Mullen, R., & Wedwick, L. (2008) Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. A Journal of Educational Strategies, Issues and Ideas, 82, (2), 66-69. Retrieved on March 31, 2009 from ERIC database.
Trier, J. (2007). "Cool" Engagements with YouTube: Part 1. Journal of Adolescent & Adult Literacy, (50), 5, 408-412. Retrieved on March 31, 2009 from ERIC database.
Tuesday, March 31, 2009
Saturday, March 28, 2009
Resource #29/ Reflection
Lake, C. (1997). Constructivism's Implication For Formative Evaluation. In Constructivism and Formative Evaluation, ACET. Retrieved on March 25, 2009 from http://tecfa.unige.ch/staf/staf-e/vimare/staf18/Documentation/CIFFE.pdf. (source from M. Beckman, personal communication, March 17, 2009)
I was very grateful to Mary for providing me with this information. I have a very narrow view of constructivist assessment. I thought if it was paper and pencil, it was not constructivist and if it had to do with creativity and dialogue, it was constructivist. I was a little (very little correct), standardized testing, and multiple choice, under certain condition, can be constructivist provided that there is dialogue between student and teacher and the learning is adding onto student knowledge instead of a reguriatation of facts. This was a difficult concept for me to comprehend. Formative assessment seems to be partial to constructivist, however can at times be not constructivist. At first I thought there were several similarities between traditional and constructivist assessment, but then I wasn't sure. However, it lead into a great discussion with my principal about exactly what is considered constructivist assessment. I still have lots to learn...
I was very grateful to Mary for providing me with this information. I have a very narrow view of constructivist assessment. I thought if it was paper and pencil, it was not constructivist and if it had to do with creativity and dialogue, it was constructivist. I was a little (very little correct), standardized testing, and multiple choice, under certain condition, can be constructivist provided that there is dialogue between student and teacher and the learning is adding onto student knowledge instead of a reguriatation of facts. This was a difficult concept for me to comprehend. Formative assessment seems to be partial to constructivist, however can at times be not constructivist. At first I thought there were several similarities between traditional and constructivist assessment, but then I wasn't sure. However, it lead into a great discussion with my principal about exactly what is considered constructivist assessment. I still have lots to learn...
Friday, March 20, 2009
Resources #26-#28/Reflection
Here are just a few of the articles that I researched for our newest Wiki Chapter:
Price, M., O'Donovan, B., & Rust, C. (2007). Putting a Social-Constructivist Assessment Process Model into Practice: Building the Feedback Loop into the Assessment Process through Peer Review. Innovations in Education & Teaching International, 44 (2), p143-152 .Retrieved on March 17, 2009 from ERIC data base.
Reeveves, T.C & Okey J.R. (2004). Alternative Assessments for Constructivist Learning Environments. In B.G. Wilson (Ed.). Constructivist Learning Environments: Cases in Instructional Design. (Pgs. 191-202). Retrieved from: https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit4/PDF/reeves.pdf Retrieved on March 15, 2009 from https://worldclassroom.webster.edu/webct/urw/lc2039116011.tp0/cobaltMainFrame.dowebct
Wolf, P. J. (2007). Academic Improvement through Regular Assessment. Peabody Journal of Education, 82 (4), p 690-702. Retrieved on March 17, 2009 from ERIC database.
I have to admit, the more I read, the more confused I became. I think I realized, although I might be wrong, there is kind of a blurry line between constructivist assessment and traditional assessment. I know that standardized testing is definately traditional and I don't believe it falls into constructivist practices, but at times when researching, I again thought about where the line really stands. I think traditional is more black and white, either the student knows the information or they do not. With constructivist, they will look for any sort of knowledge that is gained or transformed or modified OR maybe the learner just has more questions. That would be the catagory that I am currently in: MORE QUESTIONS. I again started to wonder if I practice more constructivism than I realize. I then have to answer NO. There is much more to constructivism in a classroom than I understand, I am aware of that. I am pretty much a black and white thinker, either it is or it is not. With some of my students I look for progress, I look for understanding, mastery, etc. I am sure I will learn more, I think that is the point. The one theme that I understood from all of my readings over and over was that constructivist believe that learning is never-ending and cyclicle. I am finding that to be true.
