With the end of this semester I reflect on the fact that the most valuable things learned have come out of those experiences which caused the most frustration. I have learned that there is a veritable smorgasbord of computer technology that will support and improve my ability to teach. The sheer amount of technology combined with the speed at which it is created and updated in addition to my limited technological capabilities is a daunting realization. It is a struggle for me to balance possibilities with realities. I constantly have to remind myself that I can't possibly learn everything there is to learn but if I just learn one thing at a time, there exists only improvement in my teaching abilities.
Group work seems to be the bane of my existence and yet this class has solidified my belief in its importance within the education arena. It has also renewed my determination to implement it in such a way that my students will come to prefer it rather than despise it.
The conclusion I have reached is that I wish to continue my development in acquiring a higher level of computer proficiency and further realize the potential of group work. My continued work in these two areas will help me to nurture those 21st century skills that all of us need to create happy and meaningful lives for today and any tomorrows that may come.
Friday, May 20, 2011
Group Work - April 28th
I really do believe that group work is essential to fostering 21st century skills in students. Collaboration and communication are such important components to succeeding in today's world. Knowing this truth while simultaneously experiencing frustration or disinterest in my own group experiences is an irony I view with wry amusement. Truly, things worthy of attainment require hard work and perseverance!
Now that I have a better understanding of the challenges inherent in group work, I am more determined than ever to create a classroom environment where group work is the norm. I think that constant exposure to the necessity of collaborating and communicating with each other will make group work a more desireable way to learn than not. The difficulty lies in those first few times where each member is uncertain of the strengths and weakness that they bring to the table and how best to create a sense of cohesion. Once a rythym is found though, the possibilties that can be wrought from a unit versus an individual are truly a revelation. Imagine what could be accomplished if our classrooms were made up of "Team 6's"!
I think the assessment in grading group work is three-fold: 1)How does each individual contribute to the group? 2) How does the group function as a unit? 3)What is the end product that the group produces?
Each question addresses a different aspect of the work involved in whatever assignment is given. There is leeway in some areas such as individual work and group cohesiveness, and there is a more narrow scope provided when grading the actual product that is created. There is always the overall goal of developing strong communicative and collaborative skills, and this is something that should be emphasized to students time and time again.
Now that I have a better understanding of the challenges inherent in group work, I am more determined than ever to create a classroom environment where group work is the norm. I think that constant exposure to the necessity of collaborating and communicating with each other will make group work a more desireable way to learn than not. The difficulty lies in those first few times where each member is uncertain of the strengths and weakness that they bring to the table and how best to create a sense of cohesion. Once a rythym is found though, the possibilties that can be wrought from a unit versus an individual are truly a revelation. Imagine what could be accomplished if our classrooms were made up of "Team 6's"!
I think the assessment in grading group work is three-fold: 1)How does each individual contribute to the group? 2) How does the group function as a unit? 3)What is the end product that the group produces?
Each question addresses a different aspect of the work involved in whatever assignment is given. There is leeway in some areas such as individual work and group cohesiveness, and there is a more narrow scope provided when grading the actual product that is created. There is always the overall goal of developing strong communicative and collaborative skills, and this is something that should be emphasized to students time and time again.
Unit Design Experience - April 21st
Designing a unit for this class was a challenging assignment for me in many ways. First, I learned that group work is not easy, especially when there are a number of strong personalities involved. Second, I learned that consistent communication both with the teacher and amongst the group members is an important aspect if you want to create something meaningful both on paper and in oneself.
Personally, what I felt worked well was when each of us in our group had carefully delineated jobs to do that contributed to the whole project. Unfortunately, a lack of consistent communication and a tendency to procrastinate (at least on my part) made it difficult to produce an equal amount of individual work. This of course inhibited the potential success for the entire project. Its not that we failed in working together, but that we could have done so much more!
In any case, should the opportunity to collaborate on unit design come again I would certainly welcome the chance to improve my experience. I would focus especially on the development of consistent and fruitful group communications as well as work towards defining very specific goals that the group hopes to accomplish.
Personally, what I felt worked well was when each of us in our group had carefully delineated jobs to do that contributed to the whole project. Unfortunately, a lack of consistent communication and a tendency to procrastinate (at least on my part) made it difficult to produce an equal amount of individual work. This of course inhibited the potential success for the entire project. Its not that we failed in working together, but that we could have done so much more!
In any case, should the opportunity to collaborate on unit design come again I would certainly welcome the chance to improve my experience. I would focus especially on the development of consistent and fruitful group communications as well as work towards defining very specific goals that the group hopes to accomplish.
Elluminate - April 7th
Participating in an Elluminate session was at first, an experience I eagerly anticipated. The idea of our class meeting in a virtual space in real time with the goal of learning (and experiencing) something new was exciting. The reality however, brought home to me the difficulties that can occur when a successful lesson relies on a group of students with varied technical experience and questionable maturity. It seems to me that for Elluminate sessions to be of value, the participants need to first be comfortable with how the program works and second, committed to the end goal of learning within a virtual environment. Teachers who want to employ this program in their classes should be aware of the potential for disruption should the students be unfamiliar with how best to take advantage of an Elluminate session. While the teacher does have some control over what students can and cannot do, if the students themselves are unaware of their limits and opportunities within Elluminate it can cause frustration and disinterest. Not unlike a video game, if one doesn't understand the rules about how to best win the game, there is little point in playing.
