This week we had a technology training conference in my district. It was a two day conference with national speakers and local presenters. It was a lot of good information and training but at the end I was ready to be done for awhile.
Right now, the progress on my goals will be in deciding how I can best utilize the technology and other tools I am learning about. I am fortunate that I have attended the district conference, I will be attending the ISTE conference in Denver later this month, and I am taking these courses through Walden. I have three sources from which to draw from. Certainly I cannot take everything I learn and implement it into my classes, so now the challenge is to choose what works best for the classes and students I will be teaching.
Summer is a great time to try new things and get a new perspective on things without the daily distractions that we deal with during the school year. My plan right now is to take several new ideas into next year and implement them with my classes.
Chris Lorenz
Sunday, June 6, 2010
Wednesday, May 26, 2010
GAME plan - progress
My progress on my GAME plan has been good, but now that the school year is over, I will have some difficulty implementing everything in the next two months. My goals involve providing projects that allow students a greater level of freedom to express creativity. I believe that I am often too structured in my teaching approach and that what needs to change is my teaching style. This will only happen if I focus on the creative aspect of projects when planning. I can do this by reminding myself during the planning of the projects of this important aspect. I also plan on asking colleagues how they ensure that their students can express their creativity to get some ideas.
I will be attending the ISTE conference in Denver this June. I am quite certain I will be able to get some good ideas on creativity and innovation and how I can incorporate these into my lessons.
For my last project of the year, I purposely did not provide as much structure as I normally do when students were creating their digital yearbooks using PowerPoint. In the rubric, 30% of their grade for the project was based on creativity. I saw some very creative animations in PowerPoint – some that I had never seen before. So, I think when we allow students the freedom to try things, they can be very creative. I am encouraged by this.
Chris Lorenz
I will be attending the ISTE conference in Denver this June. I am quite certain I will be able to get some good ideas on creativity and innovation and how I can incorporate these into my lessons.
For my last project of the year, I purposely did not provide as much structure as I normally do when students were creating their digital yearbooks using PowerPoint. In the rubric, 30% of their grade for the project was based on creativity. I saw some very creative animations in PowerPoint – some that I had never seen before. So, I think when we allow students the freedom to try things, they can be very creative. I am encouraged by this.
Chris Lorenz
Wednesday, May 19, 2010
GAME plan - Resources and Information
In order to implement my game plan I will need to change the way I approach teaching my lessons. For example, I will need to allow students more opportunities to complete projects and assignments in a way in which they choose as long as they are still meeting the objectives of the lesson. I plan to reduce the amount of structure in projects and allow students more freedom to choose how to solve problems. In the past, I have been quick to help and make suggestions, but I believe to help students learn creative thinking and innovation, I must lose the temptation to always help them and instead, allow them to solve their own problems. Being flexible with students and allowing them a variety of opportunities is the key.
Additional information I need would be ideas on how to modify my lessons specifically to allow for more creativity. I can ask colleagues, or use information from the internet or other trainings and conferences. I am going to be attending the ISTE conference in Denver this June and will probably be able to get many ideas there.
So far, I have begun to implement my plan by having students figure various aspects of programs on their own, rather than me showing them every step. For example, using PowerPoint, I am letting students figure out on their own how to do various things, such as custom animations, and inserting music into the presentation. Since many times, students will need to learn different aspects of programs on their own, it will be beneficial to allow them to problem solve and figure things out independently.
Chris Lorenz
Additional information I need would be ideas on how to modify my lessons specifically to allow for more creativity. I can ask colleagues, or use information from the internet or other trainings and conferences. I am going to be attending the ISTE conference in Denver this June and will probably be able to get many ideas there.
So far, I have begun to implement my plan by having students figure various aspects of programs on their own, rather than me showing them every step. For example, using PowerPoint, I am letting students figure out on their own how to do various things, such as custom animations, and inserting music into the presentation. Since many times, students will need to learn different aspects of programs on their own, it will be beneficial to allow them to problem solve and figure things out independently.
Chris Lorenz
Thursday, May 13, 2010
Personal GAME Plan - Goals
Two NETS-T standards that I would like to focus on for my GAME plan would be Standard 1a and standard 2a. Both of these standards deal with creativity and innovation and I believe these are the two most critical aspects of education today.
Standard 1a states that teachers “promote, support, and model creative and innovative thinking and inventiveness” (NETS for Teachers, 2008). As a teacher, I need to create lessons and projects that encourage students to be creative and innovative with the knowledge that they have and that they can access. Because knowledge and information is now readily available to anyone in the world, students must be able to actually DO something with it – something that hasn’t already been done. Teachers must design projects so they are not just cookie cutter, one size fits all, predictable outcome projects. In order to monitor my progress on this goal, I will continually consider the creative aspects of projects that I create for students to complete. If they do not have a creative aspect to them, I will modify them so students have more choices and opportunities to show creativity.
