668 - Week #10
What types of influence do I have in my current local and global communities? How can I expand that influence?
The influence I have in my local and global community is to share information I am learning as an educator. It is important to share knowledge and communicate effectively so that learning is not about transferring of knowledge but a collaborative approach. This means joining professional organizations, groups, where ideas can be shared. I also believe one must lead by example therefore if people see what I am doing and the changes I am making or made, they may feel compelled to make their own personal changes. Change is a ripple effect and once that happen it becomes contagious.
668 - Week #9
From where does global change derive? How can we use global change to promote deeper learning across the globe?
Global change derives from local change. The challenges we face in our local communities may be the same or about the same in other parts of the world. In essence the more we connect as a global community, the more knowledge can be shared about problems and solutions. Hence knowledge and discussions brings forth change.
668 - Week #7
From where does personal and local change derive? How can we use change to promote deeper learning as individuals and in our local settings?
Personal change starts with self. In order for one to have an impact on local change one must make changes within self. Ghandi inspires us to live the changes we want to see in the world. If we want to use change to promote deeper learning as individuals and in our local setting book circles, learning circles, and professional organizations/clubs can be very effective as it promotes thinking and collaboration.
668 - Week #6
How does globalization change the needs and demands on US, K12, higher education and corporate learning environments?
Globalization change can only increase learning. People from all around the world will have access to diverse cultures, languages, academia and much more…which will be empowering to all. To have a clear understanding of view points, and the reasons for those opinions can only bring forth more knowledge than what we have. Globalization change will mean that the US has to be willing to give up what they are most know for….being a capitalistic society. Open sourcing may become a huge problem. What would the US look like without competition?
668 - Week #5
How do NCLB and the Spellings Commission affect change in the use of educational technology?
Everything is scripted with NCLB. Open Court reading programs, mathematics pacing plans, and now the social studies books are becoming scripted as well. We want our students to become critical thinkers but we’ve taken the teachers right to think for themselves. The effect of this is that children who need more than a systematic approach to teaching have been left out. Now we are having discussions how to differentiate instruction in order to reach these children.
Everyone knows a good teacher knows how to tweak thing so that his/her students can benefit from the lessons at hand but as a teacher who came from questioning, it makes you lose a portion of yourself. It wasn’t until I became a part of OMET that I realized the effects NCLB had on me and the art of questioning students to use critical thinking skills. When you’ve been given a script and you then make questions from the questions that you’ve been given, the art of thinking for oneself has been taken away. In my school district there was a lot of pressure for everyone to keep to the script.
My thought on NCLB and the Spellings Commission on educational technology is where is the money to deliver these changes? I guess now like everything else the teachers must write a grant or use personal equipment to be in compliance. The computers at my school are dinosaurs and we do not have a computer lab. Talk about being out of compliance. This new school year we are looking at receiving a laptop for every teacher. So far 3-5 grade received them and it is our hope that K-2 will get theres.
Wednesday, July 16, 2008
Sunday, April 20, 2008
entry 11What theory, discussion and/or application from this course most impacts your ongoing action research project?
Using open ended/ essential questions has helped me with my action research project. I did not make the connection to my Action Research until my learning circle went through the process of creating a unit using Understanding by Design. I realized then that the Action Research process is much like backwards planning. The research questions, cycles, reflections is a form of UbD.
entry 10 In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
Professional Development
After professional development, we are asked to reflect on the meeting. Write our reflections, questions we may have, and how we can utilize what we've learned in our classrooms.
Cumulative Assessments
After each language arts and math cumulative assessments, we are asked to look at our data and compare it to the data we received before. Look for trends and highlight any areas of strengths and of weakness. Then we are asked to see if the trends we've found are grade level trends. We make a plan for our grade level and then we make a plan for our individual class
Using open ended/ essential questions has helped me with my action research project. I did not make the connection to my Action Research until my learning circle went through the process of creating a unit using Understanding by Design. I realized then that the Action Research process is much like backwards planning. The research questions, cycles, reflections is a form of UbD.
entry 10 In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
Professional Development
After professional development, we are asked to reflect on the meeting. Write our reflections, questions we may have, and how we can utilize what we've learned in our classrooms.
