As a Math Teacher, there are plenty of possibilities for critical thinking. I really feel like students need some sort of background information in order to participate in critical thinking. As a high school teacher, I have the opportunity to present them with information that requires them to really apply what they know and use their critical thinking skills to come up with a solution. I wonder how elementary school teachers use these critical thinking skills. (I have blog buddies who are elementary teachers...so looking forward to comments.)
But here is the big problem, It's much more difficult as a teacher to create such assesments or assignments. Making a handful of open ended plug-and-chug problems is easier. They are easier to create and easier to grade! So teachers looking for the easy way out will go this route.
Let's say there is a teacher who has the students think critically and apply some of their learning. There will also be push back from the students. So many students have become acustomed to the plug-and-chug assessments, they may not want to THINK!
But if we really want our students to LEARN, this is where we need to be!
I would like to think I'm a good model of a critical thinker! I like to solve problems. I like to know why and solve problems creatively. I do struggle on how to convey that love of solving problems to students! Some get it and others don't!
Sunday, October 30, 2011
Sunday, October 23, 2011
Telecommunication Projects
I enjoyed the reading and discussion during class regarding telecommunication projects. I wonder if teachers are utilizing such resources in their classroom. Here are a few examples I've had personal experience with:
1. We had David Wiley - OER Expert and BYU Professor - come and train our Georgia Virtual School Development staff on the use of Open Educational Resources. We did actually pay his travel expenses for him to come and train us face-to-face. This was certainly valuable. Since the training, we have had opportunity to skype with him to get additional clarification or even email him with specific questions. To be able to get that immediate feedback is valuable! We should explore more options for training with outside experts.
2. At GAVS, we have recently moved from Elluminate to the Adobe Connect software for interacting synchronously with our students and fellow teachers. One of our Educational Technologists developed some online training that we attended each Friday so we can learn the software. We met synchronously, but from our own locations. This gave us the opportunity to learn a little at a time and put into practice what we learned each week. If we had to travel to a central location to have this training, it would have been a world-wind of information and we would have not learned nearly as much!
3. Lastly is a wishful project. I would love for students in the Georgia Virtual school to have to seek out experts in whatever they are studying. It could actually be a friend of the student's parents or someone they have found on the internet. But if the students could reach out via email or skype and ask them questions about what they do and how they use what they know, I think it would help students have a valuable real-world experience with what they're learning in High School.
Overall, I hope teachers will think outside the box and begin making strides to incorporate some of these important tools in their classrooms!
1. We had David Wiley - OER Expert and BYU Professor - come and train our Georgia Virtual School Development staff on the use of Open Educational Resources. We did actually pay his travel expenses for him to come and train us face-to-face. This was certainly valuable. Since the training, we have had opportunity to skype with him to get additional clarification or even email him with specific questions. To be able to get that immediate feedback is valuable! We should explore more options for training with outside experts.
2. At GAVS, we have recently moved from Elluminate to the Adobe Connect software for interacting synchronously with our students and fellow teachers. One of our Educational Technologists developed some online training that we attended each Friday so we can learn the software. We met synchronously, but from our own locations. This gave us the opportunity to learn a little at a time and put into practice what we learned each week. If we had to travel to a central location to have this training, it would have been a world-wind of information and we would have not learned nearly as much!
3. Lastly is a wishful project. I would love for students in the Georgia Virtual school to have to seek out experts in whatever they are studying. It could actually be a friend of the student's parents or someone they have found on the internet. But if the students could reach out via email or skype and ask them questions about what they do and how they use what they know, I think it would help students have a valuable real-world experience with what they're learning in High School.
Overall, I hope teachers will think outside the box and begin making strides to incorporate some of these important tools in their classrooms!
Sunday, October 16, 2011
Supporting Student eLearning
I loved this chapter! And working with Georgia Virtual School, I have a lot of experience in several of these categories. So as not to bore you with tons of information, I'm going to focus on two areas!
