Developing My Personal GAME Plan

Setting goals for strengthening my confidence and proficiency is my first priority. I plan to strengthen my confidence and proficiency in facilitating and inspiring student learning and creativity and designing digital-age learning experiences and assessments. One of my goals is to learn more about computer tutorials and how I could use them to increase critical thinking skills. Another goal is to learn more about web-conferencing tools and explore ways to incorporate them in the classroom. Questions that I should be thinking about accomplish my goals for both personal and student plans are what do I want to know or be able to do? What do I already know? How will I know if I have been successful? What do my students need to know? What do my students already know that can help them? How will I know if my students have been successful? (Cennamo, Ross, & Ertmer, 2009)

The actions that I will take will be to establish computer tutorials that my students can follow. For algebra, there are videos explaining every topic on jmap.com. Khanacademy is a website that also has over 3,000 videos spanning from arithmetic to physics. An action for learning about web-conferencing is to find what is available for conducting meetings. I could use Edmodo for class discussion. Discussion can be one-to-one or whole group. I could incorporate web blogs and Skype to host meetings and discussion as well. Questions that will help me take action to meet my goals will be what information do I need to meet my goals? What learning strategies will I use? What resources are needed? What content information do my students need? What instructional strategies will I use? What resources do my students need? (Cennamo, Ross, & Ertmer, 2009)

Reviewing the software’s will help monitor my progress. Creating a check list, possibly of the questions that I have mentioned above will ensure that I am progressing and meeting my goals. From deciding what I already know and need as well as what my students already know and need will help guide me toward strengthening my confidence and proficiency in facilitating and inspiring student learning and creativity. This will also help my design digital-age learning experiences and assessments. Other questions to consider are am I finding the information I need? What patterns are emerging from the information? Do I need to modify my action plan? Are my students understanding the information and mastering skills? What patterns are emerging from student’s performance? Should I modify my lesson and unit plan? (Cennamo, Ross, & Ertmer, 2009)

I will evaluate and extend my learning through discussing my goals and strategies with my colleagues. We will discuss ways to increase student learning and creativity. Once I have decided on the best approach and implemented them in the classroom, discussing my results with my colleagues is also a great way to evaluate and extend my learning toward my goals. My colleagues will help give me an outsider’s perspective on how to strengthen my activities or other options as to how to implement them to get the best results. Questions to discuss with my colleagues could be have I met my learning goals? Should I modify my learning goals or strategies? What will I do differently in the future? Did my lesson work? Should I modify the goals, assessment, or my instructional strategies? What should I differently in the future? (Cennamo, Ross, & Ertmer, 2009)

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

EDUC-6711I-4 Reflection

My “Personal Theory of Learning” that I developed in week one has not changed all the much, if at all. If anything I feel more strongly about it. I expressed that as a teacher, we cannot be bias in our approach to learning. We must understand that all students have their own unique way to learn. In Michael Orey’s video, he states that in a “learning theory,” learning must be active in the process. Our instructional theory is what we do to facilitate learning. (Laureate Education, Inc 2010). I expressed how I believe students learn best through a constructivist approach by physically “doing.” Through learning about all the different technology tools and instructional strategies, I feel even stronger about my theory. This course has deepened my knowledge and understanding of learning theory and the use of educational technologies because I have never created a Voice Thread before. I was very skeptical before doing so, but after creating it I realized how easy it was and I enjoyed doing so. I learned how to create concept maps using bubbl.us. Dr. Michael Orey said it best when he said concept mapping is a graphical way to organize information (Laureate Education, 2010).

My immediate adjustments regarding my instructional practice with technology integration will be the use of spreadsheets and concept maps. My instructional practice will not be so lecture based and I am going to try to incorporate more technology. The use of a spreadsheet and a concept map will help students stay organized. Spreadsheets will be helpful when I am graphing different functions. To input a lot of data can be time consuming so a spreadsheet will help in saving time. Spreadsheets are valuable to students generating and testing hypotheses. This helps students become engaged in processing information, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). Dr. Michael Orey said it best when he said concept mapping is a graphical way to organize information (Laureate Education, 2010). Using a concept map will enhance students learning by helping them process the information.