Cumulative Assessments
After each language arts and math cumulative assessments, we are asked to look at our data and compare it to the data we received before. Look for trends and highlight any areas of strengths and of weakness. Then we are asked to see if the trends we've found are grade level trends. We make a plan for our grade level and then we make a plan for our individual class
Monday, March 10, 2008
EDC 665
Entry 9
From your experience in OMET thus far, what design practice has resonated with you the most? Why?
I think Margaret's class made me reflect on what changes I need to make to teach my students. The action research process requires me to think about the steps I need to take, the desired outcomes and the results. I appreciate the knowledge I am acquiring from her class and after reading Ubd, the pieces are finally becoming clear.
Gary's class gave me to the opportunity to see things from the role as a learner and a teacher. I appreciated the adventures of problem solving, reflecting on the experiences and making connections to my own practices as a teacher.
Entry 8
In your ARP, are your learners engaged in their learning ? Why or why not?
My students are engaged in learning but are frustrated with time constraints. The biggest problem is the school's scheduling. In February we've had several assemblies and programs which interrupted our investigations. In cycle 2 I will make allowances for time constraints.
Entry 7
For your ARP, how did you select the technologies that you are utilizing? How have your learners responded thus far?
I selected the technologies based on what was available to my classroom. The technologies that I am utilizing are at my fingertips. I am using a variety of technologies such as Virtual Field Trips, Mp3 player for audio taping, digital camera, and digital video camera. My students are engaged in learning with all of the technologies but I must admit that they love hearing their own voice on the Mp3 player.
Entry 6
As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course-- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well.
Honestly, I do not know if I've overcome this. I feel like blogging is a chore. I'm trying to acquire the outcome indicated by the course but find I simply like paper and pen. I spoke to a cadre mate about my feelings and she told me to think about how your students feel when you give them an assignment because you feel they will soar from it. Thanks cadre mate you were my teacher at that moment and you handled my situation well. I'm transferring all of my thoughts that are on paper to my blog :)
Entry 5
Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning.
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
I teach second grade and I find that students who read fluently and accurately comprehend what they've read. Students that do not read fluently typically do not comprehend what they've read because they are focusing on decoding. The value of the standard is to target students that do not read fluently and give them more opportunities to practice reading at their current level and build fluency to reach grade level standards.
Entry 4
Using the same learning experience you reflected on last week, did each activity explicitly map to a goal? Implicitly? Did this impact your learning during the activities?
The activities explicitly mapped to the goals. Prior to our professional development, teachers were asked to look at the data from the last reading assessments and strategically group students for small group instruction. During the professional development the facilitator addressed the value of analyzing data, demonstrated how to use data to increase knowledge building in classroom instruction, and gave time for teachers to look at their grouping before the meeting and make necessary changes to benefit all learners. The activities helped me to analyze data not by red robin groups of high achievers, proficient, and below proficient levels instead it helped me think about looking at data and strategically plan based on performance standards.
Entry 3
Thinking back now to a learning experience you have recently had-were the goals explicitly stated? If not, here they still clear? Were you aware of them as a learning during the learning experience?
My school had a professional development regarding assessing data to group students that have similar needs. The goals were explicitly stated aloud, written on the board, and teachers were given the opportunity to clarify the goals. The facilitator browsed the room while teachers were in small groups of 5, answering questions, listening to statements, and making connections to the value of why analyzing data can benefit learners. I was aware of the the goals through before, during and after the process
Entry 2
Using the same learning experience, what were your desired results? Why did you choose these results?
My desire was for my students to be able to measure using standard and non standard measuring tools. It was also my desire for all learners to engage in an activity that promoted autonomy, problem solving and critical thinking skills.
I chose these results because I understand that these are skills people need as a life long learners. I also chose these results because it has been proven that students who problem solve and critically think achieve higher scores on standardized testing.
From your experience in OMET thus far, what design practice has resonated with you the most? Why?
I think Margaret's class made me reflect on what changes I need to make to teach my students. The action research process requires me to think about the steps I need to take, the desired outcomes and the results. I appreciate the knowledge I am acquiring from her class and after reading Ubd, the pieces are finally becoming clear.