First, there was discussion of Meeting the Standards of eLearning (p. 208) They discussed Curriculum, Instructional Design, Teacher Quality, Student Roles, Assessment, Management and Support Systems, and Technological Infrastructure. As I read each of the descriptions, I was very proud of my school. I feel like we've really thought through each of these issues and are working to incorporate an online classroom while meeting each of these needs. I did think that our Support Systems might be a weakness. We have a "support team" who serve as guidance counselors in a way. However, they are not able to give students guidance on what courses to take. Because some schools have different requirements even thought they are a GA Public school, we have decided that the individual school should do this. I think we could really help students by giving them information regarding course choices. They could take that advice back to their school to make a final decision, but I'd like to give them information.
The second part in this chapter that I really liked were the three different options. The first they discussed was the teleconferences. The best part of that is the synchronous interaction. The scenario presented at the first of the chapter introduced a teacher with a need for a group of gifted students. This interaction would allow the students to feel a part of a real class as they participated. The second choice was online courses. It was described as asynchronous. And there are some such classes. I tutored a student who was taking a BYU Independent study course for high school credit. It was just a series of lessons he completed on his own without interactions with other students or teachers. I don't think this is the best environment - especially for high school students. Our online courses are not like this. We do include a synchronous element where students and teachers interact. So I think that is a real plus for our courses. The final option was blended. I love this option. So much of what a student needs is that personal interaction, but the addition of the technology makes for a much richer learning environment. We are currently piloting our blended program. So time will tell how effective it is!
First, there was discussion of Meeting the Standards of eLearning (p. 208) They discussed Curriculum, Instructional Design, Teacher Quality, Student Roles, Assessment, Management and Support Systems, and Technological Infrastructure. As I read each of the descriptions, I was very proud of my school. I feel like we've really thought through each of these issues and are working to incorporate an online classroom while meeting each of these needs. I did think that our Support Systems might be a weakness. We have a "support team" who serve as guidance counselors in a way. However, they are not able to give students guidance on what courses to take. Because some schools have different requirements even thought they are a GA Public school, we have decided that the individual school should do this. I think we could really help students by giving them information regarding course choices. They could take that advice back to their school to make a final decision, but I'd like to give them information.
The second part in this chapter that I really liked were the three different options. The first they discussed was the teleconferences. The best part of that is the synchronous interaction. The scenario presented at the first of the chapter introduced a teacher with a need for a group of gifted students. This interaction would allow the students to feel a part of a real class as they participated. The second choice was online courses. It was described as asynchronous. And there are some such classes. I tutored a student who was taking a BYU Independent study course for high school credit. It was just a series of lessons he completed on his own without interactions with other students or teachers. I don't think this is the best environment - especially for high school students. Our online courses are not like this. We do include a synchronous element where students and teachers interact. So I think that is a real plus for our courses. The final option was blended. I love this option. So much of what a student needs is that personal interaction, but the addition of the technology makes for a much richer learning environment. We are currently piloting our blended program. So time will tell how effective it is!
Saturday, October 8, 2011
Student Communication
With Georgia Virtual school, we've had to be creative with our student communication. We currently use the D2L Discussion tool to facilitate student "communication". The students are required to participate in one discussion per module. Typically teachers ask the students to respond to two students' posted discussions. This plan is adequate, but I think it's very contrived. When you "discuss" in a classroom you can potentially have a deep meaningful discussion in a matter of a class period. Since online students are available during different times, they are required to post, check back, make a comment, and perhaps come back to check again. It is not the same as a discussion.
We also use Adobe Connect (similar to Wimba) where students and teachers meet to review material live. Unfortunately, we have had to stop making these mandatory. So not all students attend. This would be a much better method to facilitate "discussion". Then students can submit a summary of what was discussed in their group.
For my specific project, you could use this in a face-to-face setting where communication would be much easier. They could work in their groups during the class period and get what they need. I intend to let them use this activity for our online class as well. The students will need to work together to get their project together. I've started the communication process by incorporating a Google spreadsheet. This sheet will be accessible by all group members. Google docs would be a great way for them to create their final document. This way the students can contribute to the overall summary and all members can see and edit.
I think there needs to be some live discussion and collaboration as these students complete the project. If I were teaching it, I would either have them come to Adobe Connect meetings as a group. Or perhaps encourage them to get Skype or Google Talk so they can have some real-time interaction about what they are doing.
The important part as a teacher is to include these requirements in the rubric. I've been working on my rubrics and this is something I need to add. I need them to include how they met and whether everyone participated.
