Powered by Blogger.
RSS
Showing posts with label Weekly Reading. Show all posts
Showing posts with label Weekly Reading. Show all posts

Teen Cyberbullying Investigated Part 2

10:33 PM | Labels: ,

-->

It is interesting to read how the courts try to walk the line between supporting student rights and trying to allow school systems the freedom to discipline their students.  Judge Jacobs frequently makes reference to how there are still many gray areas in the law of cyberbullying in schools and the decision of the case comes down to how the local courts feel about a particular issue.  The book was published in 2008, and several of the cases were still pending a vertict at the time of  the publication.  Also, there are several more states (including Connecticut) that are not listed as having cyber bullying laws that have been passed since its publication.  Here is a link to Connecticut’s law (and other state laws), passed in 2011, in case anyone else is interested in reading how the bullying law was updated.
Some of the cases in this book deal with issues that my students face quite frequently. One chapter discusses “sexting” and the consequences of distributing pictures of naked teens (which is considered child pornography).  Most of the teenagers were charged and convicted.  Recently we had an incident where several of our students were at a party where a girl passed out from alcohol and several pictures were taken of her being subjected to lewd acts.  Several students were trying to look at the pictures on their phones during class and gossiping about what happened.  This was similar to the cases mentioned where the acts happened off campus but they affected students in school. Several actions were taken against both the students showing the picture to others and those who continued to gossip despite staff requests to drop the subject. While it was clear that the students’ actions were not condoned by the school, I think that it is clear we missed a chance to try to talk to students about being aware of digital media.  Many of my students are frequent users of cell phone cameras and have Instagram or Facebook  accounts where they post pictures frequently.  They often seem to not think anything of posting pictures frequently, and find pictures of people drunk or high funny. This book could help be a powerful teaching tool of the permanence of digital media and how “once it’s out there, anyone can see it”.  Quotes from and statistics  about bosses, college professors and other adults reactions to inappropriate media and how it affects a student’s ability to navigate the world are printed alongside the cases that changed people’s lives.  I think the best take away message that Judge Jacobs tries to impart (through questions and presentation of court cases) is that while the students can and do win their cases, their lives are forever changed and in some cases they lose time and experiences that they can never retrieve.   It would be interesting to have a class divide the chapters in the book and create an alternate timeline for the cases.  How could the student have handled the situation differently to create a more positive outcome? The project could be called “Back to the Future” and students could create a video to be shared in class of how their alternate timeline would have affected the student, his/her peers, family, and the school officials.  It would be a lesson that emphasized the four C’s of the 21st century learner by asking the students to be critically think about the situation and create something together.  It also would bring into focus several important pillars of digital citizenship (rights and responsibilities, law and access).

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments0
Posted by Pam Murphy

Teen Cyberbullying Investigated

10:30 PM | Labels: ,


I began reading the above titled book by Judge Tom Jacobs as my second book.  In it Judge Jacobs describes the history (both past and present) of student’s rights to freedom of speech and privacy.  The layout of the book makes it very user friendly: each chapter begins with a description of the actions of students and consequences imposed by the school, state or both.  He then asks the reader to think critically about the case and how they would rule. He then describes the cases’ actual path through the court system and what the final action on the student.  When possible, he contacted the students in a “where are they now” section and asks how they feel about what they did and any advice for other students.  Throughout the books are facts and tidbits about student internet usage and thought provoking questions about the moral implications of students’ cyber bullying actions.
The first chapter describes the Supreme Court cases (“Tinker” and “Fraser”) that courts use as a barometer when deciding whether a student’s First Amendment rights are being violated.  I found this chapter very informative.  While I talk to my students about what is appropriate and inappropriate to say and write in school, I personally was not very informed about where these ideas were formed. I feel that bringing these cases and their outcomes into the classroom would be very beneficial to students.  My students frequently tell me they have the “freedom of speech to say whatever I want” which is used as an excuse for language ranging from profane to mean to incendiary about drugs. I would love to see them engage in a class discussion to critically think about how much of what they actually think is covered by “free speech” is in violation of libel and slander laws. As 21st century learners they need to become critical consumers of information.  Many people claim the protection of the Constitution with very little knowledge of what that actually means.  This could be applied to the recent story about the teen in Wolcott and his desire to wear the anti gay marriage shirt. Here is a link to the story. Through the lens of the cases described in the book, the students could critically think about whether the student’s legal rights as well as how they felt about his actions in terms of their effect on others. Groups or pairs of students could present their viewpoints in class.  This would also be an opportunity for students to improve their digital citizen skills by find valuable sources on the Internet to support their viewpoint.  They would have to assess the sources for the validity and properly cite them in their presentation. The last chapter even provides students with helpful tips when doing legal research.

