Summer 2013 Final Reflections FNDS 6233

Let me begin by saying this semester has been the most pleasant and thought provoking summer of my major degree. I loved the book and plan to use it up literally, the content was exceptional. Learning alongside the professor and classmates was genuinely a meaningful learning moment.

After being introduced to the infusing of today’s phenomenal technology resources and the awareness of how to combine content, pedagogy, knowledge, and mind altering technology into a much needed revamp the classroom, I now know how to better turn the classroom into a new meaningful learning environment. Through the use of a few of the technology tools such as Wordle, 3^rd World Farmer, NETS, 21^st Century Learning, concept maps, screencasts and blogs a resource of avenues to create meaningful learning have emerged and become cemented in my mind.

While the tools of the technology trade are needed and valuable, the learning process became the center of a personal need for me this semester. The impact of having an opportunity to reflect and change my submissions this semester has no doubt change my entire vision of learning and evaluation. Many years ago I was introduced to the concept of giving my students the chance to revise their math homework, classwork, and yes even their tests. I too believed that given a second chance more learning could happen in that extra effort by a 7^th grade child as they learned pre-algebra. I became “the bomb”, they could not believe that a teacher would give them more points for their work if they took the paper and got help to redo the answers. Bear in mind I graded the paper, gave it back, told them to rewrite the process of the math problems with the help of their peers, parents, or other family. I re-graded the paper. I looked for effort, a new corrected process of the math problem, and a record of how this help was presented on their papers. The students, no doubt, learned more and appreciated it along with the parents. The first thought that enters a teachers mind when doing this is will they cheat, will they just copy someone else’s paper or will they begin to turn in subpar work to start with and then expect to get the chance to redo the work. Well I have to say none of these happened in my classroom. First, I gave the riot act to ward off would be offenders. Then as time passed the students appreciated the opportunity so much that their skill at getting help really created a bond of togetherness and servant hood in the classroom.

This semester I also needed the help of reflection and resubmission on two assignments in particular, the comparison chart and the 3^rd world farmer reflection paper. I seriously could not get the directions right for the comparison chart, I had a block as to how to present the material in a logical way. And the 3^rd world farmer simulation had a deeper lesson to learn that almost passed me by, but after further direction from Dr. Lewis and thoughts of reflection I could see how the simulation was more relative to today’s classroom student.

After becoming the recipient of the idea of resubmitting an assignment I truly believe it is the best thing this side of chocolate. When you find yourself not understanding the directions over and over, resubmission becomes personal—like a “gift” of relearning that creates a deep since of gratification inside your being. I have and always will love learning, so this is a gift that can be reopened many times.

In conclusion, there were several important concepts I learned this semester; good learning “has to be” meaningful, evaluation is ongoing, and collaboration is crucial. First, through our reading of the textbook I became very aware of a new train of thought emerging, the learning in the classroom has to become meaningful, and the best way to do this is by combining serious academic content knowledge, successful researched pedagogy skills, and current and emerging technologies. But, the adding of the technology has to happen in the planning stages of a lesson, not an after-thought. Secondly, evaluation –even summative evaluation, is ongoing. The learning process for each individual, is and must be, differentiated. I learn a different way as my neighbor. I need meaningful learning in the form of instruction, process, and evaluation on my terms and others need it on their terms. So, the more opportunities and variation I can create in instruction which includes evaluation, the more meaningful learning will take place. We all want the child to get the material, and most teachers will go to the moon and back if that meant the student would learn and benefit from the instruction. Finally, collaboration is crucial to any learning situation. I enjoyed the use of Facebook this semester to collaborate with my peers and professor. I have to admit since it was my first experience in using this resource on a consistent basis the mechanics of the software still gives me some difficulty. But, the availability to see others work, see and make comments at will was very helpful. I also enjoyed the use of the virtual conferences. After we became more comfortable using the webcam and microphone and prodding from our professor, personalities emerged and learning was shared on a different, more comfortable level.

There is no question, but today’s classroom has to have a process of meaningful learning, the use of evaluation as ongoing, not a final closing of a door, and an environment of collaborative teamwork or unity. The uses of word association through wordle, the collection of thoughts through concept maps, the creativity through Alice and screencasts, the worldly simulations through 3^rd world farmer, and the deep reflections through blogging all contribute to a resourceful with-it teaching style I want to project in my classroom. Just as a few examples in using these ideas in my classroom could be:

1.      Wordle = use wordle to develop an association of the words in each mathematical process, such as the process of solving equations. What is the most important word in the solving of equations? Suggestive words are: adding, multiplying, equals sign, coordinates, x, y, graph, solve, and many more suggestive by the student.