As a parting thought...I've noticed in my own two teenagers that the increased reliance on cell phones and social media such as Facebook, are making their face-to-face communication skills suffer. In the end, this is going to be an issue in the workplace and life in general. I'm happy that they can utilize digital communication but I think we need to continually required actual collaboration so students also learn those skills!
We also use Adobe Connect (similar to Wimba) where students and teachers meet to review material live. Unfortunately, we have had to stop making these mandatory. So not all students attend. This would be a much better method to facilitate "discussion". Then students can submit a summary of what was discussed in their group.
For my specific project, you could use this in a face-to-face setting where communication would be much easier. They could work in their groups during the class period and get what they need. I intend to let them use this activity for our online class as well. The students will need to work together to get their project together. I've started the communication process by incorporating a Google spreadsheet. This sheet will be accessible by all group members. Google docs would be a great way for them to create their final document. This way the students can contribute to the overall summary and all members can see and edit.
I think there needs to be some live discussion and collaboration as these students complete the project. If I were teaching it, I would either have them come to Adobe Connect meetings as a group. Or perhaps encourage them to get Skype or Google Talk so they can have some real-time interaction about what they are doing.
The important part as a teacher is to include these requirements in the rubric. I've been working on my rubrics and this is something I need to add. I need them to include how they met and whether everyone participated.
As a parting thought...I've noticed in my own two teenagers that the increased reliance on cell phones and social media such as Facebook, are making their face-to-face communication skills suffer. In the end, this is going to be an issue in the workplace and life in general. I'm happy that they can utilize digital communication but I think we need to continually required actual collaboration so students also learn those skills!
Saturday, October 1, 2011
Creativity - Valuable or Just More Work
This is perfect timing this week for the blog topic. I've been working with my daughter and my nephew - both 7th graders - on some math assignments. Give me a second just to explain!
Taylor: She was working on graphing Cartesian coordinates. She had a worksheet with 150 points to plot. As she plotted the points, certain ones were connected to create a pictures. She was then required to color the picture. The goal for the homework was to plot the points! This is a necessary skill for mathematics. However, if she could successfully complete 5-10 of these, she had mastered the skill. There was no need for 150 points! So I feel like the "creativity" of the assignment defeated the purpose of the assignment itself.
Ryan: He has a project due on Monday. He has to come up with five word problems that involve solving equations. He didn't have much problem coming up with the problems. Nor did he have issues solving the problems. But the project included a power point. As a technologically savvy adult, I don't enjoy typing math problems and solutions. I can't imagine how frustrating this will be for a 12-year-old boy! So again, he understands the material however the extent of the "creativity" is making it much more difficult!
So with all of that said, I'm going to keep my project relatively simple. I want for them to focus on the math calculations regarding credit cards and interest. They will just be writing up a report with the information. If they feel like adding graphics and sprucing it up, that's their prerogative. I would imagine that high school students have a better skill set to complete a power point and this may work just fine. But for this project I want for the focus to be on the knowledge and not so much the "fluff". The assignment itself is creative in that they are "pretending" to be a financial adviser. So the creativity is focused there.
Taylor: She was working on graphing Cartesian coordinates. She had a worksheet with 150 points to plot. As she plotted the points, certain ones were connected to create a pictures. She was then required to color the picture. The goal for the homework was to plot the points! This is a necessary skill for mathematics. However, if she could successfully complete 5-10 of these, she had mastered the skill. There was no need for 150 points! So I feel like the "creativity" of the assignment defeated the purpose of the assignment itself.
Ryan: He has a project due on Monday. He has to come up with five word problems that involve solving equations. He didn't have much problem coming up with the problems. Nor did he have issues solving the problems. But the project included a power point. As a technologically savvy adult, I don't enjoy typing math problems and solutions. I can't imagine how frustrating this will be for a 12-year-old boy! So again, he understands the material however the extent of the "creativity" is making it much more difficult!
So with all of that said, I'm going to keep my project relatively simple. I want for them to focus on the math calculations regarding credit cards and interest. They will just be writing up a report with the information. If they feel like adding graphics and sprucing it up, that's their prerogative. I would imagine that high school students have a better skill set to complete a power point and this may work just fine. But for this project I want for the focus to be on the knowledge and not so much the "fluff". The assignment itself is creative in that they are "pretending" to be a financial adviser. So the creativity is focused there.
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