1) Building connections and branching out beyond the classroom all starts with choosing an interesting topic. The students can from there make connections to themselves or their community, bring in experts on that topic, expand their learning circle, and connect it to real world problems.
2) The EAST Initiative Model focuses on student driven learning, authentic project-based leaning, using technology as tools, and collaboration. It also focuses on training and support for the teachers that are bringing this model back to their own district. The teachers need to learn to allow the students to take the lead when it comes to their learning which can be a new concept for the teachers.
3) The largest reason to allow students to lead their projects is because it is THEIR project. It is a topic that they are passionate about and odds are that the students will know more about that particular topic than the teacher will. By picking their own topics, they will have more interest in the project as a whole and will be more willing to work at it and make something great come from the project.
4) The concept the relates best to our project from this chapter is that we are the ones leading our own project in this class. I know that personally I would have had no interest in doing a project on health (sorry, health groups) but and would not have gotten as much out of any work we did simply because the topic didn't interest me. By being able to choose gardening, I feel like I am much more engaged and getting more out of what we are doing.
Friday, March 27, 2015
Wednesday, March 25, 2015
Reading Reflection #8
Reading Reflection #8
1. There are specific ways to build connections and branch out beyond the classroom. These ways include: letting students choose an interesting topic, allowing students to make connections to themselves or their community, introducing the students to an expert on the topic, making connections to real world problems, and having students explore more in depth to help learn more about their topic.
2. EAST is a nonprofit organization that works with public and private partners to achieve its mission. It has four parts. According to the chapter these include:
1. There are specific ways to build connections and branch out beyond the classroom. These ways include: letting students choose an interesting topic, allowing students to make connections to themselves or their community, introducing the students to an expert on the topic, making connections to real world problems, and having students explore more in depth to help learn more about their topic.
2. EAST is a nonprofit organization that works with public and private partners to achieve its mission. It has four parts. According to the chapter these include:
-Student-driven learning: students need to be responsible for their own learning.
-Authentic project-based learning: students should be engaged in solving real problems in their communities.
-Technology as tools: students need access to the relevant technologies that professionals use to solve real problems.
-Collaboration: when students collaborate in teams to pursue authentic projects, they accomplish more than any one person can do in isolation.
3. Letting students “lead” their projects is important. By doing this, it allows students to choose something they are passionate about. If they are passionate about it they may take more interest in it and create something great. When they collaborate with other students, they can put their heads together and create an even bigger, better project.
4. Our group project on gardening involves the real world very much and that is why it will be such a great project for students. We get to lead our own projects in the way of picking the topic and creating ideas for it and that is a great way to get our creative juices flowing.
Monday, March 23, 2015
I have pictures
I went the the greenhouse today and took lots of pictures (I still need to get them off my phone and on to my computer). I will keep you guys updated on the progress of that.
Saturday, March 21, 2015
Chapter 8 reflection
1. Ways to build connections and branch out beyond the classroom:
1) Allow the students to choose topics that interest them (136) example: How a farmers' market works.
2) Connect students with a read audience (127). example: The people in their community who want fresh produce and flowers.
3) Connect students with experts (128). example: the owner of a local greenhouse.
4) Expand the learning circle (129- 130).
5) Address real world problems (132- 133). example: The local markets are too expensive to get enough fresh fruits and vegetables to people who want and need them.
2. The EAST initiative model is a program that connects students to technology but uses it to solve real life problems in the students' communities. Characteristics of this model are (133- 135):
1) Student driven learning (134). example: The students in our unit plan will be responsible for how their own booths will be run and what to sell etc.
2) Authentic project based learning (134). example: The students will actually be running their own farmers markets as well as growing their own plants. Both of these types of things can and do happen in the real world.
3) Technology as tools (135). The students will use technology to research about plants, track their own progress, make informed decisions, etc.
4) collaboration (135). example: The students will work in groups several times during the semester as well as working whole class and with experts during portions of this unit.
3. When students lead their own projects:
1) It opens up opportunities for a real world effect (136). example: The community may decide to make a community garden in a public space to fill the need for fresh produce and flowers after seeing the success of the classroom garden.
2) Teachers do not have to "make" the projects cool because the students choose them (136).
3) Students are able to pick what interest them (136).
4. Please see the examples in the above problems to see how our project can partner with the principals we are learning (I made all of my examples pertinent to my groups gardening topic).
1) Allow the students to choose topics that interest them (136) example: How a farmers' market works.
2) Connect students with a read audience (127). example: The people in their community who want fresh produce and flowers.
3) Connect students with experts (128). example: the owner of a local greenhouse.