Price, M., O'Donovan, B., & Rust, C. (2007). Putting a Social-Constructivist Assessment Process Model into Practice: Building the Feedback Loop into the Assessment Process through Peer Review. Innovations in Education & Teaching International, 44 (2), p143-152 .Retrieved on March 17, 2009 from ERIC data base.
Reeveves, T.C & Okey J.R. (2004). Alternative Assessments for Constructivist Learning Environments. In B.G. Wilson (Ed.). Constructivist Learning Environments: Cases in Instructional Design. (Pgs. 191-202). Retrieved from: https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit4/PDF/reeves.pdf Retrieved on March 15, 2009 from https://worldclassroom.webster.edu/webct/urw/lc2039116011.tp0/cobaltMainFrame.dowebct
Wolf, P. J. (2007). Academic Improvement through Regular Assessment. Peabody Journal of Education, 82 (4), p 690-702. Retrieved on March 17, 2009 from ERIC database.
I have to admit, the more I read, the more confused I became. I think I realized, although I might be wrong, there is kind of a blurry line between constructivist assessment and traditional assessment. I know that standardized testing is definately traditional and I don't believe it falls into constructivist practices, but at times when researching, I again thought about where the line really stands. I think traditional is more black and white, either the student knows the information or they do not. With constructivist, they will look for any sort of knowledge that is gained or transformed or modified OR maybe the learner just has more questions. That would be the catagory that I am currently in: MORE QUESTIONS. I again started to wonder if I practice more constructivism than I realize. I then have to answer NO. There is much more to constructivism in a classroom than I understand, I am aware of that. I am pretty much a black and white thinker, either it is or it is not. With some of my students I look for progress, I look for understanding, mastery, etc. I am sure I will learn more, I think that is the point. The one theme that I understood from all of my readings over and over was that constructivist believe that learning is never-ending and cyclicle. I am finding that to be true.
Tuesday, March 17, 2009
Reflection
I have to laugh. In researching for our Chapter 7 wiki text, I only found one article that does not demonize standarized testing. Actually, it is supportive of it! I'll post the resource later. However, I do understand why educators are frustrated. I did not realize how big the debate was between stardarized testing and constructivist type of assessments. It seems to be a debate between politicans and educators. I'm not saying in any way shape or form that policy makers who are not educators have no experience or right to make these decisions. However, I am also not saying that educators are being heard by these policy makers. (It is very scary to write this because the debate seems, in some places very heated, and I am attempting to write without bias either way!) However, I'm wondering about the balance because I see valid agruments in each view points. For example, we need statistical data, it helps make things clear and concise and direct. BUT...we are dealing with children, individuals that, around the country have different cultures and expriences that influence preformance and thinking that can not be measured the same. How do we solve the debate? I was not a good test taker in math, my standarized tests scores were always low, however, I also struggled with the subject throughout grade school and high school-my results matched. Some students do well on the standized tests, but do not do well in course content. So as of right now, overwhelmed, I don't know which method of assessment is better for all children and I am grateful that I am not the one who has to make that decision.
Tuesday, March 10, 2009
Resource Log 19-25
Here are some of my finds from my last (Chapter 2) Wiki research. Some I used, some I did'nt, free to all!
Danzi, J., Reul, K, Smith, R. (2008). Improving Studetn Motivation in Mixed Ability Classrooms Using Differentiated Instruction. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.
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.
Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Research Report. Retrieved on February 18, 2009 from ERIC database.
Lopez, D.M. & Schroeder, L. (2008). Designing Strateegies That Meet the Variety of Learning Styles of Students. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.
Mixon, K. (2004). Three Learning Styles...Four Steps to Reach Them. Teaching Music, 11, (4), 48. Retrieved on February 17, 2009 from ERIC database.
