Abdallah, M.M.S. (2008). Multiple Ways to be Smart: Gardners Theory of Multiple Intelligence and its Educational Implication in English Teaching and Oral Communication. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.
This article was used for our Chapter 2 WikiText. It talks about Gardener's Multiple Intelligence Theory. I kept thinking how innovative Gardener was in thinking that all children are individuals. When you think about it, it is somewhat of a "duh" concept. Of course children, like all people are unique. But we seem to have set up our educational system, in general, to treat all children the same, not equal, but the same. And I really agree with expanding the definition of "intelligence" past the idea of academic production on a test. Some of us are good at somethings and not of others. I think about my car. I have no idea how to do anything but put gas in it, but my mechanic can do all sorts of things that I don't understand. I think we are on the right track though with expanding classroom activity to include differentiated activities and thinking of ways to set up all learners for success.
Saturday, February 28, 2009
Tuesday, February 24, 2009
Resource Log 16/Reflection
Mullen, R. & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2), 66-69. Retrieved on February 24, 2009 from ERIC database.
I have to admit, YouTube makes me nervous. I hear all the negative press around the media about MySpace and YouTube and I become apprehensive to use them or talk about them in my classroom. However, I am aware that this is where we are headed as a culture. I am also aware that the negative stories I heard are not the only experiences that exist when incorporating technology in the classroom or anywhere else. That is why I looked for this article. I guess it is my job as an educator of children who will be using these tools on an ultra-regular basis, to teach them how to be responsible and to use these tools for good and practical use. However, this article somewhat validated the negative consequences of using YouTube in the classroom. It can be hard to weed out the negative clips, and not to mention prohibit pop-ups. We use United Streaming in our district and I do find it easy and invaluable to pull up clips in order to help my students understand concepts. This article also suggests digital stories, which I think my students would find interesting. Despite my apprehension, I am exicited about incorporating more technology into my lessons.
I have to admit, YouTube makes me nervous. I hear all the negative press around the media about MySpace and YouTube and I become apprehensive to use them or talk about them in my classroom. However, I am aware that this is where we are headed as a culture. I am also aware that the negative stories I heard are not the only experiences that exist when incorporating technology in the classroom or anywhere else. That is why I looked for this article. I guess it is my job as an educator of children who will be using these tools on an ultra-regular basis, to teach them how to be responsible and to use these tools for good and practical use. However, this article somewhat validated the negative consequences of using YouTube in the classroom. It can be hard to weed out the negative clips, and not to mention prohibit pop-ups. We use United Streaming in our district and I do find it easy and invaluable to pull up clips in order to help my students understand concepts. This article also suggests digital stories, which I think my students would find interesting. Despite my apprehension, I am exicited about incorporating more technology into my lessons.
Thursday, February 19, 2009
Resource Log 15/Reflection
Hall, A.R. (2007). Mini Literature Review Based on Brain Research and its Effects on Education Practice. [On-line Submission]. Retrieved on February 19, 2009 from ERIC database.
I just thought it was interesting the way brain research and M.I. are chaning the way we view teaching and our students. This article explains it very clearly and gives support why learning styles work.
I just thought it was interesting the way brain research and M.I. are chaning the way we view teaching and our students. This article explains it very clearly and gives support why learning styles work.
Tuesday, February 17, 2009
Resource Log 14/Reflection
Mind and the Brain. (1999). In Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds.), How People Learn: Brain, Midn, Experience, and School,http://www.nap.edu/openbook.php?record_id=6160&page=102 . Retrieved February 17, 2009 from https://worldclassroom.webster.edu/webct/urw/lc2039116011.tp0/cobaltMainFrame.dowebct.
I never really thought about the brain related to learning until I read this article that was suggested by the instructors of this course for research on our chapter. This chapter talks about how the brain is physically transformed by learning. I thought that was fascinating. Up until this point, all I thought was that I recieved information, it raced around my head, then I just retrieved it when I needed it. I guess that is the result of the type of traditional learning that constructivism is trying to transform. I'm not saying that my education was bad or inferior, on the contrary, I'm grateful for the instruction I recieved. However, it is somewhat awesome to think that by giving children more experience to interact with their environment, the way their neurons are firing and processing information transforms. I wonder if this is how critical thinking and decision making is developed. What I was hoping to find from this reading was a way that the hearing, seeing, moving idea all works together in learning theory. From what I understand, excerise at least does not really enhance "brain power", but does stimulate the brain differently.
I never really thought about the brain related to learning until I read this article that was suggested by the instructors of this course for research on our chapter. This chapter talks about how the brain is physically transformed by learning. I thought that was fascinating. Up until this point, all I thought was that I recieved information, it raced around my head, then I just retrieved it when I needed it. I guess that is the result of the type of traditional learning that constructivism is trying to transform. I'm not saying that my education was bad or inferior, on the contrary, I'm grateful for the instruction I recieved. However, it is somewhat awesome to think that by giving children more experience to interact with their environment, the way their neurons are firing and processing information transforms. I wonder if this is how critical thinking and decision making is developed. What I was hoping to find from this reading was a way that the hearing, seeing, moving idea all works together in learning theory. From what I understand, excerise at least does not really enhance "brain power", but does stimulate the brain differently.