"Let Kids Rule the School" - March 31st Blog
It is articles like this one (what we were assigned to read) that inspire me to pursue a career in education. I wonder about the person I would be today if I had such opportunities as authorizing my own education in high school. I wonder how much more motivated I would have been to learn if my teachers had been supportive of such a venture as the Independent Project.
It seems so obvious that new and creative ideas are necessary when it comes to helping young students succeed. We are all students are we not? We are all teachers too. Why must our society maintain such a rigid and outdated system of education when it clearly inhibits our desire to learn both inside and outside of the school system?
Not only is it vital that we instill a love of learning and inquiry in our young, it is imperative that we maintain this value of education throughout their formative years so that learning is never seen as a mandate that finally concludes after twelve years. The culture that surrounds the educational system today needs to reinvent itself along the lines of "Let Kids Rule the School" if we are ever to see continued progress in our development as a society.
It seems so obvious that new and creative ideas are necessary when it comes to helping young students succeed. We are all students are we not? We are all teachers too. Why must our society maintain such a rigid and outdated system of education when it clearly inhibits our desire to learn both inside and outside of the school system?
Not only is it vital that we instill a love of learning and inquiry in our young, it is imperative that we maintain this value of education throughout their formative years so that learning is never seen as a mandate that finally concludes after twelve years. The culture that surrounds the educational system today needs to reinvent itself along the lines of "Let Kids Rule the School" if we are ever to see continued progress in our development as a society.
Thursday, March 17, 2011
Unit Design Project & Group Work
This is more a blog about the experience of creating a unit versus the unit itself and I think it should count!
I am a huge fan of group work and hope to incorporate the practice into my classroom as much as possible. Looking back on my group work experiences though, I realize that as a student it wasn't always enjoyable. I have a strong personality and I always struggle with creating a balance between my contributions and those of my group members. It is hard work discovering everyone's strengths and applying them to the overall effort of the task at hand.
This time around group work has been quite a challenge for me! We, all four of us, have very strong personalities with a lot to say about what should be done and how we should do it. Our thought processes are different and sometimes it is hard for me to follow along. This is a rare experience for me because I am used to being a leader in the group and more often than not, I am continually telling myself to sit back and listen and not push my ideas on everyone as if there were only one way to do things!
It is also challenging for me to keep in constant communication with everyone. This is not so much because I have a busy schedule, everyone does. It is more a personal habit that I have never taken the time to develop. Even with our tools for instant communication I still find it difficult. I don't know how to fully express my feelings about this...it's like I'm disjointed or out of sync somehow. Maybe I'm just uncomfortable stretching muscles I rarely use! It is definitely a wake up call for me to exercise my communication skills in a more regular manner.
In any case, this group work experience has really opened my eyes to how many of my students may feel about having to work in groups. This won't deter me from employing group work, rather, I feel motivated to really think about ways I can foster greater cohesion among my students so they can realize the potential of working together.
I am a huge fan of group work and hope to incorporate the practice into my classroom as much as possible. Looking back on my group work experiences though, I realize that as a student it wasn't always enjoyable. I have a strong personality and I always struggle with creating a balance between my contributions and those of my group members. It is hard work discovering everyone's strengths and applying them to the overall effort of the task at hand.
This time around group work has been quite a challenge for me! We, all four of us, have very strong personalities with a lot to say about what should be done and how we should do it. Our thought processes are different and sometimes it is hard for me to follow along. This is a rare experience for me because I am used to being a leader in the group and more often than not, I am continually telling myself to sit back and listen and not push my ideas on everyone as if there were only one way to do things!
It is also challenging for me to keep in constant communication with everyone. This is not so much because I have a busy schedule, everyone does. It is more a personal habit that I have never taken the time to develop. Even with our tools for instant communication I still find it difficult. I don't know how to fully express my feelings about this...it's like I'm disjointed or out of sync somehow. Maybe I'm just uncomfortable stretching muscles I rarely use! It is definitely a wake up call for me to exercise my communication skills in a more regular manner.
In any case, this group work experience has really opened my eyes to how many of my students may feel about having to work in groups. This won't deter me from employing group work, rather, I feel motivated to really think about ways I can foster greater cohesion among my students so they can realize the potential of working together.
Thursday, March 10, 2011
Technological change and its effects in past and present societies...
I think it is an interesting question, how do changes in technology affect changes in society? Our unit plan is going to focus on this question while studying the Industrial Revolution. We want students to understand how a single invention can start a simple social change that eventually sends ripples around the world and reverberates through time.
In order to make that connection more real for students, I would like to create an assignment that urges students to communicate with members in their community. I want students to focus on generation gaps and the effects new technologies, such as computers and the Internet, have on successively older generations. Creating understandings in the present can help students deepen their perspective of the past and allow for a stronger critical analysis of the essential question. How do changes in technology affect changes in society?
In order to make that connection more real for students, I would like to create an assignment that urges students to communicate with members in their community. I want students to focus on generation gaps and the effects new technologies, such as computers and the Internet, have on successively older generations. Creating understandings in the present can help students deepen their perspective of the past and allow for a stronger critical analysis of the essential question. How do changes in technology affect changes in society?
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