Module 5

The Interactive Classroom

Discuss how the interactive classroom (and interactive lessons, like flipcharts) relate to the following criteria (Make at least one connection (1 - 3 sentences) to each. Be sure to bold and italicize these headings so that they are recognizable.):

21st Century Skills for Students and Teachers, including the ICT Competency Framework for Teachers (p. 21)

When teachers use technology in the classroom such as an interactive classroom lesson, it incorporates the skills that are important in life and the workforce. According to figure 1.3, curriculum and instruction, learning environments, and professional development are the support systems that are essential for achieving these 21st century skills (p 22). The ITC competency framework is designed to help teachers teach their students using the three different levels of human development in technology. 

Technology use based on problem solving (p. 25 - 26)

Just like interactive lessons, using technology for problem solving also helps prepare students for the future. Besides helping to prepare them for the future, it also helps motivate and support learning needs p 25).  When using technology for problem solving, it is best to combine variables to help teach students (p 25).

Constructivist vs. Objectivist

In chapter 2, Objectivist (Directed) and Constructivist teaching strategies are discussed. Decide if the use of interactive classroom components and flipcharts more closely align with constructivist or objectivist learning theories. Briefly justify your rationale (2 - 5 sentences).

I believe that the interactive classroom components align more closely with objectivist learning theories. Interactive lessons offer structured, direct, and step-by-step instruction with reinforcement, which follows the objectivist teaching and learning theories.

Here is a video of a teacher using technology in her classroom which I believe is linked more closely to the objectivist teaching approach. She is giving direct instruction with reinforcement and helping her students all throughout the lesson. She gives them chances to practice on their own, but goes over the answers and checks to see what areas she needs to reinforce and reteach to her students.

Flipchart

Finally, find at least one flipchart that you like on the Promethean Planet website. Include a link to your chosen flipchart and discuss why you liked it and why you think it would be beneficial to your classroom and student learning. Make connections to information from both chapters 1 & 2.

Punnett Squares Lesson

http://www.prometheanplanet.com/en-us/Resources/Item/33524/punnett-squares#.Um8dWhDORnj

This flipchart teaches how to predict the outcome of an offspring using the Punnett square. I believe it reflects the objectivist teaching theory because it first explains the meaning of some terms and then gives direct, step-by-step instructions as well as drill and practice problems with reinforcement at the end of the lesson. I like this flipchart because of the direct and step-by-step instruction and the reinforcement. Because of the direct instruction, it makes it easy to understand and learn. On page 40, it is argued to direct instruction is more efficacious than teaching students the bare minimum and letting them go off and be self-guided. The fact that this lesson gives reinforcement after answering the practice problems can help students improve their study skills (p 40). Curriculum and instruction are one of the support systems needed for students to achieve skills for the future and when they do not receive direct instruction, they overload their working memory and learning does not stay in long term memory (p 21). Hirsch (2002) stated that “one minute of explicit (direct) learning can be more effective than a month of implicit (exploratory) learning”. This quote does a good job of summing up how direct instruction is more effective than minimally guided instruction.

M5: Using the interactive white board http://t.co/gpMrLBMUTW #ED527UM

— Peyton Truett (@peypey3191) October 30, 2013

Module 4

Wiki: Find, link and discuss a wiki that is similar to one that you might create for your class (i.e. same grade or subject, etc.)

Ms. Aceituno's Science Classes Wikispace--http://amerischoolscience.wikispaces.com/

I like the set up and the content of this Wikispace. This Wikispace follows the criteria of a well-designed web page (pg 255). It has good structure and organization and has a page for each of the teacher’s classes. It is visually appealing and has just the right amount of content and it is not overcrowded with irrelevant links. You can easily navigate through the Wiki and see that it includes homework assignments, student project samples, class expectations, project guidelines and deadlines, as well as PowerPoint notes from past classes. I am going to utilize this Wikispace for ideas on arrangement and content.  

2 Widgets: Find 2 HTML widgets that you might use within your wiki. These widgets must be embedded directly within your blog post. Discuss how you might utilize these widgets in your classroom.

My Pinterest Board "Weird Science"

I would post science experiments and cool photographs for my students to look through. I would allow them to do these science experiments and write up a report of what experiment they did, what happened in the experiment, and why they think it happened. I think this would be a good way to encourage students to learn on their own.

Google Calendar

I am a very organized person, almost to the point of OCD. One thing I love being organized about is dates. I am always putting dates into my phone’s calendar and planning things far in advanced to make sure that I can get everything taken care of in a timely manner. Rather than just listing dates on my Wikispace, I would use the Google calendar widget to post all important dates for class including test dates, homework assignments, field trips, reminders, etc. 