Aslan, A. & Aslan, H. (2007). Hand Movement Deviations in a Visual Search with Cross Modal Cuing. Psicologica International Journal of Methodology and Experimental Psychology, 28, (1), 87-103. Retrieved on February 17, 2009 from ERIC database.
Kratzig, G.P. & Arbuthnott, K.D. (2006). Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology, 98, (1), 238-246. Retrieved on February 17, 2009 from ERIC database.
Danzi, J., Reul, K, Smith, R. (2008). Improving Studetn Motivation in Mixed Ability Classrooms Using Differentiated Instruction. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.
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.
Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Research Report. Retrieved on February 18, 2009 from ERIC database.
Lopez, D.M. & Schroeder, L. (2008). Designing Strateegies That Meet the Variety of Learning Styles of Students. [On-line Submission]. Retrieved on February 17, 2009 from ERIC database.
Mixon, K. (2004). Three Learning Styles...Four Steps to Reach Them. Teaching Music, 11, (4), 48. Retrieved on February 17, 2009 from ERIC database.
Aslan, A. & Aslan, H. (2007). Hand Movement Deviations in a Visual Search with Cross Modal Cuing. Psicologica International Journal of Methodology and Experimental Psychology, 28, (1), 87-103. Retrieved on February 17, 2009 from ERIC database.
Kratzig, G.P. & Arbuthnott, K.D. (2006). Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology, 98, (1), 238-246. Retrieved on February 17, 2009 from ERIC database.
Reflection
I just got done doing some of the research on our new Wiki Chapter. I am researching the topic of the similarities and differences between constructivist assessment and traditional assessment. I am new to teaching and although I have adopted some constructivist theory, I am predominately a traditional teacher. However, as I read these articles I started to think about how I assess my students along some constructivist lines. I do have some portfolio material on them and I also include some observation and informal assessments in my final evaluations. I strive to impliment as much critical thinking into my questions and much prefer to have students answer open ended questions than yes or no type responses. All of this started me to question as to weather I was a constructivist. I would still have to say no, or not yet. I liked what I read about having the students question each other and getting outside opinions on their progress. I guess I do that to some extent, but I believe that where constructivism is concerned I am still missing the big picture. It is intresting to think about and has challenged me to incorporate more into my practice.
Resource Log 18/Reflection
Pausch, R. (2007). The Last Lecture. Retrieved on Feburary 28, 2009 from http://video.google.com/videoplay?docid=-5700431505846055184&ei=zeW2Sfu3M5K-rwKWj-yjDQ&q=Randy+Pauch&emb=1.
This is a very touching video. Randy Pausch was a professor who taught at Carnigie Mellon and specialized in virtual reality. He passed away of terminal cancer after this video was made. The reason I included it in my resource was that I was in awe of his constructivist approach and the way he motivated students to create these amazing projects. What he seemed to do is give students guidelines then allow them to add their own to it and take it as far as they could. He had students work in teams and in one of his classes he started to have them preform their virtual worlds live in front of an audience. He mentioned that part of the presentations was having an interactive audience. I think the strongest thing I saw was how he motivated his students and was enable some of them to get jobs where they were able to apply their experience. Although the video it not about his teaching methods per sey, it seemed to apply and reminded me about many concepts we are learning in class.
This is a very touching video. Randy Pausch was a professor who taught at Carnigie Mellon and specialized in virtual reality. He passed away of terminal cancer after this video was made. The reason I included it in my resource was that I was in awe of his constructivist approach and the way he motivated students to create these amazing projects. What he seemed to do is give students guidelines then allow them to add their own to it and take it as far as they could. He had students work in teams and in one of his classes he started to have them preform their virtual worlds live in front of an audience. He mentioned that part of the presentations was having an interactive audience. I think the strongest thing I saw was how he motivated his students and was enable some of them to get jobs where they were able to apply their experience. Although the video it not about his teaching methods per sey, it seemed to apply and reminded me about many concepts we are learning in class.
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