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments0
Posted by Pam Murphy

Digital Citizenship in Schools

1:24 PM | Labels:

In a recent staff meeting an administrator at my school announced that the district would be rolling out a “Bring Your Own Device Policy.”  I can assume that the teachers, administrators, nor parents are adequately educated on the aspects of digital citizenship.  In the meeting we were told to remind the students of safe use, but were not provided any resources or guidance.  There are several of us that are at an advantage because we are currently enrolled in courses and have been presented with information pertaining to the importance of digital citizenship.  In Digital Citizenship in Schools, Ribble states that “by employing a teaching model – rather than simply creating policies against technology misuse and abuse – technology leaders can create a self-sustaining digital citizenship program that will benefit all aspects of school technology use.”  My district has created policies, but does not have a program.  When the administrators were asked about professional development, they stated that we had to start somewhere (the policy).  The staff has recently taken a survey to determine our areas of strengths and weakness concerning the implementation and use of technology for teaching and communication purposes.  The survey related to the nine elements of digital citizenship. It can be considered an audit and the first step in developing a plan according to Ribble.  I am not certain, but I will find out, if we have a technology leadership team that includes administration, faculty, classified staff, and parents.  The district is moving in the right direction, but I think they need to make implementing a digital citizenship plan a priority.  Children are using technology; we must be proactive and teach them the proper uses.
I plan to share some of the ideas presented in Digital Citizenship in Schools with the school principal.  The Pike County School, Digital Citizenship Month sounded like a great idea, especially at the elementary level.  An element of digital citizenship would be covered each week and the children can create innovative ways to share their learning about digital citizenship.  Perhaps they could complete a collaborative project similar to the info graphics we did in our class, others could do podcasts, and some may create a website.  They will have to communicate their learning with others; collaborate to create the completed task, and think critically about how the element of digital citizenship applies to them.
I will also share some of the professional development activities presented in the text.  The five foundation lessons will be very helpful in the classroom.  I like the first lesson in which the students determine whether they are using technology appropriately through the use of scenarios.  I will have to modify some of them to be grade appropriate. In addition I will have them work together to act out the scenario and have the class discuss it together.   The students would enjoy the Digital Driver’s License lesson and the PBS Kids GO website.  I would also create a fake license that they would have to carry… or maybe they could create their own using technology!
I found the lesson and resources presented in this book extremely helpful.  I intend to share it with my administrators as resource.  I don’t think it’s a bad idea to get a few for the teachers to read.

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments0
Posted by Unknown

Rethinking Education in the Age of Technology

12:36 PM | Labels:

Allan Collins and Richard Halverson, the authors of Rethinking Education in the Age of Technology, talk a lot about video games.  They point out that biggest generation gap in technologies has to do with the use of video games.  Yes, parents provide their children with television, computers, and iPads, but don’t understand how they use them.  I think this also directly relates to teachers.  We supply iPads and computers, but are we using them effectively?   I hear many teachers complain that children are playing too many video games.  The biggest craze seems to be Mine Craft; almost every one of my fourth grade students is playing it.  Halverson and Collins argue that these games develop sophisticated problem solving and communication skills in virtual worlds.  Instead of criticizing these games we should be discussing strategies and asking critical thinking questions.  If we do this, we can then appreciate and understand the value in game playing.  Many of these games incorporate Common Core Standards (speaking and listening, understanding mathematical skills and applying them).   
They also suggest that we encourage students to join online communities that share the same interests as the students.  For example, I have a child with a passion for quads.  He rides them, fixes them, reads about them, etc…  I would like to introduce him to an online community of mechanics.  This could extend his interests to the history of car, the production of cars, or even inventing new, environmentally safe cars.   I also found a community through LEGO in which kids can virtually build structures with other children. 
The CITEd Research Center (Multi-User Environments for Education - http://www.cited.org/index.aspx?page_id=159#ref) provides an explanation of how educational MUVEs, Multi-User Virtual Environments can be used in the classroom.  These types of communities encourage students to learn deeply about a subject they care about. 
MUVEs are designed to support inquiry-based learning and conceptual understanding. Usually there is no one “right” way to perform the task or solve the problem. Instead, several solutions are justified, although, as in real life, some solutions may be better than others. Importance is placed on the logic of students’ reasoning. Unlike MUVEs designed purely for entertainment, students using educational MUVEs often must gather information offline, and usually there is a final product that they must submit, such as a report or a video diary of their experience.
One example of an educational MUVE is the River City Project, described as “a multi-user virtual environment for learning scientific inquiry and 21st century skills” (River City Project, header). The virtual environment is a nineteenth century American town that is plagued by disease. Students work in teams to develop a hypothesis regarding the disease’s cause. They can interview citizens of River City, read relevant documents, visit the hospital, and review photographs.
These communities also enhance 21st Century Skills.  The children are collaborating and communicating with others to either complete the task or to create a virtual environment of their own.  They are critical thinking and being creative in order to find solution to the problem in the ways that they think feasible.  Teachers can provide support, but the students are to find a solution with their peers.
I investigated the River City Project MUVE, although that is a bit to high level for my students.  Quest Atlantis looks interesting and engaging for the children in fourth grade.  An objective in the curriculum at our school is to discuss the first people to settle in Connecticut.  I wonder if a virtual environment could be created and the students’ task would be to expand communities to other parts of the United States.  This type of activity would meet curriculum standards and 21st Century Skills.  Collins and Halverson also describe an example in which the children create different displays centered on dinosaurs.  The children work together to create one exhibit.  The exhibit may contain a written description of a dinosaur, a computer generated timeline showing when different dinosaurs lived, and a simulated world in which you could find dinosaur bones.  The children need to communicate and collaborate effectively in order to create an exhibit that their peers will enjoy.  They will think critically in order to share information that is relevant to the topic.   This seems like an ideal way to get children to use real world skills.  The topic is chosen by the children so they will be engaged!
Gaming and virtual environments provide students with many opportunities to make big decisions and use complex strategies while collaborating and communicating with the peers.  These games and environments require the children to use real world skills to complete tasks.  It will take some time to learn to effectively and efficiently use these programs in the classroom.  However, it will be an excellent change to the classroom and to an education that will be further preparing students for their future.

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments2
Posted by Unknown

Rethinking Education in the Age of Technology #3

2:07 PM | Labels:

I have gone back to reading, Rethinking Education in the Age of Technology, by Allan Collins and Richard Halverson. They suggest technologies are driving change because there is demand for customization, interaction, and learner control.  People want to learn what they want when they want/need the knowledge, they want instant feedback and to be engaged, and they want to feel in control of what they are learning – if people are choosing to learn what interests them, they will be driven to succeed in the specific fields.  Throughout a child’s school career they should have a goal or a specific career path in mind and be working toward that it.  They say we need to move away from standardized testing to more challenging; real-world tasks that are more focused on students’ long-term goals and interests.  The Common Core is driving educators to modify curriculum and assessments to be more rigorous and creative in order to retain student interest and to prepare them for their future careers.  For example, a CCSS objective is to add and subtract multi-digit whole numbers fluently.  Rather than using work sheets to practice this skill, children are asked to plan a family vacation.  They are required to research information, using technology, to determine where they would like to go, the cost of plane tickets, and a hotel for the week.  The children form groups based on destination.  This real world activity allows for collaboration, communication, critical thinking, and creativity.  The children are controlling the destination, they are interacting with peers and computer to find flights, which make them in they control of their learning. Yesterday, I was reading with a group of 5 children.  In the book the child’s grandfather wants him to build a sod house.  My students asked if they could build a small model sod house.  This is the type of teaching these authors refer to as, “just-in-time” teaching.  The kids are interested in researching sod houses, critically thinking and collaborating in order to construct it.  They are engaged and enthusiastic because they are in control of what they are learning.  If we continue to revise our curriculum to include valuable real world application skills, we will be helping to prepare our students for a successful future in the 21st Century.  
These gentlemen bring up several ideas to reshape education to include technology. 
Their suggestion to measure learning resembles what we anticipate the Common Core test to look like.  A computer adaptive testing system will be used (if the child answer a question incorrectly, the system will provide them with an easier question).  A major difference is that students will take tests when they feel competent- so they will take it at any point in time.  At this point, even with the SBAC we are taking the test in a block period of time determined by the administrators. 
The students will also be able to pick their focus.  They would earn credentials (as many as they would like) that certify their expertise in a certain area.  An example stated in the text: If the student’s goal is to become a doctor, he or she might get certifications in chemistry, biology, college-level literacy, etc..   Earning credentials would allow the student to be recognized by the professionals in that field.   Schooling would remain much the same in elementary and middles school.  During these periods of schooling the children will begin to develop an idea of what they would like to do.  However, as I see it, the elementary and middle schools do have to revise curriculum to emphasize skills that require the students to complete complex task in an authentic contexts.

