During the presentation about engaged learning and meaningful learning, along with the discussion that followed, prompted me to explore the actual differences between these two terms. Often they are used together and/or interchangeably, and that is not the correct way to interpret these two terms.
As I said in class, I think engaged learning refers to the means by which knowledge is experienced by students who are actively participating in their learning. It is, in my opinion, strongly connected to student motivation. If a student is interested in the material presented to them, they will be more inclined to participate in the learning process itself.
Meaningful learning refers to the means by which knowledge is cognitively processed by students in way that the develop personal meaning. Students are able to connect new concepts to things that they already have knowledge of and how new concepts relate to previously acquired knowledge. The contrast to this type of learning is rote memorization where students retain information for a set purpose in a set amount of time, when connections are not necessarily established to prior knowledge.
It's important as educators to consider both of these terms when teaching. Students are much more likely to create a meaninful learning experience when they are engaged in the content. Basically, by getting students excited and motivated about learning, a teacher can much more easily create an environment by which the students will develop a deeper and more meaninful understanding of content and concepts presented.
Tuesday, November 11, 2008
Monday, November 10, 2008
November 3 blog - Montessori and Constructivism
In reflecting on the presentation about Constructivism and the following discussion that included Montessori schools, I decided to look more closely at this type of schooling. While I feel my personal experience as a Montessori student was not ideal, I wanted to take the time to explore the topic further.
I found several discussion boards where people posted to the very questions I raise about Montessori schools - experiences with them, satisfaction with student performance, and overall impression. Of course, I found people who were totally "pro" Montessori, and people who were "con" Montessori. Regardless, I did find some overlying themes to the discussions: Many of the people posting lived in areas where public schools struggle and were looking for educational options for their children; parents were concerned about children who may have special needs; experiences relied heavily on individual schools as opposed to Montessori as a whole; observations were an absolute must before selecting a Montessori; most parents who posted had children of a younger age, ones who were involved in the Pre-K and early elementary level groups. There was not a lot of posts from parents of older children who were either in upper elementary level Montessori or had transitioned to public school.
What did this tell me? Well, that my concerns from my own Montessori days are valid. The school I attended no longer exists, so I cannot do any follow-up on it to see if it followed "true" Montessori philosophy and curriculum or if it was an accredited Montessori. What I can say is that some children have a wonderful experience at Montessori and excel as learners, while others have no business being in that type of environment. =) I definitely fall in the latter category, and am glad my parents switched me to a public school when they did. I do have to say, looking at the parent discussions, it did make me want to explore the possibility of a Montessori pre-school for my son...it never hurts to check things out! Seeing as he is only one, I think I have some time to decide.
I found several discussion boards where people posted to the very questions I raise about Montessori schools - experiences with them, satisfaction with student performance, and overall impression. Of course, I found people who were totally "pro" Montessori, and people who were "con" Montessori. Regardless, I did find some overlying themes to the discussions: Many of the people posting lived in areas where public schools struggle and were looking for educational options for their children; parents were concerned about children who may have special needs; experiences relied heavily on individual schools as opposed to Montessori as a whole; observations were an absolute must before selecting a Montessori; most parents who posted had children of a younger age, ones who were involved in the Pre-K and early elementary level groups. There was not a lot of posts from parents of older children who were either in upper elementary level Montessori or had transitioned to public school.
What did this tell me? Well, that my concerns from my own Montessori days are valid. The school I attended no longer exists, so I cannot do any follow-up on it to see if it followed "true" Montessori philosophy and curriculum or if it was an accredited Montessori. What I can say is that some children have a wonderful experience at Montessori and excel as learners, while others have no business being in that type of environment. =) I definitely fall in the latter category, and am glad my parents switched me to a public school when they did. I do have to say, looking at the parent discussions, it did make me want to explore the possibility of a Montessori pre-school for my son...it never hurts to check things out! Seeing as he is only one, I think I have some time to decide.
Sunday, October 26, 2008
Learning communities and Daily 5
As I began to read the article posted for this week's opening activity, it made me start thinking about a new initiative taking place in my school building and several other school buildings around the country. This initiative, known as the Daily 5, isn't a new curriculum, or set of instructional methods. It is rather a new way to engage students through established classroom management and routines.