Sunday, February 15, 2009
Reflection
I had an interesting experience this past week. I saw a video on a classmates blog on a constructivist social studies lesson. I have been looking for a way to spice up social studies for my fourth graders. The video showed kids taking notes on a social studies chapter (in groups I believe), then making posters based on their main idea. I had the kids get into groups and pick a main idea from the chapter we are studying. They started to take notes. Time is a big factor especially because we have other projects going on in our class to about the state of Missouri. I did not factor into the time the notetaking would consume so I had to assign the remainder for homework. Then I realized another project I wanted/needed (in my mind) to get done before the end of the semster. So the poster part is on hold. However, what I started to think about is how I need to outline my exact expectations for the poster and even for the notetaking. My mentor pointed out to me that I also need to check their notes to make sure they contain the correct information to support the main idea. There are so many things to think about when teaching and not to mention when trying to conduct a constructivist type project. Time is important because I am trying to teach them how to finish projects quickly and efficently while demonstrating their best work. I'll record how these projects turn out.
Thursday, February 12, 2009
Resource Log #13
Lynch, K., Bednarz, B., Boxall, J., Chalmers, L., France, D., & Kesby, J. (2008). E-Learning for Geography's Teaching and Learning Spaces. Journal of Geography in Higher Education, 32 (1), 135-149. Retrieved on February 12, 2009 from ERIC database.
Wednesday, February 11, 2009
Resurce Log #12
Fernando, A, Lopex, G., & Manrique, D. (2008). Learning Objects, Learning Objectives and Learning Design. Innovations in Education and Teaching Interantional, 45(4), 389-400. Retrieved on February 11, 2009 from ERIC database.
Sunday, February 8, 2009
Resource Log #11/Reflection
Halat, E. (2008). A Good Teaching Technique: Webquest. Clearing House:
A Journal of Educational Strategies, Issues, and Ideas, (81)3, 109-112.
Retrieved on February 8, 2009 from ERIC databases.
I am grateful for all of the practice with the APA format, it has been really helpful and becomming much easier. I picked this article because I have had students do a WebQuest before and am curious to know more about them. The article stressed what a good tool WebQuests are to integrate techology into the curriculum. Currently, my district in piloting the Technology Proficiences. One of the ones for my grade level is to teach the children how to use sources on the internet. A webquest seems like the perfect, yet safe method for doing this. I especially agree with the fact that we need to teach students how to do this because they must know the difference between creditable and noncrediable sources. Anyone can be an expect if they know how to format and type a website.
From the article, I gathered that the major postivie of webquests were the active student engagement they can encourage. However, the article also cautions, just like with paper and pencil, they can get distracted and find other sites that are of more interest to them. It also encourages critical thinking on the part of not only the learner, but the teacher! I had never thought about that before. I believed the article also suggested to make sure instructions and expectations are very clear so students understand exactly what they are suppose to do. Something I hope to incorporate here soon in my lessons.
A Journal of Educational Strategies, Issues, and Ideas, (81)3, 109-112.
Retrieved on February 8, 2009 from ERIC databases.
I am grateful for all of the practice with the APA format, it has been really helpful and becomming much easier. I picked this article because I have had students do a WebQuest before and am curious to know more about them. The article stressed what a good tool WebQuests are to integrate techology into the curriculum. Currently, my district in piloting the Technology Proficiences. One of the ones for my grade level is to teach the children how to use sources on the internet. A webquest seems like the perfect, yet safe method for doing this. I especially agree with the fact that we need to teach students how to do this because they must know the difference between creditable and noncrediable sources. Anyone can be an expect if they know how to format and type a website.
From the article, I gathered that the major postivie of webquests were the active student engagement they can encourage. However, the article also cautions, just like with paper and pencil, they can get distracted and find other sites that are of more interest to them. It also encourages critical thinking on the part of not only the learner, but the teacher! I had never thought about that before. I believed the article also suggested to make sure instructions and expectations are very clear so students understand exactly what they are suppose to do. Something I hope to incorporate here soon in my lessons.
Sunday, February 1, 2009
Resource Log #11/Reflection
Boulware, B.J., & Crow, M.L. (March 2008). Using Concept Attainment Strategy to Enhance Reading Comprehension. Reading Teacher, 61 (6), 491-495. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ787678&site=ehost-live. Retrieved on: 2-1-2009.
I am using this article for our wikibook. Although there is nothing spectacular in the article itself, what kept occuring to me is how amazing it is that all these theories have lasted so long in education and increasingly I realize how they have even trickled into my classroom. I would not classify myself as a constructivist. BUT, everytime I have my kids work in pairs, or I have them research thoughts on their own, or even when I ask them to write down their schema. (They are nine and ten years old and LOVE that word!) I am implimenting a little bit of Piaget and the rest who worked so hard to prove that children need to be active to learn. I do have to admit that I take little credit for implementing those stragtegies, they are in my district curriculum. But I am also amazed by how all those theorists are intertwined! It really is almost like six degrees to Piaget or Dewey if you read enough of them. Education today is the same way. I was given advice to beg, borrow, and steal ideas-and I do. But I also share. The neat thing about being an educator is learning from others. I should keep that in mind that if I enjoy it so much, the kids enjoy it more!
I am using this article for our wikibook. Although there is nothing spectacular in the article itself, what kept occuring to me is how amazing it is that all these theories have lasted so long in education and increasingly I realize how they have even trickled into my classroom. I would not classify myself as a constructivist. BUT, everytime I have my kids work in pairs, or I have them research thoughts on their own, or even when I ask them to write down their schema. (They are nine and ten years old and LOVE that word!) I am implimenting a little bit of Piaget and the rest who worked so hard to prove that children need to be active to learn. I do have to admit that I take little credit for implementing those stragtegies, they are in my district curriculum. But I am also amazed by how all those theorists are intertwined! It really is almost like six degrees to Piaget or Dewey if you read enough of them. Education today is the same way. I was given advice to beg, borrow, and steal ideas-and I do. But I also share. The neat thing about being an educator is learning from others. I should keep that in mind that if I enjoy it so much, the kids enjoy it more!
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