IDT 7064: School Change and the Internet
Dr. Carmen Weaver
University of Memphis
- A list of the kinds of tasks/assignments I have assigned to students or been taught to assign to students.
- Create a brochure individually and in collaborative groups
- Determine the author’s purpose of a passage
- Students work in the collaborative groups to create projects
- Scaffolding the students learning during guided practice
- Present a story map after discussing with group members
- Think-pair-share/collaboration discussions
- Project-Based Learning
- Discuss what your list indicates about your theoretical approaches to teaching and learning? It may be helpful to review the information in Chapter 2 . From my list, one can infer that I want to adapt Bloom’s HOTS into my activities and lessons for the students. I consider myself to have a constructive approach to eructation. We create knowledge and learning from previous experiences in our world around us; therefore, we are building on our prior knowledge of what one already knows. What my list says about the way I believe teaching and learning happens is that one learns from doing and applying their knowledge to real world examples. I want to prepare my students to be 21st century ready by time they leave the K-12 setting. Inasmuch these children need to see that in many work environments, employees must problem solve together and collaborate, just as they will work in collaborative groups. Students should be allowed to be an active participant in the classroom by sharing their opinions and misconceptions. Peers need to learn from their peers.
- Consider at least two of the teaching and learning strategies presented in Chapter 2.
- How might these strategies affect teaching and learning for you? Two of the teaching and learning strategies that have resonated with me are Project-Based (PBL) and collaborative learning. These strategies not only affect the way my students think and learn, but they also impact the way I teach by challenging me to think more rigorously. When students are to use Project-Based Learning, they are presented with a form of assessment that is more authentic and has real-world connections. I want to create a classroom community where my students are able to “piggy-back” thoughts off each other and think together to solve problems. I have switched my seating arrangements from rows to collaborative groups. Each week the students have to create or solve an activity. It is good to see the students struggle together (working hard).
- How might you apply, adapt or combine these strategies with the approaches you described in the first part of this assignment? I would want my students to evaluated, create, and apply their knowledge to the task and collaborate with their peers. When students are working in their groups, they should be solving non-routine problems. The knowledge they should be acquiring from each other will be channeled into their PBL and it becomes a competition for the other groups.
- How might technology and the Internet impact teaching and learning with these strategies? By integrating technology into the classroom, students are given the opportunity to have an open-ended assessment and activities. There are more problem-based higher order thinking skills involved when students have to difference, analyze and evaluate their knowledge. Students will also be able to collaborate and share their ideas from each other by using Google Drive or Prezi. Students will struggle using collaborative learning at times because their is never a complete balance in equal distribution of work; however, this is a problem based learning in itself to work cooperatively together.
Mills, S. C. (2006). Using the Internet for active teaching and learning. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall
Bloom’s taxonomy. (n.d.). Retrieved from http://en.wikipedia.org/wiki/Bloom’s_Taxonomy
Papas, P. (2010, Jan 5). Copy/paste. Retrieved from http://www.peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html
My new writing program:
Objective: Students will write about what they have read or learned across the content. If I can read about, I can write about it. If I can talk about it, I can write about it. Writing will demonstrate understanding of the content. Writing will also be used for formative assessment.
Before I had only used the Lucy Calkins Writing Workshop (writing process) model. Recently I implemented the 6 traits method as well. My goal is to incorporate the two this year. Here is a poster that explains what I will try to do.
The reason why I am doing this is so my students develop good writing skills and they will apply their writing skills to every type of learning. I know many students who love to write. Most of them write outside of school for fun and for purpose.
What I have learned is that you need a good amount if instructional time to develop good writing practices. Even though students will be writing in every content area , you need a 45 – 60 minute block to teach this. Basically it is guided writing practice.
Problems: time – with all the time requirements, literacy block, math block, RTI, there isn’t enough time in the day. I have used social studies time to be able to get in more writing time. Before RTI and bell to bell block time, there was more flexibility with schedules.
Here is another picture I found:
This blog posting addresses my personal experience with teaching writing in the classroom. The goal is to describe something that I have done that I know works!
The Daily Five is a literacy model where students learn how to independently engage in literacy components: read to self, read to others, write about readings, listen to reading(computers), and word work. There is also mega information on Pintrest.
a.) What is it?
Use of Daily Five in the reading workshop
b.) What did I do?
During the literacy blocks students engage in Daily Five literacy independent literacy practice while the teacher is conducting small group literacy instruction
c.) Why did I do it?
To give the opportunity for authentic purposeful practice in literacy that is highly motivating
d.) What did I learn from doing it?
Students read more and have more hands on practice with phonics and word analysis; and while they read they interact with the text and apply other literacy skills; it also reinforces the communication model of what you read about, you talk about and write about.
e. ) Where do I go from here?
Incorporate checklists (rubrics) to guide students, and find ways to differentiate.