4) Expand the learning circle (129- 130).
5) Address real world problems (132- 133). example: The local markets are too expensive to get enough fresh fruits and vegetables to people who want and need them.
2. The EAST initiative model is a program that connects students to technology but uses it to solve real life problems in the students' communities. Characteristics of this model are (133- 135):
1) Student driven learning (134). example: The students in our unit plan will be responsible for how their own booths will be run and what to sell etc.
2) Authentic project based learning (134). example: The students will actually be running their own farmers markets as well as growing their own plants. Both of these types of things can and do happen in the real world.
3) Technology as tools (135). The students will use technology to research about plants, track their own progress, make informed decisions, etc.
4) collaboration (135). example: The students will work in groups several times during the semester as well as working whole class and with experts during portions of this unit.
3. When students lead their own projects:
1) It opens up opportunities for a real world effect (136). example: The community may decide to make a community garden in a public space to fill the need for fresh produce and flowers after seeing the success of the classroom garden.
2) Teachers do not have to "make" the projects cool because the students choose them (136).
3) Students are able to pick what interest them (136).
4. Please see the examples in the above problems to see how our project can partner with the principals we are learning (I made all of my examples pertinent to my groups gardening topic).
Friday, March 20, 2015
Reading Reflection Chapter 7
1) The first level of classroom discussion is teacher to teacher. This can be about anything from procedural to formative assessment. The next level is student to student. This should be about what they are learning as they learn it so that they can collaborate with each other to get the most from their project based learning. The final level is teacher to student. This is most mostly done with small groups although whole class discussions can also be done.
2) The first question for checking in is procedural which makes sure that the students are where they should be. The next question is about teamwork and whether or not the team is getting along well and being productive. The next question is understanding where you want to make sure that the students are understanding what they should be. The final question is self-assessment to find out what the students are thinking of their project.
3) The benefits to students when using technology are wide reaching. Students are already using technology and integrating it into the classroom is a great way to reach them and peak their interest. It is also something that works for students with a wide variety of learning abilities. With a podcast, for example, students who need a bit more help can easily replay the information without having to ask the teacher to repeat himself.
4) Troubleshooting can make or break a project. When something goes wrong, you need to be able to figure out what that something is so that students can work around it otherwise it turns into a roadblock that stops the learning. Another thing that can make or break a project is teamwork. Teamwork is the very foundation of working on a collaborative project. If someone doesn't do their part, the entire thing can fall apart.
5) This chapter connects with our topic because we ourselves are having to work together in a team. This can be challenging at times but makes it just that much more rewarding. If anything, collaboration like this becomes more important in college than it is in the lower grades mostly mentioned in this chapter. We all have our own lives and school and work, but it is good to know that we can all count on each other.
2) The first question for checking in is procedural which makes sure that the students are where they should be. The next question is about teamwork and whether or not the team is getting along well and being productive. The next question is understanding where you want to make sure that the students are understanding what they should be. The final question is self-assessment to find out what the students are thinking of their project.
3) The benefits to students when using technology are wide reaching. Students are already using technology and integrating it into the classroom is a great way to reach them and peak their interest. It is also something that works for students with a wide variety of learning abilities. With a podcast, for example, students who need a bit more help can easily replay the information without having to ask the teacher to repeat himself.
4) Troubleshooting can make or break a project. When something goes wrong, you need to be able to figure out what that something is so that students can work around it otherwise it turns into a roadblock that stops the learning. Another thing that can make or break a project is teamwork. Teamwork is the very foundation of working on a collaborative project. If someone doesn't do their part, the entire thing can fall apart.
5) This chapter connects with our topic because we ourselves are having to work together in a team. This can be challenging at times but makes it just that much more rewarding. If anything, collaboration like this becomes more important in college than it is in the lower grades mostly mentioned in this chapter. We all have our own lives and school and work, but it is good to know that we can all count on each other.
Thursday, March 19, 2015
Wednesday, March 18, 2015
Reading Reflection #7
Reading Reflection #7
1. There are three levels of classroom discussions. These include: teacher to teacher, student to student, and teacher to student. The teacher to teacher involves teacher conversations, formative assessment discussion and collaborative ways to talk. The student to student involves them talking about learning experiences, reminding them of good communication skills, and collaborating with each other. The teacher to student involves whole group discussion and student’s understanding and to teach new concepts.
2. “Checking in” on students during projects is very important in the classroom. Focusing on the procedural questions, like staying on schedule, using the right materials, etc. is the first important question when checking in. Taking note of the student’s teamwork is another important one. Making sure members of the team are completing work equally, getting along, things such as that. Understanding students is the last final check in during projects. This is for teachers to find out their students ideas, proposals, and everything else about their project.