The focus of the Daily 5 is based on five essential components of literacy independence; Read to Self, Read to Someone, Work on Writing, Word Work, and Listen to Reading. Teachers and students meet for short mini-lessons relating to one of these items during literacy block. They work together to develop the focus skill for the day, what students should be doing, and what the teacher should be doing. At the conclusion of this whole group meeting, students are released to an activity of their choice within the context of the Daily 5. Meanwhile, the teacher calls guided instructional groups or conferences with individual students. In essence, the class works together to establish the purpose of the literacy block each day, and this in turn creates an engaged learning atmosphere for everyone involved.
How does Daily 5 relate to dynamic learning communities? Well, students are making choices and are responsible for practicing skills on their own. This allows the teacher time to work with students on necessary skills and strategies. The Daily 5 classroom is a thriving workplace of students and teachers working together as both learners and facilitators. While the classroom teacher is guiding instruction, students are actively participating in developing the direction of that instruction. I can't think of a better way to demonstrate a dynamic learning community!
The focus of the Daily 5 is based on five essential components of literacy independence; Read to Self, Read to Someone, Work on Writing, Word Work, and Listen to Reading. Teachers and students meet for short mini-lessons relating to one of these items during literacy block. They work together to develop the focus skill for the day, what students should be doing, and what the teacher should be doing. At the conclusion of this whole group meeting, students are released to an activity of their choice within the context of the Daily 5. Meanwhile, the teacher calls guided instructional groups or conferences with individual students. In essence, the class works together to establish the purpose of the literacy block each day, and this in turn creates an engaged learning atmosphere for everyone involved.
How does Daily 5 relate to dynamic learning communities? Well, students are making choices and are responsible for practicing skills on their own. This allows the teacher time to work with students on necessary skills and strategies. The Daily 5 classroom is a thriving workplace of students and teachers working together as both learners and facilitators. While the classroom teacher is guiding instruction, students are actively participating in developing the direction of that instruction. I can't think of a better way to demonstrate a dynamic learning community!
Sunday, October 19, 2008
Collaborative groups
As my wonderful partner Mary and I work on presenting information on the topic of collaborative groups to the class, it really makes me think of when I use groups in my class versus whole group instruction, partner work, and independent assignments. I use groups frequently in my class, sometimes effectively, sometimes not, which is why I have yet to say I use "collaborative" groups in my class for this post.
When I think of small group work, I think of assigning kids (or letting them pick, or numbering off, etc...) to groups of 3 or 4, assigning a task and letting them get to work. It does not include assigned roles, specified instruction other than the task at hand, or a great deal of guidance from the facilitating teacher. Does this happen in my class? Absolutely - I can't lie! My small groups are not always perfect, and more often than I'd like to admit, this is how small groups work in my room. What is the problem with that you may ask? Well it's simple. Let's say Bobby Joe, Bobbie Sue, Bobby Ray, and Bobbie Jean are all working in this kind of group. Bobby Sue immediately begins dominating the group Tracy Flick style (if you haven't seen the movie Election, see it!) while Bobby Jean begins drawing on herself with a pen, and Bobby Joe and Bobby Ray begin a makeshift game of paper football with two pencils and a folded Post-It. The unsuspecting teacher breezes by the group at the exact moment that the three distracted "Bobbies" tune into Bobby Sue for exactly 3.5 seconds. When time is up, the given assignment is finished, with only one group member truly participating in the assigned group work. Effective? I should say not!
When I think of collaborative group work, I think of groups being formed with some sort of purpose, and with each member of the group responsible for a certain task. They can be the typical tasks; recorder, reporter, time keeper, or they can be a bit more creative; spelling checker, teacher liaison, grammar goddess. Whatever the case may be, a purpose of working together is established at the beginning of the activity and a conclusion to that activity cannot be reached unless all members of a group are working together. By completing the activity with defined expectations and specified roles, everyone must be part of the learning; students must be engaged and focused on the activity at hand. And, for the teacher who breezed by the "Bobbies" during the small group activity as mentioned above, during collaborative group work that same teacher is interacting with students by asking probing questions and having "check ins" with each group. I do have my moments of teaching pride where my 4th graders are engaged in gorups such as this, but it should be happening more than it is!
Group work is a natural part of learning to me as a teacher. This past Friday I asked my students why they think I have them work in groups as often as I do. Answers ranged from the basic, (not enough supplies for everyone) to the more complex, (by talking to different people, you can get a better idea or a different idea about what we should be learning). Granted, I take more pride in the latter statement rather than the former but regardless of what the students see, I see an incredibly valuable life skill in the ability to work with others. I just hope my group of "Bobbies" will improve as their year with me progresses!