Standard 2a states that teachers “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (Nets for Teachers, 2008). This standard requires the teacher to utilize digital tools to help students with creativity. Utilizing various communication and multimedia technologies will allow me to provide students with the tools they will need to express their creativity. To monitor progress on this goal and evaluate my progress, I will list this NETS-T standard in my lesson plans when planning for projects so it becomes a necessary part of each lesson I teach.
I truly believe that creativity and innovation are the two most important aspects of teaching 21st century skills. If teachers can focus on ensuring that these two things are evident in each lesson and project, we will be providing two essential educational elements for our students.
Chris Lorenz
References:
Nets for Teachers (2008). International Society for Technology in Education. Retrieved May 13, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Standard 1a states that teachers “promote, support, and model creative and innovative thinking and inventiveness” (NETS for Teachers, 2008). As a teacher, I need to create lessons and projects that encourage students to be creative and innovative with the knowledge that they have and that they can access. Because knowledge and information is now readily available to anyone in the world, students must be able to actually DO something with it – something that hasn’t already been done. Teachers must design projects so they are not just cookie cutter, one size fits all, predictable outcome projects. In order to monitor my progress on this goal, I will continually consider the creative aspects of projects that I create for students to complete. If they do not have a creative aspect to them, I will modify them so students have more choices and opportunities to show creativity.
Standard 2a states that teachers “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (Nets for Teachers, 2008). This standard requires the teacher to utilize digital tools to help students with creativity. Utilizing various communication and multimedia technologies will allow me to provide students with the tools they will need to express their creativity. To monitor progress on this goal and evaluate my progress, I will list this NETS-T standard in my lesson plans when planning for projects so it becomes a necessary part of each lesson I teach.
I truly believe that creativity and innovation are the two most important aspects of teaching 21st century skills. If teachers can focus on ensuring that these two things are evident in each lesson and project, we will be providing two essential educational elements for our students.
Chris Lorenz
References:
Nets for Teachers (2008). International Society for Technology in Education. Retrieved May 13, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Wednesday, April 21, 2010
Final Reflection - Supporting Information Literacy and Online Inquiry
I have learned several important things after completing this course on Information Literacy and Online Inquiry. Our school has been doing an 8th grade inquiry project for the past two years and many of the skills and concepts we discussed in this class relate very closely to what we have been doing. I have learned not only how I can create and implement inquiry projects in my classroom, but also how I can better assist other teachers using technology during their inquiry projects.
First of all, one thing I have learned is that perhaps the most difficult part of an inquiry project is getting students to come up with higher level questions that they really have an interest in learning about. This is the underlying key to a good inquiry project – that the students develop a question that has interest to them and has no known answer. They cannot be just finding facts and reporting them back to the teacher. They must develop an open ended question that inspires passion for learning. Without this quality question, the inquiry project will fall flat on its face.
Second, students should be creating a digital product to communicate their message to a genuine, authentic audience. Students and teachers are so used to creating projects just for the teacher, just for a grade. If an inquiry project is to be a powerful learning tool, students must be communicating to more than just their teacher. They should feel like their project can affect the world in some way, and in order to do that they must communicate their message to an audience that has an interest in and a connection to their topic.
Finally, it is essential that students understand that they must be critical of any information sources they use. There is so much information available to them that they must develop strategies for distinguishing between credible sources and ones that have a hidden agenda. They also must recognize that in today’s world, there is rarely an information source that is completely unbiased. The key is to understand why a source may be biased and what effects that bias may have on the information being published.
One goal I would like to work on for next year is to be more active in making sure our current 8th grade teachers have a more successful time implementing our 8th grade inquiry project to their students. This year went pretty smoothly, but the students did not present their projects to an authentic audience, and some of the teachers don’t see why this is important. I am starting to correct this situation this spring by reminding the teachers that the whole premise of the project is to do something that is genuine and not just an assignment for the teacher. Next year I will need to communicate with the teachers more to make sure we are all on the same page. We plan on having a reflection meeting with all of the 8th grade teachers at the end of this year to find out what went well and what we need to improve for next year. This will be a good time to document what changes we need for next year.
I really do believe that inquiry projects can be great learning experiences for students and teachers. The difficult part is getting both students and teachers to get out of their usual mode of finding facts and simply reporting them back to the teacher. This process that has been taught for generations has little impact on 21st century skills, and is certainly not the teaching model we want to continue to use. I am finding that it is difficult to break both teachers and students out of this ingrained and limited process.
First of all, one thing I have learned is that perhaps the most difficult part of an inquiry project is getting students to come up with higher level questions that they really have an interest in learning about. This is the underlying key to a good inquiry project – that the students develop a question that has interest to them and has no known answer. They cannot be just finding facts and reporting them back to the teacher. They must develop an open ended question that inspires passion for learning. Without this quality question, the inquiry project will fall flat on its face.