3. There are benefits when optimizing the use of technology for students. According to the book, the implementation stage of the project makes sure that the technology is benefiting the students learn when completing their project. Integrating the tools that student use everyday while letting them follow their interest while reaching their learning goals as well. On page 120 in this chapter, there are great questions for teachers to review when integrating technology into students learning.
4. Troubleshooting and Teamwork are two important 21st century skills that can make or break a project. Troubleshooting helps distinguish project managers and makes students more flexible for the real world. Teamwork has people involved who may not enjoy being together, but when it comes down to it, you still have to cooperate in a group setting.
5. Teamwork is a huge relatable topic to our project. Our project starts with teamwork and without that, our project wouldn’t be assembling correctly. Most of the topics discussed in this chapter apply to a younger classroom setting, but they are good for us to check as we continue our group projects.
1. There are three levels of classroom discussions. These include: teacher to teacher, student to student, and teacher to student. The teacher to teacher involves teacher conversations, formative assessment discussion and collaborative ways to talk. The student to student involves them talking about learning experiences, reminding them of good communication skills, and collaborating with each other. The teacher to student involves whole group discussion and student’s understanding and to teach new concepts.
2. “Checking in” on students during projects is very important in the classroom. Focusing on the procedural questions, like staying on schedule, using the right materials, etc. is the first important question when checking in. Taking note of the student’s teamwork is another important one. Making sure members of the team are completing work equally, getting along, things such as that. Understanding students is the last final check in during projects. This is for teachers to find out their students ideas, proposals, and everything else about their project.
3. There are benefits when optimizing the use of technology for students. According to the book, the implementation stage of the project makes sure that the technology is benefiting the students learn when completing their project. Integrating the tools that student use everyday while letting them follow their interest while reaching their learning goals as well. On page 120 in this chapter, there are great questions for teachers to review when integrating technology into students learning.
4. Troubleshooting and Teamwork are two important 21st century skills that can make or break a project. Troubleshooting helps distinguish project managers and makes students more flexible for the real world. Teamwork has people involved who may not enjoy being together, but when it comes down to it, you still have to cooperate in a group setting.
5. Teamwork is a huge relatable topic to our project. Our project starts with teamwork and without that, our project wouldn’t be assembling correctly. Most of the topics discussed in this chapter apply to a younger classroom setting, but they are good for us to check as we continue our group projects.
Thursday, March 12, 2015
Chapter 7 reflection
1. There are three levels of classroom discussion:
A) Teacher to teacher (page 114): In this level project planning occurs. This is also where teachers ask questions and brainstorm ideas.
B) Student to student (page 115): In this level students talk about their own learning experiences. Students also pull together to complete assignments.
C) Teacher to student (page 115): In a traditional classroom this means talking to (/at) students. However, in a 21st century classroom this usually means talking with individuals or small groups so that you can understand student thinking and probe your students if they are stuck.
2. There are four types of questions a teacher can pose to "check in" on his or her students:
A) Procedural (page 118): These kinds of questions are uses to see how students are doing as far as keeping up with deadlines and reaching milestones.
- Are we on schedule?
- Do we have the right materials for this task?
- Where are you at in your project?
B) Teamwork (page 118): These type of questions help you assess team dynamics.
- How is everyone getting along?
- Who is doing what?
C) Understanding (page 118): This type of checking in is more of an observation point than a questioning point. This involves spending time watching the teams work and asking yourself the questions.
- Are students on task?
- Am I encouraging students to push themselves?
- Are students learning enough?
D) Self- assessment (page 118 - 119): This discipline is to find out what students are thinking about the project.
- How is everyone feeling?
- What is going on?
- What would be more helpful?
3. There are a few different ways to optimize student use of technology. First off if it is during the implementation stage of the project make sure that the technology is actually helping your students learn (page 119). Integrate the tools students use every day (page 119). Let students follow their interest as long as they reach learning goals (page 120). Keep in mind these questions to help you decide if the technology in your classroom is working for students (page 120):
- Is technology helping students reach learning goals?
- Is technology helping students stay organized?
- Are students able to use technology to expand their horizons?
- Is access equitable?
4. Twenty first century skills that could make or break a project may occur across all curriculum and are important for any student's learning. These skills include:
- Troubleshooting (page 112): This skill helps distinguish project managers and makes students more flexible for the real world.
- Classroom discussion (page 123): This skill helps everyone stay on the same page.