2.      Concept Map = Students can use the concept map to organize their thoughts on the Pythagorean Theorem. There are many sections of the theorem that branch off into smaller thoughts that would create a clearer image of what the theorem means. Some of the branches could be the equation A squared + B squared = C squared, the triangles, the possible arrangements of the equation, etc.

3.      Alice = Using the software Alice, students will gain some logical reasoning in just the use and understanding of the software. Also the creativity of the process of making a video will motivate the process of math problem solving. An example could be creating a video to act out a word problem. Students have a huge problem understanding word problems and the sequence of steps to solve them.

4.      3^rd World Farmer = I can see using the moral aspects of this software along with the use of calculations of the cost of the crops for the math classroom. Also I could use the comparisons of the beginning wealth with the ending wealth in money or even compare the years individual increase or decline. I would like to use the software as previously stated in groups after the students go through the simulation once on their own. This is no doubt a cross-curricular opportunity to bring in social studies in the math classroom.

5.      Blogging = I think the reflections in the form of a blog would help the students confidence. Students love to socialize. Using a blog can promote the process of learning by showing others how to do something. Bonus points could be given to those that help others learn the math processes and problem solving skills. So teamwork and a feeling of family could be established in the classroom.

 

As teachers of the 21^st century classroom we try to understand the student, their attitudes and actions. Most of us feel that there is very little motivation from the child sitting in the classroom desks, but when the instruction becomes relative to their experiences, motivation is increased by technology and a deep since of gratitude is created through reflective learning, meaningful learning can take place.

 

What was the reasoning for my choices in the 3rd World Farmer simulation and the implications of that reasoning.

The choices I made while playing the 3rd World Farmer simulation were influenced by the yearly results total. I could see that I was losing money and resources each year. I only had enough income to buy seed to plant at first. Then each year I would try to get a building or well but some disaster would ruin either crops or kill my livestock. One time I got ahead by over 400 dollars but I immediately lost it to a military takeover. Since I became depressed that whatever I did would not help me be successful in the game I can see that a child would not want to play this game but a few times either. Just like me they would become disenchanted with the game. Also after a few plays everyone would predict the outcome no matter how you play the game. I see this as a short project unless you bring in other problem based hands on activities to illustrate what is going on in the game.

 

To add to this post after working with the simulation more I believe this program would start to make much more meaning by way of collaboration between students in small groups. I think after playing the simulation a couple of times and then comparing their results with other students the events in the program would become more personal. Through the act of comparing their answers to others I believe the students would be more successful in doing the simulation and more successful in learning the moral lessons offered by the makers of the simulation.

Task 2: Blooms’ Taxonomy

Okay, so I got it all wrong. By not asking questions I have put myself in a fix. I should hope to be using the fourth meaningful learning attribute and naturally remember to learn from my mistakes.

After redoing the entire project here is my new answer to the question of the level of Bloom's Taxonomy we were required to be functioning at in our answers. We were requested to analyze the three different models but I left out the part that we were to create a whole new chart, table, or Venn diagram illustrating the concepts in a reorganized and unique manner. After a comprehensive review of each model we were to creatively synthesize the skills into an original new chart. We were also asked to evaluate the proper grouping of the skills in all three models along with which of the skills were in our opinion more important than the others. This is certainly in the realm of Bloom’s Taxonomy at the evaluative and synthesizing stages.   

Hopefully I will be able to transfer this experience into a better way of practicing proper questioning during the learning process.

 

What is TPACK and the effect this framework could have on classroom instruction.

 

TPACK is where content, pedagogy, knowledge, and technology co-exist, co-constrain, and co-create (taken directly from the article) to form a unity of student centered meaningful learning. There are some educators in the field that have already discovered this uniqueness surrounded around the use of technology. But many of the teachers in the classroom cannot get to the meaningful learning stage without some serious guidance so TPACK may be the answer. I do believe this may be one of those times that a one-on-one relationship needs to be created between the TPACK mentor and the teacher. Just professional development with thirty teachers is not going to convince teachers to take the concept and run with it. I see this framework as the next big success for the education of children of all ages. Even I, while reading the textbook wanted to start adjusting the basics to include more detail in the designing of activities using content specific pedagogy. My interest has been peeked.