I will increase their knowledge of the curriculum material and thereby increase their State of Michigan testing scores. Probably wouldn't hurt on the ACT and SAT either!
My long term goals are many. I will focus on a couple of the most important for the technology in my classroom. First, I want to win a grant for a laptop cart. I am sure I will have to share with the entire school, but at least I will have gained access. I will continue grant writing and revising to get those computers! Secondly, I will have unrestricted access to much needed web 2.0 tools because my students use them responsibly. I am continually fighting a losing battle for continual, uninterrupted use of a classroom blog (through educational sites!!!!!) and will continue to fight for the access. Thirdly, I am working towards the educational use of cell phones in a secondary classroom. I understand the possibility for wrong-doing here, but when given the opportunity to use the phones for "good and not evil" I have had great success. I will continue this long process of "students can be responsible if you just let them" campaign.
Let me know how you can help me out in any of my situations and/or goals!! (BTW, most of my answers have changed drastically from the week 1 questionnaire.)
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