- Teamwork (page 123): This skill easily transfers to the real world where you may not like who you have to work with, but you still have to cooperate in a group setting.
- Have students keep in mind that other cultures share different values so as not to offend anyone! (page 124)
5. This chapter is relevant to our projects because we must figure out how and when to check in on students. We also need to know what skills students have to know to survive in the real world and how we can teach our students these skills in our own classrooms. These questions will also give us feedback to get students the help and resources they need.
A) Teacher to teacher (page 114): In this level project planning occurs. This is also where teachers ask questions and brainstorm ideas.
B) Student to student (page 115): In this level students talk about their own learning experiences. Students also pull together to complete assignments.
C) Teacher to student (page 115): In a traditional classroom this means talking to (/at) students. However, in a 21st century classroom this usually means talking with individuals or small groups so that you can understand student thinking and probe your students if they are stuck.
2. There are four types of questions a teacher can pose to "check in" on his or her students:
A) Procedural (page 118): These kinds of questions are uses to see how students are doing as far as keeping up with deadlines and reaching milestones.
- Are we on schedule?
- Do we have the right materials for this task?
- Where are you at in your project?
B) Teamwork (page 118): These type of questions help you assess team dynamics.
- How is everyone getting along?
- Who is doing what?
C) Understanding (page 118): This type of checking in is more of an observation point than a questioning point. This involves spending time watching the teams work and asking yourself the questions.
- Are students on task?
- Am I encouraging students to push themselves?
- Are students learning enough?
D) Self- assessment (page 118 - 119): This discipline is to find out what students are thinking about the project.
- How is everyone feeling?
- What is going on?
- What would be more helpful?
3. There are a few different ways to optimize student use of technology. First off if it is during the implementation stage of the project make sure that the technology is actually helping your students learn (page 119). Integrate the tools students use every day (page 119). Let students follow their interest as long as they reach learning goals (page 120). Keep in mind these questions to help you decide if the technology in your classroom is working for students (page 120):
- Is technology helping students reach learning goals?
- Is technology helping students stay organized?
- Are students able to use technology to expand their horizons?
- Is access equitable?
4. Twenty first century skills that could make or break a project may occur across all curriculum and are important for any student's learning. These skills include:
- Troubleshooting (page 112): This skill helps distinguish project managers and makes students more flexible for the real world.
- Classroom discussion (page 123): This skill helps everyone stay on the same page.
- Teamwork (page 123): This skill easily transfers to the real world where you may not like who you have to work with, but you still have to cooperate in a group setting.
- Have students keep in mind that other cultures share different values so as not to offend anyone! (page 124)
5. This chapter is relevant to our projects because we must figure out how and when to check in on students. We also need to know what skills students have to know to survive in the real world and how we can teach our students these skills in our own classrooms. These questions will also give us feedback to get students the help and resources they need.
Saturday, March 7, 2015
chapter 6 reflection
1. Technology tools can help students be reflective of their own strengths by creating blogs that help them to reflect over time, surveying students giving them a chance to identify strengths and weaknesses, and by allowing students to keep tabs on their own assessments (page 96).
2. You can get students minds ready for a project by tapping into student's prior knowledge, getting students attention/ interest, and by talking about the topic often beforehand (pages 96- 97).
3. The elements of teaching fundamentals first are figuring out what students already know, what they wonder etc. Add new information while building on what students already know. Then assess what students have learned (100- 101)
4. The important steps to preparing students for using technology are setting up a chance for students to try the new technology, tap into student expertise, introduce product management tools, demonstrate, and rely on a technology specialist (101- 107).
5. You can promote inquiry and deep learning by getting the students attention, developing ideas across curriculum, and thinking outside the box (97- 98).
6. This chapter relates to my topic by telling me what I need to do to get my students comfortable with the new technology I present them with both in this sample project and in real life.
Friday, March 6, 2015
Reading Reflection #6
1) Blogs are a great way for students to reflect on their work. They can easily see just how far they have come in their learning by re-reading what they have written from earlier on in their learning.
2) The best way to get childrens' minds ready for a project is through the use of an anticipatory set. This can be dropping hints about what is coming up or having the students make predictions. It can also involve pictures and interacting with various members of the community.
3) Teaching the fundamentals first can begin with the use of a KWL chart. This gets the children to talk about what they Know, what they Wonder, and what they want to Learn. It is also good to share the rubric with them so that they can see what they need to do and how they need to do it in order to obtain a good grade.
