All teachers have a theory about how students learn. Classroom instruction is guided by this theory. This theory may change as we encounter new experiences, the latest research, and improvements in technology. My personal theory of learning has evolved from a strictly constructivist point of view, to a blend of constructivism and social learning theory. In short, my theory of learning states that education must be student-centered, constructed, authentic, and distributed. Upon completion of this course, I am now reflecting on my theory and how it has evolved.
My philosophy on learning has not changed so much, but rather reinforced. After reviewing learning theories that were introduced in undergraduate school, then being introduced to new theories and research, I believe my personal learning theory is still representative of my beliefs. I have learned strategies and technologies that can be used to support my teaching.
The immediate adjustment I will make to my teaching is simply to use technology more often. In saying this, I mean allowing the students to use technology. I definitely plan to use VoiceThread. My school has started a math problem of the week for prizes. I plan to post the problem on a VoiceThread and require my students to post their solutions to the thread. Secondly, I will use my SmartBoard as a more student-centered, interactive tool.
Long term, I plan to stay current on the latest technology and the research surrounding its use. This means furthering my education and remaining a life-long learner. I also plan to get students more involved in learning with each other while using the latest technology to prepare them for careers in a 21st century society.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Sunday, November 1, 2009
Tuesday, October 13, 2009
Monday, October 12, 2009
Connectivism and Social Learning in Practice
I have implemented many of the instructional strategies from this week’s discussion on social learning theories. Technology has been an integral part of my successful social learning strategies. Technology may be the driving force of the learning theory connectivism and how we get information.
I have had students create videos, PowerPoints, and websites. I have assigned webquests and keypals. All of these assignments required students to interact in a way that enhanced their learning. I have witnessed students’ interpersonal and small group communication skills improve, as well as processing information with the assistance of other group members (Pitler, Hubbell, Kuhn & Malenoski, 2007). I always find some group members are more technologically savvy than others and I witness cooperative teaching as well when utilizing some of the creative software. Dr. Orey stated that teaching others helps one gain a deeper understanding of the concept (Laureate Education, 2009).
I believe the key to successful cooperative group learning is by providing a rubric so students have a clear understanding of the expectations, as well as assigned roles and responsibilities for each member so not only is the workload evenly distributed, so is the learning that takes place.
Resources:
Laureate Education, Inc. (Producer).(2009). Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I have had students create videos, PowerPoints, and websites. I have assigned webquests and keypals. All of these assignments required students to interact in a way that enhanced their learning. I have witnessed students’ interpersonal and small group communication skills improve, as well as processing information with the assistance of other group members (Pitler, Hubbell, Kuhn & Malenoski, 2007). I always find some group members are more technologically savvy than others and I witness cooperative teaching as well when utilizing some of the creative software. Dr. Orey stated that teaching others helps one gain a deeper understanding of the concept (Laureate Education, 2009).
I believe the key to successful cooperative group learning is by providing a rubric so students have a clear understanding of the expectations, as well as assigned roles and responsibilities for each member so not only is the workload evenly distributed, so is the learning that takes place.
Resources:
Laureate Education, Inc. (Producer).(2009). Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 30, 2009
Constructivism in Practice
I say potato, you say patato. I say constructivism, you say constructionism. I’m still not sure I recognize the difference, if there is one, but I do recognize their importance in a 20th century classroom. This week I gained many new resources to engage students based on these learning theories which advocate hands on learning experiences, and creating artifacts while working through the exploratory process.
In this technological age, constructivism can be brought to the forefront of learning theories in the classroom. Computers promote the student as a self directed learner as they choose where they get their information, how they synthesize it and then present it.
The lesson on investing and compound interest asks students to create a spreadsheet, the artifact, to analyze data in order to make a choice on how to manage a $10,000 inheritance (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This lesson is a wonderful example of learning by design which emerges from the constructivist theory. It “emphasizes the value of learning through creating, programming, or participating in other forms of designing” (Orey, 2001).
Since having enrolled in my master’s courses and having completed a technology program through my school district, I find that my teaching turns to a much more constructivist perspective. It requires students work instead of me doing all the work. I become the facilitator of knowledge rather than the sole deliverer of knowledge.
Resources:
Laureate Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning
Theories.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I say potato, you say patato. I say constructivism, you say constructionism. I’m still not sure I recognize the difference, if there is one, but I do recognize their importance in a 20th century classroom. This week I gained many new resources to engage students based on these learning theories which advocate hands on learning experiences, and creating artifacts while working through the exploratory process.
In this technological age, constructivism can be brought to the forefront of learning theories in the classroom. Computers promote the student as a self directed learner as they choose where they get their information, how they synthesize it and then present it.