Gary's class gave me to the opportunity to see things from the role as a learner and a teacher. I appreciated the adventures of problem solving, reflecting on the experiences and making connections to my own practices as a teacher.
Entry 8
In your ARP, are your learners engaged in their learning ? Why or why not?
My students are engaged in learning but are frustrated with time constraints. The biggest problem is the school's scheduling. In February we've had several assemblies and programs which interrupted our investigations. In cycle 2 I will make allowances for time constraints.
Entry 7
For your ARP, how did you select the technologies that you are utilizing? How have your learners responded thus far?
I selected the technologies based on what was available to my classroom. The technologies that I am utilizing are at my fingertips. I am using a variety of technologies such as Virtual Field Trips, Mp3 player for audio taping, digital camera, and digital video camera. My students are engaged in learning with all of the technologies but I must admit that they love hearing their own voice on the Mp3 player.
Entry 6
As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course-- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well.
Honestly, I do not know if I've overcome this. I feel like blogging is a chore. I'm trying to acquire the outcome indicated by the course but find I simply like paper and pen. I spoke to a cadre mate about my feelings and she told me to think about how your students feel when you give them an assignment because you feel they will soar from it. Thanks cadre mate you were my teacher at that moment and you handled my situation well. I'm transferring all of my thoughts that are on paper to my blog :)
Entry 5
Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning.
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
I teach second grade and I find that students who read fluently and accurately comprehend what they've read. Students that do not read fluently typically do not comprehend what they've read because they are focusing on decoding. The value of the standard is to target students that do not read fluently and give them more opportunities to practice reading at their current level and build fluency to reach grade level standards.
Entry 4
Using the same learning experience you reflected on last week, did each activity explicitly map to a goal? Implicitly? Did this impact your learning during the activities?
The activities explicitly mapped to the goals. Prior to our professional development, teachers were asked to look at the data from the last reading assessments and strategically group students for small group instruction. During the professional development the facilitator addressed the value of analyzing data, demonstrated how to use data to increase knowledge building in classroom instruction, and gave time for teachers to look at their grouping before the meeting and make necessary changes to benefit all learners. The activities helped me to analyze data not by red robin groups of high achievers, proficient, and below proficient levels instead it helped me think about looking at data and strategically plan based on performance standards.
Entry 3
Thinking back now to a learning experience you have recently had-were the goals explicitly stated? If not, here they still clear? Were you aware of them as a learning during the learning experience?
My school had a professional development regarding assessing data to group students that have similar needs. The goals were explicitly stated aloud, written on the board, and teachers were given the opportunity to clarify the goals. The facilitator browsed the room while teachers were in small groups of 5, answering questions, listening to statements, and making connections to the value of why analyzing data can benefit learners. I was aware of the the goals through before, during and after the process
Entry 2
Using the same learning experience, what were your desired results? Why did you choose these results?
My desire was for my students to be able to measure using standard and non standard measuring tools. It was also my desire for all learners to engage in an activity that promoted autonomy, problem solving and critical thinking skills.
I chose these results because I understand that these are skills people need as a life long learners. I also chose these results because it has been proven that students who problem solve and critically think achieve higher scores on standardized testing.
Sunday, January 13, 2008
EDC 665 Learning Design
Think back to a successful learning experience you have designed- what
made it successful? What was your role in creating that success?
The most successful learning experience I designed was a simple lesson on measurement. What made it successful was I took the children out of the classroom and to the playground. They became their natural self-- ready to take on the world. The classroom sometimes become restrictive for small children. They can't get too loud because they might disturb other classrooms (unfortunately my class is in a wing). The students were broke up into groups of fours and given a box of materials. They had to build a ramp and measure how far the objects rolled down the ramp and chart the information. They were given race cars, spools of thread, marbles and other rolling objects. They were given measuring tape, links, paper clips, sentence strip, timers, and other measuring tools they could use. I was the facilitator and it felt great to watch my students explore, make predictions, and share their findings with laughter and outside voices.
made it successful? What was your role in creating that success?