When I think of small group work, I think of assigning kids (or letting them pick, or numbering off, etc...) to groups of 3 or 4, assigning a task and letting them get to work. It does not include assigned roles, specified instruction other than the task at hand, or a great deal of guidance from the facilitating teacher. Does this happen in my class? Absolutely - I can't lie! My small groups are not always perfect, and more often than I'd like to admit, this is how small groups work in my room. What is the problem with that you may ask? Well it's simple. Let's say Bobby Joe, Bobbie Sue, Bobby Ray, and Bobbie Jean are all working in this kind of group. Bobby Sue immediately begins dominating the group Tracy Flick style (if you haven't seen the movie Election, see it!) while Bobby Jean begins drawing on herself with a pen, and Bobby Joe and Bobby Ray begin a makeshift game of paper football with two pencils and a folded Post-It. The unsuspecting teacher breezes by the group at the exact moment that the three distracted "Bobbies" tune into Bobby Sue for exactly 3.5 seconds. When time is up, the given assignment is finished, with only one group member truly participating in the assigned group work. Effective? I should say not!
When I think of collaborative group work, I think of groups being formed with some sort of purpose, and with each member of the group responsible for a certain task. They can be the typical tasks; recorder, reporter, time keeper, or they can be a bit more creative; spelling checker, teacher liaison, grammar goddess. Whatever the case may be, a purpose of working together is established at the beginning of the activity and a conclusion to that activity cannot be reached unless all members of a group are working together. By completing the activity with defined expectations and specified roles, everyone must be part of the learning; students must be engaged and focused on the activity at hand. And, for the teacher who breezed by the "Bobbies" during the small group activity as mentioned above, during collaborative group work that same teacher is interacting with students by asking probing questions and having "check ins" with each group. I do have my moments of teaching pride where my 4th graders are engaged in gorups such as this, but it should be happening more than it is!
Group work is a natural part of learning to me as a teacher. This past Friday I asked my students why they think I have them work in groups as often as I do. Answers ranged from the basic, (not enough supplies for everyone) to the more complex, (by talking to different people, you can get a better idea or a different idea about what we should be learning). Granted, I take more pride in the latter statement rather than the former but regardless of what the students see, I see an incredibly valuable life skill in the ability to work with others. I just hope my group of "Bobbies" will improve as their year with me progresses!
Monday, October 13, 2008
Unit of Instruction
I had not fully anticipated how difficult it would be to develop and begin creating a unit of instruction for this class. Not that I don't have enough content to find SOMETHING to develop a unit it on, but here were my core requirements: 1) Integrate technology for an authentic purpose 2) Create a unit of manageable size due to time restrictions of unit development 3) Select a topic that fits in my current curriculum timeline that I have not previously used for a TIE class.
While those three requirements do not seem like much, I also had to consider available technology, pedagogical approach, and meeting the needs of all my learners. How could I create something that fit all of these needs? Well, my considerations lasted for weeks as I created a list of possibilities and what I could do with those possibilities. I finally settled on a small unit on the eight parts of speech. What a random topic to create a unit on! But as I looked at what I could do with such a focused topic, I realized that it easily fit all of my requirements and considerations. While it may not be the most glamorous selection, it will meet a specific need and allow my students to use technology as an enhancement to learning, as opposed to additional content. Now that my teaching guide is created (minus a cute and catchy unit title) I can focus on creating the learning experiences for my students.
While those three requirements do not seem like much, I also had to consider available technology, pedagogical approach, and meeting the needs of all my learners. How could I create something that fit all of these needs? Well, my considerations lasted for weeks as I created a list of possibilities and what I could do with those possibilities. I finally settled on a small unit on the eight parts of speech. What a random topic to create a unit on! But as I looked at what I could do with such a focused topic, I realized that it easily fit all of my requirements and considerations. While it may not be the most glamorous selection, it will meet a specific need and allow my students to use technology as an enhancement to learning, as opposed to additional content. Now that my teaching guide is created (minus a cute and catchy unit title) I can focus on creating the learning experiences for my students.
Monday, October 6, 2008
Social networking
My tech buzz for October 6th is on Twitter. I readily admit that even after spending some time on the site, I'm not sure I quite understand what all the fuss is about. On the flip side, I totally understand why people are addicted to it...