The lesson on investing and compound interest asks students to create a spreadsheet, the artifact, to analyze data in order to make a choice on how to manage a $10,000 inheritance (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This lesson is a wonderful example of learning by design which emerges from the constructivist theory. It “emphasizes the value of learning through creating, programming, or participating in other forms of designing” (Orey, 2001).
Since having enrolled in my master’s courses and having completed a technology program through my school district, I find that my teaching turns to a much more constructivist perspective. It requires students work instead of me doing all the work. I become the facilitator of knowledge rather than the sole deliverer of knowledge.
Resources:
Laureate Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning
Theories.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, September 26, 2009
Cognitivism in Practice
“Cognitivism focuses on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used (Lever-Duffy & McDonald, 2008). The instructional strategies presented this week aid in the mental manipulation process of the cognitivist theory. They help synthesize information. If you have ever heard of Max Thompson and learning focused strategies, you understand these are very powerful and successful techniques for learning.
Cognitive tools have multiple roles. The strategies “Cues, Questions, and Advance Organizers,” “Summarizing and Note Taking,” and “Concept Mapping” play the role of knowledge organization (Orey, 2001). These tools help students focus on what is important and organize it in a way that is easy to make sense of and retrieve. If the mind is like a computer, as cognitivists state, connections between ideas take place. The strategies presented assist in the connecting process.
Another strategy, virtual field trips, plays the part of knowledge integration and knowledge generation. Dr. Orey describes virtual field trips as powerful, immersive experiences that constructivist activities can be tied to (Laureate Education, 2009).
As stated above, Max Thompson has built a business on cognitivist theories and strategies, one that many school districts, including my own have bought into. After extensive and continued research they have listed the most effective strategies as the following (Learning-Focused, 2008).
Strategies That Most Impact Achievement Strategy
1) Extending Thinking Skills
2) Summarizing
3) Vocabulary In Context
4) Advance Organizers
5) Non-Verbal Representations
Coincidence that we studied two of these this week? I think not.
Resources:
http://www.learningfocused.com/research.php
Laureate Education, Inc. (Producer).(2009). Spotlight on Technology: Virtual Field Trips.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
“Cognitivism focuses on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used (Lever-Duffy & McDonald, 2008). The instructional strategies presented this week aid in the mental manipulation process of the cognitivist theory. They help synthesize information. If you have ever heard of Max Thompson and learning focused strategies, you understand these are very powerful and successful techniques for learning.
Cognitive tools have multiple roles. The strategies “Cues, Questions, and Advance Organizers,” “Summarizing and Note Taking,” and “Concept Mapping” play the role of knowledge organization (Orey, 2001). These tools help students focus on what is important and organize it in a way that is easy to make sense of and retrieve. If the mind is like a computer, as cognitivists state, connections between ideas take place. The strategies presented assist in the connecting process.
Another strategy, virtual field trips, plays the part of knowledge integration and knowledge generation. Dr. Orey describes virtual field trips as powerful, immersive experiences that constructivist activities can be tied to (Laureate Education, 2009).
As stated above, Max Thompson has built a business on cognitivist theories and strategies, one that many school districts, including my own have bought into. After extensive and continued research they have listed the most effective strategies as the following (Learning-Focused, 2008).
Strategies That Most Impact Achievement Strategy
1) Extending Thinking Skills
2) Summarizing
3) Vocabulary In Context
4) Advance Organizers
5) Non-Verbal Representations
Coincidence that we studied two of these this week? I think not.
Resources:
http://www.learningfocused.com/research.php
Laureate Education, Inc. (Producer).(2009). Spotlight on Technology: Virtual Field Trips.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Tuesday, September 15, 2009
Behaviorism in Practice
If you are like me, when you hear the term behaviorist theory of learning, you think of Pavlov’s dogs and B. F. Skinner. I also think of classroom management strategies and teaching acceptable behaviors. I rarely think of this perspective on learning as it relates to learning academic content. This week however, we were introduced to two instructional strategies that displayed behaviorist principles and technology.
The first strategy, “Reinforcing Effort,” was an eye-opening lesson simply because it has dawned on me to teach the importance of effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I stress the importance of trying, but not how effort can improve your achievement. This strategy teaches students how to track their effort and achievement with spreadsheet software. The behaviorist theory behind this strategy is that when students see the positive correlation between effort and achievement, they will change their behavior and put more effort into their school work. I think this lesson is extremely powerful. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, et al., 2007).