The most successful learning experience I designed was a simple lesson on measurement. What made it successful was I took the children out of the classroom and to the playground. They became their natural self-- ready to take on the world. The classroom sometimes become restrictive for small children. They can't get too loud because they might disturb other classrooms (unfortunately my class is in a wing). The students were broke up into groups of fours and given a box of materials. They had to build a ramp and measure how far the objects rolled down the ramp and chart the information. They were given race cars, spools of thread, marbles and other rolling objects. They were given measuring tape, links, paper clips, sentence strip, timers, and other measuring tools they could use. I was the facilitator and it felt great to watch my students explore, make predictions, and share their findings with laughter and outside voices.
Thursday, August 23, 2007
Education and Technology
Willingness to Learn Something New in the Past:
I discovered in researching tips for technology trainers some great links regarding Web 2.0, Classroom 2.0, blogging, and distributed learning. I’ve been pondering what a Classroom 2.0 looks like in an elementary setting. I learn things with caution as not to believe every piece of information that is given. Why? I’ve seen so many trends in education and a lot of it was not for the purpose of students learning. The school district often mandates the teachers to utilize the partial curriculum which tends to lead to poor results. Often I bought into these trends and later realized it was not good for the students.
Willingness to Learn in the Present
When I searched the web in Google for tips for technology trainers I ran across these websites:http://www.kn.att.com/wired/fil/pages/listweb20s.htmlhttp://k12onlineconference.org/http://people.uis.edu/rschr1/et/blogger.htmlhttp://www.ed.gov/about/offices/list/os/technology/index.htmlhttp://www.lib.umich.edu/icollege/resources/tips.pdfhttp://www.techsoup.org/community/index.cfmhttp://www.shambles.net/pages/learning/ict/web2edu/
The websites were full of information about the things we are learning. The information from k12onlinconference.org shed some light on how Web 2.0 can be integrated into an elementary curriculum. What I learned from the various sites is that there is a big push for not only integrating technology into the classroom but the need to shift towards a curriculum that fosters analytical and higher order thinking. Technology is a tool that can enhance the curriculum and it doesn’t have to be a trend. I reflected on the importance for me to have a willingness to explore options other than traditional education. I realize through reading the information from the websites that I have to live in the moment and embrace the possibilities of creating a better learning future for my students. If it wasn’t for me searching Google for Technology Tips for Trainers, I might have missed out on some creative and valuable information.
Willingness to Learn Something New in the Future:
In the future I will embrace exploring new options to improve student learning. I will look at education as building and strengthening the learning process instead of looking at it as an end result.
I discovered in researching tips for technology trainers some great links regarding Web 2.0, Classroom 2.0, blogging, and distributed learning. I’ve been pondering what a Classroom 2.0 looks like in an elementary setting. I learn things with caution as not to believe every piece of information that is given. Why? I’ve seen so many trends in education and a lot of it was not for the purpose of students learning. The school district often mandates the teachers to utilize the partial curriculum which tends to lead to poor results. Often I bought into these trends and later realized it was not good for the students.
Willingness to Learn in the Present
When I searched the web in Google for tips for technology trainers I ran across these websites:http://www.kn.att.com/wired/fil/pages/listweb20s.htmlhttp://k12onlineconference.org/http://people.uis.edu/rschr1/et/blogger.htmlhttp://www.ed.gov/about/offices/list/os/technology/index.htmlhttp://www.lib.umich.edu/icollege/resources/tips.pdfhttp://www.techsoup.org/community/index.cfmhttp://www.shambles.net/pages/learning/ict/web2edu/
The websites were full of information about the things we are learning. The information from k12onlinconference.org shed some light on how Web 2.0 can be integrated into an elementary curriculum. What I learned from the various sites is that there is a big push for not only integrating technology into the classroom but the need to shift towards a curriculum that fosters analytical and higher order thinking. Technology is a tool that can enhance the curriculum and it doesn’t have to be a trend. I reflected on the importance for me to have a willingness to explore options other than traditional education. I realize through reading the information from the websites that I have to live in the moment and embrace the possibilities of creating a better learning future for my students. If it wasn’t for me searching Google for Technology Tips for Trainers, I might have missed out on some creative and valuable information.
Willingness to Learn Something New in the Future:
In the future I will embrace exploring new options to improve student learning. I will look at education as building and strengthening the learning process instead of looking at it as an end result.