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments2
Posted by Unknown

Online Learning and Motivation

4:11 PM | Labels: , , ,

I finished reading November's Empowering Learners this week.  In the final chapter he discusses online learning and mentions three online high schools that currently exist.  While high schools are still relatively exclusively "seat time only", we are seeing increasing amounts of colleges that offer courses that are wholly or partly online. He mentions that the spread of online learning has been limited in primary and secondary grades by states and districts not recognizing the standards and validity of courses. I think his next edition of this book will see a change in this chapter.  As the Common Core State Standards are being adopted by so many states, there will be a greater opportunity for development of courses that will work around the country.   As school districts, consulting groups and independent companies develop more online materials that align with the Common Core, I believe more students may have the opportunity to take courses online.  With the advent of programs like Skype, Google+, Face Time and other online video sharing and communication an online course could offer more interaction between teachers and students than ever before. This increased methods of communication between students, peers and teachers would help teachers design engaging and creative lessons that would not only be standards based but also provide students with a greater degree of freedom to problem solve and present solutions (21st century skills!). At the high school level, online courses could help students catch up on credits they may have lost earlier in their careers.  Many of the students who come to my program either failed or lost credit in most of their freshman (and some sophomore) courses.  Studies show that many of these students end up dropping out, because they lose motivation to go to school because they feel they have fallen too far behind. As it is, we offer directed studies or altered schedules to help students make up their credits, and many take advantage of this.  Currently, I have a senior who is really motivated to graduate working in my freshman Algebra 1 class to make up his credit. An online class might offer him a similar opportunity and would have allowed more freedom in his daily schedule. Several other seniors have English credits to make up.  One of them is interested in computers has recently gotten hooked on Glogster from a recent English project. He has expressed interest in doing more with it or similar projects for his directed study. If we had an online, project based course created it would provide more opportunities for him and his teacher to discover other ways for him to present his knowledge. November mentions that most students who succeed in online courses are similarly motivated.
By no means do I think that students should take all of their coursework online, and, according to November  neither do the founders of the online high schools.  One even mentions that they want and encourage their students to step away from the computers, go out to find information and use the computer to share what they have found.  Real world experience is important and nothing makes up for face to face interaction.  The point being made is similar to what we have been talking about in class: the technology should be used to provide access to the greater world. I think it would be cool to teach an online course where I could set up interviews with people at their jobs, record our questions and the person actually using math at their job and have students respond to the posts. Mathematical modeling is frequently referenced in the Common Core standards (especially linear, logrithmic and exponential models), and I think that some of the problems we come up with are a little simplistic or we don't have enough information to make a realistic simulation.  I often get asked the question, "When would I ever use this in real life miss?"  These videos would speak to it and I could have students post comments or maintain a blog about the interviews.  Although time constraints are kind of tricky, I wonder if I could even incorporate this idea into my current classroom. Anyone have suggestions of people I could interview?

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments4
Posted by Pam Murphy

Rethinking Education in the Age of Technology #2

3:46 PM | Labels:

I am now reading the skeptics argument in, Rethinking Education in the Age of Technology.  In my previous post I wrote about the enthusiast argument and I’m finding that I am certainly an enthusiast!  I appreciate that this reform in education and integration of technology will be a bumpy, challenging road, but it is one that must happen.  That said; both the skeptic and the enthusiastic make wonderful arguments that really get you thinking!  One of the first arguments mentioned is that teachers will lack the training to change their instruction.  In my opinion, teachers’ instruction should be every changing just like the world and the students.  However, schools should be providing professional development to help them incorporate these 21st century skills with fidelity.  We should not be expected to use all of our own time searching for the latest and greatest technology to use in the classroom because some teachers will and others won’t.  We have recently taken two technology surveys in the district I work.  The surveys will be used to determine what our teachers need.  Based on the results we will be given options for professional development.  The test included questions about blogging, student created websites, effective ways to search, etc...  I think this is wonderful!  I also suggested that we should have some professional development center around digital citizenship and shared the commonsense.org website.   
They state that schools have developed three strategies to address technology without changing the traditional ways of teaching and learning.  One, don’t allow technology because there are too many risks.  These people are not looking at the possible potential new technologies could have in the classroom.  Two, co-opt, using programs such as Fast Math and Plato to reinforce objectives through automaticity and fluency.   Third, marginalize technologies; teachers implement the integration of technology as much or as little as they would like.  They believe that because of the demands driven by the need for high scores on standardized test will deter teachers from using technology and steer them more towards drill practice.   This book was published in 2009, prior to the CCSS.  I feel that the CCSS are moving us toward more real world teaching/application and farther away from skill practice.  This is a positive move in which technology is essential.  I think teachers are beginning to realize that and are hesitantly learning more and more about technology. 
An obvious argument brought up is expense – expense for the computers, maintenance, security measures, etc…  The “Bring Your Own Device” idea will work well in the district I am in, but what about students that can’t afford a device.  There are grants available which would alleviate this problem narrowly.  I do wonder how much money district may be able to put towards computers if they no longer purchase text books.  They also mention classroom management problems that occur because there are so few computers in each classroom.  If each child has their own device, I believe that management problems will drastically decrease because the most or all students will be engaged.              


Skeptics say that technology can not teach the "rules" of everyday life: share everything, play fair, wash your hands before you eat, clean up your mess, etc...  My instant reaction when reading the text was to agree.  I was challenged to think about this a bit more and realized that technology can play a huge part in teaching manners.  When looking on Pinterest I found many videos and sites where the children can make their own etiquette books.  It is also essential to teach the students that the everyday person-to-person etiquette applies when using technology and directly teach technology etiquette.  It is important the children develop the guidelines themselves as it will enourage their investment in the etiquette. 

                                
Another arguement presented is that teachers no longer hold "Authority of Teaching" – I have heard many teachers feel that they don’t have as much control in the classroom when technology is being used, whether it is because they don’t know what the students are viewing or because they (the teachers) aren’t confident in what they are doing.  The skeptics that the teachers were traditionally the experts of knowledge in the classroom.  Teachers controlled the information that was supplied to the students.  As the “keeper” of the knowledge the children looked up to us and respected us for all the information we had to share.  The students can go on the computer and can find a “knowledge explosion.”  I think many veteran teachers have a difficult time allowing the children to be on the computer much of the time because they feel that they are not doing their job.  They feel the need to be in front of the room or the only ones “teaching” the students information.  Many teachers need to adjust to being the facilitator of the learning and doing less work, while the students do more.  Professional development in the area of technology will be greatly beneficial.  I have shared resources (including Symbaloo and Kidblog) with my colleagues.  They had no idea these resources existed, nor did I prior to this class.  The more we are exposed to new technologies and are shown examples of the uses within the classroom teachers will begin to learn that it does not take any authority away.  We are empowering the children to learn!  

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments1
Posted by Unknown

Rethinking Education in the age of Technology

2:11 PM | Labels:

I am currently reading, Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard Halverson.  In the first chapter, they discuss the development and changes in the American school system.  During the Industrial Revolution people started working in factories and the apprentice form of education turned into standard education to massive numbers of people.  As a side note, the Industrial Revolution also brought the printing press, which allowed for production and distribution of written information.  We are now going through the “Knowledge Revolution” or the “Information Revolution” which refers to technologies that allow people to access information practically anywhere, and the ability to communicate with people throughout the world.  “Technology is moving education out of schools and into homes and workplaces, pre-schools and post-schools, after hours and after-after-hours.”   In my mind I think of the notion that prior to the Industrial Revolution people did everything by hand.  After, machines were used to produce products faster and more efficiently.  Now, in the “Knowledge Revolution,” we are using technology to do things in a more proficient manner.  During the Industrial Revolution people were hesitant to accept change, as some of us are today with technology.  There are always pros and cons to change, but we must embrace the change because it will happen whether we go along with it or not.  If we don’t begin to rethink the basic teaching and learning practices to encompass technology, we will not be providing our students with the proper education or skills to apply in the “real-world.”
In the next chapters the authors discuss the perspective of technology enthusiasts and skeptics.  The enthusiast states, “We need to adapt schooling to prepare students for the changing world they are entering.”   Technology permits educators to enhance student learning and we should use these capabilities in the classroom to restructure education.  The redesigning of the way we teach and learn will better prepare the students for the technological changes occurring in business and entertainment.  Because computers are being used in all capacities, people will need to learn skills to find information, evaluate the quality and practicality of it, and to pull from different sources to form an understanding of the information.  This makes me think of my own classroom, we often use computers to find the answers to our questions because it is a more efficient use of our time.  For example, if a child is using Word, he is not going to look in a thesaurus; he is going to use the “synonym” tool.  It would be foolish of the child to spend five minutes getting the thesaurus and looking up the word when he could take five seconds to find it on the computer.  Technology helps teachers and children to be more efficient.  With the extra time the children can delve deeper into their leaning.  
The way we communicate is changing.  We use technology for business and social exchange, much of which is happening across the world.  It is essential to teach this type of communication because we can no longer rely on face-to-face communication.  I find it interesting that this is mentioned because I have noticed a decline in proper social interactions between my students.  I feel much of this is related to the fact that they are not having as many face-to-face interactions as they did years ago.  They are playing more computer games and blogging.  I am not sure how to teach reading social cues regarding online interactions.  In my classroom I do not allow them to use computers during recess and we have a morning meeting every day to promote appropriate social behavior.  Common Core State Standards and 21st Century Skills put great emphasis on student communication.  Effective communication is essential to success in all areas of life.  I think it would be interesting to post comments or email the students and see if they can determine the "mood" or "tone" that is set (angry, excited).  We could discuss what words or punctuation helped them to determine the mood, how to be sure you are conveying your feeling appropriately.
They talk about “Just-in-Time” learning, which seems to be like a “teaching moment;" you teach something because it lends itself well to the lesson and moment.  They say we shouldn’t try to teach kids everything they may need to know someday.  Just-in-Time learning is just that, you learn it when you need it.  For example,  you need to buy a car, so you research cars online to learn the information you need and use it to make an informed decision.  I think this sounds great, but then what is required of the students?  I decided to look into this concept further and interpreted it a bit differently.  I am sure many of apply this teaching approach.  It is basically encouraging the children to be critical thinkers and apply their knowledge to real world experiences.  For example, in math my students are learning about fractions.  The first objective I will tackle is, CCSS.Math.Content.4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.  To introduce this concept I will have the children work in groups.  Given different scenarios and manipulates (half of a pizza, half a candy bar, half of their homework).  I will ask them to use illustrations to show half of the items.  They will do this on chart paper and share with their peers.  After listening to each groups explanation, we will make a conclusion based on what they observed.  
The enthusiast says that children are given immediately feedback when interacting with the computer.  My students use several programs that provide them immediate feedback and progress monitoring charts.  They are extremely motivated to improve and to see their progress.  I recommend using these types of programs or web games.
They also encourage publication of student work that allows for authentic feedback.  I think it is wonderful and effective for the children to get feedback from someone other than their teacher. I had my students write a blog last week.  Many of them posted them with errors (no capitals, misspelled words, etc…).  Several of them immediately asked me to delete their posts because they had made mistakes and they were afraid their classmates would notice.  This made me laugh because they didn’t care when they thought it was only me viewing their blog.  YouthRadio.com was listed as an award-winning site that allows students to report on current events through broadcast.  MUSE – Multi User Simulation Environments - For example, a student visited a rainforest and created elaborate depictions and made it into an adventure game.  

Effective communication, just-in-time learning, providing authentic, immediate feedback are all wonderful strategies to use in the classroom to promote 21st Century Skills.  All of these strategies need to be built into the curriculum design.  For example, when I taught "big numbers" we researched products, created advertisements, and "played" store.  This activity gave the students the opportunity to work together, practice the math skill/standard, and it connected to the real world.  The student still talk about the activity two months later! 

The enthusiasts favor an approach in which the students, rather than the teachers, do most of the work.  I interpret this as, we ask the questions that get the children thinking and we continue to scaffold until the reach the desired learning.  Questioning to probe further thinking is an art.  I continually try to work on this amazing teaching skill that engages the students and encourages them to be effective listeners and communicators.   

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments2
Posted by Unknown
Subscribe to: Posts (Atom)