The second strategy focused on homework and practice, which could be considered a behaviorist strategy. If you complete your homework, you get good grades a positive reinforcer. The authors suggested that technology provided numerous resources for “drill and practice” (Pitler, et al., 2007). Dr. Michael Orey would disagree with this statement, saying that technology is more effective when these activities are limited (Laureate Education, 2009). I believe there are numerous internet sites and software programs that can reinforce content, but I agree with Dr. Orey, they should not be used for remediation or repetitive drill and practice. I have witnessed this phenomenon and it turns students away from valuable resources.
In summary, I believe there is a place in the classroom for behaviorist methods. With the advances that technology brings to the classroom and how it can support behaviorism, we can only wonder if this theory of learning’s pendulum has swung back to a more favorable position for making sense of how learning takes place.
Resources:
Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The first strategy, “Reinforcing Effort,” was an eye-opening lesson simply because it has dawned on me to teach the importance of effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I stress the importance of trying, but not how effort can improve your achievement. This strategy teaches students how to track their effort and achievement with spreadsheet software. The behaviorist theory behind this strategy is that when students see the positive correlation between effort and achievement, they will change their behavior and put more effort into their school work. I think this lesson is extremely powerful. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, et al., 2007).
The second strategy focused on homework and practice, which could be considered a behaviorist strategy. If you complete your homework, you get good grades a positive reinforcer. The authors suggested that technology provided numerous resources for “drill and practice” (Pitler, et al., 2007). Dr. Michael Orey would disagree with this statement, saying that technology is more effective when these activities are limited (Laureate Education, 2009). I believe there are numerous internet sites and software programs that can reinforce content, but I agree with Dr. Orey, they should not be used for remediation or repetitive drill and practice. I have witnessed this phenomenon and it turns students away from valuable resources.
In summary, I believe there is a place in the classroom for behaviorist methods. With the advances that technology brings to the classroom and how it can support behaviorism, we can only wonder if this theory of learning’s pendulum has swung back to a more favorable position for making sense of how learning takes place.
Resources:
Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, August 10, 2009
Responding Effectively to Disruptive Student Behavior
If you do not have a behavior management plan in place, no matter how well you teach your content, you are bound to have major problems that will disrupt the learning process. Being a veteran of 7 years, I have tried many strategies for handling disruptive behavior. Some worked well, others failed miserably. This week’s resources outlined a problem-solving approach to behavior issues in the classroom. This is an approach I plan on using this year. I believe it addresses the needs of the students far better than any other approach I use.
In order to create a classroom that is conducive to learning, certain procedures and rules must be in place to provide the safe, nurturing classroom. Procedures teach responsibility, being given responsibility promotes respect. What happens when students fall short? For small disruptions I plan to present choices to students so allow them to feel power in changing their behavior (Jones & Jones, 2007). Instead of instructing the students what not to do, I will focus on giving them choices of what I would like them to do (Laureate Education, 2008). There are many incentives incorporated in our school’s new behavior plan, so I will use this fact to encourage students to act appropriately. Reminding students that there is a reward on Friday’s for students with no infractions will work wonders on a student’s distracting behavior.
The strategy I am most interested in putting into practice is Collaborative Problem Solving (Hoffman-Zak, 2007). “If children can’t do certain things, we must figure out why and help them – substituting as a ‘surrogate frontal lobe,’ for as long as they need it” (Hoffman-Zak, 2007). I have in the past ignored, as much as possible, the very disruptive student. My thinking that if I do not give attention to his behavior, he will stop. Dr. Ross Greene, founder of the Collaborative Problem Solving Institute, says ignoring these students is essentially being negligent. (Hoffman-Zak, 2007). I plan to institute the steps in Plan B of the collaborative problem solving, which includes showing empathy and reassurance towards the students emotions, defining my concern’s as well as the student’s concerns, and then brainstorming together to solve the problem (Hoffman-Zak, 2007).
This approach will be proactive rather than reactive, which is how I have tended to handle things in the past. I hope to eliminate a great deal of disruptions in my class by working with the students to find solutions to the things that are triggering the students to disrupt the environment.
References:
Hoffmann-Zak, K. (2007). Collaborative problem solving calms and educates explosive students. Teach, 12–13.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Baltimore: Author.
In order to create a classroom that is conducive to learning, certain procedures and rules must be in place to provide the safe, nurturing classroom. Procedures teach responsibility, being given responsibility promotes respect. What happens when students fall short? For small disruptions I plan to present choices to students so allow them to feel power in changing their behavior (Jones & Jones, 2007). Instead of instructing the students what not to do, I will focus on giving them choices of what I would like them to do (Laureate Education, 2008). There are many incentives incorporated in our school’s new behavior plan, so I will use this fact to encourage students to act appropriately. Reminding students that there is a reward on Friday’s for students with no infractions will work wonders on a student’s distracting behavior.