Tuesday, August 21, 2007
Technology
Today, I was watching Hannity and Colmes on Fox News. They showed a YouTube video that showed teenagers caught on tape trashing a drive-thru window. The forum was about who do you fault, YouTube or the teenagers? Of course everyone agreed the teenagers need to be held accountable but they also discussed how they hope this new form of technology does not lead to people using it for something negative. Well, we know technology is only as good as its user. If it falls into the wrong hands for the wrong reasons then we have a problem. Unfortunately in our school systems this is the number one priority when discussing technology. We hold many meetings on the 'acceptable use' policies instead of ways to improve education through technology. This year will be the first phase in my district to improve technology in elementary schools. The district started with the high schools and moved to middle schools last year. I can't wait for this school year to start...as I am interested to see how things unfold.
Monday, August 13, 2007
Self and Classroom 2.0
I've been taking some time to think and reflect about all I'm learning. I'm a quiet by nature person who is trying to sort things out on this educational journey. Margaret said, "thinking is a contact sport." Hmm...no time to soak things up and this is one of those challenges I will have to overcome. I will have to open up so that I can learn from others. The book Leadership from the Inside Out discusses Shadow Beliefs? Is my Shadow Belief, I must know every detail to feel comfortable? Or is it I must know a person to feel comfortable? Or is it I must know myself in order to feel comfortable? I don't have the answers yet, but will get back to you when I find out.
When I was reading Wikinomics and Leadership Inside Out, the word open stuck in my mind (only because I'm working on that as a personal goal as mentioned above). We are discussing Web 2.0 and how it is a part of Business 2.0, Classroom 2.0 and Self 2.0. I ran across a magazine called Business 2.0 a couple of days ago that listed the hottest Web. 2.0 sites from around the world. Then I picked up the book, The World is Flat which discusses global 3.0. What is with the 2.0's? And please don't let us move to the 3.0's. I'm just getting a clearer picture of the 2.0's. I know that I'm throwing a lot of .0's at you and that's my point. I was okay with the 2.0 but taking it to a 3.0 is another level. Will there be a 4.0? This seems insane to me.
I get the promises of open source and how it can reinvent businesses, education, and government globally. I can even buy into it. However is Web 2.0 in the classroom revolutionary? Is it evolutionary? Is it an illusion? L.A.U.S.D is such a big district that by the time information trickles down to those who must implement it, something new is now the trend. How can we build a Classroom 2.0 across this nation? I guess it starts with the teacher(s)being willing to try something innovative that becomes an epidemic until education reaches a tipping point of change and each stakeholder that is a part of that change, doesn't mind if there are more changes because it is all about the learning process and not about themselves. Whew! That was a breath full. I've been reading the Tipping Point as well. I'm trying to tie loose ends together and I'm not completely there but this is part of the process..let me know what you think?
When I was reading Wikinomics and Leadership Inside Out, the word open stuck in my mind (only because I'm working on that as a personal goal as mentioned above). We are discussing Web 2.0 and how it is a part of Business 2.0, Classroom 2.0 and Self 2.0. I ran across a magazine called Business 2.0 a couple of days ago that listed the hottest Web. 2.0 sites from around the world. Then I picked up the book, The World is Flat which discusses global 3.0. What is with the 2.0's? And please don't let us move to the 3.0's. I'm just getting a clearer picture of the 2.0's. I know that I'm throwing a lot of .0's at you and that's my point. I was okay with the 2.0 but taking it to a 3.0 is another level. Will there be a 4.0? This seems insane to me.
I get the promises of open source and how it can reinvent businesses, education, and government globally. I can even buy into it. However is Web 2.0 in the classroom revolutionary? Is it evolutionary? Is it an illusion? L.A.U.S.D is such a big district that by the time information trickles down to those who must implement it, something new is now the trend. How can we build a Classroom 2.0 across this nation? I guess it starts with the teacher(s)being willing to try something innovative that becomes an epidemic until education reaches a tipping point of change and each stakeholder that is a part of that change, doesn't mind if there are more changes because it is all about the learning process and not about themselves. Whew! That was a breath full. I've been reading the Tipping Point as well. I'm trying to tie loose ends together and I'm not completely there but this is part of the process..let me know what you think?
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