4) To prepare students to use technology you should start with setting up a technology playground. This gives students a chance to explore the technology that is being used. Next comes tapping students expertise. Let the students help teach each other. Introducing project-management tools helps you to see where your students are and it helps the students to see where they should be. Demonstration is extremely helpful for people who are new to the technology. Technology specialists are available at your school and should be used. Lastly, one size does not fit all. All programs are not the best for every student.
5) Promoting inquiry and deep learning begins with questions, questions, questions. These can be "which one", "how", "what if", "should", and "why". Asking questions engages the children and gets them into the right mindset to learn.
6) This chapter connected to our project because we will need to know how best to engage our children in what they will be doing. Sure kids will love to get their hands dirty digging in our garden, but we will also need to find a way to get them engaged in the economics of our farmers market and thinking science-y when they learn about the life-cycle and parts of a plant.
2) The best way to get childrens' minds ready for a project is through the use of an anticipatory set. This can be dropping hints about what is coming up or having the students make predictions. It can also involve pictures and interacting with various members of the community.
3) Teaching the fundamentals first can begin with the use of a KWL chart. This gets the children to talk about what they Know, what they Wonder, and what they want to Learn. It is also good to share the rubric with them so that they can see what they need to do and how they need to do it in order to obtain a good grade.
4) To prepare students to use technology you should start with setting up a technology playground. This gives students a chance to explore the technology that is being used. Next comes tapping students expertise. Let the students help teach each other. Introducing project-management tools helps you to see where your students are and it helps the students to see where they should be. Demonstration is extremely helpful for people who are new to the technology. Technology specialists are available at your school and should be used. Lastly, one size does not fit all. All programs are not the best for every student.
5) Promoting inquiry and deep learning begins with questions, questions, questions. These can be "which one", "how", "what if", "should", and "why". Asking questions engages the children and gets them into the right mindset to learn.
6) This chapter connected to our project because we will need to know how best to engage our children in what they will be doing. Sure kids will love to get their hands dirty digging in our garden, but we will also need to find a way to get them engaged in the economics of our farmers market and thinking science-y when they learn about the life-cycle and parts of a plant.
Thursday, March 5, 2015
Reading Reflection #6
Reading Reflection #6
1. There are many technology tools that can encourage students to be reflective and evaluate their own strengths. According to Chapter Six in the book, there are three key tools.
-Blogs. We are using one in class now to create projects, summarize our thoughts, and display our thinking from our learning.
-ProfilerPRO. This is an online survey tool that allows students to identify an individual or group of people’s learning characteristics. This is an outlet for students to create their own template to meet their needs and identify interests, strengths, and weaknesses.
-SurveyMonkey and Zoomerang are other survey tools. These help with comparing and helping students when they complete self assessments and other things.
2. There are several ways to get students’ minds ready for a project. The book described ideas that I would have suggested as well. These ideas include:
-K-W-L chart
-Bring in a guest speaker to come in and talk
-Asking questions
-Re-announcing the topic
-Encourage students to discuss project ideas with friends and family
3. There are many elements of teaching fundamentals, but a great one which I am learning about in two of my other classes is the K-W-L chart which helps students use their prior knowledge to connect with their present knowledge. This strategy helps teachers and students connect old things to new things and is just one of many great strategies.
4. There are key steps to prepare students for using technology during projects. There are specific steps listed in this chapter. These steps include:
1. Set up a technology playground-setting up opportunities for students to learn by and with themselves while they learn how to use technology.
1. Set up a technology playground-setting up opportunities for students to learn by and with themselves while they learn how to use technology.
- Tap student expertise-setting up computer stations while giving each student a different tool to practice using.
- Introduce Project Management Tools-using a project journal helps students to track their progress on their project.
- Demonstrate-demonstrating the use of tools, discussing the tools, making rules and expectations clear.
- There are different ways to promote inquiry and deep learning. According to this chapter, there are specific ways to do so.
-There is a relationship between need and opportunity, between scarcity and abundance
-Money, bartering, and other means of exchange have existed throughout history and across civilizations and they continue to change.
-Modern money has symbolic worth as an exchange medium
-Economics, health, and well-being are related
-Money means different things to different people
-Humans are interdependent
6. Once again, this chapter implements strategies on how to help students use technology and promote inquiry and deep learning when creating projects. This all applies to our topic when relating that part to technology. Our lessons and projects we create in our groups need to follow certain guidelines and strategies to help us when preparing students to work on projects. The steps in this chapter help us prepare students to prepare just like we need preparation as well. Another helpful chapter!
Assignment II-Part B of Concept Map
Due to computer issues, I had to screenshot the updated concept map. I can email the full page or try to send it a different way if needed.
Subscribe to:
Posts (Atom)