Two long term goals I would like to make to my instructional practice regarding technology would be to use more Virtual Field trips or Voice Threads in my teaching. I would also like to incorporate a Class web page or Blog. This would allow for more learning to take place beyond the classroom. I can post Voice Thread on the web page or blog for students to view for help with they homework or just weekly reminders. My strategy for achieving them will be to complete my graduate classes by the end of this school year and I will start planning this summer. By next school year I will have a web page or blog created.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Instructional Theory : Author.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning vs. Learning Theory. Theory. Baltimore: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Voice Thread Link

Solving Multiple Step Equations

http://voicethread.com/share/2289412/

Connectivism and Social Learning in Practice

Social learning theories are based on the idea that students learn by communicating. Dr. Orey states that social constructivism is based on collaborative learning in which students interact with other people while constructing something (Laureate Education, 2010). The idea of social learning theory is highly correlated with this week’s reading in Using Technology with Classroom Instruction that Works, “Cooperative Learning.” Cooperative learning can be facilitated in many ways but this week’s reading focused on three resources: multimedia, web resources, and communication software. Technology and the internet has greatly enhanced our ability to communicate with others. Out of the three resourced discussed I like the idea of create multimedia and web resources. I like the example in the book where Ms. Ortiz has student work in groups to create videos about famous mathematicians. Activities such as this one are great when planned for and done correctly. When these types of activities go smoothly, it is often due to the lack of preparation (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students must know what is expected of them. This is where a rubric comes into play. In terms of web based resources, there are so many resources available. The resource I like the best is under course management. I am most familiar with Moodle and Blackboard. To better help my students inside and outside the classroom, I would like to incorporate Moodle. This way if a student is absent or loses something, they can go onto our Moodle page and see what they missed or print off a new copy of whatever they missed. I have a few colleagues at the moment that use Moodle and I really like the idea.

Refrences

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Social Learning Theories: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Constructivist and Constructionist Learning Theory

Constructivist and constructionist activities are not new concepts and I think it is save to save every administrator would love to walk into his or her teacher’s classroom and see these types of activities being used. Dr. Michael Orey states that during constructionist activities, students learn best when they build an external artifact (Laureate Education, 2010). I would have to agree. I know I learn best when I am physically involved. If I am traveling someplace for the first time, I will remember the directions better if I am the actual driver rather than if I was to be the passenger. If I am the driver, I am fully engaged and my focus is on every turn. The same concept applies in the classroom as well.

In Using Technology with Classroom Instruction that Works, “Generating and Testing Hypotheses” explains how student are engaged in processing information, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). In order to generate and test hypotheses students must use critical thinking skills and perform some sort of experiment to test their hypotheses. This is related to this weeks constructivist/constructionist learning theory due to the hands on approach. After establishing that students learn best working hands on, technology is a great way for students to be engaged and work hands on. A few uses of technology that work great for testing hypotheses are spreadsheets, data collection tools, and web resources. Again, I do not see too many examples involving math even though it is stated that all three types can be used in all areas. At the moment, I believe spreadsheets might be the most productive for me. Students can do many different things with spreadsheets. They can collect and store their own data and test many different hypotheses on the correlation between their data. Students can create histograms, bar graphs, scatter plots and line graphs. With scatter plots, students can create lines of best fit or use line graphs to compare data. Students can also use spreadsheets for different functions such as linear functions and exponential functions.
It is difficult to use constructivist/constructionist activities on an everyday basis because they are time consuming but when used correctly and efficiently, students can benefit greatly.
　
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and Constructivist Learning Theories: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Cognitive Learning Theory

In Using Technology with Classroom Instruction that Works, “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are two instructional strategies embed technology and are highly correlated with the principles of the cognitive learning theory.

Cues, questions, and advanced organizers are great for student’s organizational skills. I am a big advocate that sometimes, less is more. To help with informational processing when students are first learning a topic, focusing on a few keys points is better than giving them multiple. Our short term memory is only limited to about five to nine items at a time (Laureate Education, 2010). Cues, questions, and advanced organizers should focus on what is important rather than what is unusual (Pitler, Hubbell, Kuhn & Malenoski, 2007). The cognitive theory is based on information processing and there are technologies that allow us to correlate cues, questions, and advanced organizers to process information. For math, I really like the idea of using spreadsheet software and brainstorming software. Spreadsheets allow the students and myself to collect and organize data quickly. I can also use spreadsheets, like Microsoft excel, to create graphs and tables. Brainstorming and organizing software allows the students to put together a visual map of the main ideas. Giving the students a visual is just another way to use their multiple senses.