Second, students should be creating a digital product to communicate their message to a genuine, authentic audience. Students and teachers are so used to creating projects just for the teacher, just for a grade. If an inquiry project is to be a powerful learning tool, students must be communicating to more than just their teacher. They should feel like their project can affect the world in some way, and in order to do that they must communicate their message to an audience that has an interest in and a connection to their topic.
Finally, it is essential that students understand that they must be critical of any information sources they use. There is so much information available to them that they must develop strategies for distinguishing between credible sources and ones that have a hidden agenda. They also must recognize that in today’s world, there is rarely an information source that is completely unbiased. The key is to understand why a source may be biased and what effects that bias may have on the information being published.
One goal I would like to work on for next year is to be more active in making sure our current 8th grade teachers have a more successful time implementing our 8th grade inquiry project to their students. This year went pretty smoothly, but the students did not present their projects to an authentic audience, and some of the teachers don’t see why this is important. I am starting to correct this situation this spring by reminding the teachers that the whole premise of the project is to do something that is genuine and not just an assignment for the teacher. Next year I will need to communicate with the teachers more to make sure we are all on the same page. We plan on having a reflection meeting with all of the 8th grade teachers at the end of this year to find out what went well and what we need to improve for next year. This will be a good time to document what changes we need for next year.
I really do believe that inquiry projects can be great learning experiences for students and teachers. The difficult part is getting both students and teachers to get out of their usual mode of finding facts and simply reporting them back to the teacher. This process that has been taught for generations has little impact on 21st century skills, and is certainly not the teaching model we want to continue to use. I am finding that it is difficult to break both teachers and students out of this ingrained and limited process.
Tuesday, December 22, 2009
Reflection - Personal Learning Theory
My personal theory of learning has not changed significantly as a result of my involvement in this course. However, by taking this course I have been able to analyze the different learning theories and gain a better understanding of how I can change my teaching to create a more student centered and engaging environment. Although I understand the things I need to do in order to provide this optimal learning experiences, the next step for me is to actually implement the effective learning strategies.
One immediate adjustment I would like to make in my classes is for my students to begin using Google Docs and Applications. This technology tool is a comprehensive tool for communication and collaboration among students, which is of primary importance in the social constructionist learning theory. There are numerous things we can do using Google Docs including collaborative presentations, website building, and gathering data through online polls. The possibilities are really endless.
Another technology tool I would like to begin using is Voice Threads. I plan on using this tool as a communication and presentation tool for students to be able to illustrate their knowledge and perspective on a topic and then to comment on other student’s ideas. This tool also supports the social constructionist learning theory.
Two long term goals I would like to pursue for changing the way in which I integrate technology into my classes would be to decrease the restrictions regarding using interactive technologies, and getting more teachers in my school to utilize technology tools. I continue to be frustrated at the technology restrictions on middle school students. Our internet filter blocks most or all of the social networking sites, as well as many other collaborative sites. If we are to progress in truly utilizing technology for collaboration, we need to lift these restrictions. I will continue to be an advocate for opening more tools to students and then teaching them to use them responsibly and safely.
As a technology coach, my second goal is to increase the number of teachers who are using some of these technology tools with their classes. I have found that one of the most effective ways to get more teachers using technology is to assist those teachers who are willing to try new things so that they have a successful experience. Once they are hooked, you have them share what they are doing so other teachers can see the great things that the first teacher is doing in their classes. This has happened to me already this year with a teacher who is using Voice Threads, and now I have two others that also want to use it. The excitement of using technology tools with students becomes contagious when teachers and students have successful experiences.
Wednesday, December 2, 2009
Cooperative Learning Tools
Link to Voicethread:
http://voicethread.com/share/782654/
Several technology tools help to implement cooperative learning strategies and support the social constructionist learning theories. When using cooperative learning projects it is very important that each students understand their roles and responsibilities to the project and the group. I really liked the rubrics and advanced organizers for the movie project and how the roles for each of the students in the groups were listed and defined. I am currently teaching a multimedia class and will be using some of these tools listed to help organize some of my projects.
Webquests are another technology tool that can be used to support cooperative learning. Most webquests are designed to have teams of students work together to research a topic or to solve a problem. The roles and responsibilities are clearly defined so that each student understands what they need to contribute to the group. The successful creation of an end product depends on each member of the group doing their part, and this closely resembles real world situations in which a team of workers must complete a project.
Another technology tool that supports cooperative learning is Google Apps for Education. This tool allows students and teachers to work on the same document simultaneously, and it also allows them to share documents and other data with any other users. Of course, it also has email, calendaring, and website creation functions so that students can communicate about their work and coordinate what they are doing. Google Apps really is a complete technology tool for students to use to collaborate on their projects.
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