Web-Based Lesson: Discuss and link to a web site where students could access or you could create a web-based lesson.

Glencoe Science webquests-- http://www.glencoe.com/sec/science/webquest/

As I began searching for a science web-based lesson, I found plenty of lessons, but I couldn’t find one that was well-suited for a middle school science class or that was free. Just as the book states, one of the downsides to finding lessons on the internet is the challenge of find the perfect one for your grade level (pg 257). I checked out the websites listed in the book and still had no luck. I finally came across Glencoe science and found some interesting and useful webquests. After evaluating the Glencoe science webquest with the Rubric for Evaluating Webquests discussed on page 248, the webquest showed to be a great tool to use in the classroom. Glencoe science is a great source for students and educators to access web-based lessons. It offers webquests on some very interesting topics such as neon, gemstones, laser eye surgery and roller coaster physics. These science webquests are a great way for students to practice higher level thinking, following directions, making use of information on the internet and applying what they have learned (pg 258). Webquests are also an excellent way for students to practice or learn teamwork skills (pg 245).

For example, the webquest about neon signs teaches the chemistry behind the glowing tubes and how gases are combined to create the different colors. The student then applies what they have learned in order to design their own functioning neon sign.

M4: How Wikispaces is being used in K-12 classrooms http://t.co/Efvu5xxt7n #ED527UM
— Peyton Truett (@peypey3191) October 13, 2013

Module 3

Begin blog post by discussing the content in chapter 7 as it relates to your use of the Internet. 

Chapter 7 focuses on how the internet is being used in different ways to teach and learn. This is what I mainly use the internet for, as a learning tool. I am always looking for answers to my questions, looking up how to do something, or looking up directions to an address. I have even had my share of experiences with online learning through college.

URLs: What do URLs tell you/students about web sites?

URLs tell you the type of website it will link to (government, education, etc.) and it give you an idea of what type of information you would find on that particular website. An example used in the book was that the domain designator (last three letters in a URL) such as .org indicates a website of an organization of some type (pg 216).  

Search Engines: How can learning to use search engines help you/students find better information?

Sometimes if you are not specific enough in your search, you may or may not get the results you were looking for. The more specific you are, the better the outcome of search results. Also, if you learn how to correctly utilize search engines, your search can be quicker and easier.

Internet Tool: Choose one Internet Tool (in the section beginning on p. 223) and discuss how you might use it in a classroom.

Throughout my college years, I have found it to be very helpful to have some way to be able to quickly contact other students whenever I need help. I think students could benefit greatly from using a class chatroom system whenever they are at home and forget what homework problems they were to do or if they need a question answered regarding a project or assignment. 

Favorite Web Sites: Finally, pick two web sites that you feel are your favorite. Post the web sites and talk about why they will be beneficial to teachers and/or students.

Two of my favorite websites are brainpop.com and sciencebob.com. BrainPop is an award winning website that is useful for both teachers and students. Teachers of any subject can utilize this site to find all kinds of resources such as lesson plan ideas, graphic organizers, videos, and even mobile applications. Page 209 talks about the issues with online education, one of them was aligning curriculum standards. BrainPop gives you the option to choose your state, subject, and grade to help you find lessons that align with your state curriculum standards.    

Students will also find BrainPop to be of great use. The student resources include videos, games, quizzes, activities, as well as Q & A’s. Students can watch the videos to review material or even learn something new. Quizzes and other activities can also be utilized to help prepare for a test. It’s important for an online educational site to be engaging, rather than just spitting out information (pg 226). BrainPop does just that, it engages students and can be used in traditional, blended, and flipped classroom settings.

ScienceBob is a neat website for students. It has ideas for projects, a weekly science Q and A, links to other websites, videos, a blog, as well as science experiments. The content of this website encourages kids to become self-directed learners. ScienceBob meets the Quality Matter program standards (pg 228). The website includes excellent resources and materials, it’s engaging, it’s accessible, and it has learner support. Students can easily contact Bob and ask him questions (which he will gladly answer). With the use of a blog, ScienceBob creates a feeling of community and social presence (pg 227). Students and even teachers can make comments and interact with others on this site. 

An overview of BrainPop with Tim and Moby

#ED527UM M3: Blended learning is becoming a huge thing! http://t.co/MgvT2Dd4xg

— Peyton Truett (@peypey3191) October 1, 2013