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Sweet Moments: Visit my family!

Sweet Moments

Cognitivism in Practice

This week’s resources have left me feeling disappointed in myself.  At the start of the last school year I was involved and continue to be part of a technology grant my district received.  At first, I was eager as could be.  I created digital kits using inspiration.  I had students using the document camera to share their work.  I created concept maps as a partially filled note taking guide for my students.  Basically most of the strategies we discussed this week were ones I tried, but have since thrown to the wayside.  It is not rocket science to understand that students learn best when given these types of opportunities for learning, so why am I not teaching this way?  I believe the lack of time to get through content has forced me to fall into bad teaching habits.  For example, in fourth grade our students must master area and perimeter of a rhombus.  Every year our students struggle to remember which the area is and which the perimeter is.  My colleagues and I have spent a large amount of seat time teaching this concept, but to no avail, the percentage of fourth graders that passed this area on a district assessment was very low.  Yesterday I decided to have them trace their feet and estimate the area and perimeter.  Of course, one lesson my students enjoyed, and there was very little problem with recalling how to solve for area and perimeter or which one was which. 

Dr. Orey mentioned Paivio’s dual coding hypothesis which is information being stored as text and images to improve memory (Laureate education, Inc., 2011).  I could not agree more with this theory.  My building has been working diligently for the last five years now to incorporate what we call visual vocabulary in every content area.  The first few years we printed all the vocabulary, but lately many of us have used some type of software to present the vocabulary electronically.  If I was queen of the world, I would have a classroom set of computers so my students could be responsible for creating the vocabulary presentations.  As it stands now, I will attempt to have students work in small groups utilizing the few computers I have in my room in order to create a slide for a few vocabulary words from our reading unit.  I plan to compare how the results on the final exam are affected by students creating their own.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

My mother once said, “You don’t wake up and head off to a busy day at work without an incentive…called a paycheck”.  What an incredibly true statement.  It is human nature to perform better when there are positive reinforcements involved.  If only we taught our students the way in which we learn or perform best ourselves. 

As stated in Using Technology with Classroom Instruction that Works, many of us attribute our success or failure to external factors.  With conferences right around the corner, I am preparing myself once again to hear the majority of my parents play the blame game on all the external factors they can come up with attempting to explain why their child is struggling.  When reading the variety of suggestions for reinforcing effort, I continuously pondered the thought of incorporating my parents into the process.  A day does not go by that a parent writes a note explaining why they were unable to get homework completed.  Understandably a couple of my parents struggle themselves academically, but others are providing the wrong message to their children.  Many of my students lack perseverance due to the fact they feel as though they will never understand.  I relate this to effort, which quickly creates a sense of frustration both among me and my students.  I definitely would like to use an effort rubric with my students and their families.  I have created rubrics before using a site I consider very user friendly; www.rubistar.com. 

What I know from experience with my students as well as my own family is positive everything goes a lot further than negative anything.  Again relating this topic to myself, I prefer to always be spoken to in a positive way, even if I am being constructively criticized.  Behaviorism exists in everyday activities and definitely in the classroom.  I am able to use technology to reinforce the skills I am teaching.  Currently my students have created a waiting list a mile long to receive computer time to practice their multiplication facts.  Just as any electronic game, kids get instant gratification from them.  My students have been consistently using the computers for about three weeks now.  By the end of March I will assess whether my students have instant recall of their facts.  Throughout the year we have charted their progress on learning their multiplication facts.  So far my students have simply not put in the extra effort to learn them and I reverted to punishment.  Believe it or not; it’s not working!  Since winter break I have held my class in every morning recess, yet only six students are able to pass the weekly quiz.  Ashamed to say, yet again another teacher has fallen into bad habits even when we know better.   

Pitler, H., Hubbell, E., Kuhn, M., &Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Final Reflection

Final Reflection

This course has pushed me in ways I never thought possible.  When I heard the word Web 2.0 technologies, it was so alien to me.  Amazingly enough each week that passed I became more and more impressed with my ability to understand what this younger generation is always talking about.  Seven weeks ago I was completely unaware of what Blogs and Wikis meant.  I now understand what they are and how they can be utilized in my classroom. 

In order to meet the needs of students in the 21^st century, educators need to create opportunities for students to gain skills in a variety of medias.  This course reiterated the importance of flexible teaching.  My classroom needs to be student centered and I need to act as the facilitator.  Collaboration is one key element for students to have successful futures.  My lessons need to promote discussions among my students and allow them to present their understanding of new materials using a variety of methods. 

My knowledge of learning and teaching technology will continue to grow as I complete my Master’s program.  Signing up for technology newsletters and blogs have provided me with many ideas for incorporating media into the classroom.  I have also joining a colleague of mine in a program that allows us to purchase new technology in which we provide rational for what we are using it for in our classrooms.  Part of the monies from this grant is specifically used for professional development. 

Within the next two years I hope to see a change not only in my classroom, but in my whole school.  Already this year I have suggested a full time lab teacher.  Our students need basic keyboarding skills, so they are able to learn how to research and use social networks in their homeroom classrooms in a more time efficient manner.  As far as my hopes for my own classroom is I want a classroom blog that my students use on a weekly basis to respond to current objectives being taught.  I also would like my students to present at least one research project using technology.

This course has definitely changed the way I feel about technology.  I see technology as a means of connecting my students to the whole world.  Being able to bring the world to my students while sitting in our classroom is amazing. 

Digital Natives

I wanted to find out what types of media my students have access to and how much time they spend using it on a daily basis.  I chose 4 students to interview.  I teach 4th grade. I have 28 students primarily of Mexican ethnicity.  My school is also a located in a high poverty area.  Out of all 28 of my students, only 3 have internet access at home, but many have some type of game system.  By interviewing my students I hope to gain understanding at how to better prepare my lessons.
http://www.podcastmachine.com/podcasts/12575

P21

http://www.p21.org/tools-and-resources/policy-maker#why
After reviewing Partnership for 21st Century Skills, I found myself not very interested.  It may be the formatting, but it did not capture my attention.  What I did find intriguing is a site that incorporated views from business, education, and government leaders.  To best prepare our students for their career it is in our best interest as educators to have an open communication with our community members.  I appreciate the attempt to advocate for our students to receive the proper education they deserve in order to successful in their futures.  Although, P21 Statement on the Presidents State of the Union Address mentions how President Obama understands the importance for 21st century readiness, but it does not feel like that is trickling down to the actual school districts.  Currently I work very hard at creating lessons that incorporate the 3r's and the 4c's.  I was not calling them 4c's until now, but more or less that is what I have always been a believer in.  Communication is the key to open any door is what I always remind my students.  When building lessons that connect to meaningful real world experiences that incorporate critical thinking and problem solving, collaboration, communication and creativity and innovation.  Yet, part of the struggle educators face is we have districts adopt curriculum that we are told to strictly follow.  When time is very short each day it does not allow for much creativity to take place when following a scripted curriculum.  We need more freedom to teach standards in a more project based learning environment that would help our students become 21st century ready.  Overall, what this site has shared with me is the fact that the world is aware and seeking a career ready student.  Educators are now forced to be more innovative.