The strategy I am most interested in putting into practice is Collaborative Problem Solving (Hoffman-Zak, 2007). “If children can’t do certain things, we must figure out why and help them – substituting as a ‘surrogate frontal lobe,’ for as long as they need it” (Hoffman-Zak, 2007). I have in the past ignored, as much as possible, the very disruptive student. My thinking that if I do not give attention to his behavior, he will stop. Dr. Ross Greene, founder of the Collaborative Problem Solving Institute, says ignoring these students is essentially being negligent. (Hoffman-Zak, 2007). I plan to institute the steps in Plan B of the collaborative problem solving, which includes showing empathy and reassurance towards the students emotions, defining my concern’s as well as the student’s concerns, and then brainstorming together to solve the problem (Hoffman-Zak, 2007).
This approach will be proactive rather than reactive, which is how I have tended to handle things in the past. I hope to eliminate a great deal of disruptions in my class by working with the students to find solutions to the things that are triggering the students to disrupt the environment.
References:
Hoffmann-Zak, K. (2007). Collaborative problem solving calms and educates explosive students. Teach, 12–13.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Baltimore: Author.
Thursday, July 9, 2009
Community Building in the Classroom
Listen to the podcast to hear my ideas on creating a safe community in the classroom.
http://bankspods.podbean.com/mf/web/yr7jyj/Podcast6657.mp3
http://bankspods.podbean.com/mf/web/yr7jyj/Podcast6657.mp3
Sunday, June 28, 2009
Reflection on Learning
In the course Understanding the Impact of Technology on Education, Work, and Society, I have been challenged with learning new technologies and the impact these resources have on my students. In this course I blogged, skyped, created a podcast and a wiki! I had not heard of many of these words before this course, so my technology skills have developed tremendously. These tools will be wonderful learning tools in my classroom next year.
Besides all the technology, I have gained a deeper appreciation of the benefits of a learner-centered classroom. Mark Prensky states that the students of today are used to getting information quickly and from multiple sources all at once, they work best when networking with others (Prensky, 2001). This is quite contrary to the direct instruction, teacher delivery method of most today’s classrooms. We must allow students to come to their own conclusions, while guiding them on the correct path.
Another tool that I have learned to use in this course is the RSS aggregators. With this tool, I will continue to monitor blogs, wikis and news feeds that will allow me to follow the latest in technology and learning. It is very exciting to think that I can be at the forefront of new research that will help my students.
My long term goals to transform my classroom to a 21st century context come directly from the Partnership for 21st Century Skills. I plan to bring the world into my classroom via the internet. Allow students to interact with others, including experts in their field of study on real-world applications that relate to students’ lives. The obstacles to this style are the pressures to teach to the test and restrictions within school technology use. My philosophy on standardized tests is that student centered, 21st century lessons strengthen and deepen understanding of the material students are tested on. This type of learning lasts a lifetime, not just through a week in April of every year. I will start to advocate for students’ use of technology at school and search for solutions to circumvent the restrictions in a safe and responsible manner. The best I can do for my students in preparing them for a productive 21st century society is to model life-long learning myself and bring it to my teaching.
References:
Partnership for 21st Century Skills. A report and mile guide for 21st century skills
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Besides all the technology, I have gained a deeper appreciation of the benefits of a learner-centered classroom. Mark Prensky states that the students of today are used to getting information quickly and from multiple sources all at once, they work best when networking with others (Prensky, 2001). This is quite contrary to the direct instruction, teacher delivery method of most today’s classrooms. We must allow students to come to their own conclusions, while guiding them on the correct path.
Another tool that I have learned to use in this course is the RSS aggregators. With this tool, I will continue to monitor blogs, wikis and news feeds that will allow me to follow the latest in technology and learning. It is very exciting to think that I can be at the forefront of new research that will help my students.
My long term goals to transform my classroom to a 21st century context come directly from the Partnership for 21st Century Skills. I plan to bring the world into my classroom via the internet. Allow students to interact with others, including experts in their field of study on real-world applications that relate to students’ lives. The obstacles to this style are the pressures to teach to the test and restrictions within school technology use. My philosophy on standardized tests is that student centered, 21st century lessons strengthen and deepen understanding of the material students are tested on. This type of learning lasts a lifetime, not just through a week in April of every year. I will start to advocate for students’ use of technology at school and search for solutions to circumvent the restrictions in a safe and responsible manner. The best I can do for my students in preparing them for a productive 21st century society is to model life-long learning myself and bring it to my teaching.