I have an unused My Space page, and a moderately-used profile on Facebook. Initially, I mocked both of these sites, much with the same attitude that I am currently working to amend towards Twitter. I came full circle on Facebook only after being in a class this past summer where everyone that I sat with had Facebook pages and I decided that maybe it wasn't such a waste of time. After setting up my profile and adding the cute-as-I-could-find pictures of myself and my family, I began making "friends" on Facebook. First it was a few friends from high school and college that I had been super close with, but somehow managed to drift apart from as work and relationships pulled us geographically apart. That was awesome in itself, so I started searching for other people from my past. And wouldn't you know it? Other people began searching for me too! Before too long I started getting private messages and completely connecting with people I haven't seen in years. What a doozy! Then I found all kinds of fun applications (Flair being my current favorite) and before I knew it, I was hooked on Facebook. (Although my My Space page still lays dormant)
I began exploring Twitter much in the same way that I explore Facebook. It is a community within itself, where you only truly understand it if you accept the fact that you are a person who believes in on-line networking. By posting "tweets," reading tweets, following tweets, having tweets sent to your phone, etc... you become a member of a world based in micro-blogging and random updates. What could be more fun than random updates? So while I have quite gotten the hang of Twitter yet, I appreciate all of those people who have become "twitterpated" with this site and use it weekly, daily, hourly. We'll see how long I hold out on Twitter before I embrace it in all of its glory!
I have an unused My Space page, and a moderately-used profile on Facebook. Initially, I mocked both of these sites, much with the same attitude that I am currently working to amend towards Twitter. I came full circle on Facebook only after being in a class this past summer where everyone that I sat with had Facebook pages and I decided that maybe it wasn't such a waste of time. After setting up my profile and adding the cute-as-I-could-find pictures of myself and my family, I began making "friends" on Facebook. First it was a few friends from high school and college that I had been super close with, but somehow managed to drift apart from as work and relationships pulled us geographically apart. That was awesome in itself, so I started searching for other people from my past. And wouldn't you know it? Other people began searching for me too! Before too long I started getting private messages and completely connecting with people I haven't seen in years. What a doozy! Then I found all kinds of fun applications (Flair being my current favorite) and before I knew it, I was hooked on Facebook. (Although my My Space page still lays dormant)
I began exploring Twitter much in the same way that I explore Facebook. It is a community within itself, where you only truly understand it if you accept the fact that you are a person who believes in on-line networking. By posting "tweets," reading tweets, following tweets, having tweets sent to your phone, etc... you become a member of a world based in micro-blogging and random updates. What could be more fun than random updates? So while I have quite gotten the hang of Twitter yet, I appreciate all of those people who have become "twitterpated" with this site and use it weekly, daily, hourly. We'll see how long I hold out on Twitter before I embrace it in all of its glory!
Monday, September 29, 2008
Effective curriculum
The discussion we had in class last week about curriculum, it's definition and purpose, started me thinking about exactly how a teacher can implement a curriculum effectively. We discussed "intended" curriculum, and what students actually get out of a curriculum, but how does one decide if any given curriculum is effective?
The discussion included the role of state and district standards; are standards being met by students? That discussion could take days in itself, so for the purpose of this blog I will focus on the content of curriculum as it pertains to students. What is the goal of education? What is it that we want students to come away with from compulsory (K-12) and elective (college and post-graduate) education? I think it's as important to consider the "why" of curriculum as much as the "what" of curriculum.
As I prepare to create a unit plan that better integrates technology into my instruction, I want to make sure that there is authenticity and integrity behind the given technology; why will it be more effective to do it X way with technology versus Y way without technology? How does it increase student understanding of the curricular content? These are the questions I've been pondering as I try to plan my unit.
The discussion included the role of state and district standards; are standards being met by students? That discussion could take days in itself, so for the purpose of this blog I will focus on the content of curriculum as it pertains to students. What is the goal of education? What is it that we want students to come away with from compulsory (K-12) and elective (college and post-graduate) education? I think it's as important to consider the "why" of curriculum as much as the "what" of curriculum.
As I prepare to create a unit plan that better integrates technology into my instruction, I want to make sure that there is authenticity and integrity behind the given technology; why will it be more effective to do it X way with technology versus Y way without technology? How does it increase student understanding of the curricular content? These are the questions I've been pondering as I try to plan my unit.
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