Summarizing and note-taking is important in the math classroom, just like any classroom for that matter. I had a student ask me the other day why we have to take notes. I simply expressed to him that the notes are important because they are his study guide for the exam. Unlike last week, I did not read many examples on how to incorporate these strategies into a math classroom. I could definitely use the note-taking templates created in inspiration to create a map for students to fill in with main topics and examples of each topic such as maybe a problem that correlates to that topic. In terms of communication software, I really like the idea of using a blog. This implements the strategies of reciprocal learning (Pitler, et al., 2007). Students can ask questions on the blog and other students can help each other help while I facilitate the learning.
With the cognitive theory being based on the idea of processing and storing information, making connections, and creating networks, the two strategies discussed above can help our student’s process information better and make better connections.

Technology-based cognitive tools can help increase students’ engagement and deepen their understanding. In the past when I have taught graphing linear lines of best fit to scatter plots, I did not feel as though the students were fully engaged. They also did not have a real deep understanding as to what the best fit line represented about the data. This is partially my fault because of time restrictions. My method for introducing this lesson was mainly direct instruction. I could incorporate a technology-based cognitive tool to enhance the lesson. With the use of Microsoft Excel, students could enter and access their data much faster than if they were doing it with paper and pencil. This would save us time and I could proceed with deepening their understanding. Students could both run their own experience and collect their own data or I would already have the data for them. Ideally I would like them to collect their own data for them to use. Once this data is entered into excel, the students can draw their own line of best fit to the graph and then they could use excel to draw the actual line of best fit and also get an equation for that line. The students could then compare their line of best fit with the actual line. They could compare equations as well. By them creating an equation for the line brings back information from previous lessons. Dr. Michael Orey stated that by integrating multiple senses in presentations improves learning (Laureate Education, 2010). The students are accessing all their senses due to such a hands on activity. When students are fully engaged, their abilities are endless. Using technology-base cognitive tools allows them to do just that.

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theory. Baltimore: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

The Use of Technology with Classroom Instruction and Behaviorist Learning Theory

“Reinforcing effort” and “homework” and two instructional practices that involve technology from, “Using Technology with Classroom Instruction that Works.” No two people are the same. Everyone’s brain processes information differently, therefore learning is very different as well. Success depends on many different factors but I still believe success is ultimately intrinsic. In today’s world of technology, educators have methods for students to keep track of their own progress and effort using spreadsheets and data collection. I was very surprised to see these strategies being used as young as fifth grade. I like the concept because it makes students take ownership of their work and success. They can see if they do not do well, it will show based on the time they put in.

Homework and practice are strategies that I truly believe in, especially being a high school math teacher. I am constantly telling my students that if they do not do their homework and practice the material, they will not be successful in the class. I was truly surprised to see that students need about 24 practice sessions to become 80-percent proficient with a skill (Marzano et al., 2001, p. 67). I was also surprised by all the math examples as well. Students used spreadsheets for graph parabolas and students constructed a game of battleship using PowerPoint. There were also a lot of websites geared towards math and sharpening skills. The National Library of Virtual Manipulatives, BBC Skillswise, and ExploreLearning are a few of the websites listed.

Michael Orey stated that technology is most effective when remediation activities are minimally incorporated (Laureate Education, 2010). The technology strategies listed above are not for mediation but for the students to track their own effort and work. In terms of the behaviorist learning theory, behaviors are characterized on a reward and punishment basis. Desirable traits should be reinforced while undesirable traits should be punished (Laureate Education, 2010). With the strategies listed above, technology cannot be a reward. What the technology does for us is backs up whatever decisions we make in terms of rewards and punishments. Since the students, along with educators, are tracking the student’s effort via spreadsheets and data collection, the students themselves will see that they are not performing because of their own lack of endeavor. When students lose out on recess or lost free time and have to put in time doing work instead, they know it was no one’s fault but their own. I am a huge advocate of students taking ownership. I can put all my free time into helping a student, but if they are not willing to put the time in as well, then my options run thin.

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist Learning Theory. Baltimore: Author.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.