References:
Partnership for 21st Century Skills. A report and mile guide for 21st century skills
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Sunday, June 21, 2009
Technology Savvy Seventh Graders
Here is the link to my first podcast, a compilation of the data gathered from my students based on their technology use and proficiency.
http://bankspods.podbean.com/
http://bankspods.podbean.com/
Monday, June 1, 2009
The Partnership for 21st Century Skills
When you visit The Partnership for 21st Century Skills website, you will notice that a Cyber Summit on 21st Century Skills is taking place over the next two weeks. These are free online events to discuss reforms and education initiatives that would bring 21st century skills into the classroom. The summit culminates on the June 12th in Washington D.C. I am amazed at the support of businesses and educators to facilitate a change in education.
I was surprised by the 21st Century Skill Incentive Fund Act being sponsored in the U.S. House of Representatives. The act provides matching federal funds to those states that incorporate 21st century skills into their core curriculum. This act was developed by those states that have committed to the Partnership’s initiatives. If passed this could help close the gap between the “haves” and “have nots” where technology is concerned. I spent some time examining North Carolina’s goals since it is the closest state to my state, Georgia. I was very impressed by some of the alternative high school opportunities available. One such option is the Learn and Earn high schools. Students earn a high school diploma and two years of college in five years with no tuition charges. These are the types of forward thinking changes that need to happen to keep our students in school.
There were wonderful resources and links to sites with ideas for teaching the skills. Levy and Murnane answer the question, shouldn’t schools be doing more than preparing students for work? The Partnership for 21st Century Skills addresses this issue as well. They encourage that global, civic, health and financial literacy be taught within the core curriculum as well. As we move into a new digital age, there are new problems that our society will face and examining these issues from a range of perspectives will equip us more aptly fort the future.
My school district has adopted what they can to help teachers become more 21st century savvy. We are making small steps, but it is very exciting. Small steps is all I think you can hope for initially. Other states have come much farther and I hope Georgia will one day follow in those state much bigger footsteps.
Visit http://www.21stcenturyskills.org/index.php to learn more.
References:
Levy, F., & Murnane, R. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.
Partnership for 21st Century Skills. (n.d.). Skills framework. Washington DC: Author. Retrieved from http://21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
I was surprised by the 21st Century Skill Incentive Fund Act being sponsored in the U.S. House of Representatives. The act provides matching federal funds to those states that incorporate 21st century skills into their core curriculum. This act was developed by those states that have committed to the Partnership’s initiatives. If passed this could help close the gap between the “haves” and “have nots” where technology is concerned. I spent some time examining North Carolina’s goals since it is the closest state to my state, Georgia. I was very impressed by some of the alternative high school opportunities available. One such option is the Learn and Earn high schools. Students earn a high school diploma and two years of college in five years with no tuition charges. These are the types of forward thinking changes that need to happen to keep our students in school.
There were wonderful resources and links to sites with ideas for teaching the skills. Levy and Murnane answer the question, shouldn’t schools be doing more than preparing students for work? The Partnership for 21st Century Skills addresses this issue as well. They encourage that global, civic, health and financial literacy be taught within the core curriculum as well. As we move into a new digital age, there are new problems that our society will face and examining these issues from a range of perspectives will equip us more aptly fort the future.
My school district has adopted what they can to help teachers become more 21st century savvy. We are making small steps, but it is very exciting. Small steps is all I think you can hope for initially. Other states have come much farther and I hope Georgia will one day follow in those state much bigger footsteps.
Visit http://www.21stcenturyskills.org/index.php to learn more.
References:
Levy, F., & Murnane, R. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.
Partnership for 21st Century Skills. (n.d.). Skills framework. Washington DC: Author. Retrieved from http://21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
Wednesday, May 13, 2009
Blogging Assignment for Math Students
I have been thinking about ways to incorporate blogging into my 7th grade math classes. We have so much to cover in such a short time that I started to focus on eliminating my daily warm-ups and do a daily blog instead. The warm-ups serve to focus the class and get them thinking mathematically. I could substitute a "problem of the week," which could be a multi-step logic problem or brain teaser that would take higher order thinking. The students could interact with each other via blog postings to gain assistance, ask questions, voice strategies, etc. This would allow all my students to work together, not just those within the same class. This task incorporates several of the process standards as set by the National Council of Teachers of Mathematics including, reasoning and proof, communication and problem solving.
Monday, May 11, 2009
Firsts
Well, here we go my first go- around as a blogger. I can't help but feel like Carrie Bradshaw from Sex and the City. I hope to use this site to further my repertoire of technology based math lessons, as well as providing my students and colleagues a place to assist others and be assisted.
Wish me luck!!
